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Um algoritmo evolutivo para aprendizado on-line em jogos eletrônicos; An evolutionary algorithm to online learning in computer games

Crocomo, Márcio Kassouf
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 11/04/2008 PT
Relevância na Pesquisa
66.14%
Este trabalho verifica a possibilidade de se aplicar Algoritmos Evolutivos no aprendizado on-line de jogos. Alguns autores concordam que Algoritmos Evolutivos não são aplicáveis na prática para se atingir o objetivo em questão. É com a intenção de contestar a veracidade desta afirmação que foi desenvolvido o presente trabalho. Para atingir o objetivo proposto, foi desenvolvido um jogo de computador, no qual o algoritmo de aprendizado gera estratégias inteligentes e adaptativas para os caracteres não controlados pelo jogador através de um algoritmo evolutivo. Desta forma, a função do algoritmo evolutivo é fazer com que a estratégia utilizada pelo computador se adapte à estratégia utilizada pelo usuário a cada vez que joga. É apresentada uma revisão bibliográfica a respeito de Computação Evolutiva e as técnicas utilizadas para implementar comportamentos inteligentes para os caracteres controlados por computador nos jogos atuais, esclarecendo suas vantagens, desvantagens e algumas possíveis aplicações. São também explicados o jogo e os algoritmos implementados, assim como os experimentos realizados e seus resultados. Por fim, é feita uma comparação do algoritmo evolutivo final com uma outra técnica de adaptação...

Redes e comunidades virtuais de aprendizagem: elementos para uma distinção; Netwoks and virtual learning communities: elements for a distinction

Carvalho, Jaciara de Sá
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 18/05/2009 PT
Relevância na Pesquisa
56.4%
Criado a partir do trabalho colaborativo de grupos de pessoas, o ciberespaço expressa vocação para abrigar incontáveis agrupamentos, diversos e distintos como a natureza humana. Parte desses agrupamentos tem recebido o nome de redes de aprendizagem online e comunidades virtuais de aprendizagem. Uma vez que a aprendizagem é intrínseca ao homem, em variados tempos, lugares e situações, todos os agrupamentos do ciberespaço podem proporcionar aprendizagens. Mas o fato de que há aspectos em comum na diversidade não retiraria a necessidade de estabelecer diferenças entre os agrupamentos porque não se deve confundir multiplicidade com indistinção. Nesse sentido, esta investigação buscou identificar elementos que podem distinguir as redes e comunidades virtuais de aprendizagem dos demais agrupamentos do ciberespaço. A partir da compreensão de que as palavras são signos ideológicos e que seu emprego formata a realidade (BAKHTIN, 1981), verificamos que também há distinção entre redes de aprendizagem online e comunidades virtuais de aprendizagem. A reflexão proporcionou ainda mapearmos indicadores de formação de comunidades virtuais em situação de aprendizagem. Para levantar os elementos mencionados, realizamos revisão bibliográfica e examinamos três agrupamentos do ciberespaço...

Collaboration and motivation in an online learning environment: students’ perceptions of collaborative activities and attitudes towards online learning

Jorge, Idalina
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Conferência ou Objeto de Conferência
Publicado em 06/09/2012 ENG
Relevância na Pesquisa
66.26%
The report about distance learning in higher education in Portugal (2009) states that only a small percentage of HE enrolments are in DL courses, that the demand for the modality is growing, and that the Portuguese research in DL needs development, to support innovation in the modality. This study aimed to identify the collaborative activities that the 122 students enrolled in Masters’ courses between 2009-2012, in two Portuguese Universities, considered more motivating, their preferred type of assignment, the tools’ perceived ease of use, the social and cognitive aspects of teamwork, the tutor’s influence on teamwork and preferred team organization. The results indicate that the students feel comfortable participating, interacting and debating and that some collaborative activities such as designing projects, simulations, problem-based activities, discussions and written reports are more motivating than others. The results also show that the students have positive attitudes towards online learning, that online trust takes time to develop, that both face-to-face meetings and videoconference increase trust, though time flexibility is a practical advantage of online collaboration and that the way that collaborative assignments are designed can facilitate or hinder adequate collaboration.

Mind wandering and education: from the classroom to online learning

Szpunar, Karl K.; Moulton, Samuel T.; Schacter, Daniel L.
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
66.18%
In recent years, cognitive and educational psychologists have become interested in applying principles of cognitive psychology to education. Here, we discuss the importance of understanding the nature and occurrence of mind wandering in the context of classroom and online lectures. In reviewing the relevant literature, we begin by considering early studies that provide important clues about student attentiveness via dependent measures such as physical markers of inattention, note taking, and retention. We then provide a broad overview of studies that have directly measured mind wandering in the classroom and online learning environments. Finally, we conclude by discussing interventions that might be effective at curbing the occurrence of mind wandering in educational settings, and consider various avenues of future research that we believe can shed light on this well-known but little studied phenomenon.

Online Learning of Non-stationary Sequences

Monteleoni, Claire
Fonte: MIT - Massachusetts Institute of Technology Publicador: MIT - Massachusetts Institute of Technology
Formato: 48 p.; 1815576 bytes; 911860 bytes; application/postscript; application/pdf
EN_US
Relevância na Pesquisa
66.16%
We consider an online learning scenario in which the learner can make predictions on the basis of a fixed set of experts. The performance of each expert may change over time in a manner unknown to the learner. We formulate a class of universal learning algorithms for this problem by expressing them as simple Bayesian algorithms operating on models analogous to Hidden Markov Models (HMMs). We derive a new performance bound for such algorithms which is considerably simpler than existing bounds. The bound provides the basis for learning the rate at which the identity of the optimal expert switches over time. We find an analytic expression for the a priori resolution at which we need to learn the rate parameter. We extend our scalar switching-rate result to models of the switching-rate that are governed by a matrix of parameters, i.e. arbitrary homogeneous HMMs. We apply and examine our algorithm in the context of the problem of energy management in wireless networks. We analyze the new results in the framework of Information Theory.

Online Learning of Non-stationary Sequences

Monteleoni, Claire; Jaakkola, Tommi
Fonte: MIT - Massachusetts Institute of Technology Publicador: MIT - Massachusetts Institute of Technology
Formato: 8 p.; 10189026 bytes; 760649 bytes; application/postscript; application/pdf
EN_US
Relevância na Pesquisa
66.14%
We consider an online learning scenario in which the learner can make predictions on the basis of a fixed set of experts. We derive upper and lower relative loss bounds for a class of universal learning algorithms involving a switching dynamics over the choice of the experts. On the basis of the performance bounds we provide the optimal a priori discretization of the switching-rate parameter that governs the switching dynamics. We demonstrate the algorithm in the context of wireless networks.

CREATING A SAFER ONLINE LEARNING ENVIRONMENT FOR STUDENTS AND PROFESSORS: CYBERSECURITY IN ONLINE LEARNING ENVIRONMENTS

Leandro, Saturlino Lohure
Fonte: Quens University Publicador: Quens University
Tipo: Project
EN
Relevância na Pesquisa
66.39%
This project report is a design of an online security investigation from the perspective of professors and students, to provide information to higher educational institutions that would help them prepare professors and students to work securely online. Therefore the project has the secondary purpose of creating a safer online learning environment for students and professors. Post-secondary educational institutions are responding increasingly to demands for online distance education, demands fuelled by the exponential growth of the Internet and associated information and communications technology (ICT) (Fan, 2011; Homeland Security Digital Library (HSDL), 2009; Kingkade, 2013; Rudestam & Shoenholtz-Read, 2010). As institutions increase their dependence on the Internet to deliver courses to students online, they encounter rapid growth in malicious online activity, which happens literally everyday (European Commission, 2013; Johnson, 2005; Orrey, 2010; Shaeffer, 2009). Literature on the security of online education has acknowledged this fact (Adams & Bradford, 2003), but offers little guidance for protection. Every online education stakeholder has responsibility to ensure safety online. Administrators depend on ICT professionals to meet most of their security needs...

Aspects of Online Learning

Harrington, Edward
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
EN
Relevância na Pesquisa
66.24%
Online learning algorithms have several key advantages compared to their batch learning algorithm counterparts. This thesis investigates several online learning algorithms and their application. The thesis has an underlying theme of the idea of combining several simple algorithms to give better performance. In this thesis we investigate: combining weights, combining hypothesis, and (sort of) hierarchical combining.¶ ...; yes

Online learning in dentistry: an overview of the future direction for dental education

Schonwetter, D.; Reynolds, P.; Eaton, K.; de Vries, J.
Fonte: Blackwell Science Ltd Publicador: Blackwell Science Ltd
Tipo: Artigo de Revista Científica
Publicado em //2010 EN
Relevância na Pesquisa
66.4%
This paper provides an overview of the diversity of tools available for online learning and identifies the drivers of online learning and directives for future research relating to online learning in dentistry. After an introduction and definitions of online learning, this paper considers the democracy of knowledge and tools and systems that have democratized knowledge. It identifies assessment systems and the challenges of online learning. This paper also identifies the drivers for online learning, including those for instructors, administrators and leaders, technology innovators, information and communications technology personnel, global dental associations and government. A consideration of the attitudes of the stakeholders and how they might work together follows, using the example of the unique achievement of the successful collaboration between the Universities of Adelaide, Australia and Sharjah, United Arab Emirates. The importance of the interaction of educational principles and research on online learning is discussed. The paper ends with final reflections and conclusions, advocating readers to move forward in adopting online learning as a solution to the increasing worldwide shortage of clinical academics to teach dental clinicians of the future.; D. J. Schönwetter...

Are online learning modules the kiss of life or death for lecture attendance?

Kestell, C.; Willis, C.; Grainger, S.; Missingham, D.
Fonte: Australasian Association for Engineering Education; online Publicador: Australasian Association for Engineering Education; online
Tipo: Conference paper
Publicado em //2012 EN
Relevância na Pesquisa
66.39%
BACKGROUND: In their original context, lectures were once the only means of disseminating scholarly work to the eyes and ears of an elite few. The evolution of the printing press however, resulted in more affordable books that empowered self-directed learning outside of the classroom. Lecturers could subsequently set pre-reading exercises, intent on establishing an early understanding of threshold concepts, so that motivated students would explore the subject matter more deeply. More recent technological advances have now similarly re-defined the contents of the learning toolbox for the contemporary student, with the Internet providing an effective conduit for the more prolific use of interactive learning and assessment software. PURPOSE: Nevertheless, there is palpable concern amongst many academics that the increased use in these online resources might lead to reduced lecture attendance in institutions that still advocate the value of an on campus university experience. However, when considering the benefits of such flexible online learning conditions, the question posed in this paper is: Do the online and face-to-face (f2f) components of multi-mode delivery in a blended learning experience, mutually encourage the effective use of both in-person and digitally available resources? DESIGN/METHOD: The online study habits of level-1 engineering students were observed when freely available online material became far more synchronised and pertinent to particular f2f lectures. Students were encouraged to utilise the online material in a timely manner...

A Bayesian beta kernel model for binary classification and online learning problems

MacKenzie, Cameron A.; Trafalis, Theodore B.; Barker, Kash
Fonte: Escola de Pós-Graduação Naval Publicador: Escola de Pós-Graduação Naval
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
66.14%
Statistical Analysis and Data Mining, 7(6), 434-449. Author's accepted manuscript||The article of record may be found at http://dx.doi.org/10.1002/sam.11241; Recent advances in data mining have integrated kernel functions with Bayesian probabilistic analysis of Gaussian distributions. These machine learning approaches can incorporate prior information with new data to calculate probabilistic rather than deterministic values for unknown parameters. This paper extensively analyzes a speci c Bayesian kernel model that uses a kernel function to calculate a posterior beta distribution that is conjugate to the prior beta distribution. Numerical testing of the beta kernel model on several benchmark data sets reveals that this model's accuracy is comparable with those of the support vector machine, relevance vector machine, naive Bayes, and logistic regression, and the model runs more quickly than other algorithms. When one class occurs much more frequently than the other class, the beta kernel model often outperforms other strategies to handle imbalanced data sets, including undersampling, over-sampling, and the Synthetic Minority Over-Sampling Technique. If data arrive sequentially over time, the beta kernel model easily and quickly updates the probability distribution...

EXPERIENCES OF AND PREFERENCES FOR INTERACTIVE INSTRUCTIONAL ACTIVITIES IN ONLINE LEARNING ENVIRONMENT

Su, Bude
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
66.33%
Thesis (PhD) - Indiana University, School of Education, 2006; Given the lack of research on the pedagogical issues of online interactions, this study is conducted to deepen current understanding about student experiences of and preferences for instructional activities that promote learner-instructor, learner-learner, and learner-self interactions in online education. Four overarching research questions were examined in this study: (1) What instructional activities are used to promote online course interactions? (2)What are learner preferences for these instructional activities? (3) Is there a relationship between learner's gender, age, prior educational level, online experience, work status, marital status, or personality and preferences for the instructional activities that promote online class interactions? (4) Why do learners prefer some interactive activities over others? Using survey analyses from 188 online MBA students and 11 follow-up interviews, the study revealed findings at both the technological and pedagogical levels. For instance, learner preferences toward class-level asynchronous discussion ranked quite low even though it was used often in online learning. Results further revealed that the relatively low preferences toward class-level discussion were related to large class size...

Questioning the teacher's comfort zone with online learning: A 4 year case study of students' perceptions of online learning

Shannon, S.
Fonte: ASCILITE; www.ascilite.org.au/conferences/perth04/prog/shannon.html Publicador: ASCILITE; www.ascilite.org.au/conferences/perth04/prog/shannon.html
Tipo: Conference paper
Publicado em //2004 EN
Relevância na Pesquisa
66.38%
Students in a first year course evaluated the contribution to their learning of online technologies over the period 2001-2004 through their Student Evaluation of Learning and Teaching responses. A minimum eighty percent believe that (1) online learning has enhanced their ability to complete tasks, at least 60% believe that (2) online learning has helped their ability to learn independently, and 67% believe that (3) their knowledge of the course was enhanced through the online course experiences. But there has been a very significant decline from 2002 to 2004 in the numbers who believe (1) and (2). There has also been a 20% decrease from 2001 to 2004 in the number who believe that (4) the use of Discussion Boards (assessable and nonassessable) was useful to their learning, and this decline is very significant (p=0.0001). Students’ reasons are explored through qualitative research methods to reveal that students commencing University are seeking social learning experiences which connect them with their fellow learners. An uncomfortable gap between teacher’s valuing and student’s valuing of online learning is exposed – whilst 80% of students perceive that completing tasks was aided by online learning only 66% of teachers at their University believe that overall online learning benefits their students.; http://www.ascilite.org.au/conferences/perth04/; Susan J. Shannon; Copyright © 2004 Susan J. Shannon

Presença social, percepções, relações, interpessoais e grau de satisfação com a curso de E-Learning

Sérgio, Joana da Silva Rosa Loff
Fonte: Universidade Aberta de Portugal Publicador: Universidade Aberta de Portugal
Tipo: Dissertação de Mestrado Formato: 1289788 bytes; application/pdf
Publicado em //2007 POR
Relevância na Pesquisa
56.37%
O propósito deste estudo foi compreender os aspectos distintivos da aprendizagem mediada por computador e a sua dimensão social. O conceito de presença social – a capacidade dos participantes numa comunidade de inquirição se projectarem social e emocionalmente, como pessoas reais ou o grau com um indivíduo é percebido como real na comunicação mediada – é o ponto de partida para compreender a dinâmica de uma comunidade de aprendizagem online, verificando a maneira como os estudantes interagem e a sua motivação para participar em comunidades virtuais. Muitos estudos mostram (e nós observámo-lo aqui) que a presença social é necessária para promover e aumentar a aprendizagem efectiva. Assim, uma baixa presença social leva a um elevado grau de frustração, um baixo nível de aprendizagem efectiva e, também, a uma menor satisfação com o curso online. Os factores que afectam a presença social e a satisfação com o curso online foram revelados pelos instrumentos de investigação aplicados: um questionário e entrevistas realizadas entre os alunos. Um dos aspectos mais importantes é o comportamento do e-tutor. De facto, a maior parte dos estudantes referiram a interacção regular, a proximidade emocional, o feedback imediato e construtivo...

Math without stress – an open online learning project

Lopes, Ana Paula; Soares, Filomena
Fonte: Universidade de Lisboa. Instituto de Educação Publicador: Universidade de Lisboa. Instituto de Educação
Tipo: Artigo de Revista Científica
Publicado em //2014 ENG
Relevância na Pesquisa
66.27%
MOOC (as an acronym for Massive Open Online Courses) are a quite new model for the delivery of online learning to students. As “Massive” and “Online”, these courses are proposed to be accessible to many more learners than would be possible through conventional teaching. As “Open” they are (frequently) free of charge and participation is not limited by the geographical situation of the learners, creating new learning opportunities in Higher Education Institutions (HEI). In this paper we describe a recently started project “Matemática 100 STRESS” (Math Without STRESS) integrated in the e-IPP project | e-Learning Unit of Porto’s Polytechnic Institute (IPP) which has created its own MOOC platform and launched its first course – Probabilities and Combinatorics – in early June/2014. In this MOOC development were involved several lecturers from four of the seven IPP schools.

Math without stress: an open online learning project

Lopes, Ana Paula; Soares, Filomena
Fonte: Universidade de Lisboa. Instituto de Educação Publicador: Universidade de Lisboa. Instituto de Educação
Tipo: Conferência ou Objeto de Conferência
Publicado em //2014 POR
Relevância na Pesquisa
66.27%
MOOC (as an acronym for Massive Open Online Courses) are a quite new model for the delivery of online learning to students. As “Massive” and “Online”, these courses are proposed to be accessible to many more learners than would be possible through conventional teaching. As “Open” they are (frequently) free of charge and participation is not limited by the geographical situation of the learners, creating new learning opportunities in Higher Education Institutions (HEI). In this paper we describe a recently started project “Matemática 100 STRESS” (Math Without STRESS) integrated in the e-IPP project | e-Learning Unit of Porto’s Polytechnic Institute (IPP) which has created its own MOOC platform and launched its first course – Probabilities and Combinatorics – in early June/2014. In this MOOC development were involved several lecturers from four of the seven IPP schools.

Differentially Private Online Learning

Jain, Prateek; Kothari, Pravesh; Thakurta, Abhradeep
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
56.38%
In this paper, we consider the problem of preserving privacy in the online learning setting. We study the problem in the online convex programming (OCP) framework---a popular online learning setting with several interesting theoretical and practical implications---while using differential privacy as the formal privacy measure. For this problem, we distill two critical attributes that a private OCP algorithm should have in order to provide reasonable privacy as well as utility guarantees: 1) linearly decreasing sensitivity, i.e., as new data points arrive their effect on the learning model decreases, 2) sub-linear regret bound---regret bound is a popular goodness/utility measure of an online learning algorithm. Given an OCP algorithm that satisfies these two conditions, we provide a general framework to convert the given algorithm into a privacy preserving OCP algorithm with good (sub-linear) regret. We then illustrate our approach by converting two popular online learning algorithms into their differentially private variants while guaranteeing sub-linear regret ($O(\sqrt{T})$). Next, we consider the special case of online linear regression problems, a practically important class of online learning problems, for which we generalize an approach by Dwork et al. to provide a differentially private algorithm with just $O(\log^{1.5} T)$ regret. Finally...

Fast Bounded Online Gradient Descent Algorithms for Scalable Kernel-Based Online Learning

Zhao, Peilin; Wang, Jialei; Wu, Pengcheng; Jin, Rong; Hoi, Steven C. H.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 18/06/2012
Relevância na Pesquisa
56.36%
Kernel-based online learning has often shown state-of-the-art performance for many online learning tasks. It, however, suffers from a major shortcoming, that is, the unbounded number of support vectors, making it non-scalable and unsuitable for applications with large-scale datasets. In this work, we study the problem of bounded kernel-based online learning that aims to constrain the number of support vectors by a predefined budget. Although several algorithms have been proposed in literature, they are neither computationally efficient due to their intensive budget maintenance strategy nor effective due to the use of simple Perceptron algorithm. To overcome these limitations, we propose a framework for bounded kernel-based online learning based on an online gradient descent approach. We propose two efficient algorithms of bounded online gradient descent (BOGD) for scalable kernel-based online learning: (i) BOGD by maintaining support vectors using uniform sampling, and (ii) BOGD++ by maintaining support vectors using non-uniform sampling. We present theoretical analysis of regret bound for both algorithms, and found promising empirical performance in terms of both efficacy and efficiency by comparing them to several well-known algorithms for bounded kernel-based online learning on large-scale datasets.; Comment: ICML2012

Appraising the e-readiness of online learning facilitators: Key human factors

Vermeulen,L.
Fonte: Koers Publicador: Koers
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2008 EN
Relevância na Pesquisa
66.31%
Higher education institutions in South Africa have undergone a number of changes over the past few years. These changes brought about inter alia changed work environments and job demands. One of the new job demands is the need to incorporate technology in teaching and learning, viz. e-learning. Not all job incumbents, however, adapted successfully to these changes, particularly with regard to e-readiness. Such a lack in e-readiness is likely to influence the effectiveness with which an academic employee will fulfil his/her online learning duties. Therefore, it is important to find solutions to overcome the lack of e-readiness. This article will focus on the role of human resource appraisal, in order to assess the e-readiness of online learning facilitators with a view to improving their online skills and capacity. A number of human factors that can play a role in employee performance and motivation, namely learning styles, personal profile patterns, and pace and style of technology adoption will be briefly outlined, in order to determine the role that these factors could play in assessing the e-readiness of online learning facilitators.

Online learning: do students really enjoy it?

Fernández de Morgado,Nelly
Fonte: Universidad Pedagogica Experimental Libertador Publicador: Universidad Pedagogica Experimental Libertador
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/12/2007 EN
Relevância na Pesquisa
66.32%
A recent trend in higher education is to create and provide online access to course materials. Although some Venezuelan universities have either invested in platforms or adopted a teacher-driven approach, most higher education institutions in the country remain traditional in their teaching. The process of introducing online resources is thought to be far too expensive, complex, and risky. One way to encourage transition would be to more deeply understand the multiple factors influencing successful implementation. This paper considers some of the issues raised by students with regard to online learning environments, and in particular the issue of online learning enjoyment. The analysis of the findings suggests that, in general, students would rather be moderately exposed to certain types of online learning experiences than involved in a completely online course. The content of this paper may prove interesting and useful; strictly speaking, however, since this study was undertaken under the classroom research methodology and action research approach, conclusions are limited to the students in question