Search results for: self-regulated learning theory

Authors: Alain Gholam

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Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in Dubai. The study used mixed methods. It was guided by the following two research questions: 1). To what extent do visual thinking inspire learning in the classroom, and make time for students’ questions, contributions, and thinking? 2). How do visual thinking routines inspire learning in the classroom and make time for students’ questions, contributions, and thinking? Eight student teachers enrolled in the teaching methodology course at the American University in Dubai (Spring 2017) participated in the following study. First, they completed a survey that measured to what degree they believed visual thinking routines inspired learning in the classroom and made time for students’ questions, contributions, and thinking. In order to build on the results from the quantitative phase, the student teachers were next involved in a qualitative data collection phase, where they had to answer the question: How do visual thinking routines inspire learning in the classroom and make time for students’ questions, contributions, and thinking? Results revealed that the implementation of visual thinking routines in the classroom strongly inspire learning in the classroom and make time for students’ questions, contributions, and thinking. In addition, student teachers explained how visual thinking routines allow for organization, variety, thinking, and documentation. As with all original, new, and unique resources, visual thinking routines are not free of challenges. To make the most of this useful and valued resource, educators, need to comprehend, model and spread an awareness of the effective ways of using such routines in the classroom. It is crucial that such routines become part of the curriculum to allow for and document students’ questions, contributions, and thinking.

Keywords: classroom display, student engagement, thinking classroom, visual thinking routines

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Authors: Shao-Hsun Keng, Hwang-Ruey Song

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This paper examines the causal effect of the tenure track system on instructors’ grading practices and teaching effectiveness by taking advantage of a natural experiment in Taiwan. The results show that assistant professors subject to the tenure track policy are more likely to grade leniently and fail fewer students. The course grade is 5% higher in classes taught by assistant professors subject to the tenure system. However, the tendency to grade leniently is reversed after assistant professors subject to the tenure system are promoted to a higher rank. Our findings are consistent with the exchange theory. We also show that teaching and student efforts are adversely affected by the tenure policy, which could reduce student learning and the quality of the workforce in the long run.

Keywords: tenure track system, grading leniency, study time, grade inflation

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Authors: Magda Silva

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This paper presents the empirical and the theoretical principles associated with the Duke in Brazil Summer Program. Using a sociocultural model and critical theory, this study abroad maximizes students’ ability to enrich language competence, intercultural skills, and critical thinking. The fourteen-year implementation of this project demonstrates the global importance of foreign language teaching as the program unfolds into real life scenarios within the cultures of distinct regions of Brazil; Cosmopolitan Rio, in the southeast, and rural Belém, northern Amazon region.

Keywords: study abroad, critical thinking, sociocultural theory, foreign language, empirical, theoretical

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Authors: Sadixa Sanjel, Ahmed Sadek, Naseef Mansoor, Zelalem Denekew

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Collegiate ice hockey (NCAA) sports analytics is different from the national level hockey (NHL). We apply and compare multiple machine learning models such as Linear Regression, Random Forest, and Neural Networks to predict the win ratio for a team based on their statistics. Data exploration helps determine which statistics are most useful in increasing the win ratio, which would be beneficial to coaches and team managers. We ran experiments to select the best model and chose Random Forest as the best performing. We conclude with how to bridge the gap between the college and national levels of sports analytics and the use of machine learning to enhance team performance despite not having a lot of metrics or budget for automatic tracking.

Keywords: NCAA, NHL, sports analytics, random forest, regression, neural networks, game predictions

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Authors: Temitayo Olaitan

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There is a growing concern about the quality of Nigerian tertiary education. This paper maintains that quality in tertiary education relates to the development of intellectual independence, which sharpens the minds of the individual and helps transform the society economically, socially and politically. However, the paper underscores underfunding as a critical challenge to the quality of teaching and learning in tertiary education. To this end, this paper emphasizes the role of internally generated revenue (IGR) and other alternative funding strategies (public-private partnership) as inevitable for quality tertiary education. This paper hinges on stakeholders approach as a means of ensuring quality teaching and learning in tertiary education. This paper recommends that school managers should seek professional and more efficient ways of developing their revenue generating systems. It also recommends that institutions should restructure to accommodate an alternative funding strategy such as private/corporate sponsorship to ensure that sustainable initiatives are created. The paper concludes that Nigerian government should come up with a policy on how private sectors should support in improving the quality of tertiary education through active participation in funding and physical facilities development in Nigerian higher institutions of learning.

Keywords: alternative funding, budgetary allocation, quality education, tertiary education

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Authors: Yuanqing Li, Changyi Lei, Zhaopeng Xue, Zhuo Zheng, Yanbo Long

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In agricultural production and breeding, implementing automatic picking robot in orchard farming to reduce human labour and error is challenging. The core function of it is automatic identification based on machine vision. This paper focuses on apple detection and counting in orchards and implements several deep learning methods. Extensive datasets are used and a semi-automatic annotation method is proposed. The proposed deep learning models are in state-of-the-art YOLO family. In view of the essence of the models with various backbones, a multi-dimensional comparison in details is made in terms of counting accuracy, mAP and model memory, laying the foundation for realising automatic precision agriculture.

Keywords: agricultural object detection, deep learning, machine vision, YOLO family

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Authors: Elena Perepelova

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As the world approaches the 4th industrial revolution, income inequality has become one of the major societal concerns. Displacement of workers by technology becomes a reality, and in return, new skills and competencies are required. More important than ever, education needs to help individuals understand the wider world around them and make global connections. The author argues for the necessity to incorporate business, economics and finance studies as a part of primary education and offer access to business education to the general population with the primary objective to understand how the world functions. The paper offers a fresh look at existing business theory through an innovative program called 'Usefulnomics'. Realizing that the subject of Economics, Finance and Business are perceived as overwhelming for a large part of the population, the author has taken a holistic approach and created a program that simplifies the definitions of the existing concepts and shifts from the traditional breakdown into subjects and specialties to a teaching method that is based exclusively on real-life example case studies and group debates, in order to better grasp the concepts and put them into context. The paper findings are the result of a two-year project and experimental work with students from UK, USA, Malaysia, Russia, and Spain. The author conducted extensive research through on-line and in-person classes and workshops as well as in-depth interviews of primary and secondary grade students to assess their understanding of what is a business, how businesses operate and the role businesses play in their communities. The findings clearly indicate that students of all ages often understood business concepts and processes only in an intuitive way, which resulted in misconceptions and gaps in knowledge. While knowledge gaps were easier to identify and correct in primary school students, as students’ age increased, the learning process became distorted by career choices, political views, and the students’ actual (or perceived) economic status. While secondary school students recognized more concepts, their real understanding was often on par with upper primary school age students. The research has also shown that lack of correct vocabulary created a strong barrier to communication and real-life application or further learning. Based on these findings, each key business concept was practiced and put into context with small groups of students in order to design the content and format which would be well accepted and understood by the target group. As a result, the final learning program package was based on case studies from daily modern life and used a wide range of examples: from popular brands and well-known companies to basic commodities. In the final stage, the content and format were put into practice in larger classrooms. The author would like to share the key findings from the research, the resulting learning program as well as present new ideas on how the program could be further enriched and adapted so schools and organizations can deliver it.

Keywords: business, finance, economics, lifelong learning, XXI century skills

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Authors: Maureen Gibney

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The examination of narrative in psychology has a long tradition, starting with psychoanalytic theory and embracing over time cognitive, social, and personality psychology, among others. Narrative use has been richly detailed as well in medicine, nursing, and social service. One aspect of narrative that has ready utility in higher education and in clinical work is the exploration of suffering and its meaning. Because it is such a densely examined topic, suffering provides a window into identity, sense of purpose, and views of humanity and of the divine. Storytelling analysis permits an exploration of a host of specific manifestations of suffering such as pain and illness, moral injury, and the impact of prolonged suffering on love and relationships. This presentation will review the origins and current understandings of narrative theory in general, and will draw from psychology, medicine, ethics, nursing, and social service in exploring the topic of suffering in particular. It is suggested that the use of narrative themes such as meaning making, agency and communion, generativity, and loss and redemption allows for a finely grained analysis of common and more atypical sources of suffering, their resolution, and the acceptance of their continuation when resolution is not possible. Such analysis, used in professional work and in higher education, can enrich one’s empathy and one’s sense of both the fragility and strength of everyday life.

Keywords: meaning making, narrative theory, suffering, teaching

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Authors: Cristina Sanchez-Sanchez

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Although there seems to be a growing interest in the study of the citizen’s happiness as an alternative measure of a country’s progress to GDP, happiness as a public concern is still an ambiguous concept, hard to define. Moreover, different notions are used indiscriminately to talk about the same thing. This investigation aims to determine the conceptions of happiness, well-being and quality of life that originate from the indexes that different governments and public institutions around the world have created to study them. Through the Scoping Review method, this study identifies the recent academic research in this field (a total of 267 documents between 2006 and 2016) from some of the most popular social sciences databases around the world, Web of Science, Scopus, JSTOR, Sage, EBSCO, IBSS and Google Scholar, and in Spain, ISOC and Dialnet. These 267 documents referenced 53 different indexes and researches. The Grounded Theory method has been applied to a sample of 13 indexes in order to identify the main categories they use to determine these three concepts. The results show that these are multi-dimensional concepts and similar indicators are used indistinctly to measure happiness, well-being and quality of life.

Keywords: common good, grounded theory, happiness economics, happiness index, quality of life, scoping review, well-being

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Authors: Hanieh Sakha, Nader Nader, Haleh Farzin

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Introduction: Throughout history, pain theories have been supposed by biomedicine, especially regarding its diagnosis and treatment aspects. Therefore, the feeling of pain is not only a personal experience and is affected by social background; therefore, it involves extensive systems of signals. The challenges in emotional and sentimental dimensions of pain originate from scientific medicine (i.e., the dominant theory is also referred to as the specificity theory); however, this theory has accepted some alterations by emerging physiology. Then, Von Frey suggested the theory of cutaneous senses (i.e., Muller’s concept: the common sensation of combined four major skin receptors leading to a proper sensation) 50 years after the specificity theory. The pain pathway was composed of spinothalamic tracts and thalamus with an inhibitory effect on the cortex. Pain is referred to as a series of unique experiences with various reasons and qualities. Despite the gate control theory, the biological aspect overcomes the social aspect. Vrancken provided a more extensive definition of pain and found five approaches: Somatico-technical, dualistic body-oriented, behaviorist, phenomenological, and consciousness approaches. The Western model combined physical, emotional, and existential aspects of the human body. On the other hand, Kotarba felt confused about the basic origins of chronic pain. Freund demonstrated and argued with Durkhemian about the sociological approach to emotions. Lynch provided a piece of evidence about the correlation between cardiovascular disease and emotionally life-threatening occurrences. Helman supposed a distinction between private and public pain. Conclusion: The consideration of the emotional aspect of pain could lead to effective, emotional, and social responses to pain. On the contrary, the theory of embodiment is based on the sociological view of health and illness. Social epidemiology shows an imbalanced distribution of health, illness, and disability among various social groups. The social support and socio-cultural level can result in several types of pain. It means the status of athletes might define their pain experiences. Gender is one of the important contributing factors affecting the type of pain (i.e., females are more likely to seek health services for pain relief.) Chronic non-cancer pain (CNCP) has become a serious public health issue affecting more than 70 million people globally. CNCP is a serious public health issue which is caused by the lack of awareness about chronic pain management among the general population.

Keywords: pain, sociology, sociological, body

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Authors: Shafaq Rubab

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The primary reason for dropping out of school is associated with students’ lack of motivation in class, especially in mathematics. Digital game-based learning is an approach that is being actively explored; there are very few learning games based on proven instructional design models or frameworks due to which the effectiveness of the learning games suffers. The purpose of this research was twofold: first, developing an appropriate instructional design model and second, evaluating the impact of the instructional design model on students’ motivation. This research contributes significantly to the existing literature in terms of student motivation and the impact of instructional design model in digital game-based learning. The sample size for this study consists of two hundred out-of-school students between the age of 6 and 12 years. The research methodology used for this research was a quasi-experimental approach and data was analyzed by using the instructional material motivational survey questionnaire which is adapted from the Keller Arcs model. Control and experimental groups consisting of two hundred students were analyzed by utilizing instructional material motivational survey (IMMS), and comparison of result from both groups showed the difference in the level of motivation of the students. The result of the research showed that the motivational level of student in the experimental group who were taught by the game was higher than the student in control group (taught by conventional methodology). The mean score of the experimental group against all subscales (attention, relevance, confidence, and satisfaction) of IMMS survey was higher; however, no statistical significance was found between the motivational scores of control and experimental group. The positive impact of game-based learning on students’ level of motivation, as measured in this study, strengthens the case for the use of pedagogically sound instructional design models in the design of interactive learning applications. In addition, the present study suggests learning from interactive, immersive applications as an alternative solution for children, especially in Third World countries, who, for various reasons, do not attend school. The mean score of experimental group against all subscales of IMMS survey was higher; however, no statistical significance was found between motivational scores of control and experimental group.

Keywords: digital game-based learning, students’ motivation, and instructional designing, instructional material motivational survey

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Authors: Paola Bordon, Breno Braga

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This paper investigates whether firms use university prestige to statistically discriminate among college graduates. The test is based on the employer learning literature which suggests that if firms use a characteristic for statistical discrimination, this variable should become less important for earnings as a worker gains labor market experience. In this framework, we use a regression discontinuity design to estimate a 19% wage premium for recent graduates of two of the most selective universities in Chile. However, we find that this premium decreases by 3 percentage points per year of labor market experience. These results suggest that employers use college selectivity as a signal of workers' quality when they leave school. However, as workers reveal their productivity throughout their careers, they become rewarded based on their true quality rather than the prestige of their college.

Keywords: employer learning, statistical discrimination, college returns, college selectivity

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Authors: Jolanta Jonak, Sylvia Tolczyk

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Educational systems are tasked with preparing students for future success in academic or work environments. Schools strive to achieve this goal, but often it is challenging as conventional teaching approaches are often ineffective in increasingly diverse educational systems. In today’s ever-increasing global society, educational systems become increasingly diverse in terms of cultural and linguistic differences, learning preferences and styles, ability and disability. Through increased understanding of disabilities and improved identification processes, students having some form of disabilities tend to be identified earlier than in the past, meaning that more students with identified disabilities are being supported in our classrooms. Also, a large majority of students with disabilities are educated in general education environments. Due to cognitive makeup and life experiences, students have varying learning styles and preferences impacting how they receive and express what they are learning. Many students come from bi or multilingual households and with varying proficiencies in the English language, further impacting their learning. All these factors need to be seriously considered when developing learning opportunities for student's. Educators try to adjust their teaching practices as they discover that conventional methods are often ineffective in reaching each student’s potential. Many teachers do not have the necessary educational background or training to know how to teach students whose learning needs are more unique and may vary from the norm. This is further complicated by the fact that many classrooms lack consistent access to interventionists/coaches that are adequately trained in evidence-based approaches to meet the needs of all students, regardless of what their academic needs may be. One evidence-based way for providing successful education for all students is by incorporating cognitive approaches and strategies that tap into affective, recognition, and strategic networks in the student's brain. This can be done through Differentiated Instruction (DI). Differentiated Instruction is increasingly recognized model that is established on the basic principles of Universal Design for Learning. This form of support ensures that regardless of the students’ learning preferences and cognitive learning profiles, they have opportunities to learn through approaches that are suitable to their needs. This approach improves the educational outcomes of students with special needs and it benefits other students as it accommodates learning styles as well as the scope of unique learning needs that are evident in the typical classroom setting. Differentiated Instruction also is recognized as an evidence-based best practice in education and is highly effective when it is implemented within the tiered system of the Response to Intervention (RTI) model. Recognition of DI becomes more common; however, there is still limited understanding of the effective implementation and use of strategies that can create unique learning environments for each student within the same setting. Through employing knowledge of a variety of instructional strategies, general and special education teachers can facilitate optimal learning for all students, with and without a disability. A desired byproduct of DI is that it can eliminate inaccurate perceptions about the students’ learning abilities, unnecessary referrals for special education evaluations, and inaccurate decisions about the presence of a disability.

Keywords: differentiated instruction, universal design for learning, special education, diversity

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Authors: E. Nigris, F. Passalacqua

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Relating to the recent researches in the field of faculty development, this paper aims to present a pilot training programme realized at the University of Milano-Bicocca to improve teaching skills of faculty members. A total of 57 professors (both full professors and associate professors) were trained during the pilot programme in three editions of the workshop, focused on promoting skills for teaching large classes. The study takes into account: 1) the theoretical framework of the programme which combines the recent tradition about professional development and the research on in-service training of school teachers; 2) the structure and the content of the training programme, organized in a 12 hours-full immersion workshop and in individual consultations; 3) the educational specificity of the training programme which is based on the relation between 'general didactic' (active learning metholodies; didactic communication) and 'disciplinary didactics' (didactic transposition and reconstruction); 4) results about the impact of the training programme, both related to the workshop and the individual consultations. This study aims to provide insights mainly on two levels of the training program’s impact ('behaviour change' and 'transfer') and for this reason learning outcomes are evaluated by different instruments: a questionnaire filled out by all 57 participants; 12 in-depth interviews; 3 focus groups; conversation transcriptions of workshop activities. Data analysis is based on a descriptive qualitative approach and it is conducted through thematic analysis of the transcripts using analytical categories derived principally from the didactic transposition theory. The results show that the training programme developed effectively three major skills regarding different stages of the 'didactic transposition' process: a) the content selection; a more accurated selection and reduction of the 'scholarly knowledge', conforming to the first stage of the didactic transposition process; b) the consideration of students’ prior knowledge and misconceptions within the lesson design, in order to connect effectively the 'scholarly knowledge' to the 'knowledge to be taught' (second stage of the didactic transposition process); c) the way of asking questions and managing discussion in large classrooms, in line with the transformation of the 'knowledge to be taught' in 'taught knowledge' (third stage of the didactic transposition process).

Keywords: didactic communication, didactic transposition, instructional development, teaching large classroom

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Authors: Felicitas Pielsticker, Christoph Pielsticker, Ingo Witzke

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Neurological findings provide foundational results for many different disciplines. In this article we want to discuss these with a special focus on mathematics education. The intention is to make neuroscience research useful for the description of cognitive mathematical learning processes. A key issue of mathematics education is that students often behave as if their mathematical knowledge is constructed in isolated compartments with respect to the specific context of the original learning situation; supporting students to link these compartments to form a coherent mathematical society of mind is a fundamental task not only for mathematics teachers. This aspect goes hand in hand with the question if there is such a thing as abstract general mathematical knowledge detached from concrete reality. Educational Neuroscience may give answers to the question why students develop their mathematical knowledge in isolated subjective domains of experience and if it is generally possible to think in abstract terms. To address these questions, we will provide examples from different fields of mathematics education e.g. students’ development and understanding of the general concept of variables or the mathematical notion of universal proofs. We want to discuss these aspects in the reflection of functional studies which elucidate the role of specific brain regions in mathematical learning processes. In doing this the paper addresses concept formation processes of students in the mathematics classroom and how to support them adequately considering the results of (educational) neuroscience.

Keywords: brain regions, concept formation processes in mathematics education, proofs, teaching-learning processes

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Authors: Ziwei Huang

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In order to promote Inventory development in Shenzhen, the market-oriented real estate development mode has occupied a dominant position in the urban renewal activities of Shenzhen. This research is based on the theory of role relationship and urban regime, taking the Mutoulong community as the research object. Carries on the case depth analysis found that: Under the situation of absence and dislocation of the government's role, land property rights disputes and lack of communication platforms is the main reason for the problems of nail households and market failures, and the long-term delay in the progress of old city reconstruction. Through the analysis of the cause of the transformation problem and the upper planning and interest coordination mechanism, the optimization strategy of the old city transformation is finally proposed as follows: the establishment of interest coordination platform, the risk assessment of the government's intervention in the preliminary construction of the land, the adaptive construction of laws and regulations, and the re-examination of the interest relationship between the government and the market.

Keywords: Shenzhen city, Mutoulong community, urban regeneration, urban regime theory, role relationship theory

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Authors: Angelina A. Tzacheva, Jaishree Ranganathan

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Interest in (STEM) Science Technology Engineering Mathematics education especially Computer Science education has seen a drastic increase across the country. This fuels effort towards recruiting and admitting a diverse population of students. Thus the changing conditions in terms of the student population, diversity and the expected teaching and learning outcomes give the platform for use of Innovative Teaching models and technologies. It is necessary that these methods adapted should also concentrate on raising quality of such innovations and have positive impact on student learning. Light-Weight Team is an Active Learning Pedagogy, which is considered to be low-stake activity and has very little or no direct impact on student grades. Emotion plays a major role in student’s motivation to learning. In this work we use the student feedback data with emotion classification using surveys at a public research institution in the United States. We use Actionable Pattern Discovery method for this purpose. Actionable patterns are patterns that provide suggestions in the form of rules to help the user achieve better outcomes. The proposed method provides meaningful insight in terms of changes that can be incorporated in the Light-Weight team activities, resources utilized in the course. The results suggest how to enhance student emotions to a more positive state, in particular focuses on the emotions ‘Trust’ and ‘Joy’.

Keywords: actionable pattern discovery, education, emotion, data mining

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Authors: Murat Can Pehlivanoglu

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Historically, gender equality has been mainly defended in the legal arenas of constitutional law and employment law. However, social and economic progress has required corporate law to provide gender equality on corporate boards. Recently, following the trend in Europe, the State of California (United States) enacted a law requiring that every publicly traded corporation based in California should have women on its board of directors. Still, the legal, social and economic implications of this law are yet to be discovered. The contractarian view of corporate law is predominant in the U.S. jurisprudence. However, gender quota law may not be justified through contractarian theory grounds. Therefore, the conformity of gender quota law with the general principles of U.S. corporate law remains questionable, and the immunity of close corporations from the scope of gender quota legislation provides support for the discrepancy. The methodology employed in this paper in the discussion of the rule’s conformity with corporate law is doctrinal, and American case law and legal scholarship are the basis for this discussion. This paper uses the aforementioned California law as sample legislation to evaluate the gender quota laws’ conformity with the contractarian theory of corporate law. It chooses California law as the sample due to its newness and the presence of pending shareholder lawsuits against it. Also, since California is home to global companies, the effect of such law is expected to be wider. As alternative theories laid down by corporate law may already be activated to provide gender equality on boards of publicly traded corporations, enacting a specific gender quota law would not be justified by an allegedly present statutory deficiency based on contractarian theory. However, this theoretical reality would not enable shareholders to succeed in their lawsuits against such law on corporate law grounds, and investors will have limited options against its results. This will eventually harm the integrity of the marketplace. Through the analysis of the contractarian theory of corporate law and California gender quota law, the major finding of this paper is that the contractarian theory of corporate law does not permit mandating board room equality through corporate law. In conclusion, it expresses that the issue should be dealt with through separate legislation with a different remedial structure, to preserve the traditional rationale of corporate law in U.S. law.

Keywords: board of directors, gender equality, gender quota, publicly traded corporations

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Authors: Seyedali Seyedkavoosi, Mohammad Obadat, Seantorrion Boyle

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The purpose of this study is to assess the effectiveness of a nontraditional experiential learning strategy in improving the success and interest of mechanical engineering students, using the Kinematics/Dynamics of Machine course as a case study. This upper-division technical course covers a wide range of topics, including mechanism and machine system analysis and synthesis, yet the complexities of ideas like acceleration, motion, and machine component relationships are hard to explain using standard teaching techniques. To solve this problem, a thorough design project was created that gave students hands-on experience developing, manufacturing, and testing their inventions. The main goals of the project were to improve students' grasp of machine design and kinematics, to develop problem-solving and presenting abilities, and to familiarize them with professional software. A questionnaire survey was done to evaluate the effect of this technique on students' performance and interest in mechanical engineering. The outcomes of the study shed light on the usefulness of nontraditional experiential learning approaches in engineering education.

Keywords: experiential learning, nontraditional teaching, hands-on design project, engineering education

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Authors: Farina Riaz, Shahab Abdulla, Srinjoy Ganguly, Hajime Suzuki, Ravinesh C. Deo, Susan Hopkins

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Recently, quantum machine learning has received significant attention. For various types of data, including text and images, numerous quantum machine learning (QML) models have been created and are being tested. Images are exceedingly complex data components that demand more processing power. Despite being mature, classical machine learning still has difficulties with big data applications. Furthermore, quantum technology has revolutionized how machine learning is thought of, by employing quantum features to address optimization issues. Since quantum hardware is currently extremely noisy, it is not practicable to run machine learning algorithms on it without risking the production of inaccurate results. To discover the advantages of quantum versus classical approaches, this research has concentrated on colored image data. Deep learning classification models are currently being created on Quantum platforms, but they are still in a very early stage. Black and white benchmark image datasets like MNIST and Fashion MINIST have been used in recent research. MNIST and CIFAR-10 were compared for binary classification, but the comparison showed that MNIST performed more accurately than colored CIFAR-10. This research will evaluate the performance of the QML algorithm on the colored benchmark dataset CIFAR-10 to advance QML's real-time applicability. However, deep learning classification models have not been developed to compare colored images like Quantum Convolutional Neural Network (QCNN) to determine how much it is better to classical. Only a few models, such as quantum variational circuits, take colored images. The methodology adopted in this research is a hybrid approach by using penny lane as a simulator. To process the 10 classes of CIFAR-10, the image data has been translated into grey scale and the 28 × 28-pixel image containing 10,000 test and 50,000 training images were used. The objective of this work is to determine how much the quantum approach can outperform a classical approach for a comprehensive dataset of color images. After pre-processing 50,000 images from a classical computer, the QCNN model adopted a hybrid method and encoded the images into a quantum simulator for feature extraction using quantum gate rotations. The measurements were carried out on the classical computer after the rotations were applied. According to the results, we note that the QCNN approach is ~12% more effective than the traditional classical CNN approaches and it is possible that applying data augmentation may increase the accuracy. This study has demonstrated that quantum machine and deep learning models can be relatively superior to the classical machine learning approaches in terms of their processing speed and accuracy when used to perform classification on colored classes.

Keywords: CIFAR-10, quantum convolutional neural networks, quantum deep learning, quantum machine learning

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Authors: Yuliana Wahyu, Ambros Leonangung Edu

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The learning praxis that is proposed by 2013 Curriculum (K-13) is no longer school-oriented as a supply-driven, but now a demand-driven provider. This vision is connected with Jokowi-Kalla Nawacita program to create a competitive nation in the global era. Competition is a social fact that must be faced. Therefore the curriculum will design a process to be the innovators and entrepreneurs.To get this goal, K-13 implements the character education. This aims at creating the innovators and entrepreneurs from an early age (primary school). One part of strengthening it is literacy formations (reading, numeracy, science, ICT, finance, and culture). Thus, science literacy is an integral part of character education. The above outputs are only formed through the innovative process through intra-curricular (blended learning), co-curriculer (hands-on learning) and extra-curricular (personalized learning). Unlike the curriculums before that child cram with the theories dominating the intellectual process, new breakthroughs make natural, social, and cultural phenomena as learning sources. For example, Science in primary schoolsplaceBiology as the platform. And Science places natural, social, and cultural phenomena as a learning field so that students can learn, discover, solve concrete problems, and the prospects of development and application in their everyday lives. Science education not only learns about facts collection or natural phenomena but also methods and scientific attitudes. In turn, Science will form the science literacy. Science literacy have critical, creative, logical, and initiative competences in responding to the issues of culture, science and technology. This is linked with science nature which includes hands-on and minds-on. To sustain the effectiveness of science learning, K-13 opens a new way of viewing a contextual learning model in which facts or natural phenomena are drawn closer to the child's learning environment to be studied and analyzed scientifically. Thus, the topic of elementary science discussion is the practical and contextual things that students encounter. This research is about to contextualize Science in primary schools at Manggarai, NTT, by placing local wisdom as a learning source and media to form the science literacy. Explicitly, this study discovers the concept of science and mathematics in Mbaru Niang. Mbaru Niang is a forgotten potentials of the centralistic-theoretical mainstream curriculum so far. In fact, the traditional Manggarai community stores and inherits much of the science-mathematical indigenous sciences. In the traditional house structures are full of science and mathematics knowledge. Every details have style, sound and mathematical symbols. Learning this, students are able to collaborate and synergize the content and learning resources in student learning activities. This is constructivist contextual learning that will be applied in meaningful learning. Meaningful learning allows students to learn by doing. Students then connect topics to the context, and science literacy is constructed from their factual experiences. The research location will be conducted in Manggarai through observation, interview, and literature study.

Keywords: indigenous science, Mbaru Niang, science literacy, science

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Authors: Kavitha Thamadharan, Nurazean Maarop

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The implementation of e-assessment as tool to support the process of teaching and learning in university has become a popular technological means in universities. E-Assessment provides many advantages to the users especially the flexibility in teaching and learning. The e-assessment system has the capability to improve its quality of delivering education. However, there still exists a drawback in terms of security which limits the user acceptance of the online learning system. Even though there are studies providing solutions for identified security threats in e-learning usage, there is no particular model which addresses the factors that influences the acceptance of e-assessment system by lecturers from security perspective. The aim of this study is to explore security aspects of e-assessment in regard to the acceptance of the technology. As a result a conceptual model of secure acceptance of e-assessment is proposed. Both human and security factors are considered in formulation of this conceptual model. In order to increase understanding of critical issues related to the subject of this study, interpretive approach involving convergent mixed method research method is proposed to be used to execute the research. This study will be useful in providing more insightful understanding regarding the factors that influence the user acceptance of e-assessment system from security perspective.

Keywords: secure technology acceptance, e-assessment security, e-assessment, education technology

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Authors: Guessabi Fatiha

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Nowadays, there is no sphere of human life that does not use Information and Communication Technologies (ICTs) in practice. This type of development grew widely in the last years of the 20th century and impacted many fields such as education, health, financing, job markets, communication, governments, industrial productivity, etc. Recently, in higher education, the use of ICTs has been essential and significant during the Covid19 pandemic. Thanks to technology, although the universities in Algeria were locked down during the period of covid19, learning was easily continued, and students were collaborating, communicating, socializing, and learning at a distance. Therefore, ICT tools are required in translation courses to enhance and improve translation teaching. This research explores the use of ICT in teaching and learning translation. The research comes along with a theoretical framework; the literature review is produced to highlight some essential ICT concepts and translation teaching. In order to achieve the study objective, a questionnaire is distributed to the third-year English LMD students at Tahri Mohamed University, and an interview is addressed to the translation teacher. The results and discussion obtained from this investigation confirmed the hypothesis and revealed that the use of ICT is essential in translation courses and it improves translation teaching. Hence, by using ICT in the classroom, the students become more active, and the teachers of translation become knowledge facilitators and leaders.

Keywords: COVID19, ICT, learning, students, teaching, TMU, translation

Procedia PDF Downloads 128

Authors: Eiji Okano, Kazuyuki Inagaki

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We revisit Uribe's `Fiscal Theory of Sovereign Risk' advocating that there is a trade-off between stabilizing inflation and suppressing default. We develop a class of dynamic stochastic general equilibrium (DSGE) model with nominal rigidities and compare two de facto inflation stabilization policies, optimal monetary policy and optimal monetary and fiscal policy with the minimizing interest rate spread policy which completely suppress the default. Under the optimal monetary and fiscal policy, not only the nominal interest rate but also the tax rate work to minimize welfare costs through stabilizing inflation. Under the optimal monetary both inflation and output gap are completely stabilized although those are fluctuating under the optimal monetary policy. In addition, volatility in the default rate under the optimal monetary policy is considerably lower than one under the optimal monetary policy. Thus, there is not the SI-SD trade-off. In addition, while the minimizing interest rate spread policy makes inflation rate severely volatile, the optimal monetary and fiscal policy stabilize both the inflation and the default. A trade-off between stabilizing inflation and suppressing default is not so severe what pointed out by Uribe.

Keywords: sovereign risk, optimal monetary policy, fiscal theory of the price level, DSGE

Procedia PDF Downloads 321

Authors: Azzeddine Atibi, Khadija El Kababi, Salim Ahmed, Mohamed Radid

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The principal objective of this study is to undertake a comprehensive comparative analysis of distance learning and blended learning modalities, with a particular emphasis on evaluating their effectiveness during the confinement period mandated by the COVID-19 pandemic. This investigation is rooted in the firsthand experiences of educators at the high school and secondary levels within both private and public educational institutions. To acquire the requisite data, we meticulously designed and distributed a survey to these educators, soliciting detailed narratives of their professional experiences throughout this challenging period. The survey aims to elucidate the specific difficulties encountered by teachers, as well as to highlight the innovative pedagogical strategies they devised in response to these challenges. By synthesizing the insights garnered from this survey, our goal is to foster an exchange of experiences among educators and to generate informed recommendations that will inform future educational reforms. Ultimately, this study aspires to contribute to the ongoing discourse on optimizing educational practices in the face of unprecedented disruptions.

Keywords: distance learning, blended learning, covid 19, secondary/ high school, teachingperformance, evaluation

Procedia PDF Downloads 31

Authors: Jussi Horelli, Salla Niittymäki

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In this acceleratingly developing world, it will be crucial for our students to not only to adapt to continuous change, but to be the driving force of it. This raises the question of how can the educational processes motivate and encourage the students to learn the perhaps most important skill there for their further work career: the ability to learn and absorb more by themselves. In engineering education, the learning contents and methods have traditionally been very substance oriented and teacher-centered. In Häme University of Applied Sciences (HAMK), the pedagogical model has been completely renewed during the past few years. Terms like phenomenon or skills-based learning and collaborative teaching are things which have not very often been related to engineering education, but are now the foundation of HAMK’s pedagogical model in all disciplines, even in engineering studies. In this paper, a new flexible way of executing engineering studies will be introduced. The paper will summarize three years’ experiences and observations of a process where traditional teacher-centric mechanical engineering teaching was converted into a model where teachers work collaboratively in teams supporting the students’ learning processes.

Keywords: team teaching, collaborative learning, engineering education, new pedagogy

Procedia PDF Downloads 221

Authors: Saratu Yusuf Ilu, Mumtaz B. Mustafa, Siti Salwah Salim, Mehdi Malekzadeh

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Children today use computer based application in various activities especially for learning and education. Many of these tools and application such as the Computer Aided Pronunciation Training (CAPT) system enable children to explore and experience them with little supervision from the adults. In order for these tools and application to have maximum effect on the children’s learning and education, it must be attractive to the children to use them. This could be achieved with the proper user interface (UI) design. As children grow, so do their ability, taste and preferences. They interact differently with these applications as they grow older. This study reviews several articles on how age factor influences the UI design. The review focuses on age related abilities such as cognitive, literacy, concentration and feedback requirement. We have also evaluated few of existing CAPT systems and determine the influence of age-based factors on the interface design.

Keywords: children, age-based interaction, learning application, age-based capability

Procedia PDF Downloads 424

Authors: Shannon Melideo

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Post-secondary schools that provide specialized instruction for college students with special needs have been in existence for some time in the United States of America. Whether students experience learning disabilities, visual impairments, physical limitations, Autism Spectrum Disorders or any other issue that impacts their learning are able to attend universities that intentionally cater to their needs. While this selection of post-secondary education may be preferred by some students, other have sought a different experience. Over the last ten years, the number of students with Autism Spectrum Disorders (ASD) attending traditional universities in the United States of America has increased significantly. Students with ASD tend to select smaller, private institutions that appear to offer more personal attention and services. This paper will examine how traditional American universities are preparing for this relatively new group of students in their college classrooms. This paper will provide a brief historical timeline of access to university instruction for students with Autism Spectrum Disorders, and how and if students with ASD are received in colleges around the globe, and best research supported practices for success.

Keywords: autism spectrum disorders, access to learning, university instruction, accommodations

Procedia PDF Downloads 174

Authors: Garry Gorman, Nigel McKelvey, James Connolly

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This study will evaluate a growth mindset intervention with Junior Cycle Coding and Senior Cycle Computer Science students in Ireland, where gamification will be used to incentivise growth mindset behaviour. An artificial intelligence (AI) driven personalised learning system will be developed to present computer programming learning tasks in a manner that is best suited to the individuals’ own learning preferences while incentivising and rewarding growth mindset behaviour of persistence, mastery response to challenge, and challenge seeking. This research endeavours to measure mindset with before and after surveys (conducted nationally) and by recording growth mindset behaviour whilst playing a digital game. This study will harness the capabilities of AI and aims to determine how a personalised learning (PL) experience can impact the mindset of a broad range of students. The focus of this study will be to determine how personalising the learning experience influences female and disadvantaged students' sense of belonging in the computer science classroom when tasks are presented in a manner that is best suited to the individual. Whole Brain Learning will underpin this research and will be used as a framework to guide the research in identifying key areas such as thinking and learning styles, cognitive potential, motivators and fears, and emotional intelligence. This research will be conducted in multiple school types over one academic year. Digital games will be played multiple times over this period, and the data gathered will be used to inform the AI algorithm. The three data sets are described as follows: (i) Before and after survey data to determine the grit scores and mindsets of the participants, (ii) The Growth Mind-Set data from the game, which will measure multiple growth mindset behaviours, such as persistence, response to challenge and use of strategy, (iii) The AI data to guide PL. This study will highlight the effectiveness of an AI-driven personalised learning experience. The data will position AI within the Irish educational landscape, with a specific focus on the teaching of CS. These findings will benefit coding and computer science teachers by providing a clear pedagogy for the effective delivery of personalised learning strategies for computer science education. This pedagogy will help prevent students from developing a fixed mindset while helping pupils to exhibit persistence of effort, use of strategy, and a mastery response to challenges.

Keywords: computer science education, artificial intelligence, growth mindset, pedagogy

Procedia PDF Downloads 88

Authors: Thelma Mort

Abstract:

Currently, in South African schools, under the fast-paced and content-heavy CAPS curriculum, the notion of play is being lost in the foundation phase. Even in Grade R, aimed at improving the quality of education, there is a focus on mathematical literacy, language, and life skills (DoE, 2001). This is largely due to the dichotomizing of play and learning. And although the play is meant to be the primary means of achieving these skills, it somehow loses its playfulness in the face of early academic pressure. Student teachers similarly have not been trained to use play in the early years of schooling. This action research study shares findings from the “Learn to Play” intervention in teacher training at one university in which student teachers were given substantial training in types of play, the ways they could use and promote play, and the changing roles of teachers in play-based learning. Using observation focus group interviews, reflections, student teacher engagement in learning communities, and Theories of Change, the study measures the changes made by the intervention in student teachers’ approaches and attitudes to play in the classroom. Key findings were that the student teachers learned new skills, had better relationships with pupils, and became more confident in their foundation phase settings.

Keywords: action research, foundation phase, South Africa, student teacher training

Procedia PDF Downloads 180