Research and Teaching: Show Me the Way: Future Faculty Prefer Directive Feedback When Trying Active Learning Approaches

2017 ◽  
Vol 047 (02) ◽  
Author(s):  
Jessica Stephens ◽  
David Battle ◽  
Cara Gormally ◽  
Peggy Brickman
Keyword(s):  
Active Learning ◽  
Learning Approaches ◽  
Research And Teaching ◽  
The Way

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

New active learning algorithms for near-infrared spectroscopy in agricultural applications

2021 ◽  
Vol 69 (4) ◽  
pp. 297-306
Author(s):  
Julius Krause ◽  
Maurice Günder ◽  
Daniel Schulz ◽  
Robin Gruna
Keyword(s):  
Active Learning ◽  
Near Infrared ◽  
Agricultural Products ◽  
Training Data ◽  
Calibration Model ◽  
Learning Approaches ◽  
Training Samples ◽  
Agricultural Applications ◽  
Selection Of

Abstract The selection of training data determines the quality of a chemometric calibration model. In order to cover the entire parameter space of known influencing parameters, an experimental design is usually created. Nevertheless, even with a carefully prepared Design of Experiment (DoE), redundant reference analyses are often performed during the analysis of agricultural products. Because the number of possible reference analyses is usually very limited, the presented active learning approaches are intended to provide a tool for better selection of training samples.

scholarly journals From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

2015 ◽  
Vol 5 (2) ◽  
pp. 37 ◽  
Author(s):  
Andy M. Connor ◽  
Sangeeta Karmokar ◽  
Chris Whittington
Keyword(s):  
Active Learning ◽  
Liberal Arts ◽  
Learning Approaches ◽  
Delivery Methods ◽  
Engineering Technology ◽  
Inquiry Based Learning ◽  
Engineering And Technology ◽  
And Mathematics ◽  
Engineering Pedagogy

This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.

scholarly journals IDS for Industrial Applications: A Federated Learning Approach with Active Personalization

Sensors ◽  
2021 ◽  
Vol 21 (20) ◽  
pp. 6743
Author(s):  
Vasiliki Kelli ◽  
Vasileios Argyriou ◽  
Thomas Lagkas ◽  
George Fragulis ◽  
Elisavet Grigoriou ◽  
...  
Keyword(s):  
Machine Learning ◽  
Active Learning ◽  
Network Flow ◽  
Detection System ◽  
Human Life ◽  
Industrial Sector ◽  
Machine Learning Techniques ◽  
Sensitive Information ◽  
Learning Approaches ◽  
Monitoring And Control

Internet of Things (IoT) is a concept adopted in nearly every aspect of human life, leading to an explosive utilization of intelligent devices. Notably, such solutions are especially integrated in the industrial sector, to allow the remote monitoring and control of critical infrastructure. Such global integration of IoT solutions has led to an expanded attack surface against IoT-enabled infrastructures. Artificial intelligence and machine learning have demonstrated their ability to resolve issues that would have been impossible or difficult to address otherwise; thus, such solutions are closely associated with securing IoT. Classical collaborative and distributed machine learning approaches are known to compromise sensitive information. In our paper, we demonstrate the creation of a network flow-based Intrusion Detection System (IDS) aiming to protecting critical infrastructures, stemming from the pairing of two machine learning techniques, namely, federated learning and active learning. The former is utilized for privately training models in federation, while the latter is a semi-supervised approach applied for global model adaptation to each of the participant’s traffic. Experimental results indicate that global models perform significantly better for each participant, when locally personalized with just a few active learning queries. Specifically, we demonstrate how the accuracy increase can reach 7.07% in only 10 queries.

scholarly journals Constructing constructivism in management accounting education: reflections from a teaching cycle with innovative learning elements

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kelum Jayasinghe
Keyword(s):  
Active Learning ◽  
Qualitative Methods ◽  
Management Accounting ◽  
Accounting Education ◽  
Constructivist Teaching ◽  
Learning Approaches ◽  
Content Type ◽  
Radical Constructivist ◽  
Innovative Learning ◽  
Management Accounting Education

Purpose This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education? Design/methodology/approach The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data. Findings The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles. Originality/value The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.

scholarly journals Batch Decorrelation for Active Metric Learning

2020 ◽  
Author(s):  
Priyadarshini Kumari ◽  
Ritesh Goru ◽  
Siddhartha Chaudhuri ◽  
Subhasis Chaudhuri
Keyword(s):  
Active Learning ◽  
Learning Strategy ◽  
Metric Learning ◽  
Parametric Models ◽  
Distance Metrics ◽  
Learning Approaches ◽  
Fundamental Goal ◽  
Novel Method ◽  
Active Learning Strategy ◽  
Perceptual Metrics

We present an active learning strategy for training parametric models of distance metrics, given triplet-based similarity assessments: object $x_i$ is more similar to object $x_j$ than to $x_k$. In contrast to prior work on class-based learning, where the fundamental goal is classification and any implicit or explicit metric is binary, we focus on perceptual metrics that express the degree of (dis)similarity between objects. We find that standard active learning approaches degrade when annotations are requested for batches of triplets at a time: our studies suggest that correlation among triplets is responsible. In this work, we propose a novel method to decorrelate batches of triplets, that jointly balances informativeness and diversity while decoupling the choice of heuristic for each criterion. Experiments indicate our method is general, adaptable, and outperforms the state-of-the-art.

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