scholarly journals An Efficient Reference Free Adaptive Learning Process for Speech Enhancement Applications

2022 ◽  
Vol 70 (2) ◽  
pp. 3067-3080
Author(s):  
Girika Jyoshna ◽  
Md. Zia Ur Rahman ◽  
L. Koteswararao
Keyword(s):  
Speech Enhancement ◽  
Learning Process ◽  
Adaptive Learning

Learning in multi-team systems: a qualitative study of learning triggers, readiness to learn and learning processes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Valerie I. Sessa ◽  
Jessica L. Francavilla ◽  
Manuel London ◽  
Marlee Wanamaker
Keyword(s):  
Case Studies ◽  
Learning Process ◽  
Adaptive Learning ◽  
Quantitative Research ◽  
Participant Observation ◽  
Learning Processes ◽  
Future Research ◽  
Content Type ◽  
First Case ◽  
Readiness To Learn

Purpose Multi-team systems (MTSs) are expected to respond effectively to complex challenges while remaining responsive and adaptable and preserving inter-team linking mechanisms. The leadership team of an MTS is expected to configure and reconfigure component teams to meet the unique needs of each situation and perform. How do they learn to do this? This paper, using a recent MTS learning theory as a basis, aims to begin to understand how MTSs learn and stimulate ideas for future research. Design/methodology/approach The authors use two case studies to address research questions. The first case was a snapshot in time, while the second case occurred over several months. Interviews, documents and participant observation were the data sources. Findings As suggested by theory, findings support the idea that learning triggers, the timing of the triggers and readiness to learn (RtL) affect the type of learning process that emerges. The cases showed examples of adaptive and generative team learning. Strong and clear triggers, occurring during performance episodes, led to adaptive learning. When RtL was high and triggers occurred during hiatus periods, the associated learning process was generative. Originality/value Using an available theoretical model and case studies, the research describes how MTS readiness to learn and triggers for learning affect MTS learning processes and how learning outcomes became codified in the knowledge base or structure of the MTS. This provides a framework for subsequent qualitative and quantitative research.

Ambiguity and context learning in signalling games

2020 ◽  
Author(s):  
Liping Tang
Keyword(s):  
Natural Language ◽  
Learning Process ◽  
Adaptive Learning ◽  
Structural Evolution ◽  
Sufficient Condition ◽  
Natural Languages ◽  
Context Learning ◽  
Ambiguous Words ◽  
Lattice Network ◽  
Signalling Games

Abstract Lexical ambiguity is present in many natural languages, but ambiguous words and phrases do not seem to be advantageous. Therefore, the presence of ambiguous words in natural language warrants explanation. We justify the existence of ambiguity from the perspective of context dependence. The main contribution of the paper is that we constructed a context learning process such that each interlocutor can infer their opponent’s private belief from the conversation. A sufficient condition for successful learning is provided. Furthermore, for cases in which learning fails, we investigate how the interlocutors choose among degrees of ambiguous expressions through an adaptive learning process. Lastly, we apply our model in the lattice network, demonstrating that structural evolution favours ambiguity as well.

scholarly journals Adaptive Learning Supported by Learning Analytics for Student Teachers’ Personalized Training during in-School Practices

2021 ◽  
Vol 14 (1) ◽  
pp. 124
Author(s):  
Carmen Fernández-Morante ◽  
Beatriz Cebreiro-López ◽  
María-José Rodríguez-Malmierca ◽  
Lorena Casal-Otero
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Adaptive Learning ◽  
Learning Analytics ◽  
Intelligent System ◽  
Strong Support ◽  
Educational Innovation ◽  
Initial Teacher Education ◽  
Second Phase ◽  
Sources Of Information

This paper presents the results of the second phase of the international project “Improving Educational Innovation, Competitiveness, and Quality of Higher Education through Collaboration between University and Companies (EKT)”. The use of adaptive learning supported by learning analytics is proposed as a pedagogical strategy to work on the collaborative and personalized learning process that takes place during the school placement period of initial teacher education. Learning analytics is expected to facilitate the analysis of the different sources of information and data generated in the learning process. The collected data will be centralized in a learning record store (LRS), which will serve as a repository for xAPI compatible traces from the tools that make up EKT intelligent system. The system is expected to provide a strong support to decision-making so that participant agents can collaborate, advise, and contribute to the future teacher’s personalized training according to his or her progress and the context in which the practice takes place. The need analysis of tutors in the five pilot countries is presented, which has made it possible to define the process variables that make up the learning analysis architecture of the EKT system.

scholarly journals THE ESSENCE OF EDUCATIONAL PARADIGMS AND POLYPARADIGMAL MANIFESTATIONS IN MULTIDIMENSIONAL PEDAGOGICAL REALITY AND PERSONAL SELF-REALIZATION OF STUDENTS IN E-LEARNING

2020 ◽  
pp. 72-83
Author(s):  
M. Miier
Keyword(s):  
Research Methods ◽  
Learning Process ◽  
Adaptive Learning ◽  
Emotional Adjustment ◽  
Educational Process ◽  
Full Time ◽  
Scientific Analysis ◽  
General Scientific ◽  
Educational Paradigm ◽  
Traditional Pedagogy

The article examines the educational paradigm as a genesis indicator of changes in the educational field caused by social development, paradigm as a result of the implementation of integration processes. Besides, the personal self-realization of students as a manifestation of the student-centric paradigm is studied. Іn accordance with the objectives of the study, the following is performed. It summarises the key ideas of paradigms of traditional pedagogy (knowledge, ZUN, scientific- technocratic, paradigm of explanatory-illustrative learning) and people- oriented paradigms (child-centric, anthropological, cognitive, pragmatic, humanitarian, humanistic, cultural, paradigms of developmental and adaptive learning). It is established that paradigm analysis of modern education should be carried out in two directions: 1) to reveal its polyparadigmal character; 2) to provide a thorough consideration of the didactic features of the organizing the educational process within the specific educational paradigm. Considering the above mentioned matter in the article, the examples of polyparadigmal manifestations of multidimensional phenomena and processes in pedagogical reality are given. Didactic features of organising educational process in realisation of student-centered paradigm are also revealed. It is characterised such didactic tools as topic-presentation matrix and author’s music-markers of the beginning and end of the learning process (lectures, seminars, lessons, etc.). The self-realization of students with the use of these means is investigated. The complex of research methods is used in the work: general scientific (analysis, synthesis, comparison, systematization, generalization) and empirical (observations, discussions, questionnaires). The complex of research methods is used in the work: general scientific (analysis, synthesis, comparison, systematization, generalization) and empirical (observations, discussions, questionnaires). 110 respondents were involved in the study. These are full-time and part-time students. Institution of higher education: Borys Grinchenko Kyiv University. As a result of the study it is established a significant potential of the studied tools for organization of the learning process; for emotional adjustment of students to the process of learning and for recreation; for their personal self- realization on the basis of imitation of the creative of Others.

Affective Issues in Adaptive Educational Environments

2011 ◽  
pp. 111-133 ◽  
Author(s):  
Makis Leontidis ◽  
Constantin Halatsis
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Adaptive Learning ◽  
Affective Computing ◽  
Future Trends ◽  
Affective Factors ◽  
Emotional Factors ◽  
Educational Environments ◽  
Educational Applications ◽  
Adaptive Learning Systems

Research in computer science recently began to take emotions into account because their influence in perception, reasoning, decision-making and learning is considered catalytic. In learning the appropriate sentimental background constitutes a significant requirement in order to be effective. However, many designers of adaptive learning systems develop their systems without taking into consideration the emotional factors that are related to the mood and the personality of the student. This omission deprives the learning process from a very important pedagogical dimension. In this chapter, the focus is on affective factors that are involved in the learning process and can be considered in designing adaptive learning environments. We present first the basic theories and models for affective computer. We deal with methods of affective elicitation and representation of affective knowledge. We then present affective educational applications. Finally, we discuss issues and future trends of affective computing in relation to the learning.

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