An Autonomous Learning Multimedia Courseware Design

2014 ◽  
Vol 530-531 ◽  
pp. 851-854
Author(s):  
Yun Cheng Li
Keyword(s):  
Learning Theory ◽  
Real World ◽  
Teaching And Learning ◽  
Appropriate Technology ◽  
Autonomous Learning ◽  
The Real ◽  
Whole Process ◽  
Related Technique

Aimed at project Instructional Courseware Design Using Geometrical Painting Method which is an sample of multimedia courseware, an suggestion was made that design should be directed by appropriate teaching and learning theory, bring forth all materials to learner through appropriate technology, making the learner to be able to join into the whole process of learning, to practice all the related technique in time, so that the learner could to be learned soon. Through this process, the learner not only could learn the knowledge it self, but also the method to solve problems in the real world.

scholarly journals The Promise of Creativity

2012 ◽  
Vol 6 (1) ◽  
pp. 389-407 ◽  
Author(s):  
Maxine E. Sprague ◽  
Jim Parsons
Keyword(s):  
Real World ◽  
Teaching And Learning ◽  
The Body ◽  
The Real ◽  
Digital World ◽  
Body Of Knowledge ◽  
Imaginative Play ◽  
A Priority ◽  
The Impact

In this paper, the authors discuss creativity and the impact it might have on teaching and learning. The authors believe that imaginative play, at all ages, helps all people (children especially) create healthy environments and spaces that expand their learning. The authors contend that teaching for imagination—which asks little more than creating and trusting an ecological space that engenders it—seldom is considered a priority. Given the emphasis on creativity in the real world and the virtual digital world, the authors believe it is important to add to the body of knowledge through continued research in this field.

Vocabulary Learning and Consolidation With Mobile Application

2019 ◽  
pp. 1383-1395
Author(s):  
Dongshuo Wang ◽  
Bin Zou ◽  
Minjie Xing
Keyword(s):  
Language Learners ◽  
Mobile Learning ◽  
Learning Theory ◽  
Real World ◽  
Vocabulary Learning ◽  
Smart Phone ◽  
Autonomous Learning ◽  
Grammatical Class ◽  
Over Time ◽  
Future Reference

Language learners at all levels need a way of recording and organising newly learned vocabulary for consolidation and for future reference. Listing words alphabetically in a vocabulary notebook has been a traditional way of organising this information. However, paper-based notes are limited in terms of space (learners often run out of space for certain categories; for others the space might be unused) and time (handwritten pages deteriorate over time and cannot easily be updated). Organizing vocabulary in more meaningful categories might make it easier to learn. Textbooks, for example, often introduce new vocabulary thematically. Words can also be organised according to their grammatical class or characteristics, their real world category (e.g. modes of transport, means of communication), their phonological pattern, their etymological elements, or according to when/where they were learnt. This research experiments how the mobile learning of a lexical spreadsheet can be used for the consolidation of and reference to new vocabulary. Offering the learner multiple ways of organising vocabulary at the same time – combining all of the approaches mentioned above, the resource can easily be modified and updated. Importantly, in keeping with autonomous learning theory, the spreadsheet is designed to encourage learners to take more responsibility for their own vocabulary learning and to approach this process more systematically. The resource can be used from any mobile smart phone, tablet or i-Pad.

Associative Learning Processes in the Formation of Intergroup Anxiety and Avoidance in Society

2020 ◽  
pp. 003329412096547
Author(s):  
Alexander W. O’Donnell ◽  
David L. Neumann ◽  
Amanda L. Duffy
Keyword(s):  
African American ◽  
Associative Learning ◽  
Learning Theory ◽  
Real World ◽  
Aversive Stimulus ◽  
Aversive Conditioning ◽  
Learning Processes ◽  
The Real ◽  
Intergroup Anxiety ◽  
Two Samples

Laboratory-based aversive conditioning studies have reliably induced fear toward an image of an outgroup member by pairing the image with a fear-inducing, aversive stimulus. However, laboratory-based studies have been criticized for being simplistic in comparison to the complexities of the real world. The current study is the first to apply an aversive conditioning framework to explain the formation of intergroup fear and subsequent anxiety toward, and avoidance of, the outgroup outside the laboratory. Two samples recalled details of their first negative encounter with an African American ( N = 554) or Muslim ( N = 613) individual, respectively. Congruent with learning theory, participants who reported an unpleasant event with an outgroup member reported more fear during the encounter than did those who did not report experiencing an unpleasant event. Additionally, the intensity of unpleasantness during the first encounter indirectly predicted outgroup avoidance, via retrospectively recalled fear and current levels of intergroup anxiety.

scholarly journals Need Analysis: An Invaluable Step for Successful Autonomous Learning

2018 ◽  
Vol 11 (7) ◽  
pp. 37
Author(s):  
Sharmin Sultana
Keyword(s):  
Real World ◽  
Quantitative Methods ◽  
Autonomous Learning ◽  
Tertiary Level ◽  
Successful Implementation ◽  
Complex World ◽  
Research Paradigm ◽  
The Real ◽  
Need Analysis ◽  
Global Language

English as a lingua franca now requires the Bangladeshi people to learn this global language with the current demands of the competitive world. What is widely accepted is that a vast majority of Bangladeshi graduates are neither capable to stand out globally as efficient communicators in English nor accomplished enough to meet the challenges of the real world which implies that there are some short comings with the fulfillment of their needs. Hence, the paper investigates the complex world of multi-faced needs of the students at tertiary level, and highlights core consideration for analyzing these needs through a keen eye on the roots of problems. The research combines not only qualitative but also quantitative methods where research paradigm is pragmatic. Finally, the paper shows that need analysis can certainly be invaluable in successful implementation of autonomous learning among students enabling them to take responsibilities of learning in their own hands.

scholarly journals DESIGNING PROJECT-BASED LEARNING IN ESP CLASS

2019 ◽  
Vol 2 (2) ◽  
pp. 25
Author(s):  
Dian Arsitades Wiranegara
Keyword(s):  
Learning Process ◽  
Real World ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Collaborative Project ◽  
The Real ◽  
Project Learning ◽  
Inquiry Process ◽  
Source Of Information ◽  
Real World Problems

Project-Based Learning of ESP is developed to involve as well as to encourage students to be active in the process of teaching and learning. Students can fully contribute in the project once they are asked in the inquiry process by giving a guiding question and the teacher guides them into a collaborative project integrated in curriculum. A guiding question here, must be based on the issues and topics addressing the real world problems. This also means that the project learning can help learners experience a meaningful learning, based on constructivism philosophy. Learners are given chance to explore and find any source of information by reading books, then communicate it to others or presenting their ideas. Hence, at the end of teaching and learning process, learners reflect to the project that has been conducted. At this phase, all learners are asked to share their experiences as well as their feeling during the project. Teacher and learners can share and develop it into a discussion in order to improve their performance

scholarly journals Curiosity-driven exploration: Diversity of mechanisms and functions

2021 ◽  
Author(s):  
Alexandr Ten ◽  
Pierre-Yves Oudeyer ◽  
Clément Moulin-Frier
Keyword(s):  
Real World ◽  
Information Seeking ◽  
Psychological Theory ◽  
Autonomous Learning ◽  
Diverse Range ◽  
The Real ◽  
Computational Research ◽  
Spontaneous Exploration ◽  
Dimensions Of Variation ◽  
High Diversity

Intrinsically motivated information-seeking, also called curiosity-driven exploration, is widely believed to be a key ingredient for autonomous learning in the real world. Such forms of spontaneous exploration have been studied in multiple independent lines of computational research, producing a diverse range of algorithmic models that capture different aspects of these processes. These algorithms resolve some of the limitations of neurocognitive theories by formally describing computational functions and algorithmic implementations of intrinsically motivated learning. Moreover, they reveal a high diversity of effective forms of intrinsically motivated information-seeking that can be characterized along different mechanistic and functional dimensions. This chapter aims at reviewing different classes of algorithms and highlighting several important dimensions of variation among them. Identifying these dimensions provides means for structuring a comprehensive taxonomy of approaches. We believe this exercise to be useful in working towards a general computational account of information-seeking. Such an account should facilitate the proposition of new hypotheses about information-seeking in humans and complement the existing psychological theory of curiosity.

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