**Active Learning**

justice throughout "World Education" through value to the people. It also encourages them to help each other, to find out how to develop society, and acquire competencies by discour‐

Also, active learning has become increasingly technological. Many organizations use artifi‐ cial intelligence databases, strongly supported on knowledge capital, for become growth through innovation and creativity processes often evaluated in a competencies and talents

**Sílvio Manuel Brito**

Polytechnic Institute of Tomar, Portugal

aging laziness (Handayani et al., 2019).

**So, active learning is an active mind.**

(Eris & Kimiçoglu, 2019).

VIII Preface

**Chapter 1**

**Provisional chapter**

**Introductory Chapter: Active Learning—Beyond the**

**Introductory Chapter: Active Learning—Beyond the** 

More than a new knowledge form, active learning is a tool that opens us the future doors of scientific research appointing for the increment of the potential intelligent machines [1]. The active learning permits us to get research competencies, namely problem-solving, and uses several types of strategies [2], very useful for the one who wants to be creative and be more acumen in using teaching techniques like data visualization [3], and at the same time, test them according to an established task path such as: active comprehension and active production [4]. On the other hand, active learning empowers our relationship with the technology and gives us more understanding and domination with our relationship with data [5] and with the active learning algorithmic practice [6]. This relationship extends to the organizational practice, where active learning develops environments conducive to business practice [7] and reinforced by the online context [8], reducing the time of treatment and data interpretation and translating into a significant improvement in the review and design of financial, social and commercial scenarios, and strategies. Therefore, we are dealing with a very practical and very motivational way of knowledge transmission [9] and to increase interest in various subjects [10] namely in practicing medicine [11] and to choose collected data about informal nonhuman aspects for human condition explanation [12] combining soft and technical skills with physical activity to improve the performance [13] and using technol-

ogy kits to increase experiences and increase the subjective knowledge [14].

In addition, in classrooms in Tomar, Portugal, we set active learning team, tasks representing their self-mastery of knowledge being inside the indoor and outdoor work contexts. Following that, we tried to define and explore the concept of active learning through references about

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© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use,

distribution, and reproduction in any medium, provided the original work is properly cited.

DOI: 10.5772/intechopen.84758

**Future**

**1. Introduction**

**Future**

Sílvio Manuel da Rocha Brito

http://dx.doi.org/10.5772/intechopen.84758

**1.1. Objectives and preoccupations**

Additional information is available at the end of the chapter

Sílvio Manuel da Rocha BritoAdditional information is available at the end of the chapter

#### **Introductory Chapter: Active Learning—Beyond the Future Introductory Chapter: Active Learning—Beyond the Future**

DOI: 10.5772/intechopen.84758

Sílvio Manuel da Rocha Brito

Additional information is available at the end of the chapter Sílvio Manuel da Rocha BritoAdditional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.84758
