Real World Learning for the New Economy in the Knowledge Society

2012 ◽  
Vol 18 (5) ◽  
pp. 149-162
Author(s):  
Sylila Monteiro ◽  
Rashika Sharma
Keyword(s):  
Real World ◽  
Knowledge Society ◽  
New Economy ◽  
Real World Learning

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.

Malaysian Knowledge Society and the Global Knowledge Gap

2003 ◽  
Vol 31 (3) ◽  
pp. 383-397 ◽  
Author(s):  
Hans-Dieter Evers
Keyword(s):  
Developing Countries ◽  
Economic Development ◽  
Knowledge Economy ◽  
Knowledge Society ◽  
New Economy ◽  
Knowledge Development ◽  
Natural Phenomenon ◽  
Knowledge Gap ◽  
Global Knowledge ◽  
Industrialised Countries

Knowledge has been widely recognised as the most important factor of production in a "new economy". The production, dissemination and utilisation of knowledge are therefore essential for development. Some countries, Malaysia among others, have embarked on an ambitious plan to use knowledge as a base for economic development, by-passing earlier stages of industrialisation. Some commentators have, in contrast, asserted "that it is doubtful that the knowledge revolution will let developing countries leapfrog to higher levels of development" as "the knowledge economy will actually expand the gap between rich and poor" (Persaud, 2001:108). The paper discusses this controversy by arguing that the knowledge-gap (k-gap) is in fact a precondition for development. It is, however, no natural phenomenon but it is constructed by experts and governments. Socio-economic indicators are used to show that the existing global knowledge gap is widening between Southeast Asia and the OECD countries and within ASEAN. Malaysia, whose government has pursued a vigorous strategy of knowledge development is moving ahead of other ASEAN nations, but falling behind industrialised countries. Factors explaining the situation are outlined in this article.

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 Brain-to-Brain Synchrony and Learning Outcomes Vary by Student–Teacher Dynamics: Evidence from a Real-world Classroom Electroencephalography Study

2019 ◽  
Vol 31 (3) ◽  
pp. 401-411 ◽  
Author(s):  
Dana Bevilacqua ◽  
Ido Davidesco ◽  
Lu Wan ◽  
Kim Chaloner ◽  
Jess Rowland ◽  
...  
Keyword(s):  
High School Students ◽  
Student Teacher ◽  
Real World ◽  
Cognitive Outcomes ◽  
School Students ◽  
Group Settings ◽  
Social Closeness ◽  
Neuroscience Research ◽  
Real World Learning ◽  
Neurophysiological Data

How does the human brain support real-world learning? We used wireless electroencephalography to collect neurophysiological data from a group of 12 senior high school students and their teacher during regular biology lessons. Six scheduled classes over the course of the semester were organized such that class materials were presented using different teaching styles (videos and lectures), and students completed a multiple-choice quiz after each class to measure their retention of that lesson's content. Both students' brain-to-brain synchrony and their content retention were higher for videos than lectures across the six classes. Brain-to-brain synchrony between the teacher and students varied as a function of student engagement as well as teacher likeability: Students who reported greater social closeness to the teacher showed higher brain-to-brain synchrony with the teacher, but this was only the case for lectures—that is, when the teacher is an integral part of the content presentation. Furthermore, students' retention of the class content correlated with student–teacher closeness, but not with brain-to-brain synchrony. These findings expand on existing social neuroscience research by showing that social factors such as perceived closeness are reflected in brain-to-brain synchrony in real-world group settings and can predict cognitive outcomes such as students' academic performance.

A Post-Pandemic Strategy to Support Lifelong and Work-Integrated Learning

2022 ◽  
pp. 203-219
Author(s):  
Peter Mozelius
Keyword(s):  
Communities Of Practice ◽  
Lifelong Learning ◽  
Real World ◽  
Knowledge Society ◽  
Pilot Project ◽  
Insurance Companies ◽  
Integrated Learning ◽  
Pedagogical Aspect ◽  
Work Integrated Learning ◽  
User Friendly

Lifelong work-integrated learning is a key challenge in the growing knowledge society, with the Corona pandemic as a catalyst for technology enhancement. This chapter argues for the need of a post-pandemic strategy that rethinks not only the pedagogical aspect but also the technology enhanced and collaborative aspects of lifelong and work-integrated learning. The strategy that is presented in this chapter is based on the author's experience from the BUFFL initiative, a pilot project for industry development at banks and insurance companies through technology-enhanced lifelong learning. The recommendation is a strategy tailored for the target group that supports the work-integrated learning aim of academia providing useful theories for real-world tasks in the industry. Some important components in the strategy are 1) to extend pedagogy with andragogy and heutagogy, 2) the design of user-friendly hybrid environments, and 3) blended communities of practice.

Entrepreneurial Action as Metaphorical Process and its Metaphorics

2020 ◽  
pp. 1441-1458
Author(s):  
Alexey A. Baryshev
Keyword(s):  
Social Networks ◽  
Knowledge Society ◽  
New Economy ◽  
Entrepreneurial Activity ◽  
Corporate Management ◽  
New Approach ◽  
Social Innovations ◽  
The Creation ◽  
Entrepreneurial Action ◽  
Metaphorical Process

The objective of this paper is to formulate new approach to entrepreneurship and its result that is challenged by appearance of novel spheres of entrepreneurial activity related to social innovations, social networks, solution for corporate management and people`s wellbeing, production of gadget for precarious wants. These items inspire the study of axiological bases of value created by entrepreneurs. This purpose suggests addressing and revisiting the notions of entrepreneurial action and value. Their complete conceptualization applying to nascent new economy is unlikely to be possible. With this in mind, we focused on searching for metaphors that can cast light on the specifics of newly-emerging phenomena related to entrepreneurial action and value created by it. Using the theory of metaphor, we find that entrepreneurial action is of metaphorical nature itself. In the article, the creation of value is described by means of the transferal of enterprising constituents of entrepreneur's identity onto produced things. We specify these constituents as referred to the different periods of entrepreneurial history. The identification of the constituents was based on the theory of pillars and carriers of institutions by W. R. Scott. The metaphors of appropriateness, utility and wellbeing were proposed for the different periods of the development of value. The metaphor of rhetoric was defined as a root metaphor for all moduses of entrepreneurial action considered as a process of convincing on the value of things produced. Special metaphors for entrepreneurial action for each period of value development were also proposed. The metaphor of performative rhetoric was considered as shedding light on dominant modus of entrepreneurial action and modus of value under conditions of knowledge society.

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