Search Results for
"deep learning"

Dual Vocational Training (DVT) is a recently implemented policy in Spain that is established as a new modality within the Vocational Training system. Despite the fact that this training modality has shown a sustained growth during the last years, there are certain complexities that question the quality and success of its development. This research presents the opinion of different actors involved in the different areas of responsibility of VET and VETD in Andalusia. Through the development of semi-structured interviews, the aim is to know the perception of the actors involved in VET about the state of the Andalusian VET in the Higher Level Training Cycles (HLTC), and to identify the limitations and potentialities offered to young people by the dual mode with respect to the traditional mode of VET in Andalusia. The results obtained indicate that the development of this policy strengthens the link between the students and the company and facilitates a more specific and deeper learning process, thus increasing their chances of labor market insertion. However, there are some limitations in terms of the selection criteria established for students wishing to study vocational training, the coordination between the educational center and the company, the remuneration of students and the functions performed by vocational training students in the company. © 2024 Univ Nacional de Educacion a Distancia (UNED). All rights reserved.

Emotion level of the students during their academic sessions has a significant effect on their performance and overall academic grades. The most pre-eminent way of evaluating emotion levels is by analysing the EEG signals obtained from the brain. This paper showcases the experimental study on obtaining the Electroencephalogram (EEG) signals from the students during their academic sessions and classifying it to the types of emotions using machine learning algorithms. This paper explores the method of how the data collection session is conducted and recorded. The data collected is then compiled and divided for the machine learning algorithms. Furthermore, this paper proposed a method of acquiring the emotion labels without prior inducing by using a standard normal distribution method. Finally, this paper also proposed a deep learning neural network model and machine learning models that can be used to determine the emotion level from the EEG signals. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This article highlights the disparities between socially advantaged students and those who identify as equity-deserving while accessing work-integrated learning (WIL) opportunities. While governmental investments have aimed to broaden WIL access, persistent inequities have emphasized the need for a critical examination of oppressive systems within WIL. Using an anti-oppressive pedagogical lens, this article proposes actionable strategies to enrich WIL programs, with a particular emphasis on students facing systemic oppression. WIL educators, as key change agents, are uniquely positioned to engage in critical action that disrupts deep-rooted inequities. As further presented in the article, disrupting oppressive WIL practices may include 1) discovering one's positionality as a WIL educator; 2) exposing and addressing workplace discrimination; and 3) facilitating critical reflection in the classroom regarding students' WIL experiences. Recognizing the intersection between WIL and anti-oppressive practices offers a path toward greater access for all students, thereby fostering enhanced programs within higher education institutions. © 2024 International Journal of Work-Integrated learning. All rights reserved.

This paper delves into the concept of craftsmanship in the context of biotechnology education, initially defining craftsmanship and extending it to encompass a new-era craftsmanship defined by the qualities essential in the biological sciences. The study employs a rigorously tested questionnaire to survey the current state of craftsmanship cultivation among students in higher vocational colleges, analyzing its prevalence and identifying the key factors influencing its development. This research not only assesses the current strategies employed by educational institutions but also explores the role of enterprises in fostering this vital attribute through internships and collaborative programs. Additionally, it evaluates the future trends in craftsmanship development from the perspectives of students, schools, and businesses. The results highlight a nuanced understanding of craftsmanship’s role in biotechnology education, revealing varying degrees of awareness and appreciation among students, and suggesting substantial improvements in students' biotechnological literacy. The paper concludes with a discussion on the satisfaction levels of all stakeholders with the current progress and suggests pathways for enhancing the cultivation of craftsmanship to meet future industry demands. This approach underscores the need for an integrated educational framework that not only promotes technical skills but also instills a deep sense of craftsmanship essential for innovation and excellence in the biotechnology field. © 2024, Journal of Commercial Biotechnology. All rights reserved.

This chapter discusses the main pedagogical principles of assessment of entrepreneurial-STEM (E-STEM) learning. It discusses the development of competency-based assessment tools in the context of integrated disciplines. Assessment principles were traditionally based on the depth and intensity of information discussed in the learning sessions. Recently, modern teaching has emphasized formative assessment practices regardless of how deep or superficial the learning is because various authentic and explicit assessment practices could expand learning opportunities and contribute successfully to its outcomes. Therefore, assessment practices should nurture and promote deep E-STEM learning by emphasizing flexible, relevant, and meaningful assessment principles that are potentially and constructively aligned with the learning goals and teaching instruction. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

deep learning algorithms are widely used in various fields due to the increasing popularity of education modernization, and the Ministry of Education has expressed a requirement to apply these algorithms to the governance of education in vocational schools in order to strengthen their teaching management. This paper constructs a student portrait model based on an improved K-means algorithm to monitor and analyze students’ daily behaviors. Firstly, we collect and integrate data from various sources. The dataset was preprocessed using data preprocessing methods, including data cleaning, data transformation, and data normalization. The Canopy algorithm was used to determine the number of clusters, and the number of clusters and cluster centers obtained by the Canopy algorithm were used as input parameters for the K-mean algorithm. The Maximum Minimum Distance algorithm was used to select sample points as far as possible for the K-means algorithm. Finally, we verify the effectiveness of the improved clustering algorithm and analyze the two dimensions of students using it. The findings show that students of type I in the learning behavior-oriented clustering visited the library an average of 22.54 times a month. There are a small number of students who spend more time online, averaging 48.45 hours per month. The majority of students’ categorical data and real-life learning behaviors coincide. This provides a basis for vocational school educators to optimize decision-making and teaching methods, indicating that the model in this paper is applicable to modern vocational education governance. © 2024 Sike Lin and Jinwei Chen, published by Sciendo.

This experimental study investigates the effectiveness of virtual experiential learning in fostering student engagement by comparing the engagement and learning outcomes of two groups of students. One group (n = 69) participated in a virtual field trip to a winery, while the other group (n = 36) completed the field trip in person as part of an undergraduate culinary tourism course. A mixed-method approach was used to collect and triangulate data from a student engagement survey, reflective diaries, and assessment marks, which were analyzed using T-test and ANOVA, thematic analysis and descriptive statistics, respectively. Results showed that experiential learning increased students’ skill and emotional engagement in both groups while having no impact on participation and performance engagement. Skill engagement was significantly higher in the virtual group, while the in-person group scored slightly higher in emotional and performance engagement. deep learning, however, was only reported by students who completed the in-person field trip. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The book offers a well-grounded vision of the significant theory and application of the concept of Capability as a lifecourse and lifespan development. Capability is argued to be a necessary 21st century process and outcome (PROUT) of all learning development and activities across formal and informal places. Capability has been defined as a way of understanding people and organisations through their holistic approach which moves beyond Competence to show how potential ability, self-efficacy, and values, as basic, intertwined elements lead to how Capable People and Capable Organisations offer flexibility and adaptability in action. It presents the case for Capable Four-Dimensional Learners who can thrive in various situations to solve unfamiliar problems and challenges. These learners have developed and can demonstrate Lifelong commitment to learning. In addition, four-dimensional learners need to experience a broad range of areas of Lifewide learning. Further, learners need to include learning of some aspects in depth, that is, Lifedeep learning. An understanding of the impact of technology, as a significant element in human learning beyond being operational tools, as Lifetech learning is vitally necessary. How this four-dimensionality relates to better sustainability awareness and application through personal and organisational Capability is outlined. This book emerged from many years of theory development and research with critical examination of the Capability Concept and its application as a learning Model. It is written for students, teachers and administrators at all levels of Education, and everyone interested in human learning theory and application. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

Current work presents an attempt to model a process of comprehensive behavioral analysis of immersive educational tools to develop a clear method of their classification and application guidelines. The research question posed by current study is the following: 'What elements of immersive education tool are associated with the highest amount of student learning engagement?'. The hypothesis which we test to answer the research question is formulated as 'Salient elements of visual representation of immersive educational instrument are engaging most of respondents on pre-attentive processing stage'. Key aims of the study include development of a model of implementing immersive educational instruments into conventional educational setup and discussion along with analysis oriented on distributed educational environments. We developed a comprehensive study design allowing to perform behavioral experiments on reaction to stimuli which represent the core elements of immersive educational tools. Presenting a design of multimodal behavioral experiment including eye-tracking, facial expression analysis and biometrical data analysis we indicate key factors providing evidence of immersion effectiveness for various classes and types of educational instruments. The discussed component-based model not only serves as an organizational tool for establishing a digital infrastructure for innovative distributed universities but also offers a novel framework for understanding the underlying architecture of immersive educational tools. Furthermore, the behavioral study design presented in this article goes beyond conventional approaches by focusing on identifying the specific elements of immersive educational tools that lead to the highest levels of learner engagement, thus contributing to a deeper understanding of the mechanisms underlying immersive learning experiences. The results of current study will be of interest to a wide range of educational institutions utilizing innovative educational techniques in their practice. © 2024 IEEE.

The problems of contemporary IT specialists' training in terms of the high requirements to their mathematical and computational thinking skills as well as the urgency of raising their motivation to mastering math and algorithmization are discussed in the paper. It is pointed out that initial university courses should involve the students in the experiences that focus pre-service IT-specialists on the deep understanding of a mathematical backround and an algorithmic nature of any coding task, demonstrate them the role of math in the analysis of algorithm characteristics, and importance of math knowledge in for successful IT-career. One of such experiences presented by the authors is involving the pre-service IT-specialists into the work upon the interdisciplinary projects. The said activity is elaborated basing on the core didactic principles of PBL with the focus on the interdisciplinary project peculiarities. The goal, stages and results of the said PBL are described and analyzed in terms of its impact on the students' awareness of mathematical knowledge value in their vocational activity. The levels of of formation of the IT-specialists' awareness of mathematical knowledge value are established and determined. The survey and monitoring program were developed and realized which showed the changes in the distribution of pre-service IT-specialists by the levels of the said awareness for their future IT career. The prospects of further research are outlined in terms of holding the empirical research for the verification of the offered PBL activity impact on the motivation to IT-specialists' learning mathThe software module's core components are distinguished and the set of requirements in terms of their design are formulated according to the logic of the components work. © Published under licence by IOP Publishing Ltd.