Development and Evaluation of a Web 2.0-Based Ubiquitous Learning Platform for Schoolyard Plant Identification

The rapid progress of wireless communication, sensing, and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. It can be viewed as a new learning style which has been called context-aware ubiquitous learning. Most context-aware ubiquitous learning systems employ expensive sensing technologies, such as Radio Frequency Identification (RFID), to detect the real-world learning behaviors of students and to provide personalized learning guidance accordingly. In this paper, the authors use QR (Quick Response) code, a low cost technology that is available on smart phones for detecting students' real-world learning status. Moreover, Web 2.0 technology is employed to enable students to collaboratively build a learning materials database. An experiment was conducted to investigate the relationships between the system quality, personal factors, learning motivation, perceived usefulness, and perceived ease of use, learning attitude, and behavioral intention of the students. In addition, from the interviews, it was found that most of the students felt interested in learning with the system and considered it as a helpful learning tool.

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How to train your robot with deep reinforcement learning: lessons we have learned

The International Journal of Robotics Research ◽

10.1177/0278364920987859 ◽

2021 ◽

pp. 027836492098785

Author(s):

Julian Ibarz ◽

Jie Tan ◽

Chelsea Finn ◽

Mrinal Kalakrishnan ◽

Peter Pastor ◽

...

Keyword(s):

Machine Learning ◽

Reinforcement Learning ◽

Case Studies ◽

Real World ◽

Review Article ◽

The Real ◽

Complex Skills ◽

Real World Learning ◽

Level Sensor ◽

Embodied Agent

Deep reinforcement learning (RL) has emerged as a promising approach for autonomously acquiring complex behaviors from low-level sensor observations. Although a large portion of deep RL research has focused on applications in video games and simulated control, which does not connect with the constraints of learning in real environments, deep RL has also demonstrated promise in enabling physical robots to learn complex skills in the real world. At the same time, real-world robotics provides an appealing domain for evaluating such algorithms, as it connects directly to how humans learn: as an embodied agent in the real world. Learning to perceive and move in the real world presents numerous challenges, some of which are easier to address than others, and some of which are often not considered in RL research that focuses only on simulated domains. In this review article, we present a number of case studies involving robotic deep RL. Building off of these case studies, we discuss commonly perceived challenges in deep RL and how they have been addressed in these works. We also provide an overview of other outstanding challenges, many of which are unique to the real-world robotics setting and are not often the focus of mainstream RL research. Our goal is to provide a resource both for roboticists and machine learning researchers who are interested in furthering the progress of deep RL in the real world.

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Undergraduates Writing Publishable Cases: The Trials, The Tribulations, And The Real-World Learning

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v4i12.1511 ◽

2011 ◽

Vol 4 (12) ◽

Author(s):

Jason Smith ◽

Josh Edwards ◽

Patricia C. Kelley

Keyword(s):

Case Studies ◽

Real World ◽

The Real ◽

Real World Learning ◽

Case Writing

If given the chance, undergraduates have the ability to write excellent case studies worthy of being published. This essay describes the benefits, challenges, and process of undergraduate case writing.

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Ubiquitous Computing Technologies in Education

Methods and Applications for Advancing Distance Education Technologies ◽

10.4018/978-1-60566-342-5.ch017 ◽

2011 ◽

pp. 230-233

Author(s):

Gwo-Jen Hwang ◽

Ting-Ting Wu ◽

Yen-Jung Chen

Keyword(s):

Wireless Communication ◽

Ubiquitous Computing ◽

Real World ◽

Adaptive Learning ◽

New Technologies ◽

Learning Activities ◽

Ubiquitous Learning ◽

The Real ◽

Computing Technologies ◽

The World

The prosperous development of wireless communication and sensor technologies has attracted the attention of researchers from both computer and education fields. Various investigations have been made for applying the new technologies to education purposes, such that more active and adaptive learning activities can be conducted in the real world. Nowadays, ubiquitous learning (u-learning) has become a popular trend of education all over the world, and hence it is worth reviewing the potential issues concerning the use of u-computing technologies in education, which could be helpful to the researchers who are interested in the investigation of mobile and ubiquitous learning.

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Development and Analysis of an Enhanced Multi-Expert Knowledge Integration System for Designing Context-Aware Ubiquitous Learning Contents

International Journal of Distance Education Technologies ◽

10.4018/ijdet.2018100103 ◽

2018 ◽

Vol 16 (4) ◽

pp. 31-53 ◽

Cited By ~ 1

Author(s):

Gwo-Haur Hwang ◽

Beyin Chen ◽

Shiau-Huei Huang

Keyword(s):

Knowledge Acquisition ◽

Real World ◽

Domain Knowledge ◽

Knowledge Integration ◽

Expert Knowledge ◽

Context Aware ◽

Ubiquitous Learning ◽

Integration System ◽

Degree Of Acceptance ◽

Multiple Experts

This article describes how in context-aware ubiquitous learning environments, teachers must plan a theme and design learning contents to provide complete knowledge for students. Knowledge acquisition, which is an approach for helping people represent and organize domain knowledge, has been recognized as a potential way of guiding teachers to develop real-world context-related learning contents. However, previous studies failed to address the issue that the learning contents provided by multiple experts or teachers might be redundant or inconsistent; moreover, it is difficult to use the traditional knowledge acquisition method to fully describe the complex real-world contexts and the learning contents. Therefore, in this article, a multi-expert knowledge integration system with an enhanced knowledge representation approach and Delphi method has been developed. From the experimental results, it is found that the teachers involved had a high degree of acceptance of the system. They believe that it can unify the knowledge of many teachers.

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Hodnoty v opravdovém světě

Envigogika ◽

10.14712/18023061.505 ◽

2015 ◽

Vol 10 (1) ◽

Cited By ~ 1

Author(s):

Bohuslav Binka ◽

Jan Činčera ◽

Martin Černý

Keyword(s):

Real World ◽

Critical Reflection ◽

Educational Practice ◽

Learning Model ◽

Paper Analysis ◽

The Real ◽

Self Reflection ◽

Basic Assumptions ◽

Real World Learning ◽

Universal Values

The paper analysis how the Schwartz’ theory of universal values promoted in the Real World Learning Model might be applied in educational practice. In its first part it introduces the Schwartz’ theory and its basic assumptions. In the second part it presents its critical reflection based on works of Pareto and Sorel. As they argue, the theory is too “optimistic” as it does not presuppose the ability of value of power to “mask” itself for other values. On the basis of this criticism, the paper discusses possible risks of non-reflected effort to force values of univerzalism or benevolence in education by the means of power discourse, and recommends an open self-reflection of a teacher as a prevention of such a risk.

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Real-Time, Real World Learning—Capitalising on Mobile Technology

Applied Pedagogies for Higher Education ◽

10.1007/978-3-030-46951-1_16 ◽

2020 ◽

pp. 371-393

Author(s):

Keith D. Parry ◽

Jessica Richards ◽

Cameron McAuliffe

Keyword(s):

Web 2.0 ◽

Mobile Technology ◽

Real World ◽

Teaching And Learning ◽

Engaged Learning ◽

Web 2.0 Technologies ◽

Emergent Technologies ◽

Digital World ◽

Highly Active ◽

Real World Learning

Abstract Parry, Richards and McAuliffe critique an active learning approach that makes use of mobile technology and augmented reality to enhance students’ real-world learning. Students are now bringing a variety of mobile technology into the classroom and the chapter discusses the challenge of maintaining students’ interest and engagement when they can be connected to the world outside the classroom via electronic devices. Although sometimes a distraction, embracing the use of Web 2.0 technologies can provide the “highly active and participatory experiences” that today’s students are searching for (Brill & Park. Facilitating engaged learning in the interaction age taking a pedagogically disciplined approach to innovation with emergent technologies. International Journal of Teaching and Learning in Higher Education, 20(1), 71. 10.12691/education-4-1-9). The chapter explores the use of Web 2.0 technologies and their use to upskill students in the technical complexities of the digital world and the use of specialised online discourses suitable for real world learning and working.

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