learning - Swarna Srinivasan on Diigo

27 Aug 09

NEAT is a learning system where the learned decision policy is represented in
neural networks and learned through evolutionary optimization, i.e. genetic
algorithms. NEAT evolves network structure as well as weights, which makes it
possible in principle to incorporate human guidance in three ways: (1) building
a gradually more complex network structure through shaping from simple to more
complex tasks, (2) training networks with examples of human behavior, and (3)
converting human-designed rules into network structures.
series of human subject experiments, the solutions designed through human-guided
neuroevolution will be compared to those designed by human engineers and to
those discovered by neuroevolution alone, verifying that (a) the human-guided
approach results in better solutions, and (b) those solutions are more creative.

23 Jul 09

NSF Project Summary and Description

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nsf mit media labs project learning cognition auto tutor

They are model-based reasoners/thinkers (e.g., they do recursion, diagnostic
reasoning, cognitive assessment, cognitive appraisal). To provide for the
development of SMET (science, math, engineering, technology) learners, teachers
and mentors who are re flective of the educational system�s pedagogy must not
model directive teaching, which develops rule-based thinkers, but they should
model how to learn
Everyone understands that the methods of importance in education are those of
teaching�these courses supply what is thought to be needed to become a skilled
teacher. But what about methods of learning?
12 more annotations...
- The Children�s Machine
- Those of us who work in science, math, engineering, and technology (SMET) as
  professions know that learning naturally involves failure and a host of
  associated affective responses. Yet, educators of SMET learners have rarely
  illuminated these natural concomitants of the learning experience. The
  unfortunate result is that when students see that they are not getting the facts
  right (on quizzes, exams, etc.), then they tend to believe that they are either
  "not good at this, " "can�t do it," or that they are simply "stupid" when it
  comes to these subj ects. What we fail to teach them is that all these feelings
  associated with various levels of failure are normal parts of learning, and that
  they can be actually be helpful signals for how to learn better.
- will have succeeded if students, especially those who encounter frustration and
  routinely handle it by quitting, learn instead how to p ersevere, increasing
  their ability and desire to engage in self-propelled learning.
- Lepper and Chabay [1988] i
- Matsubara and Nagamashi [1996] employed questionnaires in the beginning of
  interactions "to diagnose several factors influencing motivation, such as:
  Achievement Motive, Creativity, Sensation Seeking Scale, Extroversion-Int
  roversion, Work Importance and Centrality, Least Preferred Co-worker and Locus
  of Control"
- Self-report tools can also include special buttons and sliders. del Soldato
  [1994] theorized about the use of special buttons and on-screen �sliders� in the
  design of the MORE system. Keller�s [1987a] ARCS model, which is rooted in a
  number of m otivational theories and concepts, (see Keller, 1983) most notably
  expectancy-value theory (e.g. Vroom, 1964; Porter and Lawler, 1968), identifies
  four components that appear to affect motivation to learn: attention, relevance,
  confidence, satisfaction ( hence, ARCS). Creatively combining the work of the
  aforementioned authors, an "interface could easily be implemented with
  mechanisms that would allow the student to report his/her subjective reading of
  these factors. For example, each of these facto rs could be represented by a
  slider, which could be manipulated by the student"
- Hioe and Campbell [1988] "assisted managers in finding which problems were
  affecting employee performance
- Improved handling of emotion in speech is important for improving recognition of
  what was said, as well as how it was said. Facial expression
  recognition is easier for people, and the rates computers obtain are higher: fro
  m 80-98% accuracy when recognizing 5-7 classes of emotional expression on groups
  of 8-32 people [Yacoob and Davis, 1996; Essa 1997].
- Paul Ekman's Facial Action Coding System, which can be combined to describe all
  facial expressions [Ekman, 1977
- facial phonemes
- "expression glasses," which discriminate upwar d facial expressions such as
  those of interest and openness from downward expressions such as those of
  confusion or dissatisfaction [Scheirer et al. 1999], and a physiological
  monitoring system that senses four signals from the surface of the skin and
  relates these to eight emotional states (subject-dependent) with over 81%
  classification accuracy [Vyzas and Picard, 1999
- Our goal is to transform how children learn, what they learn, who
  they learn from.
  
  Mitchel Resnick, A Media Lab for Kids

08 Jul 09

Advantage Learning Systems Sales Training and Motivational Keynote Speakers

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assessment learning TS

Renaissance Learning Product Presentations

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TS learning assessment

07 Jul 09

Statistical Data Mining Tutorials

www.autonlab.org/...index.html - Preview

statistics datamining tutorial algorithms data probability machine learning

The following links point to a set of tutorials on many aspects of
statistical data mining, including the foundations of probability, the
foundations of statistical data analysis, and most of the classic machine
learning and data mining algorithms.
These include classification algorithms such as decision trees, neural nets,
Bayesian classifiers, Support Vector Machines and cased-based (aka
non-parametric) learning. They include regression algorithms such as
multivariate polynomial regression, MARS, Locally Weighted Regression, GMDH and
neural nets. And they include other data mining operations such as clustering
(mixture models, k-means and hierarchical), Bayesian networks and Reinforcement
Learning.

United States Patent: 7281219

patft.uspto.gov/...nph-Parser - Preview

blended learning patent

Organizations are deploying new learning technologies to supplement conventional
classroom or instructor led training (ILT). Technology enabled delivery modes
including on-line learning and web-based learning allow learners to interact
without being physically present in a classroom. These organizations, however,
are struggling with the problem of integrating these new modes of learning to
achieve their desired objectives while minimizing overall training costs. It is
often the case that the desired learning outcome as measured by a return on
investment spending on training is not optimized because training programs are
designed around a classroom experience and do not take advantage of other
technology based learning due to this lack of effective integration of these two
modes.
These and other objects are attained in accordance with one embodiment of
the invention wherein there is provided a method of displaying a blended
learning experience, comprising the steps of defining degrees of elements in
learning zones, defining a percentage of formal learning for each zone,
constructing a circular display having wedges corresponding to the zones with
each wedge having an inner sub-wedge, wherein the angular width of each wedge
corresponds to the degrees and the radius of each sub-wedge corresponds to the
percentage of formal learning, and displaying the circular display on a computer
monitor or hardcopy printout.
2 more annotations...
- In FIG. 1 there is shown a circular display of a blended learning experience in
  accordance with the LOM of the present invention. Four radial zones refer to a
  specific type of learning experience. Within each zone are specific learning
  elements which may be selected for a particular learning solution.
  
  Information zone 12 deals with self-directed knowledge acquisition.
  Information flows one way from the media source to the learner. Elements of this
  zone include static sources of information such as books, journals, reference
  material, web pages, videos, or the wearable electronic performance support
  system (EPSS) used for real time training of plant personnel.
  
  Interaction zone 14 deals with an individual engaging with programs
  designed for tutorial instruction, drill and practice, simulation, and gaming.
  In this zone the learner interacts only with automated programs or processes,
  not with other students or an instructor.
  
  Information and interaction
  zones 12, 14 describe learning experiences focused on the individual learner.
  The remaining zones to be described below refer to collaborative or group based
  learning.
  
  Collaboration zone 16 deals with learners brought together
  online with other learners, instructors, or mentors through technologies.
  Learners use collaborative techniques such as chat, team rooms, virtual classes,
  e-meetings, or the like to enable people-to-people exchanges and interactions.
  The exchanges and interactions may be online at the same time as well as
  off-line (asynchronously).
  
  In-Person zone 18 deals with people
  interacting with each other in the same classroom. Examples include the
  traditional classroom model, mentoring, coaching, or team members engaged
  together.
- A specific learning solution may represent the optimal blended learning mix for
  a corporate management development course, a high school biology curriculum, or
  an online home improvement course offered by a hardware store chain.
  
  Once the optimum blended learning degrees and percentages are determined
  for any solution, the display of FIGS. 1, 2, or 3 may be constructed. A computer
  program product may be used to assist in performing the blended solution
  determination. The computer program product may also include instructions for
  automatically drawing or displaying or printing the circular representation as
  shown in FIGS. 1

United States Patent: 7186116

patft.uspto.gov/...nph-Parser - Preview

memory cognition learning training ADHD

Cognitive Medical Systems AB (Stockholm, SE)
presenting a first task of a first difficulty level to the user on presentation
means; making a delay of a predetermined time, during which delay the task is
not visible or audible, and during which delay it is not possible to enter an
answer into the computer, changing the difficulty level of a subsequent task to
be presented to the user, in accordance with predetermined adaptation rules and
based on said evaluation, such that the difficulty level of the subsequent task
is adapted to the capacity of the user; and presenting subsequent tasks adapted
to the capacity of the user in accordance with the steps above until a
predetermined time limit is exceeded or until a predetermined number of tasks
has been performed, a user of the computer program within the system can perform
training and improve his/her working memory capacity.
5 more annotations...
- Training the Spatial Part of the Working Memory.
- A first task of a first difficulty level is presented, wherein lightened squares
  P1, P2 appear one at a time in a three by three grid 41. Advantageously, the
  grid may also, constitute a four by four grid, but for the sake of clarity just
  nine squares are shown. 212. A delay of e.g. 5 seconds appears 212. 213. Then
  the user may indicate the positions of the earlier lightened, but now turned of,
  squares i1, i2 in the same order as they were lightened 213 by means of the
  computer mouse 104 acting on a pointer 35. This will provide the input of data
  into the computer 110 corresponding to the user's answer regarding the first
  task of the first level. The computer 110 evaluates the input data to establish
  if the answer is correct or not.
- verbal part of the working memory is trained e.g. in the letter-span task
  provided by the computer program run on the computer
- Letters F, G, A are read aloud by the loud speaker 108 one at a time. The user
  should remember the identity and the order of the letters
- series of said shown objects are read aloud via the loud speaker 108 e.g. the
  three objects. E. g. the loud speaker speaks out "bicycle" P1, "star" P2,
  "airplane" P3. 403 After the series of objects is heard, the user shall mark the
  objects, but in the reverse order,

Patent Database Search Results: CCL/434/322 in US Patent Collection

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patent learning education ccl_434_322

24 Jun 09

How do you spark off an interest in maths when the curriculum seems dreary? | Education | The Guardian

ut then my mathematics teacher took me aside after one lesson and recommended a few books that he thought might interest me. He conspiratorially intimated that the maths we were doing in the classroom wasn't really what maths was about. It was something much more exciting, creative, imaginative. Those books provided me with a key to the secret garden of mathematics.\n\nIn that garden I discovered that mathematics also has great stories. Unsolved mysteries like the enigma of prime numbers. Magical mathematical machines that could help you see in four dimensions. Mathematicians who had journeyed to infinity and beyond, discovering that there are many sorts of infinity, some bigger than others. Like my son reading Shakespeare, I certainly didn't understand everything I read, but it inspired me to want to navigate this world, to put in the hard graft to master the language and grammar of maths so that I could read and one day create my own mathematical stories.\n\nOne of the books my teacher recommended was GH Hardy's A Mathematician's Apology. At the time, I was very interested in music, I was learning the trumpet, hanging out with the arty crowd, doing plays and singing in choirs. Science hadn't really captured my imagination. But I also had a desire for things that made logical sense, for solving puzzles, for a rational perspective on the world. A Mathematician's Apology suddenly opened up a bridge between these two competing desires, these two cultures.\n\nAs I read Hardy's book, there were sentences which revealed to me that mathematics shared a lot in common with the creative arts. It seemed to be compatible with things I loved doing: languages, music, literature. Here for example is Hardy writing about being a mathematician: "A mathematician, like a painter or a poet, is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas." Later he writes: "The mathematician's patterns, like the painter's or the poet's, must be beautiful; the ideas, like the colours or t

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sutoy math education learning

VoiceThread - Digital Library

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voicethread library digital_storytelling web2.0 examples digitalstorytelling learning education

23 Jun 09

Forbes.com - Magazine Article

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innovation education cognition learning engineering phd science

It is no mystery that science and engineering encourage left-brain activity;
logical, rational, analytical, pattern-seeking, solution-solving, sorting,
organizing. Innovation, however, requires the attributes of the humanities found
in right-brain thinking; creativity, artistry, intuition, symbology, fantasy,
emotions.
An educational system (infrastructure in today's parlance) that merges
humanities and sciences, creating whole-brain scientists and engineers, yields
more than just innovation but more flexible individuals who are able to adapt to
unanticipated changes in the economy and technology. They can take their
technical skills on tangents to innovate in new areas.
3 more annotations...
- History is replete with examples of whole brain thinkers, sometimes termed
  "Renaissance" men or women, innovators, builders or creators. Generally, by
  their very rarity, they are the exceptions. There is no magic to produce more of
  such. It's easy to see why the existing system encourages the opposite.
- The demand for (often narrowly defined) research results, the need for myriad
  compliance mechanisms, and the gravitational pull toward meeting (narrow)
  program goals that will, if successful, yield follow-on funding, act together to
  create a closed system within which there is little time or attention for
  ancillary pursuits, especially idle exploration. This process can yield
  excellent researchers, but does nothing to form--and unintentionally
  suppresses--whole-brain thinkers. Perhaps worse yet, the process actively
  discourages whole-brainers from even applying.
- Change must start with grade and high schools avoiding bifurcating students,
  either implicitly or explicitly into "math-and-no-art" and "art-and-no-math"
  tracks. For graduate programs, the critical solution is to offer alternative
  programs that echo the whole brain experience of undergraduates. Perhaps art,
  literature or music portfolios become part of the science and engineering
  application processes.

17 Jun 09

PLAYPOWER | learning games for radically affordable computers

eople need affordable learning games. Worldwide, 4.1 billion people earn under $3,000 per year, meaning that even a $100 computer is often out of reach for the world's emerging middle class. Playpower is targeting a $10 platform that makes learning games affordable for "the other 90%."\nEffective\n\nWe're going beyond designing high quality learning games-we're also conducting field trials to confirm that they work. That's why Playpower is fostering collaborations between game designers, cognitive scientists and NGOs-and promoting this network as an international center for excellence in learning game design.\nFun\n\nWe don't just believe that fun aids learning-we believe fun is learning. If learning games aren't fun, they won't work. Valuing fun is part of how we are approaching our developer tools, design practices, and testing methodologies.

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playpower dml education learning games affordable development

29 May 09

book reviews

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art psycholohy learning children papers ellenspitz

The Child's Creation of a Pictorial World by Claire Golomb in The Journal
of Aesthetic Education, vol. 40, #1,
Spring, 2006, 132-4.

Essay review: "Wonders, Witches, Wolves, and Wisdom" in The Journal of
Aesthetic Education, vol.38, #4, Winter, 2004, 113-120.
The Remarkable Beatrix Potter by
Alexander Grinstein, The International Journal of Psychoanalysis
(1997), vol. 78: 626-630
2 more annotations...
- The Discovery of the Art of the Insane by John MacGregor.
  Art Bulletin,
  (June, 1992) vol. 74, no. 2, pp. 346-348.
- Psychoanalytic Criticism: Theory in Practice by Elizabeth
  Wright. Journal of the American Psychoanalytic Association, 36:818-823
  (1988).
  
  Psychoanalytic Theory in Art by Richard Kuhns. The
  Journal of Aesthetic Education, 21:122-125 (1987).
  
  Darwin, Marx, and Freud, ed. A. Caplan and B. Jennings.
  Hospital and Community Psychiatry, 36:1327-1328 (1985).

19 May 09

History of Canada: Time to Change the Game - Digital Media and Learning Competition Winners Hub

ne way to do so is to ride the current technological wave of gaming. Gaming is booming. Despite the recession, the games industry is still growing 10 per cent annually. Yet few recognize that gaming has recently become the entertainment vehicle of choice for most consumers.\nIn 2005, the games industry surpassed the movie industry in sales. In 2008, for the first time in recorded history, sales of games exceeded sales of DVD and Blu-ray discs.\n\nRecently, Pricewaterhouse-Coopers made the astounding prediction that by next year the size of the games market will exceed the music industry. Half of all Americans between the ages of 12 and 55 now play video games. Gaming will keep expanding, because it has jumped from traditional playing on consoles or computers to the latest applications for cellphones and electronic gadgets.\n\nThink of it-an entertainment medium that's a cultural force stronger than movies and music were in the 20th century. Gaming is thriving because it is interactive. Consumers control the experience and the outcome. It is the perfect medium for the individualism of the age. The power of this medium must be recognized and used by educators and in government institutions like Kenney's Department of Citizenship and Immigration, or they will be missing out on one of the drivers of our time.

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24 Apr 09

Unesco Puts World's Major Works Online - NYTimes.com

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unesco world library digital learning education literacy

The project, called the World Digital Library, aims to “promote international
and intercultural understanding,” said James H. Billington, the U.S. librarian
of Congress, speaking as the Web site (www.wdl.org) was introduced at Unesco headquarters
in Paris
The library, which draws material from more than 30 national libraries and other
institutions from around the world, joins a growing number of programs that have
set out to digitally archive cultural material.

19 Apr 09

Content Listing By Folder - Digital Learning

Women Aloud: Videoblogging for Empowerment (WAVE)\n\n * Grant Amount: $107,000 (Innovation in Participatory Learning Award, 2009)\n * Principal Investigator: Sapna Shahani, Mumbai, India\n\nProject Summary\n\nOffering an unprecedented online presence for low-income women from across India, WAVE is a unique digital platform for Indian women aged 18-25. Through videoblogging, women who otherwise do not have a voice online are given an avenue for self-expression and a podium from which they can address such key issues as health, the environment, employment, access to basic necessities, education, democracy, and gender equality. Participants will attend an intensive video training camp, where experienced media professionals will provide the required technical and documentary journalistic skills necessary for empowering these young women to tell their stories and those of their communities.

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women india learning digital

Practicing Your Way to a Higher I.Q. - Freakonomics Blog - NYTimes.com

Nisbett offers some suggestions to parents to raise their kids' I.Q.: "praise effort more than achievement, teach delayed gratification, limit reprimands, and use praise to stimulate curiosity.

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talent learning intelligence

A Star Is Made - New York Times

nders Ericsson, a 58-year-old psychology professor at Florida State University, says he believes strongly in "none of the above." He is the ringleader of what might be called the Expert Performance Movement, a loose coalition of scholars trying to answer an important and seemingly primordial question: When someone is very good at a given thing, what is it that actually makes him good?\n\nEricsson, who grew up in Sweden, studied nuclear engineering until he realized he would have more opportunity to conduct his own research if he switched to psychology. His first experiment, nearly 30 years ago, involved memory: training a person to hear and then repeat a random series of numbers. "With the first subject, after about 20 hours of training, his digit span had risen from 7 to 20," Ericsson recalls. "He kept improving, and after about 200 hours of training he had risen to over 80 numbers."

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A Star Is Made - New York Times

But there is surprisingly little hard evidence that anyone could attain any kind of exceptional performance without spending a lot of time perfecting it."

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Swarna Srinivasan's Library tagged learning → View Popular

NNRG Projects - Leveraging Human Creativity with Machine Discovery

NSF Project Summary and Description

Advantage Learning Systems Sales Training and Motivational Keynote Speakers

Renaissance Learning Product Presentations

Statistical Data Mining Tutorials

United States Patent: 7281219

United States Patent: 7186116

Patent Database Search Results: CCL/434/322 in US Patent Collection

How do you spark off an interest in maths when the curriculum seems dreary? | Education | The Guardian

VoiceThread - Digital Library

Forbes.com - Magazine Article

PLAYPOWER | learning games for radically affordable computers

book reviews

History of Canada: Time to Change the Game - Digital Media and Learning Competition Winners Hub

Unesco Puts World's Major Works Online - NYTimes.com

Content Listing By Folder - Digital Learning

Practicing Your Way to a Higher I.Q. - Freakonomics Blog - NYTimes.com

A Star Is Made - New York Times

A Star Is Made - New York Times

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