Artificial intelligence to support human instruction
Michael C. Mozera,b,c,, Melody Wiseheartd and Timothy P. Novikoff.
PNAS March 5, 2019 116 (10) 3953-3955; first published February 19, 2019 https://doi.org/10.1073/pnas.1900370116
Technological persuasive pedagogy a new way to persuade students in the compu...Alexander Decker
This document introduces a new pedagogical approach called "technological persuasive pedagogy" to more effectively persuade students in computer-based mathematics learning. It discusses prior models and theories of persuasion and identifies 16 principles that can be used to 1) improve negative attitudes, 2) increase positive attitudes, or 3) prevent declines in positive attitudes. The document outlines the content analysis method used to extract these principles from literature on persuasion in education. It describes coding and reliability testing of the principles to develop a codebook for applying them in computer-based mathematics classrooms.
The document summarizes a study that examined the psychometric properties of a shortened version of the Motivated Strategies for Learning Questionnaire (MSLQ) for junior high school students. The study involved two samples of students in Singapore. An initial exploratory factor analysis identified issues with some items, which were removed. A confirmatory factor analysis on the remaining items with a second sample supported a five-factor model consisting of motivational beliefs and cognitive/self-regulation strategies scales. Tests for validity and invariance across gender also supported the modified measurement model of the MSLQ for assessing motivation and learning strategies of junior high students.
In the discovery with models method identification relationships among students behaviors and characteristics or contextual variables are key applications.
This document discusses concept mapping and its impact on student achievement in social studies. It begins by defining concept mapping as a graphical tool to organize and represent knowledge through concepts and relationships. The document then examines how concept mapping can be used in social studies by actively engaging students and aiding in knowledge organization. An experimental study is described that tested the effects of concept mapping on 40 students' history and geography achievement. The results showed significant effects of concept mapping on achievement in both subjects for students from both educated and uneducated families. The document concludes that concept mapping enhances meaningful learning and student achievement in social studies.
Clustering analysis of learning style on anggana high school studentTELKOMNIKA JOURNAL
The inability of students to absorb the knowledge conveyed by the teacher is’nt caused by the inability of understanding and by the teacher which isn’t able to teach too, but because of the mismatch of learning styles between students and teachers, so that students feel uncomfortable in learning to a particular teacher. It also happens in senior high school (SHS/SMAN) 1 Anggana, so it is necessary to do this research, to analyze cluster (group) of student learning style by applying data mining method that is k-Means and Fuzzy C-Means. The purpose was to know the effectiveness of this learning style cluster on the development of absorptive power and improving student achievement. The method used to cluster the learning style with data mining process starts from the data cleaning stage, data selection, data transformation, data mining, pattern evolution, and knowledge development.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
1. The document describes research using perceptual learning modules (PLMs) to address persistent difficulties in mathematics learning related to pattern recognition, structural intuition, and fluency.
2. Three experiments tested PLMs focusing on structure extraction and fluency for algebra and fractions. Students using PLMs showed significant and persisting learning gains compared to traditional instruction.
3. PLMs engage students in rapid classification trials using systematic variations of mathematical structures and representations to help students learn to automatically extract relevant patterns and relationships like experts.
Student's Patterns of Interaction with a Mathematics Intelligent Tutor: Learn...IJITE
Purpose: The purpose of this paper is to determine potential identifiers of students’ academic success in foundation mathematics course by analyzing the data logs of an intelligent tutor.
Design/ methodology/approach: A cross-sectional study design was used. A sample of 58 records was extracted from the data-logs of the intelligent tutor, ALEKS. This data was triangulated with the data collected from surveys. Two-step clustering, correlation and regression analysis, Chi-square analysis and paired sample t-tests were applied to address the research questions.
Findings: The data-logs of ALEKS include information about number of topics practiced and number of topics mastered by each student. Prior knowledge and derived attribute, which is the ratio of number of topics mastered to number of topics practiced(denoted by the variable m top in this paper) are found to be predictors of final marks in the foundation mathematics course with = 42%.
Students were asked to report their preferred way of selecting topics as either sequential or random. Results of paired sample t-test demonstrated that the students who selected topics in a sequential manner were able to retain their mastery of learning after the summative assessment whereas the students who chose topics randomly were not able to retain their mastery of learning.
Originality and value: This research has established three indicators of academic success in the course of foundation mathematics which is delivered using the intelligent tutor ALEKS. Instructors can monitor students’ progress and detect students at-risk who are not able to attain desired pace of learning and guide them to choose the correct sequence of topics.
Technological persuasive pedagogy a new way to persuade students in the compu...Alexander Decker
This document introduces a new pedagogical approach called "technological persuasive pedagogy" to more effectively persuade students in computer-based mathematics learning. It discusses prior models and theories of persuasion and identifies 16 principles that can be used to 1) improve negative attitudes, 2) increase positive attitudes, or 3) prevent declines in positive attitudes. The document outlines the content analysis method used to extract these principles from literature on persuasion in education. It describes coding and reliability testing of the principles to develop a codebook for applying them in computer-based mathematics classrooms.
The document summarizes a study that examined the psychometric properties of a shortened version of the Motivated Strategies for Learning Questionnaire (MSLQ) for junior high school students. The study involved two samples of students in Singapore. An initial exploratory factor analysis identified issues with some items, which were removed. A confirmatory factor analysis on the remaining items with a second sample supported a five-factor model consisting of motivational beliefs and cognitive/self-regulation strategies scales. Tests for validity and invariance across gender also supported the modified measurement model of the MSLQ for assessing motivation and learning strategies of junior high students.
In the discovery with models method identification relationships among students behaviors and characteristics or contextual variables are key applications.
This document discusses concept mapping and its impact on student achievement in social studies. It begins by defining concept mapping as a graphical tool to organize and represent knowledge through concepts and relationships. The document then examines how concept mapping can be used in social studies by actively engaging students and aiding in knowledge organization. An experimental study is described that tested the effects of concept mapping on 40 students' history and geography achievement. The results showed significant effects of concept mapping on achievement in both subjects for students from both educated and uneducated families. The document concludes that concept mapping enhances meaningful learning and student achievement in social studies.
Clustering analysis of learning style on anggana high school studentTELKOMNIKA JOURNAL
The inability of students to absorb the knowledge conveyed by the teacher is’nt caused by the inability of understanding and by the teacher which isn’t able to teach too, but because of the mismatch of learning styles between students and teachers, so that students feel uncomfortable in learning to a particular teacher. It also happens in senior high school (SHS/SMAN) 1 Anggana, so it is necessary to do this research, to analyze cluster (group) of student learning style by applying data mining method that is k-Means and Fuzzy C-Means. The purpose was to know the effectiveness of this learning style cluster on the development of absorptive power and improving student achievement. The method used to cluster the learning style with data mining process starts from the data cleaning stage, data selection, data transformation, data mining, pattern evolution, and knowledge development.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
1. The document describes research using perceptual learning modules (PLMs) to address persistent difficulties in mathematics learning related to pattern recognition, structural intuition, and fluency.
2. Three experiments tested PLMs focusing on structure extraction and fluency for algebra and fractions. Students using PLMs showed significant and persisting learning gains compared to traditional instruction.
3. PLMs engage students in rapid classification trials using systematic variations of mathematical structures and representations to help students learn to automatically extract relevant patterns and relationships like experts.
Student's Patterns of Interaction with a Mathematics Intelligent Tutor: Learn...IJITE
Purpose: The purpose of this paper is to determine potential identifiers of students’ academic success in foundation mathematics course by analyzing the data logs of an intelligent tutor.
Design/ methodology/approach: A cross-sectional study design was used. A sample of 58 records was extracted from the data-logs of the intelligent tutor, ALEKS. This data was triangulated with the data collected from surveys. Two-step clustering, correlation and regression analysis, Chi-square analysis and paired sample t-tests were applied to address the research questions.
Findings: The data-logs of ALEKS include information about number of topics practiced and number of topics mastered by each student. Prior knowledge and derived attribute, which is the ratio of number of topics mastered to number of topics practiced(denoted by the variable m top in this paper) are found to be predictors of final marks in the foundation mathematics course with = 42%.
Students were asked to report their preferred way of selecting topics as either sequential or random. Results of paired sample t-test demonstrated that the students who selected topics in a sequential manner were able to retain their mastery of learning after the summative assessment whereas the students who chose topics randomly were not able to retain their mastery of learning.
Originality and value: This research has established three indicators of academic success in the course of foundation mathematics which is delivered using the intelligent tutor ALEKS. Instructors can monitor students’ progress and detect students at-risk who are not able to attain desired pace of learning and guide them to choose the correct sequence of topics.
This document describes a study that investigated how different content presentation formats and amounts of information impact learning concepts in electronic self-paced formats. 25 participants were subjected to 5 concepts presented in different formats that varied the amount of textual information, use of graphics, and level of annotations. Eye tracking data was collected to analyze visual attention. The results showed that too much information can cause overload, while providing learner control over progressive disclosure of information and presenting content in smaller units helped the learning process. However, the overall results were not statistically significant. The study aimed to find an optimal amount of information and effective presentation strategies to support cognitive processes in technology-based learning environments.
Constructivist Approach Vs Expository Teaching: Exponential Functionsinventionjournals
This document summarizes a study that compared the effects of expository teaching and constructivist teaching approaches on students' understanding of exponential functions. The study involved 50 10th grade students split into two classes, one taught using expository methods and one taught using constructivist activities. An assessment given after found that both groups struggled with conceptual questions about exponential functions, such as writing the domain and range or determining if an exponential function is one-to-one. The constructivist approach was intended to support active learning but students may have preferred rote memorization due to testing pressures. Overall, neither approach significantly improved students' conceptual grasp of exponential functions.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...IJMIT JOURNAL
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the
learning into three different domains; the cognitive domain, the effective domain and the psychomotor
domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by
academicians to write questions and (LOS). An experiment was designed to investigate the semantic
relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities
allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning
that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into
a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution
using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and
90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy
in order to obtain a definite and more accurate classification.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...IJMIT JOURNAL
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the learning into three different domains; the cognitive domain, the effective domain and the psychomotor domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by academicians to write questions and (LOS). An experiment was designed to investigate the semantic relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and 90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy in order to obtain a definite and more accurate classification.
The document discusses a study that compared the effectiveness of the Concept Attainment Model (CAM) of teaching versus the traditional method (TM) of teaching physics concepts to 9th grade students in India. The study found:
1) Students who were taught using CAM had significantly higher adjusted post-test scores in understanding physics concepts than students taught using TM, when accounting for prior physics knowledge and intelligence as covariates.
2) There was no significant difference in student liking of the CAM method versus the TM.
3) There was no significant interaction effect of teaching method (CAM vs. TM) and gender on physics concept understanding.
4) There was also no significant interaction effect of teaching method and intelligence level
The document discusses programmed instruction, which is a systematic, self-paced method of instruction designed to ensure learning. It breaks content into small steps with built-in feedback. There are different types, including linear, branched, and mathetics programming. Programmed instruction aims to place the learner at the center and allow them to construct knowledge through active participation, as opposed to passive absorption of information. While it shows promise, programmed instruction has seen limited application in Indian classrooms.
A Study on Learning Factor Analysis – An Educational Data Mining Technique fo...iosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document compares the relationship between metacognitive states and coping styles with stress in gifted and normal students. It finds that gifted students have higher self-monitoring abilities and use compromising coping styles more than normal students. There is a positive correlation between compromising styles and metacognitive states in both groups. The study also finds normal students use non-compromising styles and isolationism more to cope with stress compared to gifted students.
The AP-CAT project aims to develop an adaptive computerized test for AP Statistics that assesses student mastery of specific statistical concepts and provides formative feedback. Researchers are investigating whether use of the adaptive test promotes student engagement and improves learning outcomes. A survey found positive correlations between use of the AP-CAT system and different types of student engagement. The project is in its third year of a five-year study, and future work will explore causality and expand validation and diversity of the student sample.
The document provides an overview of data analysis concepts and methods for qualitative and quantitative data. It discusses topics such as descriptive statistics, measures of central tendency and spread. It also covers inferential statistics concepts like ANOVA, ANCOVA, regression, and correlation. Both the advantages and disadvantages of qualitative data analysis are presented. The document is a presentation on research methodology focusing on data analysis.
This study tested the effectiveness of algo-heuristic models in improving elementary school teacher education students' academic achievement in statistics. It involved 3 phases: 1) small group testing by instructional design and statistical learning experts, 2) large group testing by course lecturers, and 3) testing the effectiveness on students. The evaluation consisted of expert testing the theoretical quality, testing with a small group of lecturers, and large group pre-experimental testing to determine the effectiveness of the algo-heuristic model in improving student learning. The results showed a statistically significant increase in post-test scores compared to pre-test, indicating the algo-heuristic learning was effective in improving student learning of statistics.
A Term Paper for the Course of Theories and Approaches in Language Teaching(...DawitDibekulu
at the end of this presentation you will be able to:
Identify and know the concept of:
Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
Evaluating instructional designs with mental workload assessments in universi...Peter Manifold
This document discusses evaluating instructional designs using mental workload assessments. It summarizes three key points:
1. Cognitive Load Theory (CLT) aims to improve instructional design but lacks clear definitions and methods to measure cognitive load types. Mental Workload (MWL) from ergonomics provides robust constructs and measurement techniques for assessing overall cognitive load.
2. The study aims to evaluate two instructional conditions - traditional teaching and multimedia videos following Cognitive Theory of Multimedia Learning principles - by measuring mental workload using the NASA Task Load Index, Workload Profile, and Rating Scale Mental Effort.
3. Preliminary results suggest the selected mental workload measures are reliable and valid based on ergonomics research. The
1. The document describes research using perceptual learning modules (PLMs) to address persistent difficulties in mathematics learning related to pattern recognition, structural intuition, and fluency.
2. Three experiments tested PLMs focusing on structure extraction and fluency for algebra and fractions. Students using PLMs showed significant and persisting learning gains compared to traditional instruction.
3. PLMs engage students in rapid classification trials using systematic variations of mathematical structures and representations to help students learn to automatically extract relevant patterns and relationships like experts.
Improving Communication about Limit Concept in Mathematics through Inquisitio...IOSR Journals
In this action research study, where the subjects are our undergraduate grade mathematics students,
w e try to investigate the impact of direct ‘inquisition’ instruction on their communication and achievement.
We will strategically implement the addition of ‘replication’ study into each concept of limit over a four-month
time period and thus conclusion can be making for the rest of the Mathemat ics . The students practiced using
inquiry in verbal discussions, review activities, and in mathematical problem explanations. We discovered
that a majority of students improved their overall understanding of mathematical concepts based on an analysis
of the data we collected. We also found that in general, students felt that knowing the definition of
mathematical words are important and that it increased their achievement when they understood the concept as a
whole. In addition, students will be more exact in their communication after receiving inquiry instructions. As
a result of this research, we plan to continue to implement inquisition into daily lessons and keep replication
communication as a focus of the mathematics class
IOSR Journal of Mathematics(IOSR-JM) is an open access international journal that provides rapid publication (within a month) of articles in all areas of mathemetics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in mathematics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document is an assignment on research in mathematics education. It discusses the nature of research in mathematics education compared to mathematics. It notes that while mathematics uses proofs, research in mathematics education uses various forms of evidence to build understanding. It outlines the main purposes of research in mathematics education as understanding mathematical thinking and learning as well as improving instruction. It also discusses standards for evaluating theories and models in mathematics education research, including descriptive power, explanatory power, scope, predictive power, rigor, falsifiability, replicability, and using multiple sources of evidence. The document concludes by emphasizing that mathematics education research is still a young field with progress being made to build robust theory and methods.
Assessment Of The Effectiveness Of An Online Learning System In Improving Stu...Joshua Gorinson
This study assessed the effectiveness of an online learning system (CLS) in improving student test performance in an organizational behavior course. The study compared test scores on topics covered by CLS homework assignments to scores on topics not covered. It found that students scored higher on test questions pertaining to topics covered by the CLS homework compared to control questions not covered. The study also found higher scores on common test questions administered after CLS implementation compared to before. This provides evidence that the CLS improved student learning and performance on tests.
This document provides an overview of Intelligent Tutoring Systems (ITS). ITS are computerized learning environments that incorporate models from cognitive science to closely mimic individualized human tutoring. The document discusses that ITS track students' knowledge and skills in detail through student modeling. It also describes the typical architecture of an ITS which includes domain models to represent expert knowledge, student models to track individual learners, tutoring models to determine instructional interactions, and interfaces to interact with students. Examples of ITS like Cognitive Tutors and Andes physics tutor are also briefly mentioned.
Cognitive process dimension in rbt explanatory notepagesArputharaj Bridget
The document discusses how the revised Bloom's Taxonomy (RBT) promotes meaningful learning beyond just knowledge acquisition. RBT includes six cognitive process categories that move from retention to transfer of knowledge: Remember, Understand, Apply, Analyze, Evaluate, and Create. These categories represent a fuller range of cognitive processes compared to just focusing on memorization. The goal of education should be both retention of material as well as transfer of knowledge to new situations. RBT helps teachers foster learning objectives and assessments that promote both retention and transfer.
The document discusses using Learning Factor Analysis (LFA), an educational data mining technique, to model student knowledge based on student-tutor interaction log data. LFA uses a multiple logistic regression model with difficulty factors defined by subject experts to quantify skills. A combinatorial search method called A* search is used to select the best-fitting model. The document illustrates applying LFA to data from an online math tutor, identifying 5 skills and presenting the results of the logistic regression modeling, including fit statistics and learning rates for skills. Learning curves are used to visualize student performance over time.
This document describes a study that investigated how different content presentation formats and amounts of information impact learning concepts in electronic self-paced formats. 25 participants were subjected to 5 concepts presented in different formats that varied the amount of textual information, use of graphics, and level of annotations. Eye tracking data was collected to analyze visual attention. The results showed that too much information can cause overload, while providing learner control over progressive disclosure of information and presenting content in smaller units helped the learning process. However, the overall results were not statistically significant. The study aimed to find an optimal amount of information and effective presentation strategies to support cognitive processes in technology-based learning environments.
Constructivist Approach Vs Expository Teaching: Exponential Functionsinventionjournals
This document summarizes a study that compared the effects of expository teaching and constructivist teaching approaches on students' understanding of exponential functions. The study involved 50 10th grade students split into two classes, one taught using expository methods and one taught using constructivist activities. An assessment given after found that both groups struggled with conceptual questions about exponential functions, such as writing the domain and range or determining if an exponential function is one-to-one. The constructivist approach was intended to support active learning but students may have preferred rote memorization due to testing pressures. Overall, neither approach significantly improved students' conceptual grasp of exponential functions.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...IJMIT JOURNAL
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the
learning into three different domains; the cognitive domain, the effective domain and the psychomotor
domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by
academicians to write questions and (LOS). An experiment was designed to investigate the semantic
relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities
allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning
that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into
a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution
using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and
90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy
in order to obtain a definite and more accurate classification.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...IJMIT JOURNAL
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the learning into three different domains; the cognitive domain, the effective domain and the psychomotor domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by academicians to write questions and (LOS). An experiment was designed to investigate the semantic relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and 90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy in order to obtain a definite and more accurate classification.
The document discusses a study that compared the effectiveness of the Concept Attainment Model (CAM) of teaching versus the traditional method (TM) of teaching physics concepts to 9th grade students in India. The study found:
1) Students who were taught using CAM had significantly higher adjusted post-test scores in understanding physics concepts than students taught using TM, when accounting for prior physics knowledge and intelligence as covariates.
2) There was no significant difference in student liking of the CAM method versus the TM.
3) There was no significant interaction effect of teaching method (CAM vs. TM) and gender on physics concept understanding.
4) There was also no significant interaction effect of teaching method and intelligence level
The document discusses programmed instruction, which is a systematic, self-paced method of instruction designed to ensure learning. It breaks content into small steps with built-in feedback. There are different types, including linear, branched, and mathetics programming. Programmed instruction aims to place the learner at the center and allow them to construct knowledge through active participation, as opposed to passive absorption of information. While it shows promise, programmed instruction has seen limited application in Indian classrooms.
A Study on Learning Factor Analysis – An Educational Data Mining Technique fo...iosrjce
IOSR Journal of Computer Engineering (IOSR-JCE) is a double blind peer reviewed International Journal that provides rapid publication (within a month) of articles in all areas of computer engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in computer technology. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document compares the relationship between metacognitive states and coping styles with stress in gifted and normal students. It finds that gifted students have higher self-monitoring abilities and use compromising coping styles more than normal students. There is a positive correlation between compromising styles and metacognitive states in both groups. The study also finds normal students use non-compromising styles and isolationism more to cope with stress compared to gifted students.
The AP-CAT project aims to develop an adaptive computerized test for AP Statistics that assesses student mastery of specific statistical concepts and provides formative feedback. Researchers are investigating whether use of the adaptive test promotes student engagement and improves learning outcomes. A survey found positive correlations between use of the AP-CAT system and different types of student engagement. The project is in its third year of a five-year study, and future work will explore causality and expand validation and diversity of the student sample.
The document provides an overview of data analysis concepts and methods for qualitative and quantitative data. It discusses topics such as descriptive statistics, measures of central tendency and spread. It also covers inferential statistics concepts like ANOVA, ANCOVA, regression, and correlation. Both the advantages and disadvantages of qualitative data analysis are presented. The document is a presentation on research methodology focusing on data analysis.
This study tested the effectiveness of algo-heuristic models in improving elementary school teacher education students' academic achievement in statistics. It involved 3 phases: 1) small group testing by instructional design and statistical learning experts, 2) large group testing by course lecturers, and 3) testing the effectiveness on students. The evaluation consisted of expert testing the theoretical quality, testing with a small group of lecturers, and large group pre-experimental testing to determine the effectiveness of the algo-heuristic model in improving student learning. The results showed a statistically significant increase in post-test scores compared to pre-test, indicating the algo-heuristic learning was effective in improving student learning of statistics.
A Term Paper for the Course of Theories and Approaches in Language Teaching(...DawitDibekulu
at the end of this presentation you will be able to:
Identify and know the concept of:
Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
Evaluating instructional designs with mental workload assessments in universi...Peter Manifold
This document discusses evaluating instructional designs using mental workload assessments. It summarizes three key points:
1. Cognitive Load Theory (CLT) aims to improve instructional design but lacks clear definitions and methods to measure cognitive load types. Mental Workload (MWL) from ergonomics provides robust constructs and measurement techniques for assessing overall cognitive load.
2. The study aims to evaluate two instructional conditions - traditional teaching and multimedia videos following Cognitive Theory of Multimedia Learning principles - by measuring mental workload using the NASA Task Load Index, Workload Profile, and Rating Scale Mental Effort.
3. Preliminary results suggest the selected mental workload measures are reliable and valid based on ergonomics research. The
1. The document describes research using perceptual learning modules (PLMs) to address persistent difficulties in mathematics learning related to pattern recognition, structural intuition, and fluency.
2. Three experiments tested PLMs focusing on structure extraction and fluency for algebra and fractions. Students using PLMs showed significant and persisting learning gains compared to traditional instruction.
3. PLMs engage students in rapid classification trials using systematic variations of mathematical structures and representations to help students learn to automatically extract relevant patterns and relationships like experts.
Improving Communication about Limit Concept in Mathematics through Inquisitio...IOSR Journals
In this action research study, where the subjects are our undergraduate grade mathematics students,
w e try to investigate the impact of direct ‘inquisition’ instruction on their communication and achievement.
We will strategically implement the addition of ‘replication’ study into each concept of limit over a four-month
time period and thus conclusion can be making for the rest of the Mathemat ics . The students practiced using
inquiry in verbal discussions, review activities, and in mathematical problem explanations. We discovered
that a majority of students improved their overall understanding of mathematical concepts based on an analysis
of the data we collected. We also found that in general, students felt that knowing the definition of
mathematical words are important and that it increased their achievement when they understood the concept as a
whole. In addition, students will be more exact in their communication after receiving inquiry instructions. As
a result of this research, we plan to continue to implement inquisition into daily lessons and keep replication
communication as a focus of the mathematics class
IOSR Journal of Mathematics(IOSR-JM) is an open access international journal that provides rapid publication (within a month) of articles in all areas of mathemetics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in mathematics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document is an assignment on research in mathematics education. It discusses the nature of research in mathematics education compared to mathematics. It notes that while mathematics uses proofs, research in mathematics education uses various forms of evidence to build understanding. It outlines the main purposes of research in mathematics education as understanding mathematical thinking and learning as well as improving instruction. It also discusses standards for evaluating theories and models in mathematics education research, including descriptive power, explanatory power, scope, predictive power, rigor, falsifiability, replicability, and using multiple sources of evidence. The document concludes by emphasizing that mathematics education research is still a young field with progress being made to build robust theory and methods.
Assessment Of The Effectiveness Of An Online Learning System In Improving Stu...Joshua Gorinson
This study assessed the effectiveness of an online learning system (CLS) in improving student test performance in an organizational behavior course. The study compared test scores on topics covered by CLS homework assignments to scores on topics not covered. It found that students scored higher on test questions pertaining to topics covered by the CLS homework compared to control questions not covered. The study also found higher scores on common test questions administered after CLS implementation compared to before. This provides evidence that the CLS improved student learning and performance on tests.
This document provides an overview of Intelligent Tutoring Systems (ITS). ITS are computerized learning environments that incorporate models from cognitive science to closely mimic individualized human tutoring. The document discusses that ITS track students' knowledge and skills in detail through student modeling. It also describes the typical architecture of an ITS which includes domain models to represent expert knowledge, student models to track individual learners, tutoring models to determine instructional interactions, and interfaces to interact with students. Examples of ITS like Cognitive Tutors and Andes physics tutor are also briefly mentioned.
Cognitive process dimension in rbt explanatory notepagesArputharaj Bridget
The document discusses how the revised Bloom's Taxonomy (RBT) promotes meaningful learning beyond just knowledge acquisition. RBT includes six cognitive process categories that move from retention to transfer of knowledge: Remember, Understand, Apply, Analyze, Evaluate, and Create. These categories represent a fuller range of cognitive processes compared to just focusing on memorization. The goal of education should be both retention of material as well as transfer of knowledge to new situations. RBT helps teachers foster learning objectives and assessments that promote both retention and transfer.
The document discusses using Learning Factor Analysis (LFA), an educational data mining technique, to model student knowledge based on student-tutor interaction log data. LFA uses a multiple logistic regression model with difficulty factors defined by subject experts to quantify skills. A combinatorial search method called A* search is used to select the best-fitting model. The document illustrates applying LFA to data from an online math tutor, identifying 5 skills and presenting the results of the logistic regression modeling, including fit statistics and learning rates for skills. Learning curves are used to visualize student performance over time.
This document discusses the development and testing of an algo-heuristic model to improve statistics learning among elementary school teacher education students. It involved three phases: 1) expert evaluation of the model, 2) testing with lecturers, and 3) pre-experimental testing with students. Test results found a significant increase in student test scores after using the model, indicating it can effectively improve statistics learning. The document also reviews various literature on algo-heuristic learning theories and algorithms.
5) You are performing an audit of purchases of desktop compute.docxalinainglis
5) You are performing an audit of purchases of desktop computers. Describe the audit procedure(s) you might use to achieve each of the five audit objectives listed below. Be specific. Use slide 3 in the week 5 lecture for the list of possible audit procedures (you may want to also consult PCAOB 15 paragraphs 15-21 as well as other readings in week 5). You will not get credit for a one word answer.
slide 3 in the week 5 lecture
1) PCAOB 15 Audit Evidence
http://pcaobus.org/Standards/Auditing/Pages/Auditing_Standard_15.aspx
1) All of the computers purchased have been recorded in the accounting records.
2) The computers recorded as being purchased actually exist.
3) Depreciation expense has been calculated correctly
4) Laws and regulations regarding software usage have been followed (e.g., no pirated or illegal software is installed).
5) The computers are properly safeguarded from theft or unauthorized use.
Here is a helpful hint on how to go about responding to question 5.
For example let’s say you are asked to determine that the useful lives and salvage values of the computers are reasonable. A possible response would be to inquire about how the useful lives and salvage values of the computers were determined and then compare the estimated useful lives and salvage values of these computers with comparable computers used in other divisions or functional areas of the company.
Extra Credit – True/False (each question is worth 1 point)
1) Most frauds are detected by internal auditors.
2) Evidence from within the company is considered more reliable than evidence obtained from third parties
3) The internal auditor has no role in fraud prevention or detection
4) Confirmation involves examining trends and relationship among financial and non-financial data
5) Expertise within the internal auditing department is a barrier to implementing data analysis technologies
Paula Thompson
1 posts
Re:Constructing 10 Strategic Points
Hello Elizabeth-
I am so glad that you worked on this over the weekend and sent it to me in advance. What you have done -- and this happens with a few students every class -- is propose an interesting future study on incivility in higher ed. However, the guidelines for this assignment limit the scope to a replication of the 2007 Clark and Springer study. This means that many of the elements of the 10 Strategic Points (e.g., problem statement, research questions, purpose statement, data colection, data analysis) should be exactly the same as the Week 2 strategic points except with a population of undergraduate psychology students and faculty.
For example, the correct phrasing of the Week 2 problem statement that I provided you was "It is not known what the possible causes and remedies are of incivility in nursing education in a university environment from both student and faculty perspectives." For the Week 5 assignment, you would use the problem statement verbatim but just change "nursing ed.
The World Testifies Of Data And Our Understanding Of It EssaySandy Harwell
The document discusses qualitative research methods. It defines qualitative research as exploring and describing phenomena through subjective and inductive strategies. Some key points made include:
- Qualitative research aims to answer questions about why and how things occur.
- There are three main purposes: exploratory, explanatory, and descriptive. Exploratory research discovers patterns in phenomena, while explanatory research identifies relationships shaping phenomena and descriptive research documents phenomena of interest.
- Qualitative research relies on non-experimental and phenomenological approaches to collect data through open-ended questions and observations.
Data Mining for Education
Ryan S.J.d. Baker, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA
rsbaker@cmu.edu
Article to appear as
Baker, R.S.J.d. (in press) Data Mining for Education. To appear in McGaw, B., Peterson, P.,
Baker, E. (Eds.) International Encyclopedia of Education (3rd edition). Oxford, UK: Elsevier.
This is a pre-print draft. Final article may involve minor changes and different formatting.
Assessing Knowledge, Process, Understanding, Performance/ProductCarlo Magno
The document provides a guide on assessing students based on four domains: knowledge, process, understanding, and performance/product. It describes each domain and provides examples of questions to assess each one. Knowledge refers to basic facts and information, while process refers to cognitive operations and thinking skills. Understanding involves making connections and has six facets. Performance/product assesses what students can do by having them complete authentic tasks. The guide aims to help teachers properly assess students under the Philippines' K to 12 education reform.
IntroductionIt is the purpose of this manual to teach instruction.docxmariuse18nolet
Introduction
It is the purpose of this manual to teach instructional designers how to properly utilize the selected learning strategies when creating learning materials. The strategies discussed in this manual are: positive reinforcement, chunking, mnemonics, signaling, and scaffolding. Techniques were selected to range the most common theories of how students learn. Also these strategies are among the most recognizable of learning techniques. After reading this manual, designers will be well informed on the basics of strategies of learning and how to implement them in instruction. Each section is structured in the following manner:
· A short example of the strategy
· Vocabulary and definitions for the section
· A discussion of the how the strategy is fits into learning theory
· What types of instruction or learning fits best with the strategy
· A short review of the literature on the subject
· Tips for implementing the strategy
· Further reading on topics discussed in the chapter
Objectives
For each of the strategies the instructional designer will:
1. know how the strategy is based in specific learning theory
2. be able to think critically on when to select and use the strategy
3. familiarize themselves with research on the topic
4. be able to utilize the discussed aspects of the strategy to create instruction
Table of Contents
Introduction 1
Objectives 1
Table of Contents 2
Positive Reinforcement 3
What it is 3
When to select and use it 3
Why it should be selected 4
How it is best utilized 4
Related research 5
Chunking 6
What it is 6
When to select and use it 6
Why it should be selected 6
How it is best utilized 7
Related research 7
Mnemonics 8
What it is 8
When to select and use it 8
Why it should be selected 8
How it is best utilized 9
Related research 9
Signaling 10
What it is 10
When to select and use it 10
Why it should be selected 10
How it is best utilized 11
Related research 11
Scaffolding 12
What it is 12
When to select and use it 12
Why it should be selected 12
How it is best utilized 12
Related research 12
References 13Positive Reinforcement
Example
A student, seen sharing his toys with another student, is told “That was very nice of you, Sam.”What it is
Behaviorism forms the background of positivereinforcement. Popularized by B.F. Skinner, behaviorism is the theory that learning occurs because the student is conditioned to react in a certain way to stimuli. Learning strategies for this theory seek to change the probability that an event will happen by presenting the learner with consequences for performing an action. This consequence, whether good or bad, reinforces a desired outcome. Skinner believes that it is only the consequence that affects the probability of an action reoccurring, the thought process of the subject is not important (Driscoll 2005, p. 32-36).
Positive reinforcement is possibly the most well-known of behaviorist strategies. Driscoll defines positive reinforcement as “presentation of a reinfor.
Advice For Action With Automatic Feedback SystemsNat Rice
This document summarizes a chapter about providing automated feedback systems to support student learning. It discusses some challenges with traditional feedback approaches and how automated feedback can help address these issues. Specifically, it highlights three case studies of automated feedback systems - OpenEssayist, Open Comment, and OpenMentor - that aim to provide formative "Advice for Action" to students by recognizing their effort and encouraging continued work on problems. Automated feedback can help reduce pressures on staff resources while still supporting students, especially in distance learning contexts with high dropout rates.
A Meta-Analysis Of The Effectiveness Of Intelligent Tutoring Systems On K 12 ...Justin Knight
The study meta-analyzed 26 reports on the effectiveness of intelligent tutoring systems (ITS) for K-12 mathematical learning between 1997-2010. It found that ITS had no negative and a small positive effect on learning compared to regular classroom instruction, with average effect sizes between 0.01-0.09. Comparisons to homework and human tutoring found small to modest effectiveness for ITS. ITS appeared more effective for interventions under a school year versus longer, and for general students versus low achievers, highlighting potential achievement gaps.
This document provides an overview of quantitative research designs, including descriptive and experimental designs. Descriptive designs are used to describe subjects that are usually measured once, and include descriptive surveys, normative surveys, document analysis, comparative studies, correlational studies, and evaluative studies. Experimental designs measure subjects before and after a treatment and include true experiments and quasi-experiments. Correlational research measures the association between two variables. The document discusses different quantitative methodologies and provides an example of how to describe the methodology in a research study. It also includes an activity that asks the reader to classify example research topics as descriptive, experimental, or correlational in design.
Assessment Of Teachers Beliefs About Classroom Use Of Critical-Thinking Acti...Kimberly Pulley
This article describes the development of a scale called the Critical Thinking Belief Appraisal (CTBA) to measure teachers' beliefs about using critical-thinking activities in the classroom under different conditions. The scale is based on a model where teachers' decisions about critical-thinking activities depend on their beliefs about the effectiveness of high or low critical-thinking activities for students with high or low perceived advantages in ability, prior knowledge, and motivation. Five studies were conducted to develop and validate the CTBA scale, showing it produces reliable scores and demonstrates satisfactory validity in measuring the intended construct of teachers' beliefs about classroom critical thinking.
This document summarizes a study that aims to determine the optimal number of assignments to collect from teachers and raters needed to accurately assess teacher assignment quality. Previous research found high quality assignments are rare, and that students of all achievement levels benefit from higher quality assignments. The goals of this study are to find the number of assignments needed per teacher and optimal number of raters. The researchers use generalizability theory to analyze the data and determine the best combination of assignments and raters needed to reliably measure teacher quality while minimizing costs and time.
This document provides an overview of different research methodologies discussed in the context of a feminist perspective. It discusses three main feminist methodologies: feminist empiricism, standpoint epistemology, and post-modernism. The key similarities between these methodologies are a dedication to understanding women's lives and perspectives, moving beyond a masculine focus, and incorporating both men's and women's voices to advance knowledge. The document also briefly outlines some differences between the methodologies in terms of their relationship between experience and theory.
Similar to Artificial intelligence to support human instruction Michael C. Mozera,b,c,, Melody Wiseheartd and Timothy P. Novikoff. (20)
Evaluación de t-MOOC universitario sobre competencias digitales docentes medi...eraser Juan José Calderón
Evaluación de t-MOOC universitario sobre competencias
digitales docentes mediante juicio de expertos
según el Marco DigCompEdu.
Julio Cabero-Almenara
Universidad de Sevilla, Sevilla, España
cabero@us.es
Julio Barroso--‐Osuna
Universidad de Sevilla, Sevilla, España
jbarroso@us.es
Antonio Palacios--‐Rodríguez
Universidad de Sevilla, Sevilla, España
aprodriguez@us.es
Carmen Llorente--‐Cejudo
Universidad de Sevilla, Sevilla, España
karen@us.es
This document announces a special issue of the journal "Comunicar" on hate speech in communication. It provides details such as the issue date, submission deadline, thematic editors, and scope. The scope describes hate speech and calls for research analyzing hate speech messages, backgrounds, and intervention strategies. The document lists descriptive keywords and questions to guide submitted papers. It introduces the three thematic editors and provides their backgrounds and research interests related to communication, media, and online environments. Submission guidelines and relevant website links are also included.
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL LAYING DOWN HARMONIS...eraser Juan José Calderón
Proposal for a
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
LAYING DOWN HARMONISED RULES ON ARTIFICIAL INTELLIGENCE
(ARTIFICIAL INTELLIGENCE ACT) AND AMENDING CERTAIN UNION
LEGISLATIVE ACTS
Predicting Big Data Adoption in Companies With an Explanatory and Predictive ...eraser Juan José Calderón
Predicting Big Data Adoption in Companies With an Explanatory and Predictive Model
Predecir la adopción de Big Data en empresas con un modelo explicativo y predictivo. @currovillarejo @jpcabrera71 @gutiker y @fliebc
Innovar con blockchain en las ciudades: Ideas para lograrlo, casos de uso y a...eraser Juan José Calderón
La jornada analizó casos reales de uso de blockchain y sus posibilidades en Las Rozas a través de varias mesas redondas. Se presentó el proyecto DeConfianza que usa blockchain para dar transparencia a la compra de viviendas. También se discutió el potencial de la identidad digital soberana basada en blockchain y algunas aplicaciones posibles en Las Rozas como la gestión energética. Las Rozas fue elogiado como un espacio para probar innovaciones como blockchain.
Ética y Revolución Digital
Revista Diecisiete nº 4 2021. Investigación Interdisciplinar para los Objetivos de Desarrollo Sostenible.
PANORAMA
Ética y Derecho en la Revolución Digital
Txetxu Ausín y Margarita Robles Carrillo
artículoS
¿Cuarta Revolución Industrial? El reto de la digitalización y sus consecuencias ambientales y antropológicas
Joaquín Fernández Mateo
Hacia una ética del ecosistema híbrido del espacio físico y el ciberespacio
Ángel Gómez de Ágreda y Claudio Feijóo
Aprendizaje-Servicio y Agenda 2030 en la formación de ingenieros de la tecnología inteligente
Angeles Manjarrés y Simon Pickin
Tecnología Humanitaria como catalizadora de una nueva arquitectura de Acción Exterior en España: Horizonte 2030
Raquel Esther Jorge Ricart
Revolución digital, tecnooptimismo y educación
Ricardo Riaza
Desafíos éticos en la aplicación de la inteligencia artificial a los sistemas de defensa
Juan A. Moliner González
notas y colaboraciones
Hacerse viral: las actividades artísticas y su respuesta ante los retos que impone la transformación digital
Marta Pérez Ibáñez
Salud digital: una oportunidad y un imperativo ético
Joan Bigorra Llosas y Laura Sampietro-Colom
El futuro digital del sector energético
Beatriz Crisóstomo Merino y María Luz Cruz Aparicio
Innovación y transformación digital en las ONG. La visión de Acción contra el Hambre
Víctor Giménez Sánchez de la Blanca
El impacto de la inteligencia artificial en la Sociedad y su aplicación en el sector financiero
María Asunción Gilsanz Muñoz
La ética en los estudios de ingeniería
Rafael Miñano Rubio y Gonzalo Génova Fuster
An ethical and sustainable future of work
David Pastor-Escuredo, Gianni Giacomelli, Julio Lumbreras y Juan Garbajosa
Los datos en una administración pública digital - Perspectiva Uruguay
María Laura Rodríguez Mendaro
Ciudades y digitalización: construyendo desde la ética
David Pastor-Escuredo, Celia Fernandez-Aller, Jesus Salgado, Leticia Izquierdo y María Ángeles Huerta
#StopBigTechGoverningBigTech . More than 170 Civil Society Groups Worldwide O...eraser Juan José Calderón
#StopBigTechGoverningBigTech: More than 170 Civil Society Groups Worldwide Oppose Plans for a
Big Tech Dominated Body for Global Digital Governance.
Not only in developing countries but also in the US and EU, calls for stronger regulation of Big Tech
are rising. At the precise point when we should be shaping global norms to regulate Big Tech, plans
have emerged for an ‘empowered’ global digital governance body that will evidently be dominated
by Big Tech. Adding vastly to its already overweening power, this new Body would help Big Tech
resist effective regulation, globally and at national levels. Indeed, we face the unbelievable prospect
of ‘a Big Tech led body for Global Governance of Big Tech’.
Este documento presenta un pacto por la ciencia y la innovación en España. Propone aumentar la inversión pública en I+D+I gradualmente hasta alcanzar el 1.25% del PIB en 2030 para alcanzar los niveles de inversión de la UE. También compromete dotar de autonomía a las entidades financiadoras de I+D+I y consolidar una carrera pública estable para los investigadores.
The document announces the expert panel members of the European Blockchain Observatory and Forum. It lists over 100 experts from academia and industry across Europe who will advise on strengthening the European blockchain ecosystem. The experts come from a variety of backgrounds including law, technology, finance, government, and consulting.
Desigualdades educativas derivadas del COVID-19 desde una perspectiva feminis...eraser Juan José Calderón
Desigualdades educativas derivadas del COVID-19 desde una perspectiva feminista. Análisis de los discursos de profesionales de la educación madrileña.
Melani Penna Tosso * Mercedes Sánchez SáinzCristina Mateos CasadoUniversidad Complutense de Madrid, España
Objetivos: Especificar las principales dificultades percibidas por las profesoras y los departamentos y equipos de orientación en relación con la atención a las diversidades en la actual situación de pandemia generada por el COVID-19. Exponer las prácticas educativas implementadas por dichas profesionales para disminuir las desigualdades. Visibilizar desigualdades de género que se dan en el ámbito educativo, relacionadas con la situación de pandemia entre el alumnado, el profesorado y las familias, desde una perspectiva feminista. Analizar las propuestas de cambio que proponen estas profesionales de la educación ante posibles repeticiones de situaciones de emergencia similares.
Resultados: Los docentes se han visto sobrecargados por el trabajo en confinamiento, en general el tiempo de trabajo ha tomado las casas, los espacios familiares, el tiempo libre y los fines de semana. Las profesionales entrevistadas se ven obligadas a una conexión permanente, sin limitación horaria y con horarios condicionados por las familias del alumnado. Se distinguen dos períodos bien diferenciados, en que los objetivos pasaron de ser emocionales a académicos. Como problemática general surge la falta de coordinación dentro los centros educativos.
Método: Análisis de entrevistas semiestructuradas a través de la metodología de análisis crítico de discurso.
Fuente de datos: Entrevistas
Autores: Melani Penna Tosso, Mercedes Sánchez Sáinz y Cristina Mateos Casado
Año: 2020
Institución: Universidad Complutense de Madrid
País al que refiere el análisis: España
Tipo de publicación: Revista arbitrada
"Experiencias booktuber: Más allá del libro y de la pantalla"
Maria Del Mar Suárez
Cristina Alcaraz Andreu
University of Barcelona
2020, R. Roig-Vila (Coord.), J. M. Antolí Martínez & R. Díez Ros (Eds.), XARXES-INNOVAESTIC 2020. Llibre d’actes / REDES-INNOVAESTIC 2020. Libro de actas (pp. 479-480). Alacant: Universitat d'Alacant. ISBN: 978-84-09-20651-3.
Recursos educativos abiertos (REA) en las universidades españolas. Open educational resources (OER) in the Spanish universities. Gema Santos-Hermosa; Eva Estupinyà; Brigit Nonó-Rius; Lidón París-Folch; Jordi Prats-Prat
El modelo flipped classroom: un reto para una enseñanza centrada en el alumnoeraser Juan José Calderón
Este documento presenta el índice del número 391 de la Revista de Educación, correspondiente a enero-marzo de 2021. La revista es un medio de difusión de investigaciones y avances en educación publicado por el Ministerio de Educación de España. El número presentado es monotemático y se centra en el modelo de enseñanza conocido como "flipped classroom". Incluye 7 artículos en la sección monográfica sobre este tema y una sección de investigaciones.
Pensamiento propio e integración transdisciplinaria en la epistémica social. ...eraser Juan José Calderón
This document discusses using one's own thinking as a pedagogical strategy to promote critical thinking, leadership, and humanism in university students. It describes teaching an epistemology course where collaborative dynamics and transdisciplinary integration were used to develop students' cognitive abilities and social construction of knowledge. The strategy began with collaborative practice in the classroom and concluded with students publishing a reflective journal.
Escuela de Robótica de Misiones. Un modelo de educación disruptiva. 2019, Ed21. Fundación Santillana.
Carola Aideé Silvero
María Aurelia Escalada
Colaboradores:
Alejandro Piscitelli
Flavia Morales
Julio Alonso
La Universidad española Frente a la pandemia. Actuaciones de Crue Universidad...eraser Juan José Calderón
Este documento resume el contexto internacional de la pandemia de COVID-19 y sus efectos en la educación superior a nivel mundial. Se cerraron universidades en 185 países, afectando al 90% de los estudiantes. Las instituciones tuvieron que adaptar rápidamente la enseñanza a la modalidad online. Organismos internacionales como la UNESCO y el Banco Mundial publicaron recomendaciones para garantizar la continuidad educativa y mitigar los impactos sociales y económicos a corto y largo plazo. Además, asociaciones
Covid-19 and IoT: Some Perspectives on the Use of IoT Technologies in Prevent...eraser Juan José Calderón
Covid-19 and IoT: Some Perspectives on the Use of
IoT Technologies in Preventing and Monitoring
COVID-19 Like Infectious Diseases & Lessons
Learned and Impact of Pandemic on IoT
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
AppSec PNW: Android and iOS Application Security with MobSFAjin Abraham
Mobile Security Framework - MobSF is a free and open source automated mobile application security testing environment designed to help security engineers, researchers, developers, and penetration testers to identify security vulnerabilities, malicious behaviours and privacy concerns in mobile applications using static and dynamic analysis. It supports all the popular mobile application binaries and source code formats built for Android and iOS devices. In addition to automated security assessment, it also offers an interactive testing environment to build and execute scenario based test/fuzz cases against the application.
This talk covers:
Using MobSF for static analysis of mobile applications.
Interactive dynamic security assessment of Android and iOS applications.
Solving Mobile app CTF challenges.
Reverse engineering and runtime analysis of Mobile malware.
How to shift left and integrate MobSF/mobsfscan SAST and DAST in your build pipeline.
"Choosing proper type of scaling", Olena SyrotaFwdays
Imagine an IoT processing system that is already quite mature and production-ready and for which client coverage is growing and scaling and performance aspects are life and death questions. The system has Redis, MongoDB, and stream processing based on ksqldb. In this talk, firstly, we will analyze scaling approaches and then select the proper ones for our system.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providersakankshawande
Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
"Frontline Battles with DDoS: Best practices and Lessons Learned", Igor IvaniukFwdays
At this talk we will discuss DDoS protection tools and best practices, discuss network architectures and what AWS has to offer. Also, we will look into one of the largest DDoS attacks on Ukrainian infrastructure that happened in February 2022. We'll see, what techniques helped to keep the web resources available for Ukrainians and how AWS improved DDoS protection for all customers based on Ukraine experience
Session 1 - Intro to Robotic Process Automation.pdfUiPathCommunity
👉 Check out our full 'Africa Series - Automation Student Developers (EN)' page to register for the full program:
https://bit.ly/Automation_Student_Kickstart
In this session, we shall introduce you to the world of automation, the UiPath Platform, and guide you on how to install and setup UiPath Studio on your Windows PC.
📕 Detailed agenda:
What is RPA? Benefits of RPA?
RPA Applications
The UiPath End-to-End Automation Platform
UiPath Studio CE Installation and Setup
💻 Extra training through UiPath Academy:
Introduction to Automation
UiPath Business Automation Platform
Explore automation development with UiPath Studio
👉 Register here for our upcoming Session 2 on June 20: Introduction to UiPath Studio Fundamentals: https://community.uipath.com/events/details/uipath-lagos-presents-session-2-introduction-to-uipath-studio-fundamentals/
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
Integration with BrainChip’s Akida neuromorphic hardware IP further enhances TENNs’ capabilities, enabling the realization of highly capable, portable and passively cooled edge devices. This presentation delves into the technical innovations underlying TENNs, presents real-world benchmarks, and elucidates how this cutting-edge approach is positioned to revolutionize edge AI across diverse applications.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
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5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
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It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
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"Scaling RAG Applications to serve millions of users", Kevin GoedeckeFwdays
How we managed to grow and scale a RAG application from zero to thousands of users in 7 months. Lessons from technical challenges around managing high load for LLMs, RAGs and Vector databases.
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Must Know Postgres Extension for DBA and Developer during MigrationMydbops
Mydbops Opensource Database Meetup 16
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Must Know Postgres Extension for DBA and Developer during Migration
Artificial intelligence to support human instruction Michael C. Mozera,b,c,, Melody Wiseheartd and Timothy P. Novikoff.
1. COMMENTARY
Artificial intelligence to support human instruction
Michael C. Mozera,b,c,1
, Melody Wiseheartd
, and Timothy P. Novikoffc
The popular media’s recent interest in artificial intelli-
gence (AI) has focused on autonomous systems that
might ultimately replace people in fields as diverse as
medicine, customer service, and transportation and
logistics. Often neglected is a subfield of AI that fo-
cuses on empowering people by improving how we
learn, remember, perceive, and make decisions. This
human-centered focus relies on interdisciplinary re-
search from cognitive neuroscience, psychology, and
theoretical computer science.
The synergy among these fields promises to
improve the microorganization of human instruction:
picking the next exercise for a student to attempt,
choosing what sort of hints and feedback to provide,
determining when material should be reviewed, and
selecting among teaching activities. These are deci-
sions which occur on a granularity that human instruc-
tors are typically unable to monitor and individualize,
and for which students have poor metacognitive
strategies (1). Such microinstruction complements the
strengths of human teachers and can yield significant
benefits. For example, in a semester-long experiment
integrated into a middle-school foreign language
course, setting aside roughly 30 min per week for AI-
guided personalized review of previously introduced
material led to a 16.5% improvement in overall course
retention on a cumulative examination administered a
month after the end of the semester, relative to a time-
matched control condition that reflects current educa-
tional practice (2).
In PNAS, Tabibian et al. (3) address the learning
and retention of factual material such as foreign lan-
guage vocabulary. They present an adaptive, data-
driven method with theoretical guarantees for sched-
uling retrieval practice. Their work contributes to a
growing body of results in algorithmic-education the-
ory that proves properties of idealized mathematical
models of educational scenarios (4–6).
Like every proposal for AI-based instruction, the
approach of Tabibian et al. (3) is formalized by two
models: student and teacher. The student model
quantifies an individual’s current knowledge state
and how it evolves based on instructional actions
and the passage of time. The teacher model spec-
ifies a policy—in the control-theoretic sense—for
1 7 14 21 35 70 105
Inter-Study Interval (Days)
0
20
40
60
80
100
%Recall
7 days
Retention
Interval
35 days
Retention
Interval
70 days
Retention
Interval
350 days
Retention
Interval
A
Time
0
20
40
60
80
100
%Recall
t
0
best inter-study interval
B
Fig. 1. (A) Recall accuracy at test for a given RI (7, 35, 70, or 350 d), after the
learner has studied material over two sessions separated by a given ISI (< to
105 d). Data points are from a human behavioral experiment (18). Solid lines are
predictions of a cognitive model fit with one free parameter to the data (10). (B)
Hypothetical memory strength curves consistent with experimental results in A.
Each curve shows a sequence of two study sessions, aligned such that the second
session of each sequence occurs at time t0 (dashed line). For various t > t0 (i.e., the
RI t − t0) the bars at the top of the graph indicate which ISI achieves the highest
recall accuracy. The optimal spacing depends on the RI.
a
Department of Computer Science, University of Colorado Boulder, Boulder, CO 80309; b
Institute of Cognitive Science, University of Colorado
Boulder, Boulder, CO 80309; c
Research and Machine Intelligence, Google, Inc., Mountain View, CA 94043; and d
Department of Psychology, York
University, Toronto, ON, Canada M3J 1P3
Author contributions: M.C.M., M.W., and T.P.N. wrote the paper.
The authors declare no conflict of interest.
Published under the PNAS license.
See companion article on page 3988.
1
To whom correspondence should be addressed. Email: mozer@colorado.edu.
Published online February 19, 2019.
www.pnas.org/cgi/doi/10.1073/pnas.1900370116 PNAS | March 5, 2019 | vol. 116 | no. 10 | 3953–3955
COMMENTARY
2. administering instructional actions conditioned on the student
model. Student models range from those motivated heavily by
psychological theory (7–10) to those motivated primarily by mathe-
matical elegance and tractability (4–6). Somewhere in the middle of
this continuum are methods that mine corpora of educational data
(11) to predict the influence of various teaching actions on the student’s
subsequent performance (2, 12). Teacher models also lie along a con-
tinuum, from hand-constructed heuristic or expert-based approaches
(2, 9, 13, 14) to those that provably optimize according to some
criterion, such as the student model’s score on a postinstruction
quiz (4, 15).
The ultimate aim in AI is to develop automated instruction
methods based on the combination of a psychologically valid
student model and a theoretically grounded teacher model.
However, this goal has yet to be achieved. Research concerned
with solving a tractable optimization problem has assumed a
simplified student model; nonetheless, even with a naive or
unrealistic student model, the formal nature of the work can
provide intuitions and a deeper understanding of the computational
issues. Conversely, the research most concerned with psychological
fidelity of the student model has relied on heuristic teacher models;
nonetheless, heuristic strategies often appear to be effective [e.g.,
Bjork’s (16) notion of desirable difficulty].
Tabibian et al. (3) identify a class of student models that admit
a formal analysis yet are informed by human memory data. They
characterize the student’s memory state in terms of stochastic
differential equations with jumps: When the student reviews a
particular item (e.g., a vocabulary word), the memory strength of
the item is bumped up and then decays over time. Reviewing
times for an item are specified via a temporal point process.
The stochastic optimal control problem is to determine the
point-process reviewing intensity, that is, the rate of retrieval prac-
tice, to maintain memory without excessive practice. Formally, the
penalty function they optimize is quadratic in both recall failure
rate and reviewing intensity. Their key result is a proof that the
optimal reviewing intensity is proportional to the student model’s
predicted probability of recall failure. Predicted recall probability
has long been used as a heuristic measure for prioritizing material
in flashcard-type schedulers, but Tabibian et al. (3) provide a com-
pelling theoretical justification for the use of this heuristic.
Tabibian et al.’s (3) claim that the benefit of review increases as
memory decays is consonant with the spacing effect (17), the be-
havioral finding that temporally distributed practice leads to more
robust and durable learning than massed practice. The spacing
effect is often cast as “don’t cram for an examination.” Cramming
can help students remember information on the examination;
however, cramming also leads to rapid forgetting. The rate of
forgetting is slowed by spaced practice. Fig. 1A presents results
from an empirical study in which participants learned trivia facts in
two sessions and were subsequently quizzed on the facts (18). In
the first session, each item is practiced to criterion; in the second
session, each item is practiced a fixed number of times. The lag
between the first and second study sessions (the interstudy inter-
val, ISI) is varied from minutes to 105 d, and the lag between the
second study session and the quiz (the retention interval, RI) is
varied from 7 to 350 d. The figure reveals an optimal ISI, and this
optimum increases with the RI. This interaction between optimal
ISI and RI is also found in big data corpora (19). The smooth curves
in the figure are predictions from a psychological model (10). Fig.
1B shows hypothetical forgetting curves for various ISIs, consistent
with the empirical results in Fig. 1A and psychological theories of
the spacing effect (e.g., refs. 10 and 17).
Whereas psychologists have focused on optimizing time of
study given a fixed number of practice opportunities (Fig. 1A), or
on prioritizing items for study given finite study time (2, 13, 14),
Tabibian et al. (3) frame the challenge as determining the optimal
(time-varying) reviewing rate per item. It may be unrealistic in an
educational context to forego hard constraints on practice trials or
time, but the cost trade-off formulation that Tabibian et al. (3)
propose—standard in machine learning—is a fresh perspective
for psychology. Another novelty of Tabibian et al. (3) concerns
the objective of spaced practice. Experimentalists typically con-
sider optimizing spacing for a particular RI, that is, the duration
following final study over which the information must be main-
tained (Fig. 1A). In contrast, Tabibian et al. (3) suggest a perhaps
more practical situation in which study and test phases are not
distinguished and knowledge must be periodically refreshed to
ensure its continuous availability. This practical, lifelong learning
perspective is relatively understudied in psychology (20).
Tabibian et al. identify a class of student models
that admit a formal analysis yet are informed
by human memory data.
Just as cognitive psychology may find new avenues of
investigation from algorithmic-instruction theory, algorithmic-
instruction theory may have more practical impact as it takes
into consideration the complexity of human behavioral data.
For example, consider the inverted-U shape of the curves in
Fig. 1A. Various psychological accounts have been proposed
to explain these curves (17), most positing dual opposing
mechanisms at play, one favoring short ISIs and one favoring
long ISIs, and the trade-off between these opposing mecha-
nisms gives rise to the inverted U.
Formal student models in Tabibian et al. (3) and in other the-
oretical work (15) presently do not capture this key dynamic of
spaced practice. As Tabibian et al. (3) acknowledge, under their
student model the forgetting rate is reduced at least as much by
massed practice as spaced practice, inconsistent with the behav-
ioral data. They suggest possible extensions but the theory does
not at present incorporate these extensions. One might therefore
expect an actual student following the schedule prescribed by
their algorithm to fail to achieve optimal performance. Remark-
ably, Tabibian et al. (3) present evidence ameliorating this con-
cern. They report on a natural experiment involving the reanalysis
of a big-data corpus from an online-learning platform. They find
that forgetting is relatively slowed following study sequences that
more closely adhere to their theory’s optimum spacing. Their
natural experiment is as well-conducted as one could hope for:
In comparing alternative schedules, they control for the lag be-
tween first and final study, the total number of study trials, and
the memory strength after the first study trial. Our explanation
for the theory’s success in practice is their choice of penalty
function, which imposes a cost for high review intensities (i.e.,
massed practice). This cost encourages long ISIs, and the inevi-
tability of forgetting encourages short ISIs, resulting in dual op-
posing factors that yield an intermediate spacing. Whether the
Tabibian et al. (3) theory can predict the precise peak of the
spacing function (Fig. 1A) may not be terribly critical, given that
for long retention periods the peak appears to be broad and flat.
This fact gives us some reason to be optimistic about the ease
with which the spacing effect can be leveraged to mitigate forget-
ting. Indeed, online platforms that perform adaptive scheduling
3954 | www.pnas.org/cgi/doi/10.1073/pnas.1900370116 Mozer et al.
3. using variants of the Leitner method (21) and SuperMemo (22)
have thrived despite their heuristic nature.
Although “rote memorization” is not considered a particularly
glamorous area of research in the education community, facts
underpin most types of learning, and one cannot engage in crit-
ical thinking without sufficient field-specific knowledge. The no-
tion of an automated instructor which refreshes our knowledge
base at appropriate times is quite appealing. Such an instructor
even has a role to play in the classroom that is complementary to
that of the teacher: In the study mentioned earlier using person-
alized review software (2), the teacher is freed from mechanical
duties to interact with smaller groups of students.
AI-guided microinstruction has other potential applications,
such as selecting and ordering examples to learn complex visual
concepts (e.g., bird species or skin-lesion diagnosis), determining
the hints a learner requires to solve a problem and when to
provide them, and recognizing when a student’s attention has
wandered while reading. In each of these cases, principled ap-
proaches require a psychologically plausible student model, a
quantitative measure of performance to be optimized, and a
teacher model with theoretical guarantees of achieving optimal
performance under the student model. The field of AI has made
advances through development of its theoretical foundations and
explicit formulations of system objectives. We expect this lesson to
apply to human-centered AI as well, but it will occur only through
collaborations between cognitive scientists who understand
the intricacy of human behavior and AI researchers who can bring
a new degree of clarity and elegance to cognitive models.
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