scholarly journals A unifying computational framework for teaching and active learning

2018 ◽  
Author(s):  
Scott Cheng-Hsin Yang ◽  
Wai Keen Vong ◽  
Yue Yu ◽  
Patrick Shafto
Keyword(s):  
Theory Of Mind ◽  
Active Learning ◽  
Information Gain ◽  
Learning Problems ◽  
Teaching Model ◽  
Simulation Experiments ◽  
Computational Framework ◽  
Learning And Teaching ◽  
Core Cognition ◽  
Present Simulation

Traditionally learning has been modeled as passively obtaining information or actively exploring the environment. Recent research has introduced models of learning from teachers that involve reasoning about why they have selected particular evidence. We introduce a computational framework that takes a critical step toward unifying active learning and teaching by recognizing that meta reasoning underlying reasoning about others can be applied to reasoning about oneself. The resulting Self-Teaching model captures much of the behavior of information-gain-based active learning with elements of hypothesis-testing-based active learning and can thus be considered as a formalization of active learning within the broader teaching framework. We present simulation experiments that characterize the behavior of the model within three simple and well-investigated learning problems. We conclude by discussing such theory-of-mind-based learning in the context of core cognition and cognitive development.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

2021 ◽  
Author(s):  
Emily Nordmann ◽  
Anne Clark ◽  
El Spaeth ◽  
Jill R. D. MacKay
Keyword(s):  
Active Learning ◽  
Teaching Practice ◽  
Attitude Scale ◽  
Conceptions Of Learning ◽  
Educational Impact ◽  
Lecture Capture ◽  
Support Tool ◽  
Political Issues ◽  
Learning And Teaching ◽  
Positive Attitudes

AbstractMuch has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

Kreativitas Guru Al Quran Hadis Menggunakan Media Pembelajaran Audio Visual Dalam Meningkatkan Hasil Belajar

2019 ◽  
Vol 1 (2) ◽  
pp. 140-149
Author(s):  
Indra Syah Putra ◽  
Nurmisdaramayani  Nurmisdaramayani  ◽  
Julia Satifa
Keyword(s):  
Learning Outcomes ◽  
School Principals ◽  
Field Research ◽  
Visual Media ◽  
Learning Problems ◽  
Research Approach ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Media Learning ◽  
Collection Methods

The problem found in the research is that during the learning and teaching process in madrasas, the Al-Qur'an Hadith teachers have not involved students directly with the application of the digital Al-Qur'an, so students have not been trained in solving various learning problems. The unavailability of media that supports learning and teaching activities of Al-Qur'an Hadith in madrasas. This type of research is qualitative with a field research approach. Sources of data as informants are school principals and teachers of the Qur'an Hadith, data collection methods by means of observation, interviews and documentation. The results of the study found that the application of audio-visual media in Al-Quran Hadith subjects had been maximally applied in connection with the implementation of learning in the COVID-19 pandemic which required online learning and teaching activities. So, learning using audio-visual media is very appropriate to be applied in MTs. Tarbiyah Waladiyah Pulau Banyak. And the application of audio-visual media in improving the ability to understand the learning of the Qur'an and Hadith for class VII MTs students. Tarbiyah Waladiyah Pulau Banyak has been carried out well and there has been an increase since the beginning of the pre-meeting, namely the number of students who get a complete score, namely 29.7% of students who get a complete score in the field of study of the Qur'an and Hadith, at the first meeting it increases to 46% of students who complete in Al-Quran Hadith learning activities on the material to understand the short letter of the Qur'an. At the second meeting the level of completeness of students in learning the Qur'an Hadith was 78.3% of class VII MTs. Private Tarbiyah Waladiyah. Then analyzed from Meeting III, student completeness reached 100%. Keywords: Audio Visual Media, Learning Outcomes  

Active Learning Online

2022 ◽  
Vol 12 (1) ◽  
pp. 1-13
Author(s):  
Viktor Wang ◽  
Leslie Hitch ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Strategic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Current Century ◽  
Teaching Goal ◽  
Current Article

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.

Active Learning and the Active-Learning-Based Teaching Model

2020 ◽  
pp. 21-29
Author(s):  
Orit Hazzan ◽  
Noa Ragonis ◽  
Tami Lapidot
Keyword(s):  
Active Learning ◽  
Teaching Model

Active Learning and the Active-Learning-Based Teaching Model

2011 ◽  
pp. 13-19
Author(s):  
Orit Hazzan ◽  
Tami Lapidot ◽  
Noa Ragonis
Keyword(s):  
Active Learning ◽  
Teaching Model

scholarly journals Bayesian3 Active Learning for the Gaussian Process Emulator Using Information Theory

Entropy ◽  
2020 ◽  
Vol 22 (8) ◽  
pp. 890
Author(s):  
Sergey Oladyshkin ◽  
Farid Mohammadi ◽  
Ilja Kroeker ◽  
Wolfgang Nowak
Keyword(s):  
Bayesian Inference ◽  
Active Learning ◽  
Gaussian Process ◽  
Relative Entropy ◽  
Bayesian Model ◽  
Information Gain ◽  
Measurement Data ◽  
Superior Performance ◽  
Evidence Based ◽  
Model Evidence

Gaussian process emulators (GPE) are a machine learning approach that replicates computational demanding models using training runs of that model. Constructing such a surrogate is very challenging and, in the context of Bayesian inference, the training runs should be well invested. The current paper offers a fully Bayesian view on GPEs for Bayesian inference accompanied by Bayesian active learning (BAL). We introduce three BAL strategies that adaptively identify training sets for the GPE using information-theoretic arguments. The first strategy relies on Bayesian model evidence that indicates the GPE’s quality of matching the measurement data, the second strategy is based on relative entropy that indicates the relative information gain for the GPE, and the third is founded on information entropy that indicates the missing information in the GPE. We illustrate the performance of our three strategies using analytical- and carbon-dioxide benchmarks. The paper shows evidence of convergence against a reference solution and demonstrates quantification of post-calibration uncertainty by comparing the introduced three strategies. We conclude that Bayesian model evidence-based and relative entropy-based strategies outperform the entropy-based strategy because the latter can be misleading during the BAL. The relative entropy-based strategy demonstrates superior performance to the Bayesian model evidence-based strategy.

scholarly journals A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition

2018 ◽  
Vol 8 (4) ◽  
pp. 232 ◽  
Author(s):  
Habibullah Pathan ◽  
Rafique A. Memon ◽  
Shumaila Memon ◽  
Ali Raza Khoso ◽  
Illahi Bux
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Learning Problems ◽  
Proximal Development ◽  
Learning To Learn ◽  
Learning And Teaching ◽  
The Impact

The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio- cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children’s cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.

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