PENGEMBANGAN MEDIA PEMBELAJARAN E-LEARNING MENGGUNAKAN MOODLE BERBASIS E-MODUL PADA PEMBELAJARAN INTALASI PENERANGAN LISTRIK UNTUK KELAS XI TITL SMK SWASTA IMELDA MEDAN

This study aims to know the feasibility of media, as well as to know the response to the development of e-learning media using moodle-based e-modules on the learning of electrical lighting installations at SMKS Imelda Medan. This e-learning development uses addie development model adapted from Mollenda and Reiser (2003). namely: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. E-learning feasibility assessment is conducted by material experts, media experts, and teachers as respondents. Data collection techniques used are questionnaire techniques to obtain quantitative data as primary data and qualitative data in the form of suggestions or comments as data for e-learning improvements. Quantitative data obtained is then converted into qualitative data using ideal assessment criteria. The results showed that: e-learning has "feasible" criteria from material experts with an average assessment of 4.00, from e-learning media experts have "feasible" criteria with an average rating of 4.13; e-learning trial results to respondents showed that e-learning has a "high acceptance" criteria with an average rating of 4.05. Based on the results of the development research obtained, it can be concluded that the development of e-learning using moodle-based e-modules in SMKS Imelda Medan is feasible to be developed. Key Words: E-Learning Moodle, learning media, E-module AbstrakPenelitian ini bertujuan untuk mengetahui kelayakan media, serta mengetahui respon terhadap pengembangan media e-learning menggunakan moodle berbasis e-modul pada pembelajaran instalasi penerangan listrik di SMKS Imelda Medan. Pengembangan e-learning ini menggunakan model pengembangan ADDIE diadaptasi dari Mollenda dan Reiser (2003). yakni: (1) analisis, (2) desain, (3) pengembangan, (4) implementasi, dan (5) evaluasi. Penilaian kelayakan e-learning dilakukan oleh ahli materi, ahli media, dan guru sebagai responden. Teknik pengumpulan data yang digunakan adalah teknik angket untuk memperoleh data kuantitatif sebagai data primer dan data kualitatif berupa saran atau komentar sebagai data untuk perbaikan e-learning. Data kuantitatif yang diperoleh kemudian dikonversi menjadi data kualitatif menggunakan kriteria penilaian ideal. Hasil penelitian menunjukkan bahwa: e-learning memiliki kriteria “layak” dari ahli materi dengan rerata penilaian 4.00, dari ahli media e-learning memiliki kriteria “layak” dengan rerata penilaian 4.13; hasil uji coba e-learning kepada responden menunjukkan bahwa e-learning memiliki kriteria “akseptansi tinggi” dengan rerata penilaian 4.05. Berdasarkan hasil dari penelitian pengembangan yang diperoleh maka dapat disimpulkan bahwa pengembangan e-learning menggunakan moodle berbasis e-modul di SMKS Imelda Medan layak untuk dikembangkan. Kata Kunci: E-Learning Moodle, Media Pembelajaran, E-Modul

Influence of Various Temporal Recoding on Pavlovian Eyeblink Conditioning in The Cerebellum

We consider the Pavlovian eyeblink conditioning (EBC) via repeated presentation of paired conditioned stimulus (tone) and unconditioned stimulus (airpuff). The influence of various temporal recoding of granule cells on the EBC is investigated in a cerebellar network where the connection probability pc from Golgi to granule cells is changed. In an optimal case of , individual granule cells show various well- and ill-matched firing patterns relative to the unconditioned stimulus. Then, these variously-recoded signals are fed into the Purkinje cells (PCs) through parallel-fibers (PFs), and the instructor climbing-fiber (CF) signals from the inferior olive depress them effectively. In the case of well-matched PF-PC synapses, their synaptic weights are strongly depressed through strong long-term depression (LTD). On the other hand, practically no LTD occurs for the ill-matched PF-PC synapses. This type of “effective” depression at the PF-PC synapses coordinates firings of PCs effectively, which then make effective inhibitory coordination on cerebellar nucleus neuron [which elicits conditioned response (CR; eyeblink)]. When the learning trial passes a threshold, acquisition of CR begins. In this case, the timing degree 𝒯d of CR becomes good due to presence of the ill-matched firing group which plays a role of protection barrier for the timing. With further increase in the trial, strength 𝒮 of CR (corresponding to the amplitude of eyelid closure) increases due to strong LTD in the well-matched firing group, while its timing degree 𝒯d decreases. In this way, the well- and the ill-matched firing groups play their own roles for the strength and the timing of CR, respectively. Thus, with increasing the learning trial, the (overall) learning efficiency degree ℒe (taking into consideration both timing and strength of CR) for the CR is increased, and eventually it becomes saturated. By changing pc from , we also investigate the influence of various temporal recoding on the EBC. It is thus found that, the more various in temporal recoding, the more effective in learning for the Pavlovian EBC.

Assessing Car Damage using Mask R-CNN

Picture based vehicle protection handling is a significant region with enormous degree for mechanization. In this paper we consider the issue of vehicle harm characterization, where a portion of the classifications can be fine-granular. We investigate profound learning based procedures for this reason. At first, we attempt legitimately preparing a CNN. In any case, because of little arrangement of marked information, it doesn't function admirably. At that point, we investigate the impact of space explicit pre-preparing followed by tweaking. At last, we explore different avenues regarding move learning and outfit learning. Trial results show that move learning works superior to space explicit tweaking. We accomplish precision of 89.5% with blend of move and gathering learning.

The Capstone Journey: Exploring Design, Delivery and Evaluation in an Undergraduate Management Discipline Context

The focus of this paper is the development of a capstone management course and the application of educational action research through continual learning. In this article, we use the continual learning frame of plan, do, study, and act to underpin an educational action research design on the development of a capstone management course. As part of an Active Learning Trial, the development of the capstone experience has been captured in the embodiment of that experience. Our aim is to guide other academics in developing their own capstone course, particularly, within management with extension into other disciplines. Through continual improvement, we stress the importance of integrating the primary voice of the students, to emphasize the active learning and to optimize a meaningful experience in connecting theory to practice – the key to the capstone experience. Examples of how to gain feedback and integrate classroom improvements are given. To do this we present two cycles where we applied and practiced continual learning and educational action research to understand and evoke improvements within the course. These changes are evidenced through aggregated student feedback.

Implicit use of radicals in learning characters for nonnative learners of Chinese

ABSTRACTThis study investigated whether beginning nonnative learners of Chinese can use phonological and semantic information of radicals to learn the sounds and meanings of new Chinese characters. Thirty-four seventh- and eighth-grade American adolescents, who received intensive Chinese instruction for one semester, were taught 16 compound pseudocharacters paired with novel pictures over three learning trials. After each learning trial, students were asked to produce the sounds and meanings of pseudocharacters in which semantic transparency and phonetic regularity of radicals were manipulated. Results showed a facilitation effect of transparent semantic radicals in learning character meanings in early trials. There was a trend that students learned to read regular and transparent characters better than irregular and opaque characters. The ability to learn orthography–pronunciation association uniquely predicted Chinese word reading after controlling for semantic and phonetic radical knowledge. These findings suggest a predominant use of semantic strategies and the importance of orthography to phonology mappings in learning to read Chinese for beginning nonnative learners of Chinese.