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Don't all AI methods need a bunch of data to work? How could AI help document and revitalize endangered languages with \"human-in-the-loop\" or \"active learning\" methods? Sarah Moeller from the University of Florida joins us to discuss those and other related questions. She also shares many of her personal experiences working with languages in low resource settings.

Don't all AI methods need a bunch of data to work? How could AI help document and revitalize endangered languages with \"human-in-the-loop\" or \"active learning\" methods? Sarah Moeller from the University of Florida joins us to discuss those and other related questions. She also shares many of her personal experiences working with languages in low resource settings.

Don't all AI methods need a bunch of data to work? How could AI help document and revitalize endangered languages with \"human-in-the-loop\" or \"active learning\" methods? Sarah Moeller from the University of Florida joins us to discuss those and other related questions. She also shares many of her personal experiences working with languages in low resource settings.

Don't all AI methods need a bunch of data to work? How could AI help document and revitalize endangered languages with \"human-in-the-loop\" or \"active learning\" methods? Sarah Moeller from the University of Florida joins us to discuss those and other related questions. She also shares many of her personal experiences working with languages in low resource settings.

Don't all AI methods need a bunch of data to work? How could AI help document and revitalize endangered languages with \"human-in-the-loop\" or \"active learning\" methods? Sarah Moeller from the University of Florida joins us to discuss those and other related questions. She also shares many of her personal experiences working with languages in low resource settings.

Don't all AI methods need a bunch of data to work? How could AI help document and revitalize endangered languages with \"human-in-the-loop\" or \"active learning\" methods? Sarah Moeller from the University of Florida joins us to discuss those and other related questions. She also shares many of her personal experiences working with languages in low resource settings.

Solving stochastic optimization problems under partial observability, where one needs to adaptively make decisions with uncertain outcomes, is a fundamental but notoriously difficult challenge. In this talk, I will introduce the new concept of adaptive submodularity, generalizing the classical notion of submodular set functions to adaptive policies.We prove that if a problem satisfies this property, a simple adaptive greedy algorithm is guaranteed to be competitive with the optimal policy. In addition to providing performance guarantees, adaptive submodularity can be exploited to drastically speed up the greedy algorithm by using lazy evaluations. I will illustrate the usefulness of the concept by giving several examples of adaptive submodular objectives arising in diverse applications including sensor selection, viral marketing and active learning. Proving adaptive submodularity for these problems allows us to recover existing results in these applications as special cases and handle natural generalizations. In an application to Bayesian experimental design, we show how greedy optimization of a novel adaptive submodular criterion outperforms standard myopic techniques such as information gain and value of information. ©2010 Microsoft Corporation. All rights reserved.

Contextual bandit algorithms -- a class of multi-armed bandit algorithms that exploit the contextual information -- have been shown to be effective in solving sequential decision making problems under uncertainty. A common assumption adopted in the literature is that the realized (ground truth) reward by taking the selected action is observed by the learner at no cost, which, however, is not realistic in many practical scenarios. When observing the ground truth reward is costly, a key challenge for the learner is how to judiciously acquire the ground truth by assessing the benefits and costs in order to balance learning efficiency and learning cost. From the information theoretic perspective, a perhaps even more interesting question is how much efficiency might be lost due to this cost. In this paper, we design a novel contextual bandit-based learning algorithm and endow it with the active learning capability. The key feature of our algorithm is that in addition to sending a query to an annotator for the ground truth, prior information about the ground truth learned by the learner is sent together, thereby reducing the query cost. We prove that by carefully choosing the algorithm parameters, the learning regret of the proposed algorithm achieves the same order as that of conventional contextual bandit algorithms in cost-free scenarios, implying that, surprisingly, cost due to acquiring the ground truth does not increase the learning regret in the long-run. Our analysis shows that prior information about the ground truth plays a critical role in improving the system performance in scenarios where active learning is necessary.

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This paper investigates the problem of active learning for binary label prediction on a graph. We introduce a simple and label-efficient algorithm called S2 for this task. At each step, S2 selects the vertex to be labeled based on the structure of the graph and all previously gathered labels. Specifically, S2 queries for the label of the vertex that bisects the *shortest shortest* path between any pair of oppositely labeled vertices. We present a theoretical estimate of the number of queries S2 needs in terms of a novel parametrization of the complexity of binary functions on graphs. We also present experimental results demonstrating the performance of S2 on both real and synthetic data. While other graph-based active learning algorithms have shown promise in practice, our algorithm is the first with both good performance and theoretical guarantees. Finally, we demonstrate the implications of the S2 algorithm to the theory of nonparametric active learning. In particular, we show that S2 achieves near minimax optimal excess risk for an important class of nonparametric classification problems.

This paper investigates the problem of active learning for binary label prediction on a graph. We introduce a simple and label-efficient algorithm called S2 for this task. At each step, S2 selects the vertex to be labeled based on the structure of the graph and all previously gathered labels. Specifically, S2 queries for the label of the vertex that bisects the *shortest shortest* path between any pair of oppositely labeled vertices. We present a theoretical estimate of the number of queries S2 needs in terms of a novel parametrization of the complexity of binary functions on graphs. We also present experimental results demonstrating the performance of S2 on both real and synthetic data. While other graph-based active learning algorithms have shown promise in practice, our algorithm is the first with both good performance and theoretical guarantees. Finally, we demonstrate the implications of the S2 algorithm to the theory of nonparametric active learning. In particular, we show that S2 achieves near minimax optimal excess risk for an important class of nonparametric classification problems.

This paper investigates the problem of active learning for binary label prediction on a graph. We introduce a simple and label-efficient algorithm called S2 for this task. At each step, S2 selects the vertex to be labeled based on the structure of the graph and all previously gathered labels. Specifically, S2 queries for the label of the vertex that bisects the *shortest shortest* path between any pair of oppositely labeled vertices. We present a theoretical estimate of the number of queries S2 needs in terms of a novel parametrization of the complexity of binary functions on graphs. We also present experimental results demonstrating the performance of S2 on both real and synthetic data. While other graph-based active learning algorithms have shown promise in practice, our algorithm is the first with both good performance and theoretical guarantees. Finally, we demonstrate the implications of the S2 algorithm to the theory of nonparametric active learning. In particular, we show that S2 achieves near minimax optimal excess risk for an important class of nonparametric classification problems.

Active Learning (AL) methods seek to improve classifier performance when labels are expensive or scarce. We consider two central questions: Where does AL work? How much does it help? To address these questions, a comprehensive experimental simulation study of Active Learning is presented. We consider a variety of tasks, classifiers and other AL factors, to present a broad exploration of AL performance in various settings. A precise way to quantify performance is needed in order to know when AL works. Thus we also present a detailed methodology for tackling the complexities of assessing AL performance in the context of this experimental study.

We enhance the autonomy of the continuous active learning method shown by Cormack and Grossman (SIGIR 2014) to be effective for technology-assisted review, in which documents from a collection are retrieved and reviewed, using relevance feedback, until substantially all of the relevant documents have been reviewed. Autonomy is enhanced through the elimination of topic-specific and dataset-specific tuning parameters, so that the sole input required by the user is, at the outset, a short query, topic description, or single relevant document; and, throughout the review, ongoing relevance assessments of the retrieved documents. We show that our enhancements consistently yield superior results to Cormack and Grossman's version of continuous active learning, and other methods, not only on average, but on the vast majority of topics from four separate sets of tasks: the legal datasets examined by Cormack and Grossman, the Reuters RCV1-v2 subject categories, the TREC 6 AdHoc task, and the construction of the TREC 2002 filtering test collection.

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Active learning is an important machine learning problem in reducing the human labeling effort. Current active learning strategies are designed from human knowledge, and are applied on each dataset in an immutable manner. In other words, experience about the usefulness of strategies cannot be updated and transferred to improve active learning on other datasets. This paper initiates a pioneering study on whether active learning experience can be transferred. We first propose a novel active learning model that linearly aggregates existing strategies. The linear weights can then be used to represent the active learning experience. We equip the model with the popular linear upper- confidence-bound (LinUCB) algorithm for contextual bandit to update the weights. Finally, we extend our model to transfer the experience across datasets with the technique of biased regularization. Empirical studies demonstrate that the learned experience not only is competitive with existing strategies on most single datasets, but also can be transferred across datasets to improve the performance on future learning tasks.

Active learning is an important machine learning problem in reducing the human labeling effort. Current active learning strategies are designed from human knowledge, and are applied on each dataset in an immutable manner. In other words, experience about the usefulness of strategies cannot be updated and transferred to improve active learning on other datasets. This paper initiates a pioneering study on whether active learning experience can be transferred. We first propose a novel active learning model that linearly aggregates existing strategies. The linear weights can then be used to represent the active learning experience. We equip the model with the popular linear upper- confidence-bound (LinUCB) algorithm for contextual bandit to update the weights. Finally, we extend our model to transfer the experience across datasets with the technique of biased regularization. Empirical studies demonstrate that the learned experience not only is competitive with existing strategies on most single datasets, but also can be transferred across datasets to improve the performance on future learning tasks.

Active learning is an important machine learning problem in reducing the human labeling effort. Current active learning strategies are designed from human knowledge, and are applied on each dataset in an immutable manner. In other words, experience about the usefulness of strategies cannot be updated and transferred to improve active learning on other datasets. This paper initiates a pioneering study on whether active learning experience can be transferred. We first propose a novel active learning model that linearly aggregates existing strategies. The linear weights can then be used to represent the active learning experience. We equip the model with the popular linear upper- confidence-bound (LinUCB) algorithm for contextual bandit to update the weights. Finally, we extend our model to transfer the experience across datasets with the technique of biased regularization. Empirical studies demonstrate that the learned experience not only is competitive with existing strategies on most single datasets, but also can be transferred across datasets to improve the performance on future learning tasks.

We guess humans start acquiring grasping skills as early as at the infant stage by virtue of two key processes. First, infants attempt to learn grasps for known objects by imitating humans. Secondly, knowledge acquired during this process is reused in learning to grasp novel objects. We argue that these processes of active and transfer learning boil down to a random search of grasps on an object, suitably biased by prior experience. In this paper we introduce active learning of grasps for known objects as well as transfer learning of grasps for novel objects grounded on kernel adaptive, mode-hopping Markov Chain Monte Carlo. Our experiments show promising applicability of our proposed learning methods.

We guess humans start acquiring grasping skills as early as at the infant stage by virtue of two key processes. First, infants attempt to learn grasps for known objects by imitating humans. Secondly, knowledge acquired during this process is reused in learning to grasp novel objects. We argue that these processes of active and transfer learning boil down to a random search of grasps on an object, suitably biased by prior experience. In this paper we introduce active learning of grasps for known objects as well as transfer learning of grasps for novel objects grounded on kernel adaptive, mode-hopping Markov Chain Monte Carlo. Our experiments show promising applicability of our proposed learning methods.

One of the main challenges in Recommender Systems (RSs) is the New User problem which happens when the system has to generate personalised recommendations for a new user whom the system has no information about. Active Learning tries to solve this problem by acquiring user preference data with the maximum quality, and with the minimum acquisition cost. Although there are variety of works in active learning for RSs research area, almost all of them have focused only on the single-domain recommendation scenario. However, several real-world RSs operate in the cross-domain scenario, where the system generates recommendations in the target domain by exploiting user preferences in both the target and auxiliary domains. In such a scenario, the performance of active learning strategies can be significantly influenced and typical active learning strategies may fail to perform properly. In this paper, we address this limitation, by evaluating active learning strategies in a novel evaluation framework, explicitly suited for the cross-domain recommendation scenario. We show that having access to the preferences of the users in the auxiliary domain may have a huge impact on the performance of active learning strategies w.r.t. the classical, single-domain scenario.

New technologies, such as MOOCs, provide innovative methods to tackle new challenges in teaching and learning, such as globalization and changing contemporary culture and to remove the limits of conventional classrooms. However, they also bring challenges in course delivery and assessment, due to factors such as less direct student-instructor interaction. These challenges are especially severe in engineering education, which relies heavily on experiential learning, such as computer simulations and laboratory exercises, to assist students in understanding concepts. As a result, effective design of experiential learning components is extremely critical for engineering MOOCs. In this paper, we will share our experience gained through developing and offering a MOOC on communication systems, with special focus on the development and assessment of MATLAB exercises for active concept learning. Our approach introduced students to concepts using learning components commonly provided by many MOOC platforms (e.g., online lectures and quizzes), and augmented the student experience with MATLAB based computer simulations and exercises to enable more concrete and detailed understanding of the material. We describe here a systematic approach to MATLAB problem design and assessment, based on our experience with the MATLAB server provided by MathWorks and integrated with the edX MOOC platform. We discuss the effectiveness of the instructional methods as evaluated through students' learning performance. We analyze the impact of the course design tools from both the instructor and the student perspective.

Active learning is a student's active impact on learning and a student's involvement in the learning process which allows students to focus on creating knowledge with an emphasis on skills such as analytical thinking, problem-solving and meta-cognitive activities that develop students' thinking. The main purpose of this study is to determine whether there is a significant difference in teaching science class between the average attitude scores of active learning group and those of traditional learning group. "Pretest-posttest control group design" has been used within the study. The subjects of the groups have been 7th grade students in spring term of 2015-2016 school year in Melahat Unugur Secondary School in the city centre of Eskisehir. Two similar classes have been formed by analysing average scores from pretest and pre-attitude and 7-C and 7-D classes have been randomly selected as experimental and control groups, respectively. While the education program and course materials have been prepared and utilised with regard to active learning method in the experimental group, traditional method has been used in the control group. There has been a significant difference between experimental and control groups in favour of experimental group at the end of the study.

The Active Conceptual Modeling of Learning (ACM-L) Workshop convened to accomplish the following goals: (1) Introduce the Science and Technology (S&T) challenge, (2) Provide a forum for the exchange of ideas and research results of the proposed research and the impact in the Department of Defense (DoD) and commercial applications, (3) Identify a research and development (R&D) agenda for a technology development investigation. The ACM-L effort aims to develop ACM-L technology for next-generation learning-base system development. The effort focuses on enhancing our fundamental understanding of how to model continual learning from past experiences, and how to capture knowledge from transitions between system states. This understanding will enable us to provide traceable lessons learned to improve current situations, adapt to new situations, and potentially predict future actions. The goal is to provide a theoretical framework for the ACM-L. This framework is based on the Entity-Relationship (ER) approach and the human memory paradigm for developing a learning base to support complex applications such as homeland security; global situation monitoring; command, control, communication, computers, intelligence, surveillance, and reconnaissance (C4ISR); and cognitive capability development. The workshop was attended by invited researchers/participants and SPAWAR Systems Center San Diego (SSC San Diego) employees All workshop sessions were unclassified. The agenda for the workshop, keynote addresses, and position paper abstracts are provided in Appendices A, B, and C.

The Active Conceptual Modeling of Learning (ACM-L) Workshop convened to accomplish the following goals: (1) Introduce the Science and Technology (S&T) challenge, (2) Provide a forum for the exchange of ideas and research results of the proposed research and the impact in the Department of Defense (DoD) and commercial applications, (3) Identify a research and development (R&D) agenda for a technology development investigation. The ACM-L effort aims to develop ACM-L technology for next-generation learning-base system development. The effort focuses on enhancing our fundamental understanding of how to model continual learning from past experiences, and how to capture knowledge from transitions between system states. This understanding will enable us to provide traceable lessons learned to improve current situations, adapt to new situations, and potentially predict future actions. The goal is to provide a theoretical framework for the ACM-L. This framework is based on the Entity-Relationship (ER) approach and the human memory paradigm for developing a learning base to support complex applications such as homeland security; global situation monitoring; command, control, communication, computers, intelligence, surveillance, and reconnaissance (C4ISR); and cognitive capability development. The workshop was attended by invited researchers/participants and SPAWAR Systems Center San Diego (SSC San Diego) employees All workshop sessions were unclassified. The agenda for the workshop, keynote addresses, and position paper abstracts are provided in Appendices A, B, and C.

The Active Conceptual Modeling of Learning (ACM-L) Workshop convened to accomplish the following goals: (1) Introduce the Science and Technology (S&T) challenge, (2) Provide a forum for the exchange of ideas and research results of the proposed research and the impact in the Department of Defense (DoD) and commercial applications, (3) Identify a research and development (R&D) agenda for a technology development investigation. The ACM-L effort aims to develop ACM-L technology for next-generation learning-base system development. The effort focuses on enhancing our fundamental understanding of how to model continual learning from past experiences, and how to capture knowledge from transitions between system states. This understanding will enable us to provide traceable lessons learned to improve current situations, adapt to new situations, and potentially predict future actions. The goal is to provide a theoretical framework for the ACM-L. This framework is based on the Entity-Relationship (ER) approach and the human memory paradigm for developing a learning base to support complex applications such as homeland security; global situation monitoring; command, control, communication, computers, intelligence, surveillance, and reconnaissance (C4ISR); and cognitive capability development. The workshop was attended by invited researchers/participants and SPAWAR Systems Center San Diego (SSC San Diego) employees All workshop sessions were unclassified. The agenda for the workshop, keynote addresses, and position paper abstracts are provided in Appendices A, B, and C.

Blended learning is a progressive teaching technique combining online and face-to-face instruction to encourage active learning and improve academic achievement. However, various problems, such as different attitudes and learning styles between educators and students, influenced the implementation of blended learning effectively. Therefore, there is a need to identify the factors that impact blended learning to improve students’ performances and enhance blended learning. In this study, the proposed framework examines the mediation effect of active learning on the relationship between learning styles and accessibility of learning through blended learning. The study sample consisted of undergraduate students from Universiti Putra Malaysia. In addition, this study also utilized a random sampling method. In total, 224 responses were collected and analyzed using a partial least square structural equation modeling (PLS-SEM). The findings revealed that active learning fully mediated the relationship between learning style and blended learning. Active learning also mediated the relationship between accessibility and blended learning with complementary mediation. Moreover, this study offers several practical suggestions for essential parties, including the government and the education sector, to optimize blended learning approaches in Malaysia.

Blended learning is a progressive teaching technique combining online and face-to-face instruction to encourage active learning and improve academic achievement. However, various problems, such as different attitudes and learning styles between educators and students, influenced the implementation of blended learning effectively. Therefore, there is a need to identify the factors that impact blended learning to improve students’ performances and enhance blended learning. In this study, the proposed framework examines the mediation effect of active learning on the relationship between learning styles and accessibility of learning through blended learning. The study sample consisted of undergraduate students from Universiti Putra Malaysia. In addition, this study also utilized a random sampling method. In total, 224 responses were collected and analyzed using a partial least square structural equation modeling (PLS-SEM). The findings revealed that active learning fully mediated the relationship between learning style and blended learning. Active learning also mediated the relationship between accessibility and blended learning with complementary mediation. Moreover, this study offers several practical suggestions for essential parties, including the government and the education sector, to optimize blended learning approaches in Malaysia.

The teaching of English and workplace literacy skills can be dry and often very uneventful for the learners and it takes a resourceful, reflective and proactive trainer / teacher to align lessons to match the competency levels of the learners, their aspirations and also their keenness to learn. Traditional and even blended learning have seen run of the mill teaching and learning strategies till now and there is a need to fill the gaps left behind by these approaches to further ignite the passion in learners, to learn with a fire to assimilate and enrich themselves even more in their learning journey. This is not to say we need to replace the present teaching / training styles but to infuse more meat into the learning process to make it much more a fun activity than a tedious ‘get-it-over-with’ experience for all in the language learning environment wherever it may be.

This academic book focuses on scholarly research contextualising innovative learning and knowledge construction by applying active teaching–learning practices such as problem-based learning (PBL) and pedagogy of play (PoP) to enhance self-directed learning (SDL). In support of the rationale of this book, PBL and pedagogies of play (PoPs) are discussed in terms of SDL in some theoretical chapters, followed by several chapters reporting on authentic learning practices in various disciplines. This book focuses on practices where students develop SDL abilities to thrive in the 21st century by utilising the abovementioned strategies and contributing to essential skills for future demands. Moreover, this focus supports the aim of this book: Exploring the convergence of PBL, PoP and SDL within the school classroom and higher education (HE) contexts.

Project PIONEER (Partnerships in Integrating and Operating New Effective Educational Research) was a 2-year funded Title VI Excellence in Education Grant awarded to Independent School District 861, Winona, Minnesota, for the purpose of promoting among secondary students "learning how to learn" skills and an awareness of how knowledge is organized in the humanities. The instructional effectiveness of the project was validated via faculty conducted action research that focused on the effects of three 2-day inservice training events on 27 faculty participants over a period of 3 semesters. Facilitators also structured a support network that included follow-up sessions, research dissemination, individual consultation, and maintenance of resource files. Project PIONEER is ongoing and continues to improve student academic achievement and enhance teacher interest in active learning strategies. (JAM)

The incorporation of media and technology into the classroom does not ensure the enhancement of student learning. Research has shown that students learn more through active participation in their own learning process. From 1984 to 1987, a teacher's secondary social studies students were actively involved in the National History Day Program (NHDP), one purpose of which is to promote student competency and interest in carrying out original research. Of the four program categories--paper, project, performance, and media--the media category was the most popular. Students worked in groups of from two to five to produce videos, dissolve slide/tape shows, standard slide presentation, computer programs, and overhead projection displays on designated themes. Compared to academically similar students in previous classes using alternative instructional methods, the NHDP students showed dramatic increases in involvement, learning, comprehension, and motivation. They learned how to find, interpret, analyze, organize, use, and present information in creative ways, and they learned skills related to everyday technologies. Participation in NHDP classes became popular with students in the school, more of whom tried to enroll each year although the work involved was extraordinary and relentless. In addition to active participation, cooperative group work, intergroup competition, and student choice of project may have contributed to the overwhelming success of the program. (DB)

This report describes a program employing the theory of multiple intelligences and individual learning style in order to increase time on task, increase retention of academic material, and decrease fluctuations in distracting behaviors in classrooms. Seventeen third grade students in the targeted classroom of an elementary school were surveyed on students' preferences in learning styles and teaching methods related to the 7 intelligences. In addition, academic assessments, teacher observations, parent questionnaires, student questionnaires, and interviews were analyzed. The results indicated that analyzing students' needs and preferences, and making accommodations to conform to those needs in the classroom, encouraged students to become increasingly engaged in their learning. This strategy also resulted in increased time on task, decreased behavioral problems, and increased retention of academic materials by the targeted students. Seven appendices contain samples of the forms for the student survey, parent survey, student observation, student interviews, lesson plans, accommodations based on classroom accommodations, and examples of culminating activities for the study of the Middle Ages. Contains 30 references. (AP)

The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained from the interviews. This questionnaire was implemented to 40 physics teachers in Amasya, a small provincial city in Turkey. Finally, a semi-structured observation chart was used in physics lessons to determine how these activities were demonstrated. In this way, the relation between teachers' views about active learning techniques and their actual implementation were compared. The findings indicated that although teachers were aware of student-centered physics instruction, they were still using traditional techniques widely. (Contains 4 tables.)

This report describes a program for improving retention of essential concepts exhibited by junior high and high school students. The purpose of the study was to increase cognitive retention in order to increase student success. The target sample consisted of junior high students in the seventh grade and high school students in grades nine through twelve. One site was a metropolitan area while the second site was in a suburb of a metropolitan area. The problem of retention was documented through teacher observation journals, teacher surveys, and student surveys. Analysis of probable cause data revealed that students reported issues with retaining information. Teachers also reported that students had issues with retaining essential concepts. Individual teachers noted in their journals that some students could not recall information and remember essential concepts after the initial teaching phase. A review of curriculum revealed a need for interventions to improve cognitive retention. A review of solution strategies suggested by educational practitioners, combined with an analysis of the problem context, resulted in the selection of an umbrella intervention strategy: active learning methodology. The researchers developed lessons incorporating a variety of active learning techniques which were student centered. These interventions were implemented several times each week during 44 minute class periods for the junior high students and 52 minute class periods for the high school students. The interventions occurred during the fall semester, so that students could respond to the active learning techniques implemented by the teachers. After the implementation of active learning strategies, the teacher researchers concluded that a moderately positive change occurred concerning retention of essential concepts after teachers converted from traditional lecture methods. The teacher researchers reported that incorporating active learning techniques in their classrooms encouraged cooperation, improved student engagement, and decreased unwanted behaviors. This led the team to proclaim this intervention as successful for their given classroom settings. Two appendixes present: (1) Student Survey; and (2) Teacher Survey. (Contains 4 tables and 3 figures.

Peer assessment adds value when students provide "helpful" feedback to their peers. But, this begs the question of how we determine "helpfulness." One important aspect is whether the review detects problems in the submitted work. To recognize problem detection, researchers have employed NLP and machine-learning text classification methods. Past studies have used datasets that were narrowly focused on a small number of classes in specific academic fields. This paper reports on how well models trained on one dataset or field perform on data from classes that are unlike the classes whose data they have been trained on. Specifically we took a model developed with data from a computer science class with several programming assignments, and tried to transfer it onto an education class focused more on writing research papers. We have attempted to perform such a task on a few models including logistic regression classifier, random forest classifier, multinomial naive bayes classifier and support vector machine. We made several attempts to raise the accuracy of classification, including lemmatizing to deduct variation in data input, and active learning strategies. [For the full proceedings, see ED607784.]

The main purpose of this study was to assess the current practices and challenges of active learning in Amhara Region Police College in teaching police science. To congregate the objective of the study, mixed research design was employed. Simple random sampling for cadets and census method for instructors' was used to select cadets and instructors of Amhara Region Police College. Quantitative data were collected from cadets and instructors using structured and pretested questionnaire. The academic director and research department head were interviewed using interview guide. Data analysis was done in three phases. First, analysis of the quantitative data was done in SPSS Version 24 and percentages, means and a frequency, second, qualitative data was analyzed considering the research question, by using descriptive which is a deductive approach. Finally, quantitative and qualitative results were merged. The findings indicated that almost all instructors and cadets had awareness about active learning. Sometimes instructors are practicing active learning but the level of their practice was not satisfactory. Large class size, lack of administrative support, lack of materials or equipment needed to support active learning and cadets lack of interest on active learning methods were rated as the factors that have been negatively affecting the practice of active learning in Amhara Region Police College. Thus, it is critically important that instructors should be committed to discharge their roles to exercise active learning, the administration of the college and other stakeholders should design and implement a mechanism to monitor the practice of active learning, the concerned bodies of the college should design different mechanisms to avoid these problems by appropriately allocating the time, revising crowded materials and avoiding large and unnecessary contents to practice active learning in Amhara Region Police College.

This brief is the second in the Youth Helping America Series, a series of reports based on data from the Youth Volunteering and Civic Engagement Survey, a national survey of 3,178 American youth between the ages of 12 and 18 that was conducted by the Corporation for National and Community Service in 2005 in collaboration with the U.S. Census Bureau and the nonprofit coalition Independent Sector. The survey collected information on teen volunteering habits, experiences with school-based service-learning, and other forms of civic engagement. While the first brief in the Youth Helping America Series focused on youth volunteering and social institutions, this brief focuses on participation in school-based service--learning opportunities made available or required by schools--among middle school and high school aged youth. Particular attention is paid to the extent to which youth participate in service-learning courses, which integrate school-based service opportunities into the academic curriculum such as those programs supported by Learn and Serve America. By approaching school-based service from the perspectives of youth, it is possible to identify: (1) who among youth participate in school-based service; (2) their perceptions of what they accomplished in the experience; and (3) the relationship between this school-based service and their attitudes and behaviors toward other forms of civic engagement. According to the survey, 38 percent of youth--or an estimated 10.6 million students nationwide--report current or past participation in community service as part of a school activity or requirement. Of these students, 74 percent, or approximately 7.8 million, are either currently enrolled or were enrolled within the previous year in a course that contains a service component, while 26 percent participated in such a course at some time in the past. High school students are more likely than middle school students to have participated in at least one school-based service experience. Of all school-based service experiences, more than three-quarters (77 percent) take place as part of a course that contains one or more of the generally accepted elements of high-quality service-learning. These elements include: (1) Planning the service activity (36 percent of all courses); (2) Participating in regular service for a semester or longer (36 percent of all courses); and (3) Writing or reflecting on the service experience in class (51 percent of all courses). The results of this analysis indicate that those youth who do participate in school-based service also are more highly engaged. (Contains 17 charts and 3 figures.) [For the 2005 brief in this series, "Building Active Citizens: The Role of Social Institutions in Teen Volunteering," see ED493617.]

This article explores the integration of technology into community engagement and service-learning activities at Tennessee State University (TSU). We have used active learning experiences to develop action-oriented research questions that help both students and local community members connect theory with experience and thought with action through technology. Technology is an important component of our work because it enables archiving of work and dissemination of lessons learned. Results have included a Web design curriculum for local middle-school-aged children; educational computer laboratories in several community-based organizations; and literacy and technology training conducted with key community partners. This work has also engendered a statewide consortium to provide digital media tools and training to underserved communities in Tennessee. Outcomes continue to be encouraging: community members display a growing interest in education, and TSU students continue to improve their ability to ask well-formulated research questions that can be answered through ongoing civic action.

The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students' active learning. In this qualitative study, "Socrative", a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English second language learners' (ESL) perceptions of the use of this tool. The results showed that both techniques (SRS and active learning activities) contributed to increasing the students' level of engagement, promoted their critical thinking, and stimulated their collaboration. This current research describes the benefits of SRS in supporting ESL students' active learning.

In order to integrate ideas and information creatively, to motivate students and activate their thinking, we have used in Biology classes a series of active methods, among which the methods of critical thinking, which had very good results. Still, in the case of some intuitive, abstract, more difficult topics, such as the cell structure, microscopic processes, the transmission of hereditary features etc., the methods of critical thinking can be insufficient, because they stimulate students' imagination, whereas this does not always conform to real, correct representations. We wanted to compensate this weakness through the integration of the model method in the strategies of active learning. By using teaching materials like models that provide information in more ways (visual, tactile, auditory), the students can better infer phenomena, processes that happen at an intangible, everyday life (cellular division, processes inside the living organisms etc.). In this study we shall present the results obtained by students in the Biology class after introducing the model-technique in the active learning strategies, results which have proved to be superior to those obtained by traditional methods.

This paper explores a variety of practices and classroom activities that engage the whole student. Grounded in a somatic perspective (from "soma" meaning the body in its wholeness--the integration of thinking, feeling, and acting), the discussion shows how students can be brought fully into learning through movement, music, and interaction. Examples include: "The Leaders Body: Moving to the Next Level," which incorporates postures, moving to selected music clips, and working in small groups to learn about five dispositions of the body (determination, openness, flexibility, stability, and centre); "Finding Flow," which includes an experiential process in groups of five that brings alive the spectrum from boredom to optimal experience to anxiety; and "Building a Humour Body," which is based on both Reich's (1960) notions about armoring and the chakra system.

An experience theory is required if the education is to be wisely carried out (John Dewey). Education is a discipline that saves lives if it is qualified, but loss of which could not be made up throughout generations if it is not qualified. The roots of society are based on the education, and educated masses and civilizations could either move into the future or could fall behind in the race of becoming civilized. The classical education notion which stays on the level of theory and is carried out, centering the teacher is being left by the developed countries and replaced with the education notion which centers the student and structures information by benefiting from experiences, thus aims to lead civilization race with citizens knowing the ways to reach the information and aware of their duties and responsibilities. While Kurt Lewin says nothing is as practical as a good theory, he also catches attention to the new education notion centering student that has changed and is changing. In this scope, the aim of this study is analyze how often active learning methods are used by history teachers through several variables. In the light of the data, after analysis results and explanations made in accordance with these results are written, the study is concluded with suggestions.

An experience theory is required if the education is to be wisely carried out (John Dewey). Education is a discipline that saves lives if it is qualified, but loss of which could not be made up throughout generations if it is not qualified. The roots of society are based on the education, and educated masses and civilizations could either move into the future or could fall behind in the race of becoming civilized. The classical education notion which stays on the level of theory and is carried out, centering the teacher is being left by the developed countries and replaced with the education notion which centers the student and structures information by benefiting from experiences, thus aims to lead civilization race with citizens knowing the ways to reach the information and aware of their duties and responsibilities. While Kurt Lewin says nothing is as practical as a good theory, he also catches attention to the new education notion centering student that has changed and is changing. In this scope, the aim of this study is analyze how often active learning methods are used by history teachers through several variables. In the light of the data, after analysis results and explanations made in accordance with these results are written, the study is concluded with suggestions.

173 pages +

LibriVox volunteers bring you fifteen different readings of <i>Mother Night</i>, by James Weldon Johnson. This weekly poetry project (for the week of Feb 26, 2006) was selected to celebrate Black History Month.<br>(Summary by Annie Coleman)

In celebration of <a href="http://en.wikipedia.org/wiki/Juneteenth">Juneteenth</a>, LibriVox volunteers bring you five different versions of <em>O Southland!</em>, by James Weldon Johnson. This was the weekly poetry project for 18 June 2006.<br />(Summary by Annie Coleman)

3Song My Paddle Sings

By E. Pauline Johnson

LibriVox’s weekly poetry project for the week of February 5, 2006 offers fourteen versions of "The Song My Paddle Sings" from the collection <i>Flint and Feather</i> by E. Pauline Johnson.<br /><br /> E. Pauline Johnson, also known as Tekahionwake, was born to the Mohawk Chief G.H.M. Johnson (Onwanonsyshon), and his wife, Emily S. Howells, a lady of pure English parentage. Pauline, born and raised in Canada, was a great reader and began writing poetry as a child. She died in 1913 after having poetry published in periodicals in several countries and collections of her work published in book form. (Summary adapted from the "Biographical Sketch" included in the Gutenberg text.)

4Plan and Preface to a Dictionary of the English Language

By Samuel Johnson

The published dictionary was a huge book: with pages nearly 1½ feet tall and 20 inches wide, it contained 42,773 words; it also sold for the huge price of £4/10s. ($400?). It would be years before "Johnson's Dictionary", as it came to be known, would ever turn a profit; authors' royalties being unknown at that time, Johnson, once his contract to deliver the book was fulfilled, received no further monies connected to the book.<br><br> Johnson, once again a freelance writer, albeit now a famous one, faced a grim hand-to-mouth existence; however, in July 1762 the twenty-four year old King George III granted Johnson an annual pension of £300. While not making Johnson rich, it allowed him a modest yet comfortable independence for the remaining thirty years of his life. (Summary from Wikipedia).

A book of simple receipts for little folk with important cooking rules in rhyme together with handy lists of the materials and utensils needed for the preparation of each dish. (Summary from the text)

6Rasselas, Prince of Abyssinia

By Samuel Johnson

In this enchanting fable (subtitled The Choice of Life), Rasselas and his retinue burrow their way out of the totalitarian paradise of the Happy Valley in search of that triad of eighteenth-century aspiration - life, liberty and happiness.<br><br/>According to that quirky authority, James Boswell, Johnson penned his only work of prose fiction in a handful of days to cover the cost of his mother's funeral. The stylistic elegance of the book and its wide-ranging philosophical concerns give no hint of haste or superficiality. <br><br/> Among other still burning issues Johnson's characters pursue questions of education, colonialism, the nature of the soul and even climate alteration. <br> Johnson's profoundest concern, however, is with the alternating attractions of solitude and social participation, seen not only as the ultimate life-choice but as the arena in which are played out the deepest fears of the individual: "Of the uncertainties of our present state, the most dreadful and alarming is the uncertain continuance of Reason.” (Summary by Martin Geeson)

A General History of the Robberies and Murders of the most notorious Pyrates is a 1724 book containing biographies of contemporary pirates. It's author uses the name Captain Charles Johnson, generally considered a pseudonym.<br /><br /> The real identity of the author was thought by some scholars to be Daniel Defoe, although this has since been disputed. The publisher Nathaniel Mist or somebody working for him are other suggested authors.<br /><br /> In the first volume, "Johnson" sticks fairly close to the available sources, though he embellishes the stories somewhat. Nevertheless, the book was influential in shaping popular notions of piracy and provided the standard account of the lives of many individuals still famous in the 21st century.(Summary by Wikipedia)

A year in the life of a New England farm boy at the end of the 19th century (Introduction by LC)

9Train Dogs

By E. Pauline Johnson

LibriVox volunteers bring you 18 recordings of The Train Dogs by E. Pauline Johnson. This was the Weekly Poetry project for February 6th, 2011.<br><br>Emily Pauline Johnson (Mohawk: Tekahionwake –pronounced: dageh-eeon-wageh, literally: 'double-life')(10 March 1861 – 7 March 1913), commonly known as E. Pauline Johnson or just Pauline Johnson, was a Canadian writer and performer popular in the late 19th century. Johnson was notable for her poems and performances that celebrated her First Nations heritage; she also had half English ancestry. One such poem is the frequently anthologized "The Song My Paddle Sings". Her poetry was published in Canada, the United States and Great Britain. Johnson was one of a generation of widely read writers who began to define a Canadian literature.

10Sunset in the Tropics

By James Weldon Johnson

LibriVox volunteers bring you 14 recordings of "Sunset in the Tropics." This is the Weekly Poetry for the week of August 10, 2014.<br><br>The author of this poem, James Weldon Johnson, served as U. S. Consul to Venezuela and Nicaragua, was an early leader in the NAACP and contributed to the Harlem Renaissance of the 1920s. He had a broad appreciation for black artists, musicians and writers, and worked to heighten awareness of their creativity. (from Wikipedia)

A shot penetrates the still night air and one of Galton's leading citizens is a victim of a desperate killer's gun. Murder becomes entangled with politics and it takes a parish priest to discover "whodunit" in this thriller by a husband and wife novelist team. (Summary taken from original jacket blurb.)

County Prosecutor Wally Brighton was found shot to death one evening, a broken rosary in one hand and a .32 automatic inches away from the other. Was it murder or suicide? It takes two sharp-eyed reporters, who combine romance with amateur sleuthing, to find the surprising solution to this baffling and thrilling murder mystery. (Summary from an original jacket)

13Cry From An Indian Wife

By E. Pauline Johnson

LibriVox volunteers bring you 13 recordings of A Cry From an Indian Wife by E. Pauline Johnson,. This was the Fortnightly Poetry project for January 29, 2012.<br><br>In 1892 the opportunity of a lifetime came to this young versifier, when Frank Yeigh, the president of the Young Liberals' Club, of Toronto, conceived the idea of having an evening of Canadian literature, at which all available Canadian authors should be guests and read from their own works.<br><br>Among the authors present on this occasion was Pauline Johnson, who contributed to the programme one of her compositions, entitled "A Cry from an Indian Wife"; and when she recited without text this much-discussed poem, which shows the Indian's side of the North-West Rebellion, she was greeted with tremendous applause from an audience which represented the best of Toronto's art, literature and culture. She was the only one on the programme who received an encore, and to this she replied with one of her favourite canoeing poems.<br><br>The following morning the entire press of Toronto asked why this young writer was not on the platform as a professional reader; while two of the dailies even contained editorials on the subject, inquiring why she had never published a volume of her poems, and insisted so strongly that the public should hear more of her, that Mr. Frank Yeigh arranged for her to give an entire evening in Association Hall within two weeks from the date of her first appearance. It was for this first recital that she wrote the poem by which she is best known, "The Song my Paddle Sings."<br>( Summary from the Biographical Sketch included in Flint And Feather, collected verse by E. Pauline Johnson )

14Indian Corn Planter

By E. Pauline Johnson

LibriVox volunteers bring you 13 recordings of The Indian Corn Planter by E. Pauline Johnson. This was the Weekly Poetry project for April 29, 2012.<br><br><i>"But in the writings of one poet alone I came upon a new note—the note of the Red Man's Canada. This was the poet that most interested me—Pauline Johnson. I quoted her lovely canoe song "In the Shadows," which will be found in this volume. I at once sat down and wrote a long article, which could have been ten times as long, upon a subject so suggestive as that of Canadian poetry."</i> (From the Introduction to Flint and Feather, Collected Verse BY E. Pauline Johnson; written by Theodore Watts-Dunton, The Pines, Putney Hill. 20th August, 1913.

15Fire - Flowers

By E. Pauline Johnson

LibriVox volunteers bring you 17 recordings of Fire - Flowers by E. Pauline Johnson. This was the Fortnightly Poetry project for August 18, 2013.<br><br>Fire-Flowers is taken from the book, Flint and Feather: Collected Verse by E. Pauline Johnson. (Summary by David Lawrence)

16Word of an Engineer

By James Weldon Johnson

James Weldon Johnson was an American author, educator, lawyer, diplomat, songwriter, and civil rights activist. Johnson is best remembered for his leadership within the National Association for the Advancement of Colored People (NAACP), where he started working in 1917, being chosen as the first black executive secretary of the organization, effectively the operating officer. He was first known for his writing, which includes poems, novels, and anthologies collecting both poems and spirituals of black culture. (Summary from Wikipedia)

17Morning, Noon and Night

By James Weldon Johnson

LibriVox volunteers bring you 14 readings of Morning, Noon and Night by James Weldon Johnson. This was the weekly poetry project for the week of September 14th, 2014.<br /><br />James Weldon Johnson served as U. S. Consul to Venezuela and Nicaragua, was an early leader in the NAACP and contributed to the Harlem Renaissance of the 1920s. He had a broad appreciation for black artists, musicians and writers, and worked to heighten awareness of their creativity. (from Wikipedia)

This is a volume of selected essays by "the great master of reason" Samuel Johnson. The most famous exerpts from The Rambler, The Adventurer and The Idler are included, covering a vast range of topics. - Summary by Carolin

19Deep In The Quiet Wood

By James Weldon Johnson

James Weldon Johnson was an American author, educator, lawyer, diplomat, songwriter, and civil rights activist. Johnson is best remembered for his leadership of the National Association for the Advancement of Colored People (NAACP), where he started working in 1917. In 1920 he was the first black to be chosen as executive secretary of the organization, effectively the operating officer. He served in that position from 1920 to 1930. Johnson established his reputation as a writer, and was known during the Harlem Renaissance for his poems, novels, and anthologies collecting both poems and spirituals of black culture.

20Sonnet (From the Spanish of Plácido)

By James Weldon Johnson

James Weldon Johnson was an American author, educator, lawyer, diplomat, songwriter, and civil rights activist. Johnson is best remembered for his leadership of the National Association for the Advancement of Colored People (NAACP), where he started working in 1917. In 1920 he was the first black to be chosen as executive secretary of the organization, effectively the operating officer. - Summary by Wikipedia

21Autobiography of an Ex-Colored Man (version 2)

By James Weldon Johnson

The story of a biracial man living in the deep south after the reconstruction era. He is young and talented. Yet, in order for him to avoid stigma, he has to pass as white. But would his sense of belonging and solidarity to the black community of the time catch up with him at the end? "It is very likely that the Negroes of the United States have a fairly correct idea of what the white people of the country think of them, for that opinion has for a long time been and is still being constantly stated; but they are themselves more or less a sphinx to the whites. It is curiously interesting and even vitally important to know what are the thoughts of ten millions of them concerning the people among whom they live. In these pages it is as though a veil had been drawn aside: the reader is given a view of the inner life of the Negro in America, is initiated into the "freemasonry," as it were, of the race. These pages also reveal the unsuspected fact that prejudice against the Negro is exerting a pressure which, in New York and other large cities where the opportunity is open, is actually and constantly forcing an unascertainable number of fair-complexioned colored people over into the white race. In this book the reader is given a glimpse behind the scenes of this race-drama which is being here enacted,—he is taken upon an elevation where he can catch a bird's-eye view of the conflict which is being waged." (from the preface by the publisher and Stav Nisser.)

22Autobiography of an Ex-Colored Man

By James Weldon Johnson

Johnson's only novel, <i>The Autobiography of an Ex-Colored Man</i>, was originally published anonymously in 1912. It is a fictional novel written as a memoir of an unnamed biracial narrator who grew up in the South during the Reconstruction and post-Reconstruction eras. It is a story in which the narrator relates how as a young boy he initially assumed that he was white, and how his notions of racial identity were suddenly turned upside down one day—how from that moment on he was inclined to view himself and the world about him from the perspective of blackness. The novel received very little notoriety until Johnson republished it in 1927, this time taking full credit as its author. - Summary by James K. White

23Camper

By E. Pauline Johnson

It is eminently fitting that this daughter of Nature should have been laid to rest in no urban cemetery. According to her own request she was buried in Stanley Park, Vancouver's beautiful heritage of the forest primeval. A simple stone surrounded by rustic palings marks her grave and on this stone is carved the one word "Pauline." There she lies among ferns and wild flowers a short distance from Siwash Rock, the story of which she has recorded in the legends of her race. In time to come a pathway to her grave will be worn by lovers of Canadian poetry who will regard it as one of the most romantic of our literary shrines. (from the Biographical Sketch in Flint and Feather: Collected Verse by E. Pauline Johnson)

24Homing Bee

By E. Pauline Johnson

It is eminently fitting that this daughter of Nature should have been laid to rest in no urban cemetery. According to her own request she was buried in Stanley Park, Vancouver's beautiful heritage of the forest primeval. A simple stone surrounded by rustic palings marks her grave and on this stone is carved the one word "Pauline." There she lies among ferns and wild flowers a short distance from Siwash Rock, the story of which she has recorded in the legends of her race. In time to come a pathway to her grave will be worn by lovers of Canadian poetry who will regard it as one of the most romantic of our literary shrines. (from the Biographical Sketch in the Flint and Feather collection)