Learning Quantum Chemical Model with Learning Media Concept Map and Power Point Viewed from Memory and Creativity Skills Students

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Agus Wahidi

2017-03-01

Full Text Available This research is experimental, using first class learning a quantum model of learning with concept maps media and the second media using real environments by power point presentation. The population is all class XI Science, number 2 grade. The sampling technique is done by purposive random sampling. Data collection techniques to test for cognitive performance and memory capabilities, with a questionnaire for creativity. Hypothesis testing using three-way ANOVA different cells with the help of software Minitab 15.Based on the results of data processing, concluded: (1 there is no influence of the quantum model of learning with media learning concept maps and real environments for learning achievement chemistry, (2 there is a high impact memory ability and low on student achievement, (3 there is no the effect of high and low creativity in student performance, (4 there is no interaction learning model quantum media learning concept maps and real environments with memory ability on student achievement, (5 there is no interaction learning model quantum media learning concept maps and real environments with creativity of student achievement, (6 there is no interaction memory skills and creativity of student achievement, (7 there is no interaction learning model quantum media learning concept maps and real environments, memory skills, and creativity on student achievement.

The use of process mapping in healthcare quality improvement projects.

Science.gov (United States)

Antonacci, Grazia; Reed, Julie E; Lennox, Laura; Barlow, James

2018-05-01

Introduction Process mapping provides insight into systems and processes in which improvement interventions are introduced and is seen as useful in healthcare quality improvement projects. There is little empirical evidence on the use of process mapping in healthcare practice. This study advances understanding of the benefits and success factors of process mapping within quality improvement projects. Methods Eight quality improvement projects were purposively selected from different healthcare settings within the UK's National Health Service. Data were gathered from multiple data-sources, including interviews exploring participants' experience of using process mapping in their projects and perceptions of benefits and challenges related to its use. These were analysed using inductive analysis. Results Eight key benefits related to process mapping use were reported by participants (gathering a shared understanding of the reality; identifying improvement opportunities; engaging stakeholders in the project; defining project's objectives; monitoring project progress; learning; increased empathy; simplicity of the method) and five factors related to successful process mapping exercises (simple and appropriate visual representation, information gathered from multiple stakeholders, facilitator's experience and soft skills, basic training, iterative use of process mapping throughout the project). Conclusions Findings highlight benefits and versatility of process mapping and provide practical suggestions to improve its use in practice.

An efficient cardiac mapping strategy for radiofrequency catheter ablation with active learning.

Science.gov (United States)

Feng, Yingjing; Guo, Ziyan; Dong, Ziyang; Zhou, Xiao-Yun; Kwok, Ka-Wai; Ernst, Sabine; Lee, Su-Lin

2017-07-01

A major challenge in radiofrequency catheter ablation procedures is the voltage and activation mapping of the endocardium, given a limited mapping time. By learning from expert interventional electrophysiologists (operators), while also making use of an active-learning framework, guidance on performing cardiac voltage mapping can be provided to novice operators or even directly to catheter robots. A learning from demonstration (LfD) framework, based upon previous cardiac mapping procedures performed by an expert operator, in conjunction with Gaussian process (GP) model-based active learning, was developed to efficiently perform voltage mapping over right ventricles (RV). The GP model was used to output the next best mapping point, while getting updated towards the underlying voltage data pattern as more mapping points are taken. A regularized particle filter was used to keep track of the kernel hyperparameter used by GP. The travel cost of the catheter tip was incorporated to produce time-efficient mapping sequences. The proposed strategy was validated on a simulated 2D grid mapping task, with leave-one-out experiments on 25 retrospective datasets, in an RV phantom using the Stereotaxis Niobe ® remote magnetic navigation system, and on a tele-operated catheter robot. In comparison with an existing geometry-based method, regression error was reduced and was minimized at a faster rate over retrospective procedure data. A new method of catheter mapping guidance has been proposed based on LfD and active learning. The proposed method provides real-time guidance for the procedure, as well as a live evaluation of mapping sufficiency.

Mapping shape to visuomotor mapping: learning and generalisation of sensorimotor behaviour based on contextual information.

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Loes C J van Dam

2015-03-01

Full Text Available Humans can learn and store multiple visuomotor mappings (dual-adaptation when feedback for each is provided alternately. Moreover, learned context cues associated with each mapping can be used to switch between the stored mappings. However, little is known about the associative learning between cue and required visuomotor mapping, and how learning generalises to novel but similar conditions. To investigate these questions, participants performed a rapid target-pointing task while we manipulated the offset between visual feedback and movement end-points. The visual feedback was presented with horizontal offsets of different amounts, dependent on the targets shape. Participants thus needed to use different visuomotor mappings between target location and required motor response depending on the target shape in order to "hit" it. The target shapes were taken from a continuous set of shapes, morphed between spiky and circular shapes. After training we tested participants performance, without feedback, on different target shapes that had not been learned previously. We compared two hypotheses. First, we hypothesised that participants could (explicitly extract the linear relationship between target shape and visuomotor mapping and generalise accordingly. Second, using previous findings of visuomotor learning, we developed a (implicit Bayesian learning model that predicts generalisation that is more consistent with categorisation (i.e. use one mapping or the other. The experimental results show that, although learning the associations requires explicit awareness of the cues' role, participants apply the mapping corresponding to the trained shape that is most similar to the current one, consistent with the Bayesian learning model. Furthermore, the Bayesian learning model predicts that learning should slow down with increased numbers of training pairs, which was confirmed by the present results. In short, we found a good correspondence between the

The EnMAP-Box—A Toolbox and Application Programming Interface for EnMAP Data Processing

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Sebastian van der Linden

2015-09-01

Full Text Available The EnMAP-Box is a toolbox that is developed for the processing and analysis of data acquired by the German spaceborne imaging spectrometer EnMAP (Environmental Mapping and Analysis Program. It is developed with two aims in mind in order to guarantee full usage of future EnMAP data, i.e., (1 extending the EnMAP user community and (2 providing access to recent approaches for imaging spectroscopy data processing. The software is freely available and offers a range of tools and applications for the processing of spectral imagery, including classical processing tools for imaging spectroscopy data as well as powerful machine learning approaches or interfaces for the integration of methods available in scripting languages. A special developer version includes the full open source code, an application programming interface and an application wizard for easy integration and documentation of new developments. This paper gives an overview of the EnMAP-Box for users and developers, explains typical workflows along an application example and exemplifies the concept for making it a frequently used and constantly extended platform for imaging spectroscopy applications.

Learning Inverse Rig Mappings by Nonlinear Regression.

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Holden, Daniel; Saito, Jun; Komura, Taku

2017-03-01

We present a framework to design inverse rig-functions-functions that map low level representations of a character's pose such as joint positions or surface geometry to the representation used by animators called the animation rig. Animators design scenes using an animation rig, a framework widely adopted in animation production which allows animators to design character poses and geometry via intuitive parameters and interfaces. Yet most state-of-the-art computer animation techniques control characters through raw, low level representations such as joint angles, joint positions, or vertex coordinates. This difference often stops the adoption of state-of-the-art techniques in animation production. Our framework solves this issue by learning a mapping between the low level representations of the pose and the animation rig. We use nonlinear regression techniques, learning from example animation sequences designed by the animators. When new motions are provided in the skeleton space, the learned mapping is used to estimate the rig controls that reproduce such a motion. We introduce two nonlinear functions for producing such a mapping: Gaussian process regression and feedforward neural networks. The appropriate solution depends on the nature of the rig and the amount of data available for training. We show our framework applied to various examples including articulated biped characters, quadruped characters, facial animation rigs, and deformable characters. With our system, animators have the freedom to apply any motion synthesis algorithm to arbitrary rigging and animation pipelines for immediate editing. This greatly improves the productivity of 3D animation, while retaining the flexibility and creativity of artistic input.

Map as a tool for independent learning in geography teaching

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Živković Ljiljana

2012-01-01

Full Text Available There are different views on self-regulation in the learning process, how it has to be monitored, controlled, which are the circumstances and external factors that affect independent learning. Dominant are the opinions in which the self-regulation is treated as interaction of processes related to the personality, behavioural and contextual processes. Special attention has been given to motivational strategies and students’ desire to focus on goals. By enabling students to make decisions, set their own goals, make a choice, plan and organize activities, the development of self-learning and student autonomy is being encouraged. If students are given the opportunity of independent activities, effect of self-control in the process of learning and self-regulation becomes more pronounced. The paper will explain the factors that influence the process of self-learning that takes place in regular teaching with the help of map as the basic geographic media. [Projekat Ministarstva nauke Republike Srbije, br. 17008

Concept Mapping Using Cmap Tools to Enhance Meaningful Learning

Science.gov (United States)

Cañas, Alberto J.; Novak, Joseph D.

Concept maps are graphical tools that have been used in all facets of education and training for organizing and representing knowledge. When learners build concept maps, meaningful learning is facilitated. Computer-based concept mapping software such as CmapTools have further extended the use of concept mapping and greatly enhanced the potential of the tool, facilitating the implementation of a concept map-centered learning environment. In this chapter, we briefly present concept mapping and its theoretical foundation, and illustrate how it can lead to an improved learning environment when it is combined with CmapTools and the Internet. We present the nationwide “Proyecto Conéctate al Conocimiento” in Panama as an example of how concept mapping, together with technology, can be adopted by hundreds of schools as a means to enhance meaningful learning.

Superior cognitive mapping through single landmark-related learning than through boundary-related learning.

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Zhou, Ruojing; Mou, Weimin

2016-08-01

Cognitive mapping is assumed to be through hippocampus-dependent place learning rather than striatum-dependent response learning. However, we proposed that either type of spatial learning, as long as it involves encoding metric relations between locations and reference points, could lead to a cognitive map. Furthermore, the fewer reference points to specify individual locations, the more accurate a cognitive map of these locations will be. We demonstrated that participants have more accurate representations of vectors between 2 locations and of configurations among 3 locations when locations are individually encoded in terms of a single landmark than when locations are encoded in terms of a boundary. Previous findings have shown that learning locations relative to a boundary involve stronger place learning and higher hippocampal activation whereas learning relative to a single landmark involves stronger response learning and higher striatal activation. Recognizing this, we have provided evidence challenging the cognitive map theory but favoring our proposal. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A comparative analysis of three metaheuristic methods applied to fuzzy cognitive maps learning

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Bruno A. Angélico

2013-12-01

Full Text Available This work analyses the performance of three different population-based metaheuristic approaches applied to Fuzzy cognitive maps (FCM learning in qualitative control of processes. Fuzzy cognitive maps permit to include the previous specialist knowledge in the control rule. Particularly, Particle Swarm Optimization (PSO, Genetic Algorithm (GA and an Ant Colony Optimization (ACO are considered for obtaining appropriate weight matrices for learning the FCM. A statistical convergence analysis within 10000 simulations of each algorithm is presented. In order to validate the proposed approach, two industrial control process problems previously described in the literature are considered in this work.

Concept Maps for Evaluating Learning of Sustainable Development

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Shallcross, David C.

2016-01-01

Concept maps are used to assess student and cohort learning of sustainable development. The concept maps of 732 first-year engineering students were individually analyzed to detect patterns of learning and areas that were not well understood. Students were given 20 minutes each to prepare a concept map of at least 20 concepts using paper and pen.…

Concept mapping as learning tool in problem-oriented learning

NARCIS (Netherlands)

Fürstenau, B.; Kneppers, L.; Sánchez, J.; Cañas, A.J.; Novak, J.D.

2010-01-01

In two studies we investigated whether concept mapping or summary writing is more effective in supporting students’ learning from authentic problems in the field of business. We interpret concept mapping and summary writing as elaboration tools aiming at helping students to understand new

Asymmetric neighborhood functions accelerate ordering process of self-organizing maps

International Nuclear Information System (INIS)

Ota, Kaiichiro; Aoki, Takaaki; Kurata, Koji; Aoyagi, Toshio

2011-01-01

A self-organizing map (SOM) algorithm can generate a topographic map from a high-dimensional stimulus space to a low-dimensional array of units. Because a topographic map preserves neighborhood relationships between the stimuli, the SOM can be applied to certain types of information processing such as data visualization. During the learning process, however, topological defects frequently emerge in the map. The presence of defects tends to drastically slow down the formation of a globally ordered topographic map. To remove such topological defects, it has been reported that an asymmetric neighborhood function is effective, but only in the simple case of mapping one-dimensional stimuli to a chain of units. In this paper, we demonstrate that even when high-dimensional stimuli are used, the asymmetric neighborhood function is effective for both artificial and real-world data. Our results suggest that applying the asymmetric neighborhood function to the SOM algorithm improves the reliability of the algorithm. In addition, it enables processing of complicated, high-dimensional data by using this algorithm.

Group Concept Mapping on Learning Analytics

NARCIS (Netherlands)

Stoyanov, Slavi; Drachsler, Hendrik

2013-01-01

Stoyanov, S., & Drachsler, H. (2013, 5 July). Group Concept Mapping on Learning Analytics. Presentation given at Learning Analytics Summer School Institute (LASI) to kickoff the national GCM study on LA, Amsterdam, The Netherlands.

Preexposure effects in spatial learning: From gestaltic to associative and attentional cognitive maps

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Edward S. Redhead

2002-01-01

Full Text Available In this paper a series of studies and theoretical proposals about how preexposure to environmental cues affects subsequent spatial learning are reviewed. Traditionally, spatial learning had been thought to depend on gestaltic non-associative processes, and well established phenomena such as latent learning or instantaneous transfer have been taken to provide evidence for this sort of cognitive mapping. However, reviewing the literature examining these effects reveals that there is no need to advocate for gestaltic processes since standard associative learning theory provides an adequate framework for accounting for navigation skills. Recent studies reveal that attentional processes play a role in spatial learning. The need for an integrated attentional and associative approach to explain spatial learning is discussed.

Effects of Concept Mapping Strategy on Learning Performance in Business and Economics Statistics

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Chiou, Chei-Chang

2009-01-01

A concept map (CM) is a hierarchically arranged, graphic representation of the relationships among concepts. Concept mapping (CMING) is the process of constructing a CM. This paper examines whether a CMING strategy can be useful in helping students to improve their learning performance in a business and economics statistics course. A single…

Learning Bing maps API

CERN Document Server

Sinani, Artan

2013-01-01

This is a practical, hands-on guide with illustrative examples, which will help you explore the vast universe of Bing maps.If you are a developer who wants to learn how to exploit the numerous features of Bing Maps then this book is ideal for you. It can also be useful for more experienced developers who wish to explore other areas of the APIs. It is assumed that you have some knowledge of JavaScript, HTML, and CSS. For some chapters a working knowledge of .Net and Visual Studio is also needed.

Integrasi concise learning method dengan mind mapping dalam pembelajaran matematika di perguruan tinggi

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Ciptianingsari Ayu Vitantri

2017-11-01

Full Text Available [Bahasa]: Penelitian ini bertujuan untuk mendeskripsikan penerapan, pemahaman konsep, dan respon mahasiswa terhadap pembelajaran CLM  yang diintegrasikan dengan mind mapping pada mata kuliah aljabar linier elementer I. Penelitian ini termasuk dalam penelitian deskriptif kualitatif, dengan subjek penelitian adalah mahasiswa prodi matematika dan pendidikan matematika semester gasal tahun ajaran 2016/2017 yang mengambil mata kuliah aljabar linier elementer I. Instrumen utama dalam penelitian ini adalah peneliti sendiri dengan instrumen pendukung yaitu lembar observasi, tes pemahaman konsep, angket respon, dan pedoman wawancara. Hasil penelitian menunjukkan: 1 Langkah-langkah pembelajaran CLM yang diintegrasikan dengan mind mapping meliputi preview, participate, process (mengolah informasi dalam bentuk mind mapping, practice, dan produce. 2 Pemahaman konsep mahasiswa mengalami peningkatan setelah pembelajaran. Dan 3 Mahasiswa memberikan respon positif terhadap pelaksanaan pembelajaran CLM yang diintegrasikan dengan mind mapping. Kata kunci: Concise Learning Method; Mind Mapping; Pemahaman Konsep; Respon; Aljabar Linier Elementer. [English]: This research aimed to describe the implementation, students’ understanding and their responses on CLM integrated with mind mapping on Linear Elementary Algebra I course,  This research was qualitative descriptive research with the subjects involved were students of mathematics and mathematics education on 2016/2017 academic year who took Linear Elementary Algebra I course. The main instrument in this research was the researcher and the supporting instruments used are observation sheet, test, response questionnaire, and interview guide. The results showed that: 1 The steps of CLM integrated with mind mapping include preview, participate, process (process all information into mind mapping, practice, and produce. 2 The students’ understanding of the mathematics concept of were developed. And 3 the students

Concept mapping learning strategy to enhance students' mathematical connection ability

Science.gov (United States)

Hafiz, M.; Kadir, Fatra, Maifalinda

2017-05-01

The concept mapping learning strategy in teaching and learning mathematics has been investigated by numerous researchers. However, there are still less researchers who have scrutinized about the roles of map concept which is connected to the mathematical connection ability. Being well understood on map concept, it may help students to have ability to correlate one concept to other concept in order that the student can solve mathematical problems faced. The objective of this research was to describe the student's mathematical connection ability and to analyze the effect of using concept mapping learning strategy to the students' mathematical connection ability. This research was conducted at senior high school in Jakarta. The method used a quasi-experimental with randomized control group design with the total number was 72 students as the sample. Data obtained through using test in the post-test after giving the treatment. The results of the research are: 1) Students' mathematical connection ability has reached the good enough level category; 2) Students' mathematical connection ability who had taught with concept mapping learning strategy is higher than who had taught with conventional learning strategy. Based on the results above, it can be concluded that concept mapping learning strategycould enhance the students' mathematical connection ability, especially in trigonometry.

Vocabulary learning in a Yorkshire terrier: slow mapping of spoken words.

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Ulrike Griebel

Full Text Available Rapid vocabulary learning in children has been attributed to "fast mapping", with new words often claimed to be learned through a single presentation. As reported in 2004 in Science a border collie (Rico not only learned to identify more than 200 words, but fast mapped the new words, remembering meanings after just one presentation. Our research tests the fast mapping interpretation of the Science paper based on Rico's results, while extending the demonstration of large vocabulary recognition to a lap dog. We tested a Yorkshire terrier (Bailey with the same procedures as Rico, illustrating that Bailey accurately retrieved randomly selected toys from a set of 117 on voice command of the owner. Second we tested her retrieval based on two additional voices, one male, one female, with different accents that had never been involved in her training, again showing she was capable of recognition by voice command. Third, we did both exclusion-based training of new items (toys she had never seen before with names she had never heard before embedded in a set of known items, with subsequent retention tests designed as in the Rico experiment. After Bailey succeeded on exclusion and retention tests, a crucial evaluation of true mapping tested items previously successfully retrieved in exclusion and retention, but now pitted against each other in a two-choice task. Bailey failed on the true mapping task repeatedly, illustrating that the claim of fast mapping in Rico had not been proven, because no true mapping task had ever been conducted with him. It appears that the task called retention in the Rico study only demonstrated success in retrieval by a process of extended exclusion.

GeoMapApp Learning Activities: Enabling the democratisation of geoscience learning

Science.gov (United States)

Goodwillie, A. M.; Kluge, S.

2011-12-01

GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.

A teaching-learning sequence about weather map reading

Science.gov (United States)

Mandrikas, Achilleas; Stavrou, Dimitrios; Skordoulis, Constantine

2017-07-01

In this paper a teaching-learning sequence (TLS) introducing pre-service elementary teachers (PET) to weather map reading, with emphasis on wind assignment, is presented. The TLS includes activities about recognition of wind symbols, assignment of wind direction and wind speed on a weather map and identification of wind characteristics in a weather forecast. Sixty PET capabilities and difficulties in understanding weather maps were investigated, using inquiry-based learning activities. The results show that most PET became more capable of reading weather maps and assigning wind direction and speed on them. Our results also show that PET could be guided to understand meteorology concepts useful in everyday life and in teaching their future students.

Discourse-Centric Learning Analytics: Mapping the Terrain

Science.gov (United States)

Knight, Simon; Littleton, Karen

2015-01-01

There is an increasing interest in developing learning analytic techniques for the analysis, and support of, high-quality learning discourse. This paper maps the terrain of discourse-centric learning analytics (DCLA), outlining the distinctive contribution of DCLA and outlining a definition for the field moving forwards. It is our claim that DCLA…

Ontology-based concept map learning path reasoning system using SWRL rules

Energy Technology Data Exchange (ETDEWEB)

Chu, K.-K.; Lee, C.-I. [National Univ. of Tainan, Taiwan (China). Dept. of Computer Science and Information Learning Technology

2010-08-13

Concept maps are graphical representations of knowledge. Concept mapping may reduce students' cognitive load and extend simple memory function. The purpose of this study was on the diagnosis of students' concept map learning abilities and the provision of personally constructive advice dependant on their learning path and progress. Ontology is a useful method with which to represent and store concept map information. Semantic web rule language (SWRL) rules are easy to understand and to use as specific reasoning services. This paper discussed the selection of grade 7 lakes and rivers curriculum for which to devise a concept map learning path reasoning service. The paper defined a concept map e-learning ontology and two SWRL semantic rules, and collected users' concept map learning path data to infer implicit knowledge and to recommend the next learning path for users. It was concluded that the designs devised in this study were feasible and advanced and the ontology kept the domain knowledge preserved. SWRL rules identified an abstraction model for inferred properties. Since they were separate systems, they did not interfere with each other, while ontology or SWRL rules were maintained, ensuring persistent system extensibility and robustness. 15 refs., 1 tab., 8 figs.

Concept Mapping in the Humanities to Facilitate Reflection: Externalizing the Relationship between Public and Personal Learning

Science.gov (United States)

Kandiko, Camille; Hay, David; Weller, Saranne

2013-01-01

This article discusses how mapping techniques were used in university teaching in a humanities subject. The use of concept mapping was expanded as a pedagogical tool, with a focus on reflective learning processes. Data were collected through a longitudinal study of concept mapping in a university-level Classics course. This was used to explore how…

A Multianalyzer Machine Learning Model for Marine Heterogeneous Data Schema Mapping

Science.gov (United States)

Yan, Wang; Jiajin, Le; Yun, Zhang

2014-01-01

The main challenges that marine heterogeneous data integration faces are the problem of accurate schema mapping between heterogeneous data sources. In order to improve the schema mapping efficiency and get more accurate learning results, this paper proposes a heterogeneous data schema mapping method basing on multianalyzer machine learning model. The multianalyzer analysis the learning results comprehensively, and a fuzzy comprehensive evaluation system is introduced for output results' evaluation and multi factor quantitative judging. Finally, the data mapping comparison experiment on the East China Sea observing data confirms the effectiveness of the model and shows multianalyzer's obvious improvement of mapping error rate. PMID:25250372

Machine Learning Classification of Buildings for Map Generalization

Directory of Open Access Journals (Sweden)

Jaeeun Lee

2017-10-01

Full Text Available A critical problem in mapping data is the frequent updating of large data sets. To solve this problem, the updating of small-scale data based on large-scale data is very effective. Various map generalization techniques, such as simplification, displacement, typification, elimination, and aggregation, must therefore be applied. In this study, we focused on the elimination and aggregation of the building layer, for which each building in a large scale was classified as “0-eliminated,” “1-retained,” or “2-aggregated.” Machine-learning classification algorithms were then used for classifying the buildings. The data of 1:1000 scale and 1:25,000 scale digital maps obtained from the National Geographic Information Institute were used. We applied to these data various machine-learning classification algorithms, including naive Bayes (NB, decision tree (DT, k-nearest neighbor (k-NN, and support vector machine (SVM. The overall accuracies of each algorithm were satisfactory: DT, 88.96%; k-NN, 88.27%; SVM, 87.57%; and NB, 79.50%. Although elimination is a direct part of the proposed process, generalization operations, such as simplification and aggregation of polygons, must still be performed for buildings classified as retained and aggregated. Thus, these algorithms can be used for building classification and can serve as preparatory steps for building generalization.

Vocabulary Learning in a Yorkshire Terrier: Slow Mapping of Spoken Words

Science.gov (United States)

Griebel, Ulrike; Oller, D. Kimbrough

2012-01-01

Rapid vocabulary learning in children has been attributed to “fast mapping”, with new words often claimed to be learned through a single presentation. As reported in 2004 in Science a border collie (Rico) not only learned to identify more than 200 words, but fast mapped the new words, remembering meanings after just one presentation. Our research tests the fast mapping interpretation of the Science paper based on Rico's results, while extending the demonstration of large vocabulary recognition to a lap dog. We tested a Yorkshire terrier (Bailey) with the same procedures as Rico, illustrating that Bailey accurately retrieved randomly selected toys from a set of 117 on voice command of the owner. Second we tested her retrieval based on two additional voices, one male, one female, with different accents that had never been involved in her training, again showing she was capable of recognition by voice command. Third, we did both exclusion-based training of new items (toys she had never seen before with names she had never heard before) embedded in a set of known items, with subsequent retention tests designed as in the Rico experiment. After Bailey succeeded on exclusion and retention tests, a crucial evaluation of true mapping tested items previously successfully retrieved in exclusion and retention, but now pitted against each other in a two-choice task. Bailey failed on the true mapping task repeatedly, illustrating that the claim of fast mapping in Rico had not been proven, because no true mapping task had ever been conducted with him. It appears that the task called retention in the Rico study only demonstrated success in retrieval by a process of extended exclusion. PMID:22363421

TH-EF-BRC-01: Process Mapping

Energy Technology Data Exchange (ETDEWEB)

Dunscombe, P. [University of Calgary (Canada)

2016-06-15

This Hands-on Workshop will be focused on providing participants with experience with the principal tools of TG 100 and hence start to build both competence and confidence in the use of risk-based quality management techniques. The three principal tools forming the basis of TG 100’s risk analysis: Process mapping, Failure-Modes and Effects Analysis and fault-tree analysis will be introduced with a 5 minute refresher presentation and each presentation will be followed by a 30 minute small group exercise. An exercise on developing QM from the risk analysis follows. During the exercise periods, participants will apply the principles in 2 different clinical scenarios. At the conclusion of each exercise there will be ample time for participants to discuss with each other and the faculty their experience and any challenges encountered. Learning Objectives: To review the principles of Process Mapping, Failure Modes and Effects Analysis and Fault Tree Analysis. To gain familiarity with these three techniques in a small group setting. To share and discuss experiences with the three techniques with faculty and participants. Director, TreatSafely, LLC. Director, Center for the Assessment of Radiological Sciences. Occasional Consultant to the IAEA and Varian.

TH-EF-BRC-01: Process Mapping

International Nuclear Information System (INIS)

Dunscombe, P.

2016-01-01

This Hands-on Workshop will be focused on providing participants with experience with the principal tools of TG 100 and hence start to build both competence and confidence in the use of risk-based quality management techniques. The three principal tools forming the basis of TG 100’s risk analysis: Process mapping, Failure-Modes and Effects Analysis and fault-tree analysis will be introduced with a 5 minute refresher presentation and each presentation will be followed by a 30 minute small group exercise. An exercise on developing QM from the risk analysis follows. During the exercise periods, participants will apply the principles in 2 different clinical scenarios. At the conclusion of each exercise there will be ample time for participants to discuss with each other and the faculty their experience and any challenges encountered. Learning Objectives: To review the principles of Process Mapping, Failure Modes and Effects Analysis and Fault Tree Analysis. To gain familiarity with these three techniques in a small group setting. To share and discuss experiences with the three techniques with faculty and participants. Director, TreatSafely, LLC. Director, Center for the Assessment of Radiological Sciences. Occasional Consultant to the IAEA and Varian.

A Multianalyzer Machine Learning Model for Marine Heterogeneous Data Schema Mapping

Directory of Open Access Journals (Sweden)

Wang Yan

2014-01-01

Full Text Available The main challenges that marine heterogeneous data integration faces are the problem of accurate schema mapping between heterogeneous data sources. In order to improve the schema mapping efficiency and get more accurate learning results, this paper proposes a heterogeneous data schema mapping method basing on multianalyzer machine learning model. The multianalyzer analysis the learning results comprehensively, and a fuzzy comprehensive evaluation system is introduced for output results’ evaluation and multi factor quantitative judging. Finally, the data mapping comparison experiment on the East China Sea observing data confirms the effectiveness of the model and shows multianalyzer’s obvious improvement of mapping error rate.

Neurophysiological evidence for the interplay of speech segmentation and word-referent mapping during novel word learning.

Science.gov (United States)

François, Clément; Cunillera, Toni; Garcia, Enara; Laine, Matti; Rodriguez-Fornells, Antoni

2017-04-01

Learning a new language requires the identification of word units from continuous speech (the speech segmentation problem) and mapping them onto conceptual representation (the word to world mapping problem). Recent behavioral studies have revealed that the statistical properties found within and across modalities can serve as cues for both processes. However, segmentation and mapping have been largely studied separately, and thus it remains unclear whether both processes can be accomplished at the same time and if they share common neurophysiological features. To address this question, we recorded EEG of 20 adult participants during both an audio alone speech segmentation task and an audiovisual word-to-picture association task. The participants were tested for both the implicit detection of online mismatches (structural auditory and visual semantic violations) as well as for the explicit recognition of words and word-to-picture associations. The ERP results from the learning phase revealed a delayed learning-related fronto-central negativity (FN400) in the audiovisual condition compared to the audio alone condition. Interestingly, while online structural auditory violations elicited clear MMN/N200 components in the audio alone condition, visual-semantic violations induced meaning-related N400 modulations in the audiovisual condition. The present results support the idea that speech segmentation and meaning mapping can take place in parallel and act in synergy to enhance novel word learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Concept mapping and text writing as learning tools in problem-oriented learning

NARCIS (Netherlands)

Fürstenau, B.; Kneppers, L.; Dekker, R.; Cañas, A.J.; Novak, J.D.; Vanhaer, J.

2012-01-01

In two studies we investigated whether concept mapping or summary writing better support students while learning from authentic problems in the field of business. We interpret concept mapping and summary writing as elaboration tools aiming at helping students to understand new information, and to

Mapping the work-based learning of novice teachers: charting some rich terrain.

Science.gov (United States)

Cook, Vivien

2009-12-01

Work-based non-formal learning plays a key role in faculty development yet these processes are yet to be described in detail in medical education. This study sets out to illuminate these processes so that potential benefits for new and inexperienced medical educators and their mentors can be realised. The non-formal learning processes of 12 novice teachers were investigated across hospital, general practice and medical school settings. The research sought to describe 'what' and 'how' non-formal learning takes place, and whether these processes differ across teaching sites. Both clinical and non-clinical teachers of medical undergraduates from one inner city medical school were recruited for the study. Through semi-structured interviews and a 'concept map', participants were asked to identify the people and tasks which they considered central to helping them become more expert as educators. Results identified non-formal learning across a number of key dimensions, including personal development, task and role performance, and optimising clinical teaching. This learning takes place as an outcome of experience, observation, reflection and student feedback. Non-formal learning is a significant aspect of the development of novice teachers and as such it needs to be placed more firmly upon the agenda of faculty development.

SCIENCE TEACHERS’ UNDERSTANDING OF MIND MAP LEARNING STRATEGY (PEMAHAMAN GURU IPA DALAM STRATEGI PEMBELAJARAN PETA PIKIRAN (MIND MAP

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Natalia Rosa Keliat

2017-02-01

Full Text Available Abstract. This researchs were conducted in Salatiga primary high school, Central Java and the subject of were taken from 23 science teachers which used interview and observation tech-niques. The aim of this study was firstly, to assess learning strategies of science in Salatiga prima-ry high school, and secondly to assess the obstacles and constraints that faced the science teach-ers in the implementation of learning strategies in the classroom. Further more the percentage of the understanding and application of mind map model, and also to assess the obstacles and con-straints in the implementation of mind map in the classroom. Data were analyzed by using de-scriptive qualitative method. The results showed that the percentage of science teachers using discussion methods are 78.26%, 21.74% by concept maps, 30.43% by demonstrations, 39.13% by lectures, 34.78% using mind map respectively by other strategies such as card games, quiz, pro-ject based learning, discovery, problem based learning, contextual teaching learning, and inquiry is 43,8%. Teachers faced difficulty to allocate the time in the classroom because students who had lower levels of cognitive abilities require a longer time to understand the strategies in the class-room. The percentage of teachers using mind map in teaching only reach at 34.78%, while 65.22% teachers still not applying yet. Results of interview which were conducted approximately 47.83% to the teachers who understand the learning mechanisms model of mind map, and 52.17% did not understand the principles of learning using mind map. However, in its application in the classroom teachers face some problems, for example, it is take time to implemented, and the other subjects difficult to finished on time. More over, other constraints that faced are the students still have difficulty in making mind map because lack of exercise, as well as students who are already familiar with the habit pattern of teacher using teaching

Online testable concept maps: benefits for learning about the pathogenesis of disease.

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Ho, Veronica; Kumar, Rakesh K; Velan, Gary

2014-07-01

Concept maps have been used to promote meaningful learning and critical thinking. Although these are crucially important in all disciplines, evidence for the benefits of concept mapping for learning in medicine is limited. We performed a randomised crossover study to assess the benefits of online testable concept maps for learning in pathology by volunteer junior medical students. Participants (n = 65) were randomly allocated to either of two groups with equivalent mean prior academic performance, in which they were given access to either online maps or existing online resources for a 2-week block on renal disease. Groups then crossed over for a 2-week block on hepatic disease. Outcomes were assessed using timed online quizzes, which included questions unrelated to topics in the pathogenesis maps as an internal control. Questionnaires were administered to evaluate students' acceptance of the maps. In both blocks, the group with access to pathogenesis maps achieved significantly higher average scores than the control group on quiz questions related to topics covered by the maps (Block 1: p online testable pathogenesis maps are well accepted and can improve learning of concepts in pathology by medical students. © 2014 John Wiley & Sons Ltd.

Enhancing Simulation Learning with Team Mental Model Mapping

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Goltz, Sonia M.

2017-01-01

Simulations have been developed for many business courses because of enhanced student engagement and learning. A challenge for instructors using simulations is how to take this learning to the next level since student reflection and learning can vary. This article describes how to use a conceptual mapping game at the beginning and end of a…

Mind map learning for advanced engineering study: case study in system dynamics

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Woradechjumroen, Denchai

2018-01-01

System Dynamics (SD) is one of the subjects that were use in learning Automatic Control Systems in dynamic and control field. Mathematical modelling and solving skills of students for engineering systems are expecting outcomes of the course which can be further used to efficiently study control systems and mechanical vibration; however, the fundamental of the SD includes strong backgrounds in Dynamics and Differential Equations, which are appropriate to the students in governmental universities that have strong skills in Mathematics and Scientifics. For private universities, students are weak in the above subjects since they obtained high vocational certificate from Technical College or Polytechnic School, which emphasize the learning contents in practice. To enhance their learning for improving their backgrounds, this paper applies mind maps based problem based learning to relate the essential relations of mathematical and physical equations. With the advantages of mind maps, each student is assigned to design individual mind maps for self-leaning development after they attend the class and learn overall picture of each chapter from the class instructor. Four problems based mind maps learning are assigned to each student. Each assignment is evaluated via mid-term and final examinations, which are issued in terms of learning concepts and applications. In the method testing, thirty students are tested and evaluated via student learning backgrounds in the past. The result shows that well-design mind maps can improve learning performance based on outcome evaluation. Especially, mind maps can reduce time-consuming and reviewing for Mathematics and Physics in SD significantly.

Relative speed of processing determines color-word contingency learning.

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Forrin, Noah D; MacLeod, Colin M

2017-10-01

In three experiments, we tested a relative-speed-of-processing account of color-word contingency learning, a phenomenon in which color identification responses to high-contingency stimuli (words that appear most often in particular colors) are faster than those to low-contingency stimuli. Experiment 1 showed equally large contingency-learning effects whether responding was to the colors or to the words, likely due to slow responding to both dimensions because of the unfamiliar mapping required by the key press responses. For Experiment 2, participants switched to vocal responding, in which reading words is considerably faster than naming colors, and we obtained a contingency-learning effect only for color naming, the slower dimension. In Experiment 3, previewing the color information resulted in a reduced contingency-learning effect for color naming, but it enhanced the contingency-learning effect for word reading. These results are all consistent with contingency learning influencing performance only when the nominally irrelevant feature is faster to process than the relevant feature, and therefore are entirely in accord with a relative-speed-of-processing explanation.

Can we (control) Engineer the degree learning process?

Science.gov (United States)

White, A. S.; Censlive, M.; Neilsen, D.

2014-07-01

This paper investigates how control theory could be applied to learning processes in engineering education. The initial point for the analysis is White's Double Loop learning model of human automation control modified for the education process where a set of governing principals is chosen, probably by the course designer. After initial training the student decides unknowingly on a mental map or model. After observing how the real world is behaving, a strategy to achieve the governing variables is chosen and a set of actions chosen. This may not be a conscious operation, it maybe completely instinctive. These actions will cause some consequences but not until a certain time delay. The current model is compared with the work of Hollenbeck on goal setting, Nelson's model of self-regulation and that of Abdulwahed, Nagy and Blanchard at Loughborough who investigated control methods applied to the learning process.

Can we (control) Engineer the degree learning process?

International Nuclear Information System (INIS)

White, A S; Censlive, M; Neilsen, D

2014-01-01

This paper investigates how control theory could be applied to learning processes in engineering education. The initial point for the analysis is White's Double Loop learning model of human automation control modified for the education process where a set of governing principals is chosen, probably by the course designer. After initial training the student decides unknowingly on a mental map or model. After observing how the real world is behaving, a strategy to achieve the governing variables is chosen and a set of actions chosen. This may not be a conscious operation, it maybe completely instinctive. These actions will cause some consequences but not until a certain time delay. The current model is compared with the work of Hollenbeck on goal setting, Nelson's model of self-regulation and that of Abdulwahed, Nagy and Blanchard at Loughborough who investigated control methods applied to the learning process

Concept maps: A tool for knowledge management and synthesis in web-based conversational learning.

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Joshi, Ankur; Singh, Satendra; Jaswal, Shivani; Badyal, Dinesh Kumar; Singh, Tejinder

2016-01-01

Web-based conversational learning provides an opportunity for shared knowledge base creation through collaboration and collective wisdom extraction. Usually, the amount of generated information in such forums is very huge, multidimensional (in alignment with the desirable preconditions for constructivist knowledge creation), and sometimes, the nature of expected new information may not be anticipated in advance. Thus, concept maps (crafted from constructed data) as "process summary" tools may be a solution to improve critical thinking and learning by making connections between the facts or knowledge shared by the participants during online discussion This exploratory paper begins with the description of this innovation tried on a web-based interacting platform (email list management software), FAIMER-Listserv, and generated qualitative evidence through peer-feedback. This process description is further supported by a theoretical construct which shows how social constructivism (inclusive of autonomy and complexity) affects the conversational learning. The paper rationalizes the use of concept map as mid-summary tool for extracting information and further sense making out of this apparent intricacy.

Toward accelerating landslide mapping with interactive machine learning techniques

Science.gov (United States)

Stumpf, André; Lachiche, Nicolas; Malet, Jean-Philippe; Kerle, Norman; Puissant, Anne

2013-04-01

Despite important advances in the development of more automated methods for landslide mapping from optical remote sensing images, the elaboration of inventory maps after major triggering events still remains a tedious task. Image classification with expert defined rules typically still requires significant manual labour for the elaboration and adaption of rule sets for each particular case. Machine learning algorithm, on the contrary, have the ability to learn and identify complex image patterns from labelled examples but may require relatively large amounts of training data. In order to reduce the amount of required training data active learning has evolved as key concept to guide the sampling for applications such as document classification, genetics and remote sensing. The general underlying idea of most active learning approaches is to initialize a machine learning model with a small training set, and to subsequently exploit the model state and/or the data structure to iteratively select the most valuable samples that should be labelled by the user and added in the training set. With relatively few queries and labelled samples, an active learning strategy should ideally yield at least the same accuracy than an equivalent classifier trained with many randomly selected samples. Our study was dedicated to the development of an active learning approach for landslide mapping from VHR remote sensing images with special consideration of the spatial distribution of the samples. The developed approach is a region-based query heuristic that enables to guide the user attention towards few compact spatial batches rather than distributed points resulting in time savings of 50% and more compared to standard active learning techniques. The approach was tested with multi-temporal and multi-sensor satellite images capturing recent large scale triggering events in Brazil and China and demonstrated balanced user's and producer's accuracies between 74% and 80%. The assessment also

Integrating collaborative concept mapping in case based learning

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Alfredo Tifi

2013-03-01

Full Text Available Different significance of collaborative concept mapping and collaborative argumentation in Case Based Learning are discussed and compared in the different perspectives of answering focus questions, of fostering reflective thinking skills and in managing uncertainty in problem solving in a scaffolded environment. Marked differences are pointed out between the way concepts are used in constructing concept maps and the way meanings are adopted in case based learning through guided argumentation activities. Shared concept maps should be given different scopes, as for example a as an advance organizer in preparing a background system of concepts that will undergo transformation while accompanying the inquiry activities on case studies or problems; b together with narratives, to enhance awareness of the situated epistemologies that are being entailed in choosing certain concepts during more complex case studies, and c after-learning construction of a holistic vision of the whole domain by means of the most inclusive concepts, while scaffoldedcollaborative writing of narratives and arguments in describing-treating cases could better serve as a source of situated-inspired tools to create-refine meanings for particular concepts.

Classification of fMRI resting-state maps using machine learning techniques: A comparative study

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Gallos, Ioannis; Siettos, Constantinos

2017-11-01

We compare the efficiency of Principal Component Analysis (PCA) and nonlinear learning manifold algorithms (ISOMAP and Diffusion maps) for classifying brain maps between groups of schizophrenia patients and healthy from fMRI scans during a resting-state experiment. After a standard pre-processing pipeline, we applied spatial Independent component analysis (ICA) to reduce (a) noise and (b) spatial-temporal dimensionality of fMRI maps. On the cross-correlation matrix of the ICA components, we applied PCA, ISOMAP and Diffusion Maps to find an embedded low-dimensional space. Finally, support-vector-machines (SVM) and k-NN algorithms were used to evaluate the performance of the algorithms in classifying between the two groups.

Effectiveness of mind mapping as a learning tool among dental students

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Mohnish Muchhal

2018-01-01

Full Text Available Introduction: The foremost goal of our education system is to develop the students' skills to reach information rather than transferring the present information. Instead of understanding and applying the concepts (meaningful learning, students used to memorize the facts. Therefore, long-term independent learning process is required for the students. Aim: This study aims to evaluate the effectiveness of mind mapping as a learning tool and to assess its information retrieval potential among dental students over conventional system of learning. Materials and Methods: An interventional study was conducted among 90 students of BDS 3rd year students. A questionnaire consisting of questions related to oral hygiene index (OHI and OHI-simplified (OHI-S was distributed to them. Data were analyzed using Statistical Package for Social Sciences (SPSS 18.0 (SPSS Inc., Chicago, IL, USA and descriptive and analytical tests including mean, standard deviation, and Chi-square test. Results: Of the 90 students, only 82 students responded to the questionnaire generating a response rate of 89.5%. The mean score of students in the mind map (MM group was significantly higher than the conventional group (posttest – 13.60 ± 0.99 vs 8.73 ± 2.13, P = 0.001. Gain in knowledge score was 7.74 vs. 3.43; statistically significant difference was found between the two groups for the gain in knowledge score as well as in mean percentage gain in knowledge score. Conclusion: Specific and prudent thinking with self-efficacy should be the purpose of education system rather than making the students literate only. This requires shifting of traditional teaching method with innovative method, and MM is one of the innovative as well as attractive processes of teaching which further help the students to learn the subject more effectively in a creative way.

The effect of Using Mind Mapping and Learning Styles to Geography Learning outcomes of Junior High School Students

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Sigit Purwoko

2015-02-01

Full Text Available Pengaruh Penggunaan Peta Pikiran dan Gaya Belajar terhadap Hasil Belajar Geografi Siswa SMP Abstract: This study aimed to determine the effect of the use of mind maps, learning styles and inter-action using a mind map learning style on geography learning outcomes. This study was a quasi-experimental study, with a 2 x 3 factorial design study subject consisted of two classes of class VII G as experimental class and class VII F as a control class. Variables consisted of: (1 the dependent variable is the student learning outcomes; (2 the independent variable is the use of mind maps; and (3 is the moderator variable learning styles. Geography learning outcomes were measured using an objective test, whereas learning styles with questionnaires. Measurement data are then analyzed using ANOVA two paths with SPSS v.7. Results of data analysis using ANOVA two path showed that: (1 the use of mind maps significantly effect on learning outcomes geography; (2 learning style does not significantly affect the results of learning geography; and (3 there is no interaction between the use of mind maps and learning style on learning outcomes. Key Words: mind maps, learning styles, learning outcomes   Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan peta pikiran, gaya belajar dan interaksi penggunaan peta pikiran dengan gaya belajar terhadap hasil belajar geografi. Penelitian ini merupakan penelitian eksperimen semu, dengan desain faktorial 2 x 3. Subjek penelitian terdiri dari dua kelas yaitu kelas VII G sebagai kelas eksperimen dan kelas VII F sebagai kelas kontrol. Variabel penelitian terdiri dari: (1 variabel terikat adalah hasil belajar siswa; (2 variabel bebas adalah pengguna-an peta pikiran; dan (3 variabel moderator adalah gaya belajar. Hasil belajar geografi diukur menggunakan tes objektif, sedangkan gaya belajar dengan angket. Data hasil pengukuran dianalisis menggunakan anova dua jalur dengan bantuan SPSS v.7. Hasil analisis data

Enhancing Collaborative and Meaningful Language Learning Through Concept Mapping

Science.gov (United States)

Marriott, Rita De Cássia Veiga; Torres, Patrícia Lupion

This chapter aims to investigate new ways of foreign-language teaching/learning via a study of how concept mapping can help develop a student's reading, writing and oral skills as part of a blended methodology for language teaching known as LAPLI (Laboratorio de Aprendizagem de LInguas: The Language Learning Lab). LAPLI is a student-centred and collaborative methodology which encourages students to challenge their limitations and expand their current knowledge whilst developing their linguistic and interpersonal skills. We explore the theories that underpin LAPLI and detail the 12 activities comprising its programme with specify reference to the use of "concept mapping". An innovative table enabling a formative and summative assessment of the concept maps is formulated. Also presented are some of the qualitative and quantitative results achieved when this methodology was first implemented with a group of pre-service students studying for a degree in English and Portuguese languages at the Catholic University of Parana (PUCPR) in Brazil. The contribution of concept mapping and LAPLI to an under standing of language learning along with a consideration of the difficulties encountered in its implementation with student groups is discussed and suggestions made for future research.

Topological schemas of cognitive maps and spatial learning

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Andrey eBabichev

2016-03-01

Full Text Available Spatial navigation in mammals is based on building a mental representation of their environment---a cognitive map. However, both the nature of this cognitive map and its underpinning in neural structures and activity remains vague. A key difficulty is that these maps are collective, emergent phenomena that cannot be reduced to a simple combination of inputs provided by individual neurons. In this paper we suggest computational frameworks for integrating the spiking signals of individual cells into a spatial map, which we call schemas. We provide examples of four schemas defined by different types of topological relations that may be neurophysiologically encoded in the brain and demonstrate that each schema provides its own large-scale characteristics of the environment---the schema integrals. Moreover, we find that, in all cases, these integrals are learned at a rate which is faster than the rate of complete training of neural networks. Thus, the proposed schema framework differentiates between the cognitive aspect of spatial learning and the physiological aspect at the neural network level.

Topological Schemas of Cognitive Maps and Spatial Learning.

Science.gov (United States)

Babichev, Andrey; Cheng, Sen; Dabaghian, Yuri A

2016-01-01

Spatial navigation in mammals is based on building a mental representation of their environment-a cognitive map. However, both the nature of this cognitive map and its underpinning in neural structures and activity remains vague. A key difficulty is that these maps are collective, emergent phenomena that cannot be reduced to a simple combination of inputs provided by individual neurons. In this paper we suggest computational frameworks for integrating the spiking signals of individual cells into a spatial map, which we call schemas. We provide examples of four schemas defined by different types of topological relations that may be neurophysiologically encoded in the brain and demonstrate that each schema provides its own large-scale characteristics of the environment-the schema integrals. Moreover, we find that, in all cases, these integrals are learned at a rate which is faster than the rate of complete training of neural networks. Thus, the proposed schema framework differentiates between the cognitive aspect of spatial learning and the physiological aspect at the neural network level.

Learning the Attachment Theory with the CM-ED Concept Map Editor

Science.gov (United States)

Rueda, U.; Arruarte, A.; Elorriaga, J. A.; Herran, E.

2009-01-01

This paper presents a study carried out at the University of the Basque Country UPV/EHU with the aim of evaluating the CM-ED (concept map editor) with social education students. Concept mapping is a widely accepted technique that promotes meaningful learning. Graphically representing concepts of the learning domain and relationships between them…

Concept Mapping as an Innovative Tool for the Assessment of Learning: An Experimental Experience among Business Management Degree Students

Science.gov (United States)

Ruiz-Palomino, Pablo; Martinez-Canas, Ricardo

2013-01-01

In the search to improve the quality of education at the university level, the use of concept mapping is becoming an important instructional technique for enhancing the teaching-learning process. This educational tool is based on cognitive theories by making a distinction between learning by rote (memorizing) and learning by meaning, where…

Vicarious neural processing of outcomes during observational learning.

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Elisabetta Monfardini

Full Text Available Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others' incorrect outcomes during learning in the posterior medial frontal cortex (pMFC, the anterior insula and the posterior superior temporal sulcus (pSTS.

Vicarious neural processing of outcomes during observational learning.

Science.gov (United States)

Monfardini, Elisabetta; Gazzola, Valeria; Boussaoud, Driss; Brovelli, Andrea; Keysers, Christian; Wicker, Bruno

2013-01-01

Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI) to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others' incorrect outcomes during learning in the posterior medial frontal cortex (pMFC), the anterior insula and the posterior superior temporal sulcus (pSTS).

An Educational Data Mining Approach to Concept Map Construction for Web based Learning

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Anal ACHARYA

2017-01-01

Full Text Available This aim of this article is to study the use of Educational Data Mining (EDM techniques in constructing concept maps for organizing knowledge in web based learning systems whereby studying their synergistic effects in enhancing learning. This article first provides a tutorial based introduction to EDM. The applicability of web based learning systems in enhancing the efficiency of EDM techniques in real time environment is investigated. Web based learning systems often use a tool for organizing knowledge. This article explores the use of one such tool called concept map for this purpose. The pioneering works by various researchers who proposed web based learning systems in personalized and collaborative environment in this arena are next presented. A set of parameters are proposed based on which personalized and collaborative learning applications may be generalized and their performances compared. It is found that personalized learning environment uses EDM techniques more exhaustively compared to collaborative learning for concept map construction in web based environment. This article can be used as a starting point for freshers who would like to use EDM techniques for concept map construction for web based learning purposes.

Collaborative and Multilingual Approach to Learn Database Topics Using Concept Maps

Science.gov (United States)

Calvo, Iñaki

2014-01-01

Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives. PMID:25538957

Using enriched skeleton concept mapping to support meaningful learning

NARCIS (Netherlands)

Maree, A.J.; Bruggen, van J.M.; Jochems, W.M.G.; Cañas, A.J.; Novak, J.D.; Vanhear, J.

2012-01-01

Abstract. There has been significant interest among researchers in the instructional use of concept maps and collaboration scripts. Some studies focus on students' collaboration on concept mapping tasks; others focus on scripts to structure learning tasks and guide interactions. Little is known

Learning big data with Amazon Elastic MapReduce

CERN Document Server

Singh, Amarkant

2014-01-01

This book is aimed at developers and system administrators who want to learn about Big Data analysis using Amazon Elastic MapReduce. Basic Java programming knowledge is required. You should be comfortable with using command-line tools. Prior knowledge of AWS, API, and CLI tools is not assumed. Also, no exposure to Hadoop and MapReduce is expected.

Retrieval Practice, with or without Mind Mapping, Boosts Fact Learning in Primary School Children

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Ritchie, Stuart J.; Della Sala, Sergio; McIntosh, Robert D.

2013-01-01

Retrieval practice is a method of study in which testing is incorporated into the learning process. This method is known to facilitate recall for facts in adults and in secondary-school-age children, but existing studies in younger children are somewhat limited in their practical applicability. In two studies of primary school-age children of 8–12 years, we tested retrieval practice along with another study technique, mind mapping, which is more widely-used, but less well-evidenced. Children studied novel geographical facts, with or without retrieval practice and with or without mind mapping, in a crossed-factorial between-subjects design. In Experiment 1, children in the retrieval practice condition recalled significantly more facts four days later. In Experiment 2, this benefit was replicated at one and five weeks in a different, larger sample of schoolchildren. No consistent effects of mind mapping were observed. These results underline the effectiveness of retrieval practice for fact learning in young children. PMID:24265738

Construction of concept maps as tool for Biochemistry learning

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Silvia Lopes de Menezes

2006-07-01

Full Text Available The use of concept maps on the teaching of sciences has been object of worldwide research with different purposes: to detect the previous knowledge of the students on certain topics or to evaluate learning, among others. Based on Ausubel´s cognitive psychology, concept maps assume that the learning is accomplished by assimilation of new concepts and propositions to the students´ cognitive structure, contributing to establish links between the previous and new knowledge. It is especially interesting on the approach of interdisciplinary issues, as many studied in Biochemistry.The relevance of the use of concept maps on biochemistry learning was evaluated on a thirty-hour undergraduation optional course, with interdisciplinary topics, which are not usually included on introductory Biochemistry courses. The course Biochemistry of Animal Venoms was structured in seven module where the biochemical action mechanisms of the venoms of Crotalus sp (south american rattlesnake, Bothrops sp (jararaca, Loxosceles sp (brown spider, Tityus sp (yellow scorpion, Phoneutria sp (armed spider, Apis mellifera (honey bee and Latrodectus sp (black widowwere discussed. The students worked in small groups and, at each module, there were (1 an oriented study, guided by questions, texts and schemes, supervised by the teachers, (2 the construction of individual concept maps, where the local and systemic effects of the venoms should be predicted by their biochemical composition and (3 the construction of a new map by the group, incorporating the information of the individual maps. The difficulty level of these tasks was gradually increased throughout the course, with lesser time to carry out the tasks, lesser assistance during the oriented study and even lesser information on the venom effects.The course assessment was given by the number, quality and correction of the concepts relationship present in the concept maps, through a questionnaire and by the

Peningkatan hasil belajar mahasiswa melalui metode quantum learning dengan teknik Mind mapping

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Andi Mariani Ramlan

2017-08-01

Full Text Available The purpose of this study is to improve the student learning outcomes in the course of Complex Analysis by applying Quantum Learning method with Mind Mapping technique. This research is conducted to give innovation method and technique of lecturer to reach the purpose and result of learning as expected. The research runs from September to December 2013 at the University of Sembilanbelas November Kolaka, Outheast Sulawesi.  The subject of the reserach is the B grade students of class VII 2011 with a total of 34 students. This research is included in Classroom Action Research (CAR. The researchers designed the study in several cycles each cycle with stages: 1 Planning, 2 Implementation; 3 Observation and Evaluation, and 4 Reflection. The students responded is positively to learning by using Quantum Learning method with Mind Mapping technique.  The students' learning achievement is 3,29 from the ideal value of 4,00; and 88,3% Student get A Or B. Then, it is concluded that Quantum Learning method with mind mapping technique can improve student learning outcomes in Complex Analysis program.

Variation across individuals and items determine learning outcomes from fast mapping.

Science.gov (United States)

Coutanche, Marc N; Koch, Griffin E

2017-11-01

An approach to learning words known as "fast mapping" has been linked to unique neurobiological and behavioral markers in adult humans, including rapid lexical integration. However, the mechanisms supporting fast mapping are still not known. In this study, we sought to help change this by examining factors that modulate learning outcomes. In 90 subjects, we systematically manipulated the typicality of the items used to support fast mapping (foils), and quantified learners' inclination to employ semantic, episodic, and spatial memory through the Survey of Autobiographical Memory (SAM). We asked how these factors affect lexical competition and recognition performance, and then asked how foil typicality and lexical competition are related in an independent dataset. We find that both the typicality of fast mapping foils, and individual differences in how different memory systems are employed, influence lexical competition effects after fast mapping, but not after other learning approaches. Specifically, learning a word through fast mapping with an atypical foil led to lexical competition, while a typical foil led to lexical facilitation. This effect was particularly evident in individuals with a strong tendency to employ semantic memory. We further replicated the relationship between continuous foil atypicality and lexical competition in an independent dataset. These findings suggest that semantic properties of the foils that support fast mapping can influence the degree and nature of subsequent lexical integration. Further, the effects of foils differ based on an individual's tendency to draw-on the semantic memory system. Copyright © 2017 Elsevier Ltd. All rights reserved.

Experiments to Distribute Map Generalization Processes

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Berli, Justin; Touya, Guillaume; Lokhat, Imran; Regnauld, Nicolas

2018-05-01

Automatic map generalization requires the use of computationally intensive processes often unable to deal with large datasets. Distributing the generalization process is the only way to make them scalable and usable in practice. But map generalization is a highly contextual process, and the surroundings of a generalized map feature needs to be known to generalize the feature, which is a problem as distribution might partition the dataset and parallelize the processing of each part. This paper proposes experiments to evaluate the past propositions to distribute map generalization, and to identify the main remaining issues. The past propositions to distribute map generalization are first discussed, and then the experiment hypotheses and apparatus are described. The experiments confirmed that regular partitioning was the quickest strategy, but also the less effective in taking context into account. The geographical partitioning, though less effective for now, is quite promising regarding the quality of the results as it better integrates the geographical context.

Using a Metro Map Metaphor for organizing Web-based learning resources

DEFF Research Database (Denmark)

Grønbæk, Kaj; Bang, Tove; Hansen, Per Steen

2002-01-01

This paper briefly describes the WebNize system and how it applies a Metro Map metaphor for organizing guided tours in Web based resources. Then, experiences in using the Metro Map based tours in a Knowledge Sharing project at the library at Aarhus School of Business (ASB) in Denmark, are discussed...... is to create models for Intelligent Knowledge Solutions that can contribute to form the learning environments of the School in the 21st century. The WebNize system is used for sharing of knowledge through metro maps for specific subject areas made available in the Learning Resource Centre at ASB. The metro....... The Library has been involved in establishing a Learning Resource Center (LRC). The LRC serves as an exploratorium for the development and the testing of new forms of communication and learning, at the same time as it integrates the information resources of the electronic research library. The objective...

The use of concept maps as an indicator of significant learning in Calculus

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Naíma Soltau Ferrão

2014-03-01

Full Text Available This paper contains reflections and results of a research that aimed to apply and analyze the use of concept maps in Higher Education as an indicator of significant learning concerning derivative as mathematical object with students that finished Differential and Integral Calculus. This is a qualitative approach, situated in the area of mathematics education, based on Ausubel's Theory of Meaningful Learning and on technique of Novak's Concept Mapping. As data acquisition instruments, use of classroom observations, questionnaire, brainstorming and digital conceptual mapping, made by an undergraduate physics course. To analyze we defined four aspects to be observed in the maps constructed by students: (i validity of propositions formed with concepts, (ii hierarchization, (iii cross-links between the propositions, and (vi the presence of applications. The identification of these elements, taken as reference to analyze the maps, allowed the collection of information about how each student has structured and correlated the set of concepts learned on the derivative of a function along their course. Based on the results, we have identified in the digital conceptual maps effective tools to evaluate the students in terms of meaningful learning about specific contents of Differential and Integral Calculus by the hierarchy of concepts, progressive differentiation and integrative reconciliation as defined in the Theory of Meaningful Learning.

An associative model of adaptive inference for learning word-referent mappings.

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Kachergis, George; Yu, Chen; Shiffrin, Richard M

2012-04-01

People can learn word-referent pairs over a short series of individually ambiguous situations containing multiple words and referents (Yu & Smith, 2007, Cognition 106: 1558-1568). Cross-situational statistical learning relies on the repeated co-occurrence of words with their intended referents, but simple co-occurrence counts cannot explain the findings. Mutual exclusivity (ME: an assumption of one-to-one mappings) can reduce ambiguity by leveraging prior experience to restrict the number of word-referent pairings considered but can also block learning of non-one-to-one mappings. The present study first trained learners on one-to-one mappings with varying numbers of repetitions. In late training, a new set of word-referent pairs were introduced alongside pretrained pairs; each pretrained pair consistently appeared with a new pair. Results indicate that (1) learners quickly infer new pairs in late training on the basis of their knowledge of pretrained pairs, exhibiting ME; and (2) learners also adaptively relax the ME bias and learn two-to-two mappings involving both pretrained and new words and objects. We present an associative model that accounts for both results using competing familiarity and uncertainty biases.

Transnational Learning Processes

DEFF Research Database (Denmark)

Nedergaard, Peter

This paper analyses and compares the transnational learning processes in the employment field in the European Union and among the Nordic countries. Based theoretically on a social constructivist model of learning and methodologically on a questionnaire distributed to the relevant participants......, a number of hypotheses concerning transnational learning processes are tested. The paper closes with a number of suggestions regarding an optimal institutional setting for facilitating transnational learning processes.Key words: Transnational learning, Open Method of Coordination, Learning, Employment......, European Employment Strategy, European Union, Nordic countries....

A theory of causal learning in children: causal maps and Bayes nets.

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Gopnik, Alison; Glymour, Clark; Sobel, David M; Schulz, Laura E; Kushnir, Tamar; Danks, David

2004-01-01

The authors outline a cognitive and computational account of causal learning in children. They propose that children use specialized cognitive systems that allow them to recover an accurate "causal map" of the world: an abstract, coherent, learned representation of the causal relations among events. This kind of knowledge can be perspicuously understood in terms of the formalism of directed graphical causal models, or Bayes nets. Children's causal learning and inference may involve computations similar to those for learning causal Bayes nets and for predicting with them. Experimental results suggest that 2- to 4-year-old children construct new causal maps and that their learning is consistent with the Bayes net formalism.

Mental Maps: A new instrument for teaching-learning-evaluation of engineering students

Science.gov (United States)

Oleschko, K.

2009-04-01

management. Expert Systems and Applications, 36: 2360-2376. 2. Cruza, N.S. and Fierros, L.E., 2006. Utility of conceptual schemes and mental maps on the teaching-learning process of residents in pediatrics. Gac. Med. Mex., 146 (6):457-465. 3. Curiel, J.M. and Radvansky, G.A., 2004. The accuracy of spatial information from temporally and spatially organized mental maps. Psychon. Bull. Rev., 11 (2):314-319. 4. Montibeller, G. and Belton, V. , 2009. Qualitative operators for reasoning maps: Evaluating multi-criteria options with networks of reasons. European J. of Operational Res., 195: 829-840. 5. Singer, F.M., 2009. The dynamic infrastructure of mind - A hypothesis and some of its applications. New ideas in Psychology, 27: 48-74. 6. http://www.spinscape.com 7. Zimmer, H.D. The construction of mental maps based on a fragmented view of physical maps. J. of Educational Psychology, 96 (3): 603-610.

The Development of an Earthquake Mind Mapping

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Sri Adelila Sari

2016-05-01

Full Text Available The students were difficult to understand about earthquake caused the teaching methods used by teachers were still using the classic method. The teachers only used a textbook to teach the students without any other supporting equipments. Learning process by using the discourse method makes students thinking monotonically, so that only concentrated on the students' understanding of the matter presented by the teacher. Therefore, this study was aimed to develop an earthquake mind mapping to help students in the process of remembering and recording the material being taught by the teacher. The type of this study was Research and Development (R & D. Data were analyzed using descriptive statistics. The samples in this study were class of I-3Madrasah Tsanawiyah (MTs Darul Ulum Banda Aceh totaling 30 students. The results showed that mind mapping was developed by 5 stages in ADDIE models: analysis (analyzing the problem and find a solution, design (determine the learning strategies, development (producing an earthquake mind mapping to be used in the learning process, implementation (implementing learning activities using the media and evaluation (evaluating the learning activities. When students instructed to create their mind mapping, it was found that the products of mind mapping categorized in skilled and quite skilled were amounted to 73.33 and 26.66% respectively. As recommendation an earthquake mind mapping could be applied and useful as an effective learning.

Experimentation of cooperative learning model Numbered Heads Together (NHT) type by concept maps and Teams Games Tournament (TGT) by concept maps in terms of students logical mathematics intellegences

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Irawan, Adi; Mardiyana; Retno Sari Saputro, Dewi

2017-06-01

This research is aimed to find out the effect of learning model towards learning achievement in terms of students’ logical mathematics intelligences. The learning models that were compared were NHT by Concept Maps, TGT by Concept Maps, and Direct Learning model. This research was pseudo experimental by factorial design 3×3. The population of this research was all of the students of class XI Natural Sciences of Senior High School in all regency of Karanganyar in academic year 2016/2017. The conclusions of this research were: 1) the students’ achievements with NHT learning model by Concept Maps were better than students’ achievements with TGT model by Concept Maps and Direct Learning model. The students’ achievements with TGT model by Concept Maps were better than the students’ achievements with Direct Learning model. 2) The students’ achievements that exposed high logical mathematics intelligences were better than students’ medium and low logical mathematics intelligences. The students’ achievements that exposed medium logical mathematics intelligences were better than the students’ low logical mathematics intelligences. 3) Each of student logical mathematics intelligences with NHT learning model by Concept Maps has better achievement than students with TGT learning model by Concept Maps, students with NHT learning model by Concept Maps have better achievement than students with the direct learning model, and the students with TGT by Concept Maps learning model have better achievement than students with Direct Learning model. 4) Each of learning model, students who have logical mathematics intelligences have better achievement then students who have medium logical mathematics intelligences, and students who have medium logical mathematics intelligences have better achievement than students who have low logical mathematics intelligences.

Formative use of select-and-fill-in concept maps in online instruction: Implications for students of different learning styles

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Kaminski, Charles William

The purpose of this research was to investigate the formative use of Select and Fill-In (SAFI) maps in online instruction and the cognitive, metacognitive, and affective responses of students to their use. In particular, the implications of their use with students of different learning styles was considered. The research question investigated in this qualitative study was: How do students of different learning styles respond to online instruction in which SAFI maps are utilized? This question was explored by using an emergent, collective case study. Each case consisted of community college students who shared a dominant learning style and were enrolled in an online course in environmental studies. Cases in the study were determined using Kolb's Learning Style Inventory (LSI). Seven forms of data were collected during the study. During the first phase of data collection, dominant learning style and background information on student experience with concept mapping and online instruction was determined. In the second phase of data collection, participants completed SAFI maps and quiz items that corresponded to the content of the maps. Achievement data on the map activities and quiz and student responses to a post-SAFI survey and questionnaire were recorded to identify learner cognitive, metacognitive, and affective responses to the tasks. Upon completion of data collection, cases were constructed and compared across learning styles. Cases are presented using the trends, across participants sharing the same dominant learning style, in achievement, behaviors and attitudes as seen in the evidence present in the data. Triangulation of multiple data sources increased reliability and validity, through cross-case analyses, and produced a thick description of the relationship between the cases for each learning style. Evidence suggesting a cognitive response to the SAFI tasks was inconsistent across cases. However, learners with an affinity towards reflective learning

Effect of Software Designed by Computer Conceptual Map Method in Mobile Environment on Learning Level of Nursing Students

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Salmani N

2015-12-01

Full Text Available Aims: In order to preserve its own progress, nursing training has to be utilized new training methods, in such a case that the teaching methods used by the nursing instructors enhance significant learning via preventing superficial learning in the students. Conceptual Map Method is one of the new training strategies playing important roles in the field. The aim of this study was to investigate the effectiveness of the designed software based on the mobile phone computer conceptual map on the learning level of the nursing students. Materials & Methods: In the semi-experimental study with pretest-posttest plan, 60 students, who were studying at the 5th semester, were studied at the 1st semester of 2015-16. Experimental group (n=30 from Meibod Nursing Faculty and control group (n=30 from Yazd Shahid Sadoughi Nursing Faculty were trained during the first 4 weeks of the semester, using computer conceptual map method and computer conceptual map method in mobile phone environment. Data was collected, using a researcher-made academic progress test including “knowledge” and “significant learning”. Data was analyzed in SPSS 21 software using Independent T, Paired T, and Fisher tests. Findings: There were significant increases in the mean scores of knowledge and significant learning in both groups before and after the intervention (p0.05. Nevertheless, the process of change of the scores of significant learning level between the groups was statistically significant (p<0.05.   Conclusion: Presenting the course content as conceptual map in mobile phone environment positively affects the significant learning of the nursing students.

Outcome Mapping Virtual Learning Community - Phase II | IDRC ...

International Development Research Centre (IDRC) Digital Library (Canada)

The first phase of the project (103520) focused on developing the Outcome ... as distance learning) and strategically communicating Outcome Mapping to key ... an organization based in India with South Asian reach, to facilitate exchange ...

Concept mapping as an empowering method to promote learning, thinking, teaching and research

Directory of Open Access Journals (Sweden)

Mauri Kalervo Åhlberg

2013-01-01

Full Text Available Results and underpinning of over twenty years of research and development program of concept mapping is presented. Different graphical knowledge presentation tools, especially concept mapping and mind mapping, are compared. There are two main dimensions that differentiate graphical knowledge presentation methods: The first dimension is conceptual explicitness: from mere concepts to flexibly named links and clear propositions in concept maps. The second dimension in the classification system I am suggesting is whether there are pictures or not. Åhlbergʼs and his research groupʼs applications and developments of Novakian concept maps are compared to traditional Novakian concept maps. The main innovations include always using arrowheads to show direction of reading the concept map. Centrality of each concept is estimated from number of links to other concepts. In our empirical research over two decades, number of relevant concepts, and number of relevant propositions in studentsʼ concept maps, have been found to be the best indicators and predictors of meaningful learning. This is used in assessment of learning. Improved concept mapping is presented as a tool to analyze texts. The main innovation is numbering the links to show order of reading the concept map and to make it possible to transform concept map back to the original prose text as closely as possible. In Åhlberg and his research groupʼs research, concept mapping has been tested in all main phases of research, teaching and learning.

A Big Data and Learning Analytics Approach to Process-Level Feedback in Cognitive Simulations.

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Pecaric, Martin; Boutis, Kathy; Beckstead, Jason; Pusic, Martin

2017-02-01

Collecting and analyzing large amounts of process data for the purposes of education can be considered a big data/learning analytics (BD/LA) approach to improving learning. However, in the education of health care professionals, the application of BD/LA is limited to date. The authors discuss the potential advantages of the BD/LA approach for the process of learning via cognitive simulations. Using the lens of a cognitive model of radiograph interpretation with four phases (orientation, searching/scanning, feature detection, and decision making), they reanalyzed process data from a cognitive simulation of pediatric ankle radiography where 46 practitioners from three expertise levels classified 234 cases online. To illustrate the big data component, they highlight the data available in a digital environment (time-stamped, click-level process data). Learning analytics were illustrated using algorithmic computer-enabled approaches to process-level feedback.For each phase, the authors were able to identify examples of potentially useful BD/LA measures. For orientation, the trackable behavior of re-reviewing the clinical history was associated with increased diagnostic accuracy. For searching/scanning, evidence of skipping views was associated with an increased false-negative rate. For feature detection, heat maps overlaid on the radiograph can provide a metacognitive visualization of common novice errors. For decision making, the measured influence of sequence effects can reflect susceptibility to bias, whereas computer-generated path maps can provide insights into learners' diagnostic strategies.In conclusion, the augmented collection and dynamic analysis of learning process data within a cognitive simulation can improve feedback and prompt more precise reflection on a novice clinician's skill development.

Teaching Plate Tectonic Concepts using GeoMapApp Learning Activities

Science.gov (United States)

Goodwillie, A. M.; Kluge, S.

2012-12-01

GeoMapApp Learning Activities ( http://serc.carleton.edu/geomapapp/collection.html ) can help educators to expose undergraduate students to a range of earth science concepts using high-quality data sets in an easy-to-use map-based interface called GeoMapApp. GeoMapApp Learning Activities require students to interact with and analyse research-quality geoscience data as a means to explore and enhance their understanding of underlying content and concepts. Each activity is freely available through the SERC-Carleton web site and offers step-by-step student instructions and answer sheets. Also provided are annotated educator versions of the worksheets that include teaching tips, additional content and suggestions for further work. The activities can be used "off-the-shelf". Or, since the educator may require flexibility to tailor the activities, the documents are provided in Word format for easy modification. Examples of activities include one on the concept of seafloor spreading that requires students to analyse global seafloor crustal age data to calculate spreading rates in different ocean basins. Another activity has students explore hot spots using radiometric age dating of rocks along the Hawaiian-Emperor seamount chain. A third focusses upon the interactive use of contours and profiles to help students visualise 3-D topography on 2-D computer screens. A fourth activity provides a study of mass wasting as revealed through geomorphological evidence. The step-by-step instructions and guided inquiry approach reduce the need for teacher intervention whilst boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities are funded through the NSF GeoEd program and are aimed at students in the introductory undergraduate, community college and high school levels. The activities are

Ontology Mapping Neural Network: An Approach to Learning and Inferring Correspondences among Ontologies

Science.gov (United States)

Peng, Yefei

2010-01-01

An ontology mapping neural network (OMNN) is proposed in order to learn and infer correspondences among ontologies. It extends the Identical Elements Neural Network (IENN)'s ability to represent and map complex relationships. The learning dynamics of simultaneous (interlaced) training of similar tasks interact at the shared connections of the…

MAP as a model for practice-based learning and improvement in child psychiatry training.

Science.gov (United States)

Kataoka, Sheryl H; Podell, Jennifer L; Zima, Bonnie T; Best, Karin; Sidhu, Shawn; Jura, Martha Bates

2014-01-01

Not only is there a growing literature demonstrating the positive outcomes that result from implementing evidence based treatments (EBTs) but also studies that suggest a lack of delivery of these EBTs in "usual care" practices. One way to address this deficit is to improve the quality of psychotherapy teaching for clinicians-in-training. The Accreditation Council for Graduate Medical Education (ACGME) requires all training programs to assess residents in a number of competencies including Practice-Based Learning and Improvements (PBLI). This article describes the piloting of Managing and Adapting Practice (MAP) for child psychiatry fellows, to teach them both EBT and PBLI skills. Eight child psychiatry trainees received 5 full days of MAP training and are delivering MAP in a year-long outpatient teaching clinic. In this setting, MAP is applied to the complex, multiply diagnosed psychiatric patients that present to this clinic. This article describes how MAP tools and resources assist in teaching trainees each of the eight required competency components of PBLI, including identifying deficits in expertise, setting learning goals, performing learning activities, conducting quality improvement methods in practice, incorporating formative feedback, using scientific studies to inform practice, using technology for learning, and participating in patient education. A case example illustrates the use of MAP in teaching PBLI. MAP provides a unique way to teach important quality improvement and practice-based learning skills to trainees while training them in important psychotherapy competence.

Temporal maps and informativeness in associative learning.

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Balsam, Peter D; Gallistel, C Randy

2009-02-01

Neurobiological research on learning assumes that temporal contiguity is essential for association formation, but what constitutes temporal contiguity has never been specified. We review evidence that learning depends, instead, on learning a temporal map. Temporal relations between events are encoded even from single experiences. The speed with which an anticipatory response emerges is proportional to the informativeness of the encoded relation between a predictive stimulus or event and the event it predicts. This principle yields a quantitative account of the heretofore undefined, but theoretically crucial, concept of temporal pairing, an account in quantitative accord with surprising experimental findings. The same principle explains the basic results in the cue competition literature, which motivated the Rescorla-Wagner model and most other contemporary models of associative learning. The essential feature of a memory mechanism in this account is its ability to encode quantitative information.

Advanced Map For Real-Time Process Control

Science.gov (United States)

Shiobara, Yasuhisa; Matsudaira, Takayuki; Sashida, Yoshio; Chikuma, Makoto

1987-10-01

MAP, a communications protocol for factory automation proposed by General Motors [1], has been accepted by users throughout the world and is rapidly becoming a user standard. In fact, it is now a LAN standard for factory automation. MAP is intended to interconnect different devices, such as computers and programmable devices, made by different manufacturers, enabling them to exchange information. It is based on the OSI intercomputer com-munications protocol standard under development by the ISO. With progress and standardization, MAP is being investigated for application to process control fields other than factory automation [2]. The transmission response time of the network system and centralized management of data exchanged with various devices for distributed control are import-ant in the case of a real-time process control with programmable controllers, computers, and instruments connected to a LAN system. MAP/EPA and MINI MAP aim at reduced overhead in protocol processing and enhanced transmission response. If applied to real-time process control, a protocol based on point-to-point and request-response transactions limits throughput and transmission response. This paper describes an advanced MAP LAN system applied to real-time process control by adding a new data transmission control that performs multicasting communication voluntarily and periodically in the priority order of data to be exchanged.

Empirical evidence of the effectiveness of concept mapping as a learning intervention for nuclear medicine technology students in a distance learning radiation protection and biology course.

Science.gov (United States)

Passmore, Gregory G; Owen, Mary Anne; Prabakaran, Krishnan

2011-12-01

Metacognitive learning strategies are based on instructional learning theory, which promotes deep, meaningful learning. Educators in a baccalaureate-level nuclear medicine technology program demonstrated that students enrolled in an online, distance learning section of an introductory radiation protection and radiobiology course performed better when traditional instruction was supplemented with nontraditional metacognitive learning strategies. The metacognitive learning strategy that was used is best known as concept mapping. The concept map, in addition to the standard homework problem assignment and opportunity for question-answer sessions, became the template for misconception identification and remediation interactions between the instructor and the student. The control group relied on traditional homework problems and question-answer sessions alone. Because students in both the "treatment" groups (i.e., students who used concept mapping) and the control group were distance learning students, all personal communications were conducted via e-mail or telephone. The final examination of the course was used to facilitate a quantitative comparison of the performance of students who used concept mapping and the performance of students who did not use concept mapping. The results demonstrated a significantly higher median final examination score for the concept mapping group than for the non-concept mapping group (z = -2.0381, P = 0.0415), with an appropriately large effect size (2.65). Concept mapping is a cognitive learning intervention that effectively enables meaningful learning and is suitable for use in the independent learner-oriented distance learning environments used by some nuclear medicine technology programs.

Mapping social networks in software process improvement

DEFF Research Database (Denmark)

Tjørnehøj, Gitte; Nielsen, Peter Axel

2005-01-01

Software process improvement in small, agile organizations is often problematic. Model-based approaches seem to overlook problems. We have been seeking an alternative approach to overcome this through action research. Here we report on a piece of action research from which we developed an approach...... to map social networks and suggest how it can be used in software process improvement. We applied the mapping approach in a small software company to support the realization of new ways of improving software processes. The mapping approach was found useful in improving social networks, and thus furthers...... software process improvement....

Use of concept maps to promote electrocardiogram diagnosis learning in undergraduate medical students

Science.gov (United States)

Dong, Ruimin; Yang, Xiaoyan; Xing, Bangrong; Zou, Zihao; Zheng, Zhenda; Xie, Xujing; Zhu, Jieming; Chen, Lin; Zhou, Hanjian

2015-01-01

Concept mapping is an effective method in teaching and learning, however this strategy has not been evaluated among electrocardiogram (ECG) diagnosis learning. This study explored the use of concept maps to assist ECG study, and sought to analyze whether this method could improve undergraduate students’ ECG interpretation skills. There were 126 undergraduate medical students who were randomly selected and assigned to two groups, group A (n = 63) and group B (n = 63). Group A was taught to use concept maps to learn ECG diagnosis, while group B was taught by traditional methods. After the course, all of the students were assessed by having an ECG diagnostic test. Quantitative data which comprised test score and ECG features completion index was compared by using the unpaired Student’s t-test between the two groups. Further, a feedback questionnaire on concept maps used was also completed by group A, comments were evaluated by a five-point Likert scale. The test scores of ECGs interpretation was 7.36 ± 1.23 in Group A and 6.12 ± 1.39 in Group B. A significant advantage (P = 0.018) of concept maps was observed in ECG interpretation accuracy. No difference in the average ECG features completion index was observed between Group A (66.75 ± 15.35%) and Group B (62.93 ± 13.17%). According qualitative analysis, majority of students accepted concept maps as a helpful tool. Difficult to learn at the beginning and time consuming are the two problems in using this method, nevertheless most of the students indicated to continue using it. Concept maps could be a useful pedagogical tool in enhancing undergraduate medical students’ ECG interpretation skills. Furthermore, students indicated a positive attitude to it, and perceived it as a resource for learning. PMID:26221331

The effects of a concept map-based support tool on simulation-based inquiry learning

NARCIS (Netherlands)

Hagemans, M.G.; van der Meij, Hans; de Jong, Anthonius J.M.

2013-01-01

Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations,

Peningkatan Hasil Belajar Kompetensi Dasar Mengklasifikasikan Jenis Bisnis Ritel melalui Model Discovery Learning dengan Media Mind Mapping

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Sri Lestari

2016-11-01

Full Text Available This research aimed to determine how is the implementation of discovery learning model with mind mapping media on the basic comptences of clasify kinds of retail business and whether the implementation of the discovery learning model with mind mapping media can increase learning outcomes of student. This research conducted using qualitative approach and quantitative in the planning of class action research by two cycles with research time for every cycle 2 meeting @ 3x45 minute. The result showed that by using discovery learning model with mind mapping media learning outcomes of student was good in the aspect of knowledge, skill, and the attitude have increased. Abstrak : Penelitian ini bertujuan untuk mengetahui bagaimana penerapan model discovery learning dengan menggunakan media mind mapping pada kompetensi dasar mengklasifikasikan jenis bisnis ritel dan apakah penerapan model discovery learning dengan menggunakan media mind mapping dapat meningkatkan hasil belajar siswa. Penelitian dilakukan dengan pendekatan kualitatif dan kuantitatif dalam rancangan penelitian tindakan kelas dengan dua siklus dengan waktu penelitian untuk masing-masing siklus 2 pertemuan @ 3 x 45 menit.  yang hasilnya menunjukkan bahwa melalui penggunaan model discovery learning dengan media mind mapping hasil belajar siswa baik dalam ranah pengetahuan, ketrampilan, maupun sikap mengalami peningkatan.

The Concept Maps as a Didactic Resource Tool of Meaningful Learning in Astronomy Themes

Science.gov (United States)

Silveira, Felipa Pacífico Ribeiro de Assis; Mendonça, Conceição Aparecida Soares

2015-07-01

This article presents the results of an investigation that sought to understand the performance of the conceptual map (MC) as a teaching resource facilitator of meaningful learning of scientific concepts on astronomical themes, developed with elementary school students. The methodology employed to obtain and process the data was based on a quantitative and qualitative approach. On the quantitative level we designed a quasi-experimental research with a control group that did not use the MC and an experimental group that used the MC, both being evaluated in the beginning and end of the process. In this case, the performance of both groups is displayed in a descriptive and analytical study. In the qualitative approach, the MCs were interpreted using the structuring and assigned meanings shared by the student during his/her presentation. The results demonstrated through the improvement of qualifications that the MC made a difference in conceptual learning and in certain skills revealed by learning indicators.

Integrating Concept Mapping into Information Systems Education for Meaningful Learning and Assessment

Science.gov (United States)

Wei, Wei; Yue, Kwok-Bun

2017-01-01

Concept map (CM) is a theoretically sound yet easy to learn tool and can be effectively used to represent knowledge. Even though many disciplines have adopted CM as a teaching and learning tool to improve learning effectiveness, its application in IS curriculum is sparse. Meaningful learning happens when one iteratively integrates new concepts and…

Mapping innovation processes: Visual techniques for opening and presenting the black box of service innovation processes

DEFF Research Database (Denmark)

Olesen, Anne Rørbæk

2017-01-01

This chapter argues for the usefulness of visual mapping techniques for performing qualitative analysis of complex service innovation processes. Different mapping formats are presented, namely, matrices, networks, process maps, situational analysis maps and temporal situational analysis maps....... For the purpose of researching service innovation processes, the three latter formats are argued to be particularly interesting. Process maps can give an overview of different periods and milestones in a process in one carefully organized location. Situational analysis maps and temporal situational analysis maps...... can open up complexities of service innovation processes, as well as close them down for presentational purposes. The mapping formats presented are illustrated by displaying maps from an exemplary research project, and the chapter is concluded with a brief discussion of the limitations and pitfalls...

Listening to Students: Customer Journey Mapping at Birmingham City University Library and Learning Resources

Science.gov (United States)

Andrews, Judith; Eade, Eleanor

2013-01-01

Birmingham City University's Library and Learning Resources' strategic aim is to improve student satisfaction. A key element is the achievement of the Customer Excellence Standard. An important component of the standard is the mapping of services to improve quality. Library and Learning Resources has developed a methodology to map these…

How employees perceive organizational learning: construct validation of the 25-item short form of the strategic learning assessment map (SF-SLAM)

NARCIS (Netherlands)

Mainert, Jakob; Niepel, Christoph; Lans, T.; Greiff, Samuel

2018-01-01

Purpose: The Strategic Learning Assessment Map (SLAM) originally assessed organizational learning (OL) at the level of the firm by addressing managers, who rated OL in the SLAM on five dimensions of individual learning, group learning, organizational learning, feed-forward learning, and feedback

Challenges and weaknesses in the use of concept maps as a learning strategy in undergraduate health programs

Directory of Open Access Journals (Sweden)

Enios Carlos Duarte

2017-09-01

Full Text Available This paper considers the analysis of concept maps utilized as a learning tool in disciplines dealing with immunological responses in two undergraduate Health programs. In total, 48 concept maps were assessed regarding their propositions and structure. The clarity of the propositions was analyzed by using the Propositional Clarity Table and they were classified as adequate propositions (AP and inadequate propositions (IP. In 48 concept maps, 648 propositions were analyzed in order to determine semantic clarity and conceptual mistakes. Assessments revealed that 69 % of the propositions were classified as adequate and 31 % as inadequate. All the maps analyzed were categorized as showing a network structure. However, when correlating the connections established among the several types of response by the immune system, it was found that despite being structured as a network, only 31.2 % of the concept maps indicated conceptual relationships between the modes of immune response. 27% of the concept maps were made with a high rate of proficiency. Upon the results of our analysis, we realized that there is still a long way in developing the mapping strategy. For us, this low percentage is related to the way undergraduates assimilate the mapping processes. This is a challenge which also reveals limits and weaknesses that may be addressed in future studies. It was noted that results bring into focus that the undergraduates’ learning of concepts associated with the bases of the immunological responses occurred in a meaningful way.

The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

Science.gov (United States)

Kwon, So Young

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However

The Effects of a Concept Map-Based Support Tool on Simulation-Based Inquiry Learning

Science.gov (United States)

Hagemans, Mieke G.; van der Meij, Hans; de Jong, Ton

2013-01-01

Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed…

Behaviorism, latent learning, and cognitive maps: needed revisions in introductory psychology textbooks.

Science.gov (United States)

Jensen, Robert

2006-01-01

This paper critically assesses the scholarship in introductory psychology textbooks in relation to the topic of latent learning. A review of the treatment of latent learning in 48 introductory psychology textbooks published between 1948 and 2004, with 21 of these texts published since 1999, reveals that the scholarship on the topic of latent learning demonstrated in introductory textbooks warrants improvement. Errors that persist in textbooks include the assertion that the latent learning experiments demonstrate unequivocally that reinforcement was not necessary for learning to occur, that behavioral theories could not account for the results of the latent learning experiments, that B. F. Skinner was an S-R association behaviorist who argued that reinforcement is necessary for learning to occur, and that because behavioral theories (including that of B. F. Skinner) were unable explain the results of the latent learning experiments the cognitive map invoked by Edward Tolman is the only explanation for latent learning. Finally, the validity of the cognitive map is typically accepted without question. Implications of the presence of these errors for students and the discipline are considered. Lastly, remedies are offered to improve the scholarship found in introductory psychology textbooks.

Concept Mapping as a Learning Tool for the Employment Relations Degree

Science.gov (United States)

Martinez-Canas, Ricardo; Ruiz-Palomino, Pablo

2011-01-01

Concept mapping is a technique to represent relationships between concepts that can help students to improve their meaningful learning. Using the cognitive theories proposed by Ausubel (1968), concept maps can help instructors and students to enhance their logical thinking and study skills by revealing connections among concepts that can simplify…

Mapping Civic Engagement: A Case Study of Service-Learning in Appalachia

Science.gov (United States)

Mann, Jessica; Casebeer, Daniel

2016-01-01

This study uses social cartography to map student perceptions of a co-curricular service-learning project in an impoverished rural community. As a complement to narrative discourse, mapping provides an opportunity to visualize not only the spatial nature of the educational experience but also, in this case, the benefits of civic engagement. The…

Method of Automatic Ontology Mapping through Machine Learning and Logic Mining

Institute of Scientific and Technical Information of China (English)

王英林

2004-01-01

Ontology mapping is the bottleneck of handling conflicts among heterogeneous ontologies and of implementing reconfiguration or interoperability of legacy systems. We proposed an ontology mapping method by using machine learning, type constraints and logic mining techniques. This method is able to find concept correspondences through instances and the result is optimized by using an error function; it is able to find attribute correspondence between two equivalent concepts and the mapping accuracy is enhanced by combining together instances learning, type constraints and the logic relations that are imbedded in instances; moreover, it solves the most common kind of categorization conflicts. We then proposed a merging algorithm to generate the shared ontology and proposed a reconfigurable architecture for interoperation based on multi agents. The legacy systems are encapsulated as information agents to participate in the integration system. Finally we give a simplified case study.

The Effect of Using Concept Maps in Elementary Linear Algebra Course on Students’ Learning

Science.gov (United States)

Syarifuddin, H.

2018-04-01

This paper presents the results of a classroom action research that was done in Elementary Linear Algebra course at Universitas Negeri Padang. The focus of the research want to see the effect of using concept maps in the course on students’ learning. Data in this study were collected through classroom observation, students’ reflective journal and concept maps that were created by students. The result of the study was the using of concept maps in Elementary Linera Algebra course gave positive effect on students’ learning.

Higher Education Planning for a Strategic Goal with a Concept Mapping Process at a Small Private College

Science.gov (United States)

Driscoll, Deborah P.

2010-01-01

Faculty, staff, and administrators at a small independent college determined that planning with a Concept Mapping process efficiently produced strategic thinking and action plans for the accomplishment of a strategic goal to expand experiential learning within the curriculum. One year into a new strategic plan, the college enjoyed enrollment…

How Does Creating a Concept Map Affect Item-Specific Encoding?

Science.gov (United States)

Grimaldi, Phillip J.; Poston, Laurel; Karpicke, Jeffrey D.

2015-01-01

Concept mapping has become a popular learning tool. However, the processes underlying the task are poorly understood. In the present study, we examined the effect of creating a concept map on the processing of item-specific information. In 2 experiments, subjects learned categorized or ad hoc word lists by making pleasantness ratings, sorting…

Mapping, Navigation, and Learning for Off-Road Traversal

DEFF Research Database (Denmark)

Konolige, Kurt; Agrawal, Motilal; Blas, Morten Rufus

2009-01-01

The challenge in the DARPA Learning Applied to Ground Robots (LAGR) project is to autonomously navigate a small robot using stereo vision as the main sensor. During this project, we demonstrated a complete autonomous system for off-road navigation in unstructured environments, using stereo vision......, online terrain traversability learning, visual odometry, map registration, planning, and control. At the end of 3 years, the system we developed outperformed all nine other teams in final blind tests over previously unseen terrain.......The challenge in the DARPA Learning Applied to Ground Robots (LAGR) project is to autonomously navigate a small robot using stereo vision as the main sensor. During this project, we demonstrated a complete autonomous system for off-road navigation in unstructured environments, using stereo vision...

Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study.

Science.gov (United States)

Bressington, Daniel T; Wong, Wai-Kit; Lam, Kar Kei Claire; Chien, Wai Tong

2018-01-01

Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students. This pilot study utilised a mixed-methods quasi-experimental design. The study was conducted in a University school of Nursing in Hong Kong. A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group. The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group). There were no significant differences in self-reported learning self-efficacy between the two groups (p=0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice. The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of

Mapas conceituais: estratégia de ensino/aprendizagem e ferramenta avaliativa Conceptual maps: teaching and learning strategies and an evaluative tool

Directory of Open Access Journals (Sweden)

Nadia Aparecida de Souza

2010-12-01

Full Text Available O presente ensaio tem por objetivo apresentar uma reflexão sobre as potencia lidades do mapa conceitual como estratégia de ensino/aprendizagem e ferramenta ava liativa. Revisitar o referencial teórico relativo à temática possibilitou contemplar a utili dade do mapa conceitual sob diferentes perspectivas: daquele que ensina e daquele que aprende. Valer-se dos mapas conceituais como estratégias de ensino/aprendizagem, também e concomitantemente como ferramenta avaliativa, é criar possibilidades para a organiza ção do conhecimento pela promoção de experiências educativas que provoquem não somen te reflexão, busca de compreensão e processamento profundo da informação, mas tam bém o desenvolvimento da autorregulação, da metacognição e do aprender a aprenderThis essay has the purpose of reflecting upon the potential benefits of con ceptual map as teaching and learning strategies and an evaluative tool. To revisit the the oretical framework of this theme made it possible to analyze the utility of conceptual map under different perspectives: the teachers´ and the students´. It became clear that the use of conceptual map as teaching and learning strategies, as well as an evaluative tool, leads to knowledge organization by means of promotion of learning experiences which not only generate reflection, comprehension and deep processing of information, but also contributes to the development of metacognition, self-regulation and learning to learn processes

Successful Teaching, Learning, and Use of Digital Mapping Technology in Mazvihwa, Rural Zimbabwe

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Eitzel Solera, M. V.; Madzoro, S.; Solera, J.; Mhike Hove, E.; Changarara, A.; Ndlovu, D.; Chirindira, A.; Ndlovu, A.; Gwatipedza, S.; Mhizha, M.; Ndlovu, M.

2016-12-01

Participatory mapping is now a staple of community-based work around the world. Particularly for indigenous and rural peoples, it can represent a new avenue for environmental justice and can be a tool for culturally appropriate management of local ecosystems. We present a successful example of teaching and learning digital mapping technology in rural Zimbabwe. Our digital mapping project is part of the long-term community-based participatory research of The Muonde Trust in Mazvihwa, Zimbabwe. By gathering and distributing local knowledge and also bringing in visitors to share knowledge, Muonde has been able to spread relevant information among rural farmers. The authors were all members of Muonde or were Muonde's visitors, and were mentors and learners of digital mapping technologies at different times. Key successful characteristics of participants included patience, compassion, openness, perseverance, respect, and humility. Important mentoring strategies included: 1) instruction in Shona and in English, 2) locally relevant examples, assignments, and analogies motivated by real needs, 3) using a variety of teaching methods for different learning modalities, 4) building on and modifying familiar teaching methods, and 5) paying attention to the social and relational aspects of teaching and learning. The Muonde mapping team has used their new skills for a wide variety of purposes, including: identifying, discussing, and acting on emerging needs; using digital mapping for land-use and agropastoral planning; and using mapping as a tool for recording and telling important historical and cultural stories. Digital mapping has built self-confidence as well as providing employable skills and giving Muonde more visibility to other local and national non-governmental organizations, utility companies, and educational institutions. Digital mapping, as taught in a bottom-up, collaborative way, has proven to be both accessible and of enormous practical use to rural Zimbabweans.

Neural network representation and learning of mappings and their derivatives

Science.gov (United States)

White, Halbert; Hornik, Kurt; Stinchcombe, Maxwell; Gallant, A. Ronald

1991-01-01

Discussed here are recent theorems proving that artificial neural networks are capable of approximating an arbitrary mapping and its derivatives as accurately as desired. This fact forms the basis for further results establishing the learnability of the desired approximations, using results from non-parametric statistics. These results have potential applications in robotics, chaotic dynamics, control, and sensitivity analysis. An example involving learning the transfer function and its derivatives for a chaotic map is discussed.

The effects of using concept mapping as an artifact to engender metacognitive thinking in first-year medical students' problem-based learning discussions: A mixed-methods investigation

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Shoop, Glenda Hostetter

Attention in medical education is turning toward instruction that not only focuses on knowledge acquisition, but on developing the medical students' clinical problem-solving skills, and their ability to critically think through complex diseases. Metacognition is regarded as an important consideration in how we teach medical students these higher-order, critical thinking skills. This study used a mixed-methods research design to investigate if concept mapping as an artifact may engender metacognitive thinking in the medical student population. Specifically the purpose of the study is twofold: (1) to determine if concept mapping, functioning as an artifact during problem-based learning, improves learning as measured by scores on test questions; and (2) to explore if the process of concept mapping alters the problem-based learning intragroup discussion in ways that show medical students are engaged in metacognitive thinking. The results showed that students in the problem-based learning concept-mapping groups used more metacognitive thinking patterns than those in the problem-based learning discussion-only group, particularly in the monitoring component. These groups also engaged in a higher level of cognitive thinking associated with reasoning through mechanisms-of-action and breaking down complex biochemical and physiologic principals. The students disclosed in focus-group interviews that concept mapping was beneficial to help them understand how discrete pieces of information fit together in a bigger structure of knowledge. They also stated that concept mapping gave them some time to think through these concepts in a larger conceptual framework. There was no significant difference in the exam-question scores between the problem-based learning concept-mapping groups and the problem-based learning discussion-only group.

Mapping IMS Learning Design and Moodle. A first understanding

NARCIS (Netherlands)

Burgos, Daniel; Tattersall, Colin; Dougiamas, Martin; Vogten, Hubert; Koper, Rob

2006-01-01

Please, cite this publication as follows: Burgos, D., Tattersall, C., Dougiamas, M., Vogten, H., & Koper, E. J. R. (2006). Mapping IMS Learning Design and Moodle. A first understanding. Proceedings of Simposo Internacional de Informática Educativa (SIIE06), León, Spain: IEEE Technical Committee on

High-Dimensional Intrinsic Interpolation Using Gaussian Process Regression and Diffusion Maps

International Nuclear Information System (INIS)

Thimmisetty, Charanraj A.; Ghanem, Roger G.; White, Joshua A.; Chen, Xiao

2017-01-01

This article considers the challenging task of estimating geologic properties of interest using a suite of proxy measurements. The current work recast this task as a manifold learning problem. In this process, this article introduces a novel regression procedure for intrinsic variables constrained onto a manifold embedded in an ambient space. The procedure is meant to sharpen high-dimensional interpolation by inferring non-linear correlations from the data being interpolated. The proposed approach augments manifold learning procedures with a Gaussian process regression. It first identifies, using diffusion maps, a low-dimensional manifold embedded in an ambient high-dimensional space associated with the data. It relies on the diffusion distance associated with this construction to define a distance function with which the data model is equipped. This distance metric function is then used to compute the correlation structure of a Gaussian process that describes the statistical dependence of quantities of interest in the high-dimensional ambient space. The proposed method is applicable to arbitrarily high-dimensional data sets. Here, it is applied to subsurface characterization using a suite of well log measurements. The predictions obtained in original, principal component, and diffusion space are compared using both qualitative and quantitative metrics. Considerable improvement in the prediction of the geological structural properties is observed with the proposed method.

Signal processing of eddy current three-dimensional maps

International Nuclear Information System (INIS)

Birac, C.; David, D.; Lamant, D.

1987-01-01

Digital processing of eddy current three-dimensional maps improves accuracy of detection: flattening, filtering, computing deconvolution, mapping new variables,.., give new possibilities for difficult test problems. With simulation of defects, probes, probe travels, it is now possible to compute new eddy current processes, without machining defects or building probes

Organizational Lerning and Strategy: Information Processing Approach of Organizaitonal Learning to Perform Strategic Choice Analysis

Directory of Open Access Journals (Sweden)

Agustian Budi Prasetya

2017-03-01

Full Text Available Study of organizational learning required to discuss the issue of strategy to understand company’s organizational knowledge and how company applied the organizational knowledge toward the changing of the environment. Method of the analysis for this research was based on desk research thoroughly on the existing literature. This research analyzed the viewpoints of different researchers in organizational learning and elaborates the information processing abilities approach of Organizational Learning (OL. Based on desk research on literature, the research discussed information processing approach to explain organizational learning and strategy choice by describing the importance of information and assumptions, the activities of knowledge acquisition, interpreting and distribution of the knowledge, typology of exploitation and exploration learning. It proposed the importance of the company to perform alignment between internal managerial process arrangement and external environment while doing the learning, based on the strategic choice space, as theatrical clustering map of the learning, the fit, the alignment, and the alliances of the organization. This research finds that the strategic space might help the analysis of balancing between exploitation and exploration learning while applying the analysis of varied firm characteristics, strategic orientation, and industrial environments.

iMindMap as an Innovative Tool in Teaching and Learning Accounting: An Exploratory Study

Science.gov (United States)

Wan Jusoh, Wan Noor Hazlina; Ahmad, Suraya

2016-01-01

Purpose: The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/Methodology/Approach: Out of 268 students of the management accounting at the University of…

Effects of a Computer-Assisted Concept Mapping Learning Strategy on EFL College Students' English Reading Comprehension

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Liu, Pei-Lin; Chen, Chiu-Jung; Chang, Yu-Ju

2010-01-01

The purpose of this research was to investigate the effects of a computer-assisted concept mapping learning strategy on EFL college learners' English reading comprehension. The research questions were: (1) what was the influence of the computer-assisted concept mapping learning strategy on different learners' English reading comprehension? (2) did…

A Theory of Causal Learning in Children: Causal Maps and Bayes Nets

Science.gov (United States)

Gopnik, Alison; Glymour, Clark; Sobel, David M.; Schulz, Laura E.; Kushnir, Tamar; Danks, David

2004-01-01

The authors outline a cognitive and computational account of causal learning in children. They propose that children use specialized cognitive systems that allow them to recover an accurate "causal map" of the world: an abstract, coherent, learned representation of the causal relations among events. This kind of knowledge can be perspicuously…

Analogy Mapping Development for Learning Programming

Science.gov (United States)

Sukamto, R. A.; Prabawa, H. W.; Kurniawati, S.

2017-02-01

Programming skill is an important skill for computer science students, whereas nowadays, there many computer science students are lack of skills and information technology knowledges in Indonesia. This is contrary with the implementation of the ASEAN Economic Community (AEC) since the end of 2015 which is the qualified worker needed. This study provided an effort for nailing programming skills by mapping program code to visual analogies as learning media. The developed media was based on state machine and compiler principle and was implemented in C programming language. The state of every basic condition in programming were successful determined as analogy visualization.

CONCEPT MAPS – IMPROVEMENT TOOL FOR ACCOUNTING INFORMATION

Directory of Open Access Journals (Sweden)

Oana DRĂGAN

2014-12-01

Full Text Available Concept maps, viewed as an innovative method for learning and evolution, are used to synthesize the knowledge of the participants to the learning process and are based on the main concepts and the relationship between them. They offer a visual representation of the information held by an individual, caught through his ability to synthesize the notions/the key concepts. The current study intends to show the importance and efficiency of using the concept maps in economics, especially in the accounting department, a method designed to settle the learning process and, also, to offer a sustainable value. The current empirical study is based on the manner in which the accounting knowledge is displayed by a sample group of 19 practitioners. The originality, the relevance of the concept maps method is underlined by the idea of the practitioners creating their own concept maps designed to point out the importance of the cognitive structure when describing the relationships between different accounting principles.

Age of Acquisition Effects on Word Processing for Chinese Native Learners? English: ERP Evidence for the Arbitrary Mapping Hypothesis

OpenAIRE

Xue, Jin; Liu, Tongtong; Marmolejo-Ramos, Fernando; Pei, Xuna

2017-01-01

The present study aimed at distinguishing processing of early learned L2 words from late ones for Chinese natives who learn English as a foreign language. Specifically, we examined whether the age of acquisition (AoA) effect arose during the arbitrary mapping from conceptual knowledge onto linguistic units. The behavior and ERP data were collected when 28 Chinese-English bilinguals were asked to perform semantic relatedness judgment on word pairs, which represented three stages of word learni...

Age of Acquisition Effects on Word Processing for Chinese Native Learners’ English: ERP Evidence for the Arbitrary Mapping Hypothesis

OpenAIRE

Jin Xue; Tongtong Liu; Fernando Marmolejo-Ramos; Fernando Marmolejo-Ramos; Xuna Pei

2017-01-01

The present study aimed at distinguishing processing of early learned L2 words from late ones for Chinese natives who learn English as a foreign language. Specifically, we examined whether the age of acquisition (AoA) effect arose during the arbitrary mapping from conceptual knowledge onto linguistic units. The behavior and ERP data were collected when 28 Chinese-English bilinguals were asked to perform semantic relatedness judgment on word pairs, which represented three stages of word learni...

Mapping of Supply Chain Learning: A Framework for SMEs

Science.gov (United States)

Thakkar, Jitesh; Kanda, Arun; Deshmukh, S. G.

2011-01-01

Purpose: The aim of this paper is to propose a mapping framework for evaluating supply chain learning potential for the context of small- to medium-sized enterprises (SMEs). Design/methodology/approach: The extracts of recently completed case based research for ten manufacturing SME units and facts reported in the previous research are utilized…

Middle-School Students' Map Construction: Understanding Complex Spatial Displays.

Science.gov (United States)

Bausmith, Jennifer Merriman; Leinhardt, Gaea

1998-01-01

Examines the map-making process of middle-school students to determine which actions influence their accuracy, how prior knowledge helps their map construction, and what lessons can be learned from map making. Indicates that instruction that focuses on recognition of interconnections between map elements can promote map reasoning skills. (DSK)

E-Learning Content Design Standards Based on Interactive Digital Concepts Maps in the Light of Meaningful and Constructivist Learning Theory

Science.gov (United States)

Afify, Mohammed Kamal

2018-01-01

The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, organize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning…

Concept mapping to improve team work, team learning and care of the person with dementia and behavioural and psychological symptoms.

Science.gov (United States)

Aberdeen, Suzanne M; Byrne, Graeme

2018-04-01

The incidence of behavioural and psychological symptoms of dementia in residential aged care facilities is high. Effective team work and knowledgeable staff are cited as important facilitators of appropriate care responses to clients with these symptoms, but to achieve this within a resource-poor workplace can be challenging. In the study reported in this paper, concept mapping was trialled to enhance multifocal person-centred assessment and care planning as well as team learning. The outcomes of team concept mapping were evaluated using a quasi-experimental design with pre- and post-testing in 11 selected Australian residential aged care facilities , including two control residential aged care facilities , over a nine-month period. It was demonstrated that use of concept mapping improved team function, measured as effectiveness of care planning, as well as enhancing learning, with increased knowledge of dementia care even amongst staff who were not directly involved with the process. It is suggested that these results may be generalizable to other countries and care settings.

THE EFFECT OF CONCEPT MAPPING ON CONCEPT LEARNING IN SCIENCE

OpenAIRE

岡, 直樹; 今永, 久美子

2012-01-01

An experiment was conducted to investigate the effects of concept map completion tasks on concept learning in the primary schoolchildren. The participants were to insert some of the suitable concepts (concept group) or link labeles (link label group) or both of them (concept/link label group) into the blanks to make up the map wholly. It was revealed that the results of the concept group and the concept/link label group were better than the link label group. These results were discussed in te...

Driving Pressure Influence in Voltage Maps Measurement Process Using Advanced Pneumatic Mapping Probe

Directory of Open Access Journals (Sweden)

Marek Kukucka

2016-01-01

Full Text Available Our paper deals with the method of the voltage-impedance map measurement process as a method useful for the electric mapping of human skin. The area of research extends from the basic research to its practical application in acupuncture skin mapping and acupuncture point localization and visualization. The problem of sufficient skin coverage and electrical contact with measuring electrodes is solved by the conventional mechanical telescopic electrodes and by the pneumatic matrix electrode probe. A 2D or 3D voltage-impedance map of skin is an output of the measuring, interpretation and evaluation process. New pneumatic construction of measuring probe was implemented to achieve a better coverage of specified skin area and get a reduced force range of the touching electrodes allowing the steady contact of the skin-electrode. A skin contact is related to the driving pressure of touching electrodes. Our paper offers experimentally measured results, voltage maps of skin on specific areas, selected measured and described acupuncture points and their applications in electro-acupuncture.

A theory of causal learning in children: Causal maps and Bayes nets

OpenAIRE

Gopnik, A; Glymour, C; Sobel, D M; Schulz, L E; Kushnir, T; Danks, D

2004-01-01

The authors outline a cognitive and computational account of causal learning in children. They propose that children use specialized cognitive systems that allow them to recover an accurate "causal map" of the world: an abstract, coherent, learned representation of the causal relations among events. This kind of knowledge can be perspicuously understood in terms of the formalism of directed graphical causal models, or Bayes nets. Children's causal learning and inference may involve computatio...

An effective self-assessment based on concept map extraction from test-sheet for personalized learning

Science.gov (United States)

Liew, Keng-Hou; Lin, Yu-Shih; Chang, Yi-Chun; Chu, Chih-Ping

2013-12-01

Examination is a traditional way to assess learners' learning status, progress and performance after a learning activity. Except the test grade, a test sheet hides some implicit information such as test concepts, their relationships, importance, and prerequisite. The implicit information can be extracted and constructed a concept map for considering (1) the test concepts covered in the same question means these test concepts have strong relationships, and (2) questions in the same test sheet means the test concepts are relative. Concept map has been successfully employed in many researches to help instructors and learners organize relationships among concepts. However, concept map construction depends on experts who need to take effort and time for the organization of the domain knowledge. In addition, the previous researches regarding to automatic concept map construction are limited to consider all learners of a class, which have not considered personalized learning. To cope with this problem, this paper proposes a new approach to automatically extract and construct concept map based on implicit information in a test sheet. Furthermore, the proposed approach also can help learner for self-assessment and self-diagnosis. Finally, an example is given to depict the effectiveness of proposed approach.

Joining the Pieces: Using Concept Maps for Integrated Learning and Assessment in an Introductory Management Course

Science.gov (United States)

Connolly, Heather; Spiller, Dorothy

2016-01-01

This paper reports on and evaluates the use of concept mapping as a learning tool in a large first year Management course. The goal was to help students make personal sense of course learning and to build their understanding of links and relationships between key course ideas. Concept mapping was used for three summative assessment pieces,…

Unpacking the cognitive map: the parallel map theory of hippocampal function.

Science.gov (United States)

Jacobs, Lucia F; Schenk, Françoise

2003-04-01

In the parallel map theory, the hippocampus encodes space with 2 mapping systems. The bearing map is constructed primarily in the dentate gyrus from directional cues such as stimulus gradients. The sketch map is constructed within the hippocampus proper from positional cues. The integrated map emerges when data from the bearing and sketch maps are combined. Because the component maps work in parallel, the impairment of one can reveal residual learning by the other. Such parallel function may explain paradoxes of spatial learning, such as learning after partial hippocampal lesions, taxonomic and sex differences in spatial learning, and the function of hippocampal neurogenesis. By integrating evidence from physiology to phylogeny, the parallel map theory offers a unified explanation for hippocampal function.

A Road Map for Learning Progressions Research in Geography

Science.gov (United States)

Huynh, Niem Tu; Solem, Michael; Bednarz, Sarah Witham

2015-01-01

This article provides an overview of learning progressions (LP) and assesses the potential of this line of research to improve geography education. It presents the merits and limitations of three of the most common approaches used to conduct LP research and draws on one approach to propose a first draft of a LP on map reading and interpretation.…

Up Bloom's pyramid with slices of Fink's pie: Mapping an occupational therapy curriculum

Directory of Open Access Journals (Sweden)

Susan C. Burwash

2016-10-01

Full Text Available Curriculum design is a complex task. One tool used in the design process is curriculum mapping. A mandated transition from a quarter to a semester academic calendar, alongside preparation of accreditation self-study materials, provided an opportunity for faculty teaching in an entry-level occupational therapy program to review the underlying basis of the curriculum. Two taxonomies of learning (Bloom’s cognitive domain and Fink’s taxonomy of significant learning experiences were used to examine existing courses and to consider how learning outcomes and experiences varied over the sequence of courses in the curriculum. This led to the creation of a series of course maps that have been useful in informing current curriculum design and guiding future work. In this article, the authors describe the context under which this review took place, briefly review the pertinent literature relating to curriculum design and mapping in occupational therapy education, discuss the mapping process, and provide examples of course maps. The authors reflect on the process and plans for using what was learned in future curricular design projects.

Concept Maps as a strategy to asses learning in biochemistry using educational softwares

Directory of Open Access Journals (Sweden)

A. M. P. Azevedo

2005-07-01

Full Text Available This abstract reports  the  use of concept  maps applied  to the evaluation of concepts  learned  through the use of an educational software to study  metabolic  pathways called Diagrama Metabolico Dinamico Virtual  do Ciclo de Krebs (DMDV.  Experience  with the use of this method  was carried  through  with two distinct groups  of students.  The  first  group  was composed  by 24 students (in  2003 who used DMDV during  the  classes (computer room.  The second group was formed by 36 students (in 2004 who could access DMDV software anytime  through  the intranet. The construction of the conceptual map by the student permits  the representation of knowledge, the mental  processes that were absorved and the adaptation during the study,  building new mental schemes that could be related to the concept of reflexioning  abstraction (Piaget, 1995 during  the  process of operation  with  these  concepts.   The evaluation of knowlegde was made by the analysis  of three conceptual  maps constructed by each one of them:   (a  one map  before initiating the  study  with  DMDV,  (b  the  second just  after  the  study and (c the third  one two months  later.  We used the following criteria  for the analysis:  predominance of associative  over classificatory  character; correct concepts  and  relationships; coherence;  number  of relationships;  creativity and  logic.   The  initial  maps  showed  that all  students had  some  previous mental scheme  about  the proposed  concept.    All final  concept maps  showed  an  expansion  of the concepts  as compared  to the initial  maps, something  which can be seen even by a mere glance at the size of graphics.  A purely visual comparison  between the maps indicated  that new elements have been added.   The  associative  character has been shown to predominate as compared  to the  classificatory one.  The �

Concept Maps as Instructional Tools for Improving Learning of Phase Transitions in Object-Oriented Analysis and Design

Science.gov (United States)

Shin, Shin-Shing

2016-01-01

Students attending object-oriented analysis and design (OOAD) courses typically encounter difficulties transitioning from requirements analysis to logical design and then to physical design. Concept maps have been widely used in studies of user learning. The study reported here, based on the relationship of concept maps to learning theory and…

E-learning educational process

Directory of Open Access Journals (Sweden)

Leszek Rudak

2012-06-01

Full Text Available The e-learning educational process differs fundamentally from the teaching-learning process in the face-to-face teaching. A reason of differences is the nature of the distance education: the teacher cannot observe the student at work. Thus, the natural process of teaching, based on performing particular actions by teacher and students in relays, is disturbed. So, one has to consider the e-learning educational process as two separate sets of actions. The first, strongly regular, consists of teachers operations. The second, unorganized, contains the student activities. In the article some relations between the both structures are investigated. Moreover, some methods of arranging the set of students’ activities to better fit in with the educational goals are provided.

Map Archive Mining: Visual-Analytical Approaches to Explore Large Historical Map Collections

Directory of Open Access Journals (Sweden)

Johannes H. Uhl

2018-04-01

Full Text Available Historical maps are unique sources of retrospective geographical information. Recently, several map archives containing map series covering large spatial and temporal extents have been systematically scanned and made available to the public. The geographical information contained in such data archives makes it possible to extend geospatial analysis retrospectively beyond the era of digital cartography. However, given the large data volumes of such archives (e.g., more than 200,000 map sheets in the United States Geological Survey topographic map archive and the low graphical quality of older, manually-produced map sheets, the process to extract geographical information from these map archives needs to be automated to the highest degree possible. To understand the potential challenges (e.g., salient map characteristics and data quality variations in automating large-scale information extraction tasks for map archives, it is useful to efficiently assess spatio-temporal coverage, approximate map content, and spatial accuracy of georeferenced map sheets at different map scales. Such preliminary analytical steps are often neglected or ignored in the map processing literature but represent critical phases that lay the foundation for any subsequent computational processes including recognition. Exemplified for the United States Geological Survey topographic map and the Sanborn fire insurance map archives, we demonstrate how such preliminary analyses can be systematically conducted using traditional analytical and cartographic techniques, as well as visual-analytical data mining tools originating from machine learning and data science.

Immune Genetic Learning of Fuzzy Cognitive Map

Institute of Scientific and Technical Information of China (English)

LIN Chun-mei; HE Yue; TANG Bing-yong

2006-01-01

This paper presents a hybrid methodology of automatically constructing fuzzy cognitive map (FCM). The method uses immune genetic algorithm to learn the connection matrix of FCM. In the algorithm, the DNA coding method is used and an immune operator based on immune mechanism is constructed. The characteristics of the system and the experts' knowledge are abstracted as vaccine for restraining the degenerative phenomena during evolution so as to improve the algorithmic efficiency. Finally, an illustrative example is provided, and its results suggest that the method is capable of automatically generating FCM model.

[A Study on the Cognitive Learning Effectiveness of Scenario-Based Concept Mapping in a Neurological Nursing Course].

Science.gov (United States)

Pan, Hui-Ching; Hsieh, Suh-Ing; Hsu, Li-Ling

2015-12-01

The multiple levels of knowledge related to the neurological system deter many students from pursuing studies on this topic. Thus, in facing complicated and uncertain medical circumstances, nursing students have diffi-culty adjusting and using basic neurological-nursing knowledge and skills. Scenario-based concept-mapping teaching has been shown to promote the integration of complicated data, clarify related concepts, and increase the effectiveness of cognitive learning. To investigate the effect on the neurological-nursing cognition and learning attitude of nursing students of a scenario-based concept-mapping strategy that was integrated into the neurological nursing unit of a medical and surgical nursing course. This quasi-experimental study used experimental and control groups and a pre-test / post-test design. Sopho-more (2nd year) students in a four-year program at a university of science and technology in Taiwan were convenience sampled using cluster randomization that was run under SPSS 17.0. Concept-mapping lessons were used as the intervention for the experimental group. The control group followed traditional lesson plans only. The cognitive learning outcome was measured using the neurological nursing-learning examination. Both concept-mapping and traditional lessons significantly improved post-test neurological nursing learning scores (p learning attitude with regard to the teaching material. Furthermore, a significant number in the experimental group expressed the desire to add more lessons on anatomy, physiology, and pathology. These results indicate that this intervention strategy may help change the widespread fear and refusal of nursing students with regard to neurological lessons and may facilitate interest and positively affect learning in this important subject area. Integrating the concept-mapping strategy and traditional clinical-case lessons into neurological nursing lessons holds the potential to increase post-test scores significantly

Application of processing maps in the optimization of the parameters of a hot working process. Part 2. Processing maps of a microalloyed medium carbon steel

International Nuclear Information System (INIS)

Al Omar, A.; Cabrera, J.M.; Prado, J.M.

1997-01-01

Part 1 of this work presents a revision of the general characteristics of the so called dynamic materials model on which processing maps are developed. In this part following the methodology described in part 1, processing maps of a microalloyed medium carbon steel are developed over a temperature range varying from 900 to 1.150 degree centigree at different true strain rates ranging from 10''-4 to 10s''-1. The analysis of these maps revealed a domain of dynamic recrystallization centred at about 1.1.50 degree centigree and strain rate 10 s''-1 and a domain of dynamic recovery centred at 900 degree centigree and 0,1 s''-1. (Author) 20 refs

Sharp wave/ripple network oscillations and learning-associated hippocampal maps.

Science.gov (United States)

Csicsvari, Jozsef; Dupret, David

2014-02-05

Sharp wave/ripple (SWR, 150-250 Hz) hippocampal events have long been postulated to be involved in memory consolidation. However, more recent work has investigated SWRs that occur during active waking behaviour: findings that suggest that SWRs may also play a role in cell assembly strengthening or spatial working memory. Do such theories of SWR function apply to animal learning? This review discusses how general theories linking SWRs to memory-related function may explain circuit mechanisms related to rodent spatial learning and to the associated stabilization of new cognitive maps.

Improving learning with science and social studies text using computer-based concept maps for students with disabilities.

Science.gov (United States)

Ciullo, Stephen; Falcomata, Terry S; Pfannenstiel, Kathleen; Billingsley, Glenna

2015-01-01

Concept maps have been used to help students with learning disabilities (LD) improve literacy skills and content learning, predominantly in secondary school. However, despite increased access to classroom technology, no previous studies have examined the efficacy of computer-based concept maps to improve learning from informational text for students with LD in elementary school. In this study, we used a concurrent delayed multiple probe design to evaluate the interactive use of computer-based concept maps on content acquisition with science and social studies texts for Hispanic students with LD in Grades 4 and 5. Findings from this study suggest that students improved content knowledge during intervention relative to a traditional instruction baseline condition. Learning outcomes and social validity information are considered to inform recommendations for future research and the feasibility of classroom implementation. © The Author(s) 2014.

Quantum learning of classical stochastic processes: The completely positive realization problem

International Nuclear Information System (INIS)

Monràs, Alex; Winter, Andreas

2016-01-01

Among several tasks in Machine Learning, a specially important one is the problem of inferring the latent variables of a system and their causal relations with the observed behavior. A paradigmatic instance of this is the task of inferring the hidden Markov model underlying a given stochastic process. This is known as the positive realization problem (PRP), [L. Benvenuti and L. Farina, IEEE Trans. Autom. Control 49(5), 651–664 (2004)] and constitutes a central problem in machine learning. The PRP and its solutions have far-reaching consequences in many areas of systems and control theory, and is nowadays an important piece in the broad field of positive systems theory. We consider the scenario where the latent variables are quantum (i.e., quantum states of a finite-dimensional system) and the system dynamics is constrained only by physical transformations on the quantum system. The observable dynamics is then described by a quantum instrument, and the task is to determine which quantum instrument — if any — yields the process at hand by iterative application. We take as a starting point the theory of quasi-realizations, whence a description of the dynamics of the process is given in terms of linear maps on state vectors and probabilities are given by linear functionals on the state vectors. This description, despite its remarkable resemblance with the hidden Markov model, or the iterated quantum instrument, is however devoid of any stochastic or quantum mechanical interpretation, as said maps fail to satisfy any positivity conditions. The completely positive realization problem then consists in determining whether an equivalent quantum mechanical description of the same process exists. We generalize some key results of stochastic realization theory, and show that the problem has deep connections with operator systems theory, giving possible insight to the lifting problem in quotient operator systems. Our results have potential applications in quantum machine

Quantum learning of classical stochastic processes: The completely positive realization problem

Science.gov (United States)

Monràs, Alex; Winter, Andreas

2016-01-01

Among several tasks in Machine Learning, a specially important one is the problem of inferring the latent variables of a system and their causal relations with the observed behavior. A paradigmatic instance of this is the task of inferring the hidden Markov model underlying a given stochastic process. This is known as the positive realization problem (PRP), [L. Benvenuti and L. Farina, IEEE Trans. Autom. Control 49(5), 651-664 (2004)] and constitutes a central problem in machine learning. The PRP and its solutions have far-reaching consequences in many areas of systems and control theory, and is nowadays an important piece in the broad field of positive systems theory. We consider the scenario where the latent variables are quantum (i.e., quantum states of a finite-dimensional system) and the system dynamics is constrained only by physical transformations on the quantum system. The observable dynamics is then described by a quantum instrument, and the task is to determine which quantum instrument — if any — yields the process at hand by iterative application. We take as a starting point the theory of quasi-realizations, whence a description of the dynamics of the process is given in terms of linear maps on state vectors and probabilities are given by linear functionals on the state vectors. This description, despite its remarkable resemblance with the hidden Markov model, or the iterated quantum instrument, is however devoid of any stochastic or quantum mechanical interpretation, as said maps fail to satisfy any positivity conditions. The completely positive realization problem then consists in determining whether an equivalent quantum mechanical description of the same process exists. We generalize some key results of stochastic realization theory, and show that the problem has deep connections with operator systems theory, giving possible insight to the lifting problem in quotient operator systems. Our results have potential applications in quantum machine

Quantum learning of classical stochastic processes: The completely positive realization problem

Energy Technology Data Exchange (ETDEWEB)

Monràs, Alex [Física Teòrica: Informació i Fenòmens Quàntics, Universitat Autònoma de Barcelona, 08193 Bellaterra (Barcelona) (Spain); Centre for Quantum Technologies, National University of Singapore, 3 Science Drive 2, Singapore 117543 (Singapore); Winter, Andreas [Física Teòrica: Informació i Fenòmens Quàntics, Universitat Autònoma de Barcelona, 08193 Bellaterra (Barcelona) (Spain); Centre for Quantum Technologies, National University of Singapore, 3 Science Drive 2, Singapore 117543 (Singapore); ICREA—Institució Catalana de Recerca i Estudis Avançats, Pg. Lluis Companys, 23, 08010 Barcelona (Spain)

2016-01-15

Among several tasks in Machine Learning, a specially important one is the problem of inferring the latent variables of a system and their causal relations with the observed behavior. A paradigmatic instance of this is the task of inferring the hidden Markov model underlying a given stochastic process. This is known as the positive realization problem (PRP), [L. Benvenuti and L. Farina, IEEE Trans. Autom. Control 49(5), 651–664 (2004)] and constitutes a central problem in machine learning. The PRP and its solutions have far-reaching consequences in many areas of systems and control theory, and is nowadays an important piece in the broad field of positive systems theory. We consider the scenario where the latent variables are quantum (i.e., quantum states of a finite-dimensional system) and the system dynamics is constrained only by physical transformations on the quantum system. The observable dynamics is then described by a quantum instrument, and the task is to determine which quantum instrument — if any — yields the process at hand by iterative application. We take as a starting point the theory of quasi-realizations, whence a description of the dynamics of the process is given in terms of linear maps on state vectors and probabilities are given by linear functionals on the state vectors. This description, despite its remarkable resemblance with the hidden Markov model, or the iterated quantum instrument, is however devoid of any stochastic or quantum mechanical interpretation, as said maps fail to satisfy any positivity conditions. The completely positive realization problem then consists in determining whether an equivalent quantum mechanical description of the same process exists. We generalize some key results of stochastic realization theory, and show that the problem has deep connections with operator systems theory, giving possible insight to the lifting problem in quotient operator systems. Our results have potential applications in quantum machine

CIMOSA process classification for business process mapping in non-manufacturing firms: A case study

Science.gov (United States)

Latiffianti, Effi; Siswanto, Nurhadi; Wiratno, Stefanus Eko; Saputra, Yudha Andrian

2017-11-01

A business process mapping is one important means to enable an enterprise to effectively manage the value chain. One of widely used approaches to classify business process for mapping purpose is Computer Integrated Manufacturing System Open Architecture (CIMOSA). CIMOSA was initially designed for Computer Integrated Manufacturing (CIM) system based enterprises. This paper aims to analyze the use of CIMOSA process classification for business process mapping in the firms that do not fall within the area of CIM. Three firms of different business area that have used CIMOSA process classification were observed: an airline firm, a marketing and trading firm for oil and gas products, and an industrial estate management firm. The result of the research has shown that CIMOSA can be used in non-manufacturing firms with some adjustment. The adjustment includes addition, reduction, or modification of some processes suggested by CIMOSA process classification as evidenced by the case studies.

Improving accuracy of simultaneously reconstructed activity and attenuation maps using deep learning.

Science.gov (United States)

Hwang, Donghwi; Kim, Kyeong Yun; Kang, Seung Kwan; Seo, Seongho; Paeng, Jin Chul; Lee, Dong Soo; Lee, Jae Sung

2018-02-15

Simultaneous reconstruction of activity and attenuation using the maximum likelihood reconstruction of activity and attenuation (MLAA) augmented by time-of-flight (TOF) information is a promising method for positron emission tomography (PET) attenuation correction. However, it still suffers from several problems, including crosstalk artifacts, slow convergence speed, and noisy attenuation maps (μ-maps). In this work, we developed deep convolutional neural networks (CNNs) to overcome these MLAA limitations, and we verified their feasibility using a clinical brain PET data set. Methods: We applied the proposed method to one of the most challenging PET cases for simultaneous image reconstruction ( 18 F-FP-CIT PET scans with highly specific binding to striatum of the brain). Three different CNN architectures (convolutional autoencoder (CAE), U-net, hybrid of CAE and U-net) were designed and trained to learn x-ray computed tomography (CT) derived μ-map (μ-CT) from the MLAA-generated activity distribution and μ-map (μ-MLAA). PET/CT data of 40 patients with suspected Parkinson's disease were employed for five-fold cross-validation. For the training of CNNs, 800,000 transverse PET slices and CTs augmented from 32 patient data sets were used. The similarity to μ-CT of the CNN-generated μ-maps (μ-CAE, μ-Unet, and μ-Hybrid) and μ-MLAA was compared using Dice similarity coefficients. In addition, we compared the activity concentration of specific (striatum) and non-specific binding regions (cerebellum and occipital cortex) and the binding ratios in the striatum in the PET activity images reconstructed using those μ-maps. Results: The CNNs generated less noisy and more uniform μ-maps than original μ-MLAA. Moreover, the air cavities and bones were better resolved in the proposed CNN outputs. In addition, the proposed deep learning approach was useful for mitigating the crosstalk problem in the MLAA reconstruction. The hybrid network of CAE and U-net yielded the

Logging Student Learning via a Puerto Rico-based Geologic Mapping Game on the Google Earth Virtual Globe

Science.gov (United States)

Gobert, J.; Toto, E.; Wild, S. C.; Dordevic, M. M.; De Paor, D. G.

2013-12-01

A hindrance to migrating undergraduate geoscience courses online is the challenge of giving students a quasi-authentic field experience. As part of an NSF TUES Type 2 project (# NSF-DUE 1022755), we addressed this challenge by designing a Google Earth (GE) mapping game centered on Puerto Rico, a place we chose in order to connect with underrepresented minorities but also because its simple geologic divisions minimized map complexity. The game invites student groups to explore the island and draw a geological map with these divisions: Rugged Volcanic Terrain, Limestone Karst Topography, and Surficial Sands & Gravels. Students, represented as avatars via COLLADA models and the GE browser plugin, can move about, text fellow students, and click a 'drill here' button that tells them what lies underground. They need to learn to read the topography because the number of holes they can drill is limited to 30. Then using the GE Polygon tool, they create a map, aided by a custom 'snapping' algorithm that stitches adjacent contacts, preventing gaps and overlaps, and they submit this map for evaluation by their instructor, an evaluation we purposefully did not automate. Initially we assigned students to groups of 4 and gave each group a field vehicle avatar with a designated driver, however students hated the experience unless they were the designated driver, so we revised the game to allow all students to roam independently, however we retained the mutual texting feature amongst students in groups. We implemented the activity with undergraduates from a university in South East USA. All student movements and actions on the GE terrain were logged. We wrote algorithms to evaluate student learning processes via log files, including, but not limited to, number of places drilled and their locations. Pre-post gains were examined, as well as correlations between data from log files and pre-post data. There was a small but statistically significant post-pre gain including a positive

Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences

Directory of Open Access Journals (Sweden)

Susan M. Bridges

2015-03-01

Full Text Available While the utility of concept mapping has been widely reported in primary and secondary educational contexts, its application in the health sciences in higher education has been less frequently noted. Two case studies of the application of concept mapping in undergraduate and postgraduate health sciences are detailed in this paper. The case in undergraduate dental education examines the role of concept mapping in supporting problem-based learning and explores how explicit induction into the principles and practices of CM has add-on benefits to learning in an inquiry-based curriculum. The case in postgraduate medical education describes the utility of concept mapping in an online inquiry-based module design. Specific attention is given to applications of CMapTools™ software to support the implementation of Novakian concept mapping in both inquiry-based curricular contexts.

Learning from Nature - Mapping of Complex Hydrological and Geomorphological Process Systems for More Realistic Modelling of Hazard-related Maps

Science.gov (United States)

Chifflard, Peter; Tilch, Nils

2010-05-01

Introduction Hydrological or geomorphological processes in nature are often very diverse and complex. This is partly due to the regional characteristics which vary over time and space, as well as changeable process-initiating and -controlling factors. Despite being aware of this complexity, such aspects are usually neglected in the modelling of hazard-related maps due to several reasons. But particularly when it comes to creating more realistic maps, this would be an essential component to consider. The first important step towards solving this problem would be to collect data relating to regional conditions which vary over time and geographical location, along with indicators of complex processes. Data should be acquired promptly during and after events, and subsequently digitally combined and analysed. Study area In June 2009, considerable damage occurred in the residential area of Klingfurth (Lower Austria) as a result of great pre-event wetness and repeatedly heavy rainfall, leading to flooding, debris flow deposit and gravitational mass movement. One of the causes is the fact that the meso-scale watershed (16 km²) of the Klingfurth stream is characterised by adverse geological and hydrological conditions. Additionally, the river system network with its discharge concentration within the residential zone contributes considerably to flooding, particularly during excessive rainfall across the entire region, as the flood peaks from different parts of the catchment area are superposed. First results of mapping Hydro(geo)logical surveys across the entire catchment area have shown that - over 600 gravitational mass movements of various type and stage have occurred. 516 of those have acted as a bed load source, while 325 mass movements had not reached the final stage yet and could thus supply bed load in the future. It should be noted that large mass movements in the initial or intermediate stage were predominately found in clayey-silty areas and weathered material

Conceptual framework for the mapping of management process with information technology in a business process.

Science.gov (United States)

Rajarathinam, Vetrickarthick; Chellappa, Swarnalatha; Nagarajan, Asha

2015-01-01

This study on component framework reveals the importance of management process and technology mapping in a business environment. We defined ERP as a software tool, which has to provide business solution but not necessarily an integration of all the departments. Any business process can be classified as management process, operational process and the supportive process. We have gone through entire management process and were enable to bring influencing components to be mapped with a technology for a business solution. Governance, strategic management, and decision making are thoroughly discussed and the need of mapping these components with the ERP is clearly explained. Also we suggest that implementation of this framework might reduce the ERP failures and especially the ERP misfit was completely rectified.

Identification of probabilistic approaches and map-based navigation ...

Indian Academy of Sciences (India)

B Madhevan

2018-02-07

Feb 7, 2018 ... consists of three processes: map learning (ML), localization and PP [73–76]. (i) ML ...... [83] Thrun S 2001 A probabilistic online mapping algorithm for teams of .... for target tracking using fuzzy logic controller in game theoretic ...

A Supervised Learning Process to Validate Online Disease Reports for Use in Predictive Models.

Science.gov (United States)

Patching, Helena M M; Hudson, Laurence M; Cooke, Warrick; Garcia, Andres J; Hay, Simon I; Roberts, Mark; Moyes, Catherine L

2015-12-01

Pathogen distribution models that predict spatial variation in disease occurrence require data from a large number of geographic locations to generate disease risk maps. Traditionally, this process has used data from public health reporting systems; however, using online reports of new infections could speed up the process dramatically. Data from both public health systems and online sources must be validated before they can be used, but no mechanisms exist to validate data from online media reports. We have developed a supervised learning process to validate geolocated disease outbreak data in a timely manner. The process uses three input features, the data source and two metrics derived from the location of each disease occurrence. The location of disease occurrence provides information on the probability of disease occurrence at that location based on environmental and socioeconomic factors and the distance within or outside the current known disease extent. The process also uses validation scores, generated by disease experts who review a subset of the data, to build a training data set. The aim of the supervised learning process is to generate validation scores that can be used as weights going into the pathogen distribution model. After analyzing the three input features and testing the performance of alternative processes, we selected a cascade of ensembles comprising logistic regressors. Parameter values for the training data subset size, number of predictors, and number of layers in the cascade were tested before the process was deployed. The final configuration was tested using data for two contrasting diseases (dengue and cholera), and 66%-79% of data points were assigned a validation score. The remaining data points are scored by the experts, and the results inform the training data set for the next set of predictors, as well as going to the pathogen distribution model. The new supervised learning process has been implemented within our live site and is

Entrepreneurship Learning Process by using SWOT Analysis

OpenAIRE

Jajat Sudrajat; Muhammad Ali Rahman; Antonius Sianturi; Vendy Vendy

2016-01-01

The research objective was to produce a model of learning entrepreneurship by using SWOT analysis, which was currently being run with the concept of large classes and small classes. The benefits of this study was expected to be useful for the Binus Entrepreneurship Center (BEC) unit to create a map development learning entrepreneurship. Influences that would be generated by using SWOT Analysis were very wide as the benefits of the implementation of large classes and small classes for students...

The Effectiveness of Concept Maps in Teaching Physics Concepts Applied to Engineering Education: Experimental Comparison of the Amount of Learning Achieved With and Without Concept Maps

Science.gov (United States)

Martínez, Guadalupe; Pérez, Ángel Luis; Suero, María Isabel; Pardo, Pedro J.

2013-04-01

A study was conducted to quantify the effectiveness of concept maps in learning physics in engineering degrees. The following research question was posed: What was the difference in learning results from the use of concept maps to study a particular topic in an engineering course? The study design was quasi-experimental and used a post-test as a measuring instrument. The sample included 114 university students from the School of Industrial Engineering who were divided into two equivalent homogeneous groups of 57 students each. The amount of learning attained by the students in each group was compared, with the independent variable being the teaching method; the experimental group (E.G.) used concept maps, while the control group (C.G.) did not. We performed a crossover study with the two groups of students, with one group acting as the E.G. for the topic of optical fibers and as the C.G. for the topic of the fundamental particles of matter and vice versa for the other group. For each of the two topics studied, the evaluation instrument was a test of 100 dichotomous items. The resulting data were subjected to a comparative statistical analysis, which revealed a significant difference in the amount of learning attained by the E.G. students as compared with the C.G. students. The results allow us to state that for the use of concept maps, the average increment in the E.G. students' learning was greater than 19 percentage points.

Learning during processing Word learning doesn’t wait for word recognition to finish

Science.gov (United States)

Apfelbaum, Keith S.; McMurray, Bob

2017-01-01

Previous research on associative learning has uncovered detailed aspects of the process, including what types of things are learned, how they are learned, and where in the brain such learning occurs. However, perceptual processes, such as stimulus recognition and identification, take time to unfold. Previous studies of learning have not addressed when, during the course of these dynamic recognition processes, learned representations are formed and updated. If learned representations are formed and updated while recognition is ongoing, the result of learning may incorporate spurious, partial information. For example, during word recognition, words take time to be identified, and competing words are often active in parallel. If learning proceeds before this competition resolves, representations may be influenced by the preliminary activations present at the time of learning. In three experiments using word learning as a model domain, we provide evidence that learning reflects the ongoing dynamics of auditory and visual processing during a learning event. These results show that learning can occur before stimulus recognition processes are complete; learning does not wait for ongoing perceptual processing to complete. PMID:27471082

Modeling speech imitation and ecological learning of auditory-motor maps

Directory of Open Access Journals (Sweden)

Claudia eCanevari

2013-06-01

Full Text Available Classical models of speech consider an antero-posterior distinction between perceptive and productive functions. However, the selective alteration of neural activity in speech motor centers, via transcranial magnetic stimulation, was shown to affect speech discrimination. On the automatic speech recognition (ASR side, the recognition systems have classically relied solely on acoustic data, achieving rather good performance in optimal listening conditions. The main limitations of current ASR are mainly evident in the realistic use of such systems. These limitations can be partly reduced by using normalization strategies that minimize inter-speaker variability by either explicitly removing speakers’ peculiarities or adapting different speakers to a reference model. In this paper we aim at modeling a motor-based imitation learning mechanism in ASR. We tested the utility of a speaker normalization strategy that uses motor representations of speech and compare it with strategies that ignore the motor domain. Specifically, we first trained a regressor through state-of-the-art machine learning techniques to build an auditory-motor mapping, in a sense mimicking a human learner that tries to reproduce utterances produced by other speakers. This auditory-motor mapping maps the speech acoustics of a speaker into the motor plans of a reference speaker. Since, during recognition, only speech acoustics are available, the mapping is necessary to recover motor information. Subsequently, in a phone classification task, we tested the system on either one of the speakers that was used during training or a new one. Results show that in both cases the motor-based speaker normalization strategy almost always outperforms all other strategies where only acoustics is taken into account.

E-learning process maturity level: a conceptual framework

Science.gov (United States)

Rahmah, A.; Santoso, H. B.; Hasibuan, Z. A.

2018-03-01

ICT advancement is a sure thing with the impact influencing many domains, including learning in both formal and informal situations. It leads to a new mindset that we should not only utilize the given ICT to support the learning process, but also improve it gradually involving a lot of factors. These phenomenon is called e-learning process evolution. Accordingly, this study attempts to explore maturity level concept to provide the improvement direction gradually and progression monitoring for the individual e-learning process. Extensive literature review, observation, and forming constructs are conducted to develop a conceptual framework for e-learning process maturity level. The conceptual framework consists of learner, e-learning process, continuous improvement, evolution of e-learning process, technology, and learning objectives. Whilst, evolution of e-learning process depicted as current versus expected conditions of e-learning process maturity level. The study concludes that from the e-learning process maturity level conceptual framework, it may guide the evolution roadmap for e-learning process, accelerate the evolution, and decrease the negative impact of ICT. The conceptual framework will be verified and tested in the future study.

Beyond the Learning Process and toward the Knowledge Creation Process: Linking Learning and Knowledge in the Supportive Learning Culture

Science.gov (United States)

Yoon, Seung Won; Song, Ji Hoon; Lim, Doo Hun

2009-01-01

This integrative literature review synthesizes the concepts and process of organizational knowledge creation with theories of individual learning. The knowledge conversion concept (Nonaka & Takeuchi, 1995; Nonaka, Toyama, & Byosiere, 2001) is used as the basis of the organizational knowledge creation process, while major learning theories relevant…

The peeling process of infinite Boltzmann planar maps

DEFF Research Database (Denmark)

Budd, Timothy George

2016-01-01

criterion has a very simple interpretation. The finite random planar maps under consideration were recently proved to possess a well-defined local limit known as the infinite Boltzmann planar map (IBPM). Inspired by recent work of Curien and Le Gall, we show that the peeling process on the IBPM can...

GeoMapApp Learning Activities: A Virtual Lab Environment for Student-Centred Engagement with Geoscience Data

Science.gov (United States)

Kluge, S.; Goodwillie, A. M.

2012-12-01

As STEM learning requirements enter the mainstream, there is benefit to providing the tools necessary for students to engage with research-quality geoscience data in a cutting-edge, easy-to-use map-based interface. Funded with an NSF GeoEd award, GeoMapApp Learning Activities ( http://serc.carleton.edu/geomapapp/collection.html ) are being created to help in that endeavour. GeoMapApp Learning Activities offer step-by-step instructions within a guided inquiry approach that enables students to dictate the pace of learning. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; an educator's annotated worksheet containing teaching tips, additional content and suggestions for further work; and, quizzes for use before and after the activity to assess learning. Examples of activities so far created involve calculation and analysis of the rate of seafloor spreading; compilation of present-day evidence for huge ancient landslides on the seafloor around the Hawaiian islands; a study of radiometrically-dated volcanic rocks to help understand the concept of hotspots; and, the optimisation of contours as a means to aid visualisation of 3-D data sets on a computer screen. The activities are designed for students at the introductory undergraduate, community college and high school levels, and present a virtual lab-like environment to expose students to content and concepts typically found in those educational settings. The activities can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is reduced thus allowing students to spend more time analysing and understanding geoscience data, content and concepts. Each activity is freely available through the SERC-Carleton web site.

The Metacognitive Anger Processing (MAP) Scale

DEFF Research Database (Denmark)

Moeller, Stine Bjerrum

2015-01-01

: The present data indicate that positive as well as negative beliefs are involved in the tendency to ruminate about angry emotions. Clinical interventions may benefit from an exploration of the patient´s experience of anger, as structured by the MAP's factors and their interrelationships. The psychometric...... preliminary studies was to apply a metacognitive framework to anger and put forward a new anger self-report scale, the Metacognitive Anger Processing (MAP) scale, intended as a supplement to existing measures of anger disposition and to enhance anger treatment targets. METHOD: The new measure was tested...... in a nonclinical and a clinical sample together with measures of anger and metacognition to establish factor structure, reliability, concurrent, and convergent validity. RESULTS: The MAP showed a reliable factor structure with three factors - Positive Beliefs about anger, Negative Beliefs about anger...

Entrepreneurship Learning Process by using SWOT Analysis

Directory of Open Access Journals (Sweden)

Jajat Sudrajat

2016-03-01

Full Text Available The research objective was to produce a model of learning entrepreneurship by using SWOT analysis, which was currently being run with the concept of large classes and small classes. The benefits of this study was expected to be useful for the Binus Entrepreneurship Center (BEC unit to create a map development learning entrepreneurship. Influences that would be generated by using SWOT Analysis were very wide as the benefits of the implementation of large classes and small classes for students and faculty. Participants of this study were Binus student of various majors who were taking courses EN001 and EN002. This study used research and development that examining the theoretical learning components of entrepreneurship education (teaching and learning dimension, where there were six dimensions of the survey which was a fundamental element in determining the framework of entrepreneurship education. Research finds that a strategy based on a matrix of factors is at least eight strategies for improving the learning process of entrepreneurship. From eight strategies are one of them strategies to increase collaboration BEC with family support. This strategy is supported by the survey results to the three majors who are following the EN001 and EN002, where more than 85% of the students are willing to do an aptitude test to determine the advantages and disadvantages of self-development and more of 54% of the students are not willing to accept the wishes of their parents because they do not correspond to his ideals. Based on the above results, it is suggested for further research, namely developing entrepreneurship research by analyzing other dimensions.

On the organizational learning work process

International Nuclear Information System (INIS)

Weil, Richard; Apostolakis, George

2000-01-01

This paper presents an organizational learning work process for use at nuclear power plants or other high-risk industries. Relying on insights gained from surveying organizational learning activities at nuclear power plants, the proposed work process synthesizes distributed learning activities and improves upon existing organizational learning processes. A root-cause analysis that targets organizational factors is presented. Additionally, a more accurate and objective methodology for prioritizing operating experience is presented. This methodology was applied to a case study during a workshop with utility personnel held at MIT. (author)

Explicit and Implicit Processes Constitute the Fast and Slow Processes of Sensorimotor Learning.

Science.gov (United States)

McDougle, Samuel D; Bond, Krista M; Taylor, Jordan A

2015-07-01

A popular model of human sensorimotor learning suggests that a fast process and a slow process work in parallel to produce the canonical learning curve (Smith et al., 2006). Recent evidence supports the subdivision of sensorimotor learning into explicit and implicit processes that simultaneously subserve task performance (Taylor et al., 2014). We set out to test whether these two accounts of learning processes are homologous. Using a recently developed method to assay explicit and implicit learning directly in a sensorimotor task, along with a computational modeling analysis, we show that the fast process closely resembles explicit learning and the slow process approximates implicit learning. In addition, we provide evidence for a subdivision of the slow/implicit process into distinct manifestations of motor memory. We conclude that the two-state model of motor learning is a close approximation of sensorimotor learning, but it is unable to describe adequately the various implicit learning operations that forge the learning curve. Our results suggest that a wider net be cast in the search for the putative psychological mechanisms and neural substrates underlying the multiplicity of processes involved in motor learning. Copyright © 2015 the authors 0270-6474/15/359568-12$15.00/0.

Age of Acquisition Effects on Word Processing for Chinese Native Learners’ English: ERP Evidence for the Arbitrary Mapping Hypothesis

Directory of Open Access Journals (Sweden)

Jin Xue

2017-05-01

Full Text Available The present study aimed at distinguishing processing of early learned L2 words from late ones for Chinese natives who learn English as a foreign language. Specifically, we examined whether the age of acquisition (AoA effect arose during the arbitrary mapping from conceptual knowledge onto linguistic units. The behavior and ERP data were collected when 28 Chinese-English bilinguals were asked to perform semantic relatedness judgment on word pairs, which represented three stages of word learning (i.e., primary school, junior and senior high schools. A 3 (AoA: early vs. intermediate vs. late × 2 (regularity: regular vs. irregular × 2 (semantic relatedness: related vs. unrelated × 2 (hemisphere: left vs. right × 3 (brain area: anterior vs. central vs. posterior within-subjects design was adopted. Results from the analysis of N100 and N400 amplitudes showed that early learned words had an advantage in processing accuracy and speed; there is a tendency that the AoA effect was more pronounced for irregular word pairs and in the semantic related condition. More important, ERP results showed early acquired words induced larger N100 amplitudes for early AoA words in the parietal area and more negative-going N400 than late acquire words in the frontal and central regions. The results indicate the locus of the AoA effect might derive from the arbitrary mapping between word forms and semantic concepts, and early acquired words have more semantic interconnections than late acquired words.

Prevalence of Mind Mapping as a Teaching and Learning Strategy in Physical Therapy Curricula

Science.gov (United States)

Zipp, Genevieve; Maher, Catherine

2013-01-01

Background and Purpose: Regardless of our discipline educators seek to create environments that actively engage students in their learning journey. One teaching and learning strategy that has emerged in higher education is mind mapping (MM). The purpose of this exploratory study was to determine the prevalence of MM usage in a health science…

Terrain Mapping and Obstacle Detection Using Gaussian Processes

DEFF Research Database (Denmark)

Kjærgaard, Morten; Massaro, Alessandro Salvatore; Bayramoglu, Enis

2011-01-01

In this paper we consider a probabilistic method for extracting terrain maps from a scene and use the information to detect potential navigation obstacles within it. The method uses Gaussian process regression (GPR) to predict an estimate function and its relative uncertainty. To test the new...... show that the estimated maps follow the terrain shape, while protrusions are identified and may be isolated as potential obstacles. Representing the data with a covariance function allows a dramatic reduction of the amount of data to process, while maintaining the statistical properties of the measured...... and interpolated features....

Concept Maps for Assessing Change in Learning: A Study of Undergraduate Business Students in First-Year Marketing in China

Science.gov (United States)

von der Heidt, Tania

2015-01-01

This paper explains the application of concept mapping to help foster a learning-centred approach. It investigates how concept maps are used to measure the change in learning following a two-week intensive undergraduate Marketing Principles course delivered to 162 Chinese students undertaking a Bachelor of Business Administration programme in…

Schematizing and Processing Informational Texts with Mind Maps in Fifth and Sixth Grade

Science.gov (United States)

Merchie, Emmelien; Van Keer, Hilde

2013-01-01

From the age of 11-13, children start to spend increasingly more time on learning from texts. The need arises to support them in dealing with this text information and engaging them in self-regulated learning (SRL). This study is embedded within the cognitive component of SRL and focuses on mind mapping as a promising organizational learning…

Authoring Tool for Identifying Learning Styles, Using Self-Organizing Maps on Mobile Devices

Directory of Open Access Journals (Sweden)

Ramón Zatarain Cabada

2011-05-01

Full Text Available This work explores a methodological proposal whose main objective is the identification of learning styles using a method of self-organizing maps designed to work, for the most part, on mobile devices. These maps can work in real time and without direct student interaction, which implies the absence of prior information. The results generated are an authoring tool for adaptive courses in Web 2.0 environments.

Topographical memory for newly-learned maps is differentially affected by route-based versus landmark-based learning

DEFF Research Database (Denmark)

Beatty, Erin L.; Muller-Gass, Alexandra; Wojtarowicz, Dorothy

2018-01-01

on their ability to distinguish previously studied 'old' maps from completely unfamiliar 'new' maps under conditions of high and low working memory load in the functional MRI scanner. Viewing old versus new maps was associated with relatively greater activation in a distributed set of regions including bilateral...... inferior temporal gyrus - an important region for recognizing visual objects. Critically, whereas the performance of participants who had followed a route-based strategy dropped to chance level under high working memory load, participants who had followed a landmark-based strategy performed at above chance...... levels under both high and low working memory load - reflected by relatively greater activation in the left inferior parietal lobule (i.e. rostral part of the supramarginal gyrus known as area PFt). Our findings suggest that landmark-based learning may buffer against the effects of working memory load...

How initial representations shape coupled learning processes

DEFF Research Database (Denmark)

Puranam, Phanish; Swamy, M.

2016-01-01

Coupled learning processes, in which specialists from different domains learn how to make interdependent choices among alternatives, are common in organizations. We explore the role played by initial representations held by the learners in coupled learning processes using a formal agent-based model....... We find that initial representations have important consequences for the success of the coupled learning process, particularly when communication is constrained and individual rates of learning are high. Under these conditions, initial representations that generate incorrect beliefs can outperform...... one that does not discriminate among alternatives, or even a mix of correct and incorrect representations among the learners. We draw implications for the design of coupled learning processes in organizations. © 2016 INFORMS....

Self-enhancement learning: target-creating learning and its application to self-organizing maps.

Science.gov (United States)

Kamimura, Ryotaro

2011-05-01

In this article, we propose a new learning method called "self-enhancement learning." In this method, targets for learning are not given from the outside, but they can be spontaneously created within a neural network. To realize the method, we consider a neural network with two different states, namely, an enhanced and a relaxed state. The enhanced state is one in which the network responds very selectively to input patterns, while in the relaxed state, the network responds almost equally to input patterns. The gap between the two states can be reduced by minimizing the Kullback-Leibler divergence between the two states with free energy. To demonstrate the effectiveness of this method, we applied self-enhancement learning to the self-organizing maps, or SOM, in which lateral interactions were added to an enhanced state. We applied the method to the well-known Iris, wine, housing and cancer machine learning database problems. In addition, we applied the method to real-life data, a student survey. Experimental results showed that the U-matrices obtained were similar to those produced by the conventional SOM. Class boundaries were made clearer in the housing and cancer data. For all the data, except for the cancer data, better performance could be obtained in terms of quantitative and topological errors. In addition, we could see that the trustworthiness and continuity, referring to the quality of neighborhood preservation, could be improved by the self-enhancement learning. Finally, we used modern dimensionality reduction methods and compared their results with those obtained by the self-enhancement learning. The results obtained by the self-enhancement were not superior to but comparable with those obtained by the modern dimensionality reduction methods.

Draw-in Map - A Road Map for Simulation-Guided Die Tryout and Stamping Process Control

International Nuclear Information System (INIS)

Wang Chuantao; Zhang, Jimmy J.; Goan, Norman

2005-01-01

Sheet metal forming is a displacement or draw-in controlled manufacturing process in which a flat blank is drawn into die cavity to form an automotive body panel. Draw-in amount is the single most important stamping manufacturing index that controls all forming characteristics (strains, stresses, thinning, etc.), stamping failures (splits, wrinkles, surface distortion, etc.) and line die operations and automations. Draw-in Map is engineered for math-based die developments via advanced stamping simulation technology. Then the Draw-in Map is provided to die makers in plants as a road map for math-guided die tryout in which the die tryout workers follow the engineered tryout conditions and matches the engineered draw-in amount so that the tryout time and cost are greatly reduced, and quality is ensured. The Map can also be used as a math-based trouble-shooting tool to identify the causes of formability problems in stamping production. The engineered Draw-in Map has been applied to all draw die tryout for all GM vehicle programs since 1998. A minimum 50% reduction in both lead-time and cost and significant improvement in panel quality in tryout have been reported. This paper presents the concept and process to apply the engineered Draw-in Map in die tryout

Mapping epistemic cultures and learning potential of participants in citizen science projects.

Science.gov (United States)

Vallabh, Priya; Lotz-Sisitka, Heila; O'Donoghue, Rob; Schudel, Ingrid

2016-06-01

The ever-widening scope and range of global change and interconnected systemic risks arising from people-environment relationships (social-ecological risks) appears to be increasing concern among, and involvement of, citizens in an increasingly diversified number of citizen science projects responding to these risks. We examined the relationship between epistemic cultures in citizen science projects and learning potential related to matters of concern. We then developed a typology of purposes and a citizen science epistemic-cultures heuristic and mapped 56 projects in southern Africa using this framework. The purpose typology represents the range of knowledge-production purposes, ranging from laboratory science to social learning, whereas the epistemic-cultures typology is a relational representation of scientist and citizen participation and their approach to knowledge production. Results showed an iterative relationship between matters of fact and matters of concern across the projects; the nexus of citizens' engagement in knowledge-production activities varied. The knowledge-production purposes informed and shaped the epistemic cultures of all the sampled citizen science projects, which in turn influenced the potential for learning within each project. Through a historical review of 3 phases in a long-term river health-monitoring project, we found that it is possible to evolve the learning curve of citizen science projects. This evolution involved the development of scientific water monitoring tools, the parallel development of pedagogic practices supporting monitoring activities, and situated engagement around matters of concern within social activism leading to learning-led change. We conclude that such evolutionary processes serve to increase potential for learning and are necessary if citizen science is to contribute to wider restructuring of the epistemic culture of science under conditions of expanding social-ecological risk. © 2016 Society for

'Steps in the learning Process'

International Nuclear Information System (INIS)

Cheung, Kyung Mo; Cheung, Hwan

1984-01-01

The process by which a student learns is extremely complicated. Whether he is simply learning facts, laws or formulae, changing his values or mastering a skill the way in which his brain functions is impossible to describe. The idea of learning domains is put forward not to explain in biological terms what happens in the brain but simply to attempt to break the system down into simpler units so that the learning process can be organized in an easier, more systematic way. In the most commonly used description of this process, the one described by BLOOM, this is BLOOM's Taxonomy. In addition to, I'd like to compare with the work of Lewis (Levels of Knowledge and Understanding). As a result, let us discuss about the most effective method in teaching in order to supply high-quality education

The Importance of Strategies of Social Language Learning and Cooperative Learning in the Process of Teaching Turkish as a Foreign Language

Science.gov (United States)

Varisoglu, Mehmet Celal

2016-01-01

In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative…

Serial Learning Process: Test of Chaining, Position, and Dual-Process Hypotheses

Science.gov (United States)

Giurintano, S. L.

1973-01-01

The chaining, position, and dual-process hypotheses of serial learning (SL) as well as serial recall, reordering, and relearning of paired-associate learning were examined to establish learning patterns. Results provide evidence for dual-process hypothesis. (DS)

Developing nurses' intercultural/intraprofessional communication skills using the EXCELLence in Cultural Experiential Learning and Leadership Social Interaction Maps.

Science.gov (United States)

Henderson, Saras; Barker, Michelle

2017-09-27

To examine how the use of Social Interaction Maps, a tool in the EXCELLence in Cultural Experiential Learning and Leadership Program, can enhance the development of nurses' intercultural/intraprofessional communication skills. Nurses face communication challenges when interacting with others from similar background as well as those from a culturally and linguistically diverse background. We used the EXCELLence in Cultural Experiential Learning and Leadership Program's Social Interaction Maps tool to foster intercultural/intraprofessional communication skills in nurses. Social Interaction Maps describe verbal and nonverbal communication behaviours that model ways of communicating in a culturally appropriate manner. The maps include four stages of an interaction, namely Approach, Bridging, Communicating and Departing using the acronym ABCD. Qualitative approach was used with a purposeful sample of nurses enrolled in a postgraduate course. Fifteen participants were recruited. The Social Interaction Map tool was taught to participants in a workshop where they engaged in sociocultural communication activities using scenarios. Participants were asked to apply Social Interaction Maps in their workplaces. Six weeks later, participants completed a semistructured open-ended questionnaire and participated in a discussion forum on their experience of using Social Interaction Maps. Data were content-analysed. Four themes identified in the use of the Social Interaction Maps were (i) enhancing self-awareness of communication skills; (ii) promoting skills in being nonconfrontational during difficult interactions; (iii) highlighting the importance of A (Approach) and B (Bridging) in interaction with others; and (iv) awareness of how others interpret what is said C (Communicating) and discussing to resolve issues before closure D (Departing). Application of the EXCELLence in Cultural Experiential Learning and Leadership Social Interaction Mapping tool was shown to be useful in

Local learning processes in Malaysian industry

DEFF Research Database (Denmark)

Wangel, Arne

1999-01-01

Local learning processes are a vital part of any dynamic assimilation of transferred technology. The paper raises the question about the interaction between the training paradigms, which transnational corporations introduce in their subsidiaries in Malaysia and the specific basis for learning...... of Malaysian labour. Experiences from Malaysian industry indicate that local learning processes are shaped, among other things, by the concept of knowledge in a particular training programme, labour market structures, and learning cultures....

The Effect of Semantic Mapping as a Vocabulary Instruction Technique on EFL Learners with Different Perceptual Learning Styles

Directory of Open Access Journals (Sweden)

Esmaeel Abdollahzadeh

2009-05-01

Full Text Available Traditional and modern vocabulary instruction techniques have been introduced in the past few decades to improve the learners’ performance in reading comprehension. Semantic mapping, which entails drawing learners’ attention to the interrelationships among lexical items through graphic organizers, is claimed to enhance vocabulary learning significantly. However, whether this technique suits all types of learners has not been adequately investigated. This study examines the effectiveness of employing semantic mapping versus traditional approaches in vocabulary instruction to EFL learners with different perceptual modalities. A modified version of Reid’s (1987 perceptual learning style questionnaire was used to determine the learners’ modality types. The results indicate that semantic mapping in comparison to the traditional approaches significantly enhances vocabulary learning of EFL learners. However, although visual learners slightly outperformed other types of learners on the post-test, no significant differences were observed among intermediate learners with different perceptual modalities employing semantic mapping for vocabulary practice.

Laser-Based Slam with Efficient Occupancy Likelihood Map Learning for Dynamic Indoor Scenes

Science.gov (United States)

Li, Li; Yao, Jian; Xie, Renping; Tu, Jinge; Feng, Chen

2016-06-01

Location-Based Services (LBS) have attracted growing attention in recent years, especially in indoor environments. The fundamental technique of LBS is the map building for unknown environments, this technique also named as simultaneous localization and mapping (SLAM) in robotic society. In this paper, we propose a novel approach for SLAMin dynamic indoor scenes based on a 2D laser scanner mounted on a mobile Unmanned Ground Vehicle (UGV) with the help of the grid-based occupancy likelihood map. Instead of applying scan matching in two adjacent scans, we propose to match current scan with the occupancy likelihood map learned from all previous scans in multiple scales to avoid the accumulation of matching errors. Due to that the acquisition of the points in a scan is sequential but not simultaneous, there unavoidably exists the scan distortion at different extents. To compensate the scan distortion caused by the motion of the UGV, we propose to integrate a velocity of a laser range finder (LRF) into the scan matching optimization framework. Besides, to reduce the effect of dynamic objects such as walking pedestrians often existed in indoor scenes as much as possible, we propose a new occupancy likelihood map learning strategy by increasing or decreasing the probability of each occupancy grid after each scan matching. Experimental results in several challenged indoor scenes demonstrate that our proposed approach is capable of providing high-precision SLAM results.

Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2015-01-01

This design-based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross-disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game-based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

Learning dialog act processing

OpenAIRE

Wermter, Stefan; Löchel, Matthias

1996-01-01

In this paper we describe a new approach for learning dialog act processing. In this approach we integrate a symbolic semantic segmentation parser with a learning dialog act network. In order to support the unforeseeable errors and variations of spoken language we have concentrated on robust data-driven learning. This approach already compares favorably with the statistical average plausibility method, produces a segmentation and dialog act assignment for all utterances in a robust manner,...

Multi-temporal Land Use Mapping of Coastal Wetlands Area using Machine Learning in Google Earth Engine

Science.gov (United States)

Farda, N. M.

2017-12-01

Coastal wetlands provide ecosystem services essential to people and the environment. Changes in coastal wetlands, especially on land use, are important to monitor by utilizing multi-temporal imagery. The Google Earth Engine (GEE) provides many machine learning algorithms (10 algorithms) that are very useful for extracting land use from imagery. The research objective is to explore machine learning in Google Earth Engine and its accuracy for multi-temporal land use mapping of coastal wetland area. Landsat 3 MSS (1978), Landsat 5 TM (1991), Landsat 7 ETM+ (2001), and Landsat 8 OLI (2014) images located in Segara Anakan lagoon are selected to represent multi temporal images. The input for machine learning are visible and near infrared bands, PCA band, invers PCA bands, bare soil index, vegetation index, wetness index, elevation from ASTER GDEM, and GLCM (Harralick) texture, and also polygon samples in 140 locations. There are 10 machine learning algorithms applied to extract coastal wetlands land use from Landsat imagery. The algorithms are Fast Naive Bayes, CART (Classification and Regression Tree), Random Forests, GMO Max Entropy, Perceptron (Multi Class Perceptron), Winnow, Voting SVM, Margin SVM, Pegasos (Primal Estimated sub-GrAdient SOlver for Svm), IKPamir (Intersection Kernel Passive Aggressive Method for Information Retrieval, SVM). Machine learning in Google Earth Engine are very helpful in multi-temporal land use mapping, the highest accuracy for land use mapping of coastal wetland is CART with 96.98 % Overall Accuracy using K-Fold Cross Validation (K = 10). GEE is particularly useful for multi-temporal land use mapping with ready used image and classification algorithms, and also very challenging for other applications.

Demystifying process mapping: a key step in neurosurgical quality improvement initiatives.

Science.gov (United States)

McLaughlin, Nancy; Rodstein, Jennifer; Burke, Michael A; Martin, Neil A

2014-08-01

Reliable delivery of optimal care can be challenging for care providers. Health care leaders have integrated various business tools to assist them and their teams in ensuring consistent delivery of safe and top-quality care. The cornerstone to all quality improvement strategies is the detailed understanding of the current state of a process, captured by process mapping. Process mapping empowers caregivers to audit how they are currently delivering care to subsequently strategically plan improvement initiatives. As a community, neurosurgery has clearly shown dedication to enhancing patient safety and delivering quality care. A care redesign strategy named NERVS (Neurosurgery Enhanced Recovery after surgery, Value, and Safety) is currently being developed and piloted within our department. Through this initiative, a multidisciplinary team led by a clinician neurosurgeon has process mapped the way care is currently being delivered throughout the entire episode of care. Neurosurgeons are becoming leaders in quality programs, and their education on the quality improvement strategies and tools is essential. The authors present a comprehensive review of process mapping, demystifying its planning, its building, and its analysis. The particularities of using process maps, initially a business tool, in the health care arena are discussed, and their specific use in an academic neurosurgical department is presented.

A BPMN-Based Process Map for the Design and Construction of Façades

Directory of Open Access Journals (Sweden)

Eleanor Voss

2013-12-01

Full Text Available Process mapping can lead to significant efficiency and quality improvements in construction engineering and is an ideal basis for developing IT support tools. The increasing complexity and multidisciplinary nature of façade design and construction suggest that a process map would be beneficial in this sector of the construction industry, but it has received limited attention to date. This paper presents a verified process map of the façade design and construction process.  The map is the first of its kind to represent, in detail, the whole process relevant to all façade types, from commencement of the façade consultant’s and contactor’s participation, to the end of their involvement. The paper describes the process by which the mapping notation was selected, followed by the development and verification of the process map, including testing in two independent research projects. The BuildingSMART’s BPMN notation is found to have superior system features and comprehensibility for this application and the resulting process map is easy to interpret and verify by industry experts. The trialling of the map in the two research projects indicate that the map is a useful tool for assessing process improvements in the façades sector.

Processes of Learning with Regard to Students’ Learning Difficulties in Mathematics

Directory of Open Access Journals (Sweden)

Amalija Zakelj

2014-06-01

Full Text Available In the introduction, we write about the process of learning mathematics: the development of mathematical concepts, numerical and spatial imagery on reading and understanding of texts, etc. The central part of the paper is devoted to the study, in which we find that identifying the learning processes associated with learning difficulties of students in mathematics, is not statistically significantly different between primary school teachers and teachers of mathematics. Both groups expose the development of numerical concepts, logical reasoning, and reading and understanding the text as the ones with which difficulties in learning mathematics appear the most frequently. All the processes of learning that the teachers assessed as the ones that represent the greatest barriers to learning have a fairly uniform average estimates of the degree of complexity, ranging from 2.6 to 2.8, which is very close to the estimate makes learning very difficult.

Evaluating meaningful learning using concept mapping in dental hygiene education: a pilot study.

Science.gov (United States)

Canasi, Dina M; Amyot, Cynthia; Tira, Daniel

2014-02-01

Concept mapping, as a teaching strategy, has been shown to promote critical thinking and problem solving in educational settings. Dental clinicians must distinguish between critical and irrelevant characteristics in the delivery of care, thus necessitating reasoning skills to do so. One of the aims of the American Dental Education Association Commission on Change and Innovation (ADEA-CCI) is to identify deficiencies in curriculum which were meant to improve critical thinking and problem solving skills necessary in clinical practice. The purpose of this study was to compare 2 teaching strategies, traditional lecture and lecture supported by concept mapping exercises within collaborative working groups, to determine if there is a beneficial effect on meaningful learning. For this pilot study, the study population consisted of students from 2 geographically separated associate level dental hygiene programs in the southeastern U.S. A quasi-experimental control group pre- and post-test design was used. The degree of meaningful learning achieved by both programs was assessed by comparing pre- and post-test results. Both programs experienced a significant degree of meaningful learning from pre- to post-test. However, there was no statistically significant difference between the programs on the post-test. These results were in direct contrast to research in other disciplines on concept mapping and its effect on promoting meaningful learning. Further investigation into the study's outcome was obtained through a follow-up focus group. In spite of careful attention to methodology in the development of this research project, the focus group illuminated methodological failings that potentially impacted the outcome of the study. Recommendations are underscored for future conduct of educational research of this kind.

Applied learning-based color tone mapping for face recognition in video surveillance system

Science.gov (United States)

Yew, Chuu Tian; Suandi, Shahrel Azmin

2012-04-01

In this paper, we present an applied learning-based color tone mapping technique for video surveillance system. This technique can be applied onto both color and grayscale surveillance images. The basic idea is to learn the color or intensity statistics from a training dataset of photorealistic images of the candidates appeared in the surveillance images, and remap the color or intensity of the input image so that the color or intensity statistics match those in the training dataset. It is well known that the difference in commercial surveillance cameras models, and signal processing chipsets used by different manufacturers will cause the color and intensity of the images to differ from one another, thus creating additional challenges for face recognition in video surveillance system. Using Multi-Class Support Vector Machines as the classifier on a publicly available video surveillance camera database, namely SCface database, this approach is validated and compared to the results of using holistic approach on grayscale images. The results show that this technique is suitable to improve the color or intensity quality of video surveillance system for face recognition.

Programming MapReduce with Scalding

CERN Document Server

Chalkiopoulos, Antonios

2014-01-01

This book is an easy-to-understand, practical guide to designing, testing, and implementing complex MapReduce applications in Scala using the Scalding framework. It is packed with examples featuring log-processing, ad-targeting, and machine learning. This book is for developers who are willing to discover how to effectively develop MapReduce applications. Prior knowledge of Hadoop or Scala is not required; however, investing some time on those topics would certainly be beneficial.

Learning and Motivational Processes When Students Design Curriculum‐Based Digital Learning Games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2016-01-01

This design‐based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross‐disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game‐based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

Brain-wide maps of Fos expression during fear learning and recall.

Science.gov (United States)

Cho, Jin-Hyung; Rendall, Sam D; Gray, Jesse M

2017-04-01

Fos induction during learning labels neuronal ensembles in the hippocampus that encode a specific physical environment, revealing a memory trace. In the cortex and other regions, the extent to which Fos induction during learning reveals specific sensory representations is unknown. Here we generate high-quality brain-wide maps of Fos mRNA expression during auditory fear conditioning and recall in the setting of the home cage. These maps reveal a brain-wide pattern of Fos induction that is remarkably similar among fear conditioning, shock-only, tone-only, and fear recall conditions, casting doubt on the idea that Fos reveals auditory-specific sensory representations. Indeed, novel auditory tones lead to as much gene induction in visual as in auditory cortex, while familiar (nonconditioned) tones do not appreciably induce Fos anywhere in the brain. Fos expression levels do not correlate with physical activity, suggesting that they are not determined by behavioral activity-driven alterations in sensory experience. In the thalamus, Fos is induced more prominently in limbic than in sensory relay nuclei, suggesting that Fos may be most sensitive to emotional state. Thus, our data suggest that Fos expression during simple associative learning labels ensembles activated generally by arousal rather than specifically by a particular sensory cue. © 2017 Cho et al.; Published by Cold Spring Harbor Laboratory Press.

A Conceptual Model for the Creation of a Process-Oriented Knowledge Map (POK-Map and Implementation in an Electric Power Distribution Company

Directory of Open Access Journals (Sweden)

Babak Teimourpour

2015-12-01

Full Text Available Helping a company organize and capture the knowledge used by its employees and business processes is a daunting task. In this work we examine several proposed methodologies and synthesize them into a new methodology that we demonstrate through a case study of an electric power distribution company. This is a practical research study. First, the research approach for creating the knowledge map is process-oriented and the processes are considered as the main elements of the model. This research was done in four stages: literature review, model editing, model validation and case study. The Delphi method was used for the research model validation. Some of the important outputs of this research were mapping knowledge flows, determining the level of knowledge assets, expert-area knowledge map, preparing knowledge meta-model, and updating the knowledge map according to the company’s processes. Besides identifying, auditing and visualizing tacit and explicit knowledge, this knowledge mapping enables us to analyze the knowledge areas’ situation and subsequently help us to improve the processes and overall performance. So, a process map does knowledge mapping in a clear and accurate frame. Once the knowledge is used in processes, it creates value.

On Building and Processing of Large Digitalized Map Archive

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Milan Simunek

2011-07-01

Full Text Available A tall list of problems needs to be solved during a long-time work on a virtual model of Prague aim of which is to show historical development of the city in virtual reality. This paper presents an integrated solution to digitalizing, cataloguing and processing of a large number of maps from different periods and from variety of sources. A specialized (GIS software application was developed to allow for a fast georeferencing (using an evolutionary algorithm, for cataloguing in an internal database, and subsequently for an easy lookup of relevant maps. So the maps could be processed further to serve as a main input for a proper modeling of a changing face of the city through times.

Concept mapping for learners of all ages

Directory of Open Access Journals (Sweden)

Nancy L. Gallenstein

2013-02-01

Full Text Available Concept mapping is an inquiry technique that provides students at all ages with opportunities to demonstrate learning through performance. A concept map refers to a graphic/visual representation of concepts with linking connections that show various relationships between concepts (Novak & Gowin, 1984. Assessment is an ongoing process integrated with instruction across subject areas. The National Council of Teachers of Mathematics (NCTM emphasizes that assessment should focus on both the enhancement of student learning as well as serve as a valuable tool for making instructional decisions (NCTM, 2000. Assessment activities can take on a variety of forms, one being performance tasks. In this manuscript, an explanation of concept mapping is provided for learners ages 3 – 12 along with several examples of concept maps for young learners, including examples from an assessment project in the subject area of mathematics. Also presented are the numerous benefits of the concept mapping technique for both students and teachers.

Predicting Process Behaviour using Deep Learning

OpenAIRE

Evermann, Joerg; Rehse, Jana-Rebecca; Fettke, Peter

2016-01-01

Predicting business process behaviour is an important aspect of business process management. Motivated by research in natural language processing, this paper describes an application of deep learning with recurrent neural networks to the problem of predicting the next event in a business process. This is both a novel method in process prediction, which has largely relied on explicit process models, and also a novel application of deep learning methods. The approach is evaluated on two real da...

Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance

Science.gov (United States)

Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob

2018-01-01

Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this challenge, a principle-based scenario for guiding effective student questioning was developed and tested for its relevance and practicality in two previous studies. In the scenario, which consists of a sequence of pedagogical activities, mind maps support teachers and students to explore and elaborate upon a core curriculum, by raising, investigating, and exchanging student questions. In this paper, a follow-up study is presented that tested the effectiveness of the scenario on student outcomes in terms of attainment of curricular objectives. Ten teachers and their 231 students participated in the study. Pre- and posttest mind maps were used to measure individual and collective learning outcomes of student questioning. Findings show that a majority of students progressed in learning the core curriculum and elaborated upon it. The findings suggest that visualizing knowledge construction in a shared mind map supports students to learn a core curriculum and to refine their knowledge structures.

Suitability aero-geophysical methods for generating conceptual soil maps and their use in the modeling of process-related susceptibility maps

Science.gov (United States)

Tilch, Nils; Römer, Alexander; Jochum, Birgit; Schattauer, Ingrid

2014-05-01

In the past years, several times large-scale disasters occurred in Austria, which were characterized not only by flooding, but also by numerous shallow landslides and debris flows. Therefore, for the purpose of risk prevention, national and regional authorities also require more objective and realistic maps with information about spatially variable susceptibility of the geosphere for hazard-relevant gravitational mass movements. There are many and various proven methods and models (e.g. neural networks, logistic regression, heuristic methods) available to create such process-related (e.g. flat gravitational mass movements in soil) suszeptibility maps. But numerous national and international studies show a dependence of the suitability of a method on the quality of process data and parameter maps (f.e. Tilch & Schwarz 2011, Schwarz & Tilch 2011). In this case, it is important that also maps with detailed and process-oriented information on the process-relevant geosphere will be considered. One major disadvantage is that only occasionally area-wide process-relevant information exists. Similarly, in Austria often only soil maps for treeless areas are available. However, in almost all previous studies, randomly existing geological and geotechnical maps were used, which often have been specially adapted to the issues and objectives. This is one reason why very often conceptual soil maps must be derived from geological maps with only hard rock information, which often have a rather low quality. Based on these maps, for example, adjacent areas of different geological composition and process-relevant physical properties are razor sharp delineated, which in nature appears quite rarly. In order to obtain more realistic information about the spatial variability of the process-relevant geosphere (soil cover) and its physical properties, aerogeophysical measurements (electromagnetic, radiometric), carried out by helicopter, from different regions of Austria were interpreted

SIMULATION AND PREDICTION OF THE PROCESS BASED ON THE GENERAL LOGISTIC MAPPING

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V. V. Skalozub

2013-11-01

Full Text Available Purpose. The aim of the research is to build a model of the generalzed logistic mapping and assessment of the possibilities of its use for the formation of the mathematical description, as well as operational forecasts of parameters of complex dynamic processes described by the time series. Methodology. The research results are obtained on the basis of mathematical modeling and simulation of nonlinear systems using the tools of chaotic dynamics. Findings. A model of the generalized logistic mapping, which is used to interpret the characteristics of dynamic processes was proposed. We consider some examples of representations of processes based on enhanced logistic mapping varying the values of model parameters. The procedures of modeling and interpretation of the data on the investigated processes, represented by the time series, as well as the operational forecasting of parameters using the generalized model of logistic mapping were proposed. Originality. The paper proposes an improved mathematical model, generalized logistic mapping, designed for the study of nonlinear discrete dynamic processes. Practical value. The carried out research using the generalized logistic mapping of railway transport processes, in particular, according to assessment of the parameters of traffic volumes, indicate the great potential of its application in practice for solving problems of analysis, modeling and forecasting complex nonlinear discrete dynamical processes. The proposed model can be used, taking into account the conditions of uncertainty, irregularity, the manifestations of the chaotic nature of the technical, economic and other processes, including the railway ones.

Digital soil mapping: strategy for data pre-processing

Directory of Open Access Journals (Sweden)

Alexandre ten Caten

2012-08-01

Full Text Available The region of greatest variability on soil maps is along the edge of their polygons, causing disagreement among pedologists about the appropriate description of soil classes at these locations. The objective of this work was to propose a strategy for data pre-processing applied to digital soil mapping (DSM. Soil polygons on a training map were shrunk by 100 and 160 m. This strategy prevented the use of covariates located near the edge of the soil classes for the Decision Tree (DT models. Three DT models derived from eight predictive covariates, related to relief and organism factors sampled on the original polygons of a soil map and on polygons shrunk by 100 and 160 m were used to predict soil classes. The DT model derived from observations 160 m away from the edge of the polygons on the original map is less complex and has a better predictive performance.

Using concept mapping to measure changes in interdisciplinary learning during high school

Directory of Open Access Journals (Sweden)

Priit Reiska

2018-03-01

Full Text Available How, when and what kind of learning takes place are key questions in all educational environments. School graduates are expected to have reached a development level whereby they have, among many fundamental skills, the ability to think critically, to plan their studies and their future, and to integrate knowledge across disciplines. However, it is challenging to develop these skills in schools. Following existing curricula, disciplines are often taught separately and by different teachers, making it difficult for students to connect knowledge studied and learned from one discipline to that of another discipline. The Next Generation Science Standards on teaching and learning natural science in the United States point out important crosscutting concepts in science education (NGSS, 2013. In Estonia, similar trends are leading to an emphasis on the need to further develop scientific literacy skills and interdisciplinary learning in students. The changing environment around us must be reflected in changes in our school system. In this paper, we report on research that intends to answer the questions: (a “How much do Estonian students develop an interdisciplinary understanding of science throughout their high school education?”, and (b “Is their thinking more interdisciplinary after two years of studies in an Estonian high school?” Additionally, we analyzed the results based on the type of school the students attended, and we examined the use concept mapping to assess interdisciplinary learning. This research is part of an overall study that involved students from 44 Estonian high schools taking a science test similar to the three-dimensional Programme for International Student Assessment (PISA test (hereafter called PISA-like multidimensional test as well as constructing concept maps, while in 10th and 12th grade. In this paper, we report on the analysis of the results for 182 of the students, concentrating on the analysis of the concept maps

Musical learning in children and adults with Williams syndrome.

Science.gov (United States)

Lense, M; Dykens, E

2013-09-01

There is recent interest in using music making as an empirically supported intervention for various neurodevelopmental disorders due to music's engagement of perceptual-motor mapping processes. However, little is known about music learning in populations with developmental disabilities. Williams syndrome (WS) is a neurodevelopmental genetic disorder whose characteristic auditory strengths and visual-spatial weaknesses map onto the processes used to learn to play a musical instrument. We identified correlates of novel musical instrument learning in WS by teaching 46 children and adults (7-49 years) with WS to play the Appalachian dulcimer. Obtained dulcimer skill was associated with prior musical abilities (r = 0.634, P learning strategies, but not visual or instructional strategies, predicted greater dulcimer skill beyond individual musical and visual-motor integration abilities (β = 0.285, sr(2) = 0.06, P = 0.019). These findings map onto behavioural and emerging neural evidence for greater auditory-motor mapping processes in WS. Results suggest that explicit awareness of task-specific learning approaches is important when learning a new skill. Implications for using music with populations with syndrome-specific strengths and weakness will be discussed. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

Combining Human and Machine Learning to Map Cropland in the 21st Century's Major Agricultural Frontier

Science.gov (United States)

Estes, L. D.; Debats, S. R.; Caylor, K. K.; Evans, T. P.; Gower, D.; McRitchie, D.; Searchinger, T.; Thompson, D. R.; Wood, E. F.; Zeng, L.

2016-12-01

In the coming decades, large areas of new cropland will be created to meet the world's rapidly growing food demands. Much of this new cropland will be in sub-Saharan Africa, where food needs will increase most and the area of remaining potential farmland is greatest. If we are to understand the impacts of global change, it is critical to accurately identify Africa's existing croplands and how they are changing. Yet the continent's smallholder-dominated agricultural systems are unusually challenging for remote sensing analyses, making accurate area estimates difficult to obtain, let alone important details related to field size and geometry. Fortunately, the rapidly growing archives of moderate to high-resolution satellite imagery hosted on open servers now offer an unprecedented opportunity to improve landcover maps. We present a system that integrates two critical components needed to capitalize on this opportunity: 1) human image interpretation and 2) machine learning (ML). Human judgment is needed to accurately delineate training sites within noisy imagery and a highly variable cover type, while ML provides the ability to scale and to interpret large feature spaces that defy human comprehension. Because large amounts of training data are needed (a major impediment for analysts), we use a crowdsourcing platform that connects amazon.com's Mechanical Turk service to satellite imagery hosted on open image servers. Workers map visible fields at pre-assigned sites, and are paid according to their mapping accuracy. Initial tests show overall high map accuracy and mapping rates >1800 km2/hour. The ML classifier uses random forests and randomized quasi-exhaustive feature selection, and is highly effective in classifying diverse agricultural types in southern Africa (AUC > 0.9). We connect the ML and crowdsourcing components to make an interactive learning framework. The ML algorithm performs an initial classification using a first batch of crowd-sourced maps, using

Learning during Processing: Word Learning Doesn't Wait for Word Recognition to Finish

Science.gov (United States)

Apfelbaum, Keith S.; McMurray, Bob

2017-01-01

Previous research on associative learning has uncovered detailed aspects of the process, including what types of things are learned, how they are learned, and where in the brain such learning occurs. However, perceptual processes, such as stimulus recognition and identification, take time to unfold. Previous studies of learning have not addressed…

Framework for Conducting Empirical Observations of Learning Processes.

Science.gov (United States)

Fischer, Hans Ernst; von Aufschnaiter, Stephan

1993-01-01

Reviews four hypotheses about learning: Comenius's transmission-reception theory, information processing theory, Gestalt theory, and Piagetian theory. Uses the categories preunderstanding, conceptual change, and learning processes to classify and assess investigations on learning processes. (PR)

Modeling and Mapping Personal Learning Environment of Thai International Higher Education Students

Science.gov (United States)

Sharafuddin, Mohamed Ali; Sawad, Buncha Panacharoen; Wongwai, Sarun

2018-01-01

This research article is part of a periodic study conducted to understand, model, map and to develop an integrated approach for effective and interactive self-learning phases of Thai International Hospitality and Tourism higher education students. Questionnaire containing both qualitative and quantitative questions was distributed at the beginning…

A BPMN-based process map for the design and construction of façades

Directory of Open Access Journals (Sweden)

Eleanor Voss

2013-12-01

Full Text Available Corresponding author: Eleanor Voss, Glass and Façade Technology Research Group, Department of Engineering, University of Cambridge, Trumpington Street, Cambridge, UK. E-mail: ev236@cam.ac.uk Process mapping can lead to significant efficiency and quality improvements in construction engineering and is an ideal basis for developing IT support tools. The increasing complexity and multidisciplinary nature of façade design and construction suggest that a process map would be beneficial in this sector of the construction industry, but it has received limited attention to date. This paper presents a verified process map of the façade design and construction process. The map is the first of its kind to represent, in detail, the whole process relevant to all façade types, from commencement of the façade consultant's and contactor's participation, to the end of their involvement. The paper describes the process by which the mapping notation was selected, followed by the development and verification of the process map, including testing in two independent research projects. The BuildingSMART's BPMN notation is found to have superior system features and comprehensibility for this application and the resulting process map is easy to interpret and verify by industry experts. The trialling of the map in the two research projects indicate that the map is a useful tool for assessing process improvements in the façades sector.

Structured feedback on students' concept maps: the proverbial path to learning?

Science.gov (United States)

Joseph, Conran; Conradsson, David; Nilsson Wikmar, Lena; Rowe, Michael

2017-05-25

Good conceptual knowledge is an essential requirement for health professions students, in that they are required to apply concepts learned in the classroom to a variety of different contexts. However, the use of traditional methods of assessment limits the educator's ability to correct students' conceptual knowledge prior to altering the educational context. Concept mapping (CM) is an educational tool for evaluating conceptual knowledge, but little is known about its use in facilitating the development of richer knowledge frameworks. In addition, structured feedback has the potential to develop good conceptual knowledge. The purpose of this study was to use Kinchin's criteria to assess the impact of structured feedback on the graphical complexity of CM's by observing the development of richer knowledge frameworks. Fifty-eight physiotherapy students created CM's targeting the integration of two knowledge domains within a case-based teaching paradigm. Each student received one round of structured feedback that addressed correction, reinforcement, forensic diagnosis, benchmarking, and longitudinal development on their CM's prior to the final submission. The concept maps were categorized according to Kinchin's criteria as either Spoke, Chain or Net representations, and then evaluated against defined traits of meaningful learning. The inter-rater reliability of categorizing CM's was good. Pre-feedback CM's were predominantly Chain structures (57%), with Net structures appearing least often. There was a significant reduction of the basic Spoke- structured CMs (P = 0.002) and a significant increase of Net-structured maps (P student development.

Deep Learning in Visual Computing and Signal Processing

OpenAIRE

Xie, Danfeng; Zhang, Lei; Bai, Li

2017-01-01

Deep learning is a subfield of machine learning, which aims to learn a hierarchy of features from input data. Nowadays, researchers have intensively investigated deep learning algorithms for solving challenging problems in many areas such as image classification, speech recognition, signal processing, and natural language processing. In this study, we not only review typical deep learning algorithms in computer vision and signal processing but also provide detailed information on how to apply...

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM at four medical faculties. Part I: Conducive resources and structures

Directory of Open Access Journals (Sweden)

Lammerding-Koeppel, Maria

2017-02-01

Full Text Available Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [, retrieved on 22.03.2016], the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process.Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures.

Science.gov (United States)

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER LIN -database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and

Learning Process Questionnaire Manual. Student Approaches to Learning and Studying.

Science.gov (United States)

Biggs, John B.

This manual describes the theory behind the Learning Process Questionnaire (LPQ) used in Australia and defines what the subscale and scale scores mean. The LPQ is a 36-item self-report questionnaire that yields scores on three basic motives for learning and three learning strategies, and on the approaches to learning that are formed by these…

THE LET ME LEARN PROFESSIONAL LEARNING PROCESS FOR TEACHER TRANSFORMATION

OpenAIRE

Calleja, Colin

2013-01-01

This research set out to explore how a group of nine educators from a Catholic Church school in Malta, who have attended the Let Me Learn professional Learning process (LMLpLp), experienced personal and professional transformation. This study investigates those factors influencing participants in their transformative learning journey. It also explores the dynamics of transformative learning and whether individual transformation affects the school’s transformative learning experience. More spe...

Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping.

Science.gov (United States)

Mcnaughton, Susan; Barrow, Mark; Bagg, Warwick; Frielick, Stanley

2016-01-01

Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students' beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students' changing concepts and knowledge structures. This article discusses how concept mapping was modified to capture students' perceptions of the connections between the domains of thinking and knowing, emotions, behavior, attitudes, values, and beliefs and the specific experiences related to these, over a period of eight months of practice-based clinical learning. The findings demonstrate that while some limitations exist, modified concept mapping is a manageable way to gather rich data about students' perceptions of their clinical practice experiences. These findings also highlight the strong integrating influence of beliefs and values on other areas of practice, suggesting that these need to be attended to as part of a student's educational program.

Acquiring concepts and features of novel words by two types of learning: direct mapping and inference.

Science.gov (United States)

Chen, Shuang; Wang, Lin; Yang, Yufang

2014-04-01

This study examined the semantic representation of novel words learnt in two conditions: directly mapping a novel word to a concept (Direct mapping: DM) and inferring the concept from provided features (Inferred learning: IF). A condition where no definite concept could be inferred (No basic-level meaning: NM) served as a baseline. The semantic representation of the novel word was assessed via a semantic-relatedness judgment task. In this task, the learned novel word served as a prime, while the corresponding concept, an unlearned feature of the concept, and an unrelated word served as targets. ERP responses to the targets, primed by the novel words in the three learning conditions, were compared. For the corresponding concept, smaller N400s were elicited in the DM and IF conditions than in the NM condition, indicating that the concept could be obtained in both learning conditions. However, for the unlearned feature, the targets in the IF condition produced an N400 effect while in the DM condition elicited an LPC effect relative to the NM learning condition. No ERP difference was observed among the three learning conditions for the unrelated words. The results indicate that conditions of learning affect the semantic representation of novel word, and that the unlearned feature was only activated by the novel word in the IF learning condition. Copyright © 2014 Elsevier Ltd. All rights reserved.

Conceptualizing impact assessment as a learning process

International Nuclear Information System (INIS)

Sánchez, Luis E.; Mitchell, Ross

2017-01-01

This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

Conceptualizing impact assessment as a learning process

Energy Technology Data Exchange (ETDEWEB)

Sánchez, Luis E., E-mail: lsanchez@usp.br [Escola Politécnica, University of São Paulo, Av. Prof. Mello Moraes, 2373, 05508-900 São Paulo (Brazil); Mitchell, Ross, E-mail: ross.mitchell@ualberta.net [Shell International Exploration & Production BV (Netherlands)

2017-01-15

This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

Mapping filmmaking

DEFF Research Database (Denmark)

Gilje, Øystein; Frølunde, Lisbeth; Lindstrand, Fredrik

2010-01-01

This chapter concerns mapping patterns in regards to how young filmmakers (age 15 – 20) in the Scandinavian countries learn about filmmaking. To uncover the patterns, we present portraits of four young filmmakers who participated in the Scandinavian research project Making a filmmaker. The focus ...... is on their learning practices and how they create ‘learning paths’ in relation to resources in diverse learning contexts, whether formal, non-formal and informal contexts.......This chapter concerns mapping patterns in regards to how young filmmakers (age 15 – 20) in the Scandinavian countries learn about filmmaking. To uncover the patterns, we present portraits of four young filmmakers who participated in the Scandinavian research project Making a filmmaker. The focus...

Flipped Learning, MOOCs and Learning Analytics: Lessons learnt from a Web Map Design course redesign

Science.gov (United States)

Treves, R.

2013-12-01

Five weeks content of a 12 week course in web map design were converted to 'flipped learning': Lecture sessions were replaced by online short video lectures and multiple choice questions to be completed outside class. Class time was taken up with activities and exercises linked to the online learning. Students use of the online content was carefully tracked and detailed student feedback gathered. The response from students was good, 90% of them completed all the out of class activities and their feedback was very positive. The format has the advantage of being easily repurposed as a MOOC or scaled up in other ways. Lessons learnt from the implementation of the materials and the analysis of the VLE logs will be discussed as will ongoing efforts to reuse the materials in a MOOC.

Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

Science.gov (United States)

Yurdugül, Halil; Menzi Çetin, Nihal

2015-01-01

Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…

A Novel Transfer Learning Method Based on Common Space Mapping and Weighted Domain Matching

KAUST Repository

Liang, Ru-Ze; Xie, Wei; Li, Weizhi; Wang, Hongqi; Wang, Jim Jing-Yan; Taylor, Lisa

2017-01-01

In this paper, we propose a novel learning framework for the problem of domain transfer learning. We map the data of two domains to one single common space, and learn a classifier in this common space. Then we adapt the common classifier to the two domains by adding two adaptive functions to it respectively. In the common space, the target domain data points are weighted and matched to the target domain in term of distributions. The weighting terms of source domain data points and the target domain classification responses are also regularized by the local reconstruction coefficients. The novel transfer learning framework is evaluated over some benchmark cross-domain data sets, and it outperforms the existing state-of-the-art transfer learning methods.

A Novel Transfer Learning Method Based on Common Space Mapping and Weighted Domain Matching

KAUST Repository

Liang, Ru-Ze

2017-01-17

In this paper, we propose a novel learning framework for the problem of domain transfer learning. We map the data of two domains to one single common space, and learn a classifier in this common space. Then we adapt the common classifier to the two domains by adding two adaptive functions to it respectively. In the common space, the target domain data points are weighted and matched to the target domain in term of distributions. The weighting terms of source domain data points and the target domain classification responses are also regularized by the local reconstruction coefficients. The novel transfer learning framework is evaluated over some benchmark cross-domain data sets, and it outperforms the existing state-of-the-art transfer learning methods.

Mapping Sub-Saharan African Agriculture in High-Resolution Satellite Imagery with Computer Vision & Machine Learning

Science.gov (United States)

Debats, Stephanie Renee

Smallholder farms dominate in many parts of the world, including Sub-Saharan Africa. These systems are characterized by small, heterogeneous, and often indistinct field patterns, requiring a specialized methodology to map agricultural landcover. In this thesis, we developed a benchmark labeled data set of high-resolution satellite imagery of agricultural fields in South Africa. We presented a new approach to mapping agricultural fields, based on efficient extraction of a vast set of simple, highly correlated, and interdependent features, followed by a random forest classifier. The algorithm achieved similar high performance across agricultural types, including spectrally indistinct smallholder fields, and demonstrated the ability to generalize across large geographic areas. In sensitivity analyses, we determined multi-temporal images provided greater performance gains than the addition of multi-spectral bands. We also demonstrated how active learning can be incorporated in the algorithm to create smaller, more efficient training data sets, which reduced computational resources, minimized the need for humans to hand-label data, and boosted performance. We designed a patch-based uncertainty metric to drive the active learning framework, based on the regular grid of a crowdsourcing platform, and demonstrated how subject matter experts can be replaced with fleets of crowdsourcing workers. Our active learning algorithm achieved similar performance as an algorithm trained with randomly selected data, but with 62% less data samples. This thesis furthers the goal of providing accurate agricultural landcover maps, at a scale that is relevant for the dominant smallholder class. Accurate maps are crucial for monitoring and promoting agricultural production. Furthermore, improved agricultural landcover maps will aid a host of other applications, including landcover change assessments, cadastral surveys to strengthen smallholder land rights, and constraints for crop modeling

ASSESSING STUDENTS’ COMPETENCE IN DEVELOPING CHOROPLETH MAPS COMBINED WITH DIAGRAM MAPS

Directory of Open Access Journals (Sweden)

GABRIELA OSACI-COSTACHE

2015-01-01

Full Text Available Choropleth maps combined with diagram maps are frequently used in geography. For this reason, based on the maps developed by students, the study aims at the following: identifying and analyzing the errors made by the students; establishing and analyzing the competence level of the students; identifying the causes that led to these errors; and finding the best solutions to improve both the educational process aiming at the formation of this kind of competences and the students’ results. The map assessment was accomplished during two academic years (2013-2014 and 2014-2015, in the aftermath of the activities meant to train the competence. We assessed 105 maps prepared by the students in Cartography (Faculty of Geography, University of Bucharest based on an analytical evaluation grid, with dichotomous scale, comprising 15 criteria. This tool helped us identify the errors made by the students, as well as their competence level. By applying a questionnaire, we identified the source of the errors from the students’ perspective, while by comparing the errors and the competence levels at the end of the two academic years we were able to come up with potential solutions for the improvement of the teaching and learning process.

Learning processes across knowledge domains

DEFF Research Database (Denmark)

Hall-Andersen, Lene Bjerg; Broberg, Ole

2014-01-01

Purpose - The purpose of this paper is to shed light on the problematics of learning across knowledge boundaries in organizational settings. The paper specifically explores learning processes that emerge, when a new knowledge domain is introduced into an existing organizational practice with the ...

Ripple Effect Mapping: A "Radiant" Way to Capture Program Impacts

Science.gov (United States)

Kollock, Debra Hansen; Flage, Lynette; Chazdon, Scott; Paine, Nathan; Higgins, Lorie

2012-01-01

Learn more about a promising follow-up, participatory group process designed to document the results of Extension educational efforts within complex, real-life settings. The method, known as Ripple Effect Mapping, uses elements of Appreciative Inquiry, mind mapping, and qualitative data analysis to engage program participants and other community…

Grids in topographic maps reduce distortions in the recall of learned object locations.

Science.gov (United States)

Edler, Dennis; Bestgen, Anne-Kathrin; Kuchinke, Lars; Dickmann, Frank

2014-01-01

To date, it has been shown that cognitive map representations based on cartographic visualisations are systematically distorted. The grid is a traditional element of map graphics that has rarely been considered in research on perception-based spatial distortions. Grids do not only support the map reader in finding coordinates or locations of objects, they also provide a systematic structure for clustering visual map information ("spatial chunks"). The aim of this study was to examine whether different cartographic kinds of grids reduce spatial distortions and improve recall memory for object locations. Recall performance was measured as both the percentage of correctly recalled objects (hit rate) and the mean distance errors of correctly recalled objects (spatial accuracy). Different kinds of grids (continuous lines, dashed lines, crosses) were applied to topographic maps. These maps were also varied in their type of characteristic areas (LANDSCAPE) and different information layer compositions (DENSITY) to examine the effects of map complexity. The study involving 144 participants shows that all experimental cartographic factors (GRID, LANDSCAPE, DENSITY) improve recall performance and spatial accuracy of learned object locations. Overlaying a topographic map with a grid significantly reduces the mean distance errors of correctly recalled map objects. The paper includes a discussion of a square grid's usefulness concerning object location memory, independent of whether the grid is clearly visible (continuous or dashed lines) or only indicated by crosses.

Improving Student Vocabulary Mastery Using Word Mapping Strategy

OpenAIRE

Satuna Indah Wardani

2015-01-01

Abstract: The purpose of this study was to find out whether the word mapping strategywas able to improve the students’ vocabulary mastery. The process of masteringis mainly affected by the worst thought of the vocational students who said that English as the most difficult subject to learn and was often tracked into boringcondition since theywere not involved in the process of learning. Thisstudy was conducted by using classroom action research in two cycles and each cycleconsisted of four me...

Mapping Trends in Pedagogical Approaches and Learning Technologies: Perspectives from the Canadian, International, and Military Education Contexts

Science.gov (United States)

Scoppio, Grazia; Covell, Leigha

2016-01-01

Increased technological advances, coupled with new learners' needs, have created new realities for higher education contexts. This study explored and mapped trends in pedagogical approaches and learning technologies in postsecondary education and identified how these innovations are affecting teaching and learning practices in higher education…

Real-time Color Codes for Assessing Learning Process

OpenAIRE

Dzelzkalēja, L; Kapenieks, J

2016-01-01

Effective assessment is an important way for improving the learning process. There are existing guidelines for assessing the learning process, but they lack holistic digital knowledge society considerations. In this paper the authors propose a method for real-time evaluation of students’ learning process and, consequently, for quality evaluation of teaching materials both in the classroom and in the distance learning environment. The main idea of the proposed Color code method (CCM) is to use...

Static Mapping of Functional Programs: An Example in Signal Processing

Directory of Open Access Journals (Sweden)

Jack B. Dennis

1996-01-01

Full Text Available Complex signal-processing problems are naturally described by compositions of program modules that process streams of data. In this article we discuss how such compositions may be analyzed and mapped onto multiprocessor computers to effectively exploit the massive parallelism of these applications. The methods are illustrated with an example of signal processing for an optical surveillance problem. Program transformation and analysis are used to construct a program description tree that represents the given computation as an acyclic interconnection of stream-processing modules. Each module may be mapped to a set of threads run on a group of processing elements of a target multiprocessor. Performance is considered for two forms of multiprocessor architecture, one based on conventional DSP technology and the other on a multithreaded-processing element design.

Students' learning processes during school-based learning and workplace learning in vocational education : a review

NARCIS (Netherlands)

Dr. Harmen Schaap; Dr. Liesbeth Baartman; Prof.Dr. Elly de Bruijn

2012-01-01

This article reviews 24 articles in order to get a structured view on student's learning processes when dealing with a combination of school-based learning and workplace learning in vocational education. It focuses on six main themes: students' expertise development, students' learning styles,

Holistic processing from learned attention to parts.

Science.gov (United States)

Chua, Kao-Wei; Richler, Jennifer J; Gauthier, Isabel

2015-08-01

Attention helps us focus on what is most relevant to our goals, and prior work has shown that aspects of attention can be learned. Learned inattention to parts can abolish holistic processing of faces, but it is unknown whether learned attention to parts is sufficient to cause a change from part-based to holistic processing with objects. We trained subjects to individuate nonface objects (Greebles) from 2 categories: Ploks and Glips. Diagnostic information was in complementary halves for the 2 categories. Holistic processing was then tested with Plok-Glip composites that combined the kind of part that was diagnostic or nondiagnostic during training. Exposure to Greeble parts resulted in general failures of selective attention for nondiagnostic composites, but face-like holistic processing was only observed for diagnostic composites. These results demonstrated a novel link between learned attentional control and the acquisition of holistic processing. (c) 2015 APA, all rights reserved).

Mapping spatial patterns with morphological image processing

Science.gov (United States)

Peter Vogt; Kurt H. Riitters; Christine Estreguil; Jacek Kozak; Timothy G. Wade; James D. Wickham

2006-01-01

We use morphological image processing for classifying spatial patterns at the pixel level on binary land-cover maps. Land-cover pattern is classified as 'perforated,' 'edge,' 'patch,' and 'core' with higher spatial precision and thematic accuracy compared to a previous approach based on image convolution, while retaining the...

Considerations for implementing an organizational lessons learned process.

Energy Technology Data Exchange (ETDEWEB)

Fosshage, Erik D

2013-05-01

This report examines the lessons learned process by a review of the literature in a variety of disciplines, and is intended as a guidepost for organizations that are considering the implementation of their own closed-loop learning process. Lessons learned definitions are provided within the broader context of knowledge management and the framework of a learning organization. Shortcomings of existing practices are summarized in an attempt to identify common pitfalls that can be avoided by organizations with fledgling experiences of their own. Lessons learned are then examined through a dual construct of both process and mechanism, with emphasis on integrating into organizational processes and promoting lesson reuse through data attributes that contribute toward changed behaviors. The report concludes with recommended steps for follow-on efforts.

Effect of Co-segregating Markers on High-Density Genetic Maps and Prediction of Map Expansion Using Machine Learning Algorithms.

Science.gov (United States)

N'Diaye, Amidou; Haile, Jemanesh K; Fowler, D Brian; Ammar, Karim; Pozniak, Curtis J

2017-01-01

Advances in sequencing and genotyping methods have enable cost-effective production of high throughput single nucleotide polymorphism (SNP) markers, making them the choice for linkage mapping. As a result, many laboratories have developed high-throughput SNP assays and built high-density genetic maps. However, the number of markers may, by orders of magnitude, exceed the resolution of recombination for a given population size so that only a minority of markers can accurately be ordered. Another issue attached to the so-called 'large p, small n' problem is that high-density genetic maps inevitably result in many markers clustering at the same position (co-segregating markers). While there are a number of related papers, none have addressed the impact of co-segregating markers on genetic maps. In the present study, we investigated the effects of co-segregating markers on high-density genetic map length and marker order using empirical data from two populations of wheat, Mohawk × Cocorit (durum wheat) and Norstar × Cappelle Desprez (bread wheat). The maps of both populations consisted of 85% co-segregating markers. Our study clearly showed that excess of co-segregating markers can lead to map expansion, but has little effect on markers order. To estimate the inflation factor (IF), we generated a total of 24,473 linkage maps (8,203 maps for Mohawk × Cocorit and 16,270 maps for Norstar × Cappelle Desprez). Using seven machine learning algorithms, we were able to predict with an accuracy of 0.7 the map expansion due to the proportion of co-segregating markers. For example in Mohawk × Cocorit, with 10 and 80% co-segregating markers the length of the map inflated by 4.5 and 16.6%, respectively. Similarly, the map of Norstar × Cappelle Desprez expanded by 3.8 and 11.7% with 10 and 80% co-segregating markers. With the increasing number of markers on SNP-chips, the proportion of co-segregating markers in high-density maps will continue to increase making map expansion

Effect of Co-segregating Markers on High-Density Genetic Maps and Prediction of Map Expansion Using Machine Learning Algorithms

Directory of Open Access Journals (Sweden)

Amidou N’Diaye

2017-08-01

Full Text Available Advances in sequencing and genotyping methods have enable cost-effective production of high throughput single nucleotide polymorphism (SNP markers, making them the choice for linkage mapping. As a result, many laboratories have developed high-throughput SNP assays and built high-density genetic maps. However, the number of markers may, by orders of magnitude, exceed the resolution of recombination for a given population size so that only a minority of markers can accurately be ordered. Another issue attached to the so-called ‘large p, small n’ problem is that high-density genetic maps inevitably result in many markers clustering at the same position (co-segregating markers. While there are a number of related papers, none have addressed the impact of co-segregating markers on genetic maps. In the present study, we investigated the effects of co-segregating markers on high-density genetic map length and marker order using empirical data from two populations of wheat, Mohawk × Cocorit (durum wheat and Norstar × Cappelle Desprez (bread wheat. The maps of both populations consisted of 85% co-segregating markers. Our study clearly showed that excess of co-segregating markers can lead to map expansion, but has little effect on markers order. To estimate the inflation factor (IF, we generated a total of 24,473 linkage maps (8,203 maps for Mohawk × Cocorit and 16,270 maps for Norstar × Cappelle Desprez. Using seven machine learning algorithms, we were able to predict with an accuracy of 0.7 the map expansion due to the proportion of co-segregating markers. For example in Mohawk × Cocorit, with 10 and 80% co-segregating markers the length of the map inflated by 4.5 and 16.6%, respectively. Similarly, the map of Norstar × Cappelle Desprez expanded by 3.8 and 11.7% with 10 and 80% co-segregating markers. With the increasing number of markers on SNP-chips, the proportion of co-segregating markers in high-density maps will continue to increase

Meter-scale Urban Land Cover Mapping for EPA EnviroAtlas Using Machine Learning and OBIA Remote Sensing Techniques

Science.gov (United States)

Pilant, A. N.; Baynes, J.; Dannenberg, M.; Riegel, J.; Rudder, C.; Endres, K.

2013-12-01

US EPA EnviroAtlas is an online collection of tools and resources that provides geospatial data, maps, research, and analysis on the relationships between nature, people, health, and the economy (http://www.epa.gov/research/enviroatlas/index.htm). Using EnviroAtlas, you can see and explore information related to the benefits (e.g., ecosystem services) that humans receive from nature, including clean air, clean and plentiful water, natural hazard mitigation, biodiversity conservation, food, fuel, and materials, recreational opportunities, and cultural and aesthetic value. EPA developed several urban land cover maps at very high spatial resolution (one-meter pixel size) for a portion of EnviroAtlas devoted to urban studies. This urban mapping effort supported analysis of relations among land cover, human health and demographics at the US Census Block Group level. Supervised classification of 2010 USDA NAIP (National Agricultural Imagery Program) digital aerial photos produced eight-class land cover maps for several cities, including Durham, NC, Portland, ME, Tampa, FL, New Bedford, MA, Pittsburgh, PA, Portland, OR, and Milwaukee, WI. Semi-automated feature extraction methods were used to classify the NAIP imagery: genetic algorithms/machine learning, random forest, and object-based image analysis (OBIA). In this presentation we describe the image processing and fuzzy accuracy assessment methods used, and report on some sustainability and ecosystem service metrics computed using this land cover as input (e.g., carbon sequestration from USFS iTREE model; health and demographics in relation to road buffer forest width). We also discuss the land cover classification schema (a modified Anderson Level 1 after the National Land Cover Data (NLCD)), and offer some observations on lessons learned. Meter-scale urban land cover in Portland, OR overlaid on NAIP aerial photo. Streets, buildings and individual trees are identifiable.

Qualitative methods in workplace learning

OpenAIRE

Fabritius, Hannele

2015-01-01

Methods of learning in the workplace will be introduced. The methods are connect to competence development and to the process of conducting development discussions in a dialogical way. The tools developed and applied are a fourfold table, a cycle of work identity, a plan of personal development targets, a learning meeting and a learning map. The methods introduced will aim to better learning at work.

A New Fuzzy Cognitive Map Learning Algorithm for Speech Emotion Recognition

Directory of Open Access Journals (Sweden)

Wei Zhang

2017-01-01

Full Text Available Selecting an appropriate recognition method is crucial in speech emotion recognition applications. However, the current methods do not consider the relationship between emotions. Thus, in this study, a speech emotion recognition system based on the fuzzy cognitive map (FCM approach is constructed. Moreover, a new FCM learning algorithm for speech emotion recognition is proposed. This algorithm includes the use of the pleasure-arousal-dominance emotion scale to calculate the weights between emotions and certain mathematical derivations to determine the network structure. The proposed algorithm can handle a large number of concepts, whereas a typical FCM can handle only relatively simple networks (maps. Different acoustic features, including fundamental speech features and a new spectral feature, are extracted to evaluate the performance of the proposed method. Three experiments are conducted in this paper, namely, single feature experiment, feature combination experiment, and comparison between the proposed algorithm and typical networks. All experiments are performed on TYUT2.0 and EMO-DB databases. Results of the feature combination experiments show that the recognition rates of the combination features are 10%–20% better than those of single features. The proposed FCM learning algorithm generates 5%–20% performance improvement compared with traditional classification networks.

The effectiveness of concept mapping and retrieval practice as learning strategies in an undergraduate physiology course.

Science.gov (United States)

Burdo, Joseph; O'Dwyer, Laura

2015-12-01

Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving information that was previously coded into memory. The relative benefits of these two methods have never been tested against each other in a classroom setting. Our study was designed to investigate whether or not concept mapping or retrieval practice produced a significant learning benefit in an undergraduate physiology course as measured by exam performance and, if so, was the benefit of one method significantly greater than the other. We found that there was a trend toward increased exam scores for the retrieval practice group compared with both the control group and concept mapping group, and that trend achieved statistical significance for one of the four module exams in the course. We also found that women performed statistically better than men on the module exam that contained a substantial amount of material relating to female reproductive physiology. Copyright © 2015 The American Physiological Society.

A systematic review of concept mapping-based formative assessment processes in primary and secondary science education

DEFF Research Database (Denmark)

Hartmeyer, Rikke; Stevenson, Matt P.; Bentsen, Peter

2017-01-01

assessment: firstly, concept mapping should be constructed in teaching, preferably on repeated occasions. Secondly, concept mapping should be carried out individually if personal understanding is to be elicited; however, collaborative concept mapping might foster discussions valuable for developing students......’ understanding and for activating them as instructional resources and owners of their own learning. Thirdly, low-directed mapping seems most suitable for formative assessment. Fourthly, technology-based or peer assessments are useful strategies likely to reduce the load of interpretation for the educator......In this paper, we present and discuss the results of a systematic review of concept mapping-based interventions in primary and secondary science education. We identified the following recommendations for science educators on how to successfully apply concept mapping as a method for formative...

Homework in the Learning Process

Directory of Open Access Journals (Sweden)

Gómez Sandra M.

2000-08-01

Full Text Available A problem has been observed that creates difficulties in the normal and productive development of the English courses. Without any doubt, doing homework is very important in the learning process of a new language. Doubtless it affects the student’s active participation in the classroom and his relationship to partners and teachers. Because of this, a research project was done with the aim to finding out strategies to ensure students do homework and make it part of the learning process, erasing the image of homework as a punishment.

Self-organizing adaptive map: autonomous learning of curves and surfaces from point samples.

Science.gov (United States)

Piastra, Marco

2013-05-01

Competitive Hebbian Learning (CHL) (Martinetz, 1993) is a simple and elegant method for estimating the topology of a manifold from point samples. The method has been adopted in a number of self-organizing networks described in the literature and has given rise to related studies in the fields of geometry and computational topology. Recent results from these fields have shown that a faithful reconstruction can be obtained using the CHL method only for curves and surfaces. Within these limitations, these findings constitute a basis for defining a CHL-based, growing self-organizing network that produces a faithful reconstruction of an input manifold. The SOAM (Self-Organizing Adaptive Map) algorithm adapts its local structure autonomously in such a way that it can match the features of the manifold being learned. The adaptation process is driven by the defects arising when the network structure is inadequate, which cause a growth in the density of units. Regions of the network undergo a phase transition and change their behavior whenever a simple, local condition of topological regularity is met. The phase transition is eventually completed across the entire structure and the adaptation process terminates. In specific conditions, the structure thus obtained is homeomorphic to the input manifold. During the adaptation process, the network also has the capability to focus on the acquisition of input point samples in critical regions, with a substantial increase in efficiency. The behavior of the network has been assessed experimentally with typical data sets for surface reconstruction, including suboptimal conditions, e.g. with undersampling and noise. Copyright © 2012 Elsevier Ltd. All rights reserved.

Enhanced STEM Learning with the GeoMapApp Data Exploration Tool

Science.gov (United States)

Goodwillie, A. M.

2014-12-01

GeoMapApp (http://www.geomapapp.org), is a free, map-based data discovery and visualisation tool developed with NSF funding at Lamont-Doherty Earth Observatory. GeoMapApp provides casual and specialist users alike with access to hundreds of built-in geoscience data sets covering geology, geophysics, geochemistry, oceanography, climatology, cryospherics, and the environment. Users can also import their own data tables, spreadsheets, shapefiles, grids and images. Simple manipulation and analysis tools combined with layering capabilities and engaging visualisations provide a powerful platform with which to explore and interrogate geoscience data in its proper geospatial context thus helping users to more easily gain insight into the meaning of the data. A global elevation base map covering the oceans as well as continents forms the backbone of GeoMapApp. The multi-resolution base map is updated regularly and includes data sources ranging from Space Shuttle elevation data for land areas to ultra-high-resolution surveys of coral reefs and seafloor hydrothermal vent fields. Examples of built-in data sets that can be layered over the elevation model include interactive earthquake and volcano data, plate tectonic velocities, hurricane tracks, land and ocean temperature, water column properties, age of the ocean floor, and deep submersible bottom photos. A versatile profiling tool provides instant access to data cross-sections. Contouring and 3-D views are also offered - the attached image shows a 3-D view of East Africa's Ngorongoro Crater as an example. Tabular data - both imported and built-in - can be displayed in a variety of ways and a lasso tool enables users to quickly select data points directly from the map. A range of STEM-based education material based upon GeoMapApp is already available, including a number of self-contained modules for school- and college-level students (http://www.geomapapp.org/education/contributed_material.html). More learning modules are

A New Fuzzy Cognitive Map Learning Algorithm for Speech Emotion Recognition

OpenAIRE

Zhang, Wei; Zhang, Xueying; Sun, Ying

2017-01-01

Selecting an appropriate recognition method is crucial in speech emotion recognition applications. However, the current methods do not consider the relationship between emotions. Thus, in this study, a speech emotion recognition system based on the fuzzy cognitive map (FCM) approach is constructed. Moreover, a new FCM learning algorithm for speech emotion recognition is proposed. This algorithm includes the use of the pleasure-arousal-dominance emotion scale to calculate the weights between e...

Development of process maps for plasma spray: case study for molybdenum

International Nuclear Information System (INIS)

Sampath, S.; Jiang, X.; Kulkarni, A.; Matejicek, J.; Gilmore, D.L.; Neiser, R.A.

2003-01-01

A schematic representation referred to as 'process maps' examines the role of process variables on the properties of plasma-sprayed coatings. Process maps have been developed for air plasma spraying of molybdenum. Experimental work was done to investigate the importance of such spray parameters as gun current, primary gas flow, auxiliary gas flow, and powder carrier gas flow. In-flight particle temperatures and velocities were measured and diameters estimated in various areas of the spray plume. Empirical models were developed relating the input parameters to the in-flight particle characteristics. Molybdenum splats and coatings were produced at three distinct process conditions identified from the first-order process map experiments. In addition, substrate surface temperature during deposition was treated as a variable. Within the tested range, modulus, hardness and thermal conductivity increases with particle velocity, while oxygen content and porosity decreases. Increasing substrate deposition temperature resulted in dramatic improvement in coating thermal conductivity and modulus, while simultaneously increasing coating oxide content. Indentation reveals improved fracture resistance for the coatings prepared at higher substrate temperature. Residual stress was significantly affected by substrate temperature, although not to a great extent by particle conditions within the investigated parameter range. Coatings prepared at high substrate temperature with high-energy particles suffered considerably less damage in a wear test. The mechanisms behind these changes are discussed within the context relational maps, which have been proposed

Creative Problem Solving as a Learning Process

Directory of Open Access Journals (Sweden)

Andreas Ninck

2013-12-01

Full Text Available The Business School at the Bern University of Applied Sciences is offering a new MScBA degree program in business development. The paper presents a practical report about the action learning approach in the course 'Business Analysis and Design'. Our problem-based approach is more than simply 'learning by doing'. In a world of increasing complexity, taking action alone will not result in a learning effect per se. What is imperative is to structure and facilitate the learning process on different levels: individual construction of mental models; understanding needs and developing adequate solutions; critical reflection of methods and processes. Reflective practice, where individuals are learning from their own professional experiences rather than from formal teaching or knowledge transfer, may be the most important source for lifelong learning.

Problem-Based Learning: An Overview of its Process and Impact on Learning

Directory of Open Access Journals (Sweden)

Elaine H.J. Yew

2016-12-01

Full Text Available In this review, we provide an overview of the process of problem-based learning (PBL and the studies examining the effectiveness of PBL. We also discuss a number of naturalistic and empirical studies that have examined the process of PBL and how its various components impact students’ learning. We conclude that the studies comparing the relative effectiveness of PBL are generally consistent in demonstrating its superior efficacy for longer-term knowledge retention and in the application of knowledge. Studies on the process of PBL, however, are still inconclusive as to which component(s of PBL most significantly impact students’ learning, although causal studies have demonstrated that all the phases of PBL are necessary in influencing students’ learning outcomes.

Self-regulated learning processes of medical students during an academic learning task.

Science.gov (United States)

Gandomkar, Roghayeh; Mirzazadeh, Azim; Jalili, Mohammad; Yazdani, Kamran; Fata, Ladan; Sandars, John

2016-10-01

This study was designed to identify the self-regulated learning (SRL) processes of medical students during a biomedical science learning task and to examine the associations of the SRL processes with previous performance in biomedical science examinations and subsequent performance on a learning task. A sample of 76 Year 1 medical students were recruited based on their performance in biomedical science examinations and stratified into previous high and low performers. Participants were asked to complete a biomedical science learning task. Participants' SRL processes were assessed before (self-efficacy, goal setting and strategic planning), during (metacognitive monitoring) and after (causal attributions and adaptive inferences) their completion of the task using an SRL microanalytic interview. Descriptive statistics were used to analyse the means and frequencies of SRL processes. Univariate and multiple logistic regression analyses were conducted to examine the associations of SRL processes with previous examination performance and the learning task performance. Most participants (from 88.2% to 43.4%) reported task-specific processes for SRL measures. Students who exhibited higher self-efficacy (odds ratio [OR] 1.44, 95% confidence interval [CI] 1.09-1.90) and reported task-specific processes for metacognitive monitoring (OR 6.61, 95% CI 1.68-25.93) and causal attributions (OR 6.75, 95% CI 2.05-22.25) measures were more likely to be high previous performers. Multiple analysis revealed that similar SRL measures were associated with previous performance. The use of task-specific processes for causal attributions (OR 23.00, 95% CI 4.57-115.76) and adaptive inferences (OR 27.00, 95% CI 3.39-214.95) measures were associated with being a high learning task performer. In multiple analysis, only the causal attributions measure was associated with high learning task performance. Self-efficacy, metacognitive monitoring and causal attributions measures were associated

Picasso: A Modular Framework for Visualizing the Learning Process of Neural Network Image Classifiers

Directory of Open Access Journals (Sweden)

Ryan Henderson

2017-09-01

Full Text Available Picasso is a free open-source (Eclipse Public License web application written in Python for rendering standard visualizations useful for analyzing convolutional neural networks. Picasso ships with occlusion maps and saliency maps, two visualizations which help reveal issues that evaluation metrics like loss and accuracy might hide: for example, learning a proxy classification task. Picasso works with the Tensorflow deep learning framework, and Keras (when the model can be loaded into the Tensorflow backend. Picasso can be used with minimal configuration by deep learning researchers and engineers alike across various neural network architectures. Adding new visualizations is simple: the user can specify their visualization code and HTML template separately from the application code.

USING PCU-CAMEL, A WEB-BASED LEARNING ENVIRONMENT, IN EVALUATING TEACHING-LEARNING PROCESS

Directory of Open Access Journals (Sweden)

Arlinah Imam Rahardjo

2008-01-01

Full Text Available PCU-CAMEL (Petra Christian University-Computer Aided Mechanical Engineering Department Learning Environment has been developed to integrate the use of this web-based learning environment into the traditional, face-to-face setting of class activities. This integrated learning method is designed as an effort to enrich and improve the teaching-learning process at Petra Christian University. A study was conducted to introduce the use of PCU-CAMEL as a tool in evaluating teaching learning process. The study on this method of evaluation was conducted by using a case analysis on the integration of PCU-CAMEL to the traditional face-to-face meetings of LIS (Library Information System class at the Informatics Engineering Department of Petra Christian University. Students’ responses documented in some features of PCU-CAMEL were measured and analyzed to evaluate the effectiveness of this integrated system in developing intrinsic motivation of the LIS students of the first and second semester of 2004/2005 to learn. It is believed that intrinsic motivation can drive students to learn more. From the study conducted, it is concluded that besides its capability in developing intrinsic motivation, PCU-CAMEL as a web-based learning environment, can also serve as an effective tool for both students and instructors to evaluate the teaching-learning process. However, some weaknesses did exist in using this method of evaluating teaching-learning process. The free style and unstructured form of the documentation features of this web-based learning environment can lead to ineffective evaluation results

Risk-maps informing land-use planning processes

International Nuclear Information System (INIS)

Basta, Claudia; Neuvel, Jeroen M.M.; Zlatanova, Sisi; Ale, Ben

2007-01-01

The definition of safety distances as required by Art 12 of the Seveso II Directive on dangerous substances (96/82/EC) is necessary to minimize the consequences of potential major accidents. As they affect the land-use destinations of involved areas, safety distances can be considered as risk tolerability criteria with a territorial reflection. Recent studies explored the suitability of using Geographical Information System technologies to support their elaboration and visual rendering. In particular, the elaboration of GIS 'risk-maps' has been recognized as functional to two objectives: connecting spatial planners and safety experts during decision making processes and communicating risk to non-experts audiences. In order to elaborate on these findings and to verify their reflection on European practices, the article presents the result of a comparative study between the United Kingdom and the Netherlands recent developments. Their land-use planning practices for areas falling under Seveso II requirements are explored. The role of GIS risk-maps within decisional processes is analyzed and the reflection on the transparency and accessibility of risk-information is commented. Recommendations for further developments are given

Radiant thinking and the use of the mind map in nurse practitioner education.

Science.gov (United States)

Spencer, Julie R; Anderson, Kelley M; Ellis, Kathryn K

2013-05-01

The concept of radiant thinking, which led to the concept of mind mapping, promotes all aspects of the brain working in synergy, with thought beginning from a central point. The mind map, which is a graphical technique to improve creative thinking and knowledge attainment, utilizes colors, images, codes, and dimensions to amplify and enhance key ideas. This technique augments the visualization of relationships and links between concepts, which aids in information acquisition, data retention, and overall comprehension. Faculty can promote students' use of the technique for brainstorming, organizing ideas, taking notes, learning collaboratively, presenting, and studying. These applications can be used in problem-based learning, developing plans of care, health promotion activities, synthesizing disease processes, and forming differential diagnoses. Mind mapping is a creative way for students to engage in a unique method of learning that can expand memory recall and help create a new environment for processing information. Copyright 2013, SLACK Incorporated.

Cooperation-Controlled Learning for Explicit Class Structure in Self-Organizing Maps

Science.gov (United States)

Kamimura, Ryotaro

2014-01-01

We attempt to demonstrate the effectiveness of multiple points of view toward neural networks. By restricting ourselves to two points of view of a neuron, we propose a new type of information-theoretic method called “cooperation-controlled learning.” In this method, individual and collective neurons are distinguished from one another, and we suppose that the characteristics of individual and collective neurons are different. To implement individual and collective neurons, we prepare two networks, namely, cooperative and uncooperative networks. The roles of these networks and the roles of individual and collective neurons are controlled by the cooperation parameter. As the parameter is increased, the role of cooperative networks becomes more important in learning, and the characteristics of collective neurons become more dominant. On the other hand, when the parameter is small, individual neurons play a more important role. We applied the method to the automobile and housing data from the machine learning database and examined whether explicit class boundaries could be obtained. Experimental results showed that cooperation-controlled learning, in particular taking into account information on input units, could be used to produce clearer class structure than conventional self-organizing maps. PMID:25309950

Cooperation-Controlled Learning for Explicit Class Structure in Self-Organizing Maps

Directory of Open Access Journals (Sweden)

Ryotaro Kamimura

2014-01-01

Full Text Available We attempt to demonstrate the effectiveness of multiple points of view toward neural networks. By restricting ourselves to two points of view of a neuron, we propose a new type of information-theoretic method called “cooperation-controlled learning.” In this method, individual and collective neurons are distinguished from one another, and we suppose that the characteristics of individual and collective neurons are different. To implement individual and collective neurons, we prepare two networks, namely, cooperative and uncooperative networks. The roles of these networks and the roles of individual and collective neurons are controlled by the cooperation parameter. As the parameter is increased, the role of cooperative networks becomes more important in learning, and the characteristics of collective neurons become more dominant. On the other hand, when the parameter is small, individual neurons play a more important role. We applied the method to the automobile and housing data from the machine learning database and examined whether explicit class boundaries could be obtained. Experimental results showed that cooperation-controlled learning, in particular taking into account information on input units, could be used to produce clearer class structure than conventional self-organizing maps.

Proceedings of the IEEE Machine Learning for Signal Processing XVII

DEFF Research Database (Denmark)

The seventeenth of a series of workshops sponsored by the IEEE Signal Processing Society and organized by the Machine Learning for Signal Processing Technical Committee (MLSP-TC). The field of machine learning has matured considerably in both methodology and real-world application domains and has...... become particularly important for solution of problems in signal processing. As reflected in this collection, machine learning for signal processing combines many ideas from adaptive signal/image processing, learning theory and models, and statistics in order to solve complex real-world signal processing......, and two papers from the winners of the Data Analysis Competition. The program included papers in the following areas: genomic signal processing, pattern recognition and classification, image and video processing, blind signal processing, models, learning algorithms, and applications of machine learning...

OPERATIONAL SAR DATA PROCESSING IN GIS ENVIRONMENTS FOR RAPID DISASTER MAPPING

Directory of Open Access Journals (Sweden)

A. Meroni

2013-05-01

Full Text Available Having access to SAR data can be highly important and critical especially for disaster mapping. Updating a GIS with contemporary information from SAR data allows to deliver a reliable set of geospatial information to advance civilian operations, e.g. search and rescue missions. Therefore, we present in this paper the operational processing of SAR data within a GIS environment for rapid disaster mapping. This is exemplified by the November 2010 flash flood in the Veneto region, Italy. A series of COSMO-SkyMed acquisitions was processed in ArcGIS® using a single-sensor, multi-mode, multi-temporal approach. The relevant processing steps were combined using the ArcGIS ModelBuilder to create a new model for rapid disaster mapping in ArcGIS, which can be accessed both via a desktop and a server environment.

Data-Intensive Text Processing with MapReduce

CERN Document Server

Lin, Jimmy

2010-01-01

Our world is being revolutionized by data-driven methods: access to large amounts of data has generated new insights and opened exciting new opportunities in commerce, science, and computing applications. Processing the enormous quantities of data necessary for these advances requires large clusters, making distributed computing paradigms more crucial than ever. MapReduce is a programming model for expressing distributed computations on massive datasets and an execution framework for large-scale data processing on clusters of commodity servers. The programming model provides an easy-to-underst

Reflections on the Value of Mapping the Final Theory Examination in a Molecular Biochemistry Unit †

OpenAIRE

Eri, Rajaraman; Cook, Anthony; Brown, Natalie

2014-01-01

This article assesses the impact of examination mapping as a tool to enhancing assessment and teaching quality in a second-year biochemistry unit for undergraduates. Examination mapping is a process where all questions in a written examination paper are assessed for links to the unit’s intended learning outcomes. We describe how mapping a final written examination helped visualise the impact of the assessment task on intended learning outcomes and skills for that biochemistry unit. The method...

A neurocomputational account of taxonomic responding and fast mapping in early word learning.

Science.gov (United States)

Mayor, Julien; Plunkett, Kim

2010-01-01

We present a neurocomputational model with self-organizing maps that accounts for the emergence of taxonomic responding and fast mapping in early word learning, as well as a rapid increase in the rate of acquisition of words observed in late infancy. The quality and efficiency of generalization of word-object associations is directly related to the quality of prelexical, categorical representations in the model. We show how synaptogenesis supports coherent generalization of word-object associations and show that later synaptic pruning minimizes metabolic costs without being detrimental to word learning. The role played by joint-attentional activities is identified in the model, both at the level of selecting efficient cross-modal synapses and at the behavioral level, by accelerating and refining overall vocabulary acquisition. The model can account for the qualitative shift in the way infants use words, from an associative to a referential-like use, for the pattern of overextension errors in production and comprehension observed during early childhood and typicality effects observed in lexical development. Interesting by-products of the model include a potential explanation of the shift from prototype to exemplar-based effects reported for adult category formation, an account of mispronunciation effects in early lexical development, and extendability to include accounts of individual differences in lexical development and specific disorders such as Williams syndrome. The model demonstrates how an established constraint on lexical learning, which has often been regarded as domain-specific, can emerge from domain-general learning principles that are simultaneously biologically, psychologically, and socially plausible.

Learning and Generalisation in Neural Networks with Local Preprocessing

OpenAIRE

Kutsia, Merab

2007-01-01

We study learning and generalisation ability of a specific two-layer feed-forward neural network and compare its properties to that of a simple perceptron. The input patterns are mapped nonlinearly onto a hidden layer, much larger than the input layer, and this mapping is either fixed or may result from an unsupervised learning process. Such preprocessing of initially uncorrelated random patterns results in the correlated patterns in the hidden layer. The hidden-to-output mapping of the net...

Utilization of Smartphone Literacy In Learning Process

Directory of Open Access Journals (Sweden)

Yenni Yuniati

2017-01-01

Full Text Available The utilization of smartphones is increasingly developing among the students. It causes various modifications of attitude and behavior, that media literacy nowadays becomes highly important. Therefore, media literacy shall become the priority for related parties specifically parents and teachers. In addition to helping to find information and to conduct fast communication, smartphone is also functions in formal learning process among the students.The aim of this research is to acknowledge the utilization of smartphones in formal learning process. This study uses qualitative descriptive method which makes serious efforts in describing and depicting utilization of smartphones in learning process among Junior High School students in Bandung. The research result shows that smartphones may function as a device to channel messages and to stimulate the mind, feeling and desire of the students which may encourage learning process in them and to give positive values and to bridge media literacy among the students.

Word learning emerges from the interaction of online referent selection and slow associative learning

Science.gov (United States)

McMurray, Bob; Horst, Jessica S.; Samuelson, Larissa K.

2013-01-01

Classic approaches to word learning emphasize the problem of referential ambiguity: in any naming situation the referent of a novel word must be selected from many possible objects, properties, actions, etc. To solve this problem, researchers have posited numerous constraints, and inference strategies, but assume that determining the referent of a novel word is isomorphic to learning. We present an alternative model in which referent selection is an online process that is independent of long-term learning. This two timescale approach creates significant power in the developing system. We illustrate this with a dynamic associative model in which referent selection is simulated as dynamic competition between competing referents, and learning is simulated using associative (Hebbian) learning. This model can account for a range of findings including the delay in expressive vocabulary relative to receptive vocabulary, learning under high degrees of referential ambiguity using cross-situational statistics, accelerating (vocabulary explosion) and decelerating (power-law) learning rates, fast-mapping by mutual exclusivity (and differences in bilinguals), improvements in familiar word recognition with development, and correlations between individual differences in speed of processing and learning. Five theoretical points are illustrated. 1) Word learning does not require specialized processes – general association learning buttressed by dynamic competition can account for much of the literature. 2) The processes of recognizing familiar words are not different than those that support novel words (e.g., fast-mapping). 3) Online competition may allow the network (or child) to leverage information available in the task to augment performance or behavior despite what might be relatively slow learning or poor representations. 4) Even associative learning is more complex than previously thought – a major contributor to performance is the pruning of incorrect associations

Constant-scale natural boundary mapping to reveal global and cosmic processes

CERN Document Server

Clark, Pamela Elizabeth

2013-01-01

Whereas conventional maps can be expressed as outward-expanding formulae with well-defined central features and relatively poorly defined edges, Constant Scale Natural Boundary (CSNB) maps have well-defined boundaries that result from natural processes and thus allow spatial and dynamic relationships to be observed in a new way useful to understanding these processes. CSNB mapping presents a new approach to visualization that produces maps markedly different from those produced by conventional cartographic methods. In this approach, any body can be represented by a 3D coordinate system. For a regular body, with its surface relatively smooth on the scale of its size, locations of features can be represented by definite geographic grid (latitude and longitude) and elevation, or deviation from the triaxial ellipsoid defined surface. A continuous surface on this body can be segmented, its distinctive regional terranes enclosed, and their inter-relationships defined, by using selected morphologically identifiable ...

Joined up Thinking? Evaluating the Use of Concept-Mapping to Develop Complex System Learning

Science.gov (United States)

Stewart, Martyn

2012-01-01

In the physical and natural sciences, the complexity of natural systems and their interactions is becoming better understood. With increased emphasis on learning about complex systems, students will be encountering concepts that are dynamic, ill-structured and interconnected. Concept-mapping is a method considered particularly valuable for…

GeoMapApp Learning Activities: Grab-and-go inquiry-based geoscience activities that bring cutting-edge technology to the classroom

Science.gov (United States)

Goodwillie, A. M.; Kluge, S.

2011-12-01

NSF-funded GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) provide self-contained learning opportunities that are centred around the principles of guided inquiry. The activities allow students to interact with and analyse research-quality geoscience data to explore and enhance student understanding of underlying geoscience content and concepts. Each activity offers ready-to-use step-by-step student instructions and answer sheets that can be downloaded from the web page. Also provided are annotated teacher versions of the worksheets that include teaching tips, additional content and suggestions for further work. Downloadable pre- and post- quizzes tied to each activity help educators gauge the learning progression of their students. Short multimedia tutorials and details on content alignment with state and national teaching standards round out the package of material that comprises each "grab-and-go" activity. GeoMapApp Learning Activities expose students to content and concepts typically found at the community college, high school and introductory undergraduate levels. The activities are based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool that allows students to access a wide range of geoscience data sets in a virtual lab-like environment. Activities that have so far been created under this project include student exploration of seafloor spreading rates, a study of mass wasting as revealed through geomorphological evidence, and an analysis of plate motion and hotspot traces. The step-by-step instructions and guided inquiry approach lead students through each activity, thus reducing the need for teacher intervention whilst also boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities

Financial signal processing and machine learning

CERN Document Server

Kulkarni,Sanjeev R; Dmitry M. Malioutov

2016-01-01

The modern financial industry has been required to deal with large and diverse portfolios in a variety of asset classes often with limited market data available. Financial Signal Processing and Machine Learning unifies a number of recent advances made in signal processing and machine learning for the design and management of investment portfolios and financial engineering. This book bridges the gap between these disciplines, offering the latest information on key topics including characterizing statistical dependence and correlation in high dimensions, constructing effective and robust risk measures, and their use in portfolio optimization and rebalancing. The book focuses on signal processing approaches to model return, momentum, and mean reversion, addressing theoretical and implementation aspects. It highlights the connections between portfolio theory, sparse learning and compressed sensing, sparse eigen-portfolios, robust optimization, non-Gaussian data-driven risk measures, graphical models, causal analy...

Modification to the MAPS interview process and electronic form

CERN Multimedia

HR Department

2006-01-01

Based on the first year of experience with e-MAPS and the feedback from departmental users, a number of modifications to the MAPS interview process and the form have been introduced for the 2006 exercise. Definition of signatories The top of the form now also shows the name of the group leader and department head. This is especially useful in cases of detachment. Corrections can be made via the MAPS Coordinator. 'Send back' facility The possibility to send the MAPS report one step backwards is only available to the MAPS coordinators, i.e., from group leader to supervisor, from staff member to group leader, and from group leader to staff member. The form should only be sent back to correct factual errors or oversights, and any send backs will be tracked. Link 'training' part to 'training' application When entering a training objective for 2006, a search menu allows selection from various CERN internal training courses or from conferences. It remains important however to first read the description of the...

Modification to the MAPS interview process and electronic form

CERN Multimedia

HR Department

2006-01-01

Based on the first year of experience with e-MAPS and the feedback from departmental users, a number of modifications to the MAPS interview process and form have been introduced for the 2006 exercise. Definition of signatories The top of the form now also shows the name of the Group Leader and Department Head. This is especially useful in cases of detachment. Corrections can be made via the MAPS Coordinator. 'Send back' facility The possibility to send the MAPS report one step backwards, i.e. from Group Leader to supervisor, from Staff Member to Group Leader, and from Group Leader to Staff Member is only available to the MAPS coordinators. The form should only be sent back to correct factual errors or oversights, and any send- backs will be recorded. Link between 'training' part and 'training' application When entering a training objective for 2006, a search menu allows selection from various CERN internal training courses or from conferences. It is still important, however, to first read the descri...

Gaussian Multiple Instance Learning Approach for Mapping the Slums of the World Using Very High Resolution Imagery

Energy Technology Data Exchange (ETDEWEB)

Vatsavai, Raju [ORNL

2013-01-01

In this paper, we present a computationally efficient algo- rithm based on multiple instance learning for mapping infor- mal settlements (slums) using very high-resolution remote sensing imagery. From remote sensing perspective, infor- mal settlements share unique spatial characteristics that dis- tinguish them from other urban structures like industrial, commercial, and formal residential settlements. However, regular pattern recognition and machine learning methods, which are predominantly single-instance or per-pixel classi- fiers, often fail to accurately map the informal settlements as they do not capture the complex spatial patterns. To overcome these limitations we employed a multiple instance based machine learning approach, where groups of contigu- ous pixels (image patches) are modeled as generated by a Gaussian distribution. We have conducted several experi- ments on very high-resolution satellite imagery, represent- ing four unique geographic regions across the world. Our method showed consistent improvement in accurately iden- tifying informal settlements.

Distributed learning process: principles of design and implementation

Directory of Open Access Journals (Sweden)

G. N. Boychenko

2016-01-01

Full Text Available At the present stage, broad information and communication technologies (ICT usage in educational practices is one of the leading trends of global education system development. This trend has led to the instructional interaction models transformation. Scientists have developed the theory of distributed cognition (Salomon, G., Hutchins, E., and distributed education and training (Fiore, S. M., Salas, E., Oblinger, D. G., Barone, C. A., Hawkins, B. L.. Educational process is based on two separated in time and space sub-processes of learning and teaching which are aimed at the organization of fl exible interactions between learners, teachers and educational content located in different non-centralized places.The purpose of this design research is to fi nd a solution for the problem of formalizing distributed learning process design and realization that is signifi cant in instructional design. The solution to this problem should take into account specifi cs of distributed interactions between team members, which becomes collective subject of distributed cognition in distributed learning process. This makes it necessary to design roles and functions of the individual team members performing distributed educational activities. Personal educational objectives should be determined by decomposition of team objectives into functional roles of its members with considering personal and learning needs and interests of students.Theoretical and empirical methods used in the study: theoretical analysis of philosophical, psychological, and pedagogical literature on the issue, analysis of international standards in the e-learning domain; exploration on practical usage of distributed learning in academic and corporate sectors; generalization, abstraction, cognitive modelling, ontology engineering methods.Result of the research is methodology for design and implementation of distributed learning process based on the competency approach. Methodology proposed by

Functions of the learning portfolio in student teachers' learning process

NARCIS (Netherlands)

Mansvelder-Longayroux, D.D.; Beijaard, D.; Verloop, N.; Vermunt, J.D.

2007-01-01

In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences of

Functions of the learning portfolio in student teachers' learning process

NARCIS (Netherlands)

Mansvelder-Longayroux, Desiree D.; Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D.

In this study, we aimed to develop a framework that could be used to describe the value of the learning portfolio for the learning process of individual student teachers. Retrospective interviews with 21 student teachers were used, as were their portfolio-evaluation reports on their experiences Of

Digital Geological Mapping for Earth Science Students

Science.gov (United States)

England, Richard; Smith, Sally; Tate, Nick; Jordan, Colm

2010-05-01

This SPLINT (SPatial Literacy IN Teaching) supported project is developing pedagogies for the introduction of teaching of digital geological mapping to Earth Science students. Traditionally students are taught to make geological maps on a paper basemap with a notebook to record their observations. Learning to use a tablet pc with GIS based software for mapping and data recording requires emphasis on training staff and students in specific GIS and IT skills and beneficial adjustments to the way in which geological data is recorded in the field. A set of learning and teaching materials are under development to support this learning process. Following the release of the British Geological Survey's Sigma software we have been developing generic methodologies for the introduction of digital geological mapping to students that already have experience of mapping by traditional means. The teaching materials introduce the software to the students through a series of structured exercises. The students learn the operation of the software in the laboratory by entering existing observations, preferably data that they have collected. Through this the students benefit from being able to reflect on their previous work, consider how it might be improved and plan new work. Following this they begin fieldwork in small groups using both methods simultaneously. They are able to practise what they have learnt in the classroom and review the differences, advantages and disadvantages of the two methods, while adding to the work that has already been completed. Once the field exercises are completed students use the data that they have collected in the production of high quality map products and are introduced to the use of integrated digital databases which they learn to search and extract information from. The relatively recent development of the technologies which underpin digital mapping also means that many academic staff also require training before they are able to deliver the

The Mapping of On-Line Learning to Flipped Classroom: Small Private Online Course

Directory of Open Access Journals (Sweden)

Muqiang Zheng

2018-03-01

Full Text Available This study uses an integrated pedagogical tool for knowledge learning as an on-line tool for flipped classroom activities and as an off-line capability training tool. Theoretically, the Experiential Learning Cycle (ELC plays a critical role in promoting students learning effectiveness and performance. However, a dearth of research has applied M-learning and flipped classroom in combination with the ELC stages such as concrete experience, reflective observation, abstract conceptualization, and active experimentation to examine the knowledge and ability learning outcomes for students. This study integrates the On line to Off line (O2O classroom development and usage derived from the four stages of ELC based on on-line knowledge learning and off-line ability training in Microeconomics courses. The results revealed significant improvements in students learning outcomes after O2O mode was implemented. In comparison with traditional teaching methods, not only does O2O teaching significantly improve the students’ learning result of professional knowledge, but O2O teaching also significantly enhanced the capabilities of the students. Furthermore, this study reports the findings from major activities of each ELC stage in O2O classroom practice along with the mapping of on-line learning and off-line training included in the aforementioned stages. Finally, the study provides pedagogical implications and future research directions.

Standard Guide for Absorbed-Dose Mapping in Radiation Processing Facilities

CERN Document Server

American Society for Testing and Materials. Philadelphia

2003-01-01

1.1 This document provides guidance in determining absorbed-dose distributions in products, materials or substances irradiated in gamma, X-ray (bremsstrahlung) and electron beam facilities. Note 1—For irradiation of food and the radiation sterilization of health care products, other specific ISO and ISO/ASTM standards containing dose mapping requirements exist. For food irradiation, see ISO/ASTM 51204, Practice for Dosimetry in Gamma Irradiation Facilities for Food Processing and ISO/ASTM 51431, Practice for Dosimetry in Electron and Bremsstrahlung Irradiation Facilities for Food Processing. For the radiation sterilization of health care products, see ISO 11137: 1995, Sterilization of Health Care Products Requirements for Validation and Routine Control Radiation Sterilization. In those areas covered by ISO 11137, that standard takes precedence. ISO/ASTM Practice 51608, ISO/ASTM Practice 51649, and ISO/ASTM Practice 51702 also contain dose mapping requirements. 1.2 Methods of analyzing the dose map data ar...

Soil mapping and processes modelling for sustainable land management: a review

Science.gov (United States)

Pereira, Paulo; Brevik, Eric; Muñoz-Rojas, Miriam; Miller, Bradley; Smetanova, Anna; Depellegrin, Daniel; Misiune, Ieva; Novara, Agata; Cerda, Artemi

2017-04-01

Soil maps and models are fundamental for a correct and sustainable land management (Pereira et al., 2017). They are an important in the assessment of the territory and implementation of sustainable measures in urban areas, agriculture, forests, ecosystem services, among others. Soil maps represent an important basis for the evaluation and restoration of degraded areas, an important issue for our society, as consequence of climate change and the increasing pressure of humans on the ecosystems (Brevik et al. 2016; Depellegrin et al., 2016). The understanding of soil spatial variability and the phenomena that influence this dynamic is crucial to the implementation of sustainable practices that prevent degradation, and decrease the economic costs of soil restoration. In this context, soil maps and models are important to identify areas affected by degradation and optimize the resources available to restore them. Overall, soil data alone or integrated with data from other sciences, is an important part of sustainable land management. This information is extremely important land managers and decision maker's implements sustainable land management policies. The objective of this work is to present a review about the advantages of soil mapping and process modeling for sustainable land management. References Brevik, E., Calzolari, C., Miller, B., Pereira, P., Kabala, C., Baumgarten, A., Jordán, A. (2016) Historical perspectives and future needs in soil mapping, classification and pedological modelling, Geoderma, 264, Part B, 256-274. Depellegrin, D.A., Pereira, P., Misiune, I., Egarter-Vigl, L. (2016) Mapping Ecosystem Services in Lithuania. International Journal of Sustainable Development and World Ecology, 23, 441-455. Pereira, P., Brevik, E., Munoz-Rojas, M., Miller, B., Smetanova, A., Depellegrin, D., Misiune, I., Novara, A., Cerda, A. (2017) Soil mapping and process modelling for sustainable land management. In: Pereira, P., Brevik, E., Munoz-Rojas, M., Miller, B

Two Undergraduate Process Modeling Courses Taught Using Inductive Learning Methods

Science.gov (United States)

Soroush, Masoud; Weinberger, Charles B.

2010-01-01

This manuscript presents a successful application of inductive learning in process modeling. It describes two process modeling courses that use inductive learning methods such as inquiry learning and problem-based learning, among others. The courses include a novel collection of multi-disciplinary complementary process modeling examples. They were…

The Promise of Process. Learning through Enterprise in Higher Education

DEFF Research Database (Denmark)

Frederiksen, Signe Hedeboe

Entrepreneurial process increasingly attracts attention as an opportunity to learn in higher education. Students learn “through” enterprise, when they actively engage in an entrepreneurial process while reflecting on their actions and experiences. In this qualitative field study, I investigate how...... postgraduate students pursued opportunities to learn in a process-driven entrepreneurship module. Drawing on situated learning theory, I find that students tried to access learning opportunities through a constant dynamic of participation which involved contradictory participatory stances. The learning through...... paradigm in enterprise education imposes conditions on the learning environment and involves images of a particular learner, who is able to take advantage of this learning opportunity. The findings indicate a contradictory process of becoming a legitimate entrepreneurial learner which is more uncertain...

Scalable, incremental learning with MapReduce parallelization for cell detection in high-resolution 3D microscopy data

KAUST Repository

Sung, Chul

2013-08-01

Accurate estimation of neuronal count and distribution is central to the understanding of the organization and layout of cortical maps in the brain, and changes in the cell population induced by brain disorders. High-throughput 3D microscopy techniques such as Knife-Edge Scanning Microscopy (KESM) are enabling whole-brain survey of neuronal distributions. Data from such techniques pose serious challenges to quantitative analysis due to the massive, growing, and sparsely labeled nature of the data. In this paper, we present a scalable, incremental learning algorithm for cell body detection that can address these issues. Our algorithm is computationally efficient (linear mapping, non-iterative) and does not require retraining (unlike gradient-based approaches) or retention of old raw data (unlike instance-based learning). We tested our algorithm on our rat brain Nissl data set, showing superior performance compared to an artificial neural network-based benchmark, and also demonstrated robust performance in a scenario where the data set is rapidly growing in size. Our algorithm is also highly parallelizable due to its incremental nature, and we demonstrated this empirically using a MapReduce-based implementation of the algorithm. We expect our scalable, incremental learning approach to be widely applicable to medical imaging domains where there is a constant flux of new data. © 2013 IEEE.

Gaussian processes for machine learning.

Science.gov (United States)

Seeger, Matthias

2004-04-01

Gaussian processes (GPs) are natural generalisations of multivariate Gaussian random variables to infinite (countably or continuous) index sets. GPs have been applied in a large number of fields to a diverse range of ends, and very many deep theoretical analyses of various properties are available. This paper gives an introduction to Gaussian processes on a fairly elementary level with special emphasis on characteristics relevant in machine learning. It draws explicit connections to branches such as spline smoothing models and support vector machines in which similar ideas have been investigated. Gaussian process models are routinely used to solve hard machine learning problems. They are attractive because of their flexible non-parametric nature and computational simplicity. Treated within a Bayesian framework, very powerful statistical methods can be implemented which offer valid estimates of uncertainties in our predictions and generic model selection procedures cast as nonlinear optimization problems. Their main drawback of heavy computational scaling has recently been alleviated by the introduction of generic sparse approximations.13,78,31 The mathematical literature on GPs is large and often uses deep concepts which are not required to fully understand most machine learning applications. In this tutorial paper, we aim to present characteristics of GPs relevant to machine learning and to show up precise connections to other "kernel machines" popular in the community. Our focus is on a simple presentation, but references to more detailed sources are provided.

Active Interaction Mapping as a tool to elucidate hierarchical functions of biological processes.

Science.gov (United States)

Farré, Jean-Claude; Kramer, Michael; Ideker, Trey; Subramani, Suresh

2017-07-03

Increasingly, various 'omics data are contributing significantly to our understanding of novel biological processes, but it has not been possible to iteratively elucidate hierarchical functions in complex phenomena. We describe a general systems biology approach called Active Interaction Mapping (AI-MAP), which elucidates the hierarchy of functions for any biological process. Existing and new 'omics data sets can be iteratively added to create and improve hierarchical models which enhance our understanding of particular biological processes. The best datatypes to further improve an AI-MAP model are predicted computationally. We applied this approach to our understanding of general and selective autophagy, which are conserved in most eukaryotes, setting the stage for the broader application to other cellular processes of interest. In the particular application to autophagy-related processes, we uncovered and validated new autophagy and autophagy-related processes, expanded known autophagy processes with new components, integrated known non-autophagic processes with autophagy and predict other unexplored connections.

PENERAPAN METODE MIND MAPPING PADA PEMBELAJARAN MATEMATIKA

Directory of Open Access Journals (Sweden)

Rahma Faelasofi

2016-09-01

Full Text Available The objectives of this research was to solve how to increase students learning mathematic achievments on the subject of statistic. This study aims to determine whether the students learning mathematic achievments of the student SMP Muhammadiyah 1 Gadingrejo in the academic year of 2014-2015 using learning method mind mapping on the subject of statistics can be higher than the students’ learning mathematic achievments without using learning method mind mapping. This research is a quantitative approach. The population was all of the students in first grade of the SMP Muhammadiyah 1 Gadingrejo in the academic year of 2014- 2015. The samples of the research were taken by using the cluster random sampling technique. Based on hypothesis test, it can be included that there are differences in the average student learning achievments between using learning method mind mapping and learning method lecture on the subject of Statistics of the student in first grade of the SMP Muhammadiyah 1 Gadingrejo in the academic year of 2014-2015. Keywords: learning method mind mapping, students’ learning mathematic achievments

Teamwork: improved eQTL mapping using combinations of machine learning methods.

Directory of Open Access Journals (Sweden)

Marit Ackermann

Full Text Available Expression quantitative trait loci (eQTL mapping is a widely used technique to uncover regulatory relationships between genes. A range of methodologies have been developed to map links between expression traits and genotypes. The DREAM (Dialogue on Reverse Engineering Assessments and Methods initiative is a community project to objectively assess the relative performance of different computational approaches for solving specific systems biology problems. The goal of one of the DREAM5 challenges was to reverse-engineer genetic interaction networks from synthetic genetic variation and gene expression data, which simulates the problem of eQTL mapping. In this framework, we proposed an approach whose originality resides in the use of a combination of existing machine learning algorithms (committee. Although it was not the best performer, this method was by far the most precise on average. After the competition, we continued in this direction by evaluating other committees using the DREAM5 data and developed a method that relies on Random Forests and LASSO. It achieved a much higher average precision than the DREAM best performer at the cost of slightly lower average sensitivity.

Mapping debris flow susceptibility using analytical network process ...

Indian Academy of Sciences (India)

Evangelin Ramani Sujatha

2017-11-23

Nov 23, 2017 ... methods known as the analytical network process (ANP) is used to map the ..... ciated in any prospective way, through feedbacks ..... slide susceptibility by means of multivariate statistical .... and bivariate statistics: A case study in southern Italy;. Nat. ... combination applied to Tevankarai Stream Watershed,.

Flexible Processes in Project-Centred Learning

NARCIS (Netherlands)

Ceri, Stefano; Matera, Maristella; Raffio, Alessandro; Spoelstra, Howard

2007-01-01

Ceri, S., Matera, M., Raffio, A. & Spoelstra, H. (2007). Flexible Processes in Project-Centred Learning. In E. Duval, R. Klamma, and M. Wolpers (Eds.), European Conference on Technology Enhanced Learning, Lecture Notes in Computer Science, Vol. 4753, pp. 463-468. Berlin Heidelberg: Springer-Verlag

Teaching and investigating the use of Concept Maps as educational resource facilitator of meaningful learning for natural sciences in elementary education.

Directory of Open Access Journals (Sweden)

Felipa Pacífico Ribeiro de Assis Silveira

2014-12-01

Full Text Available The study tried to answer questions pertinent to the use of concept maps (CM as a teaching resource facilitator of meaningful learning of scientific concepts of Natural Sciences, in the classroom of elementary school. To answer the questions and insert the MC in the classroom every day, we adopted the interdependence between the process of learning, teaching and investigation. To ensure a triadic relationship, outline an intervention / investigation with theoretical and methodological support in quantitative and qualitative approach. The teaching and learning were secured from a teaching strategy, able to share and negotiate concepts relevant to the field of education, enabling students move beyond their existing knowledge, ensuring the data of research about the effects of MC in learning of the groups investigated. The MC was defined as a teaching resource potential for this level of education and principles of the Theory of Meaningful Learning that supports it. It was evident the recursive procedural character inherent in meaningful learning as using the MC as a teaching resource in the construction of scientific knowledge of Natural Sciences, the occurrence of learning of the groups using the MC and its validation in the presence of students of final grades of elementary school.

Risk-maps informing land-use planning processes

Energy Technology Data Exchange (ETDEWEB)

Basta, Claudia [DIRC Sustainable Urban Areas, Section of Material Science and Sustainable Construction, Delft University of Technology, Stevinweg 1, 2600 GA, Delft (Netherlands)]. E-mail: c.basta@citg.tudelft.nl; Neuvel, Jeroen M.M. [Land Use Planning, Wageningen University, Droevendaalsesteeg 3, Postbus 47, 6700 AA Wageningen (Netherlands)]. E-mail: jeroen.neuvel@wur.nl; Zlatanova, Sisi [Section GISt, OTB Research Institute for Housing, Urban and Mobility Studies, Delft University of Technology, Jaffalaan 9, P.O. Box 5030, 2600 GA, Delft (Netherlands)]. E-mail: s.zlatanova@otb.tudelft.nl; Ale, Ben [Safety Science Group, TBM Faculty, Delft University of Technology, Jaffalaan 5, 2600 GA, Delft (Netherlands)

2007-06-25

The definition of safety distances as required by Art 12 of the Seveso II Directive on dangerous substances (96/82/EC) is necessary to minimize the consequences of potential major accidents. As they affect the land-use destinations of involved areas, safety distances can be considered as risk tolerability criteria with a territorial reflection. Recent studies explored the suitability of using Geographical Information System technologies to support their elaboration and visual rendering. In particular, the elaboration of GIS 'risk-maps' has been recognized as functional to two objectives: connecting spatial planners and safety experts during decision making processes and communicating risk to non-experts audiences. In order to elaborate on these findings and to verify their reflection on European practices, the article presents the result of a comparative study between the United Kingdom and the Netherlands recent developments. Their land-use planning practices for areas falling under Seveso II requirements are explored. The role of GIS risk-maps within decisional processes is analyzed and the reflection on the transparency and accessibility of risk-information is commented. Recommendations for further developments are given.

Smart Educational Process Based on Personal Learning Capabilities

OpenAIRE

Gavriushenko, Mariia; Lindberg, Renny S. N.; Khriyenko, Oleksiy

2017-01-01

Personalized learning is increasingly gaining popularity, especially with the development of information technology and modern educational resources for learning. Each person is individual and has different knowledge background, different kind of memory, different learning speed. Teacher can adapt learning course, learning instructions or learning material according to the majority of learners in class, but that means that learning process is not adapted to the personality of each...

An analysis of logical thinking using mind mapping

Science.gov (United States)

Swestyani, S.; Masykuri, M.; Prayitno, B. A.; Rinanto, Y.; Widoretno, S.

2018-05-01

Brains can remember information in different forms, i.e images, symbols, sounds, and senses, and the information is connected by logical gate. This information needs imagination and association to construct new meaningful images. The purpose of this research was to describe a method of teaching which based on Tony Buzan’s mind mapping technique. This research showed how mind mapping could be used to measure students’ logical thinking and how mind mapping could promote students’ understanding in meaningful way. The test of mind mapping that involved 31 students of XI grade in SMA Batik 2 Surakarta was used as the data collecting method in this research. Then, the Ohassta’s mind mapping rubric was used to analyze the structure and content of mind mapping. The rubric includes four aspects, i.e knowledge, communication, thinking, and application. A qualitative analysis Miles and Hubberman’s was used to assess the obtained data. The result showed that the percentage of knowledge aspect was 53,23 %, communication aspect was 28,33 %, thinking aspect was 28,33 %, and knowledge aspect was 41,53 %. Mind mapping makes logical thinking visible so that the quality of learning that has occurred can be seen and explored. Using mind mapping in the course of teaching means that learning is no longer a complex and intractable process, measurable is not only by proxy but also by an observable phenomenon.

77 FR 21991 - Federal Housing Administration (FHA): Multifamily Accelerated Processing (MAP)-Lender and...

Science.gov (United States)

2012-04-12

.... This practice would mitigate risk, since MAP lenders and underwriters will now be approved at a tier... Administration (FHA): Multifamily Accelerated Processing (MAP)--Lender and Underwriter Eligibility Criteria and Credit Watch for MAP Lenders AGENCY: Office of the Assistant Secretary for Housing--Federal Housing...

Forward and reverse mapping for milling process using artificial neural networks

Directory of Open Access Journals (Sweden)

Rashmi L. Malghan

2018-02-01

Full Text Available The data set presented is related to the milling process of AA6061-4.5%Cu-5%SiCp composite. The data primarily concentrates on predicting values of some machining responses, such as cutting force, surface finish and power utilization utilizing using forward back propagation neural network based approach, i.e. ANN based on three process parameters, such as spindle speed, feed rate and depth of cut.The comparing reverse model is likewise created to prescribe the ideal settings of processing parameters for accomplishing the desired responses as indicated by the necessities of the end clients. These modelling approaches are very proficient to foresee the benefits of machining responses and also process parameter settings in light of the experimental technique. Keywords: ANN, Forward mapping, Reverse mapping, Milling process

Value Stream Mapping: Foam Collection and Processing.

Energy Technology Data Exchange (ETDEWEB)

Sorensen, Christian [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

2015-07-01

The effort to collect and process foam for the purpose of recycling performed by the Material Sustainability and Pollution Prevention (MSP2) team at Sandia National Laboratories is an incredible one, but in order to make it run more efficiently it needed some tweaking. This project started in June of 2015. We used the Value Stream Mapping process to allow us to look at the current state of the foam collection and processing operation. We then thought of all the possible ways the process could be improved. Soon after that we discussed which of the "dreams" were feasible. And finally, we assigned action items to members of the team so as to ensure that the improvements actually occur. These improvements will then, due to varying factors, continue to occur over the next couple years.

Introduction to section 1 - Learning as a process

DEFF Research Database (Denmark)

Sriskandarajah, Nadarajah; Cerf, Marianne; Noe, Egon

2006-01-01

As an introduction to the workshop where 18 papers and posters were presented on the theme of ‘Learning as a Process’, the linked nature of the learning – knowing – acting field in rural development in Europe is emphasised. The workshop took up the issues of human interactions in foster learning...... processes, capacity building and development of collective action as a bottom-up process....

Integration of e-learning outcomes into work processes

Directory of Open Access Journals (Sweden)

Kerstin Grundén

2011-07-01

Full Text Available Three case studies of in-house developed e-learning education in public organizations with different pedagogical approaches are used as a starting point for discussion regarding the implementation challenges of e-learning at work. The aim of this article is to contribute to the understanding of integrating mechanisms of e-learning outcomes into work processes in large, public organizations. The case studies were analyzed from a socio-cultural perspective using the MOA-model as a frame of reference. Although the pedagogical approaches for all of the cases seemed to be relevant and most of the learners showed overall positive attitudes towards the courses, there were problems with integration of the e-learning outcomes into work processes. There were deficiencies in the adaption of the course contents to the local educational needs. There was also a lack of adjusting the local work organization and work routines in order to facilitate the integration of the e-learning outcomes into the work processes. A lack of local management engagement affected the learners’ motivation negatively. Group discussions in local work groups facilitated the integration of the e-learning outcomes. Much of the difficulties of integrating e-learning outcomes into work processes in big organizations are related to the problems with adjusting centrally developed e-learning courses to local needs and a lack of co-operation among among the developers (often IT-professionals and the Human Resources Department of the organizations.

Mapping Judicial Dialogue across National Borders: An Exploratory Network Study of Learning from Lobbying among European Intellectual Property Judges

Directory of Open Access Journals (Sweden)

Emmanuel Lazega

2012-05-01

Full Text Available This paper looks at dialogue and collective learning across borders through personal networks of judges. We focus on judges participating in the Venice Forum, bringing together European patent judges involved in institutional lobbying for the construction of a European Patent Court. Empirical observation shows that personal networks of discussion with foreign judges, reading of their work and references to their decisions do exist in this milieu and can be mapped. Our network study shows that judges from some European countries are more active in this dialogue than judges from other countries. The learning process is driven, to some extent, by a small subset of super-central judges who frame this dialogue and can be considered to be opinion leaders in this social milieu. We measure a strong level of consensus among the judges on several controversial issues surrounding the procedure of a possible future European Patent Court. But strong differences between them remain. Dialogue and collective learning do not, by themselves, lead to convergence towards a uniform position in these controversies.

Dissociable Learning Processes Underlie Human Pain Conditioning.

Science.gov (United States)

Zhang, Suyi; Mano, Hiroaki; Ganesh, Gowrishankar; Robbins, Trevor; Seymour, Ben

2016-01-11

Pavlovian conditioning underlies many aspects of pain behavior, including fear and threat detection [1], escape and avoidance learning [2], and endogenous analgesia [3]. Although a central role for the amygdala is well established [4], both human and animal studies implicate other brain regions in learning, notably ventral striatum and cerebellum [5]. It remains unclear whether these regions make different contributions to a single aversive learning process or represent independent learning mechanisms that interact to generate the expression of pain-related behavior. We designed a human parallel aversive conditioning paradigm in which different Pavlovian visual cues probabilistically predicted thermal pain primarily to either the left or right arm and studied the acquisition of conditioned Pavlovian responses using combined physiological recordings and fMRI. Using computational modeling based on reinforcement learning theory, we found that conditioning involves two distinct types of learning process. First, a non-specific "preparatory" system learns aversive facial expressions and autonomic responses such as skin conductance. The associated learning signals-the learned associability and prediction error-were correlated with fMRI brain responses in amygdala-striatal regions, corresponding to the classic aversive (fear) learning circuit. Second, a specific lateralized system learns "consummatory" limb-withdrawal responses, detectable with electromyography of the arm to which pain is predicted. Its related learned associability was correlated with responses in ipsilateral cerebellar cortex, suggesting a novel computational role for the cerebellum in pain. In conclusion, our results show that the overall phenotype of conditioned pain behavior depends on two dissociable reinforcement learning circuits. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Optimality of Poisson Processes Intensity Learning with Gaussian Processes

NARCIS (Netherlands)

Kirichenko, A.; van Zanten, H.

2015-01-01

In this paper we provide theoretical support for the so-called "Sigmoidal Gaussian Cox Process" approach to learning the intensity of an inhomogeneous Poisson process on a d-dimensional domain. This method was proposed by Adams, Murray and MacKay (ICML, 2009), who developed a tractable computational

Living and learning food processing

Science.gov (United States)

This year’s annual event promises to be both exciting and educational for those who wish to learn more about food processing. This column will provide a brief overview of the multitude of scientific sessions that reveal new research related to food processing. In addition to the symposia previewed h...

A Soft OR Approach to Fostering Systems Thinking: SODA Maps plus Joint Analytical Process

Science.gov (United States)

Wang, Shouhong; Wang, Hai

2016-01-01

Higher order thinking skills are important for managers. Systems thinking is an important type of higher order thinking in business education. This article investigates a soft Operations Research approach to teaching and learning systems thinking. It outlines the integrative use of Strategic Options Development and Analysis maps for visualizing…

Awake, Offline Processing during Associative Learning.

Science.gov (United States)

Bursley, James K; Nestor, Adrian; Tarr, Michael J; Creswell, J David

2016-01-01

Offline processing has been shown to strengthen memory traces and enhance learning in the absence of conscious rehearsal or awareness. Here we evaluate whether a brief, two-minute offline processing period can boost associative learning and test a memory reactivation account for these offline processing effects. After encoding paired associates, subjects either completed a distractor task for two minutes or were immediately tested for memory of the pairs in a counterbalanced, within-subjects functional magnetic resonance imaging study. Results showed that brief, awake, offline processing improves memory for associate pairs. Moreover, multi-voxel pattern analysis of the neuroimaging data suggested reactivation of encoded memory representations in dorsolateral prefrontal cortex during offline processing. These results signify the first demonstration of awake, active, offline enhancement of associative memory and suggest that such enhancement is accompanied by the offline reactivation of encoded memory representations.

Test of a potential link between analytic and nonanalytic category learning and automatic, effortful processing.

Science.gov (United States)

Tracy, J I; Pinsk, M; Helverson, J; Urban, G; Dietz, T; Smith, D J

2001-08-01

The link between automatic and effortful processing and nonanalytic and analytic category learning was evaluated in a sample of 29 college undergraduates using declarative memory, semantic category search, and pseudoword categorization tasks. Automatic and effortful processing measures were hypothesized to be associated with nonanalytic and analytic categorization, respectively. Results suggested that contrary to prediction strong criterion-attribute (analytic) responding on the pseudoword categorization task was associated with strong automatic, implicit memory encoding of frequency-of-occurrence information. Data are discussed in terms of the possibility that criterion-attribute category knowledge, once established, may be expressed with few attentional resources. The data indicate that attention resource requirements, even for the same stimuli and task, vary depending on the category rule system utilized. Also, the automaticity emerging from familiarity with analytic category exemplars is very different from the automaticity arising from extensive practice on a semantic category search task. The data do not support any simple mapping of analytic and nonanalytic forms of category learning onto the automatic and effortful processing dichotomy and challenge simple models of brain asymmetries for such procedures. Copyright 2001 Academic Press.

Influence Model Assisted Learning Cycle Mind Map to Achievement Physics Laboratory Judging from the performance Grade VIII SMPN 1 Rejoso Pasuruan

OpenAIRE

Ary Analisa Rahma

2014-01-01

Pengaruh Model Siklus Belajar Berbantuan Mind Map terhadap Prestasi Belajar Fisika Ditinjau dari Kinerja Laboratorium Siswa Kelas VIII SMPN 1 Rejoso Kabupaten Pasuruan Abstract: This study aimed to examine the effect of the learning cycle models aided the mind map on the learning achievement in terms of the performance of laboratory physics class VIII student on light material in SMP Negeri 1 Rejoso Pasuruan. This study is a quasi-experimental research. The research design used is a 2 x 2...

Towards a Web-Based Handbook of Generic, Process-Oriented Learning Designs

Science.gov (United States)

Marjanovic, Olivera

2005-01-01

Process-oriented learning designs are innovative learning activities that include a set of inter-related learning tasks and are generic (could be used across disciplines). An example includes a problem-solving process widely used in problem-based learning today. Most of the existing process-oriented learning designs are not documented, let alone…

A Road Map for Empowering Undergraduates to Practice Service Leadership through Service-Learning in Teams

Science.gov (United States)

Snell, Robin Stanley; Chan, Maureen Yin Lee; Ma, Carol Hok Ka; Chan, Carman Ka Man

2015-01-01

We present a road map for providing course-embedded service-learning team projects as opportunities for undergraduates to practice as service leaders in Asia and beyond. Basic foundations are that projects address authentic problems or needs, partner organization representatives (PORs) indicate availability for ongoing consultation, students…

Teacher learning through reciprocal peer coaching :an analysis of activity sequences

NARCIS (Netherlands)

Zwart, R.C.; Wubbels, Th.; Bolhuis, S.M; Bergen, T.C.M.

2008-01-01

Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and

An interpretation map: Finding paths to reading processes | Green ...

African Journals Online (AJOL)

An interpretation map: Finding paths to reading processes. ... and for itself and that reading happens to the text as some extrinsic and contingent event. – Paul Ricoeur. A consideration of ... AJOL African Journals Online. HOW TO USE AJOL.

The digital Dalton Plan: Progressive education as integral part of web-based learning environments

Directory of Open Access Journals (Sweden)

Georg Weichhart

2018-03-01

Full Text Available e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the “Dalton Plan” as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing

REALIZING BUSINESS PROCESS MANAGEMENT BY HELP OF A PROCESS MAPPING DATABASE TOOL

CERN Document Server

Vergili, Ceren

2016-01-01

In a typical business sector, processes are the building blocks of the achievement. A considerable percentage of the processes are consisting of business processes. This fact is bringing the fact that business sectors are in need of a management discipline. Business Process Management (BPM) is a discipline that combines modelling, automation, execution, control, measurement, and optimization of process by considering enterprise goals, spanning systems, employees, customers, and partners. CERN’s EN – HE – HM section desires to apply the BPM discipline appropriately for improving their necessary technical, administrative and managerial actions to supply appropriate CERN industrial transport, handling and lifting equipment and to maintain it. For this reason, a Process Mapping Database Tool is created to develop a common understanding about how the section members can visualize their processes, agree on quality standards and on how to improve. It provides a management support by establishing Process Charts...

The Adoption of E-Learning in Teaching and Learning Processes; an Option for Life-Long Education

OpenAIRE

Simaibang, Baginda

2013-01-01

The objective of this study is to investigate the benefits of the adoption of electronic learning (E-Learning)in teaching and learning processes. E-Learning is an educational approach that utilizes computer technology, particularly digital technologies that are internet-based, to provide instruction and learning experiences. The definition of e-learning refers to a wide range of applications and processes designed to deliver instruction through electronic means. This means is normally employe...

The windmill of learning processes

DEFF Research Database (Denmark)

Kragelund, Linda

2011-01-01

that part of the nursing education has been reduced in some countries as e.g. Denmark.  The approach is presented through a model termed the 'Windmill of Learning Processes', which draws on empirical data from a qualitative investigation with an explorative and descriptive design, and on the theoretical......This article presents a new approach to student nurses' learning from their interaction with psychiatric patients. Using the approach can enable students and mentors to exploit students' learning opportunities, and help students to get the most out of their clinical placement in a time, where...... concepts of 'disjuncture', and 'everyday life activities'. 'Disjuncture' is defined as a situation in which there is disharmony between a person's experiences and the current situation. In such a situation there is potential for learning. My analysis of the empirical data led to the identification of a new...

Refining the learning process in Newfoundland : E-learning innovation at North Atlantic

Energy Technology Data Exchange (ETDEWEB)

Murray, D.

2001-11-01

The Learning Technologies in the Workplace Awards were launched by the Conference Board of Canada in April 2001 with funding from Human Resources Development Canada's Office of Learning Technologies. This paper described the innovative and outstanding efforts made by the winner, North Atlantic. The North Atlantic refinery is located on an inlet on the Avalon Peninsula approximately 135 kilometres west of St. John's, Newfoundland. Each day, 105,000 barrels of oil are processed for export to 25 countries. In 1998, the company recognized that better training was required in the areas of improved safety, performance, and employee innovation and capacity. The isolation faced by the employees was a key driver behind the decision to implement the TRAQS training program in 1999 for e-learning developed by Illuminatus. This on-line training program also features testing through CHALLENGE, a software package compatible with TRAQS learning management system. Process emergency simulation exercises were developed by North Atlantic which are now being used externally. Job-specific technical information is delivered through the local area network (LAN). The keys to success were identified as being: innovative organizational culture; vision and action; executive management support, commitment to learning and employee development; positive work life balance; union cooperation; technology intensive workplace; linking learning with work process and performance management; and, tracking and certification.

Rapid e-Learning Tools Selection Process for Cognitive and Psychomotor Learning Objectives

Science.gov (United States)

Ku, David Tawei; Huang, Yung-Hsin

2012-01-01

This study developed a decision making process for the selection of rapid e-learning tools that could match different learning domains. With the development of the Internet, the speed of information updates has become faster than ever. E-learning has rapidly become the mainstream for corporate training and academic instruction. In order to reduce…

‘Sometimes They Are Fun and Sometimes They Are Not’: Concept Mapping with English Language Acquisition (ELA and Gifted/Talented (GT Elementary Students Learning Science and Sustainability

Directory of Open Access Journals (Sweden)

Katrina Marzetta

2018-01-01

Full Text Available This study presents an ‘education for sustainability’ curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing students’ understanding of ecosystem interactions. Concept maps provide a more holistic, systems-based assessment of science learning in a sustainability curriculum. The concept maps were scored and analyzed using SPSS to investigate potential differences in learning gains of English Language Acquisition (ELA and Gifted/Talented (GT students. Interviews were conducted after the concept maps were administered, then transcribed and inductively coded to generate themes related to science learning. Interviews also encouraged students to explain their drawings and provided a more accurate interpretation of the concept maps. Findings revealed the difference between pre- and post-concept map scores for ELA and GT learners were not statistically significant. Students also demonstrated an increased knowledge of ecosystem interactions during interviews. Concept maps, as part of an education for sustainability curriculum, can promote equity by providing diverse learners with different—yet equally valid—outlets to express their scientific knowledge.

Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning

Science.gov (United States)

Ehri, Linnea C.

2014-01-01

Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by Ehri (2005a) as a sequence of…

Mapping Burned Areas in Tropical Forests Using a Novel Machine Learning Framework

OpenAIRE

Varun Mithal; Guruprasad Nayak; Ankush Khandelwal; Vipin Kumar; Ramakrishna Nemani; Nikunj C. Oza

2018-01-01

This paper presents an application of a novel machine-learning framework on MODIS (moderate-resolution imaging spectroradiometer) data to map burned areas over tropical forests of South America and South-east Asia. The RAPT (RAre Class Prediction in the absence of True labels) framework is able to build data adaptive classification models using noisy training labels. It is particularly suitable when expert annotated training samples are difficult to obtain as in the case of wild fires in the ...

Understanding the cognitive processes involved in writing to learn.

Science.gov (United States)

Arnold, Kathleen M; Umanath, Sharda; Thio, Kara; Reilly, Walter B; McDaniel, Mark A; Marsh, Elizabeth J

2017-06-01

Writing is often used as a tool for learning. However, empirical support for the benefits of writing-to-learn is mixed, likely because the literature conflates diverse activities (e.g., summaries, term papers) under the single umbrella of writing-to-learn. Following recent trends in the writing-to-learn literature, the authors focus on the underlying cognitive processes. They draw on the largely independent writing-to-learn and cognitive psychology learning literatures to identify important cognitive processes. The current experiment examines learning from 3 writing tasks (and 1 nonwriting control), with an emphasis on whether or not the tasks engaged retrieval. Tasks that engaged retrieval (essay writing and free recall) led to better final test performance than those that did not (note taking and highlighting). Individual differences in structure building (the ability to construct mental representations of narratives; Gernsbacher, Varner, & Faust, 1990) modified this effect; skilled structure builders benefited more from essay writing and free recall than did less skilled structure builders. Further, more essay-like responses led to better performance, implicating the importance of additional cognitive processes such as reorganization and elaboration. The results highlight how both task instructions and individual differences affect the cognitive processes involved when writing-to-learn, with consequences for the effectiveness of the learning strategy. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Explaining discontinuity in organizational learning : a process analysis

NARCIS (Netherlands)

Berends, J.J.; Lammers, I.S.

2010-01-01

This paper offers a process analysis of organizational learning as it unfolds in a social and temporal context. Building upon the 4I framework (Crossan et al. 1999), we examine organizational learning processes in a longitudinal case study of an implementation of knowledge management in an

Awake, Offline Processing during Associative Learning.

Directory of Open Access Journals (Sweden)

James K Bursley

Full Text Available Offline processing has been shown to strengthen memory traces and enhance learning in the absence of conscious rehearsal or awareness. Here we evaluate whether a brief, two-minute offline processing period can boost associative learning and test a memory reactivation account for these offline processing effects. After encoding paired associates, subjects either completed a distractor task for two minutes or were immediately tested for memory of the pairs in a counterbalanced, within-subjects functional magnetic resonance imaging study. Results showed that brief, awake, offline processing improves memory for associate pairs. Moreover, multi-voxel pattern analysis of the neuroimaging data suggested reactivation of encoded memory representations in dorsolateral prefrontal cortex during offline processing. These results signify the first demonstration of awake, active, offline enhancement of associative memory and suggest that such enhancement is accompanied by the offline reactivation of encoded memory representations.

Problem-centric Process for Research-based Learning

Directory of Open Access Journals (Sweden)

Khaled Shaban

2015-05-01

Full Text Available Research-based Learning (RbL extends Inquiry and Project-based Learning by facilitating an early stage exposure and training for future scientists through authentic research activities. In this paper, an iterative problem-centric RbL process is introduced, and its activities and management aspects are described. The process helps implement course-integrated research systematically and practically. Furthermore, the novel process follows constructivist methods in incorporating inquiry, scaffolding, open-ended projects, as well as a goal oriented learning approach. The RbL process is adopted in two advanced computing courses, at two different universities: a leading comprehensive Western university and a new university in a developing country. The paper summarizes new lessons learned in these rewarding experiences. In particular, the instructor should help students start their projects, by providing them with previous work or data and pre-approving the papers to review by students. He should also maintain a continuous feedback to and from students to keep the students motivated and help the instructor refine and adapt the RBL process. We note that research collaborators can help students in identifying the research topics early. The paper also shows how to alleviate difficulties that may be encountered by students who find the novel approach demanding, and consequently it also helps the instructors better manage the course contents.

A systematic mapping study of process mining

Science.gov (United States)

Maita, Ana Rocío Cárdenas; Martins, Lucas Corrêa; López Paz, Carlos Ramón; Rafferty, Laura; Hung, Patrick C. K.; Peres, Sarajane Marques; Fantinato, Marcelo

2018-05-01

This study systematically assesses the process mining scenario from 2005 to 2014. The analysis of 705 papers evidenced 'discovery' (71%) as the main type of process mining addressed and 'categorical prediction' (25%) as the main mining task solved. The most applied traditional technique is the 'graph structure-based' ones (38%). Specifically concerning computational intelligence and machine learning techniques, we concluded that little relevance has been given to them. The most applied are 'evolutionary computation' (9%) and 'decision tree' (6%), respectively. Process mining challenges, such as balancing among robustness, simplicity, accuracy and generalization, could benefit from a larger use of such techniques.

Process mapping as a framework for performance improvement in emergency general surgery.

Science.gov (United States)

DeGirolamo, Kristin; D'Souza, Karan; Hall, William; Joos, Emilie; Garraway, Naisan; Sing, Chad Kim; McLaughlin, Patrick; Hameed, Morad

2018-02-01

Emergency general surgery conditions are often thought of as being too acute for the development of standardized approaches to quality improvement. However, process mapping, a concept that has been applied extensively in manufacturing quality improvement, is now being used in health care. The objective of this study was to create process maps for small bowel obstruction in an effort to identify potential areas for quality improvement. We used the American College of Surgeons Emergency General Surgery Quality Improvement Program pilot database to identify patients who received nonoperative or operative management of small bowel obstruction between March 2015 and March 2016. This database, patient charts and electronic health records were used to create process maps from the time of presentation to discharge. Eighty-eight patients with small bowel obstruction (33 operative; 55 nonoperative) were identified. Patients who received surgery had a complication rate of 32%. The processes of care from the time of presentation to the time of follow-up were highly elaborate and variable in terms of duration; however, the sequences of care were found to be consistent. We used data visualization strategies to identify bottlenecks in care, and they showed substantial variability in terms of operating room access. Variability in the operative care of small bowel obstruction is high and represents an important improvement opportunity in general surgery. Process mapping can identify common themes, even in acute care, and suggest specific performance improvement measures.

Active Learning of Markov Decision Processes for System Verification

DEFF Research Database (Denmark)

Chen, Yingke; Nielsen, Thomas Dyhre

2012-01-01

deterministic Markov decision processes from data by actively guiding the selection of input actions. The algorithm is empirically analyzed by learning system models of slot machines, and it is demonstrated that the proposed active learning procedure can significantly reduce the amount of data required...... demanding process, and this shortcoming has motivated the development of algorithms for automatically learning system models from observed system behaviors. Recently, algorithms have been proposed for learning Markov decision process representations of reactive systems based on alternating sequences...... of input/output observations. While alleviating the problem of manually constructing a system model, the collection/generation of observed system behaviors can also prove demanding. Consequently we seek to minimize the amount of data required. In this paper we propose an algorithm for learning...

Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2015-01-01

, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...... another. The study found that the students benefitted from this way of learning as a valid variation to more conventional teaching approaches, and teachers found that the students learned at least the same amount or more compared to traditional teaching processes. The students were able to think outside...

Validity and Reliability of Revised Inventory of Learning Processes.

Science.gov (United States)

Gadzella, B. M.; And Others

The Inventory of Learning Processes (ILP) was developed by Schmeck, Ribich, and Ramanaiah in 1977 as a self-report inventory to assess learning style through a behavioral-oriented approach. The ILP was revised by Schmeck in 1983. The Revised ILP contains six scales: (1) Deep Processing; (2) Elaborative Processing; (3) Shallow Processing; (4)…

Transferring Road Maps for Learning and Assessment Procedures to Marketing

Science.gov (United States)

Salzberger, Thomas

2011-01-01

Learning is a lifelong process. It is therefore worthwhile looking at instances where learning takes place outside educational institutions and see how educational principles can be applied there. In a market economy companies have to quest for profit to ensure their long-term survival. In the end, their educational goals have to serve themselves.…

Saliency U-Net: A regional saliency map-driven hybrid deep learning network for anomaly segmentation

Science.gov (United States)

Karargyros, Alex; Syeda-Mahmood, Tanveer

2018-02-01

Deep learning networks are gaining popularity in many medical image analysis tasks due to their generalized ability to automatically extract relevant features from raw images. However, this can make the learning problem unnecessarily harder requiring network architectures of high complexity. In case of anomaly detection, in particular, there is often sufficient regional difference between the anomaly and the surrounding parenchyma that could be easily highlighted through bottom-up saliency operators. In this paper we propose a new hybrid deep learning network using a combination of raw image and such regional maps to more accurately learn the anomalies using simpler network architectures. Specifically, we modify a deep learning network called U-Net using both the raw and pre-segmented images as input to produce joint encoding (contraction) and expansion paths (decoding) in the U-Net. We present results of successfully delineating subdural and epidural hematomas in brain CT imaging and liver hemangioma in abdominal CT images using such network.

Multivariate Mapping of Environmental Data Using Extreme Learning Machines

Science.gov (United States)

Leuenberger, Michael; Kanevski, Mikhail

2014-05-01

In most real cases environmental data are multivariate, highly variable at several spatio-temporal scales, and are generated by nonlinear and complex phenomena. Mapping - spatial predictions of such data, is a challenging problem. Machine learning algorithms, being universal nonlinear tools, have demonstrated their efficiency in modelling of environmental spatial and space-time data (Kanevski et al. 2009). Recently, a new approach in machine learning - Extreme Learning Machine (ELM), has gained a great popularity. ELM is a fast and powerful approach being a part of the machine learning algorithm category. Developed by G.-B. Huang et al. (2006), it follows the structure of a multilayer perceptron (MLP) with one single-hidden layer feedforward neural networks (SLFNs). The learning step of classical artificial neural networks, like MLP, deals with the optimization of weights and biases by using gradient-based learning algorithm (e.g. back-propagation algorithm). Opposed to this optimization phase, which can fall into local minima, ELM generates randomly the weights between the input layer and the hidden layer and also the biases in the hidden layer. By this initialization, it optimizes just the weight vector between the hidden layer and the output layer in a single way. The main advantage of this algorithm is the speed of the learning step. In a theoretical context and by growing the number of hidden nodes, the algorithm can learn any set of training data with zero error. To avoid overfitting, cross-validation method or "true validation" (by randomly splitting data into training, validation and testing subsets) are recommended in order to find an optimal number of neurons. With its universal property and solid theoretical basis, ELM is a good machine learning algorithm which can push the field forward. The present research deals with an extension of ELM to multivariate output modelling and application of ELM to the real data case study - pollution of the sediments in

The theory underlying concept maps and how to construct and use them

Directory of Open Access Journals (Sweden)

Alberto J. Cañas

2010-07-01

Full Text Available This text presents the origin of the concept map tool and some of the early history in the development of this tool. Some of the ideas from Ausubel’s (1963; 1968 assimilation theory of cognitive learning that served as a foundation for concept mapping are presented, including the important role that assimilating new concepts and propositions into a learner’s existing cognitive framework plays in meaning making. Epistemological foundations are also presented including the idea that creative production of new knowledge can be seen as a very high level of meaningful learning, and concept mapping can facilitate the process. The wide range of tools available in free CmapTools software and some applications are illustrated, including application for facilitating meaningful learning, better curriculum development, capturing and archiving tacit and explicit expert knowledge, and enhancing creative production. Using CmapTools, WWW resources, and other digital resources provide for a powerful New Model for Education leading to the creation of individual knowledge portfolios that can document significant learning and serve as a foundation for future related learning. CmapTools also provides extensive support for collaboration, publishing and sharing of knowledge models.

Development and preliminary validation of flux map processing code MAPLE

International Nuclear Information System (INIS)

Li Wenhuai; Zhang Xiangju; Dang Zhen; Chen Ming'an; Lu Haoliang; Li Jinggang; Wu Yuanbao

2013-01-01

The self-reliant flux map processing code MAPLE was developed by China General Nuclear Power Corporation (CGN). Weight coefficient method (WCM), polynomial expand method (PEM) and thin plane spline (TPS) method were applied to fit the deviation between measured and predicted detector signal results for two-dimensional radial plane, to interpolate or extrapolate the non-instrumented location deviation. Comparison of results in the test cases shows that the TPS method can better capture the information of curved fitting lines than the other methods. The measured flux map data of the Lingao Nuclear Power Plant were processed using MAPLE as validation test cases, combined with SMART code. Validation results show that the calculation results of MAPLE are reasonable and satisfied. (authors)

Role of Symbolic Coding and Rehearsal Processes in Observational Learning

Science.gov (United States)

Bandura, Albert; Jeffery, Robert W.

1973-01-01

Results were interpreted supporting a social learning view of observational learning that emphasizes contral processing of response information in the acquisition phase and motor reproduction and incentive processes in the overt enactment of what has been learned. (Author)

Does Structured Quizzing with Process Specific Feedback Lead to Learning Gains in an Active Learning Geoscience Classroom?

Science.gov (United States)

Palsole, S.; Serpa, L. F.

2013-12-01

There is a great realization that efficient teaching in the geosciences has the potential to have far reaching effects in outreach to decision and policy makers (Herbert, 2006; Manduca & Mogk, 2006). This research in turn informs educators that the geosciences by the virtue of their highly integrative nature play an important role in serving as an entry point into STEM disciplines and helping developing a new cadre of geoscientists, scientists and a general population with an understanding of science. Keeping these goals in mind we set to design introductory geoscience courses for non-majors and majors that move away from the traditional lecture models which don't necessarily contribute well to knowledge building and retention ((Handelsman et al., 2007; Hake, 1997) to a blended active learning classroom where basic concepts and didactic information is acquired online via webquests, lecturettes and virtual field trips and the face to face portions of the class are focused on problem solving exercises. The traditional way to ensure that students are prepared for the in-class activity is to have the students take a quiz online to demonstrate basic competency. In the process of redesign, we decided to leverage the technology to build quizzes that are highly structured and map to a process (formation of divergent boundaries for example) or sets of earth processes that we needed the students to know before in-class activities. The quizzes can be taken multiple times and provide process specific feedback, thus serving as a heuristic to the students to ensure they have acquired the necessary competency. The heuristic quizzes were developed and deployed over a year with the student data driving the redesign process to ensure synchronicity. Preliminary data analysis indicates a positive correlation between higher student scores on in-class application exercises and time spent on the process quizzes. An assessment of learning gains also indicate a higher degree of self

An Analysis of Learning Activities in a Technology Education Textbook for Teachers : Learning Process Based on Contents Framework and Learning Scene to Develop Technological Literacy

OpenAIRE

Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

2014-01-01

This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...

Identifying knowledge in decision-making processes

DEFF Research Database (Denmark)

Jensen, Anna Rose Vagn; Ahmed-Kristensen, Saeema

2010-01-01

Managing knowledge reflects the innovation capability of a company. Mapping decision processes and links to knowledge is a way to learn more in structuring knowledge in innovation processes. Through an empirical study the paper aims to identify knowledge...

A Measurable Model of the Creative Process in the Context of a Learning Process

Science.gov (United States)

Ma, Min; Van Oystaeyen, Fred

2016-01-01

The authors' aim was to arrive at a measurable model of the creative process by putting creativity in the context of a learning process. The authors aimed to provide a rather detailed description of how creative thinking fits in a general description of the learning process without trying to go into an analysis of a biological description of the…

Dual learning processes in interactive skill acquisition.

Science.gov (United States)

Fu, Wai-Tat; Anderson, John R

2008-06-01

Acquisition of interactive skills involves the use of internal and external cues. Experiment 1 showed that when actions were interdependent, learning was effective with and without external cues in the single-task condition but was effective only with the presence of external cues in the dual-task condition. In the dual-task condition, actions closer to the feedback were learned faster than actions farther away but this difference was reversed in the single-task condition. Experiment 2 tested how knowledge acquired in single and dual-task conditions would transfer to a new reward structure. Results confirmed the two forms of learning mediated by the secondary task: A declarative memory encoding process that simultaneously assigned credits to actions and a reinforcement-learning process that slowly propagated credits backward from the feedback. The results showed that both forms of learning were engaged during training, but only at the response selection stage, one form of knowledge may dominate over the other depending on the availability of attentional resources. (c) 2008 APA, all rights reserved

Fostering clinical reasoning in physiotherapy: comparing the effects of concept map study and concept map completion after example study in novice and advanced learners.

Science.gov (United States)

Montpetit-Tourangeau, Katherine; Dyer, Joseph-Omer; Hudon, Anne; Windsor, Monica; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2017-12-01

Health profession learners can foster clinical reasoning by studying worked examples presenting fully worked out solutions to a clinical problem. It is possible to improve the learning effect of these worked examples by combining them with other learning activities based on concept maps. This study investigated which combinaison of activities, worked examples study with concept map completion or worked examples study with concept map study, fosters more meaningful learning of intervention knowledge in physiotherapy students. Moreover, this study compared the learning effects of these learning activity combinations between novice and advanced learners. Sixty-one second-year physiotherapy students participated in the study which included a pre-test phase, a 130-min guided-learning phase and a four-week self-study phase. During the guided and self-study learning sessions, participants had to study three written worked examples presenting the clinical reasoning for selecting electrotherapeutic currents to treat patients with motor deficits. After each example, participants engaged in either concept map completion or concept map study depending on which learning condition they were randomly allocated to. Students participated in an immediate post-test at the end of the guided-learning phase and a delayed post-test at the end of the self-study phase. Post-tests assessed the understanding of principles governing the domain of knowledge to be learned (conceptual knowledge) and the ability to solve new problems that have similar (i.e., near transfer) or different (i.e., far transfer) solution rationales as problems previously studied in the examples. Learners engaged in concept map completion outperformed those engaged in concept map study on near transfer (p = .010) and far transfer (p concept map completion led to greater transfer performance than worked examples study combined with concept map study for both novice and advanced learners. Concept map completion

A MapReduce Framework for DNA Sequencing Data Processing

Directory of Open Access Journals (Sweden)

Samy Ghoneimy

2016-12-01

Full Text Available Genomics and Next Generation Sequencers (NGS like Illumina Hiseq produce data in the order of ‎‎200 billion base pairs in a single one-week run for a 60x human genome coverage, which ‎requires modern high-throughput experimental technologies that can ‎only be tackled with high performance computing (HPC and specialized software algorithms called ‎‎“short read aligners”. This paper focuses on the implementation of the DNA sequencing as a set of MapReduce programs that will accept a DNA data set as a FASTQ file and finally generate a VCF (variant call format file, which has variants for a given DNA data set. In this paper MapReduce/Hadoop along with Burrows-Wheeler Aligner (BWA, Sequence Alignment/Map (SAM ‎tools, are fully utilized to provide various utilities for manipulating alignments, including sorting, merging, indexing, ‎and generating alignments. The Map-Sort-Reduce process is designed to be suited for a Hadoop framework in ‎which each cluster is a traditional N-node Hadoop cluster to utilize all of the Hadoop features like HDFS, program ‎management and fault tolerance. The Map step performs multiple instances of the short read alignment algorithm ‎‎(BoWTie that run in parallel in Hadoop. The ordered list of the sequence reads are used as input tuples and the ‎output tuples are the alignments of the short reads. In the Reduce step many parallel instances of the Short ‎Oligonucleotide Analysis Package for SNP (SOAPsnp algorithm run in the cluster. Input tuples are sorted ‎alignments for a partition and the output tuples are SNP calls. Results are stored via HDFS, and then archived in ‎SOAPsnp format. ‎ The proposed framework enables extremely fast discovering somatic mutations, inferring population genetical ‎parameters, and performing association tests directly based on sequencing data without explicit genotyping or ‎linkage-based imputation. It also demonstrate that this method achieves comparable

Practice of Connectivism As Learning Theory: Enhancing Learning Process Through Social Networking Site (Facebook

Directory of Open Access Journals (Sweden)

Fahriye Altınay Aksal

2013-12-01

Full Text Available The impact of the digital age within learning and social interaction has been growing rapidly. The realm of digital age and computer mediated communication requires reconsidering instruction based on collaborative interactive learning process and socio-contextual experience for learning. Social networking sites such as facebook can help create group space for digital dialogue to inform, question and challenge within a frame of connectivism as learning theory within the digital age. The aim of this study is to elaborate the practice of connectivism as learning theory in terms of internship course. Facebook group space provided social learning platform for dialogue and negotiation beside the classroom learning and teaching process in this study. The 35 internship students provided self-reports within a frame of this qualitative research. This showed how principles of theory practiced and how this theory and facebook group space contribute learning, selfleadership, decision making and reflection skills. As the research reflects a practice of new theory based on action research, learning is not individualistic attempt in the digital age as regards the debate on learning in digital age within a frame of connectivism

Automated Plantation Mapping in Indonesia Using Remote Sensing Data

Science.gov (United States)

Karpatne, A.; Jia, X.; Khandelwal, A.; Kumar, V.

2017-12-01

Plantation mapping is critical for understanding and addressing deforestation, a key driver of climate change and ecosystem degradation. Unfortunately, most plantation maps are limited to small areas for specific years because they rely on visual inspection of imagery. In this work, we propose a data-driven approach which automatically generates yearly plantation maps for large regions using MODIS multi-spectral data. While traditional machine learning algorithms face manifold challenges in this task, e.g. imperfect training labels, spatio-temporal data heterogeneity, noisy and high-dimensional data, lack of evaluation data, etc., we introduce a novel deep learning-based framework that combines existing imperfect plantation products as training labels and models the spatio-temporal relationships of land covers. We also explores the post-processing steps based on Hidden Markov Model that further improve the detection accuracy. Then we conduct extensive evaluation of the generated plantation maps. Specifically, by randomly sampling and comparing with high-resolution Digital Globe imagery, we demonstrate that the generated plantation maps achieve both high precision and high recall. When compared with existing plantation mapping products, our detection can avoid both false positives and false negatives. Finally, we utilize the generated plantation maps in analyzing the relationship between forest fires and growth of plantations, which assists in better understanding the cause of deforestation in Indonesia.

Specialization processes in on-line unsupervised learning

NARCIS (Netherlands)

Biehl, M.; Freking, A.; Reents, G.; Schlösser, E.

1998-01-01

From the recent analysis of supervised learning by on-line gradient descent in multilayered neural networks it is known that the necessary process of student specialization can be delayed significantly. We demonstrate that this phenomenon also occurs in various models of unsupervised learning. A

THE ANALYSIS OF STUDENTS’ CREATIVE THINKING ABILITY USING MIND MAP IN BIOTECHNOLOGY COURSE

Directory of Open Access Journals (Sweden)

B. Fatmawati

2016-11-01

Full Text Available Process of learning which generally practiced nowadays is mostly in the form of face-to-face (lecturing and one way communication. Sometimes the students are given tasks to fulfill the material target in one semester such as papers, internet-based summary, and/or other articles. Such things cause learners accustomed to convergent thinking and not to divergent thinking. Mind map is one of creative products which conducted by learners in learning process. Learning with mind map focuses more on the activeness and creative activity of the students. It will improve their ability to memorize and strengthen concept understanding of the student, and improve their creative thinking ability. This research was focused to analysis the creative thinking skills students using mind mapping in biotechnology course. The participant was students of Biology Education (N=55 consisting of two team that was team A (N=25 and team B (N=30. The result showed gain value of each team of creative thinking skills which were: team A (0.62 with three category: low (8%, average (40%, and high (52%. Team B (0,04 with three category: low (80%, average (10% and high (10%.

Project-based learning in the teaching-learning process university. A longitudinal study

Directory of Open Access Journals (Sweden)

Sandoval Hamón Leyla Angélica

2017-01-01

Full Text Available The European Higher Education Area promotes the change in teaching-learning, where students have a more active role in their educational process. The main objective of this work is to analyse the use of an alternative proposal, focus in student-based teamwork activities, who seek to favour the acquisition and deepening of knowledge and skills. The implementation of this research was carried out by means of a longitudinal study in the subject of the degree of Economics, with the development of the methodology of Project Based Learning integrating the ICTs and improving the evaluation process (e.g. establishing headings and psychometric analysis of knowledge tests. The results of the research showed an improvement in the learning process from the observation, collection of works, analysis of knowledge tests and the official survey by students to assess the activity and the development of their competitors.

Friction Mapping as a Tool for Measuring the Elastohydrodynamic Contact Running-in Process

Science.gov (United States)

2015-10-01

ARL-TR-7501 ● OCT 2015 US Army Research Laboratory Friction Mapping as a Tool for Measuring the Elastohydrodynamic Contact...Research Laboratory Friction Mapping as a Tool for Measuring the Elastohydrodynamic Contact Running-in Process by Stephen Berkebile Vehicle...YYYY) October 2015 2. REPORT TYPE Final 3. DATES COVERED (From - To) 1 January–30 June 2015 4. TITLE AND SUBTITLE Friction Mapping as a Tool for

Design, Qualification and Lessons Learned of the Shutter Calibration Mechanism for EnMAP Mission

Science.gov (United States)

Schmidt, Tilo; Muller, Silvio; Bergander, Arvid; Zajac, Kai; Seifart, Klaus

2015-09-01

The Shutter Calibration Mechanism (SCM) Assembly is one of three mechanisms which are developed by HTS for the EnMAP instrument in subcontract to OHB System AG Munich. EnMAP is the Environmental Mapping and Analysis Program of the German Space Agency DLR.The binary rotary encoder of the SCM using hall-effect sensors was already presented during ESMATS 2011. This paper summarizes the main functions and design features of the Hardware and focuses on qualification testing which has finished successfully in 2014. Of particular interest is the functional testing of the main drive including the precise hall-effect position sensing system and the test of the fail safe mechanism. In addition to standard test campaign required for QM also a shock emission measurement of the fail safe mechanism activation was conducted.Test conduction and results will be presented with focus on deviations from the expected behaviour, mitigation measures and on lessons learned.

Learning Markov Decision Processes for Model Checking

DEFF Research Database (Denmark)

Mao, Hua; Chen, Yingke; Jaeger, Manfred

2012-01-01

. The proposed learning algorithm is adapted from algorithms for learning deterministic probabilistic finite automata, and extended to include both probabilistic and nondeterministic transitions. The algorithm is empirically analyzed and evaluated by learning system models of slot machines. The evaluation......Constructing an accurate system model for formal model verification can be both resource demanding and time-consuming. To alleviate this shortcoming, algorithms have been proposed for automatically learning system models based on observed system behaviors. In this paper we extend the algorithm...... on learning probabilistic automata to reactive systems, where the observed system behavior is in the form of alternating sequences of inputs and outputs. We propose an algorithm for automatically learning a deterministic labeled Markov decision process model from the observed behavior of a reactive system...

Cognitive maps and attention.

Science.gov (United States)

Hardt, Oliver; Nadel, Lynn

2009-01-01

Cognitive map theory suggested that exploring an environment and attending to a stimulus should lead to its integration into an allocentric environmental representation. We here report that directed attention in the form of exploration serves to gather information needed to determine an optimal spatial strategy, given task demands and characteristics of the environment. Attended environmental features may integrate into spatial representations if they meet the requirements of the optimal spatial strategy: when learning involves a cognitive mapping strategy, cues with high codability (e.g., concrete objects) will be incorporated into a map, but cues with low codability (e.g., abstract paintings) will not. However, instructions encouraging map learning can lead to the incorporation of cues with low codability. On the other hand, if spatial learning is not map-based, abstract cues can and will be used to encode locations. Since exploration appears to determine what strategy to apply and whether or not to encode a cue, recognition memory for environmental features is independent of whether or not a cue is part of a spatial representation. In fact, when abstract cues were used in a way that was not map-based, or when they were not used for spatial navigation at all, they were nevertheless recognized as familiar. Thus, the relation between exploratory activity on the one hand and spatial strategy and memory on the other appears more complex than initially suggested by cognitive map theory.

Just do it: action-dependent learning allows sensory prediction.

Directory of Open Access Journals (Sweden)

Itai Novick

Full Text Available Sensory-motor learning is commonly considered as a mapping process, whereby sensory information is transformed into the motor commands that drive actions. However, this directional mapping, from inputs to outputs, is part of a loop; sensory stimuli cause actions and vice versa. Here, we explore whether actions affect the understanding of the sensory input that they cause. Using a visuo-motor task in humans, we demonstrate two types of learning-related behavioral effects. Stimulus-dependent effects reflect stimulus-response learning, while action-dependent effects reflect a distinct learning component, allowing the brain to predict the forthcoming sensory outcome of actions. Together, the stimulus-dependent and the action-dependent learning components allow the brain to construct a complete internal representation of the sensory-motor loop.

Mapping with Drupal

CERN Document Server

Palazzolo, Alan

2011-01-01

Build beautiful interactive maps on your Drupal website, and tell engaging visual stories with your data. This concise guide shows you how to create custom geographical maps from top to bottom, using Drupal 7 tools and out-of-the-box modules. You'll learn how mapping works in Drupal, with examples on how to use intuitive interfaces to map local events, businesses, groups, and other custom data. Although building maps with Drupal can be tricky, this book helps you navigate the system's complexities for creating sophisticated maps that match your site design. Get the knowledge and tools you ne

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

Science.gov (United States)

Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2015-03-07

Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P example and completion example strategies to foster intervention selection.

THE USE OF MULTIPLE DATA SOURCES IN THE PROCESS OF TOPOGRAPHIC MAPS UPDATING

Directory of Open Access Journals (Sweden)

A. Cantemir

2016-06-01

Full Text Available The methods used in the process of updating maps have evolved and become more complex, especially upon the development of the digital technology. At the same time, the development of technology has led to an abundance of available data that can be used in the updating process. The data sources came in a great variety of forms and formats from different acquisition sensors. Satellite images provided by certain satellite missions are now available on space agencies portals. Images stored in archives of satellite missions such us Sentinel, Landsat and other can be downloaded free of charge.The main advantages are represented by the large coverage area and rather good spatial resolution that enables the use of these images for the map updating at an appropriate scale. In our study we focused our research of these images on 1: 50.000 scale map. DEM that are globally available could represent an appropriate input for watershed delineation and stream network generation, that can be used as support for hydrography thematic layer update. If, in addition to remote sensing aerial photogrametry and LiDAR data are ussed, the accuracy of data sources is enhanced. Ortophotoimages and Digital Terrain Models are the main products that can be used for feature extraction and update. On the other side, the use of georeferenced analogical basemaps represent a significant addition to the process. Concerning the thematic maps, the classic representation of the terrain by contour lines derived from DTM, remains the best method of surfacing the earth on a map, nevertheless the correlation with other layers such as Hidrography are mandatory. In the context of the current national coverage of the Digital Terrain Model, one of the main concerns of the National Center of Cartography, through the Cartography and Photogrammetry Department, is represented by the exploitation of the available data in order to update the layers of the Topographic Reference Map 1:5000, known as

Understanding the Advising Learning Process Using Learning Taxonomies

Science.gov (United States)

Muehleck, Jeanette K.; Smith, Cathleen L.; Allen, Janine M.

2014-01-01

To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s…

Design of learner-centred constructivism based learning process

OpenAIRE

Schreurs, Jeanne; Al-Huneidi, Ahmad

2012-01-01

A Learner-centered learning is constructivism based and Competence directed. We define general competencies, domain competencies and specific course competencies. Constructivism based learning activities are based on constructivism theory. For each course module the intended learning level will be defined. A model is built for the design of a learner centered constructivism based and competency directed learning process. The application of it in two courses are presented. Constructivism ba...

Learning objects as coadjuvants in the human physiology teaching-learning process

Directory of Open Access Journals (Sweden)

Marcus Vinícius Lara

2014-08-01

Full Text Available The use of Information and Communication Technologies (ICTs in the academic environment of biomedical area has gained much importance, both for their ability to complement the understanding of the subject obtained in the classroom, is the ease of access, or makes more pleasure the learning process, since these tools are present in everyday of the students and use a simple language. Considering that, this study aims to report the experience of building learning objects in human physiology as a tool for learning facilitation, and discuss the impact of this teaching methodology

How do task characteristics affect learning and performance? The roles of variably mapped and dynamic tasks.

Science.gov (United States)

Macnamara, Brooke N; Frank, David J

2018-05-01

For well over a century, scientists have investigated individual differences in performance. The majority of studies have focused on either differences in practice, or differences in cognitive resources. However, the predictive ability of either practice or cognitive resources varies considerably across tasks. We are the first to examine task characteristics' impact on learning and performance in a complex task while controlling for other task characteristics. In 2 experiments we test key theoretical task characteristic thought to moderate the relationship between practice, cognitive resources, and performance. We devised a task where each of several key task characteristics can be manipulated independently. Participants played 5 rounds of a game similar to the popular tower defense videogame Plants vs. Zombies where both cognitive load and game characteristics were manipulated. In Experiment 1, participants either played a consistently mapped version-the stimuli and the associated meaning of their properties were constant across the 5 rounds-or played a variably mapped version-the stimuli and the associated meaning of their properties changed every few minutes. In Experiment 2, participants either played a static version-that is, turn taking with no time pressure-or played a dynamic version-that is, the stimuli moved regardless of participants' response rates. In Experiment 1, participants' accuracy and efficiency were substantially hindered in the variably mapped conditions. In Experiment 2, learning and performance accuracy were hindered in the dynamic conditions, especially when under cognitive load. Our results suggest that task characteristics impact the relative importance of cognitive resources and practice on predicting learning and performance. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Estimating and mapping ecological processes influencing microbial community assembly.

Science.gov (United States)

Stegen, James C; Lin, Xueju; Fredrickson, Jim K; Konopka, Allan E

2015-01-01

Ecological community assembly is governed by a combination of (i) selection resulting from among-taxa differences in performance; (ii) dispersal resulting from organismal movement; and (iii) ecological drift resulting from stochastic changes in population sizes. The relative importance and nature of these processes can vary across environments. Selection can be homogeneous or variable, and while dispersal is a rate, we conceptualize extreme dispersal rates as two categories; dispersal limitation results from limited exchange of organisms among communities, and homogenizing dispersal results from high levels of organism exchange. To estimate the influence and spatial variation of each process we extend a recently developed statistical framework, use a simulation model to evaluate the accuracy of the extended framework, and use the framework to examine subsurface microbial communities over two geologic formations. For each subsurface community we estimate the degree to which it is influenced by homogeneous selection, variable selection, dispersal limitation, and homogenizing dispersal. Our analyses revealed that the relative influences of these ecological processes vary substantially across communities even within a geologic formation. We further identify environmental and spatial features associated with each ecological process, which allowed mapping of spatial variation in ecological-process-influences. The resulting maps provide a new lens through which ecological systems can be understood; in the subsurface system investigated here they revealed that the influence of variable selection was associated with the rate at which redox conditions change with subsurface depth.

Estimating and Mapping Ecological Processes Influencing Microbial Community Assembly

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James C Stegen

2015-05-01

Full Text Available Ecological community assembly is governed by a combination of (i selection resulting from among-taxa differences in performance; (ii dispersal resulting from organismal movement; and (iii ecological drift resulting from stochastic changes in population sizes. The relative importance and nature of these processes can vary across environments. Selection can be homogeneous or variable, and while dispersal is a rate, we conceptualize extreme dispersal rates as two categories; dispersal limitation results from limited exchange of organisms among communities, and homogenizing dispersal results from high levels of organism exchange. To estimate the influence and spatial variation of each process we extend a recently developed statistical framework, use a simulation model to evaluate the accuracy of the extended framework, and use the framework to examine subsurface microbial communities over two geologic formations. For each subsurface community we estimate the degree to which it is influenced by homogeneous selection, variable selection, dispersal limitation, and homogenizing dispersal. Our analyses revealed that the relative influences of these ecological processes vary substantially across communities even within a geologic formation. We further identify environmental and spatial features associated with each ecological process, which allowed mapping of spatial variation in ecological-process-influences. The resulting maps provide a new lens through which ecological systems can be understood; in the subsurface system investigated here they revealed that the influence of variable selection was associated with the rate at which redox conditions change with subsurface depth.

Teacher’s leadership in learning processes at kindergartens

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Maria Dominika Niron

2017-09-01

Full Text Available The aim of this study was to find out the effective kindergarten teacher’s behaviour in influencing, mobilizing, and developing students in teaching learning process. This research was phenomenological qualitative research. The main instruments of this research were the researcher and observation manual. The focus of this research was the way teachers teach in the learning process in group A of Indriyasana Kindergarten, Indriarini Kindergarten, and ABA Pokoh Kindergarten. The data validity of this research was tested by using repeated observation, resource triangulation, and technique triangulation. The componential data was analyzed by employing inductive technique from Spradley’s qualitative model and Miles and Huberman analysis model. The result of the research showed that teacher’s effective ways to influence, mobilize, and develop students in teaching learning process are as follows: 1. Reciting yell, clap yell, and asking students to sing. The content of yell, clap yell, and song was appropriate with values which were developed based on vision, mission, and the goal of Kindergarten institution. Yells, clap yell, and song were democratic and they were the form of the value of learning leadership. 2. In some situations, there was a tendency where the teacher used more autocratic way to influence, mobilize, and develop students in learning process such as the verbal way in which teacher call students’ name and non-verbal way in which teacher put his index finger on his lip as a sign to ask students to be quiet. The other non-verbal ways were: shaking head as a sign of disagreement, raising thumb as a sign of reinforcement, and nodding as a sign of agreement. Sometimes, teachers also used laissez-fair methods such as neglecting students/letting students behave as they want. Keywords: leadership, teacher’s leadership behaviour, learning process in Kindergarten

A Framework for Hierarchical Perception-Action Learning Utilizing Fuzzy Reasoning.

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Windridge, David; Felsberg, Michael; Shaukat, Affan

2013-02-01

Perception-action (P-A) learning is an approach to cognitive system building that seeks to reduce the complexity associated with conventional environment-representation/action-planning approaches. Instead, actions are directly mapped onto the perceptual transitions that they bring about, eliminating the need for intermediate representation and significantly reducing training requirements. We here set out a very general learning framework for cognitive systems in which online learning of the P-A mapping may be conducted within a symbolic processing context, so that complex contextual reasoning can influence the P-A mapping. In utilizing a variational calculus approach to define a suitable objective function, the P-A mapping can be treated as an online learning problem via gradient descent using partial derivatives. Our central theoretical result is to demonstrate top-down modulation of low-level perceptual confidences via the Jacobian of the higher levels of a subsumptive P-A hierarchy. Thus, the separation of the Jacobian as a multiplying factor between levels within the objective function naturally enables the integration of abstract symbolic manipulation in the form of fuzzy deductive logic into the P-A mapping learning. We experimentally demonstrate that the resulting framework achieves significantly better accuracy than using P-A learning without top-down modulation. We also demonstrate that it permits novel forms of context-dependent multilevel P-A mapping, applying the mechanism in the context of an intelligent driver assistance system.

The Assurance of Learning Process Components and the Effects of Engaging Students in the Learning

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Mosca, Joseph B.; Agacer, Gilder; Flaming, Linda; Buzza, John

2011-01-01

Assurance of learning process plays a major role in higher education and has increased the accountability on the part of instructors at all levels. This paper will discuss the role of assurance processes in teaching and the ways to measure these processes of student learning. The research focus will be to determine if student engagement in problem…