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An agent-independent task learning frameworkWood, Mark A. January 2008 (has links)
We propose that for all situated agents, the process of task learning has many elements in common. A better understanding of these elements would be beneficial to both engineers attempting to design new agents for task learning and completion, and also to scientists seeking to better understand natural task learning. Therefore, this dissertation sets out our characterisation of agent-independent task learning, and explores its grounding in nature and utility in practise. We achieve this chiefly through the construction and demonstration of two novel task learning systems. Cross-Channel Observation and Imitation Learning (COIL; Wood and Bryson, 2007a,b) is our adaptation of Deb Roy’s Cross-Channel Early Lexical Learning System (CELL; Roy, 1999; Roy and Pentland, 2002) for agent-independent task learning by imitation. The General Task Learning Framework (GTLF) is built upon many of the principles learned through the development of COIL, and can additionally facilitate multi-modal, lifelong learning of complex skills and skill hierarchies. Both systems are validated through experiments conducted in the virtual reality-style game domain of Unreal Tournament (Digital Extremes, 1999). By applying agent-independent learning processes to virtual agents of this kind, we hope that researchers will be more inclined to consider them on a par with robots as tools for learning research.
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Patterns for person centered e-learning /Derntl, Michael. January 2006 (has links)
Univ., Diss--Wien, 2005.
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Graph based semi-supervised learning in computer visionHuang, Ning, January 2009 (has links)
Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Biomedical Engineering." Includes bibliographical references (p. 54-55).
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Aligning learning with work practice by using key performance indicator frameworkRan, Weijia., 冉维佳. January 2010 (has links)
published_or_final_version / Education / Master / Master of Philosophy
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Web-based Learning Tool: Design And Development Of An Online Basic English Support Material For Young Children At Elementary LevelDurdu, Levent 01 January 2003 (has links) (PDF)
This study investigated the students& / #8217 / and teacher& / #8217 / s perception of a web-based learning
tool for an English course which was given as a second language at elementary level.
The site was used as a supplementary material for 8th grade students in METU College.
The researcher developed the site specifically for this study and in the development
process internet and database technologies were used.The data were collected from the 22, 8th grade students through a computer attitude
scale and a questionnaire, which was developed by the researcher. An interview with the
course teacher was conducted. Descriptive statistics, frequency distributions and
researcher observation were used to express the results of the study.
The results showed that the site was perceived positively by more than half of the
students in terms of vocabulary learning through the dictionary and activities page. The
site was evaluated by the students and nearly most of the students found the site to be
useful in terms of acquiring hearsay through the dictionary and the chat page of the site.
More than half of the students perceived the chat environment more suitable for
communication than classroom environment. The course teacher evaluated the site to
be useful in terms of vocabulary learning, hearsay and online communication.
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A study of holistic thinking in an agricultural leadership development program using asynchronous computer conferencing.Morrison, Dirk, January 2004 (has links)
Thesis (Ed. D.)--University of Toronto, 2004. / Adviser: Lynn Davie.
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Investigating learning with web lecturesDay, Jason A. January 2008 (has links)
Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2008. / Committee Chair: Foley, James; Committee Member: Abowd, Gregory; Committee Member: Anderson, Richard; Committee Member: Catrambone, Richard; Committee Member: Guzdial, Mark.
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Feasibility of the nintendo Ds for teaching problem-based learning in kindergarten through twelfth grade studentsLipinski, Michael. January 2008 (has links)
Thesis (M.S.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2009) Includes bibliographical references.
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The effects of reflective prompts and collaborative learning in hypermedia problem-based learning environments on problem solving and metacognitive skillsCorliss, Stephanie Brooks, Weinstein, Claire E. Svinicki, Marilla D., January 2005 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisors: Claire Ellen Weinstein and Marilla D. Svinicki. Vita. Includes bibliographical references.
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Improving and extending behavioral animation through machine learning /Dinerstein, Jonathan Jeremiah. January 2005 (has links) (PDF)
Thesis(Ph. D.)--Brigham Young University. Dept. of Computer Science, 2005. / Includes bibliographical references (p. 187-196).
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