42,384 research outputs found

    A Japanese Learning Support System Matching Individual Abilities

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    An Intelligent Knowledge Management System from a Semantic Perspective

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    Knowledge Management Systems (KMS) are important tools by which organizations can better use information and, more importantly, manage knowledge. Unlike other strategies, knowledge management (KM) is difficult to define because it encompasses a range of concepts, management tasks, technologies, and organizational practices, all of which come under the umbrella of the information management. Semantic approaches allow easier and more efficient training, maintenance, and support knowledge. Current ICT markets are dominated by relational databases and document-centric information technologies, procedural algorithmic programming paradigms, and stack architecture. A key driver of global economic expansion in the coming decade is the build-out of broadband telecommunications and the deployment of intelligent services bundling. This paper introduces the main characteristics of an Intelligent Knowledge Management System as a multiagent system used in a Learning Control Problem (IKMSLCP), from a semantic perspective. We describe an intelligent KM framework, allowing the observer (a human agent) to learn from experience. This framework makes the system dynamic (flexible and adaptable) so it evolves, guaranteeing high levels of stability when performing his domain problem P. To capture by the agent who learn the control knowledge for solving a task-allocation problem, the control expert system uses at any time, an internal fuzzy knowledge model of the (business) process based on the last knowledge model.knowledge management, fuzzy control, semantic technologies, computational intelligence

    Grouping practices in the primary school: what influences change?

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    During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in responses to this, the nature of the changes made and the reasons for those changes. Forty eight percent of responding schools reported that they had made no change. Twenty two percent reported changes because of the literacy hour, 2% because of the numeracy hour, 7% because of a combination of these and 21% for other reasons. Important influences on decisions about the types of grouping adopted were related to pupil learning and differentiation, teaching, the implementation of the national literacy strategy, practical issues and school self-evaluation

    State of the art review : language testing and assessment (part two).

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    In Part 1 of this two-part review article (Alderson & Banerjee, 2001), we first addressed issues of washback, ethics, politics and standards. After a discussion of trends in testing on a national level and in testing for specific purposes, we surveyed developments in computer-based testing and then finally examined self-assessment, alternative assessment and the assessment of young learners. In this second part, we begin by discussing recent theories of construct validity and the theories of language use that help define the constructs that we wish to measure through language tests. The main sections of the second part concentrate on summarising recent research into the constructs themselves, in turn addressing reading, listening, grammatical and lexical abilities, speaking and writing. Finally we discuss a number of outstanding issues in the field

    Signaling the Competencies of High School Students to Employers

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    [Excerpt] The fundamental cause of the low effort level of American students, parents, and voters in school elections is the absence of good signals of effort and accomplishment and the consequent lack of rewards for learning. In most other advanced countries mastery of the curriculum is assessed by examinations that are set and graded at the national or regional level. Grades on these exams signal the student\u27s achievement to employers and colleges and influence the jobs that graduates get and the universities and programs to which they are admitted. Exam results also influence school reputations and in some countries the number of students applying for admission to the school. In the United States, by contrast, students take aptitude tests that are not intended to assess the learning that has occurred in most of the classes taken in high school. The primary signals of academic achievement are diplomas awarded for time spent in school and grades and rank in class—criteria that assess achievement relative to other students in the school or classroom, not relative to an external standard

    Why High School Students Learn So Little And What Can Be Done About It

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    [Excerpt] The National Commission on Excellence in Education has stated, Learning is the indispensable investment required for success in the information age we are entering. The high American standard of living has always depended on the high quality of American workers. There is no way unskilled American manufacturing workers can compete with the millions of unskilled workers of India, China and Latin America. The watchword in American manufacturing is now AUTOMATE, MIGRATE, OR EVAPORATE. Automation, however, requires a highly skilled and flexible work force. Skilled workers are essential for the design, introduction and maintenance of the advanced manufacturing technologies that must be adopted if we are to maintain our high standard of living

    Learner internal psychological factors

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    Book synopsis: What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organised into six thematic sections, each with an editor-written introduction
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