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SOME learning MODELS FOR ARITHMETIC TASKS AND THEIR USE IN computer based learning

BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 1971年第FEB期41卷 38-&页

作者： WOODS, P HARTLEY, JR Research Council"s Computer Based Learning Project Department of Education Leeds University

Summary. There are many advantages in having the computer individualise instruction by generating teaching material when it is needed, at a level which suits a pupil"s particular competence. This requires valid models of task difficulty, and this paper describes such models and the experiments to validate them, for practice tasks in arithmetic computation. Using criteria of probability of success and rate of working for each column of an addition task in vertical format, analyses of variance of experimental data reveal main effects of digit size and number of rows. Following a formal development of the model a least squares analysis derives a function which, for the experimental data, relates those variables to the criteria. These are used by the computer to generate examples so that a pupil works at any specified level of success. Methods of implementation and decision making together with some preliminary results are given. These are extended by describing an experiment with subtraction tasks in which two competing models were used to describe pupils" success and working levels. These analyses and experiments show the complexity of the decision making which is needed for adaptive teaching and which exploit the computer"s capabilities. .overlined { text-decoration: overline; } .struck { text-decoration:line-through; } .underlined { text-decoration:underline; } .doubleUnderlined { text-decoration:underline;border-bottom:1px solid #000; } Enhanced Article (HTML) Get PDF (649K)Get PDF (649K) More content like thisFind more content: like this articleFind more content written by: PAT WOODS J. R. HARTLEY All Authors

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A self-improving quadratic tutor

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International Journal of Man-Machine Studies 1979年第1期11卷 97-124页

作者： O'Shea Tim Computer Based Learning Project Department of Computer Studies University of Leeds United Kingdom

A self-improving quadratic tutor comprising two principal components is described. One component is an adaptive teaching program where the teaching strategy is expressed as a set of production rules. The second component performs the self-improving function of the system by making experimental changes to the set of production rules. This component employs a deduction procedure which operates on a theory of instruction expressed as a set of modally qualified assertions. These assertions relate educational objectives to modifications which can be made to the teaching strategy. The cycle of operations proposed for the system is as follows—select an educational objective, make an experimental change in teaching strategy, statistically evaluate the resulting performance, and update both the set of production rules and set of assertions. The tutor taught the solution of quadratic equations by the discovery method. The tutor was used by 51 students, and executed five experimental changes on its teaching strategy. This trial demonstrated that it was capable of improving its performance as a result of experimentation. Its limitations include a vulnerability to problems of local optima during “hill-climbing” and to a variant of the frame problem. © 1979, Academic Press Inc. (London) Limited. All rights reserved.

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WIP: A Study Report in the Web Technologies Course: What Makes Feedback Effective for project-based learning?

WIP: A Study Report in the Web Technologies Course: What Mak...

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2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023

作者： Jaber, Alaa Lechasseur, Kimberly Mottakin, Khairul Song, Zheng Computer and Information Science Department University of Michigan Dearborn United States Center for Project-based Learning Worcester Polytechnic Institute United States

In this work-in-progress paper, we report our experience of applying project-based learning (PjBL) in a web technology course, with a focus on how different feedback tactics affect students' learning outcomes. Giving high-quality feedback can have an immediate impact on students' learning progress. Although process-level feedback is considered more effective than task-level feedback in traditional pedagogies, it is still unclear whether this conclusion can be exacerbated or mitigated when applied to PjBL, as PjBL emphasizes students' ownership and authenticity. We divided students into two groups and applied different feedback strategies. We report findings and insights to help instructors develop feedback policies and practices that are effective and likely to benefit students. Our results suggest that giving low-level feedback still improves students' learning outcomes in the context of PjBL, especially for technical tasks. © American Society for Engineering Education, 2023.

关键词： Students

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AUTOMATIC PROGRAM IMPROVEMENT - VARIABLE USAGE TRANSFORMATIONS

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ACM TRANSACTIONS ON PROGRAMMING LANGUAGES AND SYSTEMS 1983年第2期5卷 236-264页

作者： MAHER, B SLEEMAN, DH Computer-Based Learning Project The University Leeds 2 England Department of Computer Science Stanford University Stanford CA

The design objective of the Leeds Transformation System is to transform existing programs, written in a variety of languages, into “tidier” programs. The total system was conceived of as having three phases: syntactic transformations, variable usage transformations, and synthesizing features. Because programmers vary greatly in what they consider to be a more acceptable form, we have aimed to make the system as data driven as possible. (That also enables us to deal with a variety of programming languages.) The paper reviews the first two phases, reports the second in some detail, and illustrates the use of the system on an ALGOL 60 program. Redundant assignments, redundant variables, and loop-invariant statements are discovered by means of a novel approach which represents variable usage within a program as a correspondence matrix. Potential enhancements of the system are also discussed. © 1983, ACM. All rights reserved.

关键词： correspondence matrix flow-of-control graph Variable usage

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Removing Scattered Light in Biomedical Images via an Unsupervised Deep Neural Network

Removing Scattered Light in Biomedical Images via an Unsuper...

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2023 IEEE EMBS Special Topic Conference on Data Science and Engineering in Healthcare, Medicine and Biology, IEEECONF 2023

作者： Gong, Yuanhao Xu, Meng Li, Yawei Magno, Michele Shenzhen University Faculty of Electronics and Information Engineering China Queen Mary University of London School of Computer Science United Kingdom Eth Zurich Computer Vision Lab Switzerland Eth Zurich Center for Project-based Learning Switzerland

ISBN: (纸本)9798350383386

Scattered light is unavoidable during biomedical imaging, leading to downgraded images. Removing such scattered light, however, is challenging, because the imaging objects are complex and the light path is complicated. In this paper, we propose to use deep learning methods to computationally remove such scattered light. Inspired by the dehazing methods for natural images, we first developed a novel mathematical model for biomedical images. Then, we developed a deep neural network method to solve this model. Our network simultaneously estimates the clear image and the scattered light. Several experiments are conducted to confirm the network's effectiveness and efficiency. © 2023 IEEE.

关键词： Deep neural networks

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computer assisted learning in the sciences: Some progress and some prospects

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Studies in Science Education 1976年第1期3卷 69-96页

作者： Hartley, J.R. Computer Based Learning Project University of Leeds United Kingdom

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project-based APPROACH FOR ELECTRICAL ENGINEERING EDUCATION AT ETH ZURICH 52

PROJECT-BASED APPROACH FOR ELECTRICAL ENGINEERING EDUCATION ...

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52nd Annual Conference of the European Society for Engineering: Educating Responsible Engineers, SEFI 2024

作者： Magno, Michele Abou-Khalil, Victoria Schurgers, Curt Center for Project-Based Learning Department of Information Technology and Electrical Engineering ETH Zürich Zürich Switzerland Lausanne Switzerland Electrical and Computer Engineering Department UC San Diego CA United States

ISBN: (纸本)9782873520274

This practice paper introduces the project-based approach of the Center for project-based learning within the Department of Information Technology and Electrical Engineering of ETH Zürich. This center's approach to education is built around a three-stage education model that includes projects early on in the students' educational journeys, gradually increasing their complexity in alignment with their growing level of experience. This approach ensures students develop both technical expertise and essential professional skills necessary for their engineering careers, scaffolding course work, small scale group projects and interdisciplinary flagship projects. The center is further enhanced by an evidence-based approach to continued improvement, using regular surveys, reflective journals, and research findings to refine course design and supervision. Students have reported high satisfaction levels with the courses, expressing that the projects aided their understanding of future aspirations and helped develop crucial soft skills, notably in collaboration, communication, and presentation. projects focus on real-world applicability, ensuring students are well-prepared to tackle real-world challenges, with many focusing on contemporary problems in areas such as sustainability. © 2024 SEFI 2024 - 52nd Annual Conference of the European Society for Engineering, Proceedings: Educating Responsible Engineers. All rights reserved.

关键词： Students

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Teaching planning skills by computer

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International Journal of Mathematical Education in Science and Technology 1974年第3-4期5卷 665-671页

作者： Abbatt, F.R. Hartley, J.R. Computer Based Learning Project University of Leeds Leeds United Kingdom

This work is largely concerned with teaching students how to plan and carry out statistical investigations. After outlining some of the problems encountered in conventional teaching, the contributions the computer can make are discussed. The resulting programs use simulation packages as well as pre-stored teaching material. Experiments showed the need for decision rules which relate teaching mode and type of feedback to a student’s competence. Finally, the experience of using these methods as an integral part of the statistics teaching of a psychology department is reviewed. © 1974 by CAMET.

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CR3DT: Camera-RADAR Fusion for 3D Detection and Tracking

CR3DT: Camera-RADAR Fusion for 3D Detection and Tracking

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IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS)

作者： Nicolas Baumann Michael Baumgartner Edoardo Ghignone Jonas Kühne Tobias Fischer Yung-Hsu Yang Marc Pollefeys Michele Magno Center for Project-Based Learning D-ITET ETH Zurich Computer Vision and Geometry Group D-INFK ETH Zurich

ISBN: (数字)9798350377705

ISBN: (纸本)9798350377712

To enable self-driving vehicles accurate detection and tracking of surrounding objects is essential. While Light Detection and Ranging (LiDAR) sensors have set the benchmark for high-performance systems, the appeal of camera-only solutions lies in their cost-effectiveness. Notably, despite the prevalent use of Radio Detection and Ranging (RADAR) sensors in automotive systems, their potential in 3D detection and tracking has been largely disregarded due to data sparsity and measurement noise. As a recent development, the combination of RADARs and cameras is emerging as a promising solution. This paper presents Camera-RADAR 3D Detection and Tracking (CR3DT), a camera-RADAR fusion model for 3D object detection, and Multi-Object Tracking (MOT). Building upon the foundations of the State-of-the-Art (SotA) camera-only BEVDet architecture, CR3DT demonstrates substantial improvements in both detection and tracking capabilities, by incorporating the spatial and velocity information of the RADAR sensor. Experimental results demonstrate an absolute improvement in detection performance of 5.3% in mean Average Precision (mAP) and a 14.9% increase in Average Multi-Object Tracking Accuracy (AMOTA) on the nuScenes dataset when leveraging both modalities. CR3DT bridges the gap between high-performance and cost-effective perception systems in autonomous driving, by capitalizing on the ubiquitous presence of RADAR in automotive applications. The code is available at: https://***/ETH-PBL/CR3DT.

关键词： Solid modeling Meteorological radar Three-dimensional displays Accuracy Radar detection Radar Object detection Radar tracking Sensor systems Sensors

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A virtual science park to support enriched distance learning

A virtual science park to support enriched distance learning

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IEE Colloquium on learning at a Distance: Developments in Media Technologies (DIgest No: 1996/148)

作者： S. Rowett P.M. Dew S. Saunders E.J. Foster C.M. Leigh School of Computer Studies Leeds UK Work Based Learning Project Leeds UK School of Geography University Leeds UK

Recent commentaries on developments in higher education suggest a paradox of continuing rapid growth in global demand against a background of increasing pressure on conventional resources. New groups of students are demanding flexibility and customisation, and are able to consider University and other HE providers with less concern for geographical location and more concern for their own schedules and priorities. New technologies offer some scope for meeting these demands within the new resource constraints. The idea of trading on current practice and existing tradition does not seem to be an option.

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