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The excellence of a Sudanese universities and academic staff member can be effectively classified by systematic and objective design criteria, which participates in developing the learning outcomes in Sudan.
Finally, we analyze the results of the research that open wide possibilities for structured pedagogical actions in developing the learning to learn competence, especially in the educational intervention programs to stimulate critical reflection, metacognitive reflection and strategic decisions making for students with learning difficulties.
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The misconceptions described above, and many others not mentioned, helped us to frame conversations with faculty as we developed the learning goals upon which the IMCA is based.
Further research is proposed to validate and develop the learning points.
A critical review on learning factories and reconfigurable systems was made to identify the gap and develop the learning factory that addresses the gap.
Task 3 The learning capability is used to build and develop the learning model for decision-making.
Small group teaching is the norm and the students develop the learning strategy themselves.
During coding exercises or when learning with a learning support system, learners develop the learning activity individually; hence, they would focus on irregular and inconsistent points for discovery.
The teacher also worked collaboratively with the research team, including a seismologist, to develop the learning goals, activities, lessons, and assessments for the unit.
Recently, stochastic gradient descent (SGD) frameworks [6, 19, 20] have emerged as building blocks to develop the learning methods for efficiently handling the large-scale dataset.
However, according to our classroom experience, a number of learners are unable to develop the learning style required for this cycle and reach an impasse.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com