Teki Putin mitä vain, Aleksanteri-instituutista löytyy aina ymmärtäjä
”Esiintyessään julkisuudessa tutkijat edustavat aina itseään”, puolustautuu instituutin johtaja Markku Kivinen.
Aleksanteri-instituutti 9.7.2016
Teksti Tuomas Pulsa Teppo Tiilikainen
”Esiintyessään julkisuudessa tutkijat edustavat aina itseään”, puolustautuu instituutin johtaja Markku Kivinen.
There are several strong reasons to choose ExcelR for your Data Science course in Nagpur. First off, have the advantage of knowledgeable guidance while you pick the brains of business titans. Our curriculum is carefully planned to cover everything from basic to advanced subjects, guaranteeing a thorough education. Take part in practical projects that allow you to easily apply your theoretical knowledge to actual situations. ExcelR gives you the ability to become proficient with state-of-the-art tools like R, Python, and more, so you can stay ahead of the competition. Get individualized career advice designed to help you succeed in the employment market. Additionally, have access to special networking opportunities to make connections with experts and individuals in the field. Our data-driven methodology makes sure you gain actionable insights that have a genuine influence. Join ExcelR on a transformative learning experience where our goal is to help you succeed in the fast-paced area of data science.
Data Science is part of the emerging technologies that are sought after by every industry, irrespective of its size and operations. Learn Data Science to analyse the data and create machine learning models for decision making. We at CEDLEARN believe in the project-based Hybrid Learning approach to convert knowledge into skills.
B. Vogel, D. Spikol, A. Kurti, and M. Milrad. Proceedings of the 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education, page 65--72. Washington, DC, USA, IEEE Computer Society, (2010)
K. Juuti, and J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).