Learning System (learning + system)

Distribution by Scientific Domains


Selected Abstracts


Managing An Organizational Learning System By Aligning Stocks and Flows

JOURNAL OF MANAGEMENT STUDIES, Issue 4 2002
Nick Bontis
This paper considers the relationship between the stocks and flows of learning across levels in an overall organizational learning system. A survey instrument based on the Strategic Learning Assessment Map (SLAM) was administered to 15 individuals representing senior-, middle- and non-management levels from each of 32 organizations, resulting in a total sample of 480 respondents. This research supports the premise that there is a positive relationship between the stocks of learning at all levels and business performance. Furthermore, the proposition that the misalignment of stocks and flows in an overall organizational learning system is negatively associated with business performance is also supported. [source]


The literacy curriculum and use of an Integrated Learning System

JOURNAL OF RESEARCH IN READING, Issue 2 2000
Larry Miller
This article describes one aspect of a year-long study of primary level teachers' and children's (Grades 1-3; children aged 6-9 years) use of the language arts component of SuccessMaker, an Integrated Learning System (ILS). Using information gathered from teacher surveys and classroom observation, we documented areas where the curricula embedded in the ILS were congruent with teachers' normal curricula and pedagogical practices. However, we also found numerous instances of incongruity. To illustrate our findings we use the case of phonics instruction to reveal discrepancies between normal practice and computer-based learning. The differences in content, presentation sequence and instructional practices raise issues about the appropriate relationship between computer-based instruction and teachers' normal practices. [source]


In Vitro Resistance to Degradation of Hyaluronic Acid Dermal Fillers by Ovine Testicular Hyaluronidase

DERMATOLOGIC SURGERY, Issue 2010
DEREK JONES MD
BACKGROUND Although adverse events are uncommon with hyaluronic acid (HA) fillers, the use of hyaluronidase permits the reversal of treatment complications or overcorrection. OBJECTIVE This study sought to determine an in vitro dose-response relationship between ovine testicular hyaluronidase (OTH) and three HA dermal fillers (24-mg/mL smooth gel, 20-mg/mL particulate gel, and 5.5-mg/mL particulate gel with 0.3% lidocaine). METHODS AND MATERIALS The dose response of each was measured after incubation for 30 minutes in concentrations ranging between 5 and 40 U of OTH. Timed responses for the 24-mg/mL and 20-mg/mL HA fillers were obtained after incubation with 20 U of OTH for 15 to 120 minutes. RESULTS After all dose responses and timed-interval tests, the 24-mg/mL HA smooth gel filler exhibited more resistance against in vitro enzymatic degradation to OTH than the 20- and 5.5-mg/mL HA particulate gels. CONCLUSION This resistance to degradation in vitro may be attributed to the higher HA content of the 24-mg/mL HA smooth gel, the degree of crosslinking, and the cohesive property of the gel filler. This study was funded by a grant from Allergan, Inc., Santa Barbara, CA. Derek Jones, MD, is a consultant, investigator, advisory board member, and speaker for Allergan, Inc. He received no compensation for this study. Drs. Tezel and Borrell are employed by Allergan, Inc., Santa Barbara, CA. Editorial assistance was provided by Health Learning Systems, a part of CommonHealth, Parsippany, NJ. [source]


A brainlike learning system with supervised, unsupervised, and reinforcement learning

ELECTRICAL ENGINEERING IN JAPAN, Issue 1 2008
Takafumi Sasakawa
Abstract According to Hebb's cell assembly theory, the brain has the capability of function localization. On the other hand, it is suggested that in the brain there are three different learning paradigms: supervised, unsupervised, and reinforcement learning, which are related deeply to the three parts of brain: cerebellum, cerebral cortex, and basal ganglia, respectively. Inspired by the above knowledge of the brain in this paper we present a brainlike learning system consisting of three parts: supervised learning (SL) part, unsupervised learning (UL) part, and reinforcement learning (RL) part. The SL part is a main part learning input,output mapping; the UL part is a competitive network dividing input space into subspaces and realizes the capability of function localization by controlling firing strength of neurons in the SL part based on input patterns; the RL part is a reinforcement learning scheme, which optimizes system performance by adjusting the parameters in the UL part. Numerical simulations have been carried out and the simulation results confirm the effectiveness of the proposed brainlike learning system. © 2007 Wiley Periodicals, Inc. Electr Eng Jpn, 162(1): 32,39, 2008; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/eej.20600 [source]


Evaluating business credit risk by means of approach-integrating decision rules and case-based learning

INTELLIGENT SYSTEMS IN ACCOUNTING, FINANCE & MANAGEMENT, Issue 2 2001
Jerzy Stefanowski
This research utilizes a new approach which uses a hybrid learning system that combines two representations of knowledge: the first in a form of decision rules referring to general knowledge, and the other of single cases corresponding to exceptions or untypical situations. The Explore algorithm was chosen as a tool for inducing general rules. It generates all simple and sufficiently strong general rules from a given data set. Examples discovered by these rules are then used to identify exceptions and untypical cases. The paper discusses problems connected with tuning parameters of this approach and introduces a new procedure for this task. This methodology is applied to solve the problem of evaluating the risk of business credit applications in a Polish commercial bank. Using information about business credit applications, as described by 35 economic parameters and using five groups of banking risk, a knowledge base consisting of 70 decision rules and 15 specific cases was induced. Testing this model in the standard ,leaving-one-out' way we achieved the best classification accuracy of 81%. A comparative study showed that results obtained by other machine-learning algorithms resulted in significantly worse classification accuracy. Copyright © 2001 John Wiley & Sons, Ltd. [source]


Beliefs about organising learning: a conceptual and empirical analysis of managers' and workers' learning action theories

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 2 2000
Ferd J. Van der Krogt
This article describes research on the action theories that managers and workers hold toward organising learning. It begins with a conceptual analysis of learning action theories, then the empirical research is reported. The aim was to deter-mine the dimensions in people's perceptions of the learning system and whether these form more or less stable profiles. These perception profiles are interpreted as representing the respondents' learning action theories. [source]


Teachers' support with ad-hoc collaborative networks

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2005
C. Cortez
Abstract Efforts to improve the educational process must focus on those most responsible for implementing it: the teachers. It is with them in mind that we propose a face-to-face computer-supported collaborative learning system that uses wirelessly networked hand-held computers to create an environment for helping students assimilate and transfer educational content. Two applications of this system are presented in this paper. The first involves the use of the system by students, transforming classroom dynamics and enabling collaboration and interaction between the students and the teacher. In the second application, the system is used to help teachers update their knowledge of subject content and exchange methodological strategies. [source]


Multi-objective learning control for robotic manipulator

JOURNAL OF FIELD ROBOTICS (FORMERLY JOURNAL OF ROBOTIC SYSTEMS), Issue 10 2004
Khin Kyu Kyu Win
Several types of learning controllers have been proposed in the literature to improve the tracking performance of robot manipulators. In most cases, the learning algorithms emphasize mainly on a single objective of learning a desired motion of the end-effector. In some applications, more than one objective may be specified at the same time. For example, a robot may be required to follow a desired trajectory (primary objective) and at the same time avoid an obstacle (secondary objective). Thus, multi-objective learning control can be more effective to realize the collision-free tasks. In this paper, a multi-objective learning control problem is formulated and solved. In the proposed learning control system, the primary objective is to track a desired end-effector's motion and several secondary objectives can be specified for the desired orientation and for obstacles avoidance. To avoid obstacles in the workspace, a new learning concept called "region learning control" is also proposed in this paper. The proposed learning controllers do not require the exact knowledge of robot kinematics and dynamics. Sufficient condition is presented to guarantee the convergence of the learning system. The proposed learning controllers are applied to a four-link planar redundant manipulator and simulation results are presented to illustrate the performance. © 2004 Wiley Periodicals, Inc. [source]


Managing An Organizational Learning System By Aligning Stocks and Flows

JOURNAL OF MANAGEMENT STUDIES, Issue 4 2002
Nick Bontis
This paper considers the relationship between the stocks and flows of learning across levels in an overall organizational learning system. A survey instrument based on the Strategic Learning Assessment Map (SLAM) was administered to 15 individuals representing senior-, middle- and non-management levels from each of 32 organizations, resulting in a total sample of 480 respondents. This research supports the premise that there is a positive relationship between the stocks of learning at all levels and business performance. Furthermore, the proposition that the misalignment of stocks and flows in an overall organizational learning system is negatively associated with business performance is also supported. [source]


Using memes and memetic processes to explain social and conceptual influences on student understanding about complex socio-scientific issues

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2008
Susan Yoon
Abstract This study investigated seventh grade learners' decision making about genetic engineering concepts and applications. A social network analyses supported by technology tracked changes in student understanding with a focus on social and conceptual influences. Results indicated that several social and conceptual mechanisms potentially affected how and why ideas were taken up in the learning system of the classroom. Mechanisms included copying or memetic processes such as "do as the smart students do" and friendship selection. Study outcomes are compared with the broader literature on memes and memetic processes to reveal general evolutionary ideas such as the development of prestige, identity versus problem-solving strategies, extended phenotypes, and memeplexes. Educational implications for this research are also addressed. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 900,921, 2008 [source]


Can a lean medium enhance large-group communication?

JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 10 2010
Examining the impact of interactive mobile learning
This research empirically evaluated the use of mobile information and communication technology in a large-sized undergraduate class, where the effectiveness of multilearner participation and prompt learner-instructor interaction is often challenged. The authors analyzed the effectiveness of a so-called "lean" communication medium using hand-held mobile devices, whose brief text-based messages considerably limit the speed of information exchange. Adopting a social construction perspective of media richness theory and a reinforced approach to learning and practice, the authors conjectured that an interactive learning system built with wireless PDA devices can enhance individual practices and reinforce peer influences. Consequently, they expected better understanding and higher satisfaction among learners. A field experiment with 118 participants in the treatment and 114 participants in the control group supported their hypotheses. Their results suggested that richness of a "lean" medium could be increased in certain socially constructed conditions, thus extending existing notions of computer-aided instruction towards a techno-social learning model. [source]


Does adaptive training work?

APPLIED COGNITIVE PSYCHOLOGY, Issue 2 2009
Claudia Metzler-Baddeley
People intuitively alter the allocation of study time between items of varying difficulty, and such adaptive learning methods are widely used in education and in commercially available memory training programs. We investigated the effectiveness of a computer-based adaptive learning system that utilises spacing and repetition effects by presenting difficult items with short gaps to establish fast learning, and easy items with long intervals to optimise long-term retention. The immediate and delayed effects of adaptive training on cued recall were investigated relative to a control condition of non-adaptive, random spacing. Adaptive training produced significantly higher immediate and delayed recall rates than random spacing. These results encourage the use of adaptive training in education and rehabilitation. Copyright © 2008 John Wiley & Sons, Ltd. [source]


A conceptual framework based on Activity Theory for mobile CSCL

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2007
Gustavo Zurita
There is a need for collaborative group activities that promote student social interaction in the classroom. Handheld computers interconnected by a wireless network allow people who work on a common task to interact face to face while maintaining the mediation afforded by a technology-based system. Wirelessly interconnected handhelds open up new opportunities for introducing collaboration and thereby changing classroom pedagogical practices. We present a conceptual framework and a method for the design of a mobile computer-supported collaborative learning system based on Activity Theory. An instance of the framework for teaching basic mathematics skills was evaluated with 24 6- and 7-year-old children in a month-long study. Positive effects were observed on student social interaction, motivation and learning. [source]


Moving Mountains: will qualifications systems promote lifelong learning?

EUROPEAN JOURNAL OF EDUCATION, Issue 4 2007
PATRICK WERQUIN
This article aims at providing a check list of possible mechanisms to trigger more and better lifelong learning from within the national qualifications system. It analyses the existing policy responses to the lifelong learning agenda in the countries under study and identifies possible mechanisms within the qualifications system that could impact on the behaviour of the many stakeholders. There are many other ways to impact on lifelong learning but they are not addressed in this article which focuses on the role of national qualifications systems. Two mechanisms in particular are studied in more detail because they seem to be at the top of the research and policy agenda of many countries: qualifications frameworks and recognition of non-formal and informal learning systems. [source]


Analysis of learners' navigational behaviour and their learning styles in an online course

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2010
S. Graf
Abstract Providing adaptive features and personalized support by considering students' learning styles in computer-assisted learning systems has high potential in making learning easier for students in terms of reducing their efforts or increasing their performance. In this study, the navigational behaviour of students in an online course within a learning management system was investigated, looking at how students with different learning styles prefer to use and learn in such a course. As a result, several differences in the students' navigation patterns were identified. These findings have several implications for improving adaptivity. First, they showed that students with different learning styles use different strategies to learn and navigate through the course, which can be seen as another argument for providing adaptivity. Second, the findings provided information for extending the adaptive functionality in typical learning management systems. Third, the information about differences in navigational behaviour can contribute towards automatic detection of learning styles, helping in making student modeling approaches more accurate. [source]


The contribution of computer-based activities to understanding statistics

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2002
E.J. Morris
Psychology students often find statistical concepts difficult, and research has suggested that students can hold confusions about seemingly straightforward concepts, such as the mean. Although previous research has evaluated computer-based learning systems for statistics, there is little research that has looked specifically at whether particular computer-based learner activities contribute to students' understanding of introductory concepts in statistics. The study described in this paper was designed to investigate whether computer-based activities that provide multiple representations of concepts contribute to students' understanding of correlations and measures of central tendency. A pre-/post-test control group design was used involving 50 students who were studying psychology. It was found that activities involving the direct manipulation of data contributed to students' understanding of measures of central tendency as indicated by a significant improvement from pre- to post-test. However, findings indicated that computer-based activities of this kind did not necessarily contribute to students' understanding of correlations. [source]


Internet-assisted Real-time Experiments Using the Internet,Hardware and Software Considerations

JOURNAL OF FOOD SCIENCE EDUCATION, Issue 1 2005
R. Paul Singh
ABSTRACT: The spectacular increase in Internet-based applications during the past decade has had a significant impact on the education delivery paradigms. The user interactivity aspect of the Internet has provided new opportunities to instructors to incorporate its use in developing new learning systems. The use of the Internet in carrying out live experiments has been a subject of interest that shows considerable promise. Using the common Internet browsers, it has become possible to develop engaging laboratory exercises that allow the user to operate experimental equipment from remote locations. To increase the availability of such experiments on the Internet, it would be beneficial to share methods employed in developing software and hardware of Internet-assisted experiments, among interested instructors. The objective of this paper is to present a description of the hardware and software required to create Internet-assisted laboratories. [source]


Cognitive styles and hypermedia navigation: Development of a learning model

JOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 1 2002
Sherry Y. Chen
There has been an increased growth in the use of hypermedia to deliver learning and teaching material. However, much remains to be learned about how different learners perceive such systems. Therefore, it is essential to build robust learning models to illustrate how hypermedia features are experienced by different learners. Research into individual differences suggests cognitive styles have a significant effect on student learning in hypermedia systems. In particular, Witkin's Field Dependence has been extensively examined in previous studies. This article reviews the published findings from empirical studies of hypermedia learning. Specifically, the review classifies the research into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. A learning model, developed from an analysis of findings of the previous studies, is presented. Finally, implications for the design of hypermedia learning systems are discussed. [source]