Página 1 dos resultados de 6053 itens digitais encontrados em 0.165 segundos

Educação a distância na formação continuada de professores: o curso Áreas Verdes no município de Alfenas - MG; The role of long distance learning in the continuing education of teacher: the course Green Areas in the city of Alfenas - MG

Triano, Ana Beatriz Siqueira
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 16/10/2009 PT
Relevância na Pesquisa
45.69%
Este trabalho teve como objetivo desenvolver a formação continuada com ênfase na área ambiental por meio da Educação a Distância. Com o propósito de desenvolver uma Formação Continuada para Professores, o Ministério da Educação criou a Rede Nacional de Formação Continuada de Professores de Educação Básica, um programa que indicou universidades brasileiras para promover a formação de professores. Neste contexto foi criado o CECEMCA - Centro de Educação Continuada em Educação Matemática, Científica e Ambiental, que responde por ações dirigidas à formação continuada de professores. O objetivo do programa é melhorar a qualidade de ensino através da capacitação e aprimoramento dos conhecimentos dos professores das escolas municipais. Dentre os produtos desenvolvidos pelo CECEMCA, destaca-se nessa pesquisa o Caderno Áreas Verdes, que apresenta textos de apoio a atividades de formação continuada de professores de Ensino Fundamental (1º a 4º ano) com tema Áreas Verdes e Educação Ambiental. Por abordar a temática ambiental, o Caderno Áreas Verdes constitui uma forma abrangente de educação que pode alcançar os cidadãos por meio de um processo participativo que promove nas pessoas uma consciência crítica sobre a problemática ambiental. Como parte do programa de formação continuada de professores...

O valor e o papel do cálculo mental nas séries iniciais; The value and role of mental calculation in the first grades of elementary school

Fontes, Cintia Gomes da
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 27/09/2010 PT
Relevância na Pesquisa
65.66%
A pergunta principal de nossa pesquisa é: Qual o valor e o papel do cálculo mental nas séries iniciais do Ensino Fundamental? Esta pesquisa busca identificar quais as concepções de cálculo mental e a sua importância no contexto educacional da rede municipal de São Paulo, do 2º ao 5º ano do Ensino Fundamental. Buscamos compreender tal contexto junto aos professores da rede e também junto às propostas curriculares e aos cursos de formação. Para tanto, analisamos alguns documentos da rede municipal, questionários respondidos pelos professores e uma entrevista com uma formadora da rede. Consideramos cálculo mental como um conjunto de procedimentos de cálculo que podem ser analisados e articulados diferentemente por cada indivíduo para a obtenção mais adequada de resultados exatos ou aproximados, com ou sem o uso de lápis e papel. Os procedimentos de cálculo mental se apóiam nas propriedades do sistema de numeração decimal e nas propriedades das operações, e colocam em ação diferentes tipos de escrita numérica, assim como diferentes relações entre os números. O cálculo mental permite maior flexibilidade de calcular, bem como maior segurança e consciência na realização e confirmação dos resultados esperados...

Promoting the power of mathematics : children learning fractions with understanding

Mamede, Ema; Oliveira, Manuela
Fonte: GRIM Publicador: GRIM
Tipo: Artigo de Revista Científica
Publicado em //2012 ENG
Relevância na Pesquisa
55.65%
This paper focuses on a teaching experiment that helps second grade students to discover the power of mathematics by building on their informal knowledge of fractions with understanding. It describes a study on children’s understanding of fractions when the quotient interpretation of fractions is used to introduce them this concept, after a contact with partitioning and equal sharing activities. The study tries to address two questions: How do children understand ordering of fractions when introduced to this concept using the quotient interpretation? How do children understand the equivalence of fractions in this interpretation? An intervention program comprising 7 sessions was conducted in a 2nd-grade classroom, with 7-years-old children, from a public primary school, in Portugal. The findings of this study suggest that to solve ordering problems of fractions using the quotient interpretation can help children to easily understand the inverse relation between the divisor and the quotient, when the dividend is the same; the equivalence problems presented in quotient interpretation can give the children an opportunity to promote their proportional reasoning. Issues on their learning process are analyzed and discussed here.; CIEC – Research Centre on Child studies...

A compreensão do tempo e do tempo histórico pelas crianças: um estudo de caso com alunos portugueses do 1º. CEB; Understanding time and historical time by children: a case study with portuguese student of the first cycle of basic education; La comprensión del tiempo y del tiempo histórico en los niños: un estudio de caso con alumnos portugueses del 1.º CEB

Solé, Maria Glória Parra Santos
Fonte: Universidade Estadual de Maringá. Departamento de História. Programa de Pós-Graduação em História de Maringá-Paraná Publicador: Universidade Estadual de Maringá. Departamento de História. Programa de Pós-Graduação em História de Maringá-Paraná
Tipo: Artigo de Revista Científica
Publicado em /04/2015 POR
Relevância na Pesquisa
45.64%
Este estudo é uma parte da investigação realizada em tese de doutoramento intitulada: “O ensino da História no 1.º Ciclo: a concepção do tempo histórico nas crianças e os contextos para o seu desenvolvimento” (Solé, 2009), realizado com alunos do 1.º CEB (6-10 anos) numa escola do norte de Portugal. O estudo foi realizado em duas turmas, uma no 1º/2º ano (24 alunos) e a outra no 3.º/4.º ano (25 alunos), ao longo de dois anos escolares. Esta investigação insere-se no quadro da investigação de natureza interpretativa, é predominantemente qualitativa (Erickson, 1986) e pode-se considerar um estudo de caso longitudinal (Yin, 2003), pois descreve o processo de aprendizagem e de compreensão do tempo histórico das crianças do 1.º ao 4.º ano de escolaridade, de dois grupos turma durante dois anos. Segundo a tipologia proposta por Stake (2000), pode ser considerado também um estudo de caso instrumental na medida em que se pretendeu evidenciar como é que as crianças desenvolvem conceitos de tempo e as dificuldades sentidas no processo de ensino aprendizagem, assim como compreender como essa aprendizagem é realizada através de diversas estratégias e procedimentos.; Current analysis is a segment in the investigation for the doctoral thesis titled ‘The Teaching of History in the First Cycle of Basic Education: The concept of historical time in children and the contexts for their development’ (Solé...

The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project

Lebeer, Jo; Partanen, Petri; Candeias, Adelinda; Grácio, Maria Luísa; Bohacs, Krisztina; Sønnesyn, Gunvor; Van de Veire, Hugo; Van Trimpont, Inge; Orban, Reka; Schraepen, Beno; Dawson, Lorna; János, R; Demeter, K
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
45.61%
Although governments have recognized the need to make education more accessible to children with developmental disabilities and/or learning difficulties, many children remain excluded from participation in regular school settings, let alone receive adequate education. Though every country which ratified the United Nations (UN) 2006 Convention on the Rights of People with Disability has committed itself to inclusive education, there are many obstacles. One of them is the currently preferred way of assessing children with standardized, psychometric diagnostic tests, with a comparative and classifying purpose. This type of assessment, based on a medical impairment model and a static model of intelligence, results in reports which are sometimes not very useful for educational advice. This paper reports an overview of the results of the DAFFODIL project (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning), created by a consortium of eight European partners in order to research more inclusive alternatives and suggest reforms to assessment and coaching procedures. It starts with a critical review of current assessment practices; then it presents criteria for good practices for assessing children with additional educational needs in a more dynamic...

An approach to teach Calculus/Mathematical Analysis (for engineering students) using computers and active learning – its conception, development of materials and evaluation

Martins, Sandra Isabel Cardoso Gaspar
Fonte: Faculdade de Ciências e Tecnologia Publicador: Faculdade de Ciências e Tecnologia
Tipo: Tese de Doutorado
Publicado em //2013 ENG
Relevância na Pesquisa
45.73%
Dissertação para obtenção do Grau de Doutor em Ciências da Educação; This thesis reports a new approach to the teaching of Mathematical Analysis 1/ Calculus (AM1) to students of engineering, applying results of research on the use of computers and active learning with the aim of enhancing understanding. The main goal of the new approach is to reduce the known problem of failure and superficial understanding in introductory college mathematics in Portugal (and other countries). This researcher created the approach named ActivMathComp where: - Students are active and collaborate with colleagues during classes; - Computer is embedded as a communication, interaction and computational tool; - Students use interactive digital learning documents; - Students explore concepts in order to develop a deep understanding of them; - Students contact with mathematical applications; - Students have frequent short quizzes with immediate feedback on a Learning Management System; - The teacher/student relationship is grounded on trust, on mutual understanding and on students’ involvement on their own learning. The interactive digital documents were created assuming principles such as the zone of proximal development and multiple representations. Towards its comparison with the traditional approach...

Using Computer Technology to Foster Learning for Understanding

VAN MELLE, ELAINE; TOMALTY, LEWIS
Fonte: American Society of Microbiology Publicador: American Society of Microbiology
Tipo: Artigo de Revista Científica
Publicado em /05/2000 EN
Relevância na Pesquisa
45.78%
The literature shows that students typically use either a surface approach to learning, in which the emphasis is on memorization of facts, or a deep approach to learning, in which learning for understanding is the primary focus. This paper describes how computer technology, specifically the use of a multimedia CD-ROM, was integrated into a microbiology curriculum as part of the transition from focusing on facts to fostering learning for understanding. Evaluation of the changes in approaches to learning over the course of the term showed a statistically significant shift in a deep approach to learning, as measured by the Study Process Questionnaire. Additional data collected showed that the use of computer technology supported this shift by providing students with the opportunity to apply what they had learned in class to order tests and interpret the test results in relation to specific patient-focused case studies. The extent of the impact, however, varied among different groups of students in the class. For example, students who were recent high school graduates did not show a statistically significant increase in deep learning scores over the course of the term and did not perform as well in the course. The results also showed that a surface approach to learning was an important aspect of learning for understanding...

Optimizing Learning with Dynamic and Static Visualizations to Foster Understanding in the Natural Sciences; Optimierung dynamischer und statischer Visualisierungen zur Förderung des Verständnisses in den Naturwissenschaften

Kühl, Tim
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
EN
Relevância na Pesquisa
45.8%
In the current thesis, through a series of three experiments, it was examined how the understanding of dynamic phenomena in the Natural Sciences could be fostered by generally adding visualizations to text, and by using particularly dynamic visualizations (e.g., videos or animations) as compared to static visualizations. To do so, the physical principles underlying fish locomotion were exemplarily chosen as a learning domain. Based on an analysis of the properties of this domain, it was expected that dynamic visualizations would be better suited than static visualizations, particularly with respect to achieving a deeper understanding of the content (cf. Bétrancourt & Tversky, 2000). However, this analysis also revealed that learning with dynamic visualizations might be hampered due to their high degree of visual complexity (cf. Schnotz & Lowe, 2008). Therefore, based on a literature review, instructional methods were derived to cope with the visual complexity of dynamic visualizations. These methods referred on the one hand to the influence of using spoken text (Study 2), and on the other hand to the influence of highlighting relevant information and relationships between text and visualizations (Cueing; Study 3). These methods were assumed to improve the instructional material in general...

Aprendizagem intergeracional com tecnologias de informação e comunicação; Intergenerational learning with information and communication technologies

Patrício, Maria Raquel
Fonte: Instituto Politécnico de Bragança Publicador: Instituto Politécnico de Bragança
Tipo: Tese de Doutorado
POR
Relevância na Pesquisa
55.65%
Num contexto de aceleradas mudanças demográficas, aliadas a tempos de crise económica e social, verificam-se consequências significativas para a sociedade, incluindo desafios e oportunidades. São necessárias abordagens inovadoras para uma melhor adaptação às transições que ocorrem ao longo da vida. A educação pode trazer benefícios para a inclusão digital e social, o envelhecimento ativo e a solidariedade intergeracional. Numa sociedade, cada vez mais envelhecida, a educação e a aprendizagem para as pessoas mais velhas tem um papel fundamental a desempenhar na realização de uma vasta gama de objetivos sociais e económicos. Neste sentido, o presente trabalho de investigação centra-se na problemática da aprendizagem intergeracional com Tecnologias de Informação e Comunicação (TIC) e visa compreender de que forma é que a mesma pode contribuir para a aprendizagem de competências digitais pelos adultos e idosos, a promoção da aprendizagem ao longo da vida, do envelhecimento ativo e da solidariedade e compreensão entre gerações. Para este efeito, dinamizamos oficinas TIC intergeracionais e escolhemos a metodologia de estudo de caso para estudar três casos distintos de aprendizagem intergeracional com TIC...

Aprendizagem intergeracional com tecnologias de informação e comunicação; Intergenerational learning with information and communication technologies

Patrício, Maria Raquel Vaz
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 17/12/2014 POR
Relevância na Pesquisa
45.65%
Tese de doutoramento em Ciências da Educação (área de especialização em Tecnologia Educativa); Num contexto de aceleradas mudanças demográficas, aliadas a tempos de crise económica e social, verificam-se consequências significativas para a sociedade, incluindo desafios e oportunidades. São necessárias abordagens inovadoras para uma melhor adaptação às transições que ocorrem ao longo da vida. A educação pode trazer benefícios para a inclusão digital e social, o envelhecimento ativo e a solidariedade intergeracional. Numa sociedade, cada vez mais envelhecida, a educação e a aprendizagem para as pessoas mais velhas tem um papel fundamental a desempenhar na realização de uma vasta gama de objetivos sociais e económicos. Neste sentido, o presente trabalho de investigação centra-se na problemática da aprendizagem intergeracional com Tecnologias de Informação e Comunicação (TIC) e visa compreender de que forma é que a mesma pode contribuir para a aprendizagem de competências digitais pelos adultos e idosos, a promoção da aprendizagem ao longo da vida, do envelhecimento ativo e da solidariedade e compreensão entre gerações. Para este efeito, dinamizamos oficinas TIC intergeracionais e escolhemos a metodologia de estudo de caso para estudar três casos distintos de aprendizagem intergeracional com TIC...

Collaborative learning: students’ perceptions and experiences.

Almajed, Abdulaziz Ali R.
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2015
Relevância na Pesquisa
45.73%
Learning collaboratively has been used to develop attributes and skills needed by dental graduates in the 21st century and is suggested to have a number of advantages. However, it can be challenging for students in terms of self-directed learning and group cooperation. To design effective collaborative learning (CL) activities, we need to explore students’ perceptions of the core features of effective CL as students’ learning outcomes are influenced by their perceptions of their learning context. Therefore, the aim was to identify evidence about dental students’ perceptions and experiences of CL to optimise CL approaches and outcomes for the education of dental and health professionals. This aim was addressed through two studies. Study One was a comprehensive systematic review of the best available qualitative and quantitative evidence about dental and medical students’ experiences of CL. Study Two aimed to explore students’ understandings of the core elements necessary for learning collaboratively Following methods and tools recommended by the Joanna Briggs Institute for systematic reviews, 19 papers of acceptable quality were included in the systematic review. The review identified students’ perspectives regarding positive and negative factors that influenced their learning. Positive factors included maintaining group cohesion...

THE CHARACTERISTICS OF WAYS OF LEARNING IN THE PHARMACEUTICAL SALES INDUSTRY

HUNTER, CARRIE
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 1638893 bytes; application/pdf
EN; EN
Relevância na Pesquisa
45.72%
Employee learning provides significant competitive advantage for organizations. Understanding how employees learn in different work contexts can support continuing, effective, and frequent learning. Although most workplace learning is done informally, the characteristics of that learning are minimally reported and the criteria used to define learning as informal are inconsistent. Research into continuing professional development in knowledge-intense environments or distributed workforces is sparse. The pharmaceutical sales industry is a previously unexamined knowledge-intense environment with a geographically distributed workforce. This qualitative case study sought a better understanding of how pharmaceutical sales representatives learn for work by documenting and describing those ways of learning reported as most effective and most frequent. Twenty sales agents from 11 organizations participated in a Delphi collaboration to create a comprehensive list of 64 ways they learn for work. In-depth individual interviews with five agents provided deep detail about learning in this industry, including the ways of learning that the participating agents perceive to be most effective and most frequent. The Colley, Hodkinson and Malcom (2003) framework was interpreted...

Creating Meaningful Learning Experiences: Understanding Students' Perspectives of Engineering Design

ALEONG, RICHARD JAMES
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
45.75%
There is a societal need for design education to prepare holistic engineers with the knowledge, skills, and attitudes to innovate and compete globally. Design skills are paramount to the espoused values of higher education, as institutions of higher learning strive to develop in students the cognitive abilities of critical thinking, problem solving, and creativity. To meet these interests from industry and academia, it is important to advance the teaching and learning of engineering design. This research aims to understand how engineering students learn and think about design, as a way for engineering educators to optimize instructional practice and curriculum development. Qualitative research methodology was used to investigate the meaning that engineering students’ ascribe to engineering design. The recruitment of participants and corresponding collection of data occurred in two phases using two different data collection techniques. The first phase involved the distribution of a one-time online questionnaire to all first year, third year, and fourth year undergraduate engineering students at three Canadian Universities. After the questionnaire, students were asked if they would be willing to participate in the second phase of data collection consisting of a personal interview. A total of ten students participated in interviews. Qualitative data analysis procedures were conducted on students’ responses from the questionnaire and interviews. The data analysis process consisted of two phases: a descriptive phase to code and categorize the data...

O tecido de Penélope: os sentidos da aprendizagem em uma rede de cooperação técnico-científico baiana; The Penelope's fabric: senses of learning in a bahian technician-scientific cooperation network

Almeida, Kenneth Nunes Tavares de
Fonte: UNIVERSIDADE FEDERAL DE LAVRAS; DAE - Programa de Pós-graduação; UFLA; BRASIL Publicador: UNIVERSIDADE FEDERAL DE LAVRAS; DAE - Programa de Pós-graduação; UFLA; BRASIL
Tipo: Tese de Doutorado
Publicado em 20/08/2014 PT_BR
Relevância na Pesquisa
45.64%
O principal objetivo desta pesquisa foi o de estudar os sentidos atribuídos às redes como estratégia para a aprendizagem nas organizações, com ênfase em uma comunidade epistêmica de cooperação técnico-científica com sede no município de Salvador, Bahia. Ao se identificar o interesse pluridisciplinar sobre o processo de aprendizagem nas organizações, observou-se a introdução de modelos e teorias provenientes da ciência psicológica, embora esta utilização viesse sendo feita com pouco aprofundamento dos conceitos, ou enfatizando exclusivamente os aspectos cognitivos da aprendizagem. Partindo do pressuposto teórico de que as dimensões social e histórica associam-se aos processos individuais na relação de Aprendizagem, foram investigadas diferentes contribuições de teorias provenientes do campo da psicologia procurando relacionando-as ao contexto Organizacional. Com o intuito de enriquecer esta leitura, foram utilizadas referências dos estudos sobre redes organizacionais que enfatizam a noção de aprendizagem com foco em Comunidades Epistêmicas. Nesta tese, optou-se por enfatizar a concepção de aprendizagem sob a perspectiva da teoria sócio-histórica. A concepção epistemológica do estudo fundamentou-se no construcionismo...

Understanding the Impact of Differentiation and Unitization on the Perceptual Features Learned During Category Training

Hendrickson, Andrew T.
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN_US
Relevância na Pesquisa
45.69%
Thesis (Ph.D.) - Indiana University, Psychological and Brain Sciences/Cognitive Sciences, 2015; Perceptual representations are a foundational aspect of all cognitive processes that involve input from the external environment. Yet there is ample evidence that these perceptual representations are altered by experience in systematic ways. This work focuses on understanding how perceptual representations are modified through two perceptual learning processes, differentiation and unitization, in the context of category learning. First, we review the empirical evidence for perceptual learning with a focus on the evidence for unitization and differentiation processes in the context of category learning. This section also includes a discussion of the role of differentiation and unitization learning processes in four computational models of perceptual learning. Second, we present a series of four experiments that measure the change in perceptual representations after learning category structures designed to promote differentiation and unitization in perceptual learning. Third, we investigate the impact of these category structures on the features inferred by a model that incorporates both differentiation and unitization perceptual learning processes. Fourth...

Development of Learning Modules to Enhance Students' Higher-Order Cognitive Skills

Crowe, Alison J.
Fonte: International Society for the Scholarship of Teaching and Learning Publicador: International Society for the Scholarship of Teaching and Learning
Tipo: Conferência ou Objeto de Conferência
EN_US
Relevância na Pesquisa
45.65%
Bloom’s Taxonomy of cognitive domains is a well-defined and broadly accepted tool for categorizing types of thinking into six different levels: knowledge, comprehension, application, analysis, synthesis and evaluation. It is commonly accepted that memorization and recall (knowledge-level skills) are lower order cognitive skills that require only a minimum level of understanding, whereas the application of knowledge and critical thinking (application, analysis, synthesis & evaluation-level skills) are higher order cognitive skills that require deep conceptual understanding. In our Biology department we have begun introducing students to Bloom’s taxonomy during the introductory series to help students recognize the different levels of thinking they will need to master to succeed in the curriculum. First, we indicate on our exams the Bloom’s level required to successfully answer each question (e.g. knowledge or application) and then provide students with the overall “Bloom’s distribution” for the exam i.e. what percentage of the questions require lower-order versus higher-order cognitive skills. To aid students in identifying the levels that are most challenging for them, we are piloting a program that provides students with their individual “Bloom’s score” after each exam. The Bloom’s score indicates how well they performed on questions requiring different levels of Bloom’s. Typically students receive Bloom’s scores that are high for knowledge and comprehension and lower for one or more higher-order cognitive skills. Once these challenging areas have been identified...

Bandits with Switching Costs: T^{2/3} Regret

Dekel, Ofer; Ding, Jian; Koren, Tomer; Peres, Yuval
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
45.62%
We study the adversarial multi-armed bandit problem in a setting where the player incurs a unit cost each time he switches actions. We prove that the player's $T$-round minimax regret in this setting is $\widetilde{\Theta}(T^{2/3})$, thereby closing a fundamental gap in our understanding of learning with bandit feedback. In the corresponding full-information version of the problem, the minimax regret is known to grow at a much slower rate of $\Theta(\sqrt{T})$. The difference between these two rates provides the \emph{first} indication that learning with bandit feedback can be significantly harder than learning with full-information feedback (previous results only showed a different dependence on the number of actions, but not on $T$.) In addition to characterizing the inherent difficulty of the multi-armed bandit problem with switching costs, our results also resolve several other open problems in online learning. One direct implication is that learning with bandit feedback against bounded-memory adaptive adversaries has a minimax regret of $\widetilde{\Theta}(T^{2/3})$. Another implication is that the minimax regret of online learning in adversarial Markov decision processes (MDPs) is $\widetilde{\Theta}(T^{2/3})$. The key to all of our results is a new randomized construction of a multi-scale random walk...

Visual Understanding via Multi-Feature Shared Learning with Global Consistency

Zhang, Lei; Zhang, David
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
55.69%
Image/video data is usually represented with multiple visual features. Fusion of multi-source information for establishing the attributes has been widely recognized. Multi-feature visual recognition has recently received much attention in multimedia applications. This paper studies visual understanding via a newly proposed l_2-norm based multi-feature shared learning framework, which can simultaneously learn a global label matrix and multiple sub-classifiers with the labeled multi-feature data. Additionally, a group graph manifold regularizer composed of the Laplacian and Hessian graph is proposed for better preserving the manifold structure of each feature, such that the label prediction power is much improved through the semi-supervised learning with global label consistency. For convenience, we call the proposed approach Global-Label-Consistent Classifier (GLCC). The merits of the proposed method include: 1) the manifold structure information of each feature is exploited in learning, resulting in a more faithful classification owing to the global label consistency; 2) a group graph manifold regularizer based on the Laplacian and Hessian regularization is constructed; 3) an efficient alternative optimization method is introduced as a fast solver owing to the convex sub-problems. Experiments on several benchmark visual datasets for multimedia understanding...

Bayesian representation learning with oracle constraints

Karaletsos, Theofanis; Belongie, Serge; Rätsch, Gunnar
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
55.6%
Representation learning systems typically rely on massive amounts of labeled data in order to be trained to high accuracy. Recently, high-dimensional parametric models like neural networks have succeeded in building rich representations using either compressive, reconstructive or supervised criteria. However, the semantic structure inherent in observations is oftentimes lost in the process. Human perception excels at understanding semantics but cannot always be expressed in terms of labels. Thus, \emph{oracles} or \emph{human-in-the-loop systems}, for example crowdsourcing, are often employed to generate similarity constraints using an implicit similarity function encoded in human perception. In this work we propose to combine \emph{generative unsupervised feature learning} with a \emph{probabilistic treatment of oracle information like triplets} in order to transfer implicit privileged oracle knowledge into explicit nonlinear Bayesian latent factor models of the observations. We use a fast variational algorithm to learn the joint model and demonstrate applicability to a well-known image dataset. We show how implicit triplet information can provide rich information to learn representations that outperform previous metric learning approaches as well as generative models without this side-information in a variety of predictive tasks. In addition...

Learning with hidden variables

Roudi, Yasser; Taylor, Graham
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Relevância na Pesquisa
55.62%
Learning and inferring features that generate sensory input is a task continuously performed by cortex. In recent years, novel algorithms and learning rules have been proposed that allow neural network models to learn such features from natural images, written text, audio signals, etc. These networks usually involve deep architectures with many layers of hidden neurons. Here we review recent advancements in this area emphasizing, amongst other things, the processing of dynamical inputs by networks with hidden nodes and the role of single neuron models. These points and the questions they arise can provide conceptual advancements in understanding of learning in the cortex and the relationship between machine learning approaches to learning with hidden nodes and those in cortical circuits.; Comment: revised version accepted in Current Opinion in Neurobiology