This document outlines a science unit plan focused on environmentalism and sustainability for 4th grade students. It includes essential questions about the environment, pollution, and how humans impact the environment. Students will learn about man-made and natural environments, different types of pollution, and ways to reduce waste through recycling and reuse. Assessments include worksheets, quizzes, rubrics and presentations to evaluate students' understanding of these topics.
G284 Hori, K & Ito, T. (2018, June) Text mining of children's essays about an...Takehiko Ito
Abstract
In Japan, keeping animals at schools has been attempted, and local veterinarians spontaneously provide support for nearby elementary schools in keeping school animals, and also collected and published children’s essays. This research aims to consider the significance of rearing school animals by examining children’s essays collected in these supporting activities.
In this research, text mining was utilized in order to conduct an exploratory investigation to elucidate the significance of rearing school animals, children’s interaction with animals, development of feelings, affection, and inter-human communication skill through animal caretaking activities without their in abilities due to differences developmental stages.
386 essays have been analyzed, higher school grade children common used active expressions, whereas lower school grade children commonly used expressions suggesting their interest. Emotional expressions were generally positive, regardless of the school grade.
By using text mining, the results of this research indicate that through animal care, children felt the sense of accomplishment, enjoyed contact with animals, obtained knowledge about animals, empathized with animals, considered about animals and other children, and children could consider their own internal state, among others.
This research accomplished its objective to conduct exploratory investigations on children’s interests for animals as expressed in their essays, but in order to understand the significance of keeping school animals, comparative research with essays written by children without the experience of keeping school animals will be required.
Engineering active learning: LEGO robots & 3D virtual worldsMichael Vallance
Robot -mediated Interaction (RMI)
Research: Design an evidence-based framework of learning when undertaking tasks of measurable complexity in a 3D virtual world.
The students’ aim is to communicate solutions to problems which involve the programming of a robot to navigate specific circuits.
# Experiences lead to personal strategies for teamwork, planning, organizing, applying, analyzing, creating and reflection.
# Measured as Essential Skills for Wales Baccalaureate Qualification, UK.
Evidence required by UK Education Authority for post-16 qualification.
Sheehy Et Al 4th International Wireless Ready Symposium (1)Paul Herring
Designing a virtual teacher for non-verbal children with autism: Pedagogical affordances and the influence of teacher voice. Presentation given to the 4th International Wireless Ready SymposiumDigital Asia: Language, Technology & Community
2010
A learning scientist approach to modeling human cognition in individual and c...Margarida Romero
A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 février 2021. Mini-cours. NeuroMod Institute. Université Côte d'Azur.
Engagement: What is it and Where Can I Get Some?Bernie Dodge
This document discusses the concept of engagement in learning. It provides various perspectives on what engagement means from tweets in response to questions posed by Bernie Dodge. Engagement is described as involving interaction, focus, being tuned into the material rather than distracted, and excitement about learning and teaching others. It also discusses factors that can increase engagement, such as hands-on activities, sensory experiences, interaction with others, and instructor enthusiasm.
The document discusses the problem of context in using technology to support learning. It argues that context is complex, under-examined and under-theorized in technology design for learning. The paper proposes reconnecting technology, learning and context through the Ecology of Resources model, which represents a learner's context holistically through their interactions with various resources, including people, objects and environments. An empirical study applying this model with learners is described to identify scaffolds and adjustments to better support learning relationships and optimize a learner's context.
G248 Hori, K., Ito, T., & Ando, T. (2016, July) Text mining of children's es...Takehiko Ito
G248 Hori, K., Ito, T., & Ando, T. (2016, July) Text mining of children's essays about animals kept at schools focusing on importance of life and attachment to animals. Oral presentation in ICP2016 p.226 07/26 14:40-16:10 OR26-72-1
This document outlines a science unit plan focused on environmentalism and sustainability for 4th grade students. It includes essential questions about the environment, pollution, and how humans impact the environment. Students will learn about man-made and natural environments, different types of pollution, and ways to reduce waste through recycling and reuse. Assessments include worksheets, quizzes, rubrics and presentations to evaluate students' understanding of these topics.
G284 Hori, K & Ito, T. (2018, June) Text mining of children's essays about an...Takehiko Ito
Abstract
In Japan, keeping animals at schools has been attempted, and local veterinarians spontaneously provide support for nearby elementary schools in keeping school animals, and also collected and published children’s essays. This research aims to consider the significance of rearing school animals by examining children’s essays collected in these supporting activities.
In this research, text mining was utilized in order to conduct an exploratory investigation to elucidate the significance of rearing school animals, children’s interaction with animals, development of feelings, affection, and inter-human communication skill through animal caretaking activities without their in abilities due to differences developmental stages.
386 essays have been analyzed, higher school grade children common used active expressions, whereas lower school grade children commonly used expressions suggesting their interest. Emotional expressions were generally positive, regardless of the school grade.
By using text mining, the results of this research indicate that through animal care, children felt the sense of accomplishment, enjoyed contact with animals, obtained knowledge about animals, empathized with animals, considered about animals and other children, and children could consider their own internal state, among others.
This research accomplished its objective to conduct exploratory investigations on children’s interests for animals as expressed in their essays, but in order to understand the significance of keeping school animals, comparative research with essays written by children without the experience of keeping school animals will be required.
Engineering active learning: LEGO robots & 3D virtual worldsMichael Vallance
Robot -mediated Interaction (RMI)
Research: Design an evidence-based framework of learning when undertaking tasks of measurable complexity in a 3D virtual world.
The students’ aim is to communicate solutions to problems which involve the programming of a robot to navigate specific circuits.
# Experiences lead to personal strategies for teamwork, planning, organizing, applying, analyzing, creating and reflection.
# Measured as Essential Skills for Wales Baccalaureate Qualification, UK.
Evidence required by UK Education Authority for post-16 qualification.
Sheehy Et Al 4th International Wireless Ready Symposium (1)Paul Herring
Designing a virtual teacher for non-verbal children with autism: Pedagogical affordances and the influence of teacher voice. Presentation given to the 4th International Wireless Ready SymposiumDigital Asia: Language, Technology & Community
2010
A learning scientist approach to modeling human cognition in individual and c...Margarida Romero
A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 février 2021. Mini-cours. NeuroMod Institute. Université Côte d'Azur.
Engagement: What is it and Where Can I Get Some?Bernie Dodge
This document discusses the concept of engagement in learning. It provides various perspectives on what engagement means from tweets in response to questions posed by Bernie Dodge. Engagement is described as involving interaction, focus, being tuned into the material rather than distracted, and excitement about learning and teaching others. It also discusses factors that can increase engagement, such as hands-on activities, sensory experiences, interaction with others, and instructor enthusiasm.
The document discusses the problem of context in using technology to support learning. It argues that context is complex, under-examined and under-theorized in technology design for learning. The paper proposes reconnecting technology, learning and context through the Ecology of Resources model, which represents a learner's context holistically through their interactions with various resources, including people, objects and environments. An empirical study applying this model with learners is described to identify scaffolds and adjustments to better support learning relationships and optimize a learner's context.
G248 Hori, K., Ito, T., & Ando, T. (2016, July) Text mining of children's es...Takehiko Ito
G248 Hori, K., Ito, T., & Ando, T. (2016, July) Text mining of children's essays about animals kept at schools focusing on importance of life and attachment to animals. Oral presentation in ICP2016 p.226 07/26 14:40-16:10 OR26-72-1
Social Media and Online Collaboration ToolsBusiness In.docxwhitneyleman54422
Social Media and Online
Collaboration Tools
Business Information Systems
Presented By:
Student Name
Introduction
What is a Social Media and Online Collaboration Tool?
Online Collaboration Tool #1
Online Collaboration Tool #2
Online Collaboration Tool #3
Table of Comparisons
Recommendation
What is a Social Media and Online
Collaboration Tool?
Social Media Collaboration Tool
Online Collaboration Tool
Compare Three Online Collaboration Tools
Background Research
Advantages and Disadvantages
Ease of Use
Reliability and Availability
Cost
Time and Resources to Implement
Online
Collaboration
Tool
Ease of
Use
Reliability
Availability
Cost
Time to
Implement
Resources
to
Implement
Online Collaboration Tool #1
Background Research
Vendor Name
Product Website Address
Key Features
(Bednarski, 2005)
Online Collaboration Tool #1
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #2
Background Research
Vendor Name
Product Website Address
Key Features
(Aguilera, n.d.)
Online Collaboration Tool #2
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #3
Background Research
Vendor Name
Product Website Address
Key Features
(Gutierrez, 2003)
Online Collaboration Tool #3
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Table of Comparisons
Tool #1 Tool #2 Tool #3
Ease of Use Hard Medium Easy
Reliability Low High Average
Availability Windows, Mac iOS, Android, Web All platforms
Cost $2000 $500 Free
Time to Implement 1 year 6 months 1 month
Resources to Implement 3 Personnel 2 Personnel 1 Personnel
Recommendation
Online Collaboration Tool #2
Rationale for Choice
Image of Recommended Tool
Tool #2
(Rainer & Cegielski, 2014)
Conclusion
Conclusion #1
Conclusion #2
Conclusion #3
(Ozkan, n. d.)
Bibliography
Aguilera, V. (n.d.). Working in the computer [digital image]. Retrieved from
http://www.freeimages.com/photo/working-in-the-computer-1243509
Bednarski, A. (2005). Mail button [digital image]. Retrieved from
http://www.freeimages.com/photo/mail-button-1533458
Gutierrez, M. L. (2003). Computers [digital image]. Retrieved from
http://www.freeimages.com/photo/computers-1227142
Ozkan, E. (n.d.). Businessman [digital image]. Retrieved from
http://www.freeimages.com/photo/businessman-1240109
Rainer, R. K., Prince, B., Cegielski, C., Chircu, A., & Marabelli, M. (2014).
.
The document discusses Plan Ceibal, an OLPC program in Uruguay that provides XO laptops to students. It outlines the 5 core principles of OLPC, including child ownership and free/open source software. The program is based on constructionist learning theory, with laptops serving as learning tools rather than productivity tools. Some potential uses of the laptops in English classrooms include improving literacy through reading, writing, and spelling activities, developing numeracy skills with math games and calculations, and using art programs for drawing, photography, and animation. The overall goals are to increase student engagement, empower teachers, and connect children to information and each other through technology.
Outcomes and experiences for Curriculum for Excellence provide broad statements of learning which require a range of teaching and assessment approaches. They indicate the direction of travel and offer opportunities for the gathering and interpreting of evidence. Through the use of these outcomes and experiences we can motivate, enthuse and challenge young people. Margo Williamson, LTS, and Chris McIIlroy, HMIE, will highlight how all the partners in Scottish education are working together to achieve this goal.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/outcomesandexperiencesforeffectivelearning.asp
This lecture covered object-oriented programming concepts of inheritance and polymorphism:
Inheritance allows new objects to take on properties of existing objects in a hierarchy. It was defined and real-world examples like mobile phones and vehicles were provided. Key inheritance terms like superclass, subclass, and relationships like "is-a-kind-of" and "is-a" were explained.
Polymorphism is the ability of an object to take on many forms. It allows sending the same message to objects of different classes and having the objects respond differently. Advantages are flexibility and reusability.
This document contains a daily lesson log for a Grade 4 science class covering the topics of seed germination and growth, life cycles of animals, stages of human development, and interactions among living things over the course of one week. Each day's lesson includes objectives, content, learning resources, procedures such as introducing the topic and student activities, and assessments. The teacher evaluates student mastery of the concepts and notes those who require additional remedial activities.
CHILD PSYCHOLOGYFall 2019Project OptionsProject Due Date AprJinElias52
CHILD PSYCHOLOGY
Fall 2019Project Options
Project Due Date: April 17, 2020
Purpose: The purpose of this assignment is to give you experience with scientific observation along with gaining an in-depth knowledge of various aspects of childhood development. In addition, you will have the opportunity to hone your writing skills. Please approach these projects as a scientist - be objective, precise, and systematic in your observations and interpretations.
Instructions: To complete the entire assignment, you will be required to choose one project from each of the four sections outlined below. In other words, everyone will complete four small projects – one from each section. Please watch the Tegrity recording regarding the project. There is a forum in the Discussion Board for you to ask any questions you might still have.
Format: Each project should be at least two double-spacedpages in length with 1” margins. Two pages is a simply a minimum – it is fine to go over this guideline. I would rather you be thorough than stay within the two page guideline. You will need to provide background information from your text for each of the topics but be sure to use your own words!!For the “Special Topics” portion, you will need to use the textbook and another scholarly source as background information. Please use proper citations and quotations when appropriate. There is a handout under “Project” regarding APA format that will help you with this. In addition, you will need to reference both your text and the outside article in a reference list.
There are many ways to present your findings. One way that you might consider (and seems to work well) is to first provide background information regarding the particular type of development you are investigating, then describe your observations, and finally interpret them in terms of the theory or concept you are focusing on. Do not forget to define terms and concepts when providing background information. For example, do not assume that the reader (me) knows what depth perception is or anything about Piaget’s Theory of Cognitive Development. When reporting your observations, be sure to note which behaviors are an example of the term or concept.
Turning your project in: You will turn your project in two ways:
1) Electronically. There will be a Safe Assign location in Blackboard (look in the “Project” area). There is a draft option so you can check your paper before officially turning it into Safe Assign.
2) Hard copy. You will also need to turn in a hard copy of your paper at the final exam. Please do not put
the paper in a binder, folder, envelop, etc. (please just staple the pages together). A title page would be helpful. And please do not forget to put your name on it!
***Please note that failure to complete one or both of these steps will result in a zero for the project.
I. Foundations of Development
A. Perception and action are intimately related. Observe an infant or toddler ...
This document provides 7 activities to improve communication skills in middle and high school students. The activities focus on fundamentals like nonverbal communication, listening skills, self-expression without technology, and collaboration. Some of the activities described are having students work in pairs or groups to verbally communicate without seeing each other to identify a famous pair or object, stand up when filler words are used in speeches, and participate in team debates to argue different perspectives. The goal is to make communication skills learning engaging for students and improve their ability to communicate face-to-face.
A presentation (webinar style) presented for IALLT members in April 2017. Discussion about tools and frameworks applicable to Language Learning in Networks. The conversion from Google Docs seems to have lost some images.
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provides support for school improvement and instructional quality. Her document outlines a week-long protocol for explicitly teaching academic vocabulary words to students. It includes introducing words, modeling meanings, having students engage with the words through tasks like filling in sentences, acting them out, and identifying them in texts. The protocol aims to effectively incorporate vocabulary instruction into everyday lessons.
1. The study evaluated the usability of a Smartboard application developed to collect data from children through interactive activities.
2. Results found that children were able to efficiently complete activities within estimated times and scored well on tasks, demonstrating the application was effective.
3. Observations showed children had positive satisfaction when using the Smartboard, expressed through facial expressions, speech, body language, and attitude.
Designs for Active Learning, Cambridge 2017Mike Sharples
The document discusses various topics related to active learning designs and the future of higher education. It begins by predicting that by 2020, higher education will utilize more distance learning and teleconferencing to leverage expert resources. Learning activities will increasingly become individualized and just-in-time. Classes will combine online and in-person components. It then discusses strategies like the flipped classroom model, spaced learning, and conversational learning in small groups. Finally, it discusses how learning analytics can provide insights into how learning design impacts student satisfaction, retention, and performance. Learning designs with assimilative, interactive, and communicative elements saw various benefits for students.
Covington ElementaryAshley CovingtonProfessor Lori Infants.docxfaithxdunce63732
Covington Elementary
Ashley Covington
Professor Lori
Infants, Children, and Adolescents EDU/305
September 17, 2012
Introduction
Elementary school is made up of children who are of the ages between five and twelve approximately
These are the children who have already undergone the preschool stage.
Elementary school is made up of children who are of the ages between five and twelve approximately. These are the children who have already undergone the preschool stage.
2
Age of the children
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old
This ensures all age groups are covered
Different behavior will be observed due to age difference
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old. The rationale for this is to ensure that the observations give the views about all the age groups covered. The children will be expected to portray different behaviors due to difference in the ages.
3
The Elementary Classroom
Relaxed and Cozy Atmosphere with happy students
Neat and orderly environment
Rules and Consequences are posted
Reading Centers
A elementary classroom needs to be organized, and the materials need to be accessible to all children.
Safety is the number one priority when it comes to students of all ages. (Bradley, 2012)
4
Learning Centers
Arts and crafts
Reading center
Computer Lab
Spelling Center (Write spelling words with shaving cream!)
Learning during this observation will take place through two main activities; through teaching and testing the children while in the classroom setting and through interacting with the children casually to study their behavior mainly through play. The three main theories behind this are behaviorism, cognitive and social theories Behaviorism will consist of keenly studying the children as they are in the classroom setting. Their behavior is observed and comments given based on what is studied. As for the cognitive theory, this will apply when tests and teaching will be conducted as the children’s capability will be tested. As for the social theory, children will be observed as they interact with their teachers and other children. Their ability to perform when in groups will be assessed in this case.
5
Diverse Population
reading books from diverse cultures
Coming up with creative stories from all diverse regions
Common language
Embracing all cultures
No single diverse background is superior
Represent all cultures in the study
Diversity among the children will be addressed through; reading books from diverse cultures, Coming up with creative stories from all diverse regions, using a common langua.
Augmented Reality in Education: Present Accomplishments, Future VisionsJulie Evans
The document discusses augmented reality in education through case studies and future visions. It summarizes three case studies: EcoMobile, which uses augmented reality to enhance learning about ecosystems; School in the Park, where students use augmented reality to learn at cultural institutions; and STEAMing Ahead with Mobile Learning, a project using augmented reality to teach STEAM concepts in a library dome. It envisions immersive learning through virtual reality, mixed reality, and evolving interfaces to sense contextual information. The presentation aims to spark discussion on augmented reality applications and deeper learning strategies in education.
The Phoenix Firestorm Project: Virtual Worlds, Jokaydia Grid and Second Life;...Touro College
The Topic of this Study
The focus is on the specific relationship among semantic, visual, and acoustic encoding that is present in virtual reality scenarios on short-term memory.
Designing Social Interactions in a Teachable Agentdiannepatricia
Erin Walker, Arizona State University presents "Designing Social Interactions in a Teachable Agent" as part of the Cognitive Systems Institute Speaker Series on 9/22/16.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
Artificial Thinking: can machines reason with analogies? Federico Bianchi
The document discusses research on machines' ability to reason through analogies. It describes how machines are currently limited in several aspects of analogical reasoning that humans excel at, such as learning from limited examples, connecting different cognitive skills, and imagining hypothetical scenarios. Researchers are working on techniques like transfer learning, multi-task learning, and generative models to help machines better approach human-level analogical reasoning abilities.
[IROS2017] Online Spatial Concept and Lexical Acquisition with Simultaneous L...Akira Taniguchi
○Akira Taniguchi, Yoshinobu Hagiwara, Tadahiro Taniguchi, and Tetsunari Inamura, "Online Spatial Concept and Lexical Acquisition with Simultaneous Localization and Mapping", IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS2017), 2017.
Video: https://youtu.be/hVKQCdbRQVM
More Related Content
Similar to Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
Social Media and Online Collaboration ToolsBusiness In.docxwhitneyleman54422
Social Media and Online
Collaboration Tools
Business Information Systems
Presented By:
Student Name
Introduction
What is a Social Media and Online Collaboration Tool?
Online Collaboration Tool #1
Online Collaboration Tool #2
Online Collaboration Tool #3
Table of Comparisons
Recommendation
What is a Social Media and Online
Collaboration Tool?
Social Media Collaboration Tool
Online Collaboration Tool
Compare Three Online Collaboration Tools
Background Research
Advantages and Disadvantages
Ease of Use
Reliability and Availability
Cost
Time and Resources to Implement
Online
Collaboration
Tool
Ease of
Use
Reliability
Availability
Cost
Time to
Implement
Resources
to
Implement
Online Collaboration Tool #1
Background Research
Vendor Name
Product Website Address
Key Features
(Bednarski, 2005)
Online Collaboration Tool #1
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #2
Background Research
Vendor Name
Product Website Address
Key Features
(Aguilera, n.d.)
Online Collaboration Tool #2
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Online Collaboration Tool #3
Background Research
Vendor Name
Product Website Address
Key Features
(Gutierrez, 2003)
Online Collaboration Tool #3
Advantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Disadvantages
Enter Item 1__
Enter Item 2__
Enter Item 3__
Enter Item 4__
Enter Item 5__
Enter Item 6__
Table of Comparisons
Tool #1 Tool #2 Tool #3
Ease of Use Hard Medium Easy
Reliability Low High Average
Availability Windows, Mac iOS, Android, Web All platforms
Cost $2000 $500 Free
Time to Implement 1 year 6 months 1 month
Resources to Implement 3 Personnel 2 Personnel 1 Personnel
Recommendation
Online Collaboration Tool #2
Rationale for Choice
Image of Recommended Tool
Tool #2
(Rainer & Cegielski, 2014)
Conclusion
Conclusion #1
Conclusion #2
Conclusion #3
(Ozkan, n. d.)
Bibliography
Aguilera, V. (n.d.). Working in the computer [digital image]. Retrieved from
http://www.freeimages.com/photo/working-in-the-computer-1243509
Bednarski, A. (2005). Mail button [digital image]. Retrieved from
http://www.freeimages.com/photo/mail-button-1533458
Gutierrez, M. L. (2003). Computers [digital image]. Retrieved from
http://www.freeimages.com/photo/computers-1227142
Ozkan, E. (n.d.). Businessman [digital image]. Retrieved from
http://www.freeimages.com/photo/businessman-1240109
Rainer, R. K., Prince, B., Cegielski, C., Chircu, A., & Marabelli, M. (2014).
.
The document discusses Plan Ceibal, an OLPC program in Uruguay that provides XO laptops to students. It outlines the 5 core principles of OLPC, including child ownership and free/open source software. The program is based on constructionist learning theory, with laptops serving as learning tools rather than productivity tools. Some potential uses of the laptops in English classrooms include improving literacy through reading, writing, and spelling activities, developing numeracy skills with math games and calculations, and using art programs for drawing, photography, and animation. The overall goals are to increase student engagement, empower teachers, and connect children to information and each other through technology.
Outcomes and experiences for Curriculum for Excellence provide broad statements of learning which require a range of teaching and assessment approaches. They indicate the direction of travel and offer opportunities for the gathering and interpreting of evidence. Through the use of these outcomes and experiences we can motivate, enthuse and challenge young people. Margo Williamson, LTS, and Chris McIIlroy, HMIE, will highlight how all the partners in Scottish education are working together to achieve this goal.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/outcomesandexperiencesforeffectivelearning.asp
This lecture covered object-oriented programming concepts of inheritance and polymorphism:
Inheritance allows new objects to take on properties of existing objects in a hierarchy. It was defined and real-world examples like mobile phones and vehicles were provided. Key inheritance terms like superclass, subclass, and relationships like "is-a-kind-of" and "is-a" were explained.
Polymorphism is the ability of an object to take on many forms. It allows sending the same message to objects of different classes and having the objects respond differently. Advantages are flexibility and reusability.
This document contains a daily lesson log for a Grade 4 science class covering the topics of seed germination and growth, life cycles of animals, stages of human development, and interactions among living things over the course of one week. Each day's lesson includes objectives, content, learning resources, procedures such as introducing the topic and student activities, and assessments. The teacher evaluates student mastery of the concepts and notes those who require additional remedial activities.
CHILD PSYCHOLOGYFall 2019Project OptionsProject Due Date AprJinElias52
CHILD PSYCHOLOGY
Fall 2019Project Options
Project Due Date: April 17, 2020
Purpose: The purpose of this assignment is to give you experience with scientific observation along with gaining an in-depth knowledge of various aspects of childhood development. In addition, you will have the opportunity to hone your writing skills. Please approach these projects as a scientist - be objective, precise, and systematic in your observations and interpretations.
Instructions: To complete the entire assignment, you will be required to choose one project from each of the four sections outlined below. In other words, everyone will complete four small projects – one from each section. Please watch the Tegrity recording regarding the project. There is a forum in the Discussion Board for you to ask any questions you might still have.
Format: Each project should be at least two double-spacedpages in length with 1” margins. Two pages is a simply a minimum – it is fine to go over this guideline. I would rather you be thorough than stay within the two page guideline. You will need to provide background information from your text for each of the topics but be sure to use your own words!!For the “Special Topics” portion, you will need to use the textbook and another scholarly source as background information. Please use proper citations and quotations when appropriate. There is a handout under “Project” regarding APA format that will help you with this. In addition, you will need to reference both your text and the outside article in a reference list.
There are many ways to present your findings. One way that you might consider (and seems to work well) is to first provide background information regarding the particular type of development you are investigating, then describe your observations, and finally interpret them in terms of the theory or concept you are focusing on. Do not forget to define terms and concepts when providing background information. For example, do not assume that the reader (me) knows what depth perception is or anything about Piaget’s Theory of Cognitive Development. When reporting your observations, be sure to note which behaviors are an example of the term or concept.
Turning your project in: You will turn your project in two ways:
1) Electronically. There will be a Safe Assign location in Blackboard (look in the “Project” area). There is a draft option so you can check your paper before officially turning it into Safe Assign.
2) Hard copy. You will also need to turn in a hard copy of your paper at the final exam. Please do not put
the paper in a binder, folder, envelop, etc. (please just staple the pages together). A title page would be helpful. And please do not forget to put your name on it!
***Please note that failure to complete one or both of these steps will result in a zero for the project.
I. Foundations of Development
A. Perception and action are intimately related. Observe an infant or toddler ...
This document provides 7 activities to improve communication skills in middle and high school students. The activities focus on fundamentals like nonverbal communication, listening skills, self-expression without technology, and collaboration. Some of the activities described are having students work in pairs or groups to verbally communicate without seeing each other to identify a famous pair or object, stand up when filler words are used in speeches, and participate in team debates to argue different perspectives. The goal is to make communication skills learning engaging for students and improve their ability to communicate face-to-face.
A presentation (webinar style) presented for IALLT members in April 2017. Discussion about tools and frameworks applicable to Language Learning in Networks. The conversion from Google Docs seems to have lost some images.
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provides support for school improvement and instructional quality. Her document outlines a week-long protocol for explicitly teaching academic vocabulary words to students. It includes introducing words, modeling meanings, having students engage with the words through tasks like filling in sentences, acting them out, and identifying them in texts. The protocol aims to effectively incorporate vocabulary instruction into everyday lessons.
1. The study evaluated the usability of a Smartboard application developed to collect data from children through interactive activities.
2. Results found that children were able to efficiently complete activities within estimated times and scored well on tasks, demonstrating the application was effective.
3. Observations showed children had positive satisfaction when using the Smartboard, expressed through facial expressions, speech, body language, and attitude.
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Covington Elementary
Ashley Covington
Professor Lori
Infants, Children, and Adolescents EDU/305
September 17, 2012
Introduction
Elementary school is made up of children who are of the ages between five and twelve approximately
These are the children who have already undergone the preschool stage.
Elementary school is made up of children who are of the ages between five and twelve approximately. These are the children who have already undergone the preschool stage.
2
Age of the children
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old
This ensures all age groups are covered
Different behavior will be observed due to age difference
The children to be observed will consist of a mixture of all age groups from 5 to 12 years old. The rationale for this is to ensure that the observations give the views about all the age groups covered. The children will be expected to portray different behaviors due to difference in the ages.
3
The Elementary Classroom
Relaxed and Cozy Atmosphere with happy students
Neat and orderly environment
Rules and Consequences are posted
Reading Centers
A elementary classroom needs to be organized, and the materials need to be accessible to all children.
Safety is the number one priority when it comes to students of all ages. (Bradley, 2012)
4
Learning Centers
Arts and crafts
Reading center
Computer Lab
Spelling Center (Write spelling words with shaving cream!)
Learning during this observation will take place through two main activities; through teaching and testing the children while in the classroom setting and through interacting with the children casually to study their behavior mainly through play. The three main theories behind this are behaviorism, cognitive and social theories Behaviorism will consist of keenly studying the children as they are in the classroom setting. Their behavior is observed and comments given based on what is studied. As for the cognitive theory, this will apply when tests and teaching will be conducted as the children’s capability will be tested. As for the social theory, children will be observed as they interact with their teachers and other children. Their ability to perform when in groups will be assessed in this case.
5
Diverse Population
reading books from diverse cultures
Coming up with creative stories from all diverse regions
Common language
Embracing all cultures
No single diverse background is superior
Represent all cultures in the study
Diversity among the children will be addressed through; reading books from diverse cultures, Coming up with creative stories from all diverse regions, using a common langua.
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Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
1. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
Multiple Categorization by iCub:
Learning Relationships between
Multiple Modalities and Words
○Akira Taniguchi*1,Tadahiro Taniguchi*1,
Angelo Cangelosi*2
*1 Ritsumeikan University, Japan
*2 Plymouth University, UK
1
IROS Workshop on Machine Learning Methods for High-Level Cognitive Capabilities
in Robotics 2016 (ML-HLCR 2016)
2. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
Research background
• Infants can acquire word meanings by estimating the
relationships between multiple situations and words.
• For example, if infant grasps a red ball at hand, the parent
may describe an action of infant and an object using a
sentence.
In this case, infant does not know the
relationship between words and
situations because infant has not
acquired the word meanings.
Infant cannot determine whether the
word “red” indicates an action, an
object, a position or a color.
2
“grasp front
red ball”
ball ?
grasp ?
front ?
red ?
3. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
• Infants can acquire word meanings by estimating the
relationships between multiple situations and words.
“grasp front
red ball”
ball ?
grasp ?
front ?
red ?
Research background
“look at red
apple”
apple ?
red ?
look at?
“right red
car”
right ?
car ?
red ?
We consider that infant can learn that the word
“red” represents the red color by observing the
co-occurrence of the word “red” with objects of
red color in multiple situations.
This is called cross-situational learning.
[Smith et al. 2011], [Fontanari et al. 2009]
3
“car”!“car”!“red”!
4. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
Related work
• Peniak et al. 2011
Action learning by multiple time-scale
recurrent neural network
In our study, we perform cross-
situational learning, including action
learning, by a Bayesian probabilistic
model.
• M. Attamimi et al. 2016
Learning word meanings and grammar
by multilayered multimodal latent
Dirichlet allocation (mMLDA) and
Bayesian HMM
Estimation of the relationships between
words and multiple concepts by
weighting the learned words according
to their mutual information as post-
processing.
In our study, the proposed method can
estimate multiple categories and the
relationships between words and
modalities simultaneously. 4
5. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
Research purpose
grasp green front cupHuman tutor
Multiple categorization (action, object, color, position)
and
Learning Relationships between Multiple Modalities and Words
Position of objectsColor of objects
Action information
of the robot
Visual
feature of
objects
?
5
The humanoid iCub robot
6. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
Overview of the task
1. The robot is in front of the table with objects
on it.
2. The robot selects an object. The robot performs
visual attention and an action on an object.
– e.g., touch, reach, grasp, look at
3. The human tutor speaks a sentence about the
object and the action of the robot.
4. The robot processes the sentence to discover
the meanings of the words.
This process (steps 1-4) is carried out many times in different situations.
The robot learns word meanings and multiple categories by using visual, tactile,
and proprioceptive information, as well as words.
6
(Video clip)
7. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
The proposed method
Multiple categorizations and word meaning learning
• A categorization for each modality is
represented by Gaussian mixture model (GMM).
• 𝐹𝑑 is a modality related to a word.
• 𝐴 𝑑 is an object on the table.𝐿
𝑀
o
dmz dmo o
k o
o
𝐾 𝑜
o
dnw l
𝐷
𝑁
dA
𝐾 𝑐
c
dmz dmc c
k c
c
c
p
dmz dmp p
k p
p
𝐾 𝑝
p
𝐾 𝑎
a
dz da a
k a
a
a
dF
Word
distribution
GMM
(color)
GMM
(object feature)
GMM
(position)
GMM
(action)
Selection of
an object
Selection of
the modality
𝐹𝑑 = ( a, p, c, o )
grasp front green cup
1
2
7
𝑊1 𝑊2 𝑊3 𝑊4
𝐴 𝑑=object1
a: action, p: position, c: color, o: object feature
The number of objects M The number of data D
8. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
The proposed method
Generative model
𝐿
𝑀
o
dmz dmo o
k o
o
𝐾 𝑜
o
dnw l
𝐷
𝑁
dA
𝐾 𝑐
c
dmz dmc c
k c
c
c
p
dmz dmp p
k p
p
𝐾 𝑝
p
𝐾 𝑎
a
dz da a
k a
a
a
dF
𝐿 = 𝐾 𝑎 + 𝐾 𝑝 + 𝐾 𝑜 + 𝐾 𝑐
8
In equation (1), we assume that a word related to
each modality is spoken only once in each sentence.
Word
distribution
Selection of
an object
Selection of
the modality
✔ 𝐹𝑑 = a, p, c, o , ✖ 𝐹𝑑 = o, o,o, o
9. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
Simulator experiment
The procedure for getting and processing data
ID : 𝑥 , 𝑦
1: -0.351, -0.175
2: -0.348, 0.184
3: -0.291, 0.007
9
Action
• looking at an object of
attention
• Reaching for an object
• Grasping with random
degree
Getting visual information
Getting action information
• Posture
• Tactile information
• Relative coordinates to
the object from the hand
Object feature (SIFT)
Color (RBG histogram)
Position (Homography)1
3
2
Area detection of objects
(Background subtraction)
k-means & normalization
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 1121314151617181911 1121314151617181911 112131415161718191
grasp right green ball
Word information
An object of attention:2
10. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
grasp front green cup
Simulator experiment
Condition
5 categories for each modality
Normalization to [0,1] for each
dimension of data
”box” “ball” “cup”
10
The number of action trials: 20 trials
The number of objects on the table: 1 – 3 objects
The number of words for each trial:4 words
The word order for each category was 𝐹𝑑 = (a,p,c,o)
in all of the sentences.
The number of kind of words :14 words
• “reach”, “touch”, “grasp”, “look at”
• “front”, “left”, “right”, “far”
• “green”, “red”, “blue”
• “box”, “cup”, “ball”
reach front green box
touch right green cup
look at right blue box
reach front blue ball
grasp far red box
action position color object
Example of teaching sentences
20 trials
11. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
Experimental results
Word probability distributions 𝜃𝑙 (Multinomial distribution)
touch grasp look at reach far left front right box ball cup green red blue
a 0
a 1
a 2
a 3
a 4
p 0
p 1
p 2
p 3
p 4
o 0
o 1
o 2
o 3
o 4
c 0
c 1
c 2
c 3
c 4
11
Higher probability values are represented by darker shades.
a: action, p: position, o: object feature, c: color
The results show that the proposed method was able to associate each word with its
each modality. (in thick-bordered boxes)
12. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
Experimental results
Position, object, and color category
p0
p1 p4
p2
far left front right
p 0
p 1
p 2
p 3
p 4
box ball cup
o 0
o 1
o 2
o 3
o 4
Object category
Color category
green red blue
c 0
c 1
c 2
c 3
c 4
Part of the example of categorization results
Position category
12
13. Multiple Categorization by iCub: Learning Relationships between Multiple Modalities and Words
Conclusions
• We have proposed a Bayesian probabilistic model that can learn
multiple categories and the relationships between words and
multiple modalities.
• The experimental results showed that the robot can perform the
categorization for each modality and the estimation of a modality
related to a word in complex situations.
Future directions
• Experiments using a real iCub
• Learning by uncertain spoken sentences
– Changing the number of words and order
• Action generation task, description task
13
THANK YOU FOR YOUR KIND ATTENTION.