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.

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.

APTITUDE AND SECOND LANGUAGE ACQUISITION

2005 ◽  
Vol 25 ◽  
pp. 46-73 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Theoretical Frameworks ◽  
Aptitude Tests ◽  
Advanced Level ◽  
Learning Success ◽  
And Performance

Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

scholarly journals Global Changes in Higher Education: Post-Covid Times

2021 ◽  
pp. 65-70
Author(s):  
J. P. Bayer ◽  
N. A. Churaev
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Global Education ◽  
Global Changes ◽  
Education Development ◽  
International Context ◽  
Modern Education ◽  
Advantages And Disadvantages ◽  
Political Interests ◽  
Coronavirus Infection

In this article we talk about education as a global phenomenon that includes many actors with their own political interests. In this regard, the question of the anthropological component of modern education, including in the international context, arises extremely sharply: what kind of person is formed by the new global education, to whom it applies, and what values it forms. Main trends in global education policy are defined. The formation of a global educational policy has not yet been completed, and the pandemic of coronavirus infection has brought both positive and negative aspects. We name both of them: the advantages and disadvantages of pandemic situation that shifted the global higher education into the different format. Also, we make the forecast on further higher education development.

scholarly journals Art education development in the context of global changes

2021 ◽  
Vol 5 (S2) ◽  
pp. 501-513
Author(s):  
Iryna V. Yefimenko ◽  
Olena M. Yakymchuk ◽  
Nataliia Ye. Kravtsova ◽  
Halyna I. Sotska ◽  
Anatolii M. Korol
Keyword(s):  
Art Education ◽  
Cognitive Abilities ◽  
Professional Training ◽  
Rapid Development ◽  
Technological Innovations ◽  
Global Changes ◽  
Digital Competence ◽  
Art Teacher ◽  
Education Development ◽  
Teachers And Students

New trends are emerging in the system of higher art education due to globalisation and integration, rapid development of technological innovations. The use of technological innovations causes emerging of new types of communication, collaboration and interaction between teachers and students. In the article, the concept of smart education and its principles and the competence of a future teacher and specifics of their professional training were described. Global educational trends were characterised. The perspectives of professional and pedagogical activity of art teacher were outlined. The importance of technological innovations in the process of innovative education was explained. The criteria for assessing the teacher's innovative competence were highlighted. It was established that the modern smart society requires a teacher who teaches art history while constantly developing his cognitive abilities, systematically renew his intellectual and creative potential. The peculiarities of teacher's innovative competence formation in the changing conditions of a modern “smart” society were investigated. It was concluded that digital competence is one of the new requirements for art critics training in the context of the development of the information-oriented society.

scholarly journals Learning The Strategy of Reasoning Through Marzano Dimensional Mastery Learning Model Among Form Four Students for The Topic Of Differentiation

2017 ◽  
Vol 9 (1-4) ◽  
Author(s):  
Mohamad Nizam Arshad ◽  
Noor Azean Atan ◽  
Abdul Halim Abdullah ◽  
Mahani Mokhtar ◽  
Mohd Salleh Abu
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Implementation Process ◽  
T Test ◽  
Education Development ◽  
Paired Samples ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Reasoning Skills

Reasoning skills are very important in encouraging students to think more critically and logically, as depicted in the Malaysian Education Development Plan (2013-2025). Therefore, this study looked into improving the Differentiation Reasoning Level (DRL) of reasoning skills among students for a topic in the Additional Mathematics subject,  known as Differentiation, through reasoning learning strategy. The study participants consisted of a total of 31 students from a secondary boarding school in Johor, selected through a purposive sampling method. A pre-test was carried out for the participants, from the advanced level, followed by a number of repetition tests, before the post-test assessment was conducted. The data collection for this study employed a set of Reasoning Test on Differentiation (RTD) and 10 sets of learning activities on Differentiation based on modified Marzano Rubric for Specific Task of Situations (1992). This dimension involved four types of reasoning skills, namely,  comparison, classification, inductive, and deductive. The survey data, through paired samples t-test, revealed a significant difference between the mean scores in pre-test and post-test (p <0.05). In addition, the paired sample t-test showed a significant difference on the level of reasoning among students from each construct in the reasoning skills before and after using this module. In conclusion, the Marzano Model of Dimensional Learning (1992) is a thinking skill model that can help improve students' reasoning skills. The model covers analysis aspects of what has been learned by implementing the process of identifying reasons, which will help students to add and expand their knowledge. The findings also implied that, the processes of teaching and learning play an important role in ensuring students’ capability to emphasize on the implementation process of reasoning skills

scholarly journals COFCOE: Continuous Oral Feedback Continuous Oral Evaluation for Continuous Active Learning in Outcome Based Education, Teaching, Learning and Evaluation (OBTLE)

2021 ◽  
Author(s):  
Debaprasad Mukherjee ◽  
Gour Sundar Mitra Thakur
Keyword(s):  
Active Learning ◽  
Performance Indicators ◽  
Learning Assessment ◽  
Inquiry Based Learning ◽  
Oral Feedback ◽  
Outcome Based Education ◽  
Revised Bloom's Taxonomy ◽  
Socratic Questioning ◽  
And Performance ◽  
Teaching Learning

A new and extremely effective teaching-learning-assessment methodology is introduced for continuous active learning in outcome based education (Teaching, Learning and Evaluation-OBTLE). This method addresses the modern methods of education like personalized learning, participatory learning, peer evaluation, revised Bloom's Taxonomy, and all graduate Attributes including the corresponding competencies and performance indicators. Most importantly this method encourages socratic questioning which facilitates inquiry based learning, which is being projected as the future of learning in any context. The method may be extremely useful to identify and take remedial measures for students who may need additional attention from teachers.

scholarly journals What Does It Take to Build a Social Dimension Strategy? A Cross-Country Comparative Analysis of Romania and Austria

2020 ◽  
pp. 161-176
Author(s):  
Simona Torotcoi
Keyword(s):  
Lifelong Learning ◽  
Learning Strategy ◽  
Bologna Process ◽  
Social Dimension ◽  
Life Long Learning ◽  
Start Up ◽  
The Social ◽  
Slow Progress ◽  
To Come ◽  
The Bologna Process

Abstract Unlike other action lines of the Bologna Process, slow progress has been made towards making the social dimension an implementable policy. The social dimension had to overcome a significant start-up difficulty. It entered the Bologna Process with no clear definition, guidelines or projection of concrete policy measures. In 2015, with the adoption of the Strategy for the Development of the Social Dimension and Lifelong Learning in the EHEA to 2020, participating countries were asked to come up with concrete national plans to address the participation of underrepresented groups in higher education. This paper looks in depth at two country cases that attempted to create the necessary conditions for such strategies, Austria and Romania, and asks what are the successful conditions for building a social dimension and lifelong learning strategy in line with the Bologna requirements? The common point for these countries is that both of them attempted to build a social dimension and life-long learning strategy, however, one of the countries came up with a strategy, yet other national strategies and policies were in contradiction with what the strategy promoted, whereas in the second country no strategy was developed beside the involvement of the main stakeholders. The data for the analysis comes from interviews conducted in November 2017 with stakeholders involved in the formation of these strategies, ranging from student representatives to educational experts, and governmental representatives.

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

Adult Education for Democratic Citizenship in Europe

CADMO ◽  
2009 ◽  
pp. 73-84
Author(s):  
Marcella Milana
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Learning Strategy ◽  
Democratic Citizenship ◽  
The European Union ◽  
European Area ◽  
School Learning ◽  
Equal Recognition ◽  
To Come ◽  
Civic Competence

- In 2001 a new emphasis on learning for democratic citizenship has been championed by the European Commission's Communication on Making a European area of lifelong learning a reality. The communication recognizes active citizenship as one of the four "broad and mutually supporting objectives" of the lifelong learning strategy. Accordingly, civic competence, which "equips individuals to fully participate in civic life", has been identified by the European Parliament and the Council of the European Union as a key competence to be given priority in all member states in the years to come. The article introduces the core principles of a European study aiming at investigating, from a comparative perspective, ways in which adults can achieve competencies relevant for democratic citizenship. Furthermore it presents and discusses selected of findings. The findings suggest that, in spite of the shift from education to learning for democratic citizenship within the European discourse, the emphasis on lifelong learning and the consequent equal recognition of in-school and out-of-school learning activities, most empirical research in the field of education for democratic citizenship remains primarily concerned with school-aged pupils. When available, research which focuses on the links between adult education and learning for democratic citizenship is highly theoretical and rarely supported by empirical evidence.Keywords lifelong learning, democratic citizenship, adult education, European Commission, civic competence.

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