Learning Scripts Research Articles

Detection of new oil palm fruit bunches based on deep learning

Abstract The Indonesian oil palm plantation experiences a production rate of fresh fruit bunches and crude palm oil (CPO) influenced by the quality of fruits with excellent and uniform maturity accepted by the palm oil processing factory. The uniformity of fruit quality produced from the harvesting process through fruit maturity criteria, namely fractions 00, fraction 1, fraction 3, and fraction 4, necessitates the need for maturity detection based on deep learning with a pre-trained YOLOv5 model capable of detecting the maturity of new oil palm fruit bunches. The aim is to develop a deep learning-based maturity detection model based on visual images and analyse the deep learning algorithm’s performance by classifying the maturity level of new oil palm fruit bunches. The method collects a dataset of new oil palm fruit bunches with 4180 images. The collected dataset will be annotated with Roboflow, so the annotation results will undergo training, validation, and testing processes using the deep learning script. The result obtained for the data found to detect the ripeness levels of Fresh Fruit Bunches (FFB), shows that the YOLOv5 model demonstrates strong performance with an accuracy reaching 72.5% in testing, which falls into the category of fair annotation. These results indicate that the system created and used is functioning well.

تطبيق طريقة سكربت للتعليم التعاوني (Cooperative Script) في فهم المقروء لدى طلاب الفصل الخامس في المدرسة الإبتدائية الإسلامية الحكومية 1 آغام

Teaching the language in the primary school is one of the preferences for education, just as teaching the Arabic language is whether it is teaching other foreign languages, and it trains students on the language skill that divides teaching the Arabic language inti four skills, they are listening skill,speaking skill, reading skill and writing skill. To improve the reading skill of the students, the training is basic, is introducing them to vocabulary and making a simple sentence, through various types of teaching methods that motivate students and provide a wide space for students to have maximum reading skill or understand texts as soon as possible. The researcher found the type of experimental research in quantitative proximity with the pre and post test design. As for the population and the sample they numbered 42 students, with the sample being 21 students from class 5-b. research tools is a practice test (pre and post test). Based on the results of the research and data analysis, the results of calculating the results of the post-test for the control class that were taught using the tradisional education model, with a rate of 71,42, and the post-test for experimental calss using the script method for cooperative education with a rate of 88,09. This indicates that there are differences in learning outcames in the experimental class and the control class. Thus, in testing the hypothesis with a probability of 5% (0,05), the results of the account T 3,385 and the table T 1,684 were obtained, so that the account T is greater than the table T. The zero hypothesis (Ho) is repeated and the substitution hypothesis (Ha) is accepted. Thus, there is an effect of the cooperative learning script method on reading comprehension among fifth-grade students in the state Islamic primary school 1 Agam.

Forum theatre for training residents to be allies.

Residents are commonly targets and bystanders of workplace discrimination, yet little is known about how best to train residents to manage these incidents. We sought to train residents to respond effectively to being a target or bystander of discrimination. We used a novel, 75-min theatrical role-playing intervention called Theatre for Healthcare Equity (T.H.E.) to teach 71 internal medicine residents between December 2017 and February 2018. In T.H.E. residents took turns acting as either a 'resident' target or a 'student' bystander in a simulated scenario of discrimination. A facilitator led follow-up discussions including group reflection and development of learning scripts to help with difficult situations. A post-graduation survey was sent in November 2021 to assess residents' retention of knowledge, attitudes and potential application in practice. T.H.E. was well received by residents, though survey response rates were low. All respondents to a post-session survey reported having acquired knowledge and skills to help them respond to incidents of bias and discrimination. Most respondents to the post-graduation survey nearly 4 years later remembered T.H.E.; seven wrote reflective narrative responses indicating that T.H.E. had raised awareness of these issues, empowered them to speak up on behalf of colleagues and validated their emotional reactions to hurtful speech from patients. We describe an incident in which a former resident attributed his ability to serve as an effective bystander ally to participating in T.H.E. years earlier. T.H.E. was an efficient, well-received intervention that some of our residents found to have been helpful years later. We continue to use T.H.E. as the basis for periodic ongoing allyship training for residents and teaching faculty to improve the inclusiveness of our clinical learning environment.

Integrating Assessment in a CSCL Macro-Script Authoring Platform

Collaborative learning entails the involvement and the cooperation of a group of persons with the purpose of learning. Collaborative learning scripts aim to orchestrate the complex interaction among group members while Computer Supported Collaborative Learning scripts (CSCL scripts) is the research field in which IT techniques are involved in the management of the aspects of such an interaction. This article presents assessment-related aspects of an existing CSCL script authoring and deployment platform called COSTLyP. Assessment, nowadays, is considered as a vital constituent of CSCL scripts since it may affect some of their necessary components and mechanisms. The outcome of the implementation of an assessment plan may determine what should be the next step in a collaboration activity or what actions should be undertaken to bridge the gap between the expected results and the achieved level of knowledge or expertise. At the same time, assessment can also verify the regulation level that is required within each group; consequently, these scripts should be flexibly designed in order to adapt their evolution to the real needs of the participants.

Intelligent Multilevel Fusion System for Wireless Sensor Network Virtualization Using Deep Reinforcement Learning in Education

wireless sensor networks (WSN) in ubiquitous learning environments to enhance teaching and learning quality. WSNs can serve as a learner-to-context interface, enabling learners to interact with the learning environment while collecting contextual information. With the help of WSN virtualization technology, learners can leverage different virtualized characteristics of the state-of-the-art WSN and engage with the ubiquitous learning paradigm to gain knowledge and skills. The report examines the current state of WSN virtualization and its potential for sharing in this context. Research concerns are discussed in-depth, and an in-depth overview of the current state of the art is provided. This paper presents the fundamentals of WSN virtualization and argues for its usefulness. By allowing learners to learn while on the go in an environment that interests them, gadgets and embedded computers work together to keep students connected to their learning environment. Recent years have seen an increase in interest in deep reinforcement learning technologies. Despite the availability of several internet resources for researching this field, it might be challenging for those just getting started to design effective teaching systems for autonomous vehicles. This article offers a model for a highly effective and interactive ubiquitous learning environment system based on ubiquitous computing technology. An educational system based on deep reinforcement learning and system development is developed in this project using the WSNV-ES method. The web-based system that has been designed can do the following: settings for reinforcing student success, learning scripts to run, and the learning state to monitor are described.

PERANCANGAN KAMPANYE SEBAGAI MEDIA PEMBELAJARAN AKSARA SUNDA DI KALANGAN REMAJA SMP KOTA SUKABUMI

This final task helps teachers in providing learning materials Sundanese Script. The purpose of the designer of the learning media of Sundanese Script is to commit the effort to preserve Sundanese Script in the area of Sukabumi, in particular the adolescent level. With video-based lotion-based learning can feature an attractive learning script, informative, and is not boring so that it can attract the interest of students in studying sundanese characters . This final task was compiled using a descriptive qualitative method. The learning media in this campaign are in the form of motion graphics videos, x- banners, tote bags, bucket hats, offline and online posters, key chains, and t- shirts. Therefore, the designers of the learning media of sundanese script are the most effective way in the preservation campaign of sundanese characters among junior high SMP .

COVID-19 pandemic-related adaptations of medical education in clinical pharmacology - impact on students and lecturers at a German university.

In medical studies, pharmacology is a subject with a high teaching and study load. The COVID-19 pandemic–related switch to distance learning implies challenges for students and teachers. To identify changes of behavior, attitudes, and needs among students and teachers in clinical pharmacology during the pandemic, regular surveys were conducted at Ulm University, Germany. Overall, 884 students and 5 teachers answered the survey. Over time, students’ usage of learning materials in print form and further literature (textbooks, guidelines) constantly decreased. In turn, most students used digital materials provided via a learning management system. Attitudes and opinions of students and teachers significantly differed regarding (i) the benefit of certain teaching formats and learning materials, (ii) open-mindedness towards e-learning, and (iii) future visions. Most students and lecturers stated that they spent more time on study or teaching-related activities, respectively, and had less contact with fellow students or colleagues in comparison to pre-pandemic times. Furthermore, the subjective teaching load for most lecturers (80%) increased during the pandemic. To identify determinants of learning success, the survey data were correlated with students’ gradings in the written exams of clinical pharmacology. In the first online semester (summer term 2020), the use of paper-based learning scripts was correlated with better exam grades. No correlation with grade was found for any other learning materials. Age was inversely correlated with exam grading. Striking a balance between the future visions and needs of students and teachers implies a particular challenge for the educational system of the next years.Supplementary InformationThe online version contains supplementary material available at 10.1007/s00210-022-02225-3.

Concrete sectarianism: Revisiting the Lebanese civil war through Beirut’s built environment

During the Lebanese civil war (1975-1990), Beirut’s built environment was taken over by militias and used for sniping and launching military offensives. These operations took place across demarcation lines that cut through mixed neighbourhoods, eventually dividing the city into an ideologically Christian East and Muslim West. Due to Beirut’s excessive urbanization, navigating the built environment during the war became a necessity of survival. However, on a more imperceptible level, the years of repetitive navigation between, under, and around Beirut’s buildings contributed to learning scripts of othering, where sectarian ‘others’ were assigned to concrete structures that represented danger and foreignness. This article explores Lebanon’s sectarian war by analyzing how survivors interacted with Beirut's built environment. Using the ethnographic approach of considering built matter, alongside humans, as co-constitutive of social phenomena, the article shows how matter can shed light on the emergence of sectarian thinking and behavior.

Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?

ABSTRACT Argumentative scripts for computer-supported collaborative learning are scaffolds that prompt learners to take over distributed roles and to move through a sequence of activities that specify an argumentative learning discourse. Argumentative scripts may lead to suboptimal effects on learning outcomes when their level of scaffolding does not fit learners’ prerequisites regarding argumentation. This study compares the effects of three different levels of argumentative scripts on learners’ argumentation knowledge and learning motivation. Results show that university freshmen in the context of mathematics seem to learn best when the argumentative script targets a medium level, scaffolding the sequence of social discourse, but not necessarily the construction of single arguments. Non-significant results regarding the effects on motivational variables speak against the concern that a too detailed structure of scripts may be detrimental for learning due to reduced learning motivation.

Transporting Problem Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities

The globalization of education has increased large-scale education reforms worldwide. Over the past 15 years, Gulf Cooperation Council Countries (GCC) have invested significant resources in reforming their education systems. This has led to extensive borrowing of pedagogical approaches to initiate and implement educational change. This article evokes several cultural learning scripts to identify the challenges that arise when pedagogical approaches are adopted and implemented. Specifically, problem-based learning (PBL) is examined against the backdrop of these cultural scripts to examine the cultural complexities of PBL in a GCC context. Discussion is provided that addresses several fundamental concerns that should be considered in order to reduce the cultural challenges and improve the implementation of PBL in GCC contexts. trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.

Fostering business opportunity identification skills in secondary education via an orchestrated technology enhanced learning script

Due to global economic and technological changes, Europe requires a greater number of young people who are willing and able to become entrepreneurs. Thus, there is a need for the provision of effective Entrepreneurship Education (EE) in high schools via validated well-structured instructional methods. Although business opportunity identification has been regarded as the starting learning objective for every educational approach on entrepreneurship, so far not great emphasis has been given on it within EE programs. This paper proposes a technologically enhanced instructional approach that specifically promotes high school students’ business opportunity identification skills, focusing on their entrepreneurial readiness and providing them with the opportunity to fill cognitive gaps using digital learning material in an online learning environment. This approach has been validated via a research study which was conducted in seven high school classes involving 168 students aged 14–16 years, examining its learning effectiveness and acceptability. The evaluation framework along with the positive quantitative and qualitative results is presented.

High-Throughput Ground Cover Classification of Perennial Ryegrass (Lolium Perenne L.) for the Estimation of Persistence in Pasture Breeding

Perennial ryegrass (Lolium perenne L.) is one of the most important forage grass species in temperate regions of Australia and New Zealand. However, it can have poor persistence due to a low tolerance to both abiotic and biotic stresses. A major challenge in measuring persistence in pasture breeding is that the assessment of pasture survival depends on ranking populations based on manual ground cover estimation. Ground cover measurements may include senescent and living tissues and can be measured as percentages or fractional units. The amount of senescent pasture present in a sward may indicate changes in plant growth, development, and resistance to abiotic and biotic stresses. The existing tools to estimate perennial ryegrass ground cover are not sensitive enough to discriminate senescent ryegrass from soil. This study aimed to develop a more precise sensor-based phenomic method to discriminate senescent pasture from soil. Ground-based RGB images, airborne multispectral images, ground-based hyperspectral data, and ground truth samples were taken from 54 perennial ryegrass plots three years after sowing. Software packages and machine learning scripts were used to develop a pipeline for high-throughput data extraction from sensor-based platforms. Estimates from the high-throughput pipeline were positively correlated with the ground truth data (p < 0.05). Based on the findings of this study, we conclude that the RGB-based high-throughput approach offers a precision tool to assess perennial ryegrass persistence in pasture breeding programs. Improvements in the spatial resolution of hyperspectral and multispectral techniques would then be used for persistence estimation in mixed swards and other monocultures.

Design and validation of an educational product directed at school Telecentres

This article has a dual objective, to present the Telecentre Activity Plan (TAP), an educational product created from a research on the use of Scratch in the development of digital skills of Telecentre coordinators, and to demonstrate the methodological procedures for the conception and evaluation of that product. The TAP is composed of a diagnostic questionnaire; a rubric of (self) assessment applied to identify the level of digital skills of coordinators; a learning script used for the exploration of Scratch and a script for the elaboration of projects in Telecentres. The conception involves a wide literature review and the theoretical-methodological basis has documents and theoretical frameworks related to the digital teaching competences and skills, and the validation method involves applications and analyzes, using techniques such as questionnaires, interviews and conversation circles, coming from workshops held with teachers and Telecentre coordinators. The results demonstrate the potential of using TAP to develop basic skills such as browsing, searching and sharing information, developing simple digital content, as well as some more advanced skills such as storing and retrieving information, and using different resources to create multimedia content.

Concepção e validação de um produto educacional direcionado aos telecentros escolares (Design and validation of an educational product directed at school Telecentres)

Este artigo tem duplo objetivo, apresentar o Plano de Atividades para Telecentros (PAT), produto educacional criado a partir de uma pesquisa sobre o uso do Scratch no desenvolvimento de habilidades digitais de coordenadores de Telecentros, e demonstrar os procedimentos metodológicos para a concepção e avaliação desse produto. O PAT está composto por um questionário diagnóstico; rubrica de (auto)avaliação, aplicada para identificação do nível de habilidades digitais dos coordenadores; roteiro de aprendizagem, utilizado para a exploração do Scratch; e roteiro para a elaboração de projetos nos Telecentros. A concepção envolve uma ampla revisão de literatura e o embasamento teórico-metodológico conta com documentos e marcos teóricos relacionados às competências e habilidades digitais docentes e o método de validação envolve aplicações e análises do PAT, com uso de técnicas tais como, questionários, entrevistas e rodas de conversa, provenientes de oficinas realizadas com professores e coordenadores de Telecentros. Os resultados demonstram o potencial do uso do PAT no desenvolvimento de habilidades básicas como navegação, busca e compartilhamento de informações, desenvolvimento de conteúdos digitais simples, bem como algumas habilidades mais avançadas como armazenamento e recuperação de informação, e utilização de diferentes recursos para criação de conteúdo multimídia.

MENINGKATKAN HASIL BELAJAR MATEMATIKA MELALUI MODEL PEMBELAJARAN COOPERATIVE SCRIPT PADA SISWA SEKOLAH MENENGAH ATAS

The research aimed to describe the cooperative learning script that can improve student mathematic learning out comes.The research was conducted in sorong, the subyek of this research was X grade at SMA Muhammadiyah Al-Amin Sorong, in academic 2013 / 2014. The student consist of 9 males and 20 female. The research was classroom action research (PTK). The procedure and implemantion at the study site was divided into two cycles. In the first cycles performed three times of implementation by using cooperative learning script. The second cycles took three times with the same model.Cooperative learning script is method of learning when the student.According to the research. The research can contlude that the student mathematic learning outcomes at SMA Muhammadiyah Al-Amin Sorong X grade, can improve student learning outcomes the first cycles mean of 55.34% with the presentase in learning 58.6% and of second cycles the average was of 81.93% with the presentase in learning 93.1%.

'We are a Chinese school': Constructing school identity from the lived experiences of expatriate and Chinese teaching faculty in a Type C international school in Shanghai, China.

This study explores school identity by analysing the perceptions of Chinese and expatriate teachers in a Type C, non-traditional international school in Shanghai, China. The purpose of this study was to build on Hayden’s (2016) work by offering a detailed description of this type of school which continues to be under researched. A mixed-methods approach was adopted that explored the school’s identity on three levels: the rhetorical, the curricula, and the lived. The data revealed considerable discontinuity between these levels, particularly from the perspective of the international teachers. The findings are discussed in relation to cultural scripts for teaching and learning and institutional logics and implications are drawn for creating a more interculturally inclusive school ethos.

Perbandingan Hasil Belajar Biologi Dengan Menggunakan Model Pembelajaran Kooperatif Script daN Model Pembelajaran Konvensional pada Pokok Bahasan Sistem Eskresi di Kelas VIII SMP Muhammadiyah 11 Tello Makassar

In the world of education, improving the quality of learning both in the mastery of materials and learning methods are always strived. One of the efforts that teachers do in improving the quality of teachers is the preparation of various scenarios of learning activities in the classroom. This study aims to determine the comparison of biological learning outcomes by using cooperative learning model script and conventional learning model. This research was conducted at SMP Muhammadiyah 11 Tello Makassar in March until April 2016. The research method used was a Quasy Eksperiment. The research instrument used is the learning result instrument and tested through t-test statistic. The results obtained that t-count value for post-test data in the experimental class of 3.81 while t-table at the level of significance level α 5%, then the value of α designated in table t is 2.00, so obtained t count ≥ t table (3.81 ≥ 2.00 ). This study suggested that cooperative learning scripts can improve students learning outcomes. 
 Keywords: Cooperative Learning script, Conventional Learning, Learning outcomes

Who benefits from a low versus high guidance CSCL script and why?

Computer-supported collaborative learning (CSCL) scripts can foster learners’ deep text comprehension. However, this depends on (a) the extent to which the learning activities targeted by a script promote deep text comprehension and (b) whether the guidance level provided by the script is adequate to induce the targeted learning activities effectively; both may be moderated by the learners’ prior knowledge. Inspired by the ICAP framework (Chi and Wylie in Educ Psychol 49:219–243, 2014), we designed a low (LGS) and a high guidance script (HGS) to support learners in performing interactive activities. These activities include generating outputs that go beyond the text, while simultaneously referring to the co-learner. In an experiment, 88 undergraduates were assigned randomly to either the LGS or HGS condition. After reading a text paragraph, LGS participants thought about discussion points for the upcoming collaborative discussion, while HGS participants were (a) prompted to generate outputs individually that go beyond the text and (b) exchange them with their co-learner to provide information about the co-learner’s comprehension state (awareness induction). Subsequently, dyads in both conditions discussed the paragraph in a chat to improve their text comprehension. Prior knowledge moderated the effect of the script guidance level on deep text comprehension: low prior knowledge learners benefitted from the HGS, whereas high prior knowledge learners profited from the LGS. Moderated mediation analyses revealed that these effects can be traced back to patterns of learning activities which differed regarding learners’ prior knowledge. Based on these results, possible directions for future research on CSCL scripting and ICAP are discussed.

Reflection in Learning through a Self-monitoring Device: Design Research on EEG Self-Monitoring during a Study Session

The increasing availability of self-monitoring technologies has created opportunities for gaining awareness about one’s own behavior and reflecting on it. In teaching and learning, there is interest in using self-monitoring technologies, but very few studies have explored the possibilities. In this paper, we present a design study that investigates a technology (called Feeler) that guides students to follow a specific learning script, monitors changes in their electroencephalogram (EEG) while studying, and later provides visualization of the EEG data. The results are two-fold: (1) the hardware/software prototype and (2) the conclusions from the proof-of-concept research conducted with the prototype and six participants. In the research, we collected qualitative data from interviews to identify whether the prototype supported students to develop their reflective skills. The thematic analysis of the interviews showed that the Feeler’s learning script and visualization of the EEG data supported greater levels of reflection by fostering students’ curiosity, puzzlement, and personal inquiry. The proof-of-concept research also provided insights into several factors, such as the value of personal experience, the challenge of assumptions, and the contextualization of the data that trigger reflective thinking. The results validate the design concept and the role of the prototype in supporting awareness of and reflection about students’ mental states when they perform academic tasks.

An Ontology Framework to Apply Gamification in CSCL Scenarios as Persuasive Technology

The use of Computer-Support Collaborative Learning (CSCL) scripts is an effective approach to support meaningful interactions and better learning. Unfortunately, in some situations, scripted collaboration decreases the motivation and engagement of students, which makes more difficult to use it over time. To deal with this problem, we propose to apply gamification as Persuasive Technology (PT) to induce the students to follow the scripts in the proper way without the sensation of obligation, avoiding in this way the motivation problems. To achieve this goal, it is necessary an exhaustive knowledge on gamification and its impact on Collaborative Learning (CL). Thus, we are developing an ontology to provide a formal systematization of the knowledge on gamification and its proper application in CL scenarios. In this paper, we focus in the formalization of basic concepts related to gamification as a PT in CL scenarios. Furthermore, to demonstrate the applicability of our approach, we present a case study, where we built and apply a personalized gamification model based on the ontological structures defined here.