scholarly journals Master-Slave Curriculum Design for Reinforcement Learning

2018 ◽  
Author(s):  
Yuechen Wu ◽  
Wei Zhang ◽  
Ke Song
Keyword(s):  
Curriculum Design ◽  
Learning Strategy ◽  
Joint Learning ◽  
Final Performance ◽  
Fixed Action ◽  
Conventional Curriculum ◽  
Extensive Evaluation ◽  
Learning Speed ◽  
And Performance ◽  
Action Spaces

Curriculum learning is often introduced as a leverage to improve the agent training for complex tasks, where the goal is to generate a sequence of easier subasks for an agent to train on, such that final performance or learning speed is improved. However, conventional curriculum is mainly designed for one agent with fixed action space and sequential simple-to-hard training manner. Instead, we present a novel curriculum learning strategy by introducing the concept of master-slave agents and enabling flexible action setting for agent training. Multiple agents, referred as master agent for the target task and slave agents for the subtasks, are trained concurrently within different action spaces by sharing a perception network with an asynchronous strategy. Extensive evaluation on the VizDoom platform demonstrates the joint learning of master agent and slave agents mutually benefit each other. Significant improvement is obtained over A3C in terms of learning speed and performance.

scholarly journals INDIVIDUAL ABILITIES AND LIFELONG LEARNING

2016 ◽  
Vol 55 (5) ◽  
pp. 1 ◽  
Author(s):  
Oleksandr Yu. Burov
Keyword(s):  
Lifelong Learning ◽  
Adaptive Learning ◽  
Curriculum Design ◽  
Cognitive Abilities ◽  
Global Education ◽  
Learning Strategy ◽  
Learning Assessment ◽  
Education Development ◽  
And Performance ◽  
Design Recommendation

This paper describes new and emerging technologies in education, learning environments and methods that have to satisfy lifelong learning, from school age to retirement, on the basis of the psychophysiological model of the cognitive abilities formation. It covers such topics as: evaluation of a human (accounting schoolchildren, youth and adults features) abilities and individual propensities, individual trajectory of learning, adaptive learning strategy and design, recommendation on curriculum design, day-to-day support for individual’s learning, assessment of a human learning environment and performance, recommendation regards vocational retraining and/or further carrier etc.). The specific goal is to facilitate a broader understanding of the promise and pitfalls of these technologies and working (learning/teaching) environments in global education/development settings, with special regard to the human as subject in the system and to the collaboration of humans and technical, didactic and organizational subsystems.

Design, implementation, and evaluation of an XG-PON module for the ns-3 network simulator

SIMULATION ◽  
2017 ◽  
Vol 93 (5) ◽  
pp. 409-426 ◽  
Author(s):  
Jerome A Arokkiam ◽  
Pedro Alvarez ◽  
Xiuchao Wu ◽  
Kenneth N Brown ◽  
Cormac J Sreenan ◽  
...  
Keyword(s):  
Optical Network ◽  
Future Internet ◽  
Access Networks ◽  
Passive Optical Network ◽  
Network Simulator ◽  
Optical Access Networks ◽  
Research Topics ◽  
Extensive Evaluation ◽  
Wide Range ◽  
And Performance

10-gigabit-capable Passive Optical Network (XG-PON), one of the latest standards of optical access networks, is regarded as one of the key technologies for future Internet access networks. This paper presents the design and evaluation of our XG-PON module for the ns-3 network simulator. This module is designed and implemented with the aim to provide a standards-compliant, configurable, and extensible module that can simulate XG-PON with reasonable speed and support a wide range of research topics. These include analyzing and improving the performance of XG-PON, studying the interactions between XG-PON and the upper-layer protocols, and investigating its integration with various wireless networks. In this paper, we discuss its design principles, describe the implementation details, and present an extensive evaluation on both functionality and performance.

Discovering Students’ Strategies in Learning English Online

2021 ◽  
Vol 17 (1) ◽  
pp. 261
Author(s):  
Norhajawati Abdul Halim ◽  
Kamisah Ariffin ◽  
Norizul Azida Darus
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
Learning Performance ◽  
Metacognitive Skills ◽  
Face To Face Learning ◽  
And Performance ◽  
Learning English

Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The challenges faced in online learning have led students to employ learning strategies to help them learn more efficiently and effectively. This paper examined students’ strategy use in learning English online and the correlation of the strategies with their academic performance in the subject. Using the Online Language Learning Strategy Questionnaire (OLLSQ) to gauge students’ strategy use in the domains of cognitive, metacognitive, resource-management and affective, the findings indicated that all students were high users of OLLS in English online learning with the highest preference for metacognitive as the strategies were helpful to students in planning and organizing their studies. However, there was low correlation between the strategies use and performance. Overall, the strategies have impacted the students positively and helped them to cope with the new learning mode that is different from the traditional learning. It is hoped that the discovery of the strategies could provide some important insights into how students can be more successful in learning online, and help others to achieve their study goals and overcome any challenges confronting them in learning English online.   Keywords: E-learners, Learning strategies, Online learning, Performance

Cognitive Styles and Learning Strategies in Paired-Associate Learning

1974 ◽  
Vol 39 (2) ◽  
pp. 861-862
Author(s):  
Raymond L. Majeres
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Task Demands ◽  
Associate Learning ◽  
Task Strategy ◽  
Learning Conditions ◽  
And Performance ◽  
Motivation And Learning

Paired-associate learning strategy and performance of Ss ( N = 96) high and low on the Stroop Test color/word ratio under different motivation and learning conditions were studied. There was a significant relationship between task, strategy, and cognitive style ( p < .01), though no relationships with performance were found. Results indicated that strategy may be less dependent on specific task demands than performance.

Information Processing by Performers and Observers in a Paired Associate Learning Task

1979 ◽  
Vol 31 (2) ◽  
pp. 197-205 ◽  
Author(s):  
Paul Eelen ◽  
Géry D'Ydewalle
Keyword(s):  
Information Processing ◽  
Learning Strategy ◽  
Paired Associate ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Response Alternative ◽  
Associate Learning ◽  
Recognition Procedure ◽  
Response Alternatives ◽  
And Performance

The effects of two training procedures on learning and performance are compared. Performers select a response alternative for each stimulus on Trial 1 and receive feedback in terms of “Right” or “Wrong”. Observers receive the same information by listening to the experimenter. Experiment I tests the hypothesis that performers and observers are using a different learning strategy when there are only two response alternatives available for each stimulus on Trial 1. A recognition procedure was used on Trial 2; each stimulus was followed by four alternatives, two of them being the same as presented on Trial 1. Subjects have to recognize the two “old” alternatives. Performers are always better at recognizing the chosen alternative, whereas observers are better at recognizing the correct alternative. Experiment II extends the comparison between performers and observers to a task with four response alternatives on Trial 1. There are no longer differences in performance between the two training procedures.

Reflections on the Role of Self-Paced, Online Resources in Higher Education or How YouTube is Teaching Me How to Knit

2013 ◽  
pp. 330-353
Author(s):  
Cath Ellis
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
English Literature ◽  
Face To Face ◽  
University Teachers ◽  
High Profile ◽  
On Demand ◽  
Pedagogy And Curriculum

In higher education sectors around the world, lecturing remains the mainstay of teaching and learning practice (see Bligh, 1998; Jones, 2007). This is despite the fact that countless high-profile and widely read scholars have shown that the pedagogic value of lecturing is questionable (see Bligh, 1998; Gibbs, 1981; Laurillard, 2002). How it has come to be that lecturing persists remains the focus of much speculation (see Jones, 2007). It may be the case, however, that lectures have finally met their match in the form of online, self-paced, on-demand resources. As the availability and number of these resources grows, the viability of face-to-face lecturing as a teaching and learning strategy becomes increasingly tenuous. In this chapter, the authors outline the impact that these resources are having on pedagogy and curriculum design in general and in higher education in particular. They offer a case study of the use of this strategy in a higher education context within an English Literature module. The authors conclude by offering some reflections on their own experiences as on-demand learners and offer some suggestions as to how university teachers and the institutions for which they work may need to rethink the way they operate.

On Design and Performance of Internal Epitrochoidal Pumps

2006 ◽  
Author(s):  
Giovanni Mimmi ◽  
Giovanni Bonandrini
Keyword(s):  
Systematic Study ◽  
Design Parameters ◽  
Geometrical Parameters ◽  
Final Performance ◽  
Optimal Profile ◽  
Performance Indexes ◽  
Outer Rotor ◽  
And Performance ◽  
Rotor Profiles

In this study an analysis of rotor profiles geometry in internal epitrochoidal pumps and a systematic study of their performance as a function of the geometrical parameters are introduced. Internal pumps are used in various fields, like automotive, alimentary, or medical-scientific. This machines consist of two rotors: generally the inner rotor has epitrochoidal profile and the profile of the outer rotor is determined as conjugate to the inner one. The rotor geometry and the final performance of the whole machine has been studied by many researchers, using different methods. In this paper the construction of the profiles is performed by the theory of gearing, in order to calculate performance indexes. In particular the pump type with epitrochoidal outer rotor has been considered. Even if it is impossible to establish an optimal profile valid for every application, the analysis of the results obtained allows to choose the design parameters, in order to optimize the shape of the rotors for any particular application.

scholarly journals Biology Learning Station Strategy (BLISS): Its Effects on Science Achievement and Attitude towards Biology

2019 ◽  
Vol 1 (2) ◽  
pp. 78-89
Author(s):  
Danilo Villar Rogayan
Keyword(s):  
High School ◽  
Junior High School ◽  
Curriculum Design ◽  
Science Achievement ◽  
Learning Strategy ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
Science Students ◽  
Biology Learning

Science education faces monumental changes in terms of curriculum design and approach brought about by the challenges of globalization and diversifying educational landscapes. This study sought to test the effects of Biology Learning Station Strategy (BLISS) to the academic achievement and attitude of junior high school Science students. This action research utilized a within-group pretest-posttest experimental design involving 28 Grade 10 Science students of a government-run secondary school in Central Luzon, Philippines. The study found out that prior to the intervention, the junior high school Science students were performing below average in terms of Science achievement and have slightly positive attitude towards Biology. After the intervention, the students’ Science achievement and their attitude towards Biology had improved. BLISS was found to be an effective differentiated learning strategy in improving the Science achievement and attitude towards Biology of students. There was a positive correlation between Science achievement and attitude towards Biology.

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