Distance Learning

Distance learning is the thing without which it is impossible to learn in the future. System of distance learning has to have modern studying materials and interesting resources, where student can interact with everything which is there. Below I will give some examples of why it is worth investing and developing this system

Communicating learning: evaluating the learning experience of distance learning students

Drawing upon research into students’ perceptions of their learning experience as distance learners, this paper explores what works well and what doesn’t. How to more effectively support the learning process through better directive and interactive communication emerges as a key theme

Two-Stage Metric Learning

In this paper, we present a novel two-stage metric learning algorithm. We first map each learning instance to a probability distribution by computing its similarities to a set of fixed anchor points. Then, we define the distance in the input data space as the Fisher information distance on the associated statistical manifold. This induces in the input data space a new family of distance metric with unique properties. Unlike kernelized metric learning, we do not require the similarity measure to be positive semi-definite. Moreover, it can also be interpreted as a local metric learning algorithm with well defined distance approximation. We evaluate its performance on a number of datasets. It outperforms significantly other metric learning methods and SVM.Comment: Accepted for publication in ICML 201

Maximising social interactions and effectiveness within distance learning courses : cases from construction

Advanced Internet technologies have revolutionised the delivery of distance learning education. As a result, the physical proximity between learners and the learning providers has become less important. However, whilst the pervasiveness of these technological developments has reached unprecedented levels, critics argue that the student learning experience is still not as effective as conventional face-to-face delivery. In this regard, surveys of distance learning courses reveal that there is often a lack of social interaction attributed to this method of delivery, which tends to leave learners feeling isolated due to a lack of engagement, direction, guidance and support by the tutor. This paper defines and conceptualises this phenomenon by investigating the extent to which distance-learning programmes provide the social interactions of an equivalent traditional classroom setting. In this respect, two distance learning case studies were investigated, covering the UK and Slovenian markets respectively. Research findings identified that delivery success is strongly dependent on the particular context to which the specific distance learning course is designed, structured and augmented. It is therefore recommended that designers of distance learning courses should balance the tensions and nuances associated with commercial viability and pedagogic effectiveness

Empathic mediators for distance learning courses

Conferência Internacional realizada em Lisboa de 15-16 de novembro de 2018.Online distance learning introduces several challenges, such as the dependence of online tools, the asynchronous communication between teachers and students, and the lack of synchronous social engagement level that inclassroom teaching can leverage. The existence of an online tutor 24 hours/day would be an interesting asset to potentially work as an additional learning support tool. The Virtual Tutoring project aims at the development of solutions involving anthropomorphic 3D avatars that work as both virtual online tutors in the Moodle e-learning platform as well as coaches in a mobile application that interact empathically with the students by predicting their emotional state and selecting appropriate emotion regulation strategies. This paper presents the current status of the project, preliminary evaluations with students, and future developments.This work was developed in the context of the FCT project PTDC/IVC-PEC/3963/2014 with the support of the R&D units of his authors.info:eu-repo/semantics/publishedVersio

No Fuss Distance Metric Learning using Proxies

We address the problem of distance metric learning (DML), defined as learning a distance consistent with a notion of semantic similarity. Traditionally, for this problem supervision is expressed in the form of sets of points that follow an ordinal relationship -- an anchor point $x$ is similar to a set of positive points $Y$, and dissimilar to a set of negative points $Z$, and a loss defined over these distances is minimized. While the specifics of the optimization differ, in this work we collectively call this type of supervision Triplets and all methods that follow this pattern Triplet-Based methods. These methods are challenging to optimize. A main issue is the need for finding informative triplets, which is usually achieved by a variety of tricks such as increasing the batch size, hard or semi-hard triplet mining, etc. Even with these tricks, the convergence rate of such methods is slow. In this paper we propose to optimize the triplet loss on a different space of triplets, consisting of an anchor data point and similar and dissimilar proxy points which are learned as well. These proxies approximate the original data points, so that a triplet loss over the proxies is a tight upper bound of the original loss. This proxy-based loss is empirically better behaved. As a result, the proxy-loss improves on state-of-art results for three standard zero-shot learning datasets, by up to 15% points, while converging three times as fast as other triplet-based losses.Comment: To be presented in ICCV 201

Delighting Our Customers: Building Services Collaboratively with Learners at a Distance

The Open University (OU) is the largest academic institution dedicated to distance learning in the United Kingdom, with over 173,000 students. Distance learning students can provide a unique perspective on the experience of the library. As the number of students enrolled in distance education courses continues to grow globally there is an increasing opportunity to work with distance students on service design and development. Engaging with distance students can be challenging, but not impossible. Here we will discuss how The Open University Library has utilised a number of methodologies to work in partnership with its students on service design to the benefit of the service and our students. This paper will provide practical value for any library service with a distance learning community. Specific methodologies of successful distance learner engagement will be presented, along with lessons learnt