|The membership of the SEE-9 results in a number of questions for the austrian agriculture.
The Vienna Institute for International Economic Studies wiiw, has researched on behalf of the Federal Ministry of Agriculture and Forestry, Environment and Water Resources the prospec|
The Impact of mobile learning
Phase one of MoLeNET (2007/08) involved 75 colleges and 18 schools, approximately 10,000 learners and 2,000 staff, in 32mobile learning projects. The Learning and Skills Council provided funding for h...
This course is an introduction to the analysis phase for the design of compilers.
Learning to work and working to learn in 2025
This Paper presents the Learnovation vision for 2025 within and around the world of work and combining features of formal, non-formal and informal learning, i.e.: Inter-organisational learning, e-Learning at the workplace and Professional learning networks. Such territories can be represented graphically according to their position in a continuum ranging from individual initiative to learn to coordinated organisational initiatives. This continuum reflects a great differentiation in e-learnin
Trasnport introduction, Industrial handling, Belt conveyors, Screw conveyors, Bucket elevators, Powered industrial trucks, Cranes, Passenger train operations and Traffic engineering
Social Software for Professional Learning:
Examples and Research Issues
Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning institutions now have access to powerful social communities of experts and peers who are together forging a new web 2.0. This paper reviews current work in pan-European initiatives that impact upon life-long learning via views of professional learning, learner competence
SelMa - Self-guided Learning in Teaching Mathematics
In the project ``Self-guided Learning in Teaching Mathematics - SEC II'' (SelMa), five authoring schools are working out scenarios, media and materials for phases of self-guided learning, which will be tested systematically by 10 trial schools with regard to their everyday suitability. In this paper three approaches to such learning arrangements (independent learning centre, jigsaw classroom and learning at stations) are being outlined and relevant experiences are being made available. Learning
An Experience Applying Reinforcement Learning in a Web-Based Adaptive and Intelligent Educational Sy
The definition of effective pedagogical strategies for coaching and tutoring students according to their needs is one of the most important issues in Adaptive and Intelligent Educational Systems (AIES). The use of a Reinforcement Learning (RL) model allows the system to learn automatically how to teach to each student individually, only based on the acquired experience with other learners with similar characteristics, like a human tutor does. The application of this artificial intelligence techn
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