Search results for "Perspective"
showing 10 items of 1523 documents
Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia
2016
Abstract This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers’ self-reflected experience illustrated through the perspective of the program’s sample activities. The general goal of the program is to develop the emotional and social competencies of pupils, and at the same time to introduce to schoolteachers the principles necessary for combining academic and social emotional learning. As a preventive approach this program is aimed at all ages of pupils (from primary forms to secondary grades). During the…
On Duality in Learning and the Selection of Learning Teams
1996
AbstractPrevious work in inductive inference dealt mostly with finding one or several machines (IIMs) that successfully learn collections of functions. Herein we start with a class of functions and considerthe learner setof all IIMs that are successful at learning the given class. Applying this perspective to the case of team inference leads to the notion ofdiversificationfor a class of functions. This enable us to distinguish between several flavours of IIMs all of which must be represented in a team learning the given class.
Topological Insulators from a Chemist’s Perspective
2012
Topology and chemistry are deeply entangled subjects, whichmanifests in the way chemists like to think and approachproblems. Although not at first glance, topology allows thecategorizationoffundamentalinherentpropertiesofthehugenumber of different chemical compounds, carving out theunique features of a class of materials of different complexity,a topic which Turro worked out in his treatise on geometricaland topological thinking in chemistry.
«Student Voice» per la valorizzazione delle risorse personali
2017
Negli ultimi dieci anni, un nuovo movimento di opinione in campo educativo si è diffuso in Italia per stimolare i responsabili delle politiche educative e gli insegnanti di ogni ordine e grado dell’istruzione ad ascoltare attentamente le voci, nonché i bisogni e gli interessi di tutti gli studenti. Si tratta del movimento «Student Voice», nato negli anni Novanta nel Regno Unito e diffusosi in alcuni Paesi di area anglofona (USA, Canada, Australia). Questo movimento sostiene la partecipazione attiva e responsabile di tutti gli studenti ai processi formativi che si attivano nelle scuole e nelle università: nello specifico, questa partecipazione si esplica nella didattica in aula, nelle ricerc…
Building Bridges Between User and Designer: Co-creation, Immersion and Perspective Taking
2016
Designing for users rather than with users is still a common practice in technology design and innovation as opposed to taking them on board in the process. Design for inclusion aims to define and understand end-users, their needs, context of use, and, by doing so, ensure that end-users are catered for and included, while the results are geared towards universality of use. We describe the central role of end-user and designer participation, immersion and perspective to build user-driven solutions. These approaches provided a critical understanding of the counterpart role. Designer(s) could understand what the user’s needs were, experience physical impairments, and see from other’s perspecti…
Situational Action Systems
2015
Situational aspects of action are discussed. The presented approach emphasizes the role of situational contexts in which actions are performed. These contexts influence the course of an action; they are determined not only by the current state of the system but also shaped by other factors as time, the previously undertaken actions and their succession, the agents of actions and so on. The distinction between states and situations is explored from the perspective of action systems. The notion of a situational action system is introduced and its theory is expounded. Numerous examples illustrate the reach of the theory.
Decision Making in Evolving Artificial Systems
2001
The theme of this workshop is artificial perception. In this chapter we will argue that the ecological function of perception is to serve decision-making. If this is so the mechanisms chosen to implement perception, in natural or artificial systems, will be constrained by the requirements of decision-making and theories of decision-making will inevitably influence theories of perception. In what follows we will look at decision-making from what we hope is a new perspective, applying concepts and techniques developed by what we will call “new artificial intelligence”. We will begin, in the second part of the chapter, with a review of traditional, “normative” theories of decision-making and o…
Minding the dream self: Perspectives from the analysis of self-experience in dreams
2013
AbstractCan ancient art of memory (AAOM) principles explain the function of dreaming? The analysis of self-experience in dreams suggests that the answer is no: The phenomenal dream self lacks certain dimensions that are crucial for the efficacy of AAOM in wakefulness. However, the comparison between dreams and AAOM may be fruitful by suggesting new perspectives for the study of lucid dreaming as well an altered perspective on the efficacy of AAOM itself.
Overt and hidden complexity – Two types of complexity and their implications
2014
AbstractLinguistic complexity is the result of the two motivations of explicitness and economy. Most approaches focus on the exlpicitness side of complexity (overt complexity) but there is also an explicitness-oriented side to complexity (hidden complexity). The aim of the paper is to introduce hidden complexity as the neglected side of complexity and to discuss the issues of trade-offs, global complexity and equal complexity from a more encompassing perspective that integrates overt and hidden complexity.
Implicit learning, development, and education
2010
International audience; The present chapter focuses on implicit learning processes, and aims at showing that these processes could be used to design new methods of education or reeducation. After a brief definition of what we intend by implicit learning, we will show that these processes operate efficiently in development, from infancy to aging. Then, we will discuss the question of their resistance to neurological or psychiatric diseases. Finally, in a last section, we will comment on their potential use within an applied perspective.