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Learning
This book is a systematic introduction to learning psychology. It describes, analyzes and explains learning by means of 19 scenarios from everyday situations. The reader may therefore connect theoretical considerations with experiences he or she can easily follow. Several scenarios stem from family situations, others from school and business, and still others refer to very individual learning processes: modification of one's own behavior, acquisition of motor skills, or elaborating one's knowledge structures or problems solving abilities. Having worked through the 19 scenarios the reader will be acquainted with the important learning theories: behavioristic, cognitive, social-cognitive as well as the Gestaltists'.
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Learning Learning
The textbook Learning Learning is a comprehensive survey of the field of learning from a psychological point of view. The book underscores the valuable perspectives psychology brings to our understanding of the ways all life forms, from the simple to the complex, acquire new behaviors and knowledge.The introductory chapter defines learning and addresses the three psychological domains of learning – behavior, cognition, and emotion. This first chapter also examines the nature of stimuli and responses and compares cognitive versus behavioral approaches to learning. The second chapter explains the scientific process and sheds light on how behavioral research is used to help better understand the learning process. Subsequent chapters (chapters 3-7) explore forms of learning based primarily on animal models, ranging from classical Pavlovian conditioning to operant conditioning with an emphasis on the related concepts of reinforcement, punishment, scheduling, discrimination, generalization, and transfer. The final chapters (chapters 8-12) focus mostly on human forms of learning, such social learning and language learning. The book concludes with a discussion of the impact of evolution, genetics, and adaptation.Accessible and student-friendly, Learning Learning is ideal for students who are new to the field of study.
R 5,622.83
Learning How to Learn
For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience. They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows. All those concerned with the improvement of education will find something of interest in Learning How to Learn.
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Learning as a Generative Activity
During the past twenty-five years, researchers have made impressive advances in pinpointing effective learning strategies (namely, activities the learner engages in during learning that are intended to improve learning). In Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding, Logan Fiorella and Richard E. Mayer share eight evidence-based learning strategies that promote understanding: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. Each chapter describes and exemplifies a learning strategy, examines the underlying cognitive theory, evaluates strategy effectiveness by analyzing the latest research, pinpoints boundary conditions, and explores practical implications and future directions. Each learning strategy targets generative learning, in which learners actively make sense out of the material so they can apply their learning to new situations. This concise, accessible introduction to learning strategies will benefit students, researchers, and practitioners in educational psychology, as well as general readers interested in the important twenty-first-century skill of regulating one's own learning.
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Seasons of Learning
The first in-depth treatment of the school/work transition, this book raises the level of discussion above simple how to strategies. Howard considers the values, choices, responsibilities, and challenges facing the student leaving college or graduate/professional school. The transition from school to work entails a reconstruction of experience and of the self that marks the beginning of a crucial stage in the course of a life. Besides shifts in the aims and values attached to learning for school and for work, there are commitments and costs involved in professional life that require special consideration if one is to avoid the hazards of burnout, narrowness, and the loss of cherished skills. To survive personally and professionally in the new, ruthless economy, one needs to be highly adaptable and able to communicate well. In this thought-provoking book Howard underscores the utility of a broad liberal education as a preparation for work.
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Fundamentals of Learning
Fundamentals of Learning: A Behavioral Approach discusses the basic mechanisms of learning. It highlights how most behaviors are learned through minimal amounts of cognitive processing and acquired through associations between stimuli, such as observed in classical and operant conditioning (associative learning) and repeated experiences with a single stimulus (non-associative learning).Together, in combination with innate or instinctual behaviors, these forms of learning account for the acquisition of an impressively wide range of behaviors and played a crucial in the evolution of species as it permitted them to adapt to changing environments. The book begins by tracing the history of learning theory, acquainting students with the philosophers and early researchers who contributed to learning theory. It then goes on to cover theoretical explanations of the basic learning mechanisms, including theories of classical and operant conditioning. The modular approach of the book enables students to link the concepts they learn about in the text to their own behavior. The book concludes with a discussion of the role of cognition in learning covering behaviors that are considered to be less automatized and mediated by cognitive processes, such as the formation of spatial maps and the processes involved in decision-making and motivated behaviors.The book is written with the student in mind throughout, featuring real-life case studies, key terms and learning objectives. It is also accompanied by an eBook+ featuring in-chapter videos, alongside online resources such as lecture slides, class assignments, and multiple choice questions. It will be a must-read for all students of learning and behavior, or animal learning.
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Theory and Practice of Learning
Learning is among the most basic of human activities. The study of learning, and research into learning a central part of educational studies. Now published in a second edition, this best-selling book is a comprehensive introduction to contemporary theories and modern practices of learning. Updated and expanded, written in non-technical language, this new edition will be a valuable guide for all teachers, facilitators, human resource developers and students of education. Contents include updated and new material on: Lifelong learning; The social background to learning; Cognitive theory; Types of learning; Learning using ICT; Philosophical reflections on learning.
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Manifesto for Learning
What makes people learn effectively? What can we do to promote more effective learning? Innumerable researchers have studied these questions, yet their findings tend to be fragmentary and disparate. This book aims to provide the big picture. Drawing on research from all sectors of education, the authors show how effective learning depends crucially on a few easily understood principles. These hold good regardless of the age or nature of the learner or the context in which the learner is working. The book explains those principles and how to apply them, showing in the process how to make the vision of an effective learning society a reality.
R 3,237.00
Improving Learning How to Learn
Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.
R 9,313.65
Learning, Creating, and Using Knowledge
This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram.The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
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Visible Learning and the Science of How We Learn
On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond.Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn.This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.
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Improving Learning How to Learn
Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.
R 2,716.09
Creating Learning without Limits
"'Creating Learning without Limits' takes on one of the most important issues in education today. In the last decade schools in England have taken a path towards putting all children into boxes, attaching a level to their heads and deciding what they are capable of achieving. This book shows the possibility of a different educational path, one in which all students are encouraged to achieve the greatest they can. Importantly the book also documents ways in which courageous teachers can do this - promoting fair and engaging learning environments for all students. This is a must-read for educators, policy makers and parents alike."Jo Boaler, Professor of Mathematics Education, Stanford University, California. Formerly a teacher and researcher at the Universities of London and Sussex."This will undoubtedly turn out to be amongst the most important educational books of the decade. Our capacity to respond, both individually and collectively, to its key insights and messages will profoundly affect not just the quality of our schools, but of our society for years to come. Engagingly and eloquently written, it exposes the intellectual bankruptcy and human destructiveness of widely held concepts of 'ability' and offers a richly textured, practical account of how one school moved from 'failure' to OfSTED 'outstanding' by committing itself to the practicability of a morally inspiring, educationally convincing alternative.If you want to know why 'the standards agenda' must inevitably fail and what we might do instead, read this book."Professor Michael Fielding, Institute of Education, University of London, UK"This is an inspiring and reviving book. It reminds us why people come into education - to make a difference for children. To make a deep difference we have to organize education differently. It describes a school that vibrates with learning in an atmosphere of deep humanity and care. Its practices are light years away from the measuring, labelling, targeting, and testing structures that have become our recent national norm. The school as a whole community transforms people."Anne Watson, Professor of Mathematics Education, University of Oxford, UK"This book provides a grounded demonstration of the importance of educational principles, the most important of which is the understanding that each child's potential for learning is limitless. The authors describe new school and classroom practices through which learning can be transformed. Their argument has influenced government thinking on the review of the National Curriculum in England. I urge you to let it influence your thinking too!"Professor Andrew Pollard, Institute of Education, University of London, UK"This is a brilliant study of a small and very successful primary school in Hertfordshire where the teachers have rejected ideas of fixed innate ability and believe instead in the limitless potential of all young people. At a time when the Ofsted inspection process employs dubious and limited notions
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Professional Learning as Relational Practice
Given the emphasis on transforming professional work through the adoption of enquiry-based and trans-disciplinary approaches to service development, there is an urgent need for those involved in professional education to develop a robust understanding of how changes in practice occur. A more inclusive approach to the analysis of the processes involved across the varied and interrelated contexts in which they occur is thus very timely.In this book, Jenny Reeves sets out to explore the gap between the experience of professional learning as an interactive, dynamic and socially contextualised process, and descriptions that are often individualistic, overly linear and largely context-free. She makes the claim that this disjuncture is the outcome of modes of enquiry that concentrate on limited selections of the available data.Adopting a relational approach to describing practice-based professional development, including graphical means for exploring the spaces produced by the activity, provides a very different picture. It creates a basis for representing the complex movements, relationships and interactions between people and things that occur during professional learning. It also provides a productive approach to describing the exchange and creation of professional knowledge across different contexts over time.By building a picture of the ephemeral spaces and connections that educating activities produce, mapping relational space allows those engaged in professional education to think rather differently about how professional learning and changes in knowledge and practice may be understood, supported and developed.
R 3,024.09
Learning Strategies
Originally published in 1986, designed for teachers and those concerned with the education of primary and secondary school pupils, Learning Strategies presented a new approach to ‘learning to learn’. Its aim was to encourage teachers to start thinking about different approaches to harnessing the potential of young learners. It was also relevant to adult learners, and to those who teach them. Thus, although about learning, the book is also very much about teaching. Learning Strategies presents a critical view of the study skills courses offered in schools at the time, and assesses in non-technical language what contributions could be made to the learning debate by recent developments in cognitive psychology. The traditional curriculum concentrated on ‘information’ and developing skills in reading, writing, mathematics and specialist subjects, while the more general strategies of how to learn, to solve problems, and to select appropriate methods of working, were too often neglected.Learning to learn involves strategies like planning ahead, monitoring one’s performance, checking and self-testing. Strategies like these are taught in schools, but children do not learn to apply them beyond specific applications in narrowly defined tasks. The book examines the broader notion of learning strategies, and the means by which we can control and regulate our use of skills in learning. It also shows how these ideas can be translated into classroom practice. The final chapter reviews the place of learning strategies in the curriculum.
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Learning to Learn
Over the past three decades or so, research on machine learning and data mining has led to a wide variety of algorithms that learn general functions from experience. As machine learning is maturing, it has begun to make the successful transition from academic research to various practical applications. Generic techniques such as decision trees and artificial neural networks, for example, are now being used in various commercial and industrial applications. Learning to Learn is an exciting new research direction within machine learning. Similar to traditional machine-learning algorithms, the methods described in Learning to Learn induce general functions from experience. However, the book investigates algorithms that can change the way they generalize, i.e., practice the task of learning itself, and improve on it. To illustrate the utility of learning to learn, it is worthwhile comparing machine learning with human learning. Humans encounter a continual stream of learning tasks. They do not just learn concepts or motor skills, they also learn bias, i.e., they learn how to generalize. As a result, humans are often able to generalize correctly from extremely few examples - often just a single example suffices to teach us a new thing. A deeper understanding of computer programs that improve their ability to learn can have a large practical impact on the field of machine learning and beyond. In recent years, the field has made significant progress towards a theory of learning to learn along with practical new algorithms, some of which led to impressive results in real-world applications. Learning to Learn provides a survey of some of the most exciting new research approaches, written by leading researchers in the field. Its objective is to investigate the utility and feasibility of computer programs that can learn how to learn, both from a practical and a theoretical point of view.
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Learning as Interactivity, Movement, Growth and Becoming, Volume 1
The two inter-linked volumes in this series are dedicated to the development of analysis and theorization of learning and teaching in higher education. The two volumes focus on the multi-scalar ecological inter-connectedness of learners with teachers, with artefacts, with cultural patterns and resources, with places, with social activities and practices, with social institutions, with time and temporality, and with technologies. Learning reflects inter-individual dynamics that are shaped by biology and culture.Against prevailing orthodoxies that view learning in higher education in terms of 'information transmission' and 'content delivery', the contributors articulate leading developments in distributed cognition, distributed language, ecological psychology, enactivist and embodied-embedded cognitive science, interactivity, and multimodal event analysis. They also extend several earlier traditions such as American pragmatism, embodied curriculum theory, and Vygotsky's latter day anti-dualist Spinozan turn.Through detailed empirical analysis of in vivo episodes of learning using multimodal event analysis, cognitive event analysis, and cutting-edge theory, the authors show how and why learning is not adequately explainable as internal mental processes per se. Instead, sophisticated empirical analysis and innovative theory are put to work to reveal the emergence of learning in the interactivity of learners and teachers with the affordances of a distributed brain-body-environment learning system.Volume 1 is an edited collection of seven chapters written by internationally renowned researchers together with an Introduction and an Afterword written by King and Thibault. Volume 1 (and its successor Volume 2) will serve as valuable reading for educationalists and researchers in the cognitive, communication, learning, and language sciences who are looking for new multidimensional tools for thinking about, and new empirical tools for analysing, learning and teaching as multi-scalar interactive processes in radical embodied ecologies of learning and teaching.
R 9,317.62
Fundamentals of Learning
Fundamentals of Learning: A Behavioral Approach discusses the basic mechanisms of learning. It highlights how most behaviors are learned through minimal amounts of cognitive processing and acquired through associations between stimuli, such as observed in classical and operant conditioning (associative learning) and repeated experiences with a single stimulus (non-associative learning).Together, in combination with innate or instinctual behaviors, these forms of learning account for the acquisition of an impressively wide range of behaviors and played a crucial in the evolution of species as it permitted them to adapt to changing environments. The book begins by tracing the history of learning theory, acquainting students with the philosophers and early researchers who contributed to learning theory. It then goes on to cover theoretical explanations of the basic learning mechanisms, including theories of classical and operant conditioning. The modular approach of the book enables students to link the concepts they learn about in the text to their own behavior. The book concludes with a discussion of the role of cognition in learning covering behaviors that are considered to be less automatized and mediated by cognitive processes, such as the formation of spatial maps and the processes involved in decision-making and motivated behaviors.The book is written with the student in mind throughout, featuring real-life case studies, key terms and learning objectives. It is also accompanied by an eBook+ featuring in-chapter videos, alongside online resources such as lecture slides, class assignments, and multiple choice questions. It will be a must-read for all students of learning and behavior, or animal learning.
R 3,627.00
Learning as a Generative Activity
During the past twenty-five years, researchers have made impressive advances in pinpointing effective learning strategies (namely, activities the learner engages in during learning that are intended to improve learning). In Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding, Logan Fiorella and Richard E. Mayer share eight evidence-based learning strategies that promote understanding: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. Each chapter describes and exemplifies a learning strategy, examines the underlying cognitive theory, evaluates strategy effectiveness by analyzing the latest research, pinpoints boundary conditions, and explores practical implications and future directions. Each learning strategy targets generative learning, in which learners actively make sense out of the material so they can apply their learning to new situations. This concise, accessible introduction to learning strategies will benefit students, researchers, and practitioners in educational psychology, as well as general readers interested in the important twenty-first-century skill of regulating one's own learning.
R 1,752.77
E-Learning in the Middle East and North Africa (MENA) Region
In the last decade, due to factors of ICT infrastructural and broadband maturation, rising levels of educational attainment and computer literacy, and diversification strategies, e-learning has exploded in the Middle East and North Africa (MENA) region. However, significant barriers remain in the region’s e-learning development: lack of research on outcomes and effectiveness, paucity of Arabic language learning objects, monopolies and high cost of telecommunications, cultural taboos, accreditation, censorship, and teacher training.This unique volume is the first comprehensive effort to describe the history, development, and current state of e-learning in each of the 20 MENA countries from Algeria to Yemen. Each entry is expertly written by a specialist who is acutely familiar with the state of e-learning in their respective country, and concludes with a bibliography of key reports, peer-reviewed books and articles, and web resources.E-Learning in the Middle East and North Africa (MENA) proves itself as a vital compendium for a wide readership that includes academics and students, transnational program directors, international education experts, MENA government departments, commercial vendors and investors, and ICT development and regulatory agencies involved in e-learning in the Middle East.
R 4,779.85
Free Learning
This edited volume explores, investigates and analyses Free Learning – an innovative approach to student-directed learning which seeks to challenge educational norms from within. The volume is framed by a recognition of the urgent need for transformation of our educational systems.In traditional education, students work through a teacher-directed linear syllabus, at a pace dictated by the teacher, with summative assessment hurdles at too-frequent intervals. Progression and direction are determined solely by the teacher. In Free Learning, students determine their own learning pathway through a non-linear syllabus, which can be visualised as a mind map. Students may then complete as many units as they either have time for or are interested in, moving from one unit to another on the basis of having formatively satisfied the demands of each individual unit.This volume showcases the value and potential of Free Learning in contemporary practice and is intended to bridge theory and practice. The structure of the book reflects this complementary fit, with contributions from practitioners describing Free Learning as a learning and teaching tool in a range of educational settings, subjects and age-ranges. It also contains qualitative and quantitative analyses by researchers exploring the uptake of Free Learning and students’ responses to the methodology. Researchers and educators who are interested in student-directed methodologies, especially in Asia, will find that the practical accounts and analyses of Free Learning contained within provide much food for thought with regard to redefining student learning.
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R 397.00
Learning
This poetry book speaks to the heart and soul of all ages everywhere through poems. The words of encouragement help to remind you that you're never alone in your trials and tribulations. The book helps you to understand, what the author was feeling. So the author passes on to you this poetry book of growing wisdom, through words. By Bernadine Feagins
R 1,232.97
Science of Learning
Supporting teachers in the quest to help students learn as effectively and efficiently as possible, The Science of Learning translates 99 of the most important and influential studies on the topic of learning into accessible and easily digestible overviews. Building on the bestselling original book, this second edition delves deeper into the world of research into what helps students learn, with 22 new studies covering key issues including cognitive-load theory, well-being and performing well under exam pressure.Demystifying key concepts and translating research into practical advice for the classroom, this unique resource will increase teachers’ understanding of crucial psychological research so they can help students improve how they think, feel and behave in school. From large- to small-scale studies, from the quirky to the iconic, the book breaks down complicated research to provide teachers with the need-to-know facts and implications of each study. Each overview combines graphics and text, asks key questions, describes related research and considers implications for practice. Highly accessible, each overview is attributed to one of seven key categories: Memory: increasing how much students remember Mindset, motivation and resilience: improving persistence, effort and attitude Self-regulation and metacognition: helping students to think clearly and consistently Student behaviours: encouraging positive student habits and processes Teacher attitudes, expectations and behaviours: adopting positive classroom practices Parents: how parents’ choices and behaviours impact their childrens’ learning Thinking biases: avoiding faulty thinking habits that get in the way of learningA hugely accessible resource, this unique book will support, inspire and inform teaching staff, parents and students, and those involved in leadership and CPD.
R 980.00
Learning Deep Learning
NVIDIA's Full-Color Guide to Deep Learning: All You Need to Get Started and Get Results "To enable everyone to be part of this historic revolution requires the democratization of AI knowledge and resources. This book is timely and relevant towards accomplishing these lofty goals." -- From the foreword by Dr. Anima Anandkumar, Bren Professor, Caltech, and Director of ML Research, NVIDIA "Ekman uses a learning technique that in our experience has proven pivotal to success—asking the reader to think about using DL techniques in practice. His straightforward approach is refreshing, and he permits the reader to dream, just a bit, about where DL may yet take us." -- From the foreword by Dr. Craig Clawson, Director, NVIDIA Deep Learning Institute Deep learning (DL) is a key component of today's exciting advances in machine learning and artificial intelligence. Learning Deep Learning is a complete guide to DL. Illuminating both the core concepts and the hands-on programming techniques needed to succeed, this book is ideal for developers, data scientists, analysts, and others--including those with no prior machine learning or statistics experience.After introducing the essential building blocks of deep neural networks, such as artificial neurons and fully connected, convolutional, and recurrent layers, Magnus Ekman shows how to use them to build advanced architectures, including the Transformer. He describes how these concepts are used to build modern networks for computer vision and natural language processing (NLP), including Mask R-CNN, GPT, and BERT. And he explains how a natural language translator and a system generating natural language descriptions of images.Throughout, Ekman provides concise, well-annotated code examples using TensorFlow with Keras. Corresponding PyTorch examples are provided online, and the book thereby covers the two dominating Python libraries for DL used in industry and academia. He concludes with an introduction to neural architecture search (NAS), exploring important ethical issues and providing resources for further learning. Explore and master core concepts: perceptrons, gradient-based learning, sigmoid neurons, and back propagationSee how DL frameworks make it easier to develop more complicated and useful neural networksDiscover how convolutional neural networks (CNNs) revolutionize image classification and analysisApply recurrent neural networks (RNNs) and long short-term memory (LSTM) to text and other variable-length sequencesMaster NLP with sequence-to-sequence networks and the Transformer architectureBuild applications for natural language translation and image captioning NVIDIA's invention of the GPU sparked the PC gaming market. The company's pioneering work in accelerated computing--a supercharged form of computing at the intersection of computer graphics, high-performance computing, and AI--is reshaping trillion-dollar industries, such as transportation, healthcare, and manufacturing, and fueling the g
R 1,451.00
Manifesto for Learning
What makes people learn effectively? What can we do to promote more effective learning?Innumerable researchers have studied these important and urgent questions, yet their findings tend to be fragmentary and disparate. Now Janet Collins, Joe Harkin and Melanie Nind provide the big picture. Drawing on research from all sectors of education the authors show that effective learning depends crucially on a few easily understood principles. These principles hold true regardless of the age or nature of the learner or the context in which the learner is working.Manifesto for Learning explains those principles and how to apply them, showing in the process how to make the vision of an effective learning society a reality.
R 7,650.00
Academic Learning vs Everyday Learning?
The 21st century has witnessed various learning trends that challenge the traditional dichotomy between academic and everyday learning. This book explores these trends, arguing that we can bridge this gap to revolutionize education for the benefit of learners and the betterment of the real world.Taking a comprehensive perspective that spans the educational spectrum from kindergarten to tertiary and adult education, the book presents an integrated matrix of pedagogies that foster the integration of academic and everyday learning. This matrix encompasses key learning areas, including languages, mathematics, science, technology, personal, social and humanities education (PSHE), and the arts. The book emphasizes incorporating real-life contexts, practical applications, and relevant skills into academic learning while recognizing the value of theory-practice integration. Drawing on examples, case studies, and best practices, the book demonstrates the successful implementation of these approaches.This book will appeal to scholars of educational theory, learning and instruction, and curriculum studies.
R 9,314.37
Learning to Learn
Learning to Learn provides a much needed overview and international guide to the field of learning to learn from a multidisciplinary lifelong and lifewide perspective. A wealth of research has been flourishing on this key educational goal in recent years. Internationally, it is considered to be one of the key competencies needed to compete in the global economy, but also a crucial factor for individual and social well-being. This book draws on leading international contributors to provide a cutting-edge overview of current thinking on learning to learn research, policy, and implementation in both formal and informal learning environments.But what learning to learn is exactly, and what its constituting elements are, are much debated issues. These seem to be the crucial questions if assessment and development of this 'malleable side of intelligence' are to be accomplished. The approach of this volume is to consider a broad conception of learning to learn, not confined to only study strategies or metacognition, yet acknowledging the importance of such elements.The book sets out to answer five main questions: What is learning to learn? What are its functions and how do we assess it? What does it promise to the individual and society at large? How is it conceived in national curricula internationally? How can it be developed in a variety of contexts? The text is organized into two parts: the first addresses the core question of the nature of learning to learn from a theoretical and policy viewpoint, and the second presents recent research carried out in several educational systems, with special attention to assessment and curriculum. It gives an account of pedagogical practices of learning to learn and its role in individual empowerment from childhood to adulthood.Contributors also highlight the potential use of learning to learn as an organizing concept for lifelong learning, school improvement, and teacher training along with potential conflicts with existing incentive practices and policies.This book is a vital starting point and guide for any advanced student or researcher looking to understand this important area of research.
R 2,731.38
Bridging Learning
"This book seamlessly blends theory with practical, real-life applications and activities that can be completed quickly and easily in both school and home/community settings. This encourages a partnership between all stakeholders to help students succeed."—Betty Brandenburg Yundt, Sixth-Grade Teacher, Curriculum CoordinatorWalker Intermediate School, Fort Knox, KY"Using real-world examples and applications, this book makes cognitive psychology and cognitive education accessible to all who work with children and other learners. I immediately felt more confident in applying my new thinking and understanding to my practice."—Wendy Holley, School PsychologistBend-La Pine School District, ORDevelop lifelong learners by promoting effective thinking skills in school and beyond!Based on Instrumental Enrichment (IE), a cognitive education approach pioneered by internationally renowned psychologist and child development expert Reuven Feuerstein, this updated volume provides practitioners with much-needed techniques to develop students′ thinking skills and "bridge" these skills to the home and community. This user-friendly book outlines fourteen core thinking skills that increase students′ cognitive capacity, including organization, comparison, categorization, and problem solving. The authors demonstrate how teachers can mediate learning in the classroom and help parents, social workers, counselors, and other adults who work with youth to extend learning beyond the classroom. Each chapter features:An introduction to and description of a specific skillExamples and applications for formal and informal learning contextsAn outline of how the skill aligns with Feuerstein′s theories of Mediated Learning and Cognitive ModifiabilityExpanded to include an overview of many IE-related research studies and quotes to stimulate reflection on each skill, this second edition of Bridging Learning is a dynamic resource for creative educators dedicated to enhancing thinking skills in all learners.
R 2,434.57
Structure of Learning
Drawing together research and theory in ethology and psychology, this book offers a clear and provocative account of the ways in which living organisms learn. Throughout, the authors' focus is on the importance of operational definition. In lively prose, describing experiments in enough depth to involve readers in the drama of experimental method, they recount the history of scientists' attempts to answer basic questions, and show how one study builds on another. Although they present the major traditional positions, they demand that readers examine actual evidence, recognize weaknesses, and consider alternatives. This critical process leads to the delineation of a bottom up, feed forward model in contrast to the traditional top down, feed backward one. Recent research in robotics and fuzzy logic suggests ways in which artificial as well as living systems pursue bottom up, feed forward ethological solutions to practical problems. The authors' extended discussion of their exciting work teaching sign language to chimpanzees vividly illustrates the application of the basic principles of learning elucidated in the book.
R 9,378.33
R 717.44
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