“Learning is, in truth, a very great and a very considerable quality; and such as despise it sufficiently discover their own want of understanding: but yet I do not prize it at the excessive rate some others do; as Herillus the philosopher for one, who therein places the sovereign good, and maintained that it was only in her to render us wise and contented, which I do not believe: no more than I do what others have said, that learning is the mother of all vertue, and that all vice proceeds from ignorance, which, if it be true, is subject to a very long interpretation.”
Michel de Montaigne: Essays, Cotton’s 3d ed., ch. lxix.
“The pride of learning and the abuse of learning are fatal evils, and without the possession of it, no doubt the man of devoted piety, with merely the vernacular Scriptures in his hand, may be even eminently useful; but there are higher and more extensive spheres of service which he is clearly not qualified to occupy. Learning, when employed not for ostentation, but for use; not to set up human wisdom in opposition to divine revelation, but humbly, patiently, and laboriously to trace out, to exhibit, to assert, and to defend the revealed truth of God, and to apply it to all the varied purposes for which it was made known; is of the highest value. And let every younger student remember that he knows not to what scene of service he is destined; let it be his humble aim, depending upon, and seeking constantly, the divine blessing, to become as well qualified as possible for that station, be it what it may, to which it may please God to call him. And, in this view, let him duly consider the indefatigable labour, the diligent study, and the patient zeal of those great and good men [the Swiss Reformers], who, devoted to learning as they ever were, yet did not pursue it for its own sake (or for the earthly distinctions it might gain for them), or lose themselves in a contemplative life, but denied themselves, and studied, and prayed without ceasing, in order that they might act with wisdom and success to the glory of God and the highest good of their fellow-men. Therefore is their memory blessed.”
Dr. Thomas Scott.
Conclusion
Notes
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References and Further Reading
About the Author/s and Reviewer/s
Author: international
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A Flipped Learning Approach to University Efl Courses, the Law and other Social Sciences
This chapter reports on a research project in a university English as Foreign Language program in Japan which explored ways to sustain active participation in e-learning tasks which were intended to improve students’ scores on the Test of English for International Communication (TOEIC). A flipped learning (FL) approach to a blended learning (BL) teaching methodology was adopted. A web-based courseware, ATR CALL BRIX (Ishikawa et al., 2014) was used. The students used mobile devices to access the courseware before class in order to prepare for in-class teacher-student analysis of their performance on the learning tasks. The teaching methodology integrated the online and in-class tasks in a single learning environment by means of an e-mentoring system used in conjunction with an in-class student self-evaluation task (Ishikawa et al., 2016).[1]
An Insight Into Deep Learning Architectures, the Law and other Social Sciences
Information retrieval can be visualized as the extraction of the desired information from the flooded resources that spread over World Wide Web. Image retrievals are the fundamental and critical problem that arises in the retrieval activities. In this regard, it is considered to be a challenging task which requires utmost care. Diverse characteristics of data such as noisy, heterogeneity impose a great barrier over image retrieval applications. this subject aims to come up with a state of art approach for overcoming these problems by clubbing together widely recognized deep architecture along with natural language processing. This novel design methodology utilizes the latent query features, deep belief network, Restricted Boltzmann Machine for learning tasks. This collaborative work can be used to reduce the epoch in the learning periods whereas the rest of the methods fail to achieve the constraints.[1]
Can the Infusion of Technology Within the Classroom Facilitates Students’ Autonomy in Their Learning, the Law and other Social Sciences
This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad & Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding thus aiding students by either peers or the instructor until they are comfortable to move onto a next level. The virtual classroom was used to stimulate discussions on students’ knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting into 4 virtual classrooms.[1]
Experiences of Implementing a Large-scale Blended, Flipped Learning Project, the Law and other Social Sciences
Tertiary education in Aotearoa New Zealand covers all post-secondary education and is analogous to the term Higher Education in other countries. this topic draws on the implementation of a large-scale blended, flipped learning project at a tertiary institution in Aotearoa New Zealand. The project (within the Health Science faculty) was driven by a desire to improve student learning experiences, and develop a common semester with a suite of interdisciplinary postgraduate qualifications. The overall aim of this topic is to provide sufficient detail to draw educators and administrators together to apply the recommendations offered, while providing support for ‘change agents’ – as well as those ambivalent about reform. The authors are keen to highlight how ultimately rewarding, but also emotionally and physically demanding, the implementation of reform can be for those educators on ‘the front lines’.[1]
Resources
See Also
- Legal Education
- Education
- Education Law
- Higher Education
- Vocational Training
- Training
Resources
Notes and References
- Hazel Owen, Nic Dunham, “Experiences of implementing a large-scale blended, flipped learning project” (Encyclopedia of Information Science and Technology, 4th Edition, Information Resources Management Association, 2018)
Resources
Notes and References
- Fariel Mohan, Garry Soomarah, “Can the Infusion of Technology within the Classroom Facilitates Students’ Autonomy in their Learning” (Encyclopedia of Information Science and Technology, 4th Edition, Information Resources Management Association, 2018)
Resources
Notes and References
- nishu garg, NIKHITHA P, B. K. Tripathy, “An insight into Deep learning Architectures” (Encyclopedia of Information Science and Technology, 4th Edition, Information Resources Management Association, 2018)
Resources
Notes and References
- Yasushige Ishikawa, Reiko Akahane-Yamada, Craig Smith, Masayuki Murakami, Mutsumi Kondo, Misato Kitamura, Yasushi Tsubota, Masatake Dantsuji, “A flipped learning approach to university EFL courses” (Encyclopedia of Information Science and Technology, 4th Edition, Information Resources Management Association, 2018)
Hierarchical Display of Learning
Education And Communications > Organisation of teaching > Schoolwork
Employment And Working Conditions > Employment > Vocational training > Continuing vocational training > Learning technique
Learning
Concept of Learning
See the dictionary definition of Learning.
Characteristics of Learning
[rtbs name=”xxx-xxx”]
Resources
Translation of Learning
- Spanish: Adquisición de conocimientos
- French: Acquisition des connaissances
- German: Wissenserwerb
- Italian: Acquisizione di conoscenze
- Portuguese: Aquisição de conhecimentos
- Polish: Uczenie się
Thesaurus of Learning
Education And Communications > Organisation of teaching > Schoolwork > Learning
Employment And Working Conditions > Employment > Vocational training > Continuing vocational training > Learning technique > Learning
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