• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 20450
  • 8056
  • 4308
  • 1497
  • 1336
  • 1091
  • 889
  • 428
  • 402
  • 366
  • 282
  • 274
  • 254
  • 252
  • 155
  • Tagged with
  • 47928
  • 11334
  • 7693
  • 6997
  • 5965
  • 5314
  • 3977
  • 3524
  • 3469
  • 3414
  • 3384
  • 3094
  • 3036
  • 2980
  • 2921
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

The effects of concept mapping on learning approach and meaningful learning /

Moxness, Katherine January 1991 (has links)
No description available.

The role of abilities in concept learning /

Shiri, Pushpa January 1976 (has links)
No description available.

Discovering hierarchy in reinforcement learning

Hengst, Bernhard, Computer Science & Engineering, Faculty of Engineering, UNSW January 2003 (has links)
This thesis addresses the open problem of automatically discovering hierarchical structure in reinforcement learning. Current algorithms for reinforcement learning fail to scale as problems become more complex. Many complex environments empirically exhibit hierarchy and can be modeled as interrelated subsystems, each in turn with hierarchic structure. Subsystems are often repetitive in time and space, meaning that they reoccur as components of different tasks or occur multiple times in different circumstances in the environment. A learning agent may sometimes scale to larger problems if it successfully exploits this repetition. Evidence suggests that a bottom up approach that repetitively finds building-blocks at one level of abstraction and uses them as background knowledge at the next level of abstraction, makes learning in many complex environments tractable. An algorithm, called HEXQ, is described that automatically decomposes and solves a multi-dimensional Markov decision problem (MDP) by constructing a multi-level hierarchy of interlinked subtasks without being given the model beforehand. The effectiveness and efficiency of the HEXQ decomposition depends largely on the choice of representation in terms of the variables, their temporal relationship and whether the problem exhibits a type of constrained stochasticity. The algorithm is first developed for stochastic shortest path problems and then extended to infinite horizon problems. The operation of the algorithm is demonstrated using a number of examples including a taxi domain, various navigation tasks, the Towers of Hanoi and a larger sporting problem. The main contributions of the thesis are the automation of (1)decomposition, (2) sub-goal identification, and (3) discovery of hierarchical structure for MDPs with states described by a number of variables or features. It points the way to further scaling opportunities that encompass approximations, partial observability, selective perception, relational representations and planning. The longer term research aim is to train rather than program intelligent agents

Affordances and constraints on informal learning in the workplace: A sociocultural perspective

megan.leclus@curtin.edu.au, Megan Adele Le Clus January 2008 (has links)
In the last few decades, the workplace has been increasingly recognised as a legitimate environment for learning new skills and knowledge, which in turn enables workers to participate more effectively in ever-changing work environments. Within the workplace there is the potential for continuous learning to occur not only through formal learning initiatives that are associated with training, but also through informal learning opportunities that are embedded within everyday work activities. Somewhat surprisingly however, there have been relatively limited empirical investigations into the actual processes of informal learning in the workplace. This may in part be due to the particular methodological challenges of examining forms of learning that are not structured or organised but incidental to daily work activities. There remains, therefore, a clear need to better understand how learning occurs informally in the workplace, and most importantly, to gain insight into workers’ own accounts of informal learning experiences. This thesis addresses this issue by examining workers’ personal experiences of informal learning, and how these contributed to better participation in their regular workplace activities. Four bodies of literature were reviewed as directly relevant to this research, adult learning, organisational learning, informal learning, and a sociocultural perspective on learning. Together, they provide complementary perspectives on the development of learning in the workplace. A conceptual framework, grounded in the sociocultural perspective, was developed to address the issue of how informal learning leads to better participation in the workplace, and reciprocally, how better participation leads to continuous informal learning. Consistent with the sociocultural perspective, the workplace was conceptualised as a complex social system in which co-workers, who constitute that social system, are assumed to co-regulate each other’s learning opportunities. Social interactions, therefore, are considered as creating a context in which informal learning is afforded or constrained. Understanding what role workplace culture and socialisation play in affording or constraining informal learning opportunities is therefore crucial. This is because the relationships between co-workers is assumed to influence how both new and established co-workers participate in and experience the socialisation process and how they see their respective roles. The framework developed for the study generated two main research questions: How do co-workers learn informally in the workplace? and How does the workplace, as a social system, afford or constrain informal learning in the workplace? The methodology chosen for this empirical study was consistent with key concepts from the sociocultural perspective, namely that individuals and their social context must be studied concurrently as learning is assumed to be part of a social practice where activities are structured by social, cultural and situational factors. Accordingly, qualitative research methods were employed to gain knowledge and understanding of informal learning in the workplace from the perspective of co-workers. Co-worker’s reflections on their informal learning experiences and participation in the workplace are presented in narrative form and their accounts interpreted from the sociocultural theoretical perspective. The narrative format provides a useful way of presenting data in a way that immerses the reader in the phenomenon, with enough concrete details that the reader can identify with the subjective experiences of informal learning of each participant. The study highlighted how the nature of some relationships between new and established co-workers afforded opportunities for informal learning, while other relationships constrained such opportunities. These afforded or constrained opportunities were by nature spontaneous, planned, intentional or unintentional. The study also revealed that personal and organisational factors co-contributed to creating these social affordances or constraints. Common across groups was the importance given to the quality of relationships between co-workers. The way new and established co-workers participated and interacted in the workplace was found to represent important sociocultural processes that impacted on the effectiveness of informal learning. Overall, this study draws attention to the complexity of participation and interaction in the workplace. A major implication is that opportunities for informal learning are, potentially afforded or constrained by the social context. The study also highlighted conceptual and methodological issues in identifying and interpreting how co-workers learn informally in the workplace. Future research should establish how opportunities for effective informal learning might be fostered further through the design of more enabling workplace practices. The significance of perceived and expected roles between new and established co-workers also deserves further empirical attention, at the level of everyday informal practices but also at the level of organisational processes and structures that provide the broader context.

There's more to it than instructional design the role of individual learner characteristics for hypermedia learning

Opfermann, Maria January 2008 (has links)
Zugl.: Tübingen, Univ., Diss.

Refleksies van 'n ervaringsleermodel vir gemeenskapsintervensies

De Beer, Sarina. January 2005 (has links)
Thesis (M A (Research Psychology))--University of Pretoria, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Transfer of "good" and "bad" functions within stimulus equivalence classes

Madrigal-Bauguss, Jessica. Glenn, Sigrid S., January 2008 (has links)
Thesis (M.S.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.

Lernstrategien und E-Learning : eine empirische Untersuchung /

Mankel, Mirco. January 2008 (has links)
Zugl.: Wuppertal, Universiẗat, Diss., 2008.

Evaluating the engaged institution the conceptualizations and discourses of engagement /

Steel, Victoria A. Placier, Peggy. January 2009 (has links)
Title from PDF of title page (University of Missouri--Columbia, viewed on March 1, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Peggy Placier. Vita. Includes bibliographical references.

Interactions of equivalence and other behavioral relations simple successive discrimination training /

Brackney, Ryan. Vaidya, Manish, January 2009 (has links)
Thesis (M.S.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Page generated in 0.1393 seconds