Computer-Aided Learning Clause Samples

Computer-Aided Learning. ‌ Accurate calculation has always been an important aspect of mathematical activity, leading to the development of machines that compute quickly and reliably by ▇▇▇▇▇▇ in the seventeenth century, ▇▇▇▇▇▇▇ in the nineteenth century and Turing and his successors in the twentieth century. As affordable computing power has become increasingly available, the range of ways in which calculations can be performed and the outcomes presented has enabled exploration of multiple possibilities that could not be realised practically due to prohibitive expense and/or the amount of time involved. It is hard to imagine a context in modern society where computers would not be used to collect and analyse data, to model complex systems (such as the weather or disease), and to explore possible outcomes when solving problems. Recognising the strengths and limitations of technological tools is essential to making effective use of them. Users need to be able to decide whether or not to use technology and select the most appropriate technological tool. With the rise of mobile devices students can work on tasks and problems wherever they may be. The nature of the technological tools makes a significance difference to the quality of learning (▇▇▇▇▇▇, 2009). In 1980 Papert set out a vision for how computers might transform the way in which mathematics is learnt. Logo was a computer language that allowed children to ask their own questions, teach the computer, and learn from feedback. Almost 20 years ago Becta (1993) declared that technology allows learners to explore mathematics in a way that enables them to: Research by ▇▇▇▇▇▇ et al. (2007) suggests that students’ mathematical skills and ▇▇▇▇▇- ▇▇▇▇▇ to tackle problems is loosely associated with a willingness to use technology. Research into the use of computer algebra systems suggests that students can become expert users undertaking mathematical exploration with understanding (▇▇▇▇▇▇ and ▇▇▇▇▇▇, 2001; Coup- land, 2004). The challenge for lecturers is how to incorporate the use of technology in a way that nurtures mathematical learning and empowers students to have ownership of the tools to solve problems.
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Related to Computer-Aided Learning

  • Computer Tape The computer tape regarding the Receivables made available by the Seller to the Depositor is complete and accurate in all respects as of the Transfer Date.

  • E-LEARNING E-Learning is defined as a method of credit course delivery that relies on communication between students and teachers through the internet or any other digital platform and does not require students to be face-to-face with each other or with their teacher. Online learning shall have the same meaning as E-Learning.

  • Computer Records World Omni and the Depositor will cause their accounting and computer records to be marked to indicate the sale and assignment of the Receivables from World Omni to the Depositor and from the Depositor to the Trust.

  • Certified and Minority Business Enterprises Reports Upon Customer request, the Contractor shall report to the requesting Customer the Contractor’s spend with certified and other minority business enterprises in the provision of commodities or services related to the Customer’s orders. These reports shall include the period covered, the name, minority code, and Federal Employer Identification Number of each minority business utilized during the period; commodities and services provided by the minority business enterprise, and the amount paid to each minority business enterprise on behalf of the Customer.

  • Distance Learning Professors teaching distance learning classes shall offer virtual student office hours as per Article 13.B.8.