Search Results for
"deep learning"

Pedagogical Content Knowledge (PCK) is the establishment of academics that provides an interesting idea of teaching. PCK is an idea of the belief that teaching is considerably needed more than providing the knowledge of subject contents to students. It is also the knowledge teachers acquire over time and by the experience to explain particular contents in specific ways to students' understanding. The growth of the internet and larger digital technology has come up with various difficulties. The larger amount of data on the internet is probably unorganized and unstructured, making it difficult to utilize and manipulate the data process. deep learning, as well as machine learning mechanisms for classifying the texts, is the importance of PCK. In the present research, the pedagogical contents are classified using Condensed Nearest Neighbor (CNN) with Bi-LSTM. In general, the CNN classifier is a simple process and constructs the subsets of example that classifies the original data correctly. The Bi-LSTM enhances LSTM, which improves the model's performance in the sequence classification process. The proposed CNN with Bi-LSTM has achieved an accuracy of 78.79compared to the existing KNN accuracy of 77.5% for the classification of pedagogical content in experiment analysis. © 2022 Seventh Sense Research Group.

This article reports on student perceptions of an innovative graduate construction engineering course using BIM and industry-academic collaboration with extensive construction site internships. The course, Building Information Modeling (BIM) in Construction, was designed and implemented to help students develop deep BIM learning and allow them to apply this software in real engineering companies. The students were immersed in construction companies, as interns on construction sites. Our research goals were to study the students' learning and any impacts on the companies' practices; in particular, how new communication skills, tools, symbols, concepts, and procedures disseminated in both directions. Open-ended survey responses from the years 2017, 2018, and 2019 were analyzed using the constant comparison method to allow themes to emerge from the data. The analysis of these data shows 1) Through the design and prior training of workers, it generated a psychologically safe learning environment for students in companies. 2) students recognize they establish a clear connection between the objectives of the course and the work within the companies, 3) The bridge built through a WIL experience between the companies and the course, allowed the students to impact the work of the companies becoming a win-win experience and 4) understanding the main student's barriers that must be minimized for a became full-participants and recommendations for the design and implementation of WIL experiences. The curricular integration of work experiences appears to effectively support the development of students into highly skilled construction engineers. This paper extends the knowledge base on WIL by identifying how students develop as brokers mediating the academic and professional communities, and tracing the bidirectional flow of information, concepts, procedures, and materials between the academic and professional communities. © American Society for Engineering Education, 2022.

Chan's book explores the challenges in assessing experiential learning, deepens our understanding, and inspires readers to think critically about the purpose of assessment in experiential learning. © 2023 Cecilia Ka Yuk Chan. All rights reserved.

Cultivating entrepreneurial intentions in vocational education students is important in preparing graduates ready for entrepreneurship. However, efforts to foster entrepreneurial intentions are still a serious problem in vocational education. This study examines the structural model of the influence of entrepreneurial interest, technological competence, digital marketing, internship experience, self-efficacy, and entrepreneurial personality on entrepreneurial intentions. Ex-post facto research with a structural approach involving 618 vocational education students in Indonesia. Data was collected through a closed questionnaire with a Likert scale of 1-4 distributed using Google Form media. The collected data were analyzed using structural equation model analysis with path analysis and bootstrap methods. The study results show that technological competence, digital marketing, and apprenticeship experiences significantly affect the growth of entrepreneurial intentions. In addition, self-efficacy and entrepreneurial personality also significantly succeeded in mediating the influence of technological competence, digital marketing, and internship experience on entrepreneurial intentions. Teachers as learning facilitators must foster an interest in entrepreneurship as the basic root of the spur to form aspects of competence and experience needed in the business world. This aspect must also be given and strengthened to form a personality in entrepreneurship and strengthen self-efficacy so that the estuary of entrepreneurial intentions inherent in students will be stronger. This research is limited to certain variables based on the current actual theory. Future research needs to examine more deeply the potential influence of other variables that are more effective in growing students' entrepreneurial intentions in vocational education. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.

Pupils’ and students’ learning in the workplace and dual education has drawn increased attention because it is, among others, relevant in combating youth unemployment, increasing individual employability, and organisations’ ability to provide high quality services and products. However, research focusing on pupils’ and students’ readiness to participate in learning in the workplace is scarce and scattered. The present study was conducted to get a deeper insight into readiness to participate in learning in the workplace, and more particular in the Flemish (Belgium) context of dual education. The study applied a multi-method approach including literature review, document study, semi-structured interviews and member checking. The study resulted in a conceptualisation of ‘willingness to participate in learning in the workplace’ and ‘maturity for learning in the workplace’ including clusters of competencies related to participation in the workplace, learning in the workplace, and motivation for learning and participating in the workplace. This conceptualisation contributes to the development of policy and practice through providing a basis for assessing readiness to participate in dual education. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.

The past 40 years have been characterized by an ongoing shift in the rationale underlying the use of educational technologies–an earlier emphasis on efficiency and engagement has been overshadowed by a vision centered on educational technologies’ capacity to facilitate authentic learning in the inauthentic school context. However, despite its intuitive appeal, authenticity is a vague and contestable concept that warrants further scrutiny. Accordingly, this theoretical paper sets out to offer a conceptual analysis of the various meanings of authenticity in educational discourse, and to examine how these both shape and obfuscate arguments concerning educational technologies. To do so, I identify two key ambiguities inherent in the concept of authenticity: (1) whether authenticity relies on correspondence to real-world contexts (is), or aims to tap into a deeper essence of an individual or phenomenon (ought); (2) whether authenticity is mainly viewed from a supposedly objective perspective (external), or aims to capture individuals’ subjective experiences (internal). The depiction of technology as authentic, along with the conflations between its various meanings, serve to naturalize existing patterns of technology use, while obscuring the ways in which they are shaped by social, political and pedagogical considerations that should remain open to evaluation and critique. © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Purpose: The focus of this article is on Swedish vocational students’ own thoughts about different types of knowledge and how these thoughts relate to the forming of their vocational identities. The article reports on a study which investigates how vocational students handle the division between theoretical and practical knowledge as they learn to become skilled industrial workers. Theoretical and practical knowledge are often presented as dichotomies in a hierarchy, where theoretical knowledge is more highly valued than practical knowledge. The division between theoretical and practical knowledge is known in research as "the academic/vocational divide". This divide is particularly relevant to vocational students, as they need to deal with both types of knowledge as they navigate between the contexts of school and work. Methods: This study is part of a research project on vocational students’ learning and identity formation. The empirical material is based on qualitative interviews with 44 students enrolled on the industrial programme at Swedish upper secondary schools. Findings: The study revealed three different ways in which vocational students handled the academic/vocational divide: Placing higher value on practical knowledge than on theoretical knowledge, reinforcing the separation between school and work, and selecting theoretical subjects as useful tools for the future. Conclusions: Two conclusions drawn from the study are that students are aware of the status differences and divisions between practical and theoretical knowledge, and that they handle the academic/vocational divide in an active manner. Students make choices that will help them form a vocational identity or that will give them opportunities for further education and alternative careers. This article challenges and contradicts the image of vocational students as unmotivated and unintellectual, instead portraying them as knowledgeable actors who make strategic choices for their future and are active in forming vocational identities within vocations that require deep and advanced knowledge. © 2021 European Research Network Vocational Education and Training. All rights reserved.

Developed countries regard preschool education as an important starting point and foundation for elite training. In recent years, preschool education has also attracted a growing attention in developing countries like China. Considering the significance of the teaching quality of preschool teachers to lifelong academic achievement, this paper designs a teaching quality evaluation model for preschool teachers based on deep learning. Firstly, a progressive system with a hierarchical structure was developed for the relevant evaluation indices. Then, the fuzzy comprehensive evaluation of each index layer and evaluation criterion was determined by the principle of fuzzy relationship synthesis. Finally, an evaluation prediction model was established based on extreme gradient boosting (XGBoost) algorithm and technology services’ ResNet (TS-ResNet), and proved effective and accurate through experiments. The research results provide a reference for the application of the proposed model in other evaluation prediction scenarios. © 2021. All rights reserved.

This study focuses on the school–work connection from the perspective of curriculum design. The aim was to uncover considerations underpinning the design of learning environments in vocational education. The research took place in the Netherlands. A focus group methodology was chosen to elicit designers’ considerations, which generally remain largely implicit. These considerations concern the designable elements of learning environments: epistemic, spatial, temporal, and social elements. Design considerations were uncovered at each of the aggregation levels of a curriculum. At the macro-level, considerations referred to the connectivity between the contexts of school and work. Based on these considerations, different designs were chosen along the school–work continuum. At the meso-level, another continuum was found: the complexity in terms of practices involved in the learning environment. At the micro-level, concrete design considerations were revealed that designers take into account to strengthen the school–work connection. Thus, design considerations at three levels were made explicit. Moreover, the need for alignment between the designable elements and the curriculum levels became more apparent, leading to a deeper understanding of curriculum design for vocational education. This paper adds understanding of ways to strengthen the school–work connection and design future-proof vocational curricula. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

School enterprise cooperation is of great strategic significance to China's manufacturing industry. The Party Central Committee has repeatedly proposed to strengthen the integration of industry and education and deepen the cooperation between schools and enterprises. In recent years, experts and scholars at home and abroad have been from different perspectives, although they have achieved fruitful results, there are also problems such as insufficient attention to theoretical research, relatively backward research, narrow research scope, and so on. In view of this phenomenon, this paper will study a new school-enterprise cooperation mechanism based on the improved decision tree algorithm. The research of this paper is divided into three parts. First, after analyzing the advantages and disadvantages of the algorithm, the algorithm of the decision tree is improved, which makes the improved algorithm more suitable for the field of school-enterprise cooperation. Then, based on cloud computing and intelligence, this paper establishes a new model of school-enterprise cooperation platform, which solves some problems of data management and information exchange in school-enterprise cooperation. Finally, in order to make the cooperation mechanism of this paper better used in practice, this paper builds an online and offline hybrid training base, hoping to make the cooperation between schools and enterprises closer through the training base. In order to test the effect of the cooperation model, this paper takes school as the experimental model. After investigation and research, it is believed that thanks to the school-enterprise cooperation mechanism in this paper, the cooperative enterprise of school has been greatly improved in the past three years, and the willingness of enterprises to cooperate has become more and more strong. No matter students, teachers, or enterprises are reaping huge benefits under this cooperation mechanism, it is a suit for extensive promotion The school-enterprise cooperation mechanism of Guangyun. © 2021 - IOS Press. All rights reserved.