The known connection between geometry, logic, topology, and functional programming suggests that the connections between representations and types may be of fundamental significance.

Representations are Types With every layer, neural networks transform data, molding it into a form that makes their task easier to do. We call these transformed versions of data “representations.” Representations correspond to types.

In this view, the representations narrative in deep learning corresponds to type theory in functional programming. It sees deep learning as the junction of two fields we already know to be incredibly rich. What we find, seems so beautiful to me, feels so natural, that the mathematician in me could believe it to be something fundamental about reality.

Appendix: Functional Names of Common Layers Deep Learning Name Functional Name Learned Vector Constant Embedding Layer List Indexing Encoding RNN Fold Generating RNN Unfold General RNN Accumulating Map Bidirectional RNN Zipped Left/Right Accumulating Maps Conv Layer “Window Map” TreeNet Catamorphism Inverse TreeNet Anamorphism

As log-bilinear regression model for unsupervised learning of word representations, it combines the features of two model families, namely the global matrix factorization and local context window methods

The reward system in the brain can be triggered by the anticipation of all kinds of rewards, from points or praise.

An approach response is necessary for learning and continues to be important throughout the process of learning.

Retrieval practice boosts learning by pulling information out of students’ heads (by responding to a brief writing prompt, for example), rather than cramming information into their heads (by lecturing at students, for example). In the classroom, retrieval practice can take many forms, including a quick no-stakes quiz. When students are asked to retrieve new information, they don’t just show what they know, they solidify and expand it. Feedback boosts learning by revealing to students what they know and what they don’t know. At the same time, this increases students’ metacognition — their understanding about their own learning progress. Spaced practice boosts learning by spreading lessons and retrieval opportunities out over time so that new knowledge and skills are not crammed in all at once. By returning to content every so often, students’ knowledge has time to be consolidated and then refreshed. Interleaving — or practicing a mix of skills (such as doing addition, subtraction, multiplication, and division problems all in one sitting) — boosts learning by encouraging connections between and discrimination among closely related topics. Interleaving sometimes slows students’ initial learning of a concept, but it leads to greater retention and learning over time.

Genus Species + Species Hybrids Example

Lessig (2005) provides a range of examples of the kinds of digital remix practices that in his view constitute “the more interesting ways [to write]” for young people. These include remixing clips from movies to create “faux” trailers for hypothetical movies; setting remixed movie trailers to remixed music of choice that is synchronized to the visual action; recording a series of anime cartoons and then video-editing them in synchrony with a popular music track; mixing “found” images with original images in order to express a theme or idea (with or without text added); and mixing images, animations and texts to create cartoons or satirical posters (including political cartoons and animations), to name just a few types. We accept this conceptual extension of “writing” to include practices of producing, exchanging and negotiating digitally remixed texts, which may employ a single medium or may be multimedia remixes. (We also recognize as forms of remix various practices that do not necessarily involve digitally remixing sound, image and animation, such as paper-based forms of fanfiction writing and fan-producing manga art and comics, which continue to go on alongside their hugely subscribed digital variants.

where someone creates a cultural product by mixing meaningful elements together (e.g., ideas from different people with ideas of one’s own), and then someone else comes along and remixes this cultural artefact with others to create yet another artefact.

Security Issues, Dangers And Implications Of Smart Systems

Communities of practice are one of the ways in which experiential learning, social constructivism, and connectivism can be combined, illustrating the limitations of trying to rigidly classify learning theories. Practice tends to be more complex.

ell with Project Based Learning (PBL) initiativ

Open learning, also known as open education

e-purpose.

free to use and access, and to re-purpose.

Open learning

We will discuss classification in the context of supportclassificationvector machines

10 Authentic Spanish Materials to Take Your Class to Spain!

Find Native Speakers

for caring adults, teachers, parents, learners and their peers to share interests and contribute to a common purpose. The potential of cross-generational learning and connection unfolds when centered on common goals.

Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful.

For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards.

Implication means co-occurrence, not causality!

Given a set of transactions, find rules that will predict the occurrence of an item based on the occurrences of other itemsin the transaction

organizations and caring adults can form partnerships, broker connections across settings, and share on openly networked platforms and portfolios.

earners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning. Groups that foster connected learning have shared

hrough collaborative production, friendly competition, civic action, and joint research, youth and adults make things, have fun, learn, and make a difference together.

They do this by being sponsors of what youth are genuinely interested in — recognizing diverse interests and providing mentorship, space, and other resources.

Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

embraces the diverse backgrounds and interests of all young people.

Cluster features and only consider rules within clusters

Support Set Pruning

Various sources told me that personalized learning, when aided by screens, is a bad fit for vulnerable students—those from low-income families, ethnic and racial minorities, kids with special needs, and English-language learners. In some areas of the country, including Providence, these groups account for almost the entire population of public schools. But the experience of personalized learning is, indeed, personal, and exceptions abound

https://www.technologyreview.com/s/610833/explainer-what-is-a-blockchain/

To understand what has happened, we only need to look at the history of writing and printing to note two very different consequences (a) the first, a vast change over the last 450 years in how the physical and social worlds are dealt with via the inventions of modern science and governance, and (b) that most people who read at all still mostly read fiction, self-help and religion books, and cookbooks, etc.* (all topics that would be familiar to any cave-person).

In Reader, Come Home: The Reading Brain in a Digital World, Maryanne Wolf talks about how technology has led to more skimming rather than reading slowly and carefully. She talks about the benefits of “cognitive patience.” And she reminds us that reading quickly isn’t what makes someone a good reader.

Ensemble Machine Learning Algorithms in Python with scikit-learn

Machine learning models are basically mathematical functions that represent the relationship between different aspects of data.

Compared with neural networks configured by a pure grid search,we find that random search over the same domain is able to find models that are as good or betterwithin a small fraction of the computation time.

To interpret a model, we require the following insights :Features in the model which are most important.For any single prediction from a model, the effect of each feature in the data on that particular prediction.Effect of each feature over a large number of possible predictions

Balance exploration and exploitation: the choice of examples to label is seen as a dilemma between the exploration and the exploitation over the data space representation. This strategy manages this compromise by modelling the active learning problem as a contextual bandit problem. For example, Bouneffouf et al.[9] propose a sequential algorithm named Active Thompson Sampling (ATS), which, in each round, assigns a sampling distribution on the pool, samples one point from this distribution, and queries the oracle for this sample point label. Expected model change: label those points that would most change the current model. Expected error reduction: label those points that would most reduce the model's generalization error. Exponentiated Gradient Exploration for Active Learning:[10] In this paper, the author proposes a sequential algorithm named exponentiated gradient (EG)-active that can improve any active learning algorithm by an optimal random exploration. Membership Query Synthesis: This is where the learner generates its own instance from an underlying natural distribution. For example, if the dataset are pictures of humans and animals, the learner could send a clipped image of a leg to the teacher and query if this appendage belongs to an animal or human. This is particularly useful if your dataset is small.[11] Pool-Based Sampling: In this scenario, instances are drawn from the entire data pool and assigned an informative score, a measurement of how well the learner “understands” the data. The system then selects the most informative instances and queries the teacher for the labels. Stream-Based Selective Sampling: Here, each unlabeled data point is examined one at a time with the machine evaluating the informativeness of each item against its query parameters. The learner decides for itself whether to assign a label or query the teacher for each datapoint. Uncertainty sampling: label those points for which the current model is least certain as to what the correct output should be. Query by committee: a variety of models are trained on the current labeled data, and vote on the output for unlabeled data; label those points for which the "committee" disagrees the most Querying from diverse subspaces or partitions:[12] When the underlying model is a forest of trees, the leaf nodes might represent (overlapping) partitions of the original feature space. This offers the possibility of selecting instances from non-overlapping or minimally overlapping partitions for labeling. Variance reduction: label those points that would minimize output variance, which is one of the components of error. Conformal Predictors: This method predicts that a new data point will have a label similar to old data points in some specified way and degree of the similarity within the old examples is used to estimate the confidence in the prediction.[13]

Throughout the past two decades, he has been conducting research in the fields of psychology of learning and hybrid neural network (in particular, applying these models to research on human skill acquisition). Specifically, he has worked on the integrated effect of "top-down" and "bottom-up" learning in human skill acquisition,[1][2] in a variety of task domains, for example, navigation tasks,[3] reasoning tasks, and implicit learning tasks.[4] This inclusion of bottom-up learning processes has been revolutionary in cognitive psychology, because most previous models of learning had focused exclusively on top-down learning (whereas human learning clearly happens in both directions). This research has culminated with the development of an integrated cognitive architecture that can be used to provide a qualitative and quantitative explanation of empirical psychological learning data. The model, CLARION, is a hybrid neural network that can be used to simulate problem solving and social interactions as well. More importantly, CLARION was the first psychological model that proposed an explanation for the "bottom-up learning" mechanisms present in human skill acquisition: His numerous papers on the subject have brought attention to this neglected area in cognitive psychology.

By comparison, Amazon’s Best Seller badges, which flag the most popular products based on sales and are updated hourly, are far more straightforward. For third-party sellers, “that’s a lot more powerful than this Choice badge, which is totally algorithmically calculated and sometimes it’s totally off,” says Bryant.

This problem is called overfitting—it's like memorizing the answers instead of understanding how to solve a problem.

Many writers have highlighted the power of the global digital tribe, particularly the way groups tend to solve problems more effectively than individual experts (Surowiecki, 2009). We read of how groups can self-organise and co-ordinate their actions in connected global environments (Shirky, 2008) and that there seems to be no limit what a tribe can do when it is given the appropriate tools (Godin, 2008). Mobile and personal technologies that are connected to global networks have afforded us with the priceless ability to collaborate and cooperate in new and inventive ways (Rheingold, 2002), and allow us to rapidly self organise into new collective forces (Tapscott and Williams, 2008). Connected technology not only gives us access to existing knowledge, it encourages and enables us to create new knowledge and share it widely to a global audience.

increased participation in organizations like AI4ALL and Women in Machine Learning

ML teaching events

disruptive of formal education and enabling of student-centered and interest-driven learning

oundaries between different learning and discourse spaces (e.g., public vs. private, formal educationvs. workplace learning) are to be crossed if not totally dissolved

Professors base these grades on a combination of factors and values, such as 10% participation, 20% homework, 30% final exam, and 40% group project. Digital adaptive learning tools can do this too, and then take the student’s score and match it with the next best skill in the subject’s overall scope and sequence.

Adaptive learning does not fit easily into the status quo. Besides having to use a blended learning model, in which class-time is divvied up between traditional and electronic learning, teachers must be willing to let students progress at their own pace.

This is different to simply providing differentiated content for students. For instance, if a learner was not in class during a period when a particular skill was introduced, and years later was learning a new skill that built on that prior knowledge, that learner would struggle. Adaptive sequencing tools could help that student go back to find this gap and learn this content first, rather than following the same sequence as everyone else

Practice Engine

A fixed-form assessment is one in which the items are preselected, and every student is tested on the same set of questions (e.g. a final exam).

Let’s break these down a little further

How do we use testing – or assessment – not simply to rank students but as meaningful windows into why they struggle to learn? And the big one: Can changes in digital curriculum help close the aching achievement gap?

we define digital adaptive learning tools as education technologies that can respond to a student’s interactions in real-time by automatically providing the student with individual support

Knewton alone has raised nearly $160 million.

The tools, however, are not a panacea. For several reasons, it’s unlikely that a single tool will ever be able to take over a student’s education and direct them to every single thing they should do. Nor is it likely that we would want it to, as a critical part of education is building student agency – helping students own their learning, make decisions, become lifelong learners, and develop their metacognitive skills.

But a critical challenge correctly noted in this report, written by EdSurge and supported by Pearson, is to decipher just what it means for a learning technology to be adaptive.

Adaptive learning is an enormously promising field. Educators worldwide are using adaptive tools to change their practice. The tools are growing and gaining acceptance in classrooms.

A PLE can be entirely controlled or adapted by a student according to his or her formal and informal learning needs, however not all students possess the knowledge management and the self-regulatory skills to effectively use social media in order to customize a PLE to provide the learning experience they desire.

Annotation Profile Follow learners as they bookmark content, highlight selected text, and tag digital resources. Analyze annotations to better assess learner engagement, comprehension and satisfaction with the materials assigned.

game for students, Calculation Nation from the National Council of Teachers of Mathematics is a wonderful resource.

Beat Summer Slide: The Parent Summer Checklist

ive into equations: When plunging into a pool, have your child calculate the volume and weight of the water and the rate at which the pool will fill or drain. Be a meteorologist: Track summer weather and convert daily temperatures from Celsius to Fahrenheit and monitor monthly rainfall. Show the relevance: Invite your child to help you prepare poolside treats. Encourage them to use measuring cups and proportion snacks into different size bowls. Connect Math & Language: If your child excells at language, then use that subject as a platform to help them excel in math. Give them picture books and nonfiction texts to read that focus on math. Turn errands into learning opportunities: While at the grocery store, have your child figure out which box of crackers is closest to the $2.50 price point and count the kiwis as they put them in the bag. Add some education to your road trips: Distract your child from asking “Are we there yet?!” by creating paper tickets that identify all the rest stops along the way, so they can practice time and distance on the ride there. Make your beach day mathematical: Have your child arrange their seashells into piles of 3 or 5, and use those piles as the basis for multiplication and subtraction activities. Note Numbers:Have your child pay close attention to numbers found on clocks, cereal boxes, the kitchen calendar and the local newspaper. Have tell you how many articles are on page B4 of the paper and calculate how long they’ve been awake for. Pay close attention to menus: Whether you go out for dinner or order in, there’s bound to be a menu involved. Have your child pinpoint the price specific item, or list items that range between $10 and $15, or calculate how much a hamburger and a juice would cost. Change it up: Give your child a pile of coins–the bigger the assortment, the better! Have them find as many coin combinations as possible that equal the price of a beach ball.

Even organized sports teach children about mathematics, rules, teamwork, planning, and so on. Likewise, a family game like Scrabble is about linguistics, psychology, mathematics, memory, competition, and doggedness. It’s about mastering the rules.

Updated! 10 Online Summer Learning Opportunities]

S.M.A.R.T. Cases are boxed kits that include science activities and supplementary materials that make it a complete learning package for young people. S.M.A.R.T. Cases are sponsored by the Torrance Refining Company.  WHY IS THIS CASE SO “S.M.A.R.T.”? S.M.A.R.T. Cases are science kits designed for hands-on learning. They come with the tools and resources to make learning fun and easy. The Next Generation Science Standards (NGSS) requires that students engage in practice-rich activities that support their use of the case contents to figure out and explain complex phenomena and make connections to principles that cut across the content areas (NRC, 2012; NGSS Lead States, 2013). With the assistance of faculty at Torrance Unified School District, each case was evaluated for grade level and compliance with the framework for the NGSS.

Y OF READINGBARNES & N

Topic: Reading Classroom Ideas 10 Kids Summer Reading Programs We Love Summer reading is better reading. <img alt='' src='https://secure.gravatar.com/avatar/2f903edaa3cdf06132a636fea64aea4e?s=44&#038;d=mm&#038;r=g' srcset='https://secure.gravatar.com/avatar/2f903edaa3cdf06132a636fea64aea4e?s=88&#038;d=mm&#038;r=g 2x' class='avatar avatar-44 photo' height='44' width='44' /> Shellie Deringer on June 13, 2017 .contest-social .share-links svg, .share-links svg { top: 50%; left: 0px; } #atftbx p:first-of-type { display: none; } .entry-content .addthis_toolbox, .entry-content .addthis_button, .entry-header .addthis_toolbox, .entry-header .addthis_button { margin: 0 !important;} .at-style-responsive .at-share-btn { padding: 0 !important;} AddThis Sharing ButtonsShare to FacebookFacebookShare to TwitterTwitterShare to PinterestPinterest <img width="800" height="450" src="https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900.jpg" class="attachment-full size-full wp-post-image" alt="kids summer reading programs" srcset="https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900.jpg 800w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-272x153.jpg 272w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-400x225.jpg 400w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-768x432.jpg 768w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-217x122.jpg 217w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-490x275.jpg 490w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-556x312.jpg 556w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-660x370.jpg 660w, https://s18670.pcdn.co/wp-content/uploads/GettyImages-504870144-e1497380601900-300x169.jpg 300w" sizes="(max-width: 800px) 100vw, 800px" /> ;new advadsCfpAd( 361210 );Next to the benefits of playing and swimming all summer long, reading is just about the most important thing kids can do this summer. We put together this list of free kids summer reading programs to help keep the learning going over the next few months. Share these kids summer reading programs with your students and their families! 1. Barnes & Noble Summer Reading for Kids <img class="alignnone size-medium wp-image-365078" src="https://s18670.pcdn.co/wp-content/uploads/barnes-and-noble-400x112.png" alt="" width="400" height="112" srcset="https://s18670.pcdn.co/wp-content/uploads/barnes-and-noble.png 400w, https://s18670.pcdn.co/wp-content/uploads/barnes-and-noble-220x62.png 220w, https://s18670.pcdn.co/wp-content/uploads/barnes-and-noble-300x84.png 300w" sizes="(max-width: 400px) 100vw, 400px" /> This program begins in May and runs through September. Kids can earn a FREE book after they read eights books and log them on the reading sheet. The Barnes and Noble kids summer reading program is only available to children in grades 1-6. Only one book is available for each child who completes a reading journal and choice must be made from the selected books available at the store.

READS for Summer Learning.[14] In READS, which has been iteratively modified over several randomized trials, students receive eight books in the mail over the summer that are matched to their reading level and interests. Along with each book, students receive a tri-fold paper that leads them through a pre-reading activity and a post-reading comprehension check. Students are asked to mail the postage-prepaid tri-fold back; families receive reminders when tri-folds are not returned.

An early comprehensive review of the literature summarized several findings regarding summer loss.[2] The authors concluded that: (1) on average, students’ achievement scores declined over summer vacation by one month’s worth of school-year learning, (2) declines were sharper for math than for reading, and (3) the extent of loss was larger at higher grade levels.

focus on collaboration, connection, diversity, democracy, and critical assessments of educational tools and structures

PBL) isan instructional method in which students lear

Emotional learning involves meddling with deeply personal, private aspectsof workers’ lives in an effort to influence and shape their emotions, some-times with constructive and sometimes with destructive results. Two aspectsof emotion have particular relevance in the workplace: emotional intelli-gence and emotion labor.

Articulate what they know; 2. reflect on what they have learned; 3. support the internal negotiation of meaning making; 4. construct personal representations of meaning; and 5. support intentional, mindful thinking

Since online learning has a different setting from the conventional classroom,online educators need to use some special techniques and perceptions to leadto success. Moreover, adults have special needs and requirements as learnerscompared with children and adolescents, thus online educators should knowhow adults can learn best because of their special characteristics. Philosophicaland methodological shifts also affect instruction. Many researchers havesuggested that constructivism should be applied in distance education. Thus,this paper attempts to examine the impact of constructivism in online learningenvironments when focusing on adult learners. The author develops the con-nection between constructivism and adult learning theory. In addition, thepaper proposes instructional guidelines using the constructivist approach inonline learning for adults.

Workplace-relatedlearningis learning that is related to the firm in which the learner is employed and that is supported at least to some extent by their employer, but that is notfoundationalor higher education. Individuals may engage in this type of learning for the purposeof learning a new job, improving their job performance, for professional development, as an employee benefit or because it is required by legislation.

Key dimensions of adult learning activities

Fivebroad types of adult learning

Jim Smith

Mobile learning naturally brings smartphones to mind, like the iPhone or an Android-powered pho

The  Use  of  Mobile  Devices  for  Academic  Purposes  at  the  University  of  Washington:  Current  State  and  Future  Prospects

Can Tablet Computers Enhance Faculty Teaching?

Not Just for Students: Mobile Teacher Professional Development

A Comprehensive Approach to Enhancing Faculty Use of Mobile Technology for Teaching

The ITL department at The Ohio State University at Mansfield has six primary themes: (a) developmentally appropriate practice, (b) integrated curriculum, (c) literature-based instruction, (d) classroom-based inquiry, (e) diversity and equity issues, and (f) technology integration. The goal for technology integration, like the other themes in the program, is to integrate the theme into each course of the program, when appropriate. For example, instructors find ways to integrate children’s literature into each of the methods courses, whether it is a mathematics, science, or social studies methods course. The goal is to integrate the common themes of the program throughout the methods courses and the other graduate courses leading up to student teaching.

Designing Technology for Adult Learners: Applying Adult Learning Theory

The eZoomBook Tool: A Blended and Eclectic Approach to Digital Pedagogy

Beyond the Click: Rethinking Assessment of an Adult Professional Development MOOC

Can an Evidence-Based Blended Learning Model Serve Healthcare Patients and Adult Education Students?

The Career Curriculum Continuum

Q&A: How to Develop ‘Program Architecture’

Using Web 2.0 to teach Web 2.0: A case study in aligningteaching, learning and assessment with professionalpractice

The use of digital technologies across the adult life span in distance education.

Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments

Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments

What Makes for Effective Adult Learning

1Engaging Adults Learners with TechnologyThrough hands-on experience and reviewing the literature, two instruction librarians explore and model best practice

4Vision: Preparing Learning Communities to succeed in College and Careers in a global society through technology.Vision and Goals

Online is clearly where the growth is, especially when it comes to enrolling adults.

Adult students have a higher incidence of disability and are less likely to seek accommodations than the general student population, so it is critical that institutions of higher education anticipate their needs, especially in online classes.

At The Economist, we take data visualisation seriously. Every week we publish around 40 charts across print, the website and our apps. With every single one, we try our best to visualise the numbers accurately and in a way that best supports the story. But sometimes we get it wrong. We can do better in future if we learn from our mistakes — and other people may be able to learn from them, too.

Active learning approaches

The “silver surfer” discourse reinforces the notion that older adults stand to benefit from ICTs in various ways, and that the ability to make use of new technology is a ready means through which to “bridge the generation gap”

The purpose of this paper is to propose an in-structional-design theory that supports a sense of community.

The project reported here aimed to highlight the advantages and weaknesses of web‐based learning for adults with learning disability, and to suggest improvements.

Mention McDonald’s to someone today, and they're more likely to think about Big Mac than Big Data. But that could soon change: The fast-food giant has embraced machine learning, in a fittingly super-sized way.McDonald’s is set to announce that it has reached an agreement to acquire Dynamic Yield, a startup based in Tel Aviv that provides retailers with algorithmically driven "decision logic" technology. When you add an item to an online shopping cart, it’s the tech that nudges you about what other customers bought as well. Dynamic Yield reportedly had been recently valued in the hundreds of millions of dollars; people familiar with the details of the McDonald’s offer put it at over $300 million. That would make it the company's largest purchase since it acquired Boston Market in 1999.