Learning to keep balance

A Design Framework for Personal Learning Environments

This study aims to determine the effect of learning media and learning styles on learning outcomes in the cognitive domain of students in basic physiology subjects. This study used a quasi-experimental method using a 2X2 factorial design. The findings indicate that: (1) the learning outcomes of students who use model learning media are higher than those of students who use image learning media (2) the learning outcomes of students who have a kinesthetic learning style are higher than the learning outcomes of students who have visual learning styles. (3) there is an influence of the interaction between learning media and learning styles on student cognitive learning outcomes in Basic Physiology courses. (4) cognitive learning outcomes of students who have a kinesthetic learning style who learn using model learning media are higher than realm learning outcomes. cognitive students who have a kinesthetic learning style who learn using image learning media. (5) cognitive learning outcomes of students who have visual learning styles who learn using learning media models are lower than those of students who have visual learning styles who learn using image learning media. (6) the cognitive learning outcomes of students who have a kinesthetic learning style who learn using model learning media are higher than the cognitive learning outcomes of students who have a visual learning style who learn using model learning media. (7) the cognitive learning outcomes of students who have a kinesthetic learning style who learn using image learning media are lower than the cognitive learning outcomes of students who have a visual learning style who learn using image learning media.

Human performance in visual detection, discrimination, identification, and search tasks typically improves with practice. Psychophysical studies suggest that perceptual learning is mediated by an enhancement in the coding of the signal, and physiological studies suggest that it might be related to the plasticity in the weighting or selection of sensory units coding task relevant information (learning through attention optimization). We propose an experimental paradigm (optimal perceptual learning paradigm) to systematically study the dynamics of perceptual learning in humans by allowing comparisons to that of an optimal Bayesian algorithm and a number of suboptimal learning models. We measured improvement in human localization (eight-alternative forced-choice with feedback) performance of a target randomly sampled from four elongated Gaussian targets with different orientations and polarities and kept as a target for a block of four trials. The results suggest that the human perceptual learning can occur within a lapse of four trials (<1 min) but that human learning is slower and incomplete with respect to the optimal algorithm (23.3% reduction in human efficiency from the 1st-to-4th learning trials). The greatest improvement in human performance, occurring from the 1st-to-2nd learning trial, was also present in the optimal observer, and, thus reflects a property inherent to the visual task and not a property particular to the human perceptual learning mechanism. One notable source of human inefficiency is that, unlike the ideal observer, human learning relies more heavily on previous decisions than on the provided feedback, resulting in no human learning on trials following a previous incorrect localization decision. Finally, the proposed theory and paradigm provide a flexible framework for future studies to evaluate the optimality of human learning of other visual cues and/or sensory modalities.

The objectives of research were (1) to find out the different effects of Numbered Heads Together (NHT) and Jigsaw types of cooperative learning use on the historical learning achievement of students, (2) to find out whether or not historical learning motivation affects the historical learning achievement of students, and (3) to find out whether or not there is a positive effect of interaction between Numbered Heads Together (NHT) and Jigsaw types of cooperative learning model, and learning motivation on the learning achievement of students. If there is so, which type has better effect? This study employed quantitative method with a 2x3 factorial design. The population of research was the 10 th graders of Senior High Schools existing in Sukoharjo in the even semester in the school year of 2015/2016. The sampling technique used in this research was Cluster Sampling (Area Sampling). The sample of research consisted of SMA Negeri 1 Kartasura with 36 students and SMA Negeri Mojolaban with 33 students. The techniques of collecting data used were test and questionnaire. Data analysis in this research employed a two-way anava with SPSS 20 program help. The results of hypothesis testing in this research were shown as follows. (1) There was a difference of effect on the learning achievement between the students treated with Numbered Heads Together and those treated with Jigsaw types of learning model. The result of data analysis showed that the students treated with Numbered Heads Together had better learning achievement than those treated with Jigsaw learning model. (2) There was a difference of effect between the students with high, medium, and low learning motivations. The students with high learning motivation had better learning achievement than those with medium one, and those with medium learning motivation had better learning achievement than those with low one. (3) There was no interaction effect between learning model and learning motivation on the historical learning achievement. The students with high learning motivation treated with Numbered Heads Together (NHT) learning model had better learning achievement than those high learning motivation treated with Jigsaw learning model. The students with medium learning motivation treated with Numbered Heads Together (NHT) learning model had better learning achievement than those medium learning motivation treated with Jigsaw learning model, and the students with low learning motivation treated with Numbered Heads Together (NHT) learning model had better learning achievement than those low learning motivation treated with Jigsaw learning model.

Visual and verbal learning in a genetic metabolic disorder

Bidirectional Human-Robot Learning: Imitation and Skill Improvement

This research identifies important features of mathematics learning from the accounts of early school leavers. These students were enrolled in a Youth Reconnected Program at a Technical and Further Education [TAFE] college. Specifically, it examines the relationship between their experiences of mathematics learning in two different social contexts, the program and secondary school classrooms, the discourses and associated discursive practices of these two contexts, and the forms of identities of participation that are constructed in them. Drawing on a social theory of learning and critical discourse theory, the research identifies the processes by which membership in communities of learning is achieved and identities discursively constructed. It draws on the accounts of forty-three early school leavers and six staff members located in a Youth Reconnected Program, a program designed to re-engage early school leavers in education and or training, about their prior experiences of secondary school and their current experiences of TAFE. From these accounts, the thesis seeks to explicate their experiences of learning mathematics in both contexts and to consider the implications of different student experiences of learning for mathematics education. Critical discourse analysis provides the means for applying this framework to examine the discourses, discursive practices, identities, and forms of participation constructed in the accounts. It views the accounts as constituted by their social context. It shows how the language of the accounts works to construct particular versions of reality and how relations of power construct particular identities. It allows a richer qualitative exploration of the reported practices of mathematics classrooms with particular regard to linking the theoretical and practical concerns of this study. It makes transparent the relations between the social (including relations of power and domination), discourse, and discursive practice, thus enabling a more in-depth reading of the participants‘ accounts. Discourses about two different experiences of mathematics learning were identified—one about mathematics learning in the Youth Reconnected Program (TAFE) and the other about mathematics learning in secondary schools. The discourses and their associated discursive practices—differing application of instructional style, communication and interaction, source of authority, pace of instruction, grouping of students and assessment— were found to contribute significantly to the construction of particular student identities and forms of participation. Student experiences emphasised the importance of four characteristics for membership in a community of learners—mutual engagement, joint enterprise, shared repertoire and access. These characteristics and practices were shown to contribute substantially to the construction of identities of participation in mathematics learning for most of the students who participated in this study. There was strong evidence to indicate that small class sizes impacted significantly on student engagement and participation in learning. A crucial factor here rests with the role of the teachers and tutors and how, given the opportunities for reduced class size, they implement, sustain and maintain interactions with the students for effective teaching and learning to occur. If in this context, consistent interactions are provided that also includes clear and explicit explanations, discussion, and negotiation, students are more likely to maintain their interest and actively participate in mathematics learning. This study‘s significance is twofold. It lies in the critical importance of the issue it addresses—student participation in mathematics learning—and the articulation of a social theory of learning with critical discourse theory to enable a different and more effective understanding of the significance of discourses, identities and communities of participation in mathematics learning. Although the study cannot claim generalisability across other populations of learners or across all mathematics and TAFE classrooms because of the small select sample of early school leavers drawn upon, by highlighting these accounts of students‘ learning experiences in some mathematics classrooms and the TAFE program, and their associated experiences of them, it draws attention to a different perspective on mathematics learning. In this alternative framing, learning as a social process is contingent on access to the discourse of mathematics learning and the discursive practices that support learning, participation, and membership in a community of mathematics learners. An attention to the social processes of mathematics learning infers a significant role for mathematics teachers in enabling student access to certain discourses and communities of learning. Such a role is often neglected in current contexts of accountability that specify a focus on achieving syllabus outcomes.

- The goal of this research is to get data about the effect of motivation and perception to learning style in together to achievement of learning at Junior High School in Pamulang Tangerang Selatan. This research uses research method with correlation and regration analysis. It is mean, making connection between data that tells about motivation and preception to learning style in together to learning achievment. The data about motivation and perception to learning style in together to learning achievment could be got over questioner by resercher with measuring something that has connection to: (1) there are effects of learning motivation signficantly and perception to learning style of studetns in together to achievment of learning. It can be known from the getting score of Fo=9,109 and Sig.0,000 < 0,05. In together, the variable of learning motivation and perception to learning style of students gave contribution 24,2% to the variable of learning achievment in english. (2) There are effects of learning motivation significantly to English learning achievment. It can be known from the getting score of t hitung =2,214 and Sig. 0,031 < 0,05. The variable of learning motivation contrbuted 12,67% in increasing English learning achievment. (3) There are effects of perception to studetns learning style to students learning achievment significantly. It can be known by the getting score of t hitung = 2,061 and Sig. 0,044 < 0,05. The variable of perception to studetns learning style contributed 11,53% in increasing English Learning achievment. It tells us that there are possitive effects and significant to learning motivation and perception in learning style to student learning achievment.

Robots had a great impact on the manufacturing industry ever since the early seventies when companies such as KUKA and ABB started deploying their first industrial robots. These robots merely performed very specific tasks in specific ways within well-defined environments. Still, they proved to be very useful as they could exceed human performance at these tasks. However, in order to enable robots to enter our daily life, they need to become more versatile and need to operate in much less structured environments. This thesis is partly devoted to stretching these limitations by means of learning, namely imitation learning (IL) and inverse reinforcement learning (IRL). Reinforcement learning (RL) is a powerful approach to enable robots to solve a task in an unknown environment. The practitioner describes a desired behavior by specifying a reward function and the robot autonomously interacts with the environment in order to find a control policy that generates high accumulated reward. However, RL is not suitable for teaching new tasks by non-experts because specifying appropriate reward functions can be difficult. Demonstrating the desired behavior is often easier for non-experts. Imitation learning can be used in order to enable the robot to reproduce the demonstrations. However, without explicitly inferring and modeling the intentions of the demonstrations, it can become difficult to solve the task for unseen situations. Inverse reinforcement learning (IRL) therefore aims to infer a reward function from the demonstrations, such that optimizing this reward function yields the desired behavior even for different situations. This thesis introduces a unifying approach to solve the inverse reinforcement learning problem in the same way as the reinforcement learning problem. This is achieved by framing both problems as information projection problems, i.e., we strive to minimize the relative entropy between a probabilistic model of the robot behavior and a given desired distribution. Furthermore, a trust region on the robot behavior is used to stabilize the optimization. For inverse reinforcement learning, the desired distribution is implicitly given by the expert demonstrations. The resulting optimization can be efficiently solved using state-of-the-art reinforcement learning methods. For reinforcement learning, the log-likelihood of the desired distribution is given by the reward function. The resulting optimization problem corresponds to a standard reinforcement learning formulation, except for an additional objective of maximizing the entropy of the robot behavior. This entropy objective adds little overhead to the optimization, but can lead to better exploration and more diversified policies. Trust-region I-projections are not only useful for training robots, but can also be applied to other machine learning problems. I-projections are typically used for variational inference, in order to approximate an intractable distribution by a simpler model. However, the resulting optimization problems are usually optimized based on stochastic gradient descent which often suffers from high variance in the gradient estimates. As trust-region I-projections where shown to be effective for reinforcement learning and inverse reinforcement learning, this thesis also explores their use for variational inference. More specifically, trust-region I-projections are investigated for the problem of approximating an intractable distribution by a Gaussian mixture model (GMM) with an adaptive number of components. GMMs are highly desirable for variational inference because they can yield arbitrary accurate approximations while inference from GMMs is still relatively cheap. In order to make learning the GMM feasible, we derive a lower bound that enables us to decompose the objective function. The optimization can then be performed by iteratively updating individual components using a technique from reinforcement learning. The resulting method is capable of learning approximations of significantly higher quality than existing variational inference methods. Due to the similarity of the underlying optimization problems, the insights gained from our variational inference method are also useful for IL and IRL. Namely, a similar lower bound can be applied also for the I-projection formulation of imitation learning. However, whereas for variational inference the lower bound serves to decompose the objective function, for imitation learning it allows us to provide a reward signal to the robot that does not depend on its behavior. Compared to reward functions that are relative to the current behavior of the robot---which are typical for popular adversarial methods---behavior-independent reward functions have the advantages that we can show convergence even for greedy optimization. Furthermore, behavior-independent reward functions solve the inverse reinforcement learning problem, thereby closing the gap between imitation learning and IRL. However, algorithms derived from our non-adversarial formulation are actually very similar to existing AIL methods, and we can even show that adversarial inverse reinforcement learning (AIRL) is indeed an instance of our formulation. AIRL was derived from an adversarial formulation, and we point out several problems of that derivation. In contrast, we show that AIRL can be straightforwardly derived from out non-adversarial formulation. Furthermore, we demonstrate that the non-adversarial formulation can be also used to derive novel algorithms by presenting a non-adversarial method for offline imitation learning.

The aim of this study was to investigate the effect of adopting a Massive Open Online Courses (MOOC) as primary supplementary material in blended learning classroom on Taiwanese university EFL learners’ English proficiency levels. The study utilized pre- and post-tests of English proficiency, specifically the Test of English for International Communication (TOEIC) by Educational Testing Service (ETS), learners’ learning experience and learners’ satisfaction. In this study, thirty EFL learners at a private university in Northern Taiwan participated in a year-long paired-group study, first under blended learning environment while adopting a MOOC as primary supplementary material and followed by traditional face-to-face learning, with each learning mode lasting one semester. All participants were computer science and information engineering majors with intermediate English proficiency based on university placement exams. During the first semester (Fall 2013), consists of EFL learning via the blended mode of teaching, which partially incorporates student-centered learning utilizing Coursera education platform. While The second semester (Spring 2014), traditional learning mode the course is comprised of EFL instruction in the traditional way, i.e., teacher-fronted instruction and in-class assignments with textbook materials. Several scholars have suggested that instead of replacing courses at higher education institutions, blended learning with the asynchronous distance learning capabilities of MOOCs could enhance the course content and increase learning proficiency. This paper investigated on such exploration, wherein implementing the online learning experience into English for specific purposes (ESP) course at a private university in Northern Taiwan. This research explained to further understand the implications of blended learning at the tertiary education level in Taiwan. The investigator sought a comprehensive approach to the examination of the blended learning model by utilizing three different sections: students’ learning progress, student’s’ learning satisfaction and students’ learning perspectives. Within-group comparison of the students’ mean scores of the pre- and post-test examinations provided the quantitative assessment of learning progress, while open-ended questionnaire responses and interviews provided the qualitative data comprising the students’ perspective. This research provided a blended learning approach whereby there was a mixture of face-to-face and online learning activities where students would integrate the information and data gathered from both platforms to improve on their learning techniques. The result revealed that the improvement of academic performance and learning satisfaction was attributed to the fact that with the MOOCs assistance, students could study their course materials at their own pace and designated time either at home or in their dormitory rooms. Blending MOOC technology integrates synchronous and asynchronous learning tools that transform and improve the education system and provide room for enforcing learners’ active, autonomous, collaborative, interactive and effective learning techniques.

Learning of SD Negeri Bolo Demak had never used Make A Match learning model. The teachers only use discussion in every learning. The low of variant learning model usage effects for less optimum learning process. Problem of this research, how is the application of Make A Match learning model for the theme of learning “Indahnya Negeriku” for forth grade of SD Negeri Bolo Demak in 2013/2014? The purpose of this research is, to describe the application of Make A Match model learning in theme of learning “Indahnya Negeriku” for forth grade of SD Negeri Bolo Demak in 2013/2014. This research uses descriptive qualitative research approach. Location of the research is in SD Negeri Bolo Demak for forth grade on 2 nd semester. Data is sourced by the words of research result. The result of research shows there is increase of student evaluation in learning of 4, 5, and 6 uses Make A Match learning model in theme of learning “Indahnya Negeriku”. The average of classical has increase until 86,7% which the result is better than classical limit above 75% of all students. The result of teacher learning observation uses Make A Match learning model, has the average with “good” criteria until 64,2%. The observation result of student’s attitude shows there is increase the student’s attitude change in 6 th learning, there are 26 students from 30 students or it has 86,7% completeness classically with very good criteria. Students and teacher’s response to the learning uses Make A Match learning model is, most of all students very happy, interested and more active in the learning. Suggestion the researcher given, it will be better if the teacher uses Make A Match learning model in the learning, students are better to study well, so the learning can be done conducively.

This research is the development of practical guidance in the field of chemical education. The purpose of this research are (1) Obtain practical guide Discovery types and the type of Project Based Learning, (2) a significant difference to improving the learning outcomes that learned by using practical guidance Discovery types and the type of Project Based Learning, (3) The effectiveness of the learning process that is learned with using practical guide Discovery types and the type of Project Based Learning. The stages in this study were (1) syntax analysis Discovery learning model and Project Based Learning to know the chemistry lab guiding components in accordance with the type of Discovery and the type of Project Based Learning, (2) Prepare and develop chemistry lab guiding electrolyte and non-electrolyte material suitable with syntax type of Discovery and the type of Project Based Learning, (3) standardization or feasibility or feasibility test lab guide to the validator teachers and lecturers, (4) Implementation of practical guidance to students of class X SMA 2 Sigli, (5) to analyze the effectiveness of practical guidance Discovery types and the type of Project Based Learning in learning electrolyte and non-electrolyte that has been tested. The results of the feasibility test lab guides Discovery types 3:41 and practical guide type Project Based Learning 3:50. While the effectiveness of the use of practical guides Discovery types and the type of Project Based Learning is seen from the results of student learning in mind that the first experimental class that uses practical guide type Discovery 86.00 average with 71.4% increase in learning outcomes while using the experimental class II type Project Based practical guide Learning average of 81.75 with an increase of 58.8% learning outcomes. It can be concluded that the practical guidance Discovery types and the type of Project Based Learning feasible to be used as a guide practice in schools, with increased learning outcomes using practical guidance Discovery types of higher value than the type of practical guidance Project Based Learning. Keywords : Practical Guidance Development, Type Discovery , Type of Project Based Learning

This research purpose analyse about the effect of cooperative learning model type jigsaw learning achievement and learning motivation towards student’s conceptual understanding of PPKn class IV SDS Kartini II Batu Ampar. The research method used was a quasy experimental design with post test only control design. The subject of research as much as 44 students were divided into two classes. Class IV A as class experiments and class IV B as the class of the control. The main instruments used are the test and questionnaire. The instrument has been tried out before being used to collect data, and the results of each instrument is valid and reliable. The data were analyzed using Anova 2 Way on the program SPSS 20.0 for windows series. The results show that cooperative learning model type jigsaw learning achievement have significant effect to towards student’s conceptual understanding of PPKn. The hypothesis results with signification level 5%, (0,05) confidence level 95%, and there were positive significant with significance 0,000 and statistic value 97,989. Learning motivation have significant effect to towards student’s conceptual understanding of PPKn is indicated by statistic value 6,501 with significance 0,015. There is significant interaction of effect between the learning model and the learning motivation towards the learning achievement in student’s conceptual understanding of PPKn is indicated by statistic value 4,539 with significance 0,039. Based on the result of the research, a conclusion is drawn that the proposed hypothesis are all verified; the cooperative learning model contributes better to the learning achievement in student’s conceptual understanding of PPKn than the convensional learning model, and the high learning motivation contributes better to the learning achievement in student’s conceptual understanding of PPKn than the low learning motivation. Therefore, the high motivation very much influences the learning achievement, and the cooperative learning model is more appropriate to be implemented than convensional learning model.

This study leaves behind the problem of how the initial conditions of study at the Institute of beauty Courses, how the conceptual model of integrated learning soft skills and hard skills, how the application of integrated learning model of soft skill and hard skills, and how effectiveness. The integrated learning model of soft skill and hard skill that can improve the competence of Learning Institute courses in the field of beauty. Theories that inform the study of educational theories outside of school, learning models, integrated learning, citizens' learning competencies, and beauty courses. The approach used in this research is qualitative research approach and approach & development, research method used is description and experiment method. The results show that: (1) the initial conditions of learning in beauty institutions are still dominated by tutors, unfeeling citizens engaged in learning, (2) validation experts have produced integrated integrated learning model in improving the competence of citizens. Learning, (3) application of model can produce model of integrated learning model of soft skill and hard skill to improve citizen learning competence, (4) model of integrated learning model soft skill and hard skill developed in this research In accordance with qualitative or quantitative analysis from The results of the test results have effectively increased the competence of participants of the Institute Learning course on beauty, the conclusion of this research is that the integrated learning model of soft skill and hard skills developed has been effective in improving the competence of learning institute courses on beauty.

At the time of teaching, the teacher has several methods used to support the learning program that has been made. One method used to train techniques is the method of distribution practice. The method of distribution practice is the principle of regulating the turnover of material in learning that is carried out through alternating arrangements of rest periods. Building knowledge has focused on distributed practices to make learning and remembering something new, easier for the brain. This paper aims to describe the steps for deciding to study time to improve the learning environment by learning distributed practice. From the discussion concluded: 1) Subjectively and comparatively there are types of distributed practice learning, namely distributed practice itself and mass practice. to show the two extremes of the break-to-work continuum, involving longer periods of rest and shorter periods of active practice (that is, work), and mass practices that involve less time in rest and longer in active practice (working) . Objectively to define both distribution schedules, especially when distributive effects on skills are continuously different from one training session. In this situation, the practice distributed can be defined as a training session in which the amount of rest time equals or greater than the amount of time in work, while a shared practice is then defined as a practice schedule where there is a greater amount of time in work than rest. 2) in general, most students learn a lot before and during the exam and ultimately are unable to remember most of the texts learned during the exam. 3) The act of learning in school is aimless, while activities that give rise to learning in the real world are goals. When the learning environment has an appropriate design, student attitudes and motivation increase. In addition to the academic success of students, he found that learning makes students happy during the learning process by giving them a rich learning experience, on the other hand psychological transformation is based on prerequisite skills, knowledge, and motives. When these prerequisites have not been developed in students, generic contradictions arise. The act of learning [not an activity] is a prerequisite for obtaining certain material, but they cannot be formed (obtained, learned) without being involved in the appropriate material. It is impossible to learn the appropriate learning actions first and then study the material. The actions, content, structure, and course are determined by the object; there is no formal action without content or aimlessly to be transferred to different materials. 4) Today The way to deliver academic information can only be understood by students when they join several new features of the academic learning environment that characterize the digital age. Without knowing how to take advantage of these new features, scholars and graduates will experience successful difficulties in the global economy characterized by three main features: competition and cost, globalization, and information intimacy.