Integration of Learning and Reasoning Techniques

2007 ◽  
pp. 25-25
Author(s):  
Bart Selman
Keyword(s):  
Integration Of Learning

scholarly journals History-Aware Online Cache Placement in Fog-Assisted IoT Systems: An Integration of Learning and Control

2021 ◽  
pp. 1-1
Author(s):  
Xin Gao ◽  
Xi Huang ◽  
Yinxu Tang ◽  
Ziyu Shao ◽  
Yang Yang
Keyword(s):  
Cache Placement ◽  
Integration Of Learning ◽  
And Control

Humane Literacy and Southeast Asian Art

1995 ◽  
Vol 26 (1) ◽  
pp. 147-158
Author(s):  
Stanley J. O'Connor
Keyword(s):  
General Education ◽  
Southeast Asia ◽  
Research Direction ◽  
Southeast Asian ◽  
Student Interest ◽  
Asian Studies ◽  
Current State ◽  
Southeast Asian Studies ◽  
Self Discovery ◽  
Integration Of Learning

Humane literacy? An essay on undergraduate education? Isn't it a solecism to broach such concerns in this special issue ofThe Journal of Southeast Asian Studieswhere contributors are invited to take stock of the current state of scholarship in various fields of study? My response is simply if not now, then when? I am writing from North America where Southeast Asian studies has gained only a precarious beach-head in the academy and nowhere is this more evident than in the very limited undergraduate investment in our field. Despite the fact that any expansion of academic appointments for specialists on the region will be spurred by evidence of general student interest, a concern with that issue, on our occasions of collective self scrutiny, has been subordinated to questions of research direction, funding strategies, and the prevailing degree of accord between the various disciplines and area studies. But, however ancillary the general education mission of the undergraduate college may seem to professional scholars eager to get on both with their research and the training of graduate students, it is nevertheless a principal responsibility of those deans who control academic appointments. We differ from our colleagues within Southeast Asia where an interest in the region can be either assumed, or expected eventually to develop. While American universities place globalization high on their agendas today, it is not at all evident that their students will wish to study about Southeast Asia rather than, say, Africa or Latin America. So we do need to focus on how we may demonstrate the centrality of what we do to the process of self-discovery and the integration of learning that is at the heart of general education.

scholarly journals The Model for Learning Objects Design Based on Semantic Technologies

2017 ◽  
Vol 12 (2) ◽  
pp. 227
Author(s):  
Daina Gudoniene ◽  
Rytis Maskeliunas ◽  
Danguole Rutkauskiene
Keyword(s):  
Web Services ◽  
Semantic Web ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
Learning Objects ◽  
Semantic Web Services ◽  
Innovative Learning ◽  
Modern Learning ◽  
E Learning ◽  
Integration Of Learning

The paper presents a comparison of state of the art methods and techniques on implementation of learning objects (LO) in the field of information and communication technologies (ICT) using semantic web services for e-learning. The web can serve as a perfect technological environment for individualized learning which is often based on interactive learning objects. This allows learners to be uniquely identified, content to be specifically personalized, and, as a result, a learner’s progress can be monitored, supported, and assessed. While a range of technological solutions for the development of integrated e-learning environments already exists, the most appropriate solutions require further improvement on implementation of novel learning objects, unification of standardization and integration of learning environments based on semantic web services (SWS) that are still in the early stages of development. This paper introduces a proprietary architectural model for distributed e-learning environments based on semantic web services (SWS), enabling the implementation of a successive learning process by developing innovative learning objects based on modern learning methods. A successful technical implementation of our approach in the environment of Kaunas University of Technology is further detailed and evaluated.

scholarly journals Perception and Readiness Towards Integration of Learning Management System (LMS) Into Open and Distance Education

2021 ◽  
Author(s):  
Tolulope Fashina ◽  
Oluwajoba Adisa
Keyword(s):  
Information And Communication Technologies ◽  
Undergraduate Students ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management System ◽  
Rapid Development ◽  
Classroom Interaction ◽  
Information And Communication ◽  
Learning Management ◽  
Integration Of Learning

The rapid development of information and communication technologies has led to the use of new and digital technologies in education which involves combinations of text, graphics, audio, video, animations and other eLearning resources such as authoring tools, Learning Management System (LMS), Mobile learning and others. Arguably, using LMS leaves much to be desired. The inherent problem here is that the future of extensive adoption of ICT via LMS to enhance and promote classroom interaction in Open and Distance Learning (ODL) is bleak. This is worrisome given that the country is lagging far behind in the innovative use of this web 2.0 technology to impart knowledge. Further, the low-level application of LMS in instruction connotes the loss of inherent advantages in its adoption. Also, the online setting which makes students less nervous and interactive, sharing of ideas and viewpoints; and a host of other benefit will be lost. While evidence has shown that LMS is not a new phenomenon, the use of LMS in ODL is still at its infancy, particularly in Nigeria. Research in this area is rare. A quick search on prominent research databases could testify that. It is on this thrust that this study investigates University of Ibadan undergraduate students’ perceived roles and readiness towards integration of learning management system into teaching and learning.

Applied Technology: Visual Response System: A Mediated Resource Room for Children with Learning Problems

1978 ◽  
Vol 2 (1) ◽  
pp. 39-46 ◽  
Author(s):  
William L. Heward
Keyword(s):  
Learning Disabled ◽  
Regular Classroom ◽  
Visual Response ◽  
Overhead Projector ◽  
Disabled Students ◽  
Resource Room ◽  
Response System ◽  
System A ◽  
Visual Access ◽  
Integration Of Learning

Five reasons are proposed why efforts to mainstream learning disabled students into the regular classroom are often unsuccessful. A mediated resource room, the Visual Response System (VRS), is described and suggested as an instructional technology which could help facilitate the integration of learning disabled students into the regular classroom. The VRS is a classroom in which each student has an overhead projector built into his or her desk. The teacher also has an overhead projector for presenting stimuli to students. Student's respond on their overhead projectors by writing, pointing, placing objects, etc. Students' responses are projected on screens behind their desks, giving the teacher immediate and continuous visual access to those responses.

Philosophies, Traditional Pedagogy, and New Technologies

2014 ◽  
pp. 317-341
Author(s):  
Paul Breen
Keyword(s):  
New Technologies ◽  
Education Programme ◽  
Learning Technologies ◽  
Traditional Values ◽  
Study Approach ◽  
Use Of Technology ◽  
Education Environment ◽  
Integration Of Learning ◽  
Teachers In Transition ◽  
Traditional Pedagogy

This chapter reports on a study of teachers in transition, developing their practice and their cognitions regarding the integration of learning technologies with traditional approaches to the teaching of English for Academic Purposes (EAP). Taking a case study approach, it examines developments in the practice of three teachers during and after a teacher education programme on the use of technology in the EAP classroom. This is a study of cognition, teaching philosophy, and the relationship between pedagogy, technology, and content, and how teachers situate these within their own practice. The setting is the rapidly changing UK higher education environment, where the speed of change is such that today's latest fashions and gadgets may well be yesterday's news tomorrow. Thus, this is not a tale of individual technologies or tools to make teachers' lives better. This is a story of people, of pedagogy's traditional values intersecting with technology, and the issues arising from this, alongside the evolution of strategies for dealing with these issues.

Lecturers' Perceptions of Learning Management Systems Within a Previously Disadvantaged University

2019 ◽  
pp. 1-28
Author(s):  
Suzanne Sackstein ◽  
Emma Coleman ◽  
Tsakani Violet Ndobe
Keyword(s):  
Developing Economies ◽  
Learning Management Systems ◽  
Pedagogical Practices ◽  
Management Systems ◽  
Technical Literacy ◽  
Potential Benefits ◽  
Future Potential ◽  
Learning Management ◽  
Integration Of Learning ◽  
Reasons For Use

The integration of learning management systems into an educational context can prepare students to cope with the current information society, as well as enhance pedagogical practices and knowledge transmission. In order to realize these potential benefits, it is important to understand lecturers' reasons for use and non-use of LMS. This chapter argues that when introducing digital technologies into education in developing economies, contextual issues need to be taken into account, as users have to grapple with issues that may prevent use such as low technical literacy, poor technical support, and limited internet access. For education to be truly inclusive in developing economies, these contextual issues need to be addressed so that students from such contexts are able to reap the same benefits of technology as their contemporaries worldwide, such as improved education in terms of content, and improving the future potential of students in the workplace, with its ever-increasing reliance on technical skills and global connection to the digital economy.

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