Teaching model of the Police Negotiation Process Based on Petri Nets is a study that aims to help the teaching process of strategic negotiation in critical situations involving hostages, allowing the improvement of the Military Police of the State of Alagoas in non-routine police reports. Two types of research were used in the methodology construction of this study: literature research through printed and electronic sources, as well as field research, questionnaires and interviews with military policemen working at the Center of Crisis Management, Human Rights and Community Police (CGCDHPC) in the State of Alagoas. Initially, it discussed the Learning Environment, focusing them as a support system to the learning process. Strategies of persuasion are formally defined in order to be applied in the police negotiation process. We understood the process of strategic negotiation in situations where hostages are involved. We studied different teaching models of the strategic negotiation process. At the end of the study the following results were achieved: proposal for a working model of the persuasion techniques, propose an organizational model of strategic negotiation process and formalization of the model of negotiation process where hostages are involved, based on Petri Nets. / Modelo de Ensino do Processo de Negociação Policial Baseado em Redes de Petri é um estudo que tem como meta auxiliar o ensino do processo de negociação estratégica em situações críticas envolvendo reféns, permitindo o aprimoramento de Policiais Militares do Estado de Alagoas em ocorrências policiais não rotineiras. Na construção metodológica desse estudo foram adotados dois tipos de pesquisas: a pesquisa bibliográfica, mediante fontes impressas e fontes eletrônicas, e a pesquisa de campo, questionários e entrevistas com Policiais Militares lotados no Centro de Gerenciamento de Crise, Direitos Humanos e Polícia Comunitária (CGCDHPC) do Estado de Alagoas. Inicialmente, abordam-se os Ambientes de Aprendizagem, enfocando esses como um sistema de apoio em aprendizagem. Definem-se formalmente estratégias de persuasão com a finalidade de aplicá-las no processo de negociação policial. Compreende-se o processo de negociação estratégica em situações envolvendo reféns. Estudam-se os diversos modelos de ensino do processo de negociação estratégica. Ao final da pesquisa foram alcançados os seguintes resultados: proposta de um modelo de funcionamento das técnicas de persuasão, proposta de um modelo organizacional do processo de negociação estratégica e formalização do modelo do processo de negociação, envolvendo reféns, baseado em Redes de Petri.

La plupart des systèmes d'apprentissage interactifs actuels s'appuient sur des protocoles prédéfinis qui peuvent être contraignants pour l'utilisateur. Cette thèse aborde le problème de l'interprétation des instructions, afin de relâcher la contrainte de prédéterminer leurs significations. Nous proposons un système permettant à un humain de guider l'apprentissage d'un robot, à travers des instructions non labellisées. Notre approche consiste à ancrer la signification des signaux instructifs dans le processus d'apprentissage de la tâche et à les utiliser simultanément pour guider l'apprentissage. Cette approche offre plus de liberté à l'humain dans le choix des signaux qu'il peut utiliser, et permet de réduire les efforts d'ingénierie en supprimant la nécessité d'encoder la signification de chaque signal instructif.Nous implémentons notre système sous la forme d'une architecture modulaire, appelée TICS, qui permet de combiner différentes sources d'information: une fonction de récompense, du feedback évaluatif et des instructions non labellisées. Cela offre une plus grande souplesse dans l'apprentissage, en permettant à l'utilisateur de choisir entre différents modes d'apprentissage. Nous proposons plusieurs méthodes pour interpréter les instructions, et une nouvelle méthode pour combiner les feedbacks évaluatifs avec une fonction de récompense prédéfinie.Nous évaluons notre système à travers une série d'expériences, réalisées à la fois en simulation et avec de vrais robots. Les résultats expérimentaux démontrent l'efficacité de notre système pour accélérer le processus d'apprentissage et pour réduire le nombre d'interactions avec l'utilisateur. / Most of current interactive learning systems rely on predefined protocols that constrain the interaction with the user. Relaxing the constraints of interaction protocols can therefore improve the usability of these systems.This thesis tackles the question of interpreting human instructions, in order to relax the constraints about predetermining their meanings. We propose a framework that enables a human teacher to shape a robot behaviour, by interactively providing it with unlabeled instructions. Our approach consists in grounding the meaning of instruction signals in the task learning process, and using them simultaneously for guiding the latter. This approach has a two-fold advantage. First, it provides more freedom to the teacher in choosing his preferred signals. Second, it reduces the required engineering efforts, by removing the necessity to encode the meaning of each instruction signal. We implement our framework as a modular architecture, named TICS, that offers the possibility to combine different information sources: a predefined reward function, evaluative feedback and unlabeled instructions. This allows for more flexibility in the teaching process, by enabling the teacher to switch between different learning modes. Particularly, we propose several methods for interpreting instructions, and a new method for combining evaluative feedback with a predefined reward function. We evaluate our framework through a series of experiments, performed both in simulation and with real robots. The experimental results demonstrate the effectiveness of our framework in accelerating the task learning process, and in reducing the number of required interactions with the teacher.

Title of thesis is: ,,Vanished cultural landscape of the Czech border - an interactive learning guide for the 2nd grade school". Graduation thesis consists of an analysis of literature (textbooks geography, citizenship and education history, professional, nonfiction literature, didactic literature and multimedia documents). The practical part has a form of an interactive learning guide. Most of the work is devoted to the issue of the Sudetenland which to the largest extent represents the vanished cultural landscape of the Czech border. Sudetenland are evaluated from several different perspectives. An integral part of a thorough and detailed geographic mapping will clarify the historical circumstances but also the consequences that come with intricate development of the Czech border to bring ,,our" society today. The main section has its own interactive learning guide for students of upper primary school. In our case it will serve as the superstructure teaching material and therefore it can be used for grammar schools as well.

La presente investigación estudia el aprendizaje a través del material audiovisual e interactivo de la plataforma de aprendizaje virtual “Crehana”, una comunidad educativa dirigida a profesionales e interesados en la industria creativa formada en el 2015, con la finalidad de analizar su rol pedagógico para el logro de diferentes objetivos de aprendizaje en la rama audiovisual desde la perspectiva del modelo VAK (Visual, Auditory, Kinesthetic). Éste último se considera importante debido a su enfoque pedagógico, la presentación de tres tipos de aprendizaje (visual, auditivo y kinestésico), y las alternativas que presenta para que estos sean resueltos dentro de un proceso comunicativo digital. El objetivo del presente artículo es evaluar la eficacia de las herramientas audiovisuales e interactivas mediante su análisis desde una mirada pedagógica y audiovisual. Con este fin se planteó un estudio de carácter cualitativo a través matrices de análisis audiovisual y pedagógica, sondeos y entrevistas, brindadas por los desarrolladores audiovisuales, publicitarios y usuarios de la web Crehana, donde se pudo encontrar que las herramientas audiovisuales e interactivas son métodos eficaces para transmitir conocimientos o formar habilidades. La importancia de esta investigación radica en la necesidad por difundir las nuevas plataformas de aprendizaje digital y los medios audiovisuales e interactivos como formatos educativos necesarios para dinamizar y atraer a las nuevas generaciones de estudiantes. / The present research studies learning through the audiovisual and interactive material of the virtual learning platform "Crehana", an educational community aimed at professionals and stakeholders in the creative industry formed in 2015, with the aim of analysing its pedagogical role in achieving different learning objectives in the audiovisual branch from the perspective of the VAK model (Visual, Auditory, Kinesthetic). The latter is considered important due to its pedagogical approach, the presentation of three types of learning (visual, auditory and kinesthetic) and the alternatives that it presents so that these are resolved within a digital communication process. The aim of this article is to evaluate the effectiveness of audiovisual and interactive tools through their analysis from a pedagogical and audiovisual perspective. To this end, a qualitative study was proposed through matrices of audiovisual and pedagogical analysis, surveys and interviews, provided by audiovisual developers, advertisers and users of the Crehana website, where audiovisual and interactive tools could be found to be effective methods for transmitting knowledge or training skills. The importance of this research lies in the need to disseminate the new digital learning platforms and the audiovisual and interactive media as educational formats necessary to energize and attract new generations of students. / Trabajo de investigación

La siguiente investigación tiene como propósito estudiar el diseño de interfaz de Gamer Sensei y Camp Gamers, plataformas web orientadas al aprendizaje interactivo respecto a los deportes electrónicos (esports), cuyo objetivo es explicar el diseño web mediante la experiencia de usuario y, con ello, poder analizar la metodología de estudio por medio de la web. La hipótesis planteada supone que el desarrollo de elementos gráficos, en una interfaz web orientada a los deportes electrónicos, depende de la experiencia del usuario con un diseño instruccional planteado por un experto. Para ello, se realizó un estudio de enfoque mixto cualitativo-cuantitativo, de alcance descriptivo y no experimental, ya que se limita en analizar fenómenos existentes como los esports y el diseño web como medio de comunicación (Carrasco, 2008). Se tomaron como instrumentos fichas de análisis visual, entrevistas por expertos en los deportes electrónicos y un cuestionario a jugadores relacionados con los medios, todo esto con el propósito de identificar los elementos gráficos, la educomunicación (e-learning) y la experiencia de usuario en cada canal. Como resultado principal, se obtuvo que el desarrollo de elementos gráficos (tipografía, colores, pictogramas, fotografías, etc) aporta consistencia y credibilidad en el flujo de navegación del usuario. Se pudo concluir que una interfaz web, orientada a los deportes electrónicos, es capaz de generar un diseño interactivo, siempre y cuando se base en desarrollar las necesidades académicas o formativas de un usuario. / The purpose of the following research is to study the design of two web interfaces (Gamer Sensei, Camp Gamers), aimed at interactive learning regarding electronic sports (esports), whose objective is to explain web design through user experience, to be able to analyze the study methodology through the web. The proposed hypothesis supposes that the development of graphic elements, in a web interface oriented to electronic sports, depends on the user's experience by an instructional design proposed by an expert. A study with a mixed qualitative-quantitative was carried out, with a descriptive and non-experimental scope, since it is limited in analyzing existing phenomena such as esports and web design as a means of communication (Carrasco, 2008). The instruments in this investigation were sheets of visual analysis, interviews by experts in electronic sports and a questionnaire to players related to the media with the purpose of identifying the graphic elements, the educommunication (e-learning) and the user experience in each channel. As a main result, it was obtained that the development of graphic elements (typography, colors, pictograms, photographs, etc.) provides consistency and credibility in the user's navigation flow. It was concluded that a web interface, oriented in electronic sports, is capable of generating an interactive design, as long as it is based on developing the academic needs of an user. / Trabajo de investigación

No description available.

<p>While instance-dependent contextual bandits have been previously studied, their analysis<br> has been exclusively limited to pure disagreement-based learning. This approach lacks a<br> nuanced understanding of disagreement and treats it in a binary and absolute manner.<br> In our work, we aim to broaden the analysis of instance-dependent contextual bandits by<br> studying them under the framework of disagreement-based learning in sub-regions. This<br> framework allows for a more comprehensive examination of disagreement by considering its<br> varying degrees across different sub-regions.<br> To lay the foundation for our analysis, we introduce key ideas and measures widely<br> studied in the contextual bandit and disagreement-based active learning literature. We<br> then propose a novel, instance-dependent contextual bandit algorithm for the realizable<br> case in a transductive setting. Leveraging the ability to observe contexts in advance, our<br> algorithm employs a sophisticated Linear Programming subroutine to identify and exploit<br> sub-regions effectively. Next, we provide a series of results tying previously introduced<br> complexity measures and offer some insightful discussion on them. Finally, we enhance the<br> existing regret bounds for contextual bandits by integrating the sub-region disagreement<br> coefficient, thereby showcasing significant improvement in performance against the pure<br> disagreement-based approach.<br> In the concluding section of this thesis, we do a brief recap of the work done and suggest<br> potential future directions for further improving contextual bandit algorithms within the<br> framework of disagreement-based learning in sub-regions. These directions offer opportuni-<br> ties for further research and development, aiming to refine and enhance the effectiveness of<br> contextual bandit algorithms in practical applications.<br> <br> </p>

No description available.

The paper explores the phenomenon of music in digital pedagogy. The author reveals the traditions of using music in pedagogy to increase the effectiveness of the educational process of harmonious development of the personality of students. The paper analyzes such characteristics of digital pedagogy as flexibility, adaptability, interactivity, project-oriented education, gamification, describes the practices of interactive learning using background music and ways to integrate music into digital educational resources. The author offers a program for using background music in the educational course "The world around us" for the 4th grade of secondary school. / В работе исследуется феномен музыки в цифровой педагогике. Подробно раскрываются традиции применения музыки в педагогике для повышения эффективности образовательного процесса гармоничного развития личности обучающихся. Анализируются такие характеристики цифровой педагогики как гибкость, адаптивность, интерактивность, проектность, геймификация, описываются практики интерактивного обучения с использованием фоновой музыки и способы интеграции музыки в цифровые образовательные ресурсы. В работе представлена программа музыкального сопровождения в рамках учебного курса «Окружающий мир» для 4 класса средней общеобразовательной школы.

Os atuais avanços na área das Tecnologias da Informação e da Comunicação (TIC) estão mudando a Educação, com a disponibilização de sistemas educativos para apoiar as atividades no processo de ensino e de aprendizagem. Embora o tópico de combinatória seja relevante para o ensino médio e para os cursos de Ciências Exatas, este tópico tem sido desconsiderado nos avanços da Informática na Educação, principalmente ao se considerar o uso de ambientes de aprendizagem via Web. Atualmente, o iComb é, no melhor de nosso conhecimento, o único sistema Web integrável a tais ambientes. Ele é um Módulo de Aprendizagem Interativa (iMA) integrável ao Sistema Gerenciador de Cursos (SGC) Moodle, por meio do plugin iTarefa. O iComb oferece atividades de autoria de exercícios, bem como, sua avaliação automática. No entanto, considerando sua usabilidade, foram detectados alguns problemas na interface. O foco deste trabalho está relacionado ao reprojeto do sistema iComb e seu impacto na aprendizagem de combinatória. Para a reconstrução do iComb adotou-se o método de design de interação, buscando-se a participação efetiva de usuários finais do sistema, em todas as atividades desse processo, com (i) sessões de teste de usabilidade utilizando a versão Java do iComb para identificar problemas e guiar o redesenho do sistema, e (ii) prototipagem e avaliação da interface do sistema redesenhado. Esse processo permitiu implementar uma nova versão do iComb utilizando tecnologias associadas ao HTML5, que será brevemente disponibilizado como software livre. / Current advances in Information and Communication Technologies (ICT) are changing Education with delivering software to support learning/teaching activities. Although being relevant for Science, Technology, Engineering, and Mathematics (STEM) courses, Combinatorial Analysis is almost disregarded in these advances, mostly if we consider their integration with earning Management Systems. Currently, iComb is, at the best of our knowledge, the only system with such a possibility. It is an interactive Learning Module (iLM) that can be integrated to Moodle, through the iAssign plugin. iComb provides authoring activities as well as their automatic assessment. Nevertheless, considering the system usability, several interaction problems were detected during sessions with teachers and students. In this work it is described the process of redesigning the iComb system by adopting Interactive Design, to conduct controlled sessions of system use for (i) identifying usability issues for guiding the system redesign; and (ii) prototyping and evaluate the redesigned system interface, with end-users. This process allowed to implement new version of iComb using HTML5 related technologies that will be sooner available as free software, in order to reach a larger audience. Preliminary results on the interface evaluation indicate that both students and teachers felt more comfortable using the new interface of iComb and found it easier to execute common tasks.