Results 251 to 260 of about 858,456 (300)

Auto-Generative Learning Objects for Learning Linked Lists Concepts

2020 International Symposium on Electronics and Telecommunications (ISETC), 2020
Generative Learning Objects are reusable educational templates to be filled with learning content. Currently, they are used only in experimental environments and not on a large scale like multiple-choice questions. One reason for this drawback is the complexity of meta-models that teachers should imagine and write.
Felicia-Mirabela Costea, Ciprian-Bogdan Chirila, Vladimir-Ioan Cretu   +2 more
openaire   +1 more source

Unsupervised object detection with scene-adaptive concept learning

Frontiers of Information Technology & Electronic Engineering, 2021
Object detection is one of the hottest research directions in computer vision, has already made impressive progress in academia, and has many valuable applications in the industry. However, the mainstream detection methods still have two shortcomings: (1) even a model that is well trained using large amounts of data still cannot generally be used ...
Shiliang Pu, Wei Zhao, Weijie Chen, Shicai Yang, Di Xie, Yunhe Pan   +5 more
openaire   +1 more source

Object recognition and concept learning with CONFUCIUS

Pattern Recognition, 1982
Abstract A learning program produces, as its output, a Boolean function which describes a concept. The function returns true if and only if the argument is an object which satisfies the logical expression in the body of the function. The learning program's input is a set of objects which are instances of the concept to be learnt. This paper describes
Brian Cohen, Claude Sammut
openaire   +1 more source

Immersively Learning Object Oriented Programming Concepts With sCool

2020 6th International Conference of the Immersive Learning Research Network (iLRN), 2020
The proposed project, sCool, is an adaptive mobile game designed for STEM education. In this work, we present a new iteration of sCool in efforts to further examine contributing factors of engagement and comprehension. The new developed game experience for acquiring object-oriented programming skills is divided into two parts: concept-learning and ...
Chanelle Kaith Mosquera, Alexander Steinmaurer, Christian Eckhardt, Christian Guetl   +3 more
openaire   +1 more source

Learning "verb-object" concepts for semantic image annotation

Proceedings of the 19th ACM international conference on Multimedia, 2011
In real-world image understanding and retrieval applications, there exists a large number of images containing "verb-object" semantic. The most existing image annotation approaches which mainly focus on annotating images with "object" concepts may not well describe the image semantics.
Xinming Zhang, Zheng-Jun Zha, Changsheng Xu   +2 more
openaire   +1 more source

Concept Maps and linear systems beyond Learning Objects

2015 IEEE Global Engineering Education Conference (EDUCON), 2015
This work addresses an extension in the use of Concept Maps related to Linear Time-Invariant Systems in some Engineering curricula. The original work concerned the use of Concept Maps to define the granularity of Learning Objects on this discipline. The objective was to develop reusable and shareable Learning Objects.
Renan N D Mendes, Ana M B Pavani
openaire   +1 more source

Learning of Object Concept Through Function and Shape

TENCON 2006 - 2006 IEEE Region 10 Conference, 2006
This paper discusses a novel framework for object understanding. Many conventional object learning and recognition frameworks rely upon visual information. We model object concept through the relationship between shape and function. Implementation of the proposed framework using Bayesian Netowrk is also presented.
Yosuke Sato, Takayuki Nagai
openaire   +1 more source

Developing Learning Objects through Concepts and Contexts

2003
The Internet has promoted several changes in the world, including on education. People have been more interested in learning, which makes developing higher quality content material even more important. In addition, people want to satisfy their learning needs according to their personal characteristics such as knowledge background and learning style ...
Sean W. M. Siqueira, Ma Helena L. B. Braz, Rubens N. Melo   +2 more
openaire   +1 more source

Concept maps and learning objects part 2

2013 1st International Conference of the Portuguese Society for Engineering Education (CISPEE), 2013
This paper addresses the use of Concept Maps (CMaps) to model topics that make up the area known as Linear Time-Invariant Systems (LTI Systems) as taught in engineering curricula. The CMaps are used to define the granularity of Learning Objects (LOs) in this area. The results of this work allow future extensions in terms of examining the syllabi of the
openaire   +1 more source

Tools and Environments for Learning Object-Oriented Concepts

2004
The objective of this workshop was to discuss current techniques, tools and environments for learning object-oriented concepts and to share ideas and experiences about the usage of computer support to teach the basic concepts of object technology. Workshop participants presented current and ongoing research.This was the sixth workshop in a series of ...
Isabel Michiels, Jürgen Börstler, Kim B. Bruce, Alejandro Fernández   +3 more
openaire   +1 more source