Search Results for
"deep learning"

Background: A holistic architectural education is the culmination of learning knowledge, skills, attitudes, and values, which eventually reflects in the quality of graduates. Even though different schools of thought have made various kinds of qualitative contributions towards the evolution of architectural education in India, it has largely been dominated by the quantitative and technical aspects of its regulating framework. Architects engage with the demanding contradictions between responsibilities of an ethical nature, the dynamic challenges of practice, and the intricacies of architectural imagination. The aesthetical and imaginative foundations of the field make it incumbent upon the architects to possess a balance of ecumenical proficiencies for accountability and personalization. The purpose of the study is to identify relevant attributes of Competency Based Education (CBE) that can be adopted for architectural education in India. Methods: This research follows a narrative review approach and a descriptive-analytic method to broadly understand the attributes of CBE and its potential relevance to architectural education in India. 323 articles were searched on various search strings based on their relevance to the inquiry. 76 documents written in English language were included and appraised through the Scale of the Assessment for Narrative Review Articles (SANRA) tool to avoid any risk of bias. The PRISMA 2020 checklist and flow diagram has been used to report the findings of this narrative review. Result: The study identifies eight critical parameters of CBE with respect to its definitions, origins, transitions, regulatory environment, characteristics, approaches and implications on teaching-learning, frameworks and models of assessment; and challenges, which makes a case for the relevance of CBE for architectural education in India, which hasn’t been explored yet. Conclusion: The broader expectations of ‘being competent’ can be addressed through a conscious adoption of strategies of relevant attributes of CBE which can encourage building attitudes and temperament for life-long learning. ©: © 2024 Kohale N et al.

This study examines the determinants of learning strategies employed by undergraduate accounting students in an emerging economy. Specifically, it investigates the impact of institution, teacher, and personal determinants on accounting students’ utilisation of a particular learning strategy. In line with Information Process Theory (IPM), a descriptive research design was adopted to conduct a questionnaire-based survey among 246 accounting students from the University of Cape Coast in Ghana, Africa. Multiple regression analysis was employed to analyse the collected data. The study reveals that institutional determinants, including performance assessment and a conducive teaching and learning environment, teacher determinants such as learner-centred teaching methods, and personal determinants like intrinsic motivation and time spent studying, significantly influence accounting students’ adoption of deep learning strategies. Conversely, higher workload and engagement in extracurricular activities reduced the use of deep learning strategies, while adherence to the accounting curriculum guide encouraged surface learning. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This paper contributes to the knowledge on supportive mentoring practices in student teachers’ practicum by exploring the ways that mentoring conversations structured around a specific observational tool built on the theoretical concepts of professional noticing and collaborative reflection might support professional learning in student teachers’ practicum. An observation-grounded mentoring framework (OMF) was designed and examined in an intervention study conducted in Norway. The study used Van Es and Sherins’ framework of learning to notice (2002) in the analysis of the intervention. School-based mentor teachers and student teachers in eight practicum groups participated in the study. Data was collected from interviews, worksheets and reflective texts. The findings show that structuring mentoring conversations around observation descriptions can support student teachers’ learning to notice by helping them identify noteworthy classroom interactions and reason about what is noteworthy with peers and mentors. Moreover, findings suggest that observation-grounded mentoring conversations can nurture deeper understandings of teaching and learning and boost awareness of the purpose of teaching. The paper underscores the importance of supporting noticing development in initial teacher education and recognises the potential contribution observational tools can make. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

With the increasing breadth and sophistication of cyber threats, machine learning must be integrated into cybersecurity. This study uses a bibliometric analysis on 427 documents from 2019 to 2023 to pinpoint current trends in machine learning applications for cybersecurity. An exponential 96.55 percent yearly growth in publications is shown by our analysis of data from the SCOPUS database, indicating a spike in research activity. We identify eminent journals like IEEE Access that are leading the way in dissemination, and active contributors like Sarker IH. Key research themes, including malware detection, Internet of Things ecosystems, network security, and model accuracy optimization, are revealed through the examination of keywords and semantic topics. The adoption of deep learning is a sign of technological progress. According to our findings, machine learning integration is widely used in cybersecurity for tasks like threat intelligence and infrastructure monitoring, to name just two. Availability improvements are still given priority by reliable automation. Due to the increase in cyber threats, machine learning is becoming a necessary skill rather than an add-on. This research sheds light on the groundbreaking findings and exponential trajectory that are transforming machine learning's application in cybersecurity. Machine learning is ushered into a new era of intelligent and flexible cyber defense systems, which implies that sustained innovation through international cooperation will be crucial. Our timely bibliometric analysis establishes a framework for future cybersecurity and machine learning research, as well as for technological advancement. © 2024, Innovative Information Science and Technology Research Group. All rights reserved.

Education and training have largely failed to respond to the needs of those who generate livelihoods outside of the formal economy. Neglect of the informal sector is partly due to it eluding ‘legibility’: states generally only ‘see’ what can be measured and perceived to contribute to officially valued forms of economic activity, creating a formality bias. The illegibility of the informal sector is exacerbated under conditions of neoliberalism, as it often fails to conform to imperatives of productivism, forms of production in which paid employment is segregated from other aspects of life, with economic development and growth seen to be their main objective. Seeing like a neoliberal state therefore results in the neglect of informal modes of production, which are not seen to carry value. The formality bias is also evident in relation to vocational education and training (VET), with productivist assumptions underpinning VET as an institution that is oriented towards the needs of industry. Global South VET systems are rigid, unresponsive to changing local labour markets, and unable to adapt to the needs of the fast-changing informal sector. VET policy and practice utilised by international development agencies and individuals, as well as by national governments, has largely ignored or denigrated the informal sector. In this chapter, we try to challenge the view that the informal sector holds little value, showing the range of ways young people make a living in and beyond it and the role that education and training usefully plays or could play in supporting these endeavours. If scholarship is to assist in making education and training systems more responsive to the needs of the informal sector, this will require a rethink of dominant ways of theorising and researching learning for livelihoods. There remains a need for deeper theorisation of the skills needed for living in the world in relation to oneself, to others, and to the environment while being sensitive to the development of inclusive and sustainable economies. © 2025 selection and editorial matter, Lesley Powell, Adam Cooper, Trent Brown and Simon McGrath; individual chapters, the contributors. All rights reserved.

This chapter explores the development of a practitioner researcher identity through my first steps of researching, and how that subsequently has shaped my practice and pedagogy, leading to further PhD study. Whilst coordinating a Skills for Life initiative at a large inner-city probation office, through an Offenders’ learning and Skills Service (OLASS) partnership, I had the opportunity to complete a small-scale project into practice. The aim of the study was to develop an understanding of everyday writing and its effectiveness with a small group of adult literacy learners. I had formed a hypothesis that learners struggled to advance their writing due to incomplete sentence use, and began to explore a wider understanding of the difficulty of moving learning (skills, knowledge and abilities) between different domains (such as home, study and work). An analysis of their writing showed learners used complex grammatical techniques and were able to represent their experiences well, but learners demonstrated particular anxiety around spelling and punctuation. Furthermore, my own understanding deepened, recognising writing as part of a learner's identity as well as a tool for change. I explore how this understanding began to shape my practice and pedagogy and to inform my future PhD study. © 2025 selection and editorial matter, Kerry Scattergood and Samantha Jones; individual chapters, the contributors. All rights reserved.

Purpose: This article aims to provide a deeper understanding of the challenges clinical supervisors’ experience when supervising students’ professional learning in the workplace. Design/methodology/approach: Qualitative interviews were conducted with 13 healthcare professionals, who are experienced clinical supervisors. They were employed either in a hospital ward or in one of two municipal care units. Findings: The findings showed that clinical supervisors must navigate a complex landscape of challenges to ensure students’ professional learning. They had to balance their regular duties with the time and effort required for supervision. Prominent challenges were ensuring students met their learning objectives and determining when to allow students to handle tasks independently. The supervisors also faced challenges that were beyond their control. Their workplace conditions were not designed to accommodate students effectively. They struggled with negative attitudes from colleagues towards student supervision and they wanted the clinic managers to be more involved. The gap between the university’s educational demands and the realities of the workplace also presented supervisors with a significant challenge. Originality/value: Apart from unique empirical material depicting clinical supervisors’ experiences of student supervision, the value of this study lies in the recommendation that supervisors have clear requirements from higher educational institutions, but of equal importance is that these requirements align with the conditions in the workplace. Further studies are necessary to understand the role that workplace conditions play for clinical supervisors in creating supportive learning environments that facilitate students in their journey to becoming established professionals. © 2024, Maria Gustavsson and Ann-Charlotte Bivall.

With the rapid development of global industrialization and technology, the demand for skills in the labor market is constantly changing, and traditional vocational training methods are no longer able to meet the dynamic needs of modern workplaces. The aim of this study is to design a novel intelligent training system that can accurately predict future vocational skill needs and provide personalized training plans based on this. To achieve this goal, the article combines deep learning techniques with skill graph methods. Specifically, by analyzing large-scale occupational datasets, deep learning models can be used to identify key skill transitions and emerging skills. Secondly, constructing a skill graph reveals the correlations and evolutionary paths between different skills; Finally, based on the individual's learning process and career goals, a customized learning path and career development recommendations are provided through an intelligent recommendation system. In terms of career development speed, the e-commerce industry is leading at an average rate of 16 months per promotion, indicating that the system may help e-commerce industry practitioners to achieve rapid career advancement. Research has shown that this intelligent training system can significantly improve the pertinence and efficiency of training, and has important practical value in promoting employment, adapting to changes in industry demand, and personal career development. © 2024 IEEE.

This study investigates the effectiveness of tailored pedagogical approaches in Technical and Vocational Education and Training (TVET) for tourism and hospitality education. As the industry demands a skilled workforce that possesses both technical and soft skills, traditional teaching methods often fall short in preparing students for real-world challenges. This research aims to explore the impact of customized teaching methods on skill acquisition, compare their effectiveness to conventional approaches, and analyze the role of industry partnerships and experiential learning in enhancing student preparedness. Using a mixed-methods approach, quantitative data were collected through Likert scale surveys from 100 TVET students, supplemented by qualitative interviews with industry stakeholders. Preliminary findings indicate that tailored teaching methods significantly improve technical skill development and increase student engagement compared to traditional classroom settings. Furthermore, the research highlights the necessity of industry collaborations to bridge the gap between education and employment, suggesting that experiential learning opportunities such as internships are vital in preparing students for the practical demands of the tourism and hospitality sectors. The implications of this study contribute to a deeper understanding of effective teaching strategies in TVET and provide recommendations for enhancing curricula to meet industry needs. © 2024 IEEE.

This article examines the features of computer modeling of functional 3D objects using the SolidWorks software suite, which is an integral component in the training of future engineers and vocational education teachers. The SolidWorks software suite provides tools not only for creating three-dimensional models but also for analyzing the mechanical properties of parts and visualizing the technical condition of objects. This enables future engineers and vocational education teachers to better understand the principles of designing and analyzing complex part structures. A step-by-step algorithm for computer modeling has been developed, from creating a basic sketch to completing a three-dimensional model of a functional object. It has been established that the computer modeling process allows for the selection of appropriate tools and commands for creating geometric transformations of objects and setting parameters. This ensures high accuracy in constructing a computer model according to its geometric parameters. It has been established that the modern approach to computer modeling in the educational process demonstrates the implementation of innovative technological solutions to improve the quality of training in higher education institutions. It has been determined that the proposed approach will not only help future engineers and vocational education teachers develop practical skills but also contribute to a deeper understanding of engineering concepts. © 2024 by the authors; licensee learning Gate.