SPARC: an efficient way to combine reinforcement learning and supervised autonomy

Shortcomings of reinforcement learning for robot control include the sparsity of the environmental reward function, the high number of trials required before reaching an efficient action policy and the reliance on exploration to gather information about the environment, potentially resulting in undesired actions. These limits can be overcome by adding a human in the loop to provide additional information during the learning phase. In this paper, we propose a novel way to combine human inputs and reinforcement by following the Supervised Progressively Autonomous Robot Competencies (SPARC) approach. We compare this method to the principles of Interactive Reinforcement Learning as proposed by Thomaz and Breazeal. Results from a study involving 40 participants show that using SPARC increases the performance of the learning, reduces the time and number of inputs required for teaching and faces fewer errors during the learning process. These results support the use of SPARC as an efficient method to teach a robot to interact with humans

Strategi Keterampilan Penguatan Guru dalam Pembelajaran Pendidikan Agama Islam pada Anak Usia Dini

This research aims to see the results of implementing strengthening Islamic religious education learning with a strategy of strengthening teacher skills in learning Islamic religious education for early childhood at Pertiwi 1 Kindergarten, Bengkulu City. The method used is a qualitative descriptive research method, while the type of data used in this research is through observation, interviews and documentation. The results of the research show that the strategy for strengthening teacher skills in Islamic religious education learning uses Skinner's Operant Conditioning theory. Teachers provide verbal reinforcement in using words and sentences to praise, encourage, motivate, persuade, advise and reprimand children. Meanwhile, nonverbal reinforcement takes the form of gestures, touching, approaching, giving signs or symbols, and through Islamic religious education learning activities. This research proves that the implementation of teacher strengthening skills in learning Islamic religious education in early childhood is contained in the RPPH and teaching modules which are carried out by providing verbal reinforcement in using words and sentences, while non-verbal is in the form of gestures, touching, approaching, giving signs or symbols, and through activities for children so that children will be motivated in the good things they do.   Keywords: Early Childhood, Reinforcement Skills, Islamic Education

TOWARDS A WITTGENSTEINEAN LADDER FOR THE UNIVERSAL VIRTUAL CLASSROOM (UVC)

The aim of this work is to move from the foreign dominated to the self-dominated by encouraging people to draw their own conclusions with the help of own rational consideration. Here a room as an environment that is encouraging innovation, which can be denoted as “Innovation Lab”, and making processes as can be regarded as “Smart Lab” is an essential base. The question related to this generalized self-organizational learning method investigated in our paper is how a UVC, which is a room that connects people from different physical places to one synchronous and virtual perceivable place, which is built on these preconditions, can be operated both resource and learning-efficient for both the course participants and the educational organization. A practical approach of implementing a virtual classroom concept, including informative tutorial-feedback, is developed conceptually that also accounts for and implements the results of reinforcement machine-learning methods in AI applications. The difference that makes the difference is gained by reimplementing the AI tools in an AI instrument, in a “Smart Lab” environment and that in the teaching environment. By means of this, a cascaded feedback-loop system is informally installed, which gains feedback at different levels of abstraction. By this learning on each stage, in a collaborative and together decentralized and sequential fashion takes place, as the selforganizational implementations lead implicitly, also by means of the in the course implemented tools, to increasingly self-control. As such in the course, a tool is implemented, as generalizations by means of reinforcement learnings are to be emergently foreseen by this method, which goes beyond the tools, that have already been implemented before. This AI-enhanced learning coevolution shall then, predictively, as well increase the potential of the course participants as the educational organization according to the Wittgensteinean parable: A ladder leading into a selfly-organized future

PELATIHAN KETERAMPILAN MENGAJAR BAGI GURU MADRASAH IBTIDAIYYAH DI AMBULU JEMBER

This Community Service aims to organize a Teaching Basic Skills Refreshment Training for teachers of ibtidaiyyah Madrasah in Ambulu Jember, besides that the training participants are able to master the concept of basic teaching skills of teachers as a prerequisite for the implementation of the independent learning program in the classroom, and participants are able to change the views and attitudes of teachers who have a feudal character to the character of humanism teachers. The method used in this community service is to use the lecture method, question and answer and practice or direct simulation. The results of this programs findings obtained are that teachers in carrying out learning must have the ability of teaching skills which include first the skills of opening and closing lessons. Secondly, the skill of explaining the lesson. Third, the skill of asking. Fourth, skills give reinforcement. Fifth, the skill of holding variations. Sixth, the skill of guiding small group discussions. Seventh, individual/individual teaching skills. Eighth, the skill of managing classes

ANALYSIS OF EGRA (EXPERIENCE, GENERALIZATION, REINFORCEMENT, APPLICATION) METHOD IN TEACHING PROCESS OF RECOUNT TEXT WRITING ABILITY AT SMPN 7 PALANGKA RAYA

This study investigates the teaching process using the EGRA (Experience, Generalization, Reinforcement, Application) method for writing a recount text in the eighth grade at SMPN7 Palangka Raya. It specifically focuses on how the method is utilized in lessons, its presence in teaching plans, and the responses it receives from teachers and students. The EGRA method is selected due to its focus on experiential learning, thereby providing students with opportunities for creativity in their writing and facilitating discussions about their work. Each EGRA stage has its specific objectives, aiding students in understanding, formulating, revising, and applying ideas. Data, collected through observations, interviews, and document review, reveal how the EGRA method affects student participation and assists in effective material delivery, creating an engaging classroom environment. The method encourages various insightful activities and challenges students, thereby stimulating their knowledge and creativity. The research concludes the influential role of the EGRA method in activating student learning and transforming the teacher's role into a facilitator, breaking away from monotonous classroom conditions

Interactively Teaching an Inverse Reinforcement Learner with Limited Feedback

We study the problem of teaching via demonstrations in sequential decision-making tasks. In particular, we focus on the situation when the teacher has no access to the learner's model and policy, and the feedback from the learner is limited to trajectories that start from states selected by the teacher. The necessity to select the starting states and infer the learner's policy creates an opportunity for using the methods of inverse reinforcement learning and active learning by the teacher. In this work, we formalize the teaching process with limited feedback and propose an algorithm that solves this teaching problem. The algorithm uses a modified version of the active value-at-risk method to select the starting states, a modified maximum causal entropy algorithm to infer the policy, and the difficulty score ratio method to choose the teaching demonstrations. We test the algorithm in a synthetic car driving environment and conclude that the proposed algorithm is an effective solution when the learner's feedback is limited.Comment: 7 pages, 3 figure