scholarly journals Science and Charity, Educational therapy and active learning, increasing brain intelligence or heart intelligence

2019 ◽  
Vol 3 (2) ◽  
pp. 59-66
Author(s):  
Aan Eko Khusni Ubaidillah
Keyword(s):  
Active Learning ◽  
Real World ◽  
The Real ◽  
Concepts Of Knowledge ◽  
Heart Intelligence ◽  
Critical Thinker ◽  
Real Practice ◽  
Educational Therapy ◽  
Creativity And Innovation ◽  
Percentage Ratio

Transhumanism, a unique cyber entity perspective, posthumanism offers a unique integration between agency, memory and imagination in a philosophical way to achieve a harmonious ecology harmony that is developing and interrelated, increasing the education provided to graduates is necessary. The purpose of this paper discusses learning of Science and Charity, how education therapy and active learning, as well as improving brain intelligence or heart intelligence. From the results of the discussion it was concluded: 1) Various studies related to the phenomenon of the era of education 4.0 in general need to improve the education given to graduates therefore if society changes, schools need to change preparing students for the real world, rather than instead isolating students from the real world because students need to be a critical thinker and ready to solve problems, collaborate and communicate; 2) Education must teach the renewal of capacity to create, identify issues regarding current situations and actively provide solutions through the integration of faith, knowledge, charity or creed, shari'ah, morals; 3) Education must provide an ideal mode of therapy Lecture, Reading, Audiovisual, Demonstration, Discussion, Practice and Real Practice with a percentage ratio of 5: 10: 20: 30: 50: 75: 90, or use other patterns and not 100% lecture; 4) educational elements and principals must understand the concepts of knowledge for practice and knowledge in practice which consists of different varieties of knowledge as competitors or complementary such as formal knowledge (referring to theory or research and law or policy) and informal (referring to the practice of wisdom, experience personal, intuitive and tacit knowledge); 5) Other countries are fast advancing on the basis of creativity and innovation as the drivers of the knowledge economy by shifting the education system with the core of considering the abilities and talents of individuals and to create new knowledge.

scholarly journals Learning Outcome-Based Teaching of Power Electronics and Electric Machines Hybrid Laboratory Using ABAL Method

2021 ◽  
Author(s):  
Umair Safdar ◽  
Yaqoob Javed ◽  
Subhan Khan ◽  
Mujtaba Hussain Jeffery ◽  
Noman Naeem
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Power Electronics ◽  
Undergraduate Students ◽  
Real World ◽  
Electric Machines ◽  
Experimental Methodology ◽  
The Real ◽  
Real World Problem ◽  
Selection Of

This paper presents an Application Based Active Learning (ABAL) methodology on Power Electronics (PE) and Electric Machines (EM) as a hybrid laboratory course for the undergraduate students to design and implement the real-world engineering problems. The ABAL is a type of active learning which is a branch of Learner-centered teaching (LCT). The DC/DC converter along with the speed control of DC separately excites the motor. In addition, a DC/AC converter is designed to control the speed of an induction motor. The results are then investigated on a hardware platform under the ABAL experimental methodology. This paper also discusses the problem identification selection of the equipment, circuit design, hardware mounting and critical analysis of the results acquired from the hybrid laboratory. The ABAL methodology was evaluated based on student satisfaction, feedback, grades and interest to solve the real-world problem rather than cramming the engineering concepts and fulfill so-called lab routine and tasks

Audio Active

2014 ◽  
pp. 112-124
Author(s):  
Andrew Middleton
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Active Medium ◽  
Real World ◽  
Design Methodology ◽  
Knowledge Transmission ◽  
The Real ◽  
Autonomous Learner

This paper challenges the dominant perception evident in the literature that mobile podcasting is primarily a medium for knowledge transmission. It describes why and how mobile audio learning can be facilitative, active and integrated, and how it can involve diverse voices, including those of students, in ways that usefully disrupt didactic pedagogy. Audio is described as an active learning environment, capable of supporting connection to the real world around education in which students are able to act as autonomous learner-gatherers. The paper responds to concerns raised by Ciussi, Rosner, and Augier (2009) that some students are disinterested in podcasting and uses a scenario-based design methodology (Carroll, 2000) to describe and evaluate six innovative applications. It concludes that mobile audio can be understood as an active medium capable of richly and meaningfully engaging learners.

scholarly journals On Reinventing Education in the Age of Complexity: A Vygotsky-­inspired Generative Complexity Approach

2017 ◽  
Vol 14 (2) ◽  
Author(s):  
Ton Jorg
Keyword(s):  
Real World ◽  
Nonlinear Effects ◽  
Proximal Development ◽  
Learning And Development ◽  
Bottom Up ◽  
The Real ◽  
Emergent Complexity ◽  
New Thinking ◽  
Causal Framework ◽  
Creativity And Innovation

Reinventing education is the ultimate aim of this contribution. The approach taken is a radical new complexity-inspired bottom-up approach which shows complexity as the fount of creativity and innovation. Organizing complexity accordingly may be the foundation for a new complexified vision of education. It all starts with new thinking in complexity about how complexity is actually generated in the real world. Such thinking offers new kinds of complexity like generative and emergent complexity. The approach taken is very much inspired by the genius of Vygotsky, as a visitor from the future. His focus was not only process-oriented, but also very much possibility-oriented. His method was bottom-up, and opened new spaces of the possible, like the Zone of Proximal Development. Yet he was not able to deal with the problem of complexity in his days. He ‘simply’ lacked an adequate causal framework, which showed causation as a generative bottom-up process, to be linked with potential nonlinear effects over time. He could not explain what he saw as possible: the turning points and upheavals of learning and development. In this contribution the focus will be on the link between the new thinking in complexity and the causal, generative nature of complexity in the real world. This link may show the ontological creativity of the entire world in general, and of human learning and development in particular. It may show the power of generativity to unleash this creativity by a new way of theorizing on education. The complexity-inspired theory of development as generative change, as thriving on the generative power of interaction, is fundamental and foundational for this new theorizing.

Seafaring Practice and Narratives in Homer's Odyssey

Antichthon ◽  
2019 ◽  
Vol 53 ◽  
pp. 1-13
Author(s):  
Rupert Mann
Keyword(s):  
Real World ◽  
The Real ◽  
Real Practice

AbstractIt is intrinsically plausible that the Odyssey, which freely uses realistic details of many aspects of life on and beside the sea, was informed by real seafaring experience. This paper corroborates that hypothesis. The first part catalogues parallels between details of Odyssean and real-world seafaring. Odyssean type-scenes in particular echo real practice. The second part argues that three larger episodes have real-world parallels—the visit to the Lotos Eaters anticipates incidents of sailors deserting in friendly ports; the escape from Skylla and Charybdis demonstrates a safe course through a turbulent strait, and the encounter with Ino / Leukothea foreshadows the contemporary phenomenon of a sensed presence during a crisis. The pattern of coincidence between the Odyssey and the real world of seafaring constitutes a cumulative argument that suggests that those episodes in particular, and the poem as a whole, was informed by that world—a conclusion with consequences both for our understanding of the poem, and for our knowledge of the early Mediterranean maritime.

Audio Active

2011 ◽  
Vol 3 (2) ◽  
pp. 31-42
Author(s):  
Andrew Middleton
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Active Medium ◽  
Real World ◽  
Design Methodology ◽  
Knowledge Transmission ◽  
The Real ◽  
Autonomous Learner

This paper challenges the dominant perception evident in the literature that mobile podcasting is primarily a medium for knowledge transmission. It describes why and how mobile audio learning can be facilitative, active and integrated, and how it can involve diverse voices, including those of students, in ways that usefully disrupt didactic pedagogy. Audio is described as an active learning environment, capable of supporting connection to the real world around education in which students are able to act as autonomous learner-gatherers. The paper responds to concerns raised by Ciussi, Rosner, and Augier (2009) that some students are disinterested in podcasting and uses a scenario-based design methodology (Carroll, 2000) to describe and evaluate six innovative applications. It concludes that mobile audio can be understood as an active medium capable of richly and meaningfully engaging learners.

Active learning of optimal controls for pump scheduling optimization

2021 ◽  
Author(s):  
Antonio Candelieri ◽  
Riccardo Perego ◽  
Ilaria Giordani ◽  
Francesco Archetti
Keyword(s):  
Active Learning ◽  
Real World ◽  
Water Distribution ◽  
Distribution Network ◽  
Water Distribution Network ◽  
Search Space ◽  
Scheduling Optimization ◽  
The Real ◽  
Decision Variables ◽  
Pump Scheduling

<p>Two approaches are possible in Pump Scheduling Optimization (PSO): <em>explicit</em> and <em>implicit control</em>. The first assumes that decision variables are pump statuses/speeds to be set up at prefixed time. Thus, the problem is to efficiently search among all the possible schedules (i.e., configurations of the decision variables) to optimize the objective function – typically minimization of the energy-related costs – while satisfying hydraulic feasibility. Since both the energy cost and the hydraulic feasibility are black-box, the problem is usually addressed through simulation-optimization, where every schedule is simulated on a “virtual twin” of the real-world water distribution network. A plethora of methods have been proposed such as meta-heuristics, evolutionary and nature-inspired algorithms. However, addressing PSO via explicit control can imply many decision variables for real-world water distribution networks, increasing with the number of pumps and time intervals for actuating the control, requiring a huge number of simulations to obtain a good schedule.</p><p>On the contrary, implicit control aims at controlling pump status/speeds depending on some control rules related, for instance, to pressure into the network: pump is activated if pressure (at specific locations) is lower than a minimum threshold, or it is deactivated if pressure exceeds a maximum threshold, otherwise, status/speed of the pump is not modified. These thresholds are the decision variables and their values – usually set heuristically – significantly affect the performance of the operations. Compared to explicit control, implicit control approaches allow to significantly reduce the number of decision variables, at the cost of making more complex the search space, due to the introduction of further constraints and conditions among decision variables. Another important advantage offered by implicit control is that the decision is not restricted to prefixed schedules, but it can be taken any time new data from SCADA arrive making them more suitable for on-line control.</p><p>The main contributions of this paper are to show that:</p><ul><li>thresholds-based rules for implicit control can be learned through an active learning approaches, analogously to the one used to implement Automated Machine Learning;</li> <li>the active learning framework is well-suited for the implicit control setting: the lower dimensionality of the search space, compared to explicit control, substantially improves computational efficiency;</li> <li>hydraulic simulation model can be replaced by a Deep Neural Network (DNN): the working assumption, experimentally investigated, is that SCADA data can be used to train and accurate DNN predicting the relevant outputs (i.e., energy and hydraulic feasibility) avoiding costs for the design, development, validation and execution of a “virtual twin” of the real-world water distribution network.</li> </ul><p>The overall system has been tested on a real-world water distribution network.</p>

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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