Learning multiple fault diagnosis

This paper describes two methods for integrating model-based diagnosis (MBD) and explanation-based learning. The first method (EBL) uses a generate-test-debug paradigm, generating diagnostic hypotheses using learned associational rules that summarize model-based diagnostic experiences. This strategy is a form of "learning while doing" model-based troubleshooting and could be called "online learning." The second diagnosis and learning method described here (EEL-STATIC) involves ''learning in advance." Learning begins in a training phase prior to performance or testing. Empirical results of computational experiments comparing the learning methods with MBD on two devices (the polybox and the binary full adder) are reported. For the same diagnostic performance, EBL-STATIC is several orders of magnitude faster than MBD while EBL can cause performance slow-down

Koperasi Sekolah sebagai Basis Pengembangan Model Pembelajaran Koperasi di SMA Negeri Kota Surakarta

The purpose of this research is to produce a learning model based on cooperatives school in state senior hight school of Surakarta City. This study is the development of previous research by Borg and Gall. It passed 9 stages, include: (1) research and collecting information, (2) planning, (3) development of preliminary form of the product, (4) preliminary field testing, (5) main product revision, (6) main field testing, (7) operational product revision, (8) operational field testing and (9) final product revision. Validation of products involved experts, i.e. the materials experts, learning model experts and practitioners of cooperatives and economic subject teachers. The focused group discussionwas conducted by the Economics teachers who teach in tenth grade. Testing the cooperative learning model school-based cooperative was conducted on students of tenth grade in three schools, namely SMAN 6 SKA, SMAN 7SKA and SMAN 8 SKA. Results of the study are in form of: (1) The cooperative learning model which is needed in state senior high school in SurakartaCity, (2) design of school-based cooperative learning model, (3) the school-based cooperative learning model is valid, (4) the effectiveness of school-based cooperative learning model, and (5) learning model for cooperative learning development efforts in state senior high school of Surakarta.The results of this study include determining the cooperative learning model needed in state senior high school of Surakarta, producing a draft of school-based cooperative learning model, result a validschool-based cooperative learning model, determining the effectiveness of school-based learning model and resultingcooperative learning model for development efforts of cooperative learning in state senior high school of Surakarta. The use of school-based cooperative learning can improve students understanding about the cooperative and improve the students' awareness about the role of cooperatives and schoolcooperative

Costing the lifecycle of networked learning: Documenting the costs from conception to evaluation

This paper reports the development of a course development lifecycle model which is intended to inform the identification of ‘hidden’ costs associated with network‐based learning. The development of this model formed part of a six‐month research study funded by the Joint Information Systems Committee of the UK Funding Councils. The study aimed to produce a planning document and financial schema through which the full costs of networked learning could be documented A discussion is given of the initial five‐stage model, the testing and development of this model and the evolution of a final three‐phase model. Hypothetical examples are given of the use of the three‐phase model