Reconsidering the Role of Content: Technology, Learning and Learning Technology

2003 ◽  
pp. 17-30
Author(s):  
Gayle Calverley
Keyword(s):  
Learning Technology ◽  
Technology Learning

Role of General Adversarial Networks in Mammogram Analysis: A Review

2020 ◽  
Vol 16 (7) ◽  
pp. 863-877
Author(s):  
Annapoorani Gopal ◽  
Lathaselvi Gandhimaruthian ◽  
Javid Ali
Keyword(s):  
Breast Tumor ◽  
Deep Neural Networks ◽  
Training Data ◽  
Learning Technology ◽  
Breast Cancers ◽  
Generative Adversarial Network ◽  
Adversarial Network ◽  
Adversarial Networks ◽  
Tumor Extraction

The Deep Neural Networks have gained prominence in the biomedical domain, becoming the most commonly used networks after machine learning technology. Mammograms can be used to detect breast cancers with high precision with the help of Convolutional Neural Network (CNN) which is deep learning technology. An exhaustive labeled data is required to train the CNN from scratch. This can be overcome by deploying Generative Adversarial Network (GAN) which comparatively needs lesser training data during a mammogram screening. In the proposed study, the application of GANs in estimating breast density, high-resolution mammogram synthesis for clustered microcalcification analysis, effective segmentation of breast tumor, analysis of the shape of breast tumor, extraction of features and augmentation of the image during mammogram classification have been extensively reviewed.

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

scholarly journals E-education between Pedagogical and Didactic Theory and Practice

Organizacija ◽  
2009 ◽  
Vol 42 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Vanda Rebolj
Keyword(s):  
Information Technology ◽  
Theory And Practice ◽  
Advanced Technology ◽  
Learning Technology ◽  
Education Systems ◽  
Education Production ◽  
Technology Learning ◽  
Web Environment ◽  
Professional Opinion ◽  
Electronic Education

E-education between Pedagogical and Didactic Theory and PracticeEducation systems confront new requirements to become more efficient and contribute more to the economic success of society. At the same time there are new challenges for the education systems to perform their tasks using advanced technology. In capacity, information technology considerably surpasses the current learning technology. Supported by Internet it creates an electronic parallel to the standard school and learning. Unfortunately there is only sporadic evidence that supported by information technology, learning and education system as a whole can be considerably improved. In spite of that, we believe there is no way back and e-education is not just a temporary whim. Even though we do not know exactly who should perform what and to which scope. The passiveness of pedagogues, the lack of empirical research and the occurring expansion of the market for e-education products without their quality assessment is not of advantage to this progress. The spread of e-education production without considering the professional opinion of pedagogues, who beside their practical work must also engage in developing their own pedagogical theory, might not benefit the existing education achievements. On the other hand, didactics can by analogy be applied also in the web environment, consequently creating the related assessment mechanisms of the electronic education elements.

scholarly journals Pervasive Learning and Technology Usage for Creativity Development in Education

2019 ◽  
Vol 14 (01) ◽  
pp. 95 ◽  
Author(s):  
Ivanna Shubina ◽  
Atik Kulakli
Keyword(s):  
Research Question ◽  
Relevant Literature ◽  
Self Regulation ◽  
Main Research ◽  
Technology Learning ◽  
Creativity Development ◽  
Educational Processes ◽  
Educational Paradigm ◽  
Pervasive Learning

This paper’s aim is to investigate the role of creativity and pervasive learning in a modern education paradigm. The research was conducted by relevant literature review along with reflective analysis on sub-context such as creativity, educational development, pedagogical methods, important factors behind of creativity development and technology-learning systems affects. Various issues may become a supportive factor or barrier for creativity development in educational processes. Technology in an education field provides many opportunities for creativity enhancement, among which supports to enhance curiosity to develop some skills to improve student's cognitive processes and engagement as well as to increase intrinsic motivation, self-regulation. Authors attempted to consider all the benefits, challenges and risks related to enhancing creativity with the help of technology in modern educational paradigm. Many studies have been analyzed in order to answer main research question: How technology-pervasive learning environment can enhance stimulation and development of creativity among students?

The Learning Activities Model

2008 ◽  
pp. 75-100
Author(s):  
Richard Caladine
Keyword(s):  
Human Resources ◽  
Training And Development ◽  
Learning Technologies ◽  
Learning Technology ◽  
Flexible Learning ◽  
Electronic Element ◽  
E Learning ◽  
Almost All ◽  
Standard Software

The effects of open, distance, and flexible learning, and the changed role of technology in learning have been felt in almost all educational sectors and institutions. Technology in many subjects now plays a central role and learning management systems (LMSs) are part of the standard software of higher education institutions. However the influence of learning technology has not been limited to education. The literature on human resource management (HRM) recognizes that there are benefits to be gained through the application of some of the techniques and technologies of flexible learning to training and development (Smith, 1992; Wilson, 1999). For example, LMSs are also providing efficiencies to organizations in the development of their human resources. As mentioned earlier in this book, the term flexible learning is used here to refer collectively to the approaches of open, distance, online, and e-learning and to the literature that is concerned with them. More recently terms such as blended learning and e-learning have appeared to refer to learning experiences that incorporate an electronic element. Typically flexible learning or e-learning would involve the use of the learning technologies discussed here.

Perceptions in Computer-Supported Collaborative Learning

2011 ◽  
pp. 182-199
Author(s):  
Yingqin Zhong ◽  
John Lim
Keyword(s):  
Collaborative Learning ◽  
Cultural Diversity ◽  
Negative Relationship ◽  
Learning Technology ◽  
Computer Supported Collaborative Learning ◽  
Research Attention ◽  
Homogeneous Groups ◽  
E Learning ◽  
And Performance

Computer-supported collaborative learning (CSCL) has received increasing research attention owing to advances in e-learning technology and paradigmatic shifts in the educational arena. Owing to the growing diversity in student population in terms of nationality, the role of cultural diversity becomes greatly pronounced, and must be addressed. In this study, a laboratory experiment with a 2×2×2 factorial design was conducted, to investigate the interaction effects of perceived cultural diversity, group size, and leadership, on learners’ performance and satisfaction with process. Contrary to an expected negative relationship between perceived cultural diversity and performance, a positive relationship emerged as a result of leadership. Leadership lowered learners’ satisfaction with the process in perceived homogeneous groups (as compared to perceived heterogeneous groups) and smaller groups (as compared to larger groups).

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

scholarly journals Using technology to connect generations: Some considerations of form and function

Comunicar ◽  
2015 ◽  
Vol 23 (45) ◽  
pp. 95-104 ◽  
Author(s):  
Mariano Sánchez-Martínez ◽  
Matthew Kaplan ◽  
Leah Bradley
Keyword(s):  
Intergenerational Relationships ◽  
Relationship Formation ◽  
Positive Potential ◽  
Technology Learning ◽  
Form And Function ◽  
Wide Range ◽  
Generational Groups ◽  
And Function ◽  
Los Grupos

Nowadays, as ageing increases in Western societies it has become more evident that multiple generations are ageing concurrently at any given time in history. Therefore, ageing must be approached as a multi-generational phenomenon, not just as a question of elders. In this context, situations that engender increased interactions between generations are garnering more attention. There is a growing emphasis on expanding the role of technology in intergenerational programmes, within the field of intergenerational studies. Consequently, this paper is focused on education and learning processes within intergenerational programmes with a strong technology component. Information from a total of 46 intergenerational programmes from 11 countries has been gathered through a survey. Level of impact, status of generational groups, and centrality of technology have been appraised for all programmes in the sample. Technology learning-teaching constitute the main area of intended impact of these programmes. However, the surveyed programmes employ as well a wide range of strategies to facilitate intergenerational communication, cooperation and relationship formation between generations involved. Interest of programmes examined does not just consist of teaching the use technology but of experimenting with technology in different forms and functions and exploring the positive potential for enhancing intergenerational relationships Actualmente, conforme el envejecimiento en las sociedades occidentales aumenta, resulta más evidente que en cualquier momento histórico dado hay varias generaciones envejeciendo simultáneamente. Por tanto, el envejecimiento debe ser estudiado como fenómeno multi-generacional y no solo como un asunto de personas mayores. En este contexto, están suscitando más atención las situaciones que implican más interacciones intergeneracionales. Dentro del campo intergeneracional está aumentando el interés en torno a las posibilidades de expandir el papel de la tecnología en los programas intergeneracionales. En consecuencia, este artículo se centra en los procesos de educación y aprendizaje acaecidos dentro de programas intergeneracionales con un fuerte componente tecnológico. Mediante un sondeo se recogió información sobre un total de 46 de este tipo de programas de 11 países. Todos se han evaluado en la muestra según su nivel de impacto, el estatus de los grupos generacionales y la centralidad de la tecnología. La enseñanza-aprendizaje de la tecnología constituye la principal área de impacto buscada por estos programas, que, no obstante, también utilizan una amplia variedad de estrategias para facilitar la comunicación, la cooperación y la formación de relaciones intergeneracionales entre las generaciones implicadas. El interés de los programas analizados no solo consiste en enseñar a utilizar la tecnología sino en experimentar diferentes formas y funciones con ella, así como en explorar el potencial positivo de la tecnología para mejorar las relaciones intergeneracionales

scholarly journals Research on the Role of Mobile Learning Technology in Promoting Deep Learning of College Students

2020 ◽  
Vol 9 (6) ◽  
pp. 63
Author(s):  
Xiangsen Liu ◽  
Zhenzhen Ye ◽  
Dongmei Jiang
Keyword(s):  
College Students ◽  
Deep Learning ◽  
Mobile Learning ◽  
Modern Society ◽  
Teaching Model ◽  
Learning Technology ◽  
Social Production ◽  
Productive Force ◽  
Mobile Learning Technology

As the primary productive force, education plays a huge role in the development of modern society. Traditional educational activities mainly focus on the teaching of students’ superficial knowledge and skills, which are no longer able to meet the current society’s demand for talents. At present, it is required to promote the development of in-depth thinking of college students, stimulate their innovation and creativity, and enable students to better contribute to social production. Therefore, it is very important to introduce the concept of deep learning for college students and establish a student-based teaching model. The author mainly uses mobile learning technology to analyze the functional role of mobile learning technology in promoting deep learning activities for college students, and proposes ways to effectively grasp mobile learning technology in future university informatization education activities.

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