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Learning Factories of the Future: Proceedings of the 14th Conference on Learning Factories 2024, Volume 2 (Lecture Notes in Networks and Systems #1060)
by Sebastian Thiede Eric LuttersThis book presents peer-reviewed papers from 14th International Conference on Learning Factories (CLF 2024) that took place from April 17–19, 2024, at the University of Twente, the Netherlands. CLF 2024 continued the successful CLF conference series targeting the latest research and development in the field of learning factories. The book is organized into two volumes and covers state-of-the-art research insights towards Learning Factories of the Future including learning factory design, Industry 5.0, digital twinning and VR/AR, 5G/6G in learning factories, AI for manufacturing systems, human-centred work design, human-robot collaboration, sustainability in learning factories, as well as cross-learning factory product/production systems. The book seamlessly integrates theory with real-world practice, empowering learners such as students, qualified engineers, and workers to keep pace with rapidly evolving technologies and methodologies, through enhancing learning factories. It also helps society and industry effectively manage future transitions with addressing current topics around digitalization, sustainability, and lifelong learning in industry.
Learning Factories of the Future: Proceedings of the 14th Conference on Learning Factories 2024, Volume 1 (Lecture Notes in Networks and Systems #1059)
by Sebastian Thiede Eric LuttersThis book presents peer-reviewed papers from 14th International Conference on Learning Factories (CLF 2024) that took place from April 17–19, 2024, at the University of Twente, the Netherlands. CLF 2024 continued the successful CLF conference series targeting the latest research and development in the field of learning factories. The book is organized into two volumes and covers state-of-the-art research insights towards Learning Factories of the Future including learning factory design, Industry 5.0, digital twinning and VR/AR, 5G/6G in learning factories, AI for manufacturing systems, human-centred work design, human-robot collaboration, sustainability in learning factories, as well as cross-learning factory product/production systems. The book seamlessly integrates theory with real-world practice, empowering learners such as students, qualified engineers, and workers to keep pace with rapidly evolving technologies and methodologies, through enhancing learning factories. It also helps society and industry effectively manage future transitions with addressing current topics around digitalization, sustainability, and lifelong learning in industry.
Learning First, Technology Second: The Educator's Guide to Designing Authentic Lessons
by Liz KolbLearning with technology does not happen because a specific tool “revolutionizes” education. It happens when proven teaching strategies intersect with technology tools, and yet it is not uncommon for teachers to use a tool because it is “fun” or because the developer promises it will help students learn. <p><p> Learning First, Technology Second offers teachers the professional learning they need to move from arbitrary uses of technology in their classrooms to thoughtful ways of adding value to student learning. <p> This book includes: an introduction to the Triple E Framework that helps teachers engage students in time-on-task learning, enhance learning experiences beyond traditional means and extend learning opportunities to bridge classroom learning with students’ everyday lives; effective strategies for using technology to create authentic learning experiences for their students; case studies to guide appropriate tech integration; and a lesson planning template to show teachers how to effectively frame technology choices and apply them in instruction.
Learning First, Technology Second in Practice: New Strategies, Research and Tools for Student Success
by Liz KolbBuilding on the bestselling Learning First, Technology Second, this book helps teachers choose technology tools and instructional strategies based on an understanding of how students learn. <p><p>After observing teachers and students interact with technology over many years, Liz Kolb began to wonder: While students' attention levels are high when they use digital devices, how can we move them to an equally high level of commitment to their learning tasks? Her extensive research into this question led to the development of the Triple E Framework, in which the learning goal—not the tool—is the most important element of a given lesson. <p><p>With this understanding, this book extends the ideas from Learning First, Technology Second, offering: <p><p>- An overview of the popular and highly regarded Triple E Framework. <p>- A compelling myth vs. reality format through which to apply the research and strategies tied to the Triple E Framework. <p>- A step-by-step process for instructional designers and tech coaches to use the framework with classroom teachers for better lesson design. <p>- Twelve authentic lessons designed by K-12 teachers to meet all three elements of the Triple E Framework, with suggestions on how to improve lessons with technology. <p>- Examples of how two schools have systematically integrated the framework across their district. <p><p>For Learning First, Technology Second readers, this book builds on their knowledge, providing new research, scenarios, cases and ideas for using technology in education. For readers new to the framework, this book provides all of the essential research and tools mentioned above, along with an overview of the framework, so they can apply what they learn without missing a beat.
Learning Flash CS4 Professional: Getting Up to Speed with Flash (Adobe Developer Library)
by Rich ShupeLearning Flash CS4 Professional offers beginners and intermediate Flash developers a unique introduction to the latest version of Adobe's powerful multimedia application. This easy-to-read book is loaded with full-color examples and hands-on tasks to help you master Flash CS4's new motion editor, integrated 3D system, and character control with the new inverse kinematics animation system. No previous Flash experience is necessary. This book will help you: Understand Flash fundamentals with clear, concise information you can use right away Learn key concepts and techniques in every chapter, with annotated screenshots and illustrations Develop an ongoing project that utilizes material from every chapter Practice new skills and test your understanding with constructive exercises Learn how to package your work for distribution on the Web and through AIR desktop applications Download sample files and discuss additional Flash features on the companion blog As part of the Adobe Developer Library, this is the most authoritative guide to Flash CS4 available. Get moving with Flash today!
Learning for Adaptive and Reactive Robot Control: A Dynamical Systems Approach (Intelligent Robotics and Autonomous Agents series)
by Aude Billard Sina Mirrazavi Nadia FigueroaMethods by which robots can learn control laws that enable real-time reactivity using dynamical systems; with applications and exercises.This book presents a wealth of machine learning techniques to make the control of robots more flexible and safe when interacting with humans. It introduces a set of control laws that enable reactivity using dynamical systems, a widely used method for solving motion-planning problems in robotics. These control approaches can replan in milliseconds to adapt to new environmental constraints and offer safe and compliant control of forces in contact. The techniques offer theoretical advantages, including convergence to a goal, non-penetration of obstacles, and passivity. The coverage of learning begins with low-level control parameters and progresses to higher-level competencies composed of combinations of skills. Learning for Adaptive and Reactive Robot Control is designed for graduate-level courses in robotics, with chapters that proceed from fundamentals to more advanced content. Techniques covered include learning from demonstration, optimization, and reinforcement learning, and using dynamical systems in learning control laws, trajectory planning, and methods for compliant and force control . Features for teaching in each chapter: • applications, which range from arm manipulators to whole-body control of humanoid robots; • pencil-and-paper and programming exercises; • lecture videos, slides, and MATLAB code examples available on the author&’s website . • an eTextbook platform website offering protected material[EPS2] for instructors including solutions.
Learning for Decision and Control in Stochastic Networks (Synthesis Lectures on Learning, Networks, and Algorithms)
by Longbo HuangThis book introduces the Learning-Augmented Network Optimization (LANO) paradigm, which interconnects network optimization with the emerging AI theory and algorithms and has been receiving a growing attention in network research. The authors present the topic based on a general stochastic network optimization model, and review several important theoretical tools that are widely adopted in network research, including convex optimization, the drift method, and mean-field analysis. The book then covers several popular learning-based methods, i.e., learning-augmented drift, multi-armed bandit and reinforcement learning, along with applications in networks where the techniques have been successfully applied. The authors also provide a discussion on potential future directions and challenges.
Learning FPGAs: Digital Design for Beginners with Mojo and Lucid HDL
by Justin RajewskiLearn how to design digital circuits with FPGAs (field-programmable gate arrays), the devices that reconfigure themselves to become the very hardware circuits you set out to program. With this practical guide, author Justin Rajewski shows you hands-on how to create FPGA projects, whether you’re a programmer, engineer, product designer, or maker. You’ll quickly go from the basics to designing your own processor.Designing digital circuits used to be a long and costly endeavor that only big companies could pursue. FPGAs make the process much easier, and now they’re affordable enough even for hobbyists. If you’re familiar with electricity and basic electrical components, this book starts simply and progresses through increasingly complex projects.Set up your environment by installing Xilinx ISE and the author’s Mojo IDELearn how hardware designs are broken into modules, comparable to functions in a software programCreate digital hardware designs and learn the basics on how they’ll be implemented by the FPGABuild your projects with Lucid, a beginner-friendly hardware description language, based on Verilog, with syntax similar to C/C++ and Java
Learning from a Disaster: Improving Nuclear Safety and Security after Fukushima
by Scott D. Sagan Edward D. BlandfordThis book--the culmination of a truly collaborative international and highly interdisciplinary effort--brings together Japanese and American political scientists, nuclear engineers, historians, and physicists to examine the Fukushima accident from a new and broad perspective. It explains the complex interactions between nuclear safety risks (the causes and consequences of accidents) and nuclear security risks (the causes and consequences of sabotage or terrorist attacks), exposing the possible vulnerabilities all countries may have if they fail to learn from this accident. The book further analyzes the lessons of Fukushima in comparative perspective, focusing on the politics of safety and emergency preparedness. It first compares the different policies and procedures adopted by various nuclear facilities in Japan and then discusses the lessons learned--and not learned--after major nuclear accidents and incidents in other countries in the past. The book's editors conclude that learning lessons across nations has proven to be very difficult, and they propose new policies to improve global learning after nuclear accidents or attacks.
Learning from Accidents
by Trevor KletzReview of previous edition:"Trevor Kletz's book makes an invaluable contribution to the systematic, professional and scientific approach to accident investigation". The Chemical Engineer Fully revised and updated, the third edition of Learning from Accidents provides more information on accident investigation, including coverage of accidents involving liquefied gases, building collapse and other incidents that have occurred because faults were invisible (e.g. underground pipelines).By analysing accidents that have occurred Trevor Kletz shows how we can learn and thus be better able to prevent accidents happening again. Looking at a wide range of incidents, covering the process industries, nuclear industry and transportation, he analyses each accident in a practical and non-theoretical fashion and summarises each with a chain of events showing the prevention and mitigation which could have occurred at every stage. At all times Learning from Accidents, 3rd Edition emphasises cause and prevention rather than human interest or cleaning up the mess. Anyone involved in accident investigation and reporting of whatever sort and all those who work in industry, whether in design, operations or loss prevention will find this book full of invaluable guidance and advice.
Learning from Animations in Science Education: Innovating in Semiotic and Educational Research (Innovations in Science Education and Technology #25)
by Len UnsworthThis book examines educational semiotics and the representation of knowledge in school science. It discusses the strategic integration of animation in science education. It explores how learning through the creation of science animations takes place, as well as how animation can be used in assessing student’s science learning. Science education animations are ubiquitous in a variety of different online sites, including perhaps the most popularly accessed YouTube site, and are also routinely included as digital augmentations to science textbooks. They are popular with students and teachers and are a prominent feature of contemporary science teaching. The proliferation of various kinds of science animations and the ready accessibility of sophisticated resources for creating them have emphasized the importance of research into various areas: the nature of the semiotic construction of knowledge in the animation design, the development of critical interpretation of available animations, the strategic selection and use of animations to optimize student learning, student creation of science animations, and using animation in assessing student science learning. This book brings together new developments in these research agendas to further multidisciplinary perspectives on research to enhance the design and pedagogic use of animation in school science education. Chapter 1 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Learning from Data Streams in Evolving Environments: Methods And Applications (Studies in Big Data #41)
by Moamar Sayed-MouchawehThis edited book covers recent advances of techniques, methods and tools treating the problem of learning from data streams generated by evolving non-stationary processes. The goal is to discuss and overview the advanced techniques, methods and tools that are dedicated to manage, exploit and interpret data streams in non-stationary environments. The book includes the required notions, definitions, and background to understand the problem of learning from data streams in non-stationary environments and synthesizes the state-of-the-art in the domain, discussing advanced aspects and concepts and presenting open problems and future challenges in this field. Provides multiple examples to facilitate the understanding data streams in non-stationary environments;Presents several application cases to show how the methods solve different real world problems;Discusses the links between methods to help stimulate new research and application directions.
Learning from Near Misses: Cross-Sector Reflections to Support Safety Management (Workplace Safety, Risk Management, and Industrial Hygiene)
by Nick WoodierLearning from Near Misses can provide opportunities to improve safety without the need for harm to have first occurred. Near misses are ‘free lessons’ which are high volume and rich in value. However, some sectors are yet to embrace learning from near misses to improve the effectiveness and safety of their operations. This book explores how near misses contribute to safety management across a range of high-risk sectors and shares lessons to help organisations, industries and sectors utilise learning from near misses in line with contemporary safety theory.This title discusses how the management of near misses has developed in the past 30 years since early clarification of the concept. It defines the ‘near miss’ and describes its unique features in relation to controls while debating relevant safety science and how different perspectives (e.g., Safety I and Safety II) can help extract valuable learning from near misses to improve safety. Case studies reveal how near misses are managed and learnt from across a range of sectors. The reader will learn to acknowledge and appreciate the complexities of near misses in modern systems and recognise the considerations that are required to extract learning from them.An ideal and essential read for safety practitioners, consultants and academics, this book is also suitable for those working in safety management in high-risk and highly regulated sectors.
Learning from VLSI Design Experience
by Weng Fook LeeThis book shares with readers practical design knowledge gained from the author’s 24 years of IC design experience. The author addresses issues and challenges faced commonly by IC designers, along with solutions and workarounds. Guidelines are described for tackling issues such as clock domain crossing, using lockup latch to cross clock domains during scan shift, implementation of scan chains across power domain, optimization methods to improve timing, how standard cell libraries can aid in synthesis optimization, BKM (best known method) for RTL coding, test compression, memory BIST, usage of signed Verilog for design requiring +ve and -ve calculations, state machine, code coverage and much more. Numerous figures and examples are provided to aid the reader in understanding the issues and their workarounds.
Learning from Wind Power
by Joseph Szarka Richard Cowell Geraint Ellis Peter A. Strachan Charles WarrenBringing together contributions from leading researchers, this volume reflects on the political, institutional and social factors that have shaped the recent expansion of wind energy, and to consider what lessons this experience may provide for the future expansion of other renewable technologies.
Learning GIS Using Open Source Software: An Applied Guide for Geo-spatial Analysis
by Kakoli Saha Yngve K. FrøyenThis book introduces the usage, functionality, and application of data in geographic information systems (GIS) for geo-spatial analysis. It offers knowledge on GIS tools and techniques and explains how they can be applied in real-world project to architects and planners in the Indian and the Greater South Asian context using open-source software. The volume explains concepts on planning and architectural tasks, their data, methods and requirements followed, and includes GIS-related exercises on the same tasks. It takes the reader through the concepts of geo-spatial analysis and its referencing system while quoting examples from India. Further, the content of the book will help the planners involved in preparing GIS-based master planning for cities under the Atal Mission for Rejuvenation and Urban Transformation (AMRUT) scheme (see Glossary for details). A practical guidebook providing a step-by-step guide to learn open source GIS, this book will be useful for students, scholars and professionals from the field of architecture and planning, geography and other spatial sciences, instructors of GIS course on planning and architecture, urban and regional planners, transport planners, urban design, landscape architects, environmental planners, departments of town and country planning, and development authorities. It will also be useful for anyone interested in the geospatial analysis.
Learning How to Learn Using Multimedia (Lecture Notes in Educational Technology)
by Deepanjali Mishra Yuangshan ChuangThis book introduces the concept of multimedia in education, and how multimedia technology could be implemented to impart digital education to university students. The book emphasizes the versatile use of technology enabled education through the research papers from distinguished academicians and researchers who are specifically working in this area. It benefits all those researchers who are enthusiastic about learning online and also for those academicians who are interested to work on various aspects of learning and teaching through technology.
Learning ICT with Science (Teaching ICT through the Primary Curriculum)
by Andrew HamillProviding practical guidance on enhancing learning through ICT in science, this book is made up of a series of projects that supplement, augment and extend the QCA ICT scheme and provide much-needed links with Units in other subjects’ schemes of work. It includes: fact cards that support each project and clearly outline its benefits in relation to teaching and learning examples of how activities work in 'real' classrooms links to research, inspection evidence and background reading to support each project adaptable planning examples and practical ideas provided on an accompanying CD ROM. This book is essential reading for all trainee and practising primary teachers.
Learning in a Digital World: Perspective on Interactive Technologies for Formal and Informal Education (Smart Computing and Intelligence)
by Paloma Díaz Andri Ioannou Kaushal Kumar Bhagat J. Michael SpectorThis book aims at guiding the educators from a variety of available technologies to support learning and teaching by discussing the learning benefits and the challenges that interactive technology imposes. This guidance is based on practical experiences gathered through developing and integrating them into varied educational settings. It compiles experiences gained with various interactive technologies, offering a comprehensive perspective on the use and potential value of interactive technologies to support learning and teaching. Taken together, the chapters provide a broader view that does not focus exclusively on the uses of technology in educational settings, but also on the impact and ability of technology to improve the learning and teaching processes.The book addresses the needs of researchers, educators and other stakeholders in the area of education interested in learning how interactive technologies can be used to overcome key educational challenges.
Learning in a Digitalized Age: Plugged in, Turned on, Totally Engaged? (World Class Schools Ser.)
by Lawrence BurkeAll professional learning communities agree that there is added value in utilizing technologies to enhance and facilitate student success. This volume seeks from us a critical and informed answer to one of the most important educational questions of the day: how successful will learners be in the digital age? Here, writers with real hands-on experience in the field challenge many of the assumptions about teaching and learning in the digital age. It is relevant and important for all those interested and concerned about the kinds of debates, arguments and ideas which are influencing and changing the nature of teaching and learning in the early decades of the 21st century.
Learning in a Digitalized Age: Plugged in, Turned on, Totally Engaged? (World Class Schools Ser.)
by Lawrence BurkeAll professional learning communities agree that there is added value in utilizing technologies to enhance and facilitate student success. This volume seeks from us a critical and informed answer to one of the most important educational questions of the day: how successful will learners be in the digital age? Here, writers with real hands-on experience in the field challenge many of the assumptions about teaching and learning in the digital age. It is relevant and important for all those interested and concerned about the kinds of debates, arguments and ideas which are influencing and changing the nature of teaching and learning in the early decades of the 21st century.
Learning in Energy-Efficient Neuromorphic Computing: Algorithm And Architecture Co-design (Wiley - IEEE)
by Nan Zheng Pinaki MazumderExplains current co-design and co-optimization methodologies for building hardware neural networks and algorithms for machine learning applications This book focuses on how to build energy-efficient hardware for neural networks with learning capabilities—and provides co-design and co-optimization methodologies for building hardware neural networks that can learn. Presenting a complete picture from high-level algorithm to low-level implementation details, Learning in Energy-Efficient Neuromorphic Computing: Algorithm and Architecture Co-Design also covers many fundamentals and essentials in neural networks (e.g., deep learning), as well as hardware implementation of neural networks. The book begins with an overview of neural networks. It then discusses algorithms for utilizing and training rate-based artificial neural networks. Next comes an introduction to various options for executing neural networks, ranging from general-purpose processors to specialized hardware, from digital accelerator to analog accelerator. A design example on building energy-efficient accelerator for adaptive dynamic programming with neural networks is also presented. An examination of fundamental concepts and popular learning algorithms for spiking neural networks follows that, along with a look at the hardware for spiking neural networks. Then comes a chapter offering readers three design examples (two of which are based on conventional CMOS, and one on emerging nanotechnology) to implement the learning algorithm found in the previous chapter. The book concludes with an outlook on the future of neural network hardware. Includes cross-layer survey of hardware accelerators for neuromorphic algorithms Covers the co-design of architecture and algorithms with emerging devices for much-improved computing efficiency Focuses on the co-design of algorithms and hardware, which is especially critical for using emerging devices, such as traditional memristors or diffusive memristors, for neuromorphic computing Learning in Energy-Efficient Neuromorphic Computing: Algorithm and Architecture Co-Design is an ideal resource for researchers, scientists, software engineers, and hardware engineers dealing with the ever-increasing requirement on power consumption and response time. It is also excellent for teaching and training undergraduate and graduate students about the latest generation neural networks with powerful learning capabilities.
Learning in Governance: Climate Policy Integration in the European Union (Earth System Governance)
by Katharina RietigAn investigation of the role of learning and its impact on policy change, as exemplified in European Union climate policy integration. Although learning is often considered an important factor in effective environmental governance, it is not clear to what extent learning affects decision making and policy outcomes. In this book, Katharina Rietig examines the role of learning—understood as additional knowledge or experience that is taken into account by policymakers—in earth system governance and policy change. She does this by examining learning in European Union climate policy integration, looking in detail at the examples of the Renewable Energy Directive, its controversial biofuels component, and the greening measures in the Common Agricultural Policy. To examine how learning occurs in the policy process, how to differentiate aspects of learning, and under what conditions learning matters for policy outcomes, Rietig introduces the Learning in Governance Framework, applying it to analyze the EU examples. She finds that policy outcomes are affected through leadership of policy entrepreneurs, who use previously acquired knowledge and past experience to achieve outcomes aligned with their deeper beliefs and policy objectives. She concludes that learning does matter in governance as an intervening variable and can affect policy outcomes in combination with dedicated leadership by policy entrepreneurs who act as learning brokers. Bargaining dominates the policymaking process among actors who represent the interests of different organizations. Rietig&’s theoretical framework, empirical studies, and nuanced analysis offer a new perspective on the relevance of learning in earth system governance.
Learning in Information-Rich Environments
by Delia NeumanThe amount and range of information available to today's students--and indeed to all learners--is unprecedented. Phrases like "the information revolution", "the information (or knowledge) society", and "the knowledge economy" underscore the truism that our society has been transformed by virtually instantaneous access to virtually unlimited information. Thomas Friedman tells us that "The World Is Flat" and that we must devise new political and economic understandings based on the ceaseless communication of information from all corners of the world. The Bush administration tells us that information relating to the "war on terrorism" is so critical that we must allow new kinds of surveillance to keep society safe. Teenage subscribers to social-computing networks not only access information but enter text and video images and publish them widely--becoming the first adolescents in history to be creators as well as consumers of vast quantities of information. If the characteristics of "the information age" demand new conceptions of commerce, national security, and publishing--among other things--it is logical to assume that they carry implications for education as well. In fact, a good deal has been written over the last several decades about how education as a whole must transform its structure and curriculum to accommodate the possibilities offered by new technologies. Far less has been written, however, about how the specific affordances of these technologies--and the kinds of information they allow students to access and create--relate to the central purpose of education: learning. What does "learning" mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This book explores these questions and suggests some tentative answers. Drawing from research and theory in three distinct but related fields--learning theory, instructional systems design, and information studies--it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The book is grounded in the work of such key figures in learning theory as Bransford and Anderson & Krathwohl. It draws on such theorists of instructional design as Gagne, Mayer, and Merrill. From information studies, it uses ideas from Buckland, Marchionini, and Wilson (who is known for his pioneering work in "information behavior"--that is, the full range of information seeking and use). The book breaks new ground in bringing together ideas that have run in parallel for years but whose relationship has not been fully explored.
Learning in Information-Rich Environments: I-LEARN and the Construction of Knowledge from Information
by Delia Neuman Mary Jean Tecce DeCarlo Vera J. Lee Stacey Greenwell Allen GrantThe amount and range of information available to today’s students—and indeed to all learners—is unprecedented. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. Little has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This second edition continues these discussions and suggests some tentative answers. Drawing primarily from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The second edition also includes insights from digital and critical literacies and provides a combination of an updated research-and-theory base and a collection of instructional scenarios for helping teachers and librarians implement each step of the I-LEARN model. The book could be used in courses in teacher preparation, academic-librarian preparation, and school-librarian preparation.