Multi-agent Model for Failure Assessment and Diagnosis in Teaching-Learning Processes

2017 ◽  
pp. 398-408
Author(s):  
Oscar Salazar ◽  
Santiago Álvarez ◽  
Demetrio Ovalle
Keyword(s):  
Learning Processes ◽  
Agent Model ◽  
Failure Assessment ◽  
Multi Agent ◽  
Teaching Learning ◽  
Assessment And Diagnosis

Research on multi-agent model based on track methodology of ontology building

2009 ◽  
Vol 29 (2) ◽  
pp. 412-415
Author(s):  
Qiang LU ◽  
Ming CHEN ◽  
Zhi-guang WANG
Keyword(s):  
Agent Model ◽  
Model Based ◽  
Multi Agent ◽  
Ontology Building

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

scholarly journals A Novel Multi-Agent Model for Robustness with Component Failure and Malware Propagation in Wireless Sensor Networks

Sensors ◽  
2021 ◽  
Vol 21 (14) ◽  
pp. 4873
Author(s):  
Biao Xu ◽  
Minyan Lu ◽  
Hong Zhang ◽  
Cong Pan
Keyword(s):  
Wireless Sensor ◽  
Component Reliability ◽  
Agent Based ◽  
Agent Model ◽  
Cross Domain ◽  
Malware Propagation ◽  
Network Topologies ◽  
Multi Agent ◽  
Agent Characteristics ◽  
Information Domain

A wireless sensor network (WSN) is a group of sensors connected with a wireless communications infrastructure designed to monitor and send collected data to the primary server. The WSN is the cornerstone of the Internet of Things (IoT) and Industry 4.0. Robustness is an essential characteristic of WSN that enables reliable functionalities to end customers. However, existing approaches primarily focus on component reliability and malware propagation, while the robustness and security of cascading failures between the physical domain and the information domain are usually ignored. This paper proposes a cross-domain agent-based model to analyze the connectivity robustness of a system in the malware propagation process. The agent characteristics and transition rules are also described in detail. To verify the practicality of the model, three scenarios based on different network topologies are proposed. Finally, the robustness of the scenarios and the topologies are discussed.

Impact of quality management systems on teaching-learning processes

2016 ◽  
Vol 24 (3) ◽  
pp. 394-415 ◽  
Author(s):  
Francisco José Fernández Cruz ◽  
Inmaculada Egido Gálvez ◽  
Rafael Carballo Santaolalla
Keyword(s):  
Quality Management ◽  
Student Learning ◽  
School Quality ◽  
Learning Processes ◽  
Management Systems ◽  
Educational Institutions ◽  
Quality Management Systems ◽  
Content Type ◽  
Teaching Learning ◽  
The Impact

Purpose Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change. Design/methodology/approach The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years. Findings The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities. Originality/value As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.

scholarly journals Chapter 21: Teaching Learning Processes-to Students and Teachers

2009 ◽  
Vol 27 (1) ◽  
pp. 401-424
Author(s):  
Pamela E. Barnett ◽  
Linda C. Hodges
Keyword(s):  
Learning Processes ◽  
Teaching Learning

Recent Research on Teaching: A Dream, a Belief, and a Model

1978 ◽  
Vol 160 (3) ◽  
pp. 5-37 ◽  
Author(s):  
Neville Bennett
Keyword(s):  
Primary School ◽  
Learning Processes ◽  
School Level ◽  
Teaching Skills ◽  
Model Following ◽  
Research On Teaching ◽  
Teaching Learning ◽  
Primary School Level ◽  
Interpretive Framework

An attempt is made to provide an interpretive framework for the findings of recent research on teaching at the primary-school level. A model of teaching/learning processes is outlined prior to an investigation of the empirical linkages between the elements of the model. Following this, the implications of the model for teaching skills are explored.

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