Learning environment

About: Learning environment is a research topic. Over the lifetime, 29099 publications have been published within this topic receiving 530499 citations.

How people learn: Brain, mind, experience, and school.

Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

Playing Atari with Deep Reinforcement Learning

Abstract: We present the first deep learning model to successfully learn control policies directly from high-dimensional sensory input using reinforcement learning. The model is a convolutional neural network, trained with a variant of Q-learning, whose input is raw pixels and whose output is a value function estimating future rewards. We apply our method to seven Atari 2600 games from the Arcade Learning Environment, with no adjustment of the architecture or learning algorithm. We find that it outperforms all previous approaches on six of the games and surpasses a human expert on three of them.

Classrooms: Goals, structures, and student motivation.

Abstract: This article examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of structures that can influence children's orientation toward different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other

Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education

Abstract: Drawing on the foundational theories of John Dewey and Kurt Lewin, we examine recent developments in theory and research on experiential learning and explore how this work can enhance experiential ...

Evaluating Training Programs: The Four Levels

Abstract: Evaluating Training Programs: The Four Levels Donald L. Kirkpatrick and James D. Kirkpatrick 3rd Edition Berrett-Koehler Publishers, Inc.: San Francisco (2006) 379 pages, $39.95 Reviewed by: Donovan A. McFarlane St. Thomas University Training programs must be a constant and vibrant part of organizational structure, development and settings in order to attain growth, effective transition, and achieve strategic goals. The success of training programs in today's organizations will dictate the failures and successes along the path of performance and market vitality. Training programs are the most effective, subtle and passive method of overcoming resistance to change and represent the most viable approach to cultivating new philosophies and values in employees. The development of effective training programs has seen successful invention and implementation over the last few decades, especially with the available technological and training tools we have amassed. The most pressing need therefore lies in the effective evaluation of implemented training programs to ensure organizational success in a high-culture learning environment. Kirkpatrick and Kirkpatrick have provided the most comprehensive, extensive and widely used approach to evaluate training programs in corporate, government, academic and other business and institutional areas. Evaluating Training Programs: the Four Levels is an indispensable tool; a guide for developing a reliable method of evaluation suitable within the business, institutional or organizational context. Kirkpatrick and Kirkpatrick's Four Level Model focuses on four fundamental elements of effective evaluation: reaction, learning, behavior, and results. In Chapter One the authors clearly outline ten simple factors which should be taken into consideration when planning and implementing an effective training program. These steps or factors are: (i.) Determine needs, (ii). Set the objectives, (iii). Determine the subject content, (iv). Select the participants, (v). Determine the best schedule, (vi). Select the appropriate facilities, (vii). Select and prepare the audiovisual aids, (ix) Coordinate the program, and finally, (x) Evaluate the program. Therefore, evaluation is the last step in the process of planning and implementing an effective training program in any organizational setting according to Kirkpatrick and Kirkpatrick. It is the tenth step that will ultimately spell success or failure as far as training programs are concerned, and thus the authors see the evaluation process as critical. According to Kirkpatrick and Kirkpatrick (2006) it is extremely critical that professionals evaluate training programs for the following three main reasons: to justify the existence and budget of the training department by showing how it contributes to the organizational objectives and goals; to decide whether to continue or discontinue training programs; and to gain information on how to improve future training programs. The second reason, to decide whether to continue or discontinue training programs, is extremely important in today's changing business environment. Only effective training programs will produce organizational value on any level by increasing people value and complementing the other facets or value drivers. Therefore, evaluation becomes a source of measuring several things: effectiveness, potential success, resistance level, workability-applicability, progress, and even quality along a continuum. In defining the four levels which constitute the Four Level Model of Evaluating Training Programs, the authors identify and describe reaction as a process where evaluation at this stage measures how well those who participate in the program react to it. This reiterates the need to ascertain levels of organizational resistance, adaptability to change and the change process. …