Search Results for
"deep learning"

With the popularization of information technology and network in schools and education management departments, the whole school management model based on campus network has become the mainstream of the development of education management information system.Relying on the theoretical basis of the information management system MS, the system application platform designed and developed for the teaching management of colleges and universities can assist the staff to efficiently process various kinds of information in the school and provide information services for the teachers and students of the whole school.deep learning under steam education means that students, under the guidance of teachers, actively, joyfully and interactively participate in teaching activities around challenging, integrated and ideological topics, realize the understanding, connection and transfer of knowledge on the basis of original experience, and apply it to problem solving in real situations, so as to finally form a critical and creative high-level thinking ability.In view of the shortcomings of the traditional course push model algorithm, this paper combines the multi-layer neuron model algorithm with the personalized recommendation algorithm, and verifies the course data. © 2022 The Authors. Published by Elsevier B.V.

Future engineers face fundamental challenges, such as digital transformation and the integration of sustainable goals into industrial processes, which require problem solving skills and deep knowledge applied to new context and constraints. This contribution introduces and discusses a project-oriented and scenario-based learning concept employing humanoid robots to motivate and develop technical talents as future engineers, focusing particularly on integrating gender and diverse perspectives into the technical field. Humanoid robotic platforms cannot only motivate to gain complex knowledge, but also provide multiple competence development including criteria such as sustainability and creativity. In this contribution these correlations are discussed and integrated into a study course design for human-machine interaction that is revised for better supporting the competence development of technical talents as future engineers by not only integrating gender and diversity aspects but also taking sustainable goals into account. The revised approach may lead to innovative and creative technical solutions for future challenges. © 2022 IEEE.

Some pre-service teacher education programs include opportunities for students to participate in study abroad (SA) experiences, aimed to deepen and enhance future teaching practice. However, little is known about what participants perceive as having influenced their practices in the years post-sojourn, once they are working as teachers. This prompts the question, what influence does a pre-service SA experience have on practicing teachers long-term? In this call-to-action chapter, we examine previous longitudinal research designs to develop an understanding of the use of the term in the field of SA. Next, we examine the reflective research that promotes sojourners thinking critically about their experiences which also influenced our design of a previous pilot study and a newly-funded follow-up research study. We explore research design considerations for longitudinal, reflective follow-up studies. By revisiting the reflections pre-service teachers articulated, pre-, during, and immediately post-sojourn, researchers will have opportunities to examine the learning from SA programs as teachers examine their practices to consider what elements of their own teaching may have been influenced by their SA experiences and how these experiences have shaped their approach to teaching. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.

The FitPed Project focuses on students’ efforts to acquire programming skills in order to become up-to-date professionals and become better life-long learners as well. The current chapter sketches the larger spectrum of learning/teaching paradigms in order to enable more flexible and effective didactic planning in diverse academic curricula. ‘Active learning’ has been coined as one of the best striving to let students regain ‘ownership’ of their studying and cognitive development. Simulations, programming, gaming and storytelling are promising candidates for empowering the learning and increasing intrinsic motivation. The chapter will synthesize the various aspects of active learning like: Collaborative, Constructive, Authentic, Situational and Intentional learning, in order to enable teachers to integrate these instructional ingredients for blended learning even after the Covid-19 era. learning paradigms have shifted from cognitive acquisition into constructivist approaches, where the learner is encouraged to build more complex concepts from elementary primitives. In this evolution, programming experiences have an important generic role: Students from all major directions need to integrate their thinking in topics like: Algorithmic Thinking, Data Mining, Meta Data, Machine learning, deep learning, deep Fake, Analytics for Smart Environments, Privacy Issues, etc. For this goal, a basic programming education and experience is useful and necessary. This chapter will highlight how university curricula need to evolve and new teacher roles will develop as well. It will illustrate the transition from the current FitPed Project to its successor. Important additional notion is that the integration of Computer Science and Programming Courses need innovative didactic scenarios as well; Problem-based learning and Challenge-based learning are two of the most prominent candidates. After having read this chapter, you will be motivated and equipped to pro-actively design new ICT-oriented courses with your colleagues. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Science curriculum and pedagogy in Africa and Kenya are characterized by exams as well as teacher-centered realities that are of colonial connections and methods. This has created a context where learners are less inclined to reference knowledge from their local environments, which also mitigates the overall system’s capacity for science education decolonization. By critically responding to this situation, the chapter uses examples of contextualized science curricula in investigating and analyzing the situation. By so doing, the author draws from a 15-year research where the science curriculum in Kenya is formulated via locally contextualized lessons with both learning and pedagogical analyses. With that, the chapter starts with the historical foundations of the issue and from there, engages deeper perspectives on the overall science education situation. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

The current rapid technological advancements and the dynamic workplace environments call for engineering graduates to be equipped with a combination of interdisciplinary skills. Among the core skills for the engineering profession is problem-solving. Although industry professionals and academics consider problem-solving an essential attribute of engineers in industry 4.0, research shows that several engineering graduates are not adequately equipped to apply the problem-solving approach in workplace environments. During the past years, the most common approach referred to in the literature for enhancing problem-solving skills in engineering education is Problem-Based learning (PBL). While research reported that PBL could improve students' skills in the early stage of higher education or within their degree programmes, most engineers generally accept that graduates will ''really'' learn how to be an engineer at the workplace. This paper reports on the methodological process of designing and developing a postgraduate vocational training programme to enhance engineering graduates' problem-solving skills through PBL. Specifically, it aims to investigate the programme's impact on engineering graduates' problem-solving skills and their perceptions about the PBL experience. A mixed-methods study was applied to answer the research questions. The Problem-Solving Inventory (PSI) was used to collect quantitative data regarding engineering graduates' problem-solving skills and semi-structured interviews were used to gather qualitative data regarding the implementation of the PBL programme. The results showed that the programme was successful in developing engineering graduates' problem-solving skills. Furthermore, engineering graduates reported several additional benefits regarding their learning experience. Examples include gaining a deeper understanding of the problem-solving process, developing professional knowledge, and enhancing employability potential. They also referred to various challenges which emerged during the programme, such as the time allocation for the assimilation of new knowledge, the application of problem-solving processes, and the communication with the technical staff in the workplace settings. We hope that this work can open a platform for discussion regarding the engineering curricula and the use of problem-oriented pedagogies toward improving employability and professional skills through industry-academia collaboration. © 2022 TEMPUS Publications.

With Covid-19-related restrictions, dance classes moved online in many cases. What is taken away together with bodily co-presence includes synchrony of music reproduction, i.e. a truly shared sonic environment, adequate space for moving (even individually), and an intersubjectively shared visibility field, which appears the most problematic for the accomplishment of learning objectives. Motivation, with its obvious effect on practicing thus learning, appears to be linked to the presence of the teacher, with her evaluative gaze, and to die presence of the other co-practitioners. (Self-)Correction, too, is deeply linked to the other actors involved, their visibility to the trainee and their own gaze. Based on a series of interviews with ballet dancers and teachers conducted during Winter 2021, and drawing on previous ethnographic research, the article reflects on the relation between trainer and trainees in learning and practicing ballet and shows how peer-to-peer coaching is also crucial. In a way, the pandemic-related restrictions worked as a "natural" breaching experiment (Garfinkel 1963,1967) for dance teaching and learning, thereby highlighting the fundamentals of the kind of interaction that underlies one's socialization to a bodily, kin(aest)ethic, performative practice. © 2022 Grafo SpA. All rights reserved.

The rapidly changing world of work requires graduates to have the skills to adapt to new work environments. According to employers, the main weaknesses of vocational school graduates are their poor communication skills, inadequate problem-solving ability, and inability to learn how to learn. These shortcomings indicate the low level of students' deeper learning competencies (DLC). learning activities at schools should strengthen students' DLC. This study describes students’ involvement in practical learning, its impact, and the extent to which students’ involvement in practical learning strengthens DLC. This research was conducted over four semesters at a referral vocational school in Jombang Regency, East Java, Indonesia. Descriptive analysis was used to uncover the data on students’ involvement in practical learning and its various impacts, and students’ DLC. It was found that the implementation of practical learning fosters students' involvement in schooling. The participation of students in practical learning affected the development of various learning behaviors and attitudes, which can strengthen DLC further. Project-based learning and school-based enterprise are two practical learning models that have a strong impact on the development of students' DLC. The effects of internship and learning through practice were in the strong category. Thus, learning activities in schools should be carried out by combining theoretical studies and practical learning. It is recommended that vocational schools strengthen their learning activities with project-based learning or school-based enterprise approaches. ©Authors

Teachers must make multiple decisions about how they educate, and pedagogies give frameworks for these options. When current practice is not effectively addressing demands, pedagogical innovation, like any other type of innovation, takes existing ideas, tools, or procedures and combines them in new ways to solve problems. In order to guarantee that educational practices are relevant and successful, emphasis must be made to innovative pedagogies that can foster a spirit of inquiry and intellectual discussion. It's critical to choose an educational strategy that aims to teach and enhance the next generation so that they can contribute meaningfully to the success of their country. This chapter explored innovative pedagogies in primary, secondary, and tertiary education based on secondary data. Innovative pedagogy needs knowledge expanding and deepening. The most significant pedagogical difficulties are how to improve student learning and fulfill the needs of a diverse range of students. © 2022, IGI Global. All rights reserved.

This chapter seeks to explore the main particularities of the institutional settings of skill formation in the post-communist transition of Lithuania and why and how these particularities influence the present processes and institutions by looking more deeply into the typical features of the institutional changes and their implications for socio-economic development. Institutional changes in skill formation in VET, HE and lifelong learning are explored by applying historical institutionalism approach and disclosing reasons, logic and implications of skill formation processes and institutions. There are also considered changes in the labour market and employment, educational access and distribution of learners, migration and social inequalities, using official statistical data. The analysis of social dialogue in relation to skill formation pays particular attention to its institutionalization, since the establishment of formal institutions occurred after the reconstitution of an independent state. The inadequacy of social dialogue is apparent in different iterations of the institutional development of the skill formation system. The development of the national system of qualifications is reviewed by focusing on the drivers and constraints on its implementation. The chapter concludes by outlining the main possibilities for future development of the skill formation system in Lithuania. © Peter Lang GmbH Internationaler Verlag der Wissenschaften Berlin 2022. All rights reserved.