Data Mining - Concepts and Techniques.

Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

教学模式 = Models of Teaching

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Online communities – Designing Usability, Supporting Sociability

Sorting Things Out: Classification and Its Consequences.

Thirty-three brothels in rural and small-town Nevada, which contain between 225 and 250 prostitutes, are legal or openly tolerated and strictly controlled by state statute, city and county ordinances, and local rules. Twenty-two of the brothels are in places with populations between 500 and 8,000, and the remaining eleven are in rural areas. The legal and quasi-legal restrictions placed on prostitutes severely limit their activities outside brothels. These restrictions in conjunction with historical inertia, perceived benefits of crime and venereal disease control, and the good image of madams contribute to widespread positive local attitudes toward brothel prostitution. Interactions between clients and prostitutes in brothel parlors are also restricted and limited to a few basic types which are largely determined by entrepreneurial philosophy. KEY WORDS : Nevada, Political geography, Prostitution, Restricted activity spaces.

ANNALS of the Association of American Geographers

Since the mid-1990s a plethora of indicator projects have been developed and adopted by cities seeking to measure and monitor various aspects of urban systems. These have been accompanied by city benchmarking endeavours that seek to compare intra- and inter-urban performance. More recently, the data underpinning such projects have started to become more open to citizens, more real-time in nature generated through sensors and locative/social media, and displayed via interactive visualisations and dashboards that can be accessed via the internet. In this paper, we examine such initiatives arguing that they advance a narrowly conceived but powerful realist epistemology – the city as visualised facts – that is reshaping how managers and citizens come to know and govern cities. We set out how and to what ends indicator, benchmarking and dashboard initiatives are being employed by cities. We argue that whilst these initiatives often seek to make urban processes and performance more transparent and to improve de...

/pdf/knowing-and-governing-cities-through-urban-indicators-city-1sr49pldna.pdf

Knowing and governing cities through urban indicators, city benchmarking and real-time dashboards

In the past, the term e-learning referred to any method of learning that used electronic delivery methods. With the advent of the Internet however, e-learning has evolved and the term is now most commonly used to refer to online courses. A multitude of systems are now available to manage and deliver learning content online. While these have proved popular, they are often single-user learning environments which provide little in the way of interaction or stimulation for the student. As the concept of lifelong learning now becomes a reality and thus more and more people are partaking in online courses, researchers are constantly exploring innovative techniques to motivate online students and enhance the e-learning experience. This article presents our research in this area and the resulting development of CLEV-R, a Collaborative Learning Environment with Virtual Reality. This web-based system uses Virtual Reality (VR) and multimedia and provides communication tools to support collaboration among students. In this article, we describe the features of CLEV-R, its adaptation for mobile devices and present the findings from an initial evaluation.

/pdf/virtual-reality-for-collaborative-e-learning-ffh2bclms2.pdf

Virtual reality for collaborative e-learning

Big Data has been variously defined in the literature. In the main, definitions suggest that Big Data possess a suite of key
traits: volume, velocity and variety (the 3Vs), but also exhaustivity, resolution, indexicality, relationality, extensionality and
scalability. However, these definitions lack ontological clarity, with the term acting as an amorphous, catch-all label for a
wide selection of data. In this paper, we consider the question ‘what makes Big Data, Big Data?’, applying Kitchin’s
taxonomy of seven Big Data traits to 26 datasets drawn from seven domains, each of which is considered in the literature
to constitute Big Data. The results demonstrate that only a handful of datasets possess all seven traits, and some do not possess either volume and/or variety. Instead, there are multiple forms of Big Data. Our analysis reveals that the key
definitional boundary markers are the traits of velocity and exhaustivity. We contend that Big Data as an analytical
category needs to be unpacked, with the genus of Big Data further delineated and its various species identified. It is only
through such ontological work that we will gain conceptual clarity about what constitutes Big Data, formulate how best
to make sense of it, and identify how it might be best used to make sense of the world.

https://journals.sagepub.com/doi/pdf/10.1177/2053951716631130

What makes Big Data, Big Data? Exploring the ontological characteristics of 26 datasets:

This paper critically reflects on the building of the Dublin Dashboard -- a website that provides citizens, planners, policy makers and companies with an extensive set of data and interactive visualizations about Dublin City, including real-time information -- from the perspective of critical data studies. The analysis draws upon participant observation, ethnography, and an archive of correspondence, to unpack the building of the Dashboard and the emergent politics of data and design. Our findings reveal four main observations. First, a dashboard is a complex socio-technical assemblage of actors and actants that work materially and discursively within a set of social and economic constraints, existing technologies and systems, and power geometries to assemble, produce and maintain the website. Second, the production and maintenance of a dashboard unfolds contextually, contingently and relationally through transduction. Third, the praxis and politics of creating a dashboard has wider recursive effects: just as building the dashboard was shaped by the wider institutional landscape, producing the system inflected that landscape. Fourth, the data, configuration, tools, and modes of presentation of a dashboard produce a particularised set of spatial knowledges about the city. We conclude that rather than frame dashboard development in purely technical terms, it is important to openly recognize their contested and negotiated politics and praxis.

/pdf/the-praxis-and-politics-of-building-urban-dashboards-jn51eat45z.pdf

Gavin McArdle

Papers

Knowing and governing cities through urban indicators, city benchmarking and real-time dashboards

Virtual reality for collaborative e-learning

What makes Big Data, Big Data? Exploring the ontological characteristics of 26 datasets:

The Praxis and Politics of Building Urban Dashboards

The praxis and politics of building urban dashboards