• Title/Summary/Keyword: learning methods

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Machine Learning Applied to Uncovering Gene Regulation

  • Craven, Mark
    • Proceedings of the Korean Society for Bioinformatics Conference
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    • 2000.11a
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    • pp.61-68
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    • 2000
  • Now that the complete genomes of numerous organisms have been ascertained, key problems in molecular biology include determining the functions of the genes in each organism, the relationships that exist among these genes, and the regulatory mechanisms that control their operation. These problems can be partially addressed by using machine learning methods to induce predictive models from available data. My group is applying and developing machine learning methods for several tasks that involve characterizing gene regulation. In one project, for example, we are using machine learning methods to identify transcriptional control elements such as promoters, terminators and operons. In another project, we are using learning methods to identify and characterize sets of genes that are affected by tumor promoters in mammals. Our approach to these tasks involves learning multiple models for inter-related tasks, and applying learning algorithms to rich and diverse data sources including sequence data, microarray data, and text from the scientific literature.

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A Study on the Types of Future Teaching-Learning and Space (미래 교수-학습 및 공간의 유형에 관한 연구)

  • Cho, Jin-Il;Choi, Hyeong-Ju;Hong, Sun-Joo;Ahn, Tae-Youn
    • The Journal of Sustainable Design and Educational Environment Research
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    • v.19 no.1
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    • pp.13-24
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    • 2020
  • The purpose of this study is to analyze and match future teaching-learning methods with learning-space types as customized not only by school grade or grade groups, but also by learning modality. As a result, the following six teaching-learning methods were identified as future teaching-learning methods: flipped learning, deeper learning, collaborative learning, learning through immersive virtual reality, playful learning, and learning through OER(Open Educational Resources). There were also six learning-space types that were identified: playing and discovering space, a making and placement space, a presentation and sharing space, a space for independent study, space as a stage, and space as content(See Tables 8 and 11). Learning-space types and future teaching-learning methods were matched with 22 different types of learning modalities based on the presented degree of utilization by school grade or grade groups(See Table 13).

Performance Comparison Analysis of AI Supervised Learning Methods of Tensorflow and Scikit-Learn in the Writing Digit Data (필기숫자 데이터에 대한 텐서플로우와 사이킷런의 인공지능 지도학습 방식의 성능비교 분석)

  • Jo, Jun-Mo
    • The Journal of the Korea institute of electronic communication sciences
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    • v.14 no.4
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    • pp.701-706
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    • 2019
  • The advent of the AI(: Artificial Intelligence) has applied to many industrial and general applications have havingact on our lives these days. Various types of machine learning methods are supported in this field. The supervised learning method of the machine learning has features and targets as an input in the learning process. There are many supervised learning methods as well and their performance varies depends on the characteristics and states of the big data type as an input data. Therefore, in this paper, in order to compare the performance of the various supervised learning method with a specific big data set, the supervised learning methods supported in the Tensorflow and the Sckit-Learn are simulated and analyzed in the Jupyter Notebook environment with python.

Comparison of learning effects between hybrid flipped learning and flipped learning (하이브리드 플립드 러닝과 플립드 러닝의 학습 효과 비교)

  • Bo-ram Choi
    • Journal of Korean Physical Therapy Science
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    • v.31 no.2
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    • pp.90-104
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    • 2024
  • Background: Hybrid learning is an educational approach that combines the teaching methods of online and lecture-style classes to compensate for each method's strengths and weaknesses. Compared to lecture-style classes, flipped learning improves overall class satisfaction and self-directed learning but is associated with lower learning motivation. It is necessary to determine whether hybrid flipped learning can solve the learning motivation problem of flipped learning by incorporating flipped learning into hybrid learning. The purpose of this study is to compare the effects of hybrid flipped learning and flipped learning on students' learning ability. Design: Cross-sectional study Methods: For students in the Department of Physical Therapy, classes were conducted using both flipped learning and hybrid flipped learning. In both learning methods, students took online classes first and participated in them every week. Flipped learning classes was conducted offline at school every week, while hybrid flipped learning alternated between live classes on YouTube and offline classes at school every other week. Results: Hybrid flipped learning resulted in significantly lower learning satisfaction and course evaluation than flipped learning, with no significant difference in grades. Conclusion: Hybrid flipped learning was able to cope with the situation well with the non-face-to-face teaching method caused by COVID-19, but it was difficult to improve learning ability because there were restrictions on activities that could interact with students. Flipped learning is a smooth offline activity that enables two-way activities between professors and students to improve learning ability, but the effect of improving test scores is still unclear.

Self-Directed Learning Strategies of High Academic Achievers Majoring in Engineering (공학전공 우수학습자의 자기주도학습전략 탐색)

  • Jin, Sung-Hee
    • Journal of Engineering Education Research
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    • v.16 no.5
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    • pp.24-35
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    • 2013
  • This study aims to explore self-directed learning strategies of high academic achievers majoring in engineering. The research participants were 21 fourth-year students who had attained the first or second highest cumulative grade point average in each department during the past three-year and were asked to write an essay on "my successful learning methods or techniques." The essays were analyzed by theme analysis method which is one of the qualitative methods to extract the self-directed learning strategies used by high performing students. According to the results of this study, the self-directed learning strategies of excellent students could be categorized into fundamental strategies to induce self-directed learning, preparatory strategies, implementation strategies and management strategies for marinating self-directed learning. Detail information on each category is as follow: 1) fundamental strategies refer to positive and pleasant mind, academic confidence and effort attribution, 2) preparatory strategies refer to concrete and challenging goal setting, establishment of learning strategies adjusted courses characteristics and practical learning planning, 3) implementation strategies refer to intensive learning in class, knowledge exploration, knowledge acquisition, social networking and exhaustive preparation for exams and 4) management strategies refer to time management and learning environment management.

The Effects of Flipped Learning on Self-Directed Learning and Class Satisfaction in a Class of College Physical Therapy Students (플립 러닝(Flipped learning)이 전문대학교 물리치료과 학생들의 자기주도 학습과 수업만족도에 미치는 영향)

  • Chung, Eunjung
    • Journal of The Korean Society of Integrative Medicine
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    • v.6 no.4
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    • pp.63-73
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    • 2018
  • Purpose : This study aims to verify the effects of flipped learning on self-directed learning and class satisfaction in a class of college physical therapy students. Methods : The subjects were 97 students in College A who had registered for musculoskeletal examination and assessment and practice at the second semester of 2017. All subjects were measured with the self-directed learning questionnaire for college student proposed by Lee et al., and the class satisfaction questionnaire proposed by Lee et al., before and after intervention. The collected data were processed using a computerized statistical program SPSS Win version 21.0. Mean, standard deviation, paired t-test and Cronbach's alpha coefficient were calculated. Results : The results showed significant differences in goal setting, identify resources for learning, effort attributed to results, self-reflection of self-directed learning and problem solving excellence, class methods and contents attention and understanding(p<.05), class interest of class satisfaction(p<.05). Conclusion : These results suggest that flipped learning improves learning motivation and attitudes. Therefore, follow-up study is necessary to investigate further the application of flipped learning in various students and teaching methods.

Deep Learning in MR Image Processing

  • Lee, Doohee;Lee, Jingu;Ko, Jingyu;Yoon, Jaeyeon;Ryu, Kanghyun;Nam, Yoonho
    • Investigative Magnetic Resonance Imaging
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    • v.23 no.2
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    • pp.81-99
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    • 2019
  • Recently, deep learning methods have shown great potential in various tasks that involve handling large amounts of digital data. In the field of MR imaging research, deep learning methods are also rapidly being applied in a wide range of areas to complement or replace traditional model-based methods. Deep learning methods have shown remarkable improvements in several MR image processing areas such as image reconstruction, image quality improvement, parameter mapping, image contrast conversion, and image segmentation. With the current rapid development of deep learning technologies, the importance of the role of deep learning in MR imaging research appears to be growing. In this article, we introduce the basic concepts of deep learning and review recent studies on various MR image processing applications.

Object Tracking Based on Exactly Reweighted Online Total-Error-Rate Minimization (정확히 재가중되는 온라인 전체 에러율 최소화 기반의 객체 추적)

  • JANG, Se-In;PARK, Choong-Shik
    • Journal of Intelligence and Information Systems
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    • v.25 no.4
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    • pp.53-65
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    • 2019
  • Object tracking is one of important steps to achieve video-based surveillance systems. Object tracking is considered as an essential task similar to object detection and recognition. In order to perform object tracking, various machine learning methods (e.g., least-squares, perceptron and support vector machine) can be applied for different designs of tracking systems. In general, generative methods (e.g., principal component analysis) were utilized due to its simplicity and effectiveness. However, the generative methods were only focused on modeling the target object. Due to this limitation, discriminative methods (e.g., binary classification) were adopted to distinguish the target object and the background. Among the machine learning methods for binary classification, total error rate minimization can be used as one of successful machine learning methods for binary classification. The total error rate minimization can achieve a global minimum due to a quadratic approximation to a step function while other methods (e.g., support vector machine) seek local minima using nonlinear functions (e.g., hinge loss function). Due to this quadratic approximation, the total error rate minimization could obtain appropriate properties in solving optimization problems for binary classification. However, this total error rate minimization was based on a batch mode setting. The batch mode setting can be limited to several applications under offline learning. Due to limited computing resources, offline learning could not handle large scale data sets. Compared to offline learning, online learning can update its solution without storing all training samples in learning process. Due to increment of large scale data sets, online learning becomes one of essential properties for various applications. Since object tracking needs to handle data samples in real time, online learning based total error rate minimization methods are necessary to efficiently address object tracking problems. Due to the need of the online learning, an online learning based total error rate minimization method was developed. However, an approximately reweighted technique was developed. Although the approximation technique is utilized, this online version of the total error rate minimization could achieve good performances in biometric applications. However, this method is assumed that the total error rate minimization can be asymptotically achieved when only the number of training samples is infinite. Although there is the assumption to achieve the total error rate minimization, the approximation issue can continuously accumulate learning errors according to increment of training samples. Due to this reason, the approximated online learning solution can then lead a wrong solution. The wrong solution can make significant errors when it is applied to surveillance systems. In this paper, we propose an exactly reweighted technique to recursively update the solution of the total error rate minimization in online learning manner. Compared to the approximately reweighted online total error rate minimization, an exactly reweighted online total error rate minimization is achieved. The proposed exact online learning method based on the total error rate minimization is then applied to object tracking problems. In our object tracking system, particle filtering is adopted. In particle filtering, our observation model is consisted of both generative and discriminative methods to leverage the advantages between generative and discriminative properties. In our experiments, our proposed object tracking system achieves promising performances on 8 public video sequences over competing object tracking systems. The paired t-test is also reported to evaluate its quality of the results. Our proposed online learning method can be extended under the deep learning architecture which can cover the shallow and deep networks. Moreover, online learning methods, that need the exact reweighting process, can use our proposed reweighting technique. In addition to object tracking, the proposed online learning method can be easily applied to object detection and recognition. Therefore, our proposed methods can contribute to online learning community and object tracking, detection and recognition communities.

A Study of Cooperative Learning Style to Improve Mathematics Teaching Methods (수학교육방법 개선을 위한 협동학습 유형 연구)

  • Lee, Joong-Kwoen
    • The Mathematical Education
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    • v.45 no.4 s.115
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    • pp.493-505
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    • 2006
  • This research studied learning model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative learning, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative learning and traditional small group learning, This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative learning which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative learning, JIGSAW II cooperative learning, JIGSAW III cooperative learning, STAD(Student Team-Achievement division) cooperative learning, and TGT(Teams-Games-Tournament).

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Study of Teaching Strategies and Methods of Programming Education based on the Learning Style (학습 양식 기반의 프로그래밍 교수 전략과 방법 연구)

  • Choe, Hyun-Jong
    • The Journal of Korean Association of Computer Education
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    • v.15 no.1
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    • pp.13-21
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    • 2012
  • In this paper I present the teaching strategies and methods of programming education based on the learning style which teachers can apply it to their class on condition that learning style can classify their students' preferences about learning strategies and methods. Recent related researches that prove the differences about student's specific abilities based on their learning styles could never help teachers design and do their teaching of programming in the class. Therefore this study about teaching strategies and methods of programming education will be necessarily. I propose the teaching strategies and methods of programming education based on the learning styles as a results of questionnaire to some professors of computer science education in university. Then, I design and do programming education in the experimental class in order to verify the availability of the proposed teaching strategies and methods. After teaching in class, I evaluate the statistical results of students' achievement test of programming. This study has some restrictions about small number of class and periods of teaching programming, but it will be a good case study about teaching strategies and methods of programming education based on the learning style.

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