scholarly journals Hodnoty v opravdovém světě

Envigogika ◽  
2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Bohuslav Binka ◽  
Jan Činčera ◽  
Martin Černý
Keyword(s):  
Real World ◽  
Critical Reflection ◽  
Educational Practice ◽  
Learning Model ◽  
Paper Analysis ◽  
The Real ◽  
Self Reflection ◽  
Basic Assumptions ◽  
Real World Learning ◽  
Universal Values

The paper analysis how the Schwartz’ theory of universal values promoted in the Real World Learning Model might be applied in educational practice. In its first part it introduces the Schwartz’ theory and its basic assumptions. In the second part it presents its critical reflection based on works of Pareto and Sorel. As they argue, the theory is too “optimistic” as it does not presuppose the ability of value of power to “mask” itself for other values. On the basis of this criticism, the paper discusses possible risks of non-reflected effort to force values of univerzalism or benevolence in education by the means of power discourse, and recommends an open self-reflection of a teacher as a prevention of such a risk.

scholarly journals How to train your robot with deep reinforcement learning: lessons we have learned

2021 ◽  
pp. 027836492098785
Author(s):  
Julian Ibarz ◽  
Jie Tan ◽  
Chelsea Finn ◽  
Mrinal Kalakrishnan ◽  
Peter Pastor ◽  
...  
Keyword(s):  
Machine Learning ◽  
Reinforcement Learning ◽  
Case Studies ◽  
Real World ◽  
Review Article ◽  
The Real ◽  
Complex Skills ◽  
Real World Learning ◽  
Level Sensor ◽  
Embodied Agent

Deep reinforcement learning (RL) has emerged as a promising approach for autonomously acquiring complex behaviors from low-level sensor observations. Although a large portion of deep RL research has focused on applications in video games and simulated control, which does not connect with the constraints of learning in real environments, deep RL has also demonstrated promise in enabling physical robots to learn complex skills in the real world. At the same time, real-world robotics provides an appealing domain for evaluating such algorithms, as it connects directly to how humans learn: as an embodied agent in the real world. Learning to perceive and move in the real world presents numerous challenges, some of which are easier to address than others, and some of which are often not considered in RL research that focuses only on simulated domains. In this review article, we present a number of case studies involving robotic deep RL. Building off of these case studies, we discuss commonly perceived challenges in deep RL and how they have been addressed in these works. We also provide an overview of other outstanding challenges, many of which are unique to the real-world robotics setting and are not often the focus of mainstream RL research. Our goal is to provide a resource both for roboticists and machine learning researchers who are interested in furthering the progress of deep RL in the real world.

scholarly journals The Validation of Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI) as a Modification of the Inquiry-Based Learning Model in the Digital Age

2021 ◽  
Vol 10 (3) ◽  
pp. 387-399
Author(s):  
S. Nurohman ◽  
W. Sunarno ◽  
S. Sarwanto ◽  
S. Yamtinah
Keyword(s):  
Real World ◽  
Group Discussion ◽  
Scientific Work ◽  
Learning Model ◽  
Analysis Tool ◽  
Digital Analysis ◽  
Inquiry Based Learning ◽  
Real World Learning ◽  
Feasibility Test ◽  
Scientific Facts

Inquiry-based learning has been tested to improve conceptual understanding, reduce misconceptions, and provide students with experiences in scientific work. However, in its implementation, inquiry-based learning is often faced with scientific facts from the real world with data which hard to analyze using traditional methods. Therefore, a breakthrough is needed to overcome the weaknesses of inquiry-based learning by integrating digital analysis tools and the concept of real-world learning. This integration produces a new learning model, the Digital Analysis Tool-Assisted Real-World Inquiry (Digita-RI). This study aims to test the feasibility and practicality of the Digita-RI learning model. This Research and Development (R&D) use the steps proposed by Barg and Gall. The feasibility test of the Digita-RI model was carried out through the Focus Group Discussion (FGD) method and the assessment of the Digita-RI model book involving seven experts. The practicality test was carried out through the Think Aloud Protocol (TAP), and the assessment of the Digita-RI model guidebook involved five practitioner lecturers and six students. The results of expert, practitioner, and user assessments were analyzed using the Aiken coefficient (Aiken’s V). The results showed that Digita-RI is a feasible and practical learning model. Therefore, it can be concluded that Digita-RI has the feasibility and practicality to be used in science learning in the classroom.

scholarly journals Undergraduates Writing Publishable Cases: The Trials, The Tribulations, And The Real-World Learning

2011 ◽  
Vol 4 (12) ◽  
Author(s):  
Jason Smith ◽  
Josh Edwards ◽  
Patricia C. Kelley
Keyword(s):  
Case Studies ◽  
Real World ◽  
The Real ◽  
Real World Learning ◽  
Case Writing

If given the chance, undergraduates have the ability to write excellent case studies worthy of being published.  This essay describes the benefits, challenges, and process of undergraduate case writing. 

scholarly journals Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills

2021 ◽  
Vol 11 (9) ◽  
pp. 475
Author(s):  
María Diez Ojeda ◽  
Miguel Ángel Queiruga-Dios ◽  
Noelia Velasco-Pérez ◽  
Emilia López-Iñesta ◽  
José Benito Vázquez-Dorrío
Keyword(s):  
Secondary Education ◽  
21St Century ◽  
Real World ◽  
21St Century Skills ◽  
Educational Practice ◽  
Pilot Test ◽  
Industrial Chemistry ◽  
Education Systems ◽  
The Real ◽  
The Subject

At a key moment when education systems are moving towards the development of 21st-century skills at school, we propose to develop them with a series of enquiry activities connected to the real world on the subject of Chemistry in Compulsory Secondary Education. The four selected topics have practical aspects, as they are related to industrial chemistry, and are proposed in educational practice using the 5E model. The results obtained in a pilot test with 22 students show that the context created facilitates the development of 21st century competences. It is understood that this novel proposal can be successfully employed in other contexts.

The Use of Discovery Learning in Improving Students’ Critical Thinking Ability

2021 ◽  
Vol 1 (2) ◽  
pp. 13-17
Author(s):  
Ida Ayu Made Trisna Dwi Jayanti
Keyword(s):  
Critical Thinking ◽  
Real World ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Methods ◽  
The Real ◽  
Critical Thinking Ability ◽  
Thinking Ability

Critical thinking ability is an essential ability that students need to compete in the 21 century. It is an ability to think carefully using reason and logic and being able to consider all the consequences of decisions taken to solve a problem. By having an ability to think critically, students are able to analyze and find solutions to any problems given by the teacher or problems they face in the real world. Students' critical thinking ability in Indonesia is still categorized as poor. Hence, teachers must find out the appropriate learning methods and models to train and improve students' critical thinking ability. This paper aims at identify the effectiveness of discovery-based learning model in improving students’ critical thinking ability. By then, teachers are expected to have an overview of how effective discovery-based learning is in improving students’ critical thinking ability. 

scholarly journals ”En sværm af skyer, som skal tænkes” – en diskussion af kultur, kunst og æstetik

2015 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Martin Blok Johansen ◽  
Ole Morsing
Keyword(s):  
Real World ◽  
Educational Practice ◽  
Common Denominator ◽  
The Real ◽  
The World ◽  
The Common ◽  
Epistemological Dimension ◽  
Independent Existence

<p>These days there are many different understandings and definitions of the term aesthetics. Sometimes it is regarded as identical to the pleasing or the sensual, other times it has a more workaday meaning, being associated with e.g. a well-stocked lunch table. The common denominator, however, is that aesthetics is understood as something that can be recorded in the real world, having been assigned an independent existence. <br />The concept has thus undergone ‘ontological dumping’, by which we understand that an analytical concept has become a “thing in the world”, i.e. an epistemological state has been transformed into an ontological state. The problem with this is that what can potentially be used to understand has instead turned into something to be understood. In the endeavour not to downgrade the epistemological dimension in favour of the experiential dimension, we attempt in this article to re-establish aesthetics as an analytical concept: Something to be seen with – instead of something that is seen. In addition, we put it into perspective alongside culture and art, which we feel has undergone the same ontological dumping. The article concludes with some reflections on the implications this may have for educational practice. As its theoretical springboard, the article takes the philosopher Jean-François Lyotard, drawing its exemplary material from the Norwegian author Karl Ove Knausgård.</p>

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