Ambiguity Preference and Context Learning in Uncertain Signaling

2020 ◽  
pp. 201-218
Author(s):  
Liping Tang
Keyword(s):  
Context Learning

Spatial context learning and switching strategy

2006 ◽  
Author(s):  
Nobutaka Endo ◽  
Walter R. Boot ◽  
Arthur F. Kramer ◽  
Alejandro Lleras ◽  
Takatsune Kumada
Keyword(s):  
Spatial Context ◽  
Switching Strategy ◽  
Context Learning

Preservice Music Teacher Identity Construction Through Metaphor

2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner
Keyword(s):  
Preservice Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Instrumental Music ◽  
Methods Course ◽  
Learning Context ◽  
Context Learning ◽  
Instrumental Methods ◽  
The Impact ◽  
Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

Adaptive Context Learning Network for Crowd Counting

2020 ◽  
Author(s):  
Zhao Liu ◽  
Guanqi Zeng ◽  
Zunlei Feng ◽  
Rong Zhang ◽  
Mingli Song ◽  
...  
Keyword(s):  
Crowd Counting ◽  
Learning Network ◽  
Context Learning

Service productivity as mutual learning

2015 ◽  
Vol 7 (2/3) ◽  
pp. 296-311 ◽  
Author(s):  
Christian Grönroos ◽  
Katri Ojasalo
Keyword(s):  
Open Systems ◽  
Cost Savings ◽  
Service Organizations ◽  
Content Type ◽  
Mutual Learning ◽  
Context Learning ◽  
Starting Point ◽  
Service Production ◽  
Service Productivity ◽  
Internal Efficiency

Purpose – The purpose of this paper is to analyse the mutual learning implications for service productivity of the characteristics of service and service production. Design/methodology/approach – This is a conceptual paper. The starting point is, first of all, that productivity as a management concept should help a firm to manage its economic profit, and secondly, that service organizations are open systems, where the customers participate as co-producers and are exposed to the firm’s production resources and processes. Unlike in manufacturing, to understand productivity in service organizations as a means of managing profit, cost effects and revenue effects of changes in the productions system cannot be separated. Due to the interaction between customers and the firm’s resources during service production, dialogical collaboration between them develops. This enables mutual learning. Findings – Given the social dynamics in service production processes, four learning processes that influence service productivity are identified. Two processes enhance the organizations’s internal efficiency (cost savings), and two enhance its external effectiveness (perceived quality, revenue generation); two are organization-driven, two are customer-driven. Research limitations/implications – The mutual learning model demonstrates how the service provider by learning from the dynamics of service encounters in many ways can manage the productivity of the organizations’s processes. It shows that learning enables improvement of service productivity through effects enhancing both internal efficiency and external effectiveness. Originality/value – In a productivity context, learning has not earlier been studied as a mutual learning phenomenon.

Cybersecurity educational games: a theoretical framework

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mark I Hwang ◽  
Susan Helser
Keyword(s):  
Learning Outcomes ◽  
Learning Theory ◽  
Computer Games ◽  
Educational Games ◽  
Theoretical Framework ◽  
User Characteristics ◽  
Content Type ◽  
Context Learning ◽  
Game Context ◽  
Design And Testing

Purpose Computer games that teach cybersecurity concepts have been developed to help both individuals and organizations shore up their defence against cybercrimes. Evidence of the effectiveness of these games has been rather weak, however. This paper aims to guide the design and testing of more effective cybersecurity educational games by developing a theoretical framework. Design/methodology/approach A review of the literature is conducted to explore the dependent variable of this research stream, learning outcomes and its relationship with four independent variables, game characteristics, game context, learning theory and user characteristics. Findings The dependent variable can be measured by five learning outcomes: information, content, strategic knowledge, eagerness to learn/time spent and behavioral change. Game characteristics refer to features that contribute to a game’s usefulness, interactivity, playfulness or attractiveness. Game context pertains to factors that determine how a game is used, including the target audience, the skill involved and the story. Learning theory explains how learning takes place and can be classified as behaviorism, cognitivism, humanism, social learning or constructivism. User characteristics including gender, age, computer experience, knowledge and perception, are attributes that can impact users’ susceptibility to cybercrimes and hence learning outcomes. Originality/value The framework facilitates taking stock of past research and guiding future research. The use of the framework is illustrated in a critique of two research streams. Multiple research directions are discussed for continued research into the design and testing of next-generation cybersecurity computer games.

scholarly journals Direct Instruction vs. Computer Simulation and their Learning Outcome in Engineering Education

2019 ◽  
Vol 1 (2) ◽  
pp. 91-98
Author(s):  
Andreas Zendler ◽  
Manuel Gohl
Keyword(s):  
Computer Simulation ◽  
General Education ◽  
Engineering Education ◽  
Direct Instruction ◽  
Instructional Methods ◽  
Learning Outcome ◽  
Empirical Examination ◽  
Context Learning ◽  
Material Usage ◽  
Class Context

Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assessed with reference to the optics of bridge and the material usage for the bridge. The empirical findings show that learning with direct instruction was superior to computer simulation. 

scholarly journals IMPLEMENTATION OF SSI CONCEPT MAPPING AS A DYNAMIC LEARNING ENVIRONMENT TO ENHANCE STUDENTS' SCIENTIFIC PERFORMANCE

2021 ◽  
Vol 20 (6) ◽  
pp. 969-982
Author(s):  
King-Dow Su
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Concept Mapping ◽  
Assessment Tool ◽  
Moral Dilemma ◽  
Validity And Reliability ◽  
Dynamic Learning ◽  
Scientific Performance ◽  
Context Learning ◽  
Positive Presentations

The presented research focuses on verifying the confluent application of concept mapping (CM) and socio-scientific issues (SSI) according to the value-laden and moral dilemma orientation to construct problem-solving performance. This research sets up some perspectives for all 146 participants, including 139 students and 7 experts. All findings reveal that the design of SSICM contexts includes a rebuttal process and incense claim to improve students' argument response (16.4%), to increase content knowledge and illuminate their science learning by argumentations. To develop an assessment tool with high validity and reliability (Cronbach's α > .9) and find positive presentations of all learning attitudes in the SSICM context, learning environment and results will concern the best argumentation process. Students’ interview responses and SWOT analysis of teachers indicate that SSICM's use of argument in the classroom is a real benefit. The research provided a better paradigm of attempts to combine analytical and academic hypotheses to explain literature sources by teachers, researchers, textbook developers, and editors. Keywords: concept mapping (CM), problem-solving, socio-scientific issues (SSI), SSICM contexts

scholarly journals Automatic Ultrasound Vessel Segmentation with Deep Spatiotemporal Context Learning

2021 ◽  
pp. 3-13
Author(s):  
Baichuan Jiang ◽  
Alvin Chen ◽  
Shyam Bharat ◽  
Mingxin Zheng
Keyword(s):  
Vessel Segmentation ◽  
Context Learning

scholarly journals KECERDASAN EMOSIONAL, KONTEKS DAN PENDEKATAN BELAJAR TERHADAP BERPIKIR REFLEKTIF DAN PRESTASI AKADEMIK (Kajian Terhadap Mahasiswa Akuntansi)

2021 ◽  
Author(s):  
Ia Kurnia
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Reflective Thinking ◽  
Learning Approaches ◽  
Learning Context ◽  
Context Learning

Kajian dalam buku ini bertujuan untuk untuk mengetahui relasi antara emotional intelligence, learning context, learning approaches, reflective thinking, dan academic performance. Dalam kajian ini dikembangkan relasi antara lima variabel atau konsep, yaitu variabel academic performance (pestasi akademik), emotional intelligence (kecerdasan emosional), reflective thinking (berpikir reflektif), learning approaches (pendekatan belajar), dan learning context (konteks belajar). Hasil kajian terhadap relasi kelima variabel tersebut diharapkan dapat memberikan kontribusi positif baik secara praktis ataupun teori, juga untuk penelitian-penelitian selanjutnya. Secara praktis kegunaan kajian tentang academic performance akan memberikan komparasi data perkembangan capaian prestasi akademik mahasiswa yang sangat berguna bagi pelaku pendidikan tinggi (pengambil kebijakan akademik dan dosen).

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