Search Results for
"deep learning"

Professional farmers have become the main body of modern agriculture. Agricultural machinery and equipment have become an important tool of modern agricultural production in rural revitalization. In order to improve the quality of talent training, taking Beijing Vocational College of Agriculture as an example, the school-enterprise cooperation program was deeply explored. The talent training mode of"school-enterprise cooperation education, farming busy with post-practice, farming slack theory exploration, ability level progressive"was explored. The plant protection UAV production enterprises were introduced into the campus practice park to carry out the "modern apprenticeship"training. Through participating in production practice and post training in enterprises, strengthening in-school practical training, carrying out inquiry learning, simulation training and other methods, the comprehensive application ability is cultivated. Implementing"PDCA"teaching quality management can ensure that students have a solid grasp of the structure, work, use, maintenance of modern agricultural equipment, and other technical skills. It can help them become qualified agricultural machinery repairmen, UAV controllers, electricians, and other technicians. © 1994-2021 China Academic Journal Electronic Publishing House. All rights reserved.

In recent years, with the deepening of the new medical reform, China has increased investment in health informatization. There is a strong demand for health information technology talents. Health information technology talents not only learn basic information technology skills such as software development, software implementation, software testing, but also learn database management, software installation, software usage, maintenance and other professional knowledge of health information system. In order to better carry out the training of health information technology talents, we jointly recruit modern apprenticeship class students with health and medical information enterprises. This paper expounds how to educate people through work-integrated learning, school-enterprise cooperation and other ways. Compared with the ordinary students of the same grade, the students in the apprenticeship class have adapted to the working and learning mode of health information enterprises, and can independently complete the tasks of health information system development and project implementation, with stronger hands-on ability. The training of health information technology talents based on modern apprenticeship system has a good effect. © 2021 IEEE.

Choosing the right technologies to match student learning outcomes in today's technology-integrated classrooms presents educators and instructional designers with multiple curricula and instructional design challenges including selecting appropriate technologies to match desired student learning outcomes. As students continue to have broad access to information from a variety of web-based platforms, educators and educational professionals are increasingly tasked with ensuring the information used to complete key assignments or tasks is authentic and from a verifiable resource. As such, the era of deep fakes in images, audios, videos, and digital texts is more prevalent than ever as numerous programs using artificial intelligence (AI) can significantly alter original content to fundamentally change the intent of original content. Moreover, students are being bombarded by a plethora of information that is either intentionally or mistakenly false and must be navigated with care. Accordingly, educators and educational professionals are now tasked with employing best practices to not only teach basic digital literacy and citizenship skills but also to recognize how technology-immersed learning environments interact with deep fakes and misinformation while equipping students with the tools necessary to recognize authentic and altered content. deep Fakes, Fake News, and Misinformation in Online Teaching and learning Technologies is a critical reference source that addresses rising concerns of students' ability to navigate the multitude of false and altered information and content that is easily accessible through online platforms. The chapters go into deeper detail about how deep fakes, fake news, and mis- and dis-information have the potential of negatively affecting the fields of teaching and learning and the importance of student access to content-related tasks from legitimate, vetted resources that accurately reflect the desired information the student means to convey. The book seeks to reinforce the importance of digital literacy and digital citizenship among adolescents. This book is essential for teaching faculty, higher education faculty, higher education administrators, educational software developers, security specialists, information specialists, media specialists, librarians, educational researchers, and students looking for information on how deep fakes and fake news are being navigated within the context of online teaching and educational technologies. © 2021 by IGI Global. All rights reserved.

The Making as Micro-manufacture (M3) model describes an approach for authentic learning experiences for production in high-school classrooms. M3 couples the practice of Making (electronics, use of computer-controlled fabrication machines, and programming) with production engineering processes to produce highly customized, low batch-volume products, such as instructional science kits for elementary school classrooms. Of the skills students learn, Computer-Aided Design/Computer-Aided Manufacturing (CAD-CAM) is a key facet to the use of fabrication tools (e.g., 3D printers or laser cutters) in the M3 model. One problem, when taken into consideration of an M3 implementation, is to what ends should CAD-CAM skills be covered in the class. How can students be effectively taught CAD-CAM essentials for practical use in M3 while still avoiding a deep dive into the minutiae of the software/hardware considerations? This paper highlights a CAD-CAM sequence taught within an online distanced M3 powered class. We performed qualitative and quantitative analysis of student's submitted assignments and recorded interactions with online mentors, demonstrating how students develop core CAD-CAM skills and identify key challenges students face in the M3 structured class. Findings from the study illustrated how students were able to develop core competencies such as in CAD-CAM while characterizing the kinds of mistakes that students make in developing said competencies. We conclude on the illustration of a future iteration of an M3 curriculum, one where the challenges students typically face in CAD-CAM are purposefully woven into the assignments themselves, serving as a way to provoke awareness and improvement in skill development. © American Society for Engineering Education, 2021

learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from the contexts of school and work. Many different manifestations of such integrative learning environments are found in current vocational education, both in senior secondary education and higher professional education. However, limited research has focused on how to design these learning environments and not much is known about their designable elements (i.e. the epistemic, spatial, instrumental, temporal and social elements that constitute the learning environments). The purpose of this study was to examine manifestations of two categories of integrative learning environment designs: designs based on incorporation; and designs based on hybridisation. Cross-case analysis of six cases in senior secondary vocational education and higher professional education in the Netherlands led to insights into the designable elements of both categories of designs. We report findings about the epistemic, spatial, instrumental, temporal and social elements of the studied cases. Specific characteristics of designs based on incorporation and designs based on hybridisation were identified and links between the designable elements became apparent, thus contributing to a deeper understanding of the design of learning environments that aim to connect the contexts of school and work. © 2020, The Author(s).