Sentence examples for the direction of learning from inspiring English sources

The laboratory process is used in the visualisation of control concepts and in moving to the direction of "Learning by Doing".

The chapter further discusses the design of learning and assessment for the Tag Reading System in terms of original design principles and two additional ones that support the learning ecosystem: guiding the direction of learning with a core curriculum, and connecting it across settings among products, to offline activities, and over the course of a child's personal learning journey.

By manipulating the direction of learning through setting up a direction opposite to that in Yamaguchi and Logan's (2014) study, the present experiment confirmed that chunking plays an important role in skill acquisition of typing.

The general idea for learning intrinsic plasticity is to use a learning parameter h for each individual update of the conductance scaling factor µ. The direction of learning (h > 0 or h < 0) is determined from the neural activation (A n) for each individual neuron.

For example, small differences in dendritic calcium can influence how much PF synapses will change in vitro (Coesmans et al., 2004; Tanaka et al., 2007), and can also determine the direction of learning-related changes in the firing of PCs recorded in vivo during eyeblink conditioning (Rasmussen et al., 2013).

The asymmetric learning relationship refers to unilateral learning policies; that is, TMS has power in deciding the direction of the learning, what members should learn and in what way they should learn it (Poell et al., 2000).

It was also disheartening to see so little choice given to kids in the direction of their learning".

Secondly, it was hypothesised that by participating in the project, students' beliefs and skills would develop in the direction of that learning environment.

This active model of experience supports an educational trend in the direction of personalized learning, making the educational environment fit the pupil's profile of strengths and weaknesses and appetites as well as aptitudes rather than using a one-size-fits-all curriculum (Asbury and Plomin 2013).

As suggested by the explanation that questions provide students with clues to the contents and directions of learning [ 15], faculties may expect indirect learning effects from questioning.

Those needs lie heavily in the direction of diffusion and learning.