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Wyświetlanie 1-8 z 8
Tytuł:
Self-improving Q-learning based controller for a class of dynamical processes
Autorzy:
Musial, Jakub
Stebel, Krzysztof
Czeczot, Jacek
Powiązania:
https://bibliotekanauki.pl/articles/1845515.pdf
Data publikacji:
2021
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
process control
Q-learning algorithm
reinforcement learning
intelligent control
on-line learning
Opis:
This paper presents how Q-learning algorithm can be applied as a general-purpose self-improving controller for use in industrial automation as a substitute for conventional PI controller implemented without proper tuning. Traditional Q-learning approach is redefined to better fit the applications in practical control loops, including new definition of the goal state by the closed loop reference trajectory and discretization of state space and accessible actions (manipulating variables). Properties of Q-learning algorithm are investigated in terms of practical applicability with a special emphasis on initializing of Q-matrix based only on preliminary PI tunings to ensure bumpless switching between existing controller and replacing Q-learning algorithm. A general approach for design of Q-matrix and learning policy is suggested and the concept is systematically validated by simulation in the application to control two examples of processes exhibiting first order dynamics and oscillatory second order dynamics. Results show that online learning using interaction with controlled process is possible and it ensures significant improvement in control performance compared to arbitrarily tuned PI controller.
Źródło:
Archives of Control Sciences; 2021, 31, 3; 527-551
1230-2384
Pojawia się w:
Archives of Control Sciences
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-improving Q-learning based controller for a class of dynamical processes
Autorzy:
Musial, Jakub
Stebel, Krzysztof
Czeczot, Jacek
Powiązania:
https://bibliotekanauki.pl/articles/1845530.pdf
Data publikacji:
2021
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
process control
Q-learning algorithm
reinforcement learning
intelligent control
on-line learning
Opis:
This paper presents how Q-learning algorithm can be applied as a general-purpose selfimproving controller for use in industrial automation as a substitute for conventional PI controller implemented without proper tuning. Traditional Q-learning approach is redefined to better fit the applications in practical control loops, including new definition of the goal state by the closed loop reference trajectory and discretization of state space and accessible actions (manipulating variables). Properties of Q-learning algorithm are investigated in terms of practical applicability with a special emphasis on initializing of Q-matrix based only on preliminary PI tunings to ensure bumpless switching between existing controller and replacing Q-learning algorithm. A general approach for design of Q-matrix and learning policy is suggested and the concept is systematically validated by simulation in the application to control two examples of processes exhibiting first order dynamics and oscillatory second order dynamics. Results show that online learning using interaction with controlled process is possible and it ensures significant improvement in control performance compared to arbitrarily tuned PI controller.
Źródło:
Archives of Control Sciences; 2021, 31, 3; 527-551
1230-2384
Pojawia się w:
Archives of Control Sciences
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
An application framework to systematically develop complex learning resources based on collaborative knowledge engineering
Autorzy:
Gañán, D.
Caballé, S.
Conesa, J.
Xhafa, F.
Powiązania:
https://bibliotekanauki.pl/articles/331222.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Zielonogórski. Oficyna Wydawnicza
Tematy:
software infrastructure
application framework
collaborative knowledge engineering
on line collaborative learning
discussion forum
virtualization
collaborative session
collaborative complex learning resource
Opis:
This contribution proposes software infrastructure to support new types of learning methodologies and resources based on collaborative knowledge engineering by means of an innovative application framework called the virtualized collaborative sessions framework (VCSF). The VCSF helps meet challenging collaborative knowledge engineering requirements in online learning, such as increasing group members' learning performance during the on-line collaborative learning process. In turn, systematic application of the VCSF platform enriched with semantic knowledge engineering technologies enables e-learning developers to leverage successful collaborative learning experiences in a software reuse fashion while saving development time and effort. The framework is prototyped and successfully tested in real environments, thus showing the software reuse capability and the collaborative knowledge engineering benefits of the VCSF approach. The research reported in this paper was undertaken within the ALICE project funded through the European 7th Framework Program (FP7).
Źródło:
International Journal of Applied Mathematics and Computer Science; 2015, 25, 2; 361-375
1641-876X
2083-8492
Pojawia się w:
International Journal of Applied Mathematics and Computer Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The chosen pedagogical, sociological and psychological aspects of a distance education
Autorzy:
Juszczyk, Stanisław
Powiązania:
https://bibliotekanauki.pl/articles/49347606.pdf
Data publikacji:
2003-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
distance education
pedagogy
sociology and psychology in learning process
communication and information technologies
asynchronous learning networks
e-education
constructivism and cognitivism
on-line teaching and learning
Opis:
In the paper, taking into account the empirical research of different authors, the chosen pedagogical, sociological as well as psychological aspects of the on-line teaching and learning processes in the university education are presented. It has been shown that the use of on-line education causes a significant influence on the didactic process in contemporary university. The typical features of the asynchronous learning networks have been discussed in the framework of cognitive psychology, based on the constructivist theory of learning by Jerome Bruner, cognitive constructivist theory by Jean Piaget and the social constructivist theory by Lev Vygotsky. Special attention has been focused on chosen critical variables for successful on-line learning and such groups of problems as: networked collaborative classrooms, community-building paradigm and types of networked interactions. The functions fulfilled by teachers in the asynchronous learning: organizational, social and intellectual, and their competences, have been described.
Źródło:
The New Educational Review; 2003, 1; 161-178
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Educational On-Line Gaming Propensity: An Exploratory Study
Autorzy:
Sudzina, Frantisek
Razmerita, Liana
Kirchner, Kathrin
Powiązania:
https://bibliotekanauki.pl/articles/2028763.pdf
Data publikacji:
2014-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
e-learning
Facebook
on-line gaming
Opis:
Educational on-line games are promising for new generations of students who are grown up digital. The new generations of students are technology savvy and spend lots of time on the web and on social networks. Based on an exploratory study, this article investigates the factors that influence students’ willingness to participate in serious games for teaching/learning. This study investigates the relationship between students’ behavior on Facebook, Facebook games, and their attitude toward educational on-line games. The results of the study reveal that the early adopters of educational games are likely to be students, who are young, have only a few Facebook connections, who currently play Facebook game(s). Furthermore, the study emphasizes that there may be differences between students coming from various countries.
Źródło:
The New Educational Review; 2014, 35; 17-28
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INTERMEDIATE GREEK EFL LEARNERS’ ATTITUDES TO ON-LINE TEACHING PRACTICES: A BLENDED TASK-BASED ENGLISH LANGUAGE LEARNING APPROACH
Autorzy:
Liontou, Trisevgeni
Powiązania:
https://bibliotekanauki.pl/articles/955333.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
on-line teaching practices
Computer-Assisted Language Learning
English Language Learning
students’ attitudes
Opis:
This paper reports on a one-year longitudinal study that adopted a blended teaching approach based on designing and implementing an online EFL course to be used by Greek students aged 13-14 years old along their more traditional face-to-face lessons. The reason for creating a more dynamic learning environment aligned with the rest of the curriculum was to increase EFL learners’ engagement and motivation through their exposure to authentic online material and participation in a variety of reading, writing, speaking and listening tasks. Data analysis of pre- and post-achievement tests on English language reading comprehension performance along with students’ Computer-Assisted Language Learning (CALL) attitude questionnaire showed that participants generally had a positive attitude toward CALL. At the same time, open online access technologies gave them the opportunity to further develop their EFL reading comprehension skills. The paper concludes by highlighting the fact that online class components were not designed to fit the online tools into a task-based EFL lesson, but rather served the learning objectives of the actual lesson based on a blended teaching approach.
Źródło:
Teaching English with Technology; 2015, 15, 2; 81-93
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Computer based teaching in distance learning department of philological faculty
Autorzy:
Widła, H.
Twardoń, M.
Powiązania:
https://bibliotekanauki.pl/articles/333220.pdf
Data publikacji:
2005
Wydawca:
Uniwersytet Śląski. Wydział Informatyki i Nauki o Materiałach. Instytut Informatyki. Zakład Systemów Komputerowych
Tematy:
nauczanie języków obcych
kształcenie na odległość
materiały on-line
ćwiczenia on-line
foreign language teaching
distance learning
online materials
online exercises
Opis:
The paper is an attempt to show how to introduce elements of distance teaching in philology studies. The key feature of these studies is that the most frequent method of education are workshops and seminars, at which the master-student relationship dominates and the direct thought exchange is fundamental and irreplaceable by any other form of the didactic offer. It appears however, that new technologies can be made use of, along with certain types of distance teaching, despite troubles with breaching the psychological barrier and technical problems. The paper gives factual results of such attempts, illustrating them with products created by lecturers and students. The presentation focuses on the effects of using the new technologies at B.A. and master’s degree seminars on methods of foreign language teaching, literature and linguistics in the past two years, at the Institute of Roman Philology.
Źródło:
Journal of Medical Informatics & Technologies; 2005, 9; 277-284
1642-6037
Pojawia się w:
Journal of Medical Informatics & Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Including pupils who have experienced migration during the COVID-19 pandemic
Inkluzja uczniów z doświadczeniem migracji w czasach pandemii Covid-19
Autorzy:
Żmijewska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/479038.pdf
Data publikacji:
2020
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
pandemia Covid-19
edukacja inkluzyjna
nauka on-line
specjalne potrzeby edukacyjne
uczeń z doświadczeniem migracji
COVID-19 pandemic
inclusive education
online learning
special educational needs
students who have experienced migration
Opis:
Pandemia  koronawirusa  Covid-19,  która  od  pierwszych  miesięcy 2020  roku  błyskawicznie  opanowała  prawie  cały  świat,  postawiła niezwykle trudne zadania przed edukacją. Placówki oświatowe zostały zamknięte, a procesy nauczania/uczenia się przeniesiono do sieci. Współistnienie dwu zjawisk – obecności w polskiej szkole dzieci z doświadczeniem migracji oraz kształcenia w trybie online – stanowiło punkt wyjścia do przeprowadzonego przeze mnie badania. Jego celem było poznanie opinii nauczycieli edukacji  wczesnoszkolnej na temat możliwości włączania uczniów z doświadczeniem migracji w proces nauki online, ustalenie deklarowanych priorytetów zadań nauczycieli w czasie pandemii oraz faktycznie realizowanych sposobów inkluzji interesujących mnie uczniów. Zastosowaną w badaniu techniką była ankieta internetowa. Artykuł składa się z części teoretycznej, w której przedstawiona została sytuacja edukacyjna dzieci z doświadczeniem migracji oraz wybrane zagadnienia z zakresu edukacji inkluzyjnej, a także części badawczej, gdzie dokonano analizy i interpretacji uzyskanego materiału empi- rycznego. Wnioski odnoszą się do hierarchii priorytetów zadań na- uczycieli (tu zdecydowana większość badanych wskazała „zapewnienie uczniom wsparcia emocjonalnego”) oraz specyfiki włączania uczniów z doświadczeniem migracji w naukę online (tu nauczyciele deklarowali przede wszystkim daleko idącą indywidualizację oraz konieczność ścisłej współpracy z rodziną dziecka). Liczebność badanej grupy (83 nauczycieli) oraz zastosowana technika ankiety nakazują ostrożność w interpretowaniu uzyskanych wyników. Niemniej jednak sądzę, że warto je upowszechnić, chociażby w celu inspirowania nauczycieli klas I-III do samodzielnej refleksji oraz szu- kania własnych rozwiązań.
The COVID-19 pandemic, which has rapidly spread globally since the beginning of 2020, poses a number of challenges for the educational system. Educational institutions have been closed, and teaching/learning is now being done online. The coexistence of these two events, namely, online learning and pupils who have experienced migration in Polish schools, serve as the starting point for my study. The aim of the study is to obtain feedback from early years teachers on the possible inclusion of pupils who have experienced migration in the online learning process and to identify the self-reported pri- orities for teachers’ tasks during the pandemic and the actual ways in which teachers offer opportunities for inclusion to the students involved in the study. An online survey was used in the study as the research method. The article is composed of two parts: the theoretical part, which describes the educational situation of the students who have experienced migration and selected issues associated with inclusive education, and the empirical part, which provides analysis and interpretation of the data obtained in the study. The study offers conclusions on the hierarchy of priorities for teachers’ tasks (the majority of the respondents mentioned “providing emotional support to pupils”) and the particulars of including students who have experienced migration into the online learning process (a majority of the teachers reported the need for more personalized teaching and close cooperation with pupils’ families). Given the number of respondents (83 teachers) and the survey methodology, the results should be treated with caution. That said, they are worth sharing as an inspiration for early years teachers to seek and reflect on their own solutions to the problem.
Źródło:
Edukacja Elementarna w Teorii i Praktyce; 2020, 15, 3(57); 67-79
1896-2327
Pojawia się w:
Edukacja Elementarna w Teorii i Praktyce
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-8 z 8

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