Research and Implementation of Autonomous Learning Platform about Web System Development Course

2013 ◽  
Vol 473 ◽  
pp. 211-214
Author(s):  
Cai Feng Cao ◽  
Guo Chao Liang ◽  
Yao Zu Luo ◽  
Zhi Bing Fu
Keyword(s):  
Web Application ◽  
Teaching Practice ◽  
System Development ◽  
Rapid Development ◽  
Autonomous Learning ◽  
Learning Space ◽  
Learning Platform ◽  
Web System ◽  
Platform System ◽  
Development Course

The universality of Web application prompts the rapid development of Web development technologies, which has inspired many students and engineering technicians to study and apply them. Through the research of the Web technology and combining the teaching practice, an autonomous learning platform system about Web system development course was designed and developed. The platform system has the characteristics of self-evolution, Web application dynamic embedding, and abundant learning resources. Also, the platform system provides learners with independent, open, collaborative learning space.

Construction on Autonomous Learning Platform for College English Based on Network

2014 ◽  
Vol 687-691 ◽  
pp. 2300-2303
Author(s):  
Yu Mei Zhou ◽  
Wan Qing Yang
Keyword(s):  
Information Technology ◽  
Rapid Development ◽  
Autonomous Learning ◽  
Learning Tools ◽  
Optimization Strategy ◽  
Innovative Teaching ◽  
College English ◽  
Test And Evaluation ◽  
Teaching Aids ◽  
Learning Platform

With the rapid development of information technology, the network has become an important teaching aids, and innovative teaching mode of college English. This article studies the construction of English autonomous learning platform. First, discussed the theoretical basis that needed by building autonomous learning platform for college English; Secondly, the relevant theoretical principles as a basis for the overall platform architecture, including learning tools, learning resources, exchange platform, test and evaluation platform and so on; Finally, proposed optimization strategy on the basis of the characteristics summarized platform and deficiencies. Use of network information technology to build college English autonomous learning platform provide students with a wealth of English resources, so studying the construction of English autonomous learning platform based on network has great significance.

scholarly journals Rancang Bangun MyAKAD Apps Berbasis Android Menggunakan Algoritma Sequential Searching

2020 ◽  
Vol 4 (3) ◽  
pp. 582
Author(s):  
Wahyu Mahatma Kurniawan ◽  
Fauziah Fauziah ◽  
Aris Gunaryati
Keyword(s):  
Programming Languages ◽  
Data Storage ◽  
Web Application ◽  
System Development ◽  
Test Results ◽  
Digital World ◽  
White Box Testing ◽  
The One ◽  
Platform System ◽  
The Web

The existence of the digital world has given a new impact to all human activities. Not surprisingly, if now all switch to the digital world because on the one hand can make things more efficient and practical. The purpose of this study, the author wants to develop a student data administration application that will be applied at one of the universities with an Android-based platform system. Where this design is made to perfect the limitations of applications that have previously  been developed, namely the web, limitations of previous applications at the University, when users (users) access  to the online academic menu in the web application, are required to deactivate pop-ups first, that is felt to be inefficient . Based on the existing problems, the author wants to design an application that will be developed on the Android platform by using a sequential searching algorithm for each program function in the application. The system development method itself uses the Waterfall methodology. This method has stages namely: Analysis, Design, Coding and Testing Data collection techniques are obtained from the results of observations (observations) and literature studies. Database as a data storage medium is MySQL. For the PHP and Java programming languages used as an application interface, the application test results are represented in the White box testing and show a valid value of the test results amounting to 6 in the total decision shows the algorithm used is quite good and meets the standard

scholarly journals Zebrafish Models of Autosomal Recessive Ataxias

Cells ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 836
Author(s):  
Ana Quelle-Regaldie ◽  
Daniel Sobrido-Cameán ◽  
Antón Barreiro-Iglesias ◽  
María Jesús Sobrido ◽  
Laura Sánchez
Keyword(s):  
Animal Models ◽  
Autosomal Recessive ◽  
Molecular Mechanisms ◽  
System Development ◽  
Rapid Development ◽  
Nervous System Development ◽  
Central Nervous System Development ◽  
Cellular Processes ◽  
Recessive Disorders

Autosomal recessive ataxias are much less well studied than autosomal dominant ataxias and there are no clearly defined systems to classify them. Autosomal recessive ataxias, which are characterized by neuronal and multisystemic features, have significant overlapping symptoms with other complex multisystemic recessive disorders. The generation of animal models of neurodegenerative disorders increases our knowledge of their cellular and molecular mechanisms and helps in the search for new therapies. Among animal models, the zebrafish, which shares 70% of its genome with humans, offer the advantages of being small in size and demonstrating rapid development, making them optimal for high throughput drug and genetic screening. Furthermore, embryo and larval transparency allows to visualize cellular processes and central nervous system development in vivo. In this review, we discuss the contributions of zebrafish models to the study of autosomal recessive ataxias characteristic phenotypes, behavior, and gene function, in addition to commenting on possible treatments found in these models. Most of the zebrafish models generated to date recapitulate the main features of recessive ataxias.

scholarly journals Enhancing Wind Turbine Power Forecast via Convolutional Neural Network

Electronics ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 261
Author(s):  
Tianyang Liu ◽  
Zunkai Huang ◽  
Li Tian ◽  
Yongxin Zhu ◽  
Hui Wang ◽  
...  
Keyword(s):  
Time Series ◽  
Wind Speed ◽  
Wind Turbine ◽  
Wind Power ◽  
Rapid Development ◽  
Superior Performance ◽  
Learning Platform ◽  
Novel Approach ◽  
Wind Power Forecast ◽  
Transformation Methods

The rapid development in wind power comes with new technical challenges. Reliable and accurate wind power forecast is of considerable significance to the electricity system’s daily dispatching and production. Traditional forecast methods usually utilize wind speed and turbine parameters as the model inputs. However, they are not sufficient to account for complex weather variability and the various wind turbine features in the real world. Inspired by the excellent performance of convolutional neural networks (CNN) in computer vision, we propose a novel approach to predicting short-term wind power by converting time series into images and exploit a CNN to analyze them. In our approach, we first propose two transformation methods to map wind speed and precipitation data time series into image matrices. After integrating multi-dimensional information and extracting features, we design a novel CNN framework to forecast 24-h wind turbine power. Our method is implemented on the Keras deep learning platform and tested on 10 sets of 3-year wind turbine data from Hangzhou, China. The superior performance of the proposed method is demonstrated through comparisons using state-of-the-art techniques in wind turbine power forecasting.

scholarly journals L’e-portfolio pour collecter et gérer les traces de l’activité : exemple d’une formation à l’enseignement instrumental et vocal

2018 ◽  
Vol 9 (3) ◽  
Author(s):  
Elsa Paukovics ◽  
Pierre-François Coen ◽  
Angelika Güsewell ◽  
Valentina Giovannini-Cartulano
Keyword(s):  
Teaching Practice ◽  
Vocal Pedagogy ◽  
Professional Activity ◽  
Digital Learning ◽  
Master's Program ◽  
Nous Sommes ◽  
Learning Platform ◽  
Different Types ◽  
Futurs Enseignants

Le développement d’une posture d’enseignant-praticien réflexif repose sur la collecte et le traitement de différentes traces de l’activité professionnelle. La nature des traces collectées, leur rôle dans la formation, leur utilisation et leur gestion diffèrent selon les contenus et les dispositifs de formation. Par l’utilisation d’une plateforme électronique d’apprentissage (e-portfolio), le master en pédagogie instrumentale et vocale vise à développer la posture de praticien réflexif des futurs enseignants d’instruments ou de chant. Cette plateforme permet le dépôt, la gestion et le partage de différents types de traces de l’activité. La présente recherche vise à capter la nature des traces collectées ainsi que leur utilisation pour la rédaction d’un bilan de compétences. Il ressort d’entretiens menés avec les étudiants que les e-portfolios contiennent essentiellement des traces élaborées de l’activité et que ces traces sont peu ou pas utilisées lors de la rédaction du bilan de fin de cursus. Les étudiants mentionnent plutôt l’utilisation de traces immatérielles de type souvenirs, récoltées durant leur pratique en enseignement dans et hors formation. À partir de ces constats, nous sommes amenés à nous questionner sur la compréhension du rôle de la trace par les étudiants et l’orientation de leur apprentissage vers le produit plutôt que vers le processus. The development of a reflexive teacher-practitioner position is based on gathering and processing various artifacts of professional activity. The nature of the artifacts collected, their role in training, their use and their management differ according to the content and the training provisions. By using a digital learning platform (eportfolio), the Haute école de musique Vaud Valais Fribourg’s master’s program in instrumental and vocal pedagogy intends to develop the reflexive practitioner position of future teachers in this field. Different types of artifacts of the activity can be deposited, managed, and shared on this platform. The aim of this research is to define the nature of the artifacts gathered and use them to write a skills report. It highlights the interviews conducted with students and the fact that eportfolios essentially contain artifacts developed from the activity and that these artifacts are hardly or not used in the end-of-course report. Rather, students mention the use of intangible artifacts such as memories, collected during their teaching practice both in and out of training. Based on these observations, we are led to question students’ understanding of the role of artifacts and the orientation of their learning towards the product rather than the process.

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