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Creating a mass system that accommodates individual variability successfully for each learner has confounded public education for over two centuries.
This is because each learner has a different preferred approach to understanding or learning subjects.
Each learner has a randomization interaction with other learners with the assistance of group discussions, presentations, formal communication, and others.
But, each learner has different characteristics, and therefore, a "one size fits all" approach does not support most learners particularly well.
As proposed by Felder and Silverman [19], each learner has a dominant preference in each of the four dimensions: Processing (active/reflective); Perception (sensitive/intuitive); Input (visual/verbal); Understanding (sequential/global).
According to FS, each learner has a preference within the scope of each one of the four dimensions described above, which is measured on a scale from +11 to (-11).
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In Tchafritedouo village where he works, 100 km from the capital of Bondoukou Department, each young learner has a chair, a desk, a slate, a pen and a notebook.
Learners across the practices reported that each level of learner has different knowledge and experience based on their stage of medical training.
The app also keeps a count of how many times the learner has performed each of the manoeuvres, based on how many times they have requested voice guidance, and tracks other data — such as how many hours and miles of driving the learner has clocked up, and at what time of day.
Demonstrates slowly so the learner has the time to focus on each step and knows what to look for.
Specifically, they assume that the learner has full observability of the expert as it performs its task; that the learner has full knowledge of the expert's dynamics; and that there is always only one expert agent in the environment.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com