Browsing by Subject "Knowledge transfer"
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Item Automated domain analysis and transfer learning in general game playing(2010-08) Kuhlmann, Gregory John; Stone, Peter, 1971-; Lifschitz, Vladimir; Mooney, Raymond J.; Porter, Bruce W.; Schaeffer, JonathanCreating programs that can play games such as chess, checkers, and backgammon, at a high level has long been a challenge and benchmark for AI. Computer game playing is arguably one of AI's biggest success stories. Several game playing systems developed in the past, such as Deep Blue, Chinook and TD-Gammon have demonstrated competitive play against the top human players. However, such systems are limited in that they play only one particular game and they typically must be supplied with game-specific knowledge. While their performance is impressive, it is difficult to determine if their success is due to generally applicable techniques or due to the human game analysis. A general game player is an agent capable of taking as input a description of a game's rules and proceeding to play without any subsequent human input. In doing so, the agent, rather than the human designer, is responsible for the domain analysis. Developing such a system requires the integration of several AI components, including theorem proving, feature discovery, heuristic search, and machine learning. In the general game playing scenario, the player agent is supplied with a game's rules in a formal language, prior to match play. This thesis contributes a collection of general methods for analyzing these game descriptions to improve performance. Prior work on automated domain analysis has focused on generating heuristic evaluation functions for use in search. The thesis builds upon this work by introducing a novel feature generation method. Also, I introduce a method for generating and comparing simple evaluation functions based on these features. I describe how more sophisticated evaluation functions can be generated through learning. Finally, this thesis demonstrates the utility of domain analysis in facilitating knowledge transfer between games for improved learning speed. The contributions are fully implemented with empirical results in the general game playing system.Item The effect of situated learning on knowledge transfer of students with and without disabilities in inclusive classrooms : a meta-analysis(2012) Kim, Jiyoung; Rieth, Herbert J.The purpose of this meta-analysis was to examine the effect of situated learning on the academic performance of students with and without disabilities in inclusive general education classrooms. While previous research has reported the overall effectiveness of situated learning, relatively few studies have been conducted to investigate how situated learning influences students' academic performances in inclusive settings where students with and without disabilities work together. Moreover, although the main interest of situated learning is about how to apply basic knowledge and skills to an authentic context and, beyond this, how to transfer them into a similar but novel situation in everyday life, little has been known about its effectiveness on students' achievement in terms of knowledge transfer. In this study, a meta-analytical statistical method was employed to investigate the effect of situated learning, and its effectiveness was examined according to the three levels of knowledge transfer (knowledge acquisition, application, and transfer). A total of 19 situated-learning studies, both published and unpublished, were analyzed. Each primary study's effect sizes were calculated using Hedges' g with the bias correction and then combined into the three weighted average effect sizes regarding the levels of knowledge transfer. This meta-analytic study found that, on all of the levels of knowledge transfer, the situated learning is effective for the learning of students with and without disabilities in inclusive general education classrooms. In the random effects model, the situated instruction produced a weighted mean effect size estimate of 2.049 for knowledge acquisition, 1.836 for knowledge application, 1.185 for knowledge transfer. In addition, the percentage of students with special needs in general education classrooms had a negative influence on the effectiveness of situated learning. However, the pattern of results also showed that the proportion of students with special needs in general education classrooms does not influence as greatly the learning of knowledge transfer as it does knowledge acquisition or application.Item Optimize knowledge transfer and extrapolate useful information(2012-12) Villalon, Eduardo Uribe; Lewis, Kyle, 1961-; Pavlovsky, DavidTechnology providers understand that almost all companies from banks to cell phone carriers are challenged to be synchronized with the evolution of their products.Failure to understand and utilize new developments, especially with hardware and software, is detrimental to any corporation. One of the biggest challenges high-tech companies face, is the ability to enhance their current training modules. Moreover, in the education process, companies could miss the opportunity of extracting valuable information from their own products and services. . The objective of this thesis is to highlight the importance of investing in the growth of knowledge transfer models. It will assess current methods of communication to provide recommendations of the most efficient vehicles in education. The investigation performed also targets possible solutions to help strengthen the feedback and vital information that can be gathered during the process of coaching. . The context of this research is to provide a suggested tool that should be implemented by technology companies to increase the efficacy of training modules. Information found in the text was drawn from research literature on knowledge transfer.The ideas diffused in this paper are intended to plant a seed in key areas of communication that directly impact the bottom line of a business. My ultimate goal is to have high-tech companies utilize the recommended models to transfer knowledge and, at the same time, acquire valuable information. The suggestions presented have potential to generate an increase in sales, revenue and client retention.Item Transferring experiential knowledge from the near-retirement generation to the next generation(2013-05) Elkington, Richard William Talis; Caldas, Carlos H.; O'Connor, James ThomasThis thesis delves into the issues associated with the aging workforce in the capital projects industry and proposes a methodology for mitigation of the loss of experiential knowledge. In the context of the capital projects industry the thesis examines the dynamics of the aging workforce, the nature of experiential knowledge, and the risks associated with the loss this knowledge. The thesis reviews state-of-the art literature surrounding these issues, and goes on to discuss the mitigation program developed by the Construction Industry Institute’s research team RT 292, of which the author was a key investigator. The combined industry experience of the research team was used to guide the development of the program and was supplemented by interviews and surveys with industry experts. The program proposes a methodology for effectively pairing a retiree with an effective experiential knowledge transfer strategy. A broader goal of the program is to instigate a cultural shift within organizations to a more proactive approach to experiential knowledge retention.