scholarly journals Real-Life Problem Solving Skills Required From Office Managers in the Labour Market

2013 ◽  
Author(s):  
Adaku Ngozi Achilike
Keyword(s):  
Problem Solving ◽  
Labour Market ◽  
Real Life ◽  
Problem Solving Skills ◽  
Real Life Problem

scholarly journals Improving students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji

2021 ◽  
Vol 12 (2) ◽  
pp. 283-294
Author(s):  
A. Nurannisa F.A ◽  
Andi Muhammad Irfan Taufan Asfar ◽  
Andi Muhamad Iqbal Akbar Asfar ◽  
Adji Syaifullah
Keyword(s):  
Problem Solving ◽  
Effect Size ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Real Life ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Design Type

Mathematical logical intelligence is one of the skills that are needed in the 21st century related to mathematical problem-solving skills. The importance of this skill is not in line with the facts on the ground, where students are still weak in counting and using logic in problem solving. The purpose of this research is to improve students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji. Sulapa Eppa Walasuji is one of the Bugis-Makassar local wisdoms with a unique pattern, appropriate to be used as a medium for learning transformation of geometry. Through the integration of local wisdom, Sulapa Eppa Walasuji can create contextual mathematics learning, so that students can easily understand the material by connecting real-life concepts. This research includes experimental research with a quasi-experimental design of the nonequivalent control group design type. The research instrument used was a mathematical logical intelligence test consisting of five essay questions. The data analysis used is descriptive statistics with gain score and effect size testing. The results showed that the mathematical logical intelligence of experimental class students increased by 43.16 with the effective contribution of the r effect size being 0.910. This indicates that the online-based integration of Sulapa Eppa Walasuji can improve students’ mathematical logical intelligence. 

VISOLE

2010 ◽  
pp. 185-206 ◽  
Author(s):  
Morris S.Y. Jong ◽  
Junjie Shang ◽  
Fong-Lok Lee ◽  
Jimmy H.M. Lee
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Computer Game ◽  
Design Strategy ◽  
Game Based Learning ◽  
Pedagogical Approach ◽  
Specific Knowledge ◽  
Problem Solving Skills ◽  
Subject Specific ◽  
Virtual Interactive

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning. This approach encompasses the creation of a near real-life online interactive world modeled upon a set of multi-disciplinary domains, in which each student plays a role in this “virtual world” and shapes its development. All missions, tasks and problems therein are generative and open-ended with neither prescribed strategies nor solutions. With sophisticated multi-player simulation contexts and teacher facilitation (scaffolding and debriefing), VISOLE provides opportunities for students to acquire both subject-specific knowledge and problem-solving skills through their near real-life gaming experience. This chapter aims to delineate the theoretical foundation and pedagogical implementation of VISOLE. Apart from that, the authors also introduce their game-pedagogy co-design strategy adopted in developing the first VISOLE instance—FARMTASIA.

Winnaars en verliezers op de arbeidsmarkt 1996-2012

2015 ◽  
Vol 31 (2) ◽  
Author(s):  
Ineke Bijlsma ◽  
Sander Dijksman ◽  
Didier Fouarge ◽  
Annemarie Kühn-Nelen
Keyword(s):  
Growth Rate ◽  
Problem Solving ◽  
Labour Market ◽  
Educational Level ◽  
Labour Force ◽  
Wage Growth ◽  
Occupational Structure ◽  
Problem Solving Skills ◽  
Complex Information ◽  
It Skills

Occupational winners and losers in the Dutch labour market 1996-2012 Occupational winners and losers in the Dutch labour market 1996-2012 The occupational structure of the Dutch labour market is changing rapidly. In the years 1996-2012 the educational level of the labour force has increased constantly, which is indicative of knowledge intensification in the economy. Occupations that employ average educated workers have been shrinking, while occupations that employ high educated individuals have been growing. This is consistent with the polarization hypothesis, but these changes are very gradual. Wage growth, computer use and level of problem solving skills all correlate positively with the growth rate of employment in occupations. This suggests that IT skills and the ability to handle complex information are increasingly important in today’s labour market.

A Review on the Importance of Machine Learning and Artificial Intelligence in Real Life Problem Solving

2020 ◽  
Vol 17 (9) ◽  
pp. 4336-4339
Author(s):  
D. S. V. Suma Priya ◽  
D. Esther Rani ◽  
A. Pavan Shankar Sai ◽  
A. Konda Babu ◽  
Durgesh Nandan
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
Problem Solving ◽  
Concept Learning ◽  
Real Life ◽  
Learning System ◽  
Level System ◽  
Learning Methods ◽  
Machine Learning Methods ◽  
Real Life Problem

This paper clearly explains the concept, importance and main aim of machine learning and construction of the machine learning system. There are several ideas regarding this machine learning which are formed by a number of strategies. This effort leads to introduce many machine learning methods such as learning by commands, concept, learning by comparison, and learning by some algorithms. This article provides information about the main purpose of machine learning and its development. Machine learning is the primary aspect that promotes any system to have intelligence. One of its main applications is artificial intelligence. Machine learning is highly suited for complex level system representation. There are a number of machine learning concepts that leads to the integration of number of networks.

The impact of situated learning activities on technology university students' learning outcome

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hua-Huei Chiou
Keyword(s):  
Problem Solving ◽  
Child Development ◽  
University Students ◽  
Situated Learning ◽  
Real Life ◽  
Learning Outcome ◽  
Learning Activities ◽  
Live Video ◽  
Content Type ◽  
Real Life Problem

PurposeThe purpose of this study was to investigate 3D virtual reality (VR) situated activity, preschool reality and how the lecture teaching method affects technology university students' learning outcome.Design/methodology/approachThe quasi-experimental design is used. Participants are 144 students in three classes who all take Child Development Assessment course. Research instruments include 3D VR animation, preschool live video and child development as the case. One class attended 3D VR situated activities, another observed preschool live video and the other takes a traditional lecture class. Learning outcomes were measured by two paper-and-pencil tests in different times and with one performance assessment. In the writing test, mechanical and meaningful questions were included.FindingsMajor findings of this study are, first, that the auxiliary learning of 3D VR is better than the real-life situation. Second, situational learning activities can enhance participant performance in context-based questions. In summary, this study found that well-organized 3D VR animation is more effective than live situation learning, especially for context-based course content.Research limitations/implicationsThe lack of random assignment into test groups leads to non-equivalent test groups which can limit the generalizability of the results to other student population.Practical implicationsThe findings of this study suggest that teachers can gradually arrange learning activities, from 3D VR to a real applied workplace; situated learning activities are more likely to support the transfer knowledge to real-life problem solving.Originality/valueThe findings suggest that teachers in arranging the classroom context activities can be the first to use 3D VR before actual reality to avoid novices getting lost in the complicated real situations. If learning activities can be arranged gradually, from 3D VR to real applied workplace, situated learning activities can help students to deploy their newly acquired knowledge and skills in real-life problem solving.

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