Action selection in modular reinforcement learning

textModular reinforcement learning is an approach to resolve the curse of dimensionality problem in traditional reinforcement learning. We design and implement a modular reinforcement learning algorithm, which is based on three major components: Markov decision process decomposition, module training, and global action selection. We define and formalize module class and module instance concepts in decomposition step. Under our framework of decomposition, we train each modules efficiently using SARSA($\lambda$) algorithm. Then we design, implement, test, and compare three action selection algorithms based on different heuristics: Module Combination, Module Selection, and Module Voting. For last two algorithms, we propose a method to calculate module weights efficiently, by using standard deviation of Q-values of each module. We show that Module Combination and Module Voting algorithms produce satisfactory performance in our test domain.Computer Science

Development of basic quantity surveying learning module through 21st century learning activity

Technical and Vocational Education in Malaysia (TVET) is one of the most important branches of education to produce a balanced human capital. Not only the skills in the field need to be emphasized, but the skills also need to be enhanced under the 'Eleventh Malaysia Plan ' (RMK-11). 21st century learning is a student centered learning process based on 4C’s elements which are communication, collaborative, critical thinking and creativity. The importance of producing 21st century learning based modules is essential to ensure that TVET students, especially at the Vocational College, are exposed to 21st century learning activities and can apply the 4C’s element. Therefore, this study was conducted to develop Basic Quantity Surveying Learning Module Through The 21st Century Learning Activity that tested its validity and credibility as reference material or teaching aids to assist teachers and students taking this course. This module design has two stages beginning with goal building and ending with a complete module that is ready to use. The module validation process involves using the instrument and involving three experts for verification. The evaluation of the module validation consists of a questionnaire consisting of 28 items based on the format and content of the module. The findings show that Basic Quantity Surveying Learning Module Through The 21st Century Learning Activity is highly validated. Analyst views are presented as a percentage. Based on the result, 96% agree on the design of the module while 98.46%. agree on the content of the module developed. Through the analysis of the findings, the Basic Quantity Surveying Module Through The 21st Century Learning Activities has high content validity

The comparative study of studen’s achievement beetwen using Powerpoint learning media and module learning media of informatian and communication technology on ten grades of MAN 2 Yogyakarta of academic year 2012/2013

grades whose study using PowerPoint learning media and the student who are learning using module learning media in Information Technology and Communication (ICT) lesson at MAN 2 Yogyakarta. This research is done at MAN 2 Yogyakarta for Information Technology and Communication (ICT) lessons with material of second semester. This research is Quasi Experiment with pretest - posttest control group design. The sample of this study is two classes who totaled of 73 students, consist of 37 experiment class and 36 control student class. The experimental class is treated using PowerPoint learning media while the control class is treated using module learning media. The instrument used is pretest and posttest. Data where analyzed using student contribution (t-test). First, they are tested for normality and homogenity. The result shows that there is student achievement difference between using PowerPoint learning media and modul learning media. This is indicated by the difference (t (7874)> t table (1,667)) and the average of experimental class (83.18)> the average value of the control class (69.51). This comparison shows that the average of posttest experimental class is higher than the average of control class. There are differences in academic achievement between students who learn using PowerPoint learning media with the student who are learning using module, the learning achievement using PowerPoint instructional media better than learning to use the module. So that, learning achievement using Powerpoint learning media is better than learning using module learning media. Keywords: Media PowerPoint, Module, ICT Semester 2, Learning Achievemen

MarsBots: Robotic Learning Module

This learning module offers hands-on, minds-on activities investigating the Martian environment and robotic technologies of space exploration. The learning module contains 16 national standards-based lessons designed to progress logically from learning about Mars and why scientists and engineers want to explore Mars with robots (lessons 1 through 8) to the fundamental principles of robotics and how these principles are applied to design, construct, and test robotic explorer (lessons 9 through 16). The module is integrated to support fundamental concepts and skills in language arts, mathematics, and science. A background section along with teacher notes provide information needed to present each lesson. Educational levels: Intermediate elementary

Designing an elearning space to teach about elearning - how hard can it be?

This paper supports a session given at the annual learning and teaching conference at Nottingham Trent University in April 2009. It considers the implementation of a Masters-level 30 credit module: PDEP43129 E-learning and teaching in Higher Education. Our focus here is on the design of a virtual learning space for the module. Our design is informed by the literature and reflection on our own practice. It was implemented under the auspices of the University’s VLE policy and strategy. Both the module and the learning environment in which it was implemented were new in September 2008. This posed some interesting challenges which will be explored in the paper. The module was developed in response to a perceived need for colleagues to experience, study and reflect on e-learning. Development work was supported by a CASQ secondment. We have now had one complete run through of the module (September 2008 to January 2009) and have started on the second. Together, we developed the module and are the only tutors teaching on it at this time. Much of the development work was undertaken during the academic year 2007-08, but the learning space was set up in September 2008. A unique feature of this module is that, apart from an introductory face to face session, it takes place entirely online. In this paper we discuss what we wanted to do (content and tools), how we wanted to do it (including layout and tools), the constraints that the new VLE imposed and the opportunities that it offered. We want to reflect on what people have said about the module in their evaluations and also in their formative comments in the orientation unit. We can also draw from many rich sources of primary data, both quantitative and qualitative, much of which derive from the VLE and its associated tools eg document access statistics, copies of Chat sessions, records of Discussions, and Blogs. In addition, of course, we have our own experiences and personal blogs to draw from. The guiding principle behind the learning and teaching strategy is one of construction of knowledge through discussion. The module uses the discussion forum tool in particular along with other collaborative technologies – both synchronous and asynchronous. The ethical considerations in presenting such a paper will require us to anonymised content or seek permission from participants. At the time of writing, it is still too early to draw firm conclusions though we can state now that it has been time-consuming, exciting, challenging and frustrating. We have learned a great deal from implementing the module for its first run at the same time as the launch of NOW and this paper will, we hope, inform colleagues on the generalisable aspects of the use of the learning space

Developing a research on a prescribed case study LLB module

The project was designed to develop a 20-credit optional final year module on the LLB programme which incorporated several forms of ‘flexible’ (‘enquiry based’) learning into the School of Law curriculum, including: (a) the use of a multifaceted case study of a politically and/or legally controversial episode as the focus of study; and (b) embedding explicitly ‘reflective’ learning into a module. Developing the new module brought with it an understanding of how student formative assessment of other students’ work can be supported and managed; how material collected for the multifaceted case study can be presented using WebCT; what staff skills are needed to organise and support collaborative team working by undergraduates; and (crucially) how methods for organising, supporting, and assessing explicitly ‘reflective’ and ‘enquiry based’ learning can be identified and incorporated into a module

To act, or not to act, upon feedback? A case study in academic development, students’ experience and student feedback

This case study reports on a recent module evaluation of the Engaging and Enhancing Student Learning (EESL) module. This module forms part of the Postgraduate Certificate in Academic Practice (PGCAP) at the University of Salford and is offered mainly to new academics and other professionals who support learning. The EESL module aims to introduce participants to teaching and learning in HE, and is aligned with the UK Professional Standards Framework (UK PSF). It is delivered over 10 weeks, including eight face-to-face workshops and two online weekly seminars. Active, collaborative and technology-enhanced learning are coupled with more creative and experimental approaches. The development of reflective skills is enabled through peer, mentor and tutor observations and feedback conversations and reflective accounts. Participants are invited to experiment in a safe environment and within a learning community with ideas and concepts, to challenge their own beliefs linked to teaching and learning in HE, and to begin shaping their teaching philosophy and academic identity. Reviewing feedback is part of our continuous evaluation and enhancement process and this case study reports on how learners’ feedback has been used to develop an EESL module further

PENGEMBANGAN MODUL PEMBELAJARAN MATA DIKLAT MEMBACA GAMBAR TEKNIK SMK NEGERI 2 WONOSARI

Learning module of "Membaca Gambar Teknik" is a teaching material of the students independently of "Membaca Gambar Teknik". The goal of the development learning module of "Membaca Gambar Teknik" is to produce a teaching material that can be used to the students to learn independently. In addition, the purpose of this development was to assess the feasibility of the module as a teaching material independently. Research and development method was used in this research. The sample subjects in this research are students of class X Mechanical Engineering SMK Negeri 2 Wonosari. Data collection technique that used in this research is a questionnaire. The data obtained are qualitative data in the form of comments and quantitative data in the form of scores with a range scale of 1 to 4. Data analysis techniques use the quantitative descriptive analysis techniques, then converted to qualitative data using a Likert scale to determine the feasibility of learning media are made. The results showed that (1) validation of the characteristic aspects of material expert module gets 90%, (2) validation of the display aspects of media expert gets 95.83%, the organization gets 85.71%, the consistency gets 75%, (3) validation of the communication aspects of linguists gets 75%, the truth of the language gets 66.67%, (4) a small group experiment of the characteristic aspects of the module gets 85.94%, the display gets 75.02%, the language gets 79.17%, the benefits of getting media are 91.67%, and (5) a large group experiment of the characteristic aspects of the module gets 71.67%, the display gets 75.625%, the language gets 80%, the benefits of getting media are 85.83%. Keywords : Learning Module of "Membaca Gambar Teknik