Procedure-Aware Pretraining for Instructional Video Understanding

Our goal is to learn a video representation that is useful for downstream procedure understanding tasks in instructional videos. Due to the small amount of available annotations, a key challenge in procedure understanding is to be able to extract from unlabeled videos the procedural knowledge such as the identity of the task (e.g., 'make latte'), its steps (e.g., 'pour milk'), or the potential next steps given partial progress in its execution. Our main insight is that instructional videos depict sequences of steps that repeat between instances of the same or different tasks, and that this structure can be well represented by a Procedural Knowledge Graph (PKG), where nodes are discrete steps and edges connect steps that occur sequentially in the instructional activities. This graph can then be used to generate pseudo labels to train a video representation that encodes the procedural knowledge in a more accessible form to generalize to multiple procedure understanding tasks. We build a PKG by combining information from a text-based procedural knowledge database and an unlabeled instructional video corpus and then use it to generate training pseudo labels with four novel pre-training objectives. We call this PKG-based pre-training procedure and the resulting model Paprika, Procedure-Aware PRe-training for Instructional Knowledge Acquisition. We evaluate Paprika on COIN and CrossTask for procedure understanding tasks such as task recognition, step recognition, and step forecasting. Paprika yields a video representation that improves over the state of the art: up to 11.23% gains in accuracy in 12 evaluation settings. Implementation is available at https://github.com/salesforce/paprika.Comment: CVPR 202

The Instructional Design Of English Teaching At Smk Bina Patria I Sukoharjo: A Micro Ethnographic Study

English has become major device as a bridge of international communication. The existence of instructional design is a recent issue in English teaching specially in Vocational High School. The research problem of the study is how the instructional design of English teaching at SMK Bina Patria 1 Sukoharjo. The objectives of the study reveal briefly of instructional design of English teaching at SMK Bina Patria I Sukoharjo in which encompasses syllabus, learning objective, instructional material, teaching design, evaluation and strengths-weaknesses of English teaching. The research was an ethnographic study. The efforts of study overview notional-functional syllabus which categorized into novice, elementary, intermediate level. The learning objectives are general and specific learning outcome. The instructional material is divided into printed, audio and visual material. Teacher’s roles are facilitator, observer, organizer, and explainer. The student’s roles are processor, performer, and listener. The classroom procedure is three patterns namely: BKOF-MOT-JCOT-ICOT, BKOF-MOT-JCOT, and BKOF-MOT-JCOT. The classroom activities are advance organizer, presentation, classroom practice, role play, comprehension, answer question and reading aloud. The media are grouped into two forms. The first is printed media such as picture, rainbow envelop and colorful letter. The second is unprinted media entails slide, cassette and compact disk. The evaluation describes evaluation model and kind of evaluation. The evaluation models are dialogue completion task, multiple choice and cloze procedural text. The kind of evaluation involves formative and summative evaluation. There are strength and weakness among the instructional design of English teaching at SMK Bina Patria 1 Sukoharjo. Departing with the finding, discussion, conclusion and implication, the writer suggests for English teacher to encourage students’ engagement in the classroom. The application of diverse methods and techniques are obviously required in English teaching. The writer also recommends for future researcher to expand the study in other research fiel

Instructional strategies and tactics for the design of introductory computer programming courses in high school

This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to control students' processing load. In order, they emphasize topdown program design, incremental learning, and program modification and amplification. In contrast, tactics are specific design plans that prescribe methods to reach desired learning outcomes under given circumstances. Based on ACT* (Anderson, 1983) and relevant research, we distinguish between declarative and procedural instruction and present six tactics which can be used both to design courses and to evaluate strategies. Three tactics for declarative instruction involve concrete computer models, programming plans and design diagrams; three tactics for procedural instruction involve worked-out examples, practice of basic cognitive skills and task variation. In our evaluation of groups of instructional strategies, the Reading approach has been found to be superior to the Expert and Spiral approaches

A comparison of the comprehension of procedural information using computer and hard-copy media

Users of technical procedures must be able to understand the documents to use them to perform their work. As more companies contemplate putting their procedures on-line, it is important to know whether computer systems will be as effective as traditional hard-copy presentation in communicating procedures to the employees who must use them; To determine whether there is a relationship between computer usage and the comprehension of technical procedures, an experiment was conducted among employees of a scientific and technical company in Las Vegas, Nevada. A control group read and demonstrated its comprehension of hard-copy procedures only, while an experimental group read and demonstrated its comprehension of a hard-copy and then an on-line procedure; The experimental group selected fewer correct answers on a comprehension test for the on-line than for the hard-copy procedure. This suggests that when readers accustomed to the hard-copy medium switch to the computer medium, comprehension decreases

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM

An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used