Distributed autonomous learning framework

2019 ◽  
Author(s):  
Kyler Harrington
Keyword(s):  
Autonomous Learning ◽  
Learning Framework

UAV 3D Path Planning Based on IHDR Autonomous-Learning-Framework

ROBOT ◽  
2012 ◽  
Vol 34 (5) ◽  
pp. 513 ◽  
Author(s):  
Yang CHEN ◽  
Daohui ZHANG ◽  
Xingang ZHAO ◽  
Jianda HAN
Keyword(s):  
Path Planning ◽  
Autonomous Learning ◽  
Learning Framework

Developing an Autonomous Language Learning Framework in a Blended Learning Environment

2013 ◽  
pp. 150-170
Author(s):  
Helen W. M. Yeh
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
Traditional Classroom ◽  
Autonomous Learning ◽  
Learning Framework ◽  
Computer Mediated ◽  
English Competence ◽  
Traditional Classroom Teaching ◽  
Roles Of Teacher

Educational technologies in language learning has undergone a shift from learner’s interaction with computers to interaction with other humans via the computer, and now moves towards the blended learning where traditional classroom teaching methods and computer-mediated activities are combined. However, the effectiveness of the blended learning is still inconclusive. The present chapter examines the effectiveness of autonomous language learning programmes in a blended learning environment and presents a framework that was derived from the programme. The framework describes the roles of teacher, the learning construction, and the learning process for autonomous language learning, and suggests a number of techniques that teachers can use to formulate their teaching plans for the blended learning. Findings revealed that students had favorable attitudes towards the autonomous language learning, the blended learning, and the programme, which could not only motivate them to continue autonomous learning but also improve their English competence.

scholarly journals Autonomous Language Learning in a Work-cycle: Learners’ Perceptions, Beliefs and Behaviors

2020 ◽  
pp. 67-85
Author(s):  
Shirin Sadaghian ◽  
S. Susan Marandi ◽  
Hasan Iravani
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Learning Goals ◽  
Personal Learning ◽  
Learning Framework ◽  
Evaluation Phase ◽  
Work Cycle ◽  
And Behaviors

The present study reports on an attempt to apply the principles of autonomous learning within the curriculum of an online course for teaching English to Iranian adult language learners. The contents of the course (i.e. general English) were delivered using work-cycles (Legenhausen, 2003) and were completed in the form of students’ projects. Each work-cycle started by setting personal learning goals in the planning and negotiation phase, deciding on the project in the decision-making phase, completing the actual project in the project phase, followed by an evaluation of the outcomes in the evaluation phase. Different phases of the cycle fitted autonomous learning framework, enabling the implementation of the principles of learner autonomy. Finally, after the actual implementation of the principles of learner autonomy through work-cycles, learners’ perceptions were assessed to estimate the efficiency of autonomous learning using work-cycles which revealed an overall positive pattern of beliefs. However, despite general success of work-cycles in implementing autonomous learning, a gap between learners’ autonomous beliefs and behaviors was observed which necessitates further preparation in the form of awareness-raising.

Short-Term Auditory Memory, Oral Perception, and Experimental Sound Learning

1969 ◽  
Vol 12 (1) ◽  
pp. 185-192 ◽  
Author(s):  
John L. Locke
Keyword(s):  
Memory Span ◽  
Auditory Memory ◽  
Span Task ◽  
Short Term ◽  
Learning Framework ◽  
Sound Learning ◽  
Oral Perception

Ten children with high scores on an auditory memory span task were significantly better at imitating three non-English phones than 10 children with low auditory memory span scores. An additional 10 children with high scores on an oral stereognosis task were significantly better at imitating two of the three phones than 10 children with low oral stereognosis scores. Auditory memory span and oral stereognosis appear to be important subskills in the learning of new articulations, perhaps explaining their appearance in the literature as “etiologies” of disordered articulation. Although articulation development and the experimental acquisition of non-English phones have certain obvious differences, they seem to share some common processes, suggesting that the sound learning framework may be an efficacious technique for revealing otherwise inaccessible information.

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