Página 1 dos resultados de 10040 itens digitais encontrados em 0.029 segundos

A hybrid meta-learning architecture for multi-objective optimization of SVM parameters

Miranda, Péricles B. C.; Prudêncio, Ricardo B. C.; Carvalho, André Carlos Ponce de Leon Ferreira de; Soares, Carlos
Fonte: Elsevier; Amsterdam Publicador: Elsevier; Amsterdam
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
45.93%
Support Vector Machines (SVMs) have achieved a considerable attention due to their theoretical foundations and good empirical performance when compared to other learning algorithms in different applications. However, the SVM performance strongly depends on the adequate calibration of its parameters. In this work we proposed a hybrid multi-objective architecture which combines meta-learning (ML) with multi-objective particle swarm optimization algorithms for the SVM parameter selection problem. Given an input problem, the proposed architecture uses a ML technique to suggest an initial Pareto front of SVM configurations based on previous similar learning problems; the suggested Pareto front is then refined by a multi-objective optimization algorithm. In this combination, solutions provided by ML are possibly located in good regions in the search space. Hence, using a reduced number of successful candidates, the search process would converge faster and be less expensive. In the performed experiments, the proposed solution was compared to traditional multi-objective algorithms with random initialization, obtaining Pareto fronts with higher quality on a set of 100 classification problems.; CNPq; CAPES; FAPESP

Classificadores baseados em vetores de suporte gerados a partir de dados rotulados e não-rotulados.; Learning support vector machines from labeled and unlabeled data.

Oliveira, Clayton Silva
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 30/03/2006 PT
Relevância na Pesquisa
56.1%
Treinamento semi-supervisionado é uma metodologia de aprendizado de máquina que conjuga características de treinamento supervisionado e não-supervisionado. Ela se baseia no uso de bases semi-rotuladas (bases contendo dados rotulados e não-rotulados) para o treinamento de classificadores. A adição de dados não-rotulados, mais baratos e geralmente disponíveis em maior quantidade do que os dados rotulados, pode aumentar o desempenho e/ou baratear o custo de treinamento desses classificadores (a partir da diminuição da quantidade de dados rotulados necessários). Esta dissertação analisa duas estratégias para se executar treinamento semi-supervisionado, especificamente em Support Vector Machines (SVMs): formas direta e indireta. A estratégia direta é atualmente mais conhecida e estudada, e permite o uso de dados rotulados e não-rotulados, ao mesmo tempo, em tarefas de aprendizagem de classificadores. Entretanto, a inclusão de muitos dados não-rotulados pode tornar o treinamento demasiadamente lento. Já a estratégia indireta é mais recente, sendo capaz de agregar os benefícios do treinamento semi-supervisionado direto com tempos menores para o aprendizado de classificadores. Esta opção utiliza os dados não-rotulados para pré-processar a base de dados previamente à tarefa de aprendizagem do classificador...

Controle integrado de tensão e potência reativa através de aprendizado de máquina; Integrated voltage and reactive power control using machine learning

Adriano Costa Pinto
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 30/04/2015 PT
Relevância na Pesquisa
46.02%
A crescente demanda por energia elétrica, por vezes em ritmo mais acelerado que os investimentos em expansão das redes de distribuição, tem levado as distribuidoras a operarem próximo aos limites aceitáveis, o que torna toda a operação da rede mais complexa. Um dos desafios atuais é estabelecer um efetivo controle de tensão e potência reativa (Volt/var) na rede buscando melhorar o nível de operação e de eficiência energética da rede. Muitas propostas para encontrar a solução do problema partiram de uma abordagem de forma desacoplada: o controle de tensão e o controle de potência reativa foram resolvidos separadamente. Neste trabalho, porém, foram estudados métodos de solução do problema visando à segurança da operação e à otimização global dos recursos da rede de modo integrado, ou seja, considerando a dependência entre tensão e potência reativa. Na literatura, grande parte dos trabalhos reportam soluções baseadas em modelos elétricos da rede de distribuição. Os métodos estudados nessa dissertação são baseados em técnicas de aprendizado de máquina com o objetivo de construir um modelo capaz de utilizar apenas as medições de tensão e corrente provenientes dos medidores instalados ao longo da rede e obter o melhor despacho dos ajustes dos dispositivos de controle...

A learning-oriented knowledge representation for teaching interfaces

Garrido, Paulo
Fonte: IEEE Publicador: IEEE
Tipo: Conferência ou Objeto de Conferência
Publicado em /10/2004 ENG
Relevância na Pesquisa
45.9%
This paper presents a formalism for representing knowledge, intended for use in teaching interfaces. The driving concern in developing the formalism was to get an explicit method for sequencing the presentation of materials to be learned. The first criterion for doing the sequencing is that it satisfies a relation of constructability or learning support among the materials. If the relation is restricted to be a function then it is possible to represent it by a directed acyclic graph, as it happens in other constructive processes. The directed acyclic graph representation enables automatic generation of presentation sequences satisfying the learning support relation. It turns out that the formalism suggests other criteria in a natural way. These criteria may be added in a variety of ways to refine the presentation and enhance the responsiveness of the interface to learner needs.; Fundação para a Ciência e a Tecnologia (FCT)

O suporte a iniciativas de e-Learning no ensino superior : a Universidade de Aveiro, um estudo de caso

Azevedo, Susana Maria Labrincha de
Fonte: Universidade de Aveiro Publicador: Universidade de Aveiro
Tipo: Dissertação de Mestrado
POR
Relevância na Pesquisa
46.16%
A crescente utilização de tecnologias de informação e comunicação (TIC) para suporte do processo de ensino/aprendizagem leva ao surgimento da necessidade de um serviço de apoio a todos os participantes deste processo. Este suporte deve ajudar a aproveitar as potencialidades disponíveis e prevenir as dificuldades que vão sendo sentidas com a utilização dos meios disponíveis. Este trabalho tem como intuito dar a conhecer o modo como são planeados os sítios das disciplinas que, no contexto da Universidade de Aveiro (UA), utilizam a plataforma de e-Learning. Adicionalmente, pretende-se indagar se é seguido algum modelo de ambiente de e-Learning (AE) e conhecer quais as necessidades de suporte sentidas pelos docentes (decorrentes desses planeamentos). Para perceber a forma como os sítios das disciplinas são planeados e as reais necessidades de suporte, foi realizada uma recolha de dados, com base num conjunto de instrumentos: questionários; e observação dos sítios das disciplinas existentes na plataforma de e-Learning; e estudo documental. Os instrumentos utilizados foram elaborados tendo em conta um referencial, desenvolvido com os objectivos de perceber como são planeados os sítios das disciplinas na plataforma; quais as necessidades de suporte daí decorrentes; e qual a opinião dos utilizadores sobre a estrutura de suporte. Na elaboração do referencial foram tidos em conta dois modelos teóricos de ambientes de e- Learning...

Classification of EEG Signals Using a Multiple Kernel Learning Support Vector Machine

Li, Xiaoou; Chen, Xun; Yan, Yuning; Wei, Wenshi; Wang, Z. Jane
Fonte: MDPI Publicador: MDPI
Tipo: Artigo de Revista Científica
Publicado em 17/07/2014 EN
Relevância na Pesquisa
45.92%
In this study, a multiple kernel learning support vector machine algorithm is proposed for the identification of EEG signals including mental and cognitive tasks, which is a key component in EEG-based brain computer interface (BCI) systems. The presented BCI approach included three stages: (1) a pre-processing step was performed to improve the general signal quality of the EEG; (2) the features were chosen, including wavelet packet entropy and Granger causality, respectively; (3) a multiple kernel learning support vector machine (MKL-SVM) based on a gradient descent optimization algorithm was investigated to classify EEG signals, in which the kernel was defined as a linear combination of polynomial kernels and radial basis function kernels. Experimental results showed that the proposed method provided better classification performance compared with the SVM based on a single kernel. For mental tasks, the average accuracies for 2-class, 3-class, 4-class, and 5-class classifications were 99.20%, 81.25%, 76.76%, and 75.25% respectively. Comparing stroke patients with healthy controls using the proposed algorithm, we achieved the average classification accuracies of 89.24% and 80.33% for 0-back and 1-back tasks respectively. Our results indicate that the proposed approach is promising for implementing human-computer interaction (HCI)...

Contribui????es do n??cleo de apoio aos polos para a gest??o em Ead

Pinho, Denise de Sena; Garcia, Narjara Mendes; Esperan??a, Joice Ara??jo; Hartwig, Sandra Christ
Fonte: Universidade Federal do Rio Grande Publicador: Universidade Federal do Rio Grande
Tipo: Conferência ou Objeto de Conferência
POR
Relevância na Pesquisa
46.11%
O polo presencial ?? um ambiente onde os programas e cursos ofertados na modalidade a dist??ncia podem usufruir de uma estrutura que se caracteriza por condi????es que contemplam o aspecto estrutural, as rela????es interpessoais e o aspecto pedag??gico presentes nas a????es. O polo deve oferecer condi????es satisfat??rias para o atendimento das necessidades dos alunos, tendo em vista a garantia da realiza????o dos encontros presenciais, orienta????es, forma????o de grupos de estudos, avalia????es presenciais e eventos acad??micos. Com isso, ?? enfatizado a necessidade de um planejamento e de uma coordena????o efetiva das a????es nos polos, exigindo assim o comprometimento dos diferentes atores presentes neste ambiente, com destaque para a atua????o dos gestores desses polos. Para efetivar uma rela????o de comunica????o entre a universidade e os polos, houve a cria????o do N??cleo de Apoio aos Polos para prestar o suporte as equipes e a????es desenvolvidas. O n??cleo ?? apresentado como uma estrat??gia de apoio pedag??gico para os espa??os educativos, servindo de polos dos cursos a dist??ncia de uma institui????o de ensino superior p??blica. Entre as a????es do n??cleo destacam-se: a media????o entre as equipes dos polos e da Secretaria de Educa????o a Dist??ncia (SEaD); o suporte pedag??gico e a forma????o continuada da equipe dos polos; o incentivo a reflex??o sobre o acolhimento dos estudantes e o trabalho em equipe; a divulga????o das a????es e cursos em EaD nos munic??pios atendidos pelos polos. Assim...

The antecedents to participation in learning activities among support staff at a college in Ontario

Giguère, Dominique
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
EN
Relevância na Pesquisa
46.14%
Les tendances de la participation à la formation des adultes au Canada n’ont pas évolué depuis des décennies, malgré les nouvelles influences économiques qui ont stimulé l’augmentation et la diversification permanente de la formation des employés et malgré les initiatives plus nombreuses en faveur de l’apprentissage des employés en milieu de travail. Il est donc nécessaire de ne plus se contenter d’étudier les prédicteurs de la formation déjà connus dans les profils des employés et des employeurs. Il est, en revanche, indispensable d’étudier les antécédents de la participation des employés à la formation, y compris les aspects et les étapes du processus qui la précède. Cette étude porte sur les antécédents de la participation des employés aux formations dans un important collège communautaire urbain en Ontario. Afin de préparer le recueil des données, un cadre théorique a été élaboré à partir du concept d’expression de la demande. Ce cadre implique l’existence d’un processus qui comporte plusieurs étapes, au cours desquelles plusieurs intervenants interagissent et dont la formation est susceptible d’être le résultat. Les résultats de l’enquête sur le profil d’apprentissage ont permis de conclure que le comportement des employés et de l’employeur est conforme aux modèles de prédicteurs existants et que les taux et les types de participation étaient similaires aux tendances nationales et internationales. L’analyse des entrevues d’un groupe d’employés atypiques...

Exploring PBL as a strategy for improving student learning outcomes

Joham, C.; Clarke, M.
Fonte: Department of Teaching and Learning Support Services, Queensland University of Technology; Brisbane Publicador: Department of Teaching and Learning Support Services, Queensland University of Technology; Brisbane
Tipo: Conference paper
Publicado em //2007 EN
Relevância na Pesquisa
55.88%
Problem‐based learning (PBL) has been identified in the literature as one approach for enabling the development of generic employability skills. This approach differs from many traditional approaches to teaching and learning by integrating employability skills (such as problem solving, teamwork and self‐management) into the student learning process. The purpose of this paper is to explore problem‐based learning (PBL) as a vehicle for improving the quality of teaching, learning and assessment outcomes in the management field. Examples from a Masters course are provided as initial empirical data. The paper argues that PBL assists in the development of employability skills for students, supports a high level of interaction among students from diverse cultural backgrounds and facilitates the integration of multiple perspectives into group views as part of the problem‐solving process (Checkland, 1981).; http://www.eac2007.qut.edu.au/; Carmen Joham, Marilyn Clarke; Copyright © 2007 Joham and Clarke.

Herramienta de Apoyo para el Aprendizaje a Distancia de la Lógica en la Ingeniería Informática; Support Tool for E-learning in Logic in Computer Science Engineering

Huertas, Maria Antonia; Mor Pera, Enric; Guerrero Roldán, Ana Elena
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
Relevância na Pesquisa
46.06%
Logic as a subject in computer engineering has characteristics and difficulties similar to those of other mathematics related subjects: very low academic achievement and high dropout. In instrumental disciplines such as logic, an interactive teaching-learning process is fundamental, and the immediate feedback is a key element of academic success. In a traditional face to face logic course the necessary feedback and support is usually provided by the classroom interaction between students and teacher. In contrast, in an e-learning paradigm based on the web, this feature can be provided through an intelligent tutor type tool. This article presents the design, development and implementation of a learning support tool for a non-face to face course of logic in the computer engineering program. This tool follows the perspective of student-centered design to provide the elements necessary for a successful learning experience. It also presents an pilot test with the evaluation of its results and a general discussion on the implementation of such tools for distance learning and self-learning; Las asignaturas de lógica en ingeniería informática presentan características y dificultades similares a las de otras materias de carácter matemático: un rendimiento académico muy bajo y un alto de abandono. En disciplinas instrumentales como es el caso de lógica...

The interpreted curriculum: students’ constructions of problem-based learning groups.

Skinner, Vicki
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2010
Relevância na Pesquisa
45.98%
In this thesis, I address the meaning of problem-based learning (PBL) groups for students. The group is generally a core element of PBL. Theoretical conceptions of the ideal PBL group have ranged from it being a setting for individual knowledge development to it being a site for students' professional enculturation. However, PBL research from diverse theoretical perspectives has produced results about groups that are not consistent with theoretical conceptions of groups. Research has also demonstrated that students interpret PBL differently to theoretical and curriculum conceptions of PBL, hence the notion of 'interpreted curriculum'. These findings raise the issue of how students interpret PBL groups and the implications this has for practice. My study addressed this aspect of the interpreted curriculum via the following research questions: What is the nature of a PBL group for students? What is the purpose and value of a PBL group for students? Informed by social constructionist theory, the study was a qualitative investigation based on an ethnographic approach, employing observation and interviewing to collect data. The participants were volunteer first-year undergraduate dental students in Adelaide, Australia and Dublin, Ireland. The thesis contributes to knowledge about PBL groups and provides recommendations for practice. It explains how students understood PBL group structure...

Facebook vs moodle : Surveying university students on the use of learning management systems to support learning activities outside the classroom

Gomes, Luis Mendes; Guerra, Hélia; Mendes, Armando B.; Rego, Isabel Estrela
Fonte: IEEE Publicador: IEEE
Tipo: Conferência ou Objeto de Conferência
Publicado em //2015 ENG
Relevância na Pesquisa
45.95%
CISTI'2015 - 10ª Conferência Ibérica de Sistemas e Tecnologias de Informação, 17 a 20 de junho de 2015, Águeda, Aveiro, Portugal.; Learning management systems and social networks on Web have been tools most used by students in higher education institutions as learning support tools outside of the classroom. In this paper, we present the results from a survey conducted at a Portuguese university to 159 students in Computer Science and Psychology about the purposes and reasons for the use of Moodle and Facebook. We conclude, among other conclusions, that they complement each other: while the first is mostly used for formal communication with teachers, the second is mostly used for informal communication with peers.

B-learning quality: dimensions, criteria and pedagogical approach

Peres, P.; Lima, V.; Lima, L.
Fonte: European Journal of Open, Distance and E-Learning Publicador: European Journal of Open, Distance and E-Learning
Tipo: Artigo de Revista Científica
Publicado em //2014 ENG
Relevância na Pesquisa
45.93%
Measuring the quality of a b-learning environment is critical to determine the success of a b-learning course. Several initiatives have been recently conducted on benchmarking and quality in e-learning. Despite these efforts in defining and examining quality issues concerning online courses, a defining instrument to evaluate quality is one of the key challenges for blended learning, since it incorporates both traditional and online instruction methods. For this paper, six frameworks for quality assessment of technological enhanced learning were examined and compared regarding similarities and differences. These frameworks aim at the same global objective: the quality of e-learning environment/products. They present different perspectives but also many common issues. Some of them are more specific and related to the course and other are more global and related to institutional aspects. In this work we collected and arrange all the quality criteria identified in order to get a more complete framework and determine if it fits our b-learning environment. We also included elements related to our own b-learning research and experience, acquired during more than 10 years of experience. As a result we have create a new quality reference with a set of dimensions and criteria that should be taken into account when you are analyzing...

Augmenting the Senses: A Review on Sensor-Based Learning Support

Schneider, Jan; Börner, Dirk; van Rosmalen, Peter; Specht, Marcus
Fonte: MDPI Publicador: MDPI
Tipo: Artigo de Revista Científica
Publicado em 11/02/2015 EN
Relevância na Pesquisa
46.06%
In recent years sensor components have been extending classical computer-based support systems in a variety of applications domains (sports, health, etc.). In this article we review the use of sensors for the application domain of learning. For that we analyzed 82 sensor-based prototypes exploring their learning support. To study this learning support we classified the prototypes according to the Bloom's taxonomy of learning domains and explored how they can be used to assist on the implementation of formative assessment, paying special attention to their use as feedback tools. The analysis leads to current research foci and gaps in the development of sensor-based learning support systems and concludes with a research agenda based on the findings.

Enhancing the student project team experience with blended learning techniques

Reichlmayr, Thomas
Fonte: IEEE Publicador: IEEE
Tipo: Proceedings
Relevância na Pesquisa
45.91%
Integrating student team projects into the engineering and computing curriculum presents a variety of challenges. At the Rochester Institute of Technology, the undergraduate introductory software engineering course has been redesigned from a traditional lecture-lab format to a project-centric studio format. The student team focus has allowed us to better incorporate active learning by promoting collaboration among students and instructors in the development of a term long software project. In order to make the studio format more effective we have adopted a blended learning approach. Blended learning aims to join the best of face-to-face classroom learning with the best of online teaching and learning to promote active independent learning and reduce class seat time. Student satisfaction in courses requiring a collaborative effort among their peers is heavily influenced by their project team experience. The use of blended learning techniques helps to make the experience a more satisfying one by increasing the effectiveness of collaboration in team activities and interaction with the instructor through the application of distance learning and social computing technologies. The challenges faced and the techniques and strategies utilized in the planning and delivery of the course will be discussed...

Avaliação do Blended-Learning aplicado em disciplinas da Engenharia de Produção; Evaluation of Blended-Learning applied in Production Engineering subjects; Evaluation of Blended-Learning applied in Production Engineering subjects

Montevechi, José Arnaldo Barra; UNIFEI; Molina, Carlos Eduardo Corrêa; UNIFEI; Coutinho, Mabel Maria Silva de Resende Chaves; UNIFEI
Fonte: Universidade Federal Fluminense - LATEC Publicador: Universidade Federal Fluminense - LATEC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; Formato: application/pdf
Publicado em 25/05/2006 POR
Relevância na Pesquisa
45.99%
O objetivo deste artigo é retratar parte do trabalho avaliativo desenvolvido em disciplinas de um curso de Engenharia de Produção, nas quais foram utilizados diversos conteúdos multimídia, via Internet, como ferramenta de apoio ao processo de ensino-aprendizagem. Este trabalho relata desde a fase de desenvolvimento dos conteúdos, passando pela descrição dos meios utilizados e o trabalho do professor e formadores, culminando no relato dos resultados obtidos nas notas finais dos alunos. Os resultados obtidos dão forte evidência de que o blended-learning tende a ser um aliado de extrema importância em disciplinas da Engenharia de Produção e no ensino superior em geral. As análises realizadas evidenciam ganhos de qualidade, os quais são comprovados pelos relatos dos alunos e pela qualidade medida através do desempenho dos mesmos.; The scope of this paper is to describe a section of the evaluation work developed in Production Engineering disciplines from UNIFEI, which uses many multimedia contents through the web as a complementary form of education. This report starts describing the development of the course and goes until the ways employed and the activities of the teacher and collaborators, ending with the analysis of the students’ final grades. The results obtained show strong evidence that the blended-learning is a powerful and important tool on teaching Production Engineering or others graduation courses. The evaluations show increases on quality...

The imports of not learning in the learning support room: resilience in process; Os significados do não aprender na sala de apoio à aprendizagem: resiliência em processo

Bazoni, Jane Ester da Silva; Universidade Estadual de Londrina; Oliveira, Francismara Neves de; Universidade Estadual de Londrina
Fonte: Linhas Críticas; Critical Lines Publicador: Linhas Críticas; Critical Lines
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 15/05/2015 POR
Relevância na Pesquisa
56.08%
The Bronfenbrenner bioecological approach was adopted as a theoretical-methodological contribution in this study, the aim of which is to analyze possible interrelationships between two microsystems - family and school, concerning how not learning is understood in the Learning Support Room (LSR). The locus of this research is a public school in Londrina, Parana, Brazil. The study included 36 subjects, thus distributed: thirteen students, hirteen representatives of families (one from each family), three educators, two teachers from the learning support room, and five from the regular classroom. We adopted a qualitative research approach, descriptive in nature, in the case study modality. As a data collection tool, we utilized systematic observation: (twelve meetings held once a week for three months) and semi-structured interviews of participants. The study involved analysis of the school and family microsystems, highlighting possible intersections between them in the signification of not learning, considering that, imports are permeated by risk and protection mechanisms. Our results indicated the importance of giving voice to the protagonists of the microsystems on which the learning support room is anchored, in order to understand how the learning process of these students is permeated by interactions that promote meanings of life experiences. The data invite us to recognize that not learning constitutes a risk in face of which protective factors and resilience can be manifested.; A abordagem bioecológica de Bronfenbrenner foi adotada como aporte teóricometodológico neste trabalho...

Learners' experiences of learning support in selected Western Cape schools

Bojuwoye,Olaniyi; Moletsane,Mokgadi; Stofile,Sindiswa; Moolla,Nadeen; Sylvester,Fredrick
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 EN
Relevância na Pesquisa
66.08%
The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

Clear-cut to high-tech: History Teaching and Learning Support Material (TLSM) drawing on Information and Communication Technology (ICT)

O de Sousa,Luiza; van Eeden,Elize S
Fonte: Yesterday and Today Publicador: Yesterday and Today
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 EN
Relevância na Pesquisa
55.93%
The integration of Information and Communication Technology (ICT) and multimedia within History teaching and learning is an outcome of the curriculum of the National Education Department of South Africa. History lessons for the classroom situation can become more active and learner-centred, slowing the widening gap between South Africa and the developed world with respect to ICT integration and the use of multimedia resources in History teaching and learning at schools. The purpose of this article is to show teachers where to locate sources and resource materials that can be used in History lessons, inform teachers on some of the History-related features of each website, and expose teachers to the use of new teaching strategies aided by the Internet. High-tech TLSM possibilities can promote greater integration of ICT and multimedia into History lessons to improve a broader understanding of content and enhance quality teaching.

Collaborative co-teaching of Numeracy and Literacy as a key to inclusion in an independent school

Krüger,Deirdré; Yorke,Claire
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2010 EN
Relevância na Pesquisa
46.06%
Inclusion of learners with diverse needs implies a shift from a medical deficit model of disability to a social systems model. The latter does not view these learners as a problem; instead the environment or society's response to these individuals is viewed as a barrier to learning. I focus on collaborative coteaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data were collected from a small group of participants by interviews, observations and documents and inductively analysed. The study shows that if the learning support teacher responds to learners' behaviour within the framework of inclusive practices, the positive effects of the teacher's work and interactions may be far-reaching. Learning support teachers have an important role to play in accommodating and ensuring the integration of learners with diverse needs.