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Learning Takes (learning + take)
Selected AbstractsLearning in a hierarchical control system: 4D/RCS in the DARPA LAGR programJOURNAL OF FIELD ROBOTICS (FORMERLY JOURNAL OF ROBOTIC SYSTEMS), Issue 11-12 2006Jim Albus The Defense Applied Research Projects Agency (DARPA) Learning Applied to Ground Vehicles (LAGR) program aims to develop algorithms for autonomous vehicle navigation that learn how to operate in complex terrain. Over many years, the National Institute of Standards and Technology (NIST) has developed a reference model control system architecture called 4D/RCS that has been applied to many kinds of robot control, including autonomous vehicle control. For the LAGR program, NIST has embedded learning into a 4D/RCS controller to enable the small robot used in the program to learn to navigate through a range of terrain types. The vehicle learns in several ways. These include learning by example, learning by experience, and learning how to optimize traversal. Learning takes place in the sensory processing, world modeling, and behavior generation parts of the control system. The 4D/RCS architecture is explained in the paper, its application to LAGR is described, and the learning algorithms are discussed. Results are shown of the performance of the NIST control system on independently-conducted tests. Further work on the system and its learning capabilities is discussed. © 2007 Wiley Periodicals, Inc. [source] Prospering in a transition economy through information technology-supported organizational learningINFORMATION SYSTEMS JOURNAL, Issue 1 2007Marius Janson Abstract., This paper presents the findings of a longitudinal study of the Slovenian company Sava during its 1995,2004 transition period when it adapted to and prospered in a free market economy. The company is particularly interesting because of its successful transition from a socialist company operating in a protected market to a privatized company operating in a capitalist global market, as well as the pivotal role of information technology (IT)-supported organizational learning that brought about radical change and successful transition. Our investigation of Sava's experiences demonstrates how the company's increasing attention to organizational learning, integration of working and learning, and its constant innovation of products and processes created new needs for IT support that motivated the adoption of new IT systems (such as Lotus Notes, document management systems, SAP), which in turn increased Sava's capacity to learn. Furthermore, our study reveals how the role of IT systems in organizational learning depends on the nature of learning (single-loop, double-loop or triple-loop learning) and the organizational level at which learning takes place (individual, group/department or organization). By providing insight into the emergence of distinct types of IT-supported learning and their vital role in Sava's successful transition, the paper contributes to a deeper understanding of the relationship between IT and organizational learning that is relevant and inspiring to other companies, especially those operating in transition economies. [source] Enriching spaces in practice-based education to support collaboration while mobile: the case of teacher educationJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 4 2007E.M. Morken Abstract Practice-based education is gaining a growing popularity in fields as diverse as, for example, software engineering, pedagogy and medical studies. In practice-based education learning takes place across different learning arenas and requires cooperation among all the actors involved in the learning process. However, mobility of students across these arenas impact deeply on cooperation patterns, and therefore on the learning process. In this paper we investigate the usage of shared display systems to promote cooperation among students in practice-based education. Our focus is on teacher education and the paper is based on our experiences with the teacher education programme at our university. Based on our observations of students out in practice, we discuss the importance of common spaces and the role of bulletin boards of different types. We then define high-level requirements for a shared display system to support practice-based education and we illustrate the main concepts with a demonstrator. Strengths and weaknesses of our approach are pointed out through an evaluation of the demonstrator. [source] Context-Based Adult LearningNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 89 2001Catherine A. Hansman Adult learning takes place in context where tools and the context intersect with interaction among people. [source] Learning through teaching: Peer-mediated instruction in minimally invasive educationBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2009Ritu Dangwal The current paper provides insight into the learning strategies adopted by children working at Minimally Invasive Education (MIE) Learning Stations. Previous research has clearly indicated the attainment of basic computer literacy by groups of young children in the age groups of 7,14 years. This learning takes place due to the emergence and development of group social processes, an aspect crucial for achieving basic computing skills. The paper describes the process of socially shared understanding and learning as being crucial to individual learning. It is to be noted that this approach of socially shared learning does not challenge the analysis of the individual level of processing; it maintains that individual learning is vital in any learning context, but insufficient to build the psychology of learning. MIE research is of the view that young children learn through interaction with others, particularly peers as it provides an important context for social and cognitive learning. For it is in this way that children make sense of their own experience and environment. Hence, schools are not the only privileged sites of learning. [source] | ||||||||||