Search results for "Learning"

Tracking your detector performance: How to grow an effective training set in tracking-by-detection methods

2015

In many tracking-by-detection approaches, a self-learning strategy is adopted to augment the training set with new positive and negative instances, and to refine the classifier weights. Previous works focus mainly on the learning algorithm and assume the detector is never wrong while classifying samples at the current frame; the most confident sample is chosen as the target, and the training set is augmented with samples selected in its surrounding area. A wrong choice of such samples may degrade the classifier parameters and cause drifting during tracking. In this paper, the focus is on how samples are chosen while retraining the classifier. A particle filtering framework is used to infer …

Development of Methods for the Classification of EVOOs According to Their Genetic Variety

2012

The aim of this work was to construct an LDA model able to classify EVOOs according to their genetic variety by using FTIR data.

Improving operational performance in altered gravity

2022

Human motor adaptation is crucial to remain efficient when exposed to unfamiliar environments. In these contexts, the efficient strategies developed by the brain to optimise movement can prove deficient. Dexterous manual movement execution in space therefore require the learning of new coordinated motor actions. Traditionally, adaptation mechanisms are tested in laboratory using robotic devices that disturb the limb specifically involved in the task while the dynamics of the rest of the body remain unchanged. Although participants build a more accurate representation of the task over repetitions, these approaches are limiting as they do not reflect the ecological adjustment to globally modi…

Student–teacher dialectic in the co-creation of a zone of proximal development: an example from kindergarten mathematics

2020

This paper reports on a case study which explores the co-creation of a zone of proximal development (ZPD) in a mathematics teaching-learning activity in a Norwegian kindergarten. To capture the com...

New TEL Environments for Vocational Education – Teacher’s Instructional Perspective

2015

Modern vocational education is increasingly taking place in new technology-enhanced learning (TEL) settings. On the one hand, vocational education can benefit from the opportunities of technological development. On the other hand, such technologies may create new challenges for teachers. Therefore, there is a particular need to pay more attention to the dialogic pedagogical approaches in which teaching should be seen as a dialogical practice involving teacher-student interactions that create contextual opportunities for teachers to trigger students’ learning in new TEL settings. This article reports on an exploratory study about the different ways in which teachers’ instructional activities…

2019

Abstract This study addresses the crucial relationship between theory and practice as a key feature of professional learning in initial teacher education. The context for the study is an EU-funded intensive programme drawing on different dimensions of insideness and outsideness and arts-based pedagogies in response to the diversity of education today. The data for the study comes from self-selected pages from preservice teacher participants’ reflective sketchbooks. As a methodological approach that unifies the sensuous and cognitive this study suggests that reflective sketchbooks document the dialogic encounters of students whilst also providing a material space that can itself become a for…

Design and Style of Cultural and Media Studies Textbooks for College Students

2014

This paper uses the conceptual framework of multimodal discourse analysis in order to investigate the dominant styles and designs in selected Cultural and Media Studies (CMS) university textbooks. For many EFL students who major in philology, CMS courses are obligatory and thus constitute a type of content and language integrated learning (CLIL). The data from a description and evaluation of four popular textbooks indicate that there is a discernible move away from traditional literacy towards visuality and orality in textbook design and style. This tendency is evident in the use of segmentation and listing in composition, dialogic layouts and informal registers in exposition and visual aid…

Dialogic Feminist Gatherings: Impact of the Preventive Socialization of Gender-Based Violence on Adolescent Girls in Out-of-Home Care

2020

Gender-based violence is a social scourge with an increasing incidence at younger ages. Many studies have focused on finding effective solutions for overcoming this problem

Buone pratiche organizzative e didattiche in tempo di COVID-19

2021

Le scuole paritarie cattoliche o cristianamente ispirate, tra marzo 2020 e febbraio 2021, hanno riorganizzato l’attività didattica in forme tali da prevenire i contagi da Covid-19. .E’ stata avvertita da tutti la mancanza delle relazioni interpersonali in presenza. Complessivamente la sfida della didattica a distanza ha sollecitato la creatività educativa degli insegnanti e dei dirigenti scolastici. Sono presentate 9 buone pratiche di dirigenza scolastica durante la pandemia e 17 buone pratiche didattiche, distribuite fra tutti i livelli scolastici. Le famiglie sono state contente di come i propri figli sono stati seguiti dalla scuola durante la fase dell’insegnamento svolto obbligatoriamen…

Metodologías de enseñanza y aprendizaje del arte en la educación primaria

2011

La investigación que aquí se resume está centrada en el arte y su historia dentro de la educación primaria ya que se considera esta materia como clave para desvelar la mirada de los niños hacia el mundo que les rodea y así puedan aprender a descodificarlo. Desde el inicio de la investigación, se ha intuido que todavía no tenemos ninguna teoría del conocimiento que nos explique por qué los mismos niños pueden aprender entusiasmados algo y no querer aprender otra cosa. La investigación quería encontrar y aislar algunos de los factores que contribuyen al aprendizaje centrándose en las diferencias en el método de enseñanza como factor clave.