Interpreting Embedding Models of Knowledge Bases: A Pedagogical Approach

Knowledge bases are employed in a variety of applications from natural language processing to semantic web search; alas, in practice their usefulness is hurt by their incompleteness. Embedding models attain state-of-the-art accuracy in knowledge base completion, but their predictions are notoriously hard to interpret. In this paper, we adapt "pedagogical approaches" (from the literature on neural networks) so as to interpret embedding models by extracting weighted Horn rules from them. We show how pedagogical approaches have to be adapted to take upon the large-scale relational aspects of knowledge bases and show experimentally their strengths and weaknesses.Comment: presented at 2018 ICML Workshop on Human Interpretability in Machine Learning (WHI 2018), Stockholm, Swede

Developing Preservice Teachers’ Mathematical and Pedagogical Knowledge Using an Integrated Approach

This paper describes how an integrated mathematics content and early field-experience course provides opportunities for preservice elementary teachers to develop understanding of mathematics and mathematics teaching. Engaging preservice teachers in solving and discussing mathematical tasks and providing opportunities to implement these tasks with elementary students creates an authentic context for the future teachers to reflect on their own understanding of mathematics, mathematics teaching, and students’ mathematical thinking. Essential elements of the cycle of events in the integrated model of instruction are discussed: preservice students’ acquisition of mathematical concepts in the context of selected tasks in the content course; subsequent posing of mathematical tasks in early field experiences; reflection on work with students; and response to instructors’ feedback

A Framework for the Design and Implementation of Learning Objects: a Competence-based Approach

This paper presents a framework for the design and implementation of learning objects using a competence-based approach. This framework is illustrated by the development of a standalone Windows application (Trilho GOA) whose primary purpose is to create standardized pedagogical contents trough the aggregation and standardization of instructional resources in several formats that can be used later on a Learning Management System (LMS) supporting SCORM 1.2. The paper contains a brief introduction to the developed software, its system architecture, main features and several pedagogical advantages for its users

Problem based learning in architectural education

There is limited published research and discussion on pedagogical approaches in architectural education. Problem (or Project) Based Learning is used successfully in other professional disciplines, and, consequently, there have been attempts to utilise the same pedagogical approach in architectural education. This paper critically reviews PBL implementations at the Faculty of Architecture, Technical University of Delft (TUDelft), Netherlands and the De-partment of Architecture, University of Newcastle, New South Wales, Australia and draws general conclusions about the implementation of PBL in architecture and particular recommendations with respect to the teaching of architectural computing

STEM-APPROACH TO THE TRANSFORMATION OF PEDAGOGICAL EDUCATION

STEM-education is one of the important areas of the educational reform of XXI century. Modern initiatives in the field of STEM require the development of a model for transforming education that would correspond to contemporary demands of society. Such a general scenario and preliminary statement confirm the thesis underlying this research: there is a need to transform the existing model of training, first of all, pedagogical staff from classical education to innovative STEM-education. It was found that institutions and scholars are searching for new approaches to prepare people for solving real problems of the surrounding world through different STEM-approaches in education. In the article, the authors describe the transformation model of education for the introduction of the STEM-approach in a pedagogical university in order to prepare educators of a new formation and the main indicators of its effectiveness

The Law and Morals of Interpretation

This report is a hermeneutic analytical study of a practical pedagogical situation. For three occasions I observed my own practice as a dance teacher and how a moment, choreographic approach in the governing documents for upper secondary school GY11 was executed in a group of dance students. The part is formulated in the course objectives for the courses on the arts program under the topic Dansgestaltning with focus on choreographic approach. The study is based on a socio-cultural thinking but also takes into account the prevailing gender theories and focuses on how the process of formulation level, through the transformation level is portrayed in the realization level of the dance regarding choreographic approach. The study illustrates educational research from both a dance perspective and a school development perspective. The intention of this study was to raise the awareness of how a pedagogical situation was designed and what is realized in the dance studio. Some pedagogical models are described as useful in raising awareness of the process and the realization of the aspect of moment in a dance studio. The methodology used for the study was participant observation and focus conversations. The results are reported in a discussion on a larger awareness of my own practice, and the benefits it can bring to learning, dancing and school development

Translating specialized Texts: pedagogical Approach

Uno de los elementos más relevantes de los textos especializados es, sin duda, la terminología. Se trata de uno de los rasgos más visible y complejo de la jerga especializada, ya que los términos expresan conceptos muy específicos que obstaculizan la correcta interpretación en personas legas en la materia. Se observa, sin embargo, que si bien el conocimiento de la terminología es imprescindible para una correcta comprensión, no lo es menos el del lenguaje y el del tema tratado. En la enseñanza de la traducción de textos especializados se hace, pues, necesario poner en funcionamiento una serie de estrategias destinadas a facilitar al estudiante la comprensión y correcta reexpresión del contenido del texto original, planteamiento que queremos presentar aquí.Undoubtedly, terminology is an outstanding aspect in specialized texts. It is a quite visible and complex feature in the specialized jargon, as terms express very specific concepts, making understanding the texts difficult to laypersons. So, understanding terminology is essential for a proper comprehension. Having a relevant knowledge of the field is also relevant. So, when teaching how to translate specialized texts, it is necessary to use certain strategies, so that the student will be provided with different tools to understand the source text as well as to write the target text