Search Results for
"deep learning"

By analyzing domestic and oversees experiences in open-ended practical project-based instruction (OEPPBI), and in close combination to the deep meaning and characteristics of OEPPBI, we studied the OEPPBI mode under engineering environment. This mode relies on open-ended practical learning, and aims at improving the comprehensive qualities of the engineering talents. It encourages the students to participate in various research projects, scientific contests. The evaluation is based on scientific results and their promotions. © 2012 IEEE.

Purpose - The purpose of this paper is to explore how the induction of new teachers might be regarded as a form of apprenticeship in which informal support (on-the-job learning) plays an important role alongside formal continuing professional learning (off-the-job learning). The sample teachers are part of the Teacher Induction Scheme in Scotland, which provides a reduced teaching workload during the induction year, so that new teachers have time to develop their practice through continuing professional learning and development activities. Design/methodology/approach - A sequential mixed methods study was undertaken, with two online questionnaires sent to 167 new teachers and two sets of semi-structured interviews with ten new teachers. Findings - The findings highlight the importance of a reduction in teaching hours and the significance of informal learning for new teachers. Furthermore, while an induction scheme framework with reduced workload is important, new teachers need supportive colleagues to learn from and with during their first year of teaching. Research limitations/implications - This study only involved new teachers who had completed their initial teacher education at one Scottish university. Policy makers and school leaders could do more to recognise, value and encourage informal work-based learning and collegiate support for new teachers. Originality/value - The paper provides a deeper understanding of the nature of informal learning, often characteristic of the apprenticeship model, in the context of a formal induction scheme. It highlights that more than a formal induction scheme on its own is needed to support teachers in their transition from student teacher to qualified teacher. The paper draws attention to the need for policy makers, local authorities and schools to be more supportive and responsive to the learning and development needs of new teachers when implementing an induction scheme for new entrants. © Emerald Group Publishing Limited.

There is an implicit assumption in learning research that students learn more deeply in complex social and technological environments. deep learning, in turn, is associated with higher degrees of students' self-efficacy and transfer of learning. The present meta-analysis tested this assumption. Based on social cognitive theory, results suggested positive population correlation estimates between post-training self-efficacy and transfer. Results also showed that effect sizes were higher in trainings with rather than without computer support, and higher in trainings without rather than with collaboration. These findings are discussed in terms of their implications for theories of complex social and computer-mediated learning environments and their practical significance for scaffolding technology-enhanced learning and interaction. © Springer-Verlag 2012.

Under contemporary highly competitive markets, organisations are demanding that any investment in learning be converted into productive outcomes that rapidly progress the organisation towards pre-defined strategic goals. A customised work-integrated learning curriculum has the potential to achieve such productive outcomes because it allows learners to quickly contextualise the study content within the socio-cultural and functional environment of the workplace. However, the development of a work-integrated learning curriculum relies on genuine partnerships between the universities and organisations. These types of partnerships require lengthy processes of negotiating the curriculum and pedagogies to support learning based in the workplace. Predictably, such partnerships challenge the traditional roles of the universities as transmitters of discipline specific knowledge and workplaces as less active partners in the learning processes and products. This paper is based on a case study and relates the challenges of developing a partnership, the transformed role of the academics and a more complex design and facilitation of the curriculum. What became evident was that such a partnership was problematic and demanded redistribution of knowledge-power relations between the university and the host organisation. The findings substantiate that successful work-integrated learning that meets the needs of individuals and their workplaces is premised on a learning partnership where the roles for the curriculum and pedagogy are genuinely shared. That such partnerships are integral to successful work-integrated learning and deeply problematic begs for more research to understand the dynamics and ways to approach learning partnerships between universities and organisations. © 2011 Taylor & Francis.