WorldWideScience

Sample records for demonstrations active learning

  1. An Experiential Learning Activity Demonstrating Normal and Phobic Anxiety

    Science.gov (United States)

    Canu, Will H.

    2008-01-01

    This article describes an activity for an undergraduate abnormal psychology course that used student-generated data to illustrate normal versus clinically significant anxiety responses related to specific phobias. Students (N = 37) viewed 14 images of low- or high-anxiety valence and rated their subjective response to each. Discussion in a…

  2. Distance Learning Environment Demonstration.

    Science.gov (United States)

    1996-11-01

    The Distance Learning Environment Demonstration (DLED) was a comparative study of distributed multimedia computer-based training using low cost high...measurement. The DLED project provides baseline research in the effective use of distance learning and multimedia communications over a wide area ATM/SONET

  3. Authentic Active Learning Activities Demonstrating the Use of Serial Dilutions and Plate Counts

    Directory of Open Access Journals (Sweden)

    Jordon K. March

    2011-09-01

    Full Text Available Serial dilution and plate counting is often taught in courses for both microbiology and allied health students. Lecture examples and examination questions addressing how the method is used can sometimes be contrived: artificial data sets may have little or no meaning other than to have students perform a calculation. Here we provide a set of activities employing data sets acquired from the primary literature. Our objective was to have the students think critically about a real scenario in which serial dilution and plate count was used. Each activity requires students to read a paragraph describing the study, predict the results, perform the appropriate calculations, and then evaluate the results in light of their predictions. To test the efficacy of these activities, a pretest quiz was given to approximately 100 students in an allied health/general microbiology course. After a lecture on how microbes are enumerated, students were given a different quiz. The class was then divided randomly into groups of three or four students and assigned one of the activities. A postactivity quiz was also administered. Approximately two weeks later, a serial dilution/plate count question was used on an examination and served as a final posttest. Standardized learning gains were calculated for the quiz administered after each learning activity. Even though learning gains were significantly higher after the lecture, there was also a significant improvement between the lecture and the activity. Using an exercise based on an authentic set of data significantly improved student learning gains, and is a useful practice for teaching microbiology.

  4. Learning From Demonstration?

    DEFF Research Database (Denmark)

    Koch, Christian; Bertelsen, Niels Haldor

    2014-01-01

    . This paper reports on an early demonstration project, the Building of a passive house dormitory in the Central Region of Denmark in 2006-2009. The project was supposed to deliver value, lean design, prefabrication, quality in sustainability, certification according to German standards for passive houses...... of control, driven by such challenges as complying with cost goals, the need to choose a German prefab supplier, and local contractors. Energy calculations, indoor climate, issues related to square meter requirements, and the hydrogen element became problematic. The aim to obtain passive house certification...

  5. Learning From Demonstration?

    DEFF Research Database (Denmark)

    Koch, Christian; Bertelsen, Niels Haldor

    2014-01-01

    , and micro combined heat and power using hydrogen. Using sociological and business economic theories of innovation, the paper discusses how early movers of innovation tend to obtain only partial success when demonstrating their products and often feel obstructed by minor details. The empirical work...... encompasses both an evaluation of the design and Construction process as well as a post-occupancy evaluation. Process experiences include the use of a multidisciplinary competence group and performance measurement. The commencement of the project was enthusiastic, but it was forced into more traditional forms...

  6. Teleoperation for learning by demonstration

    DEFF Research Database (Denmark)

    Kukliński, Kamil; Fischer, Kerstin; Marhenke, Ilka

    2014-01-01

    Learning by demonstration is a useful technique to augment a robot's behavioral inventory, and teleoperation allows lay users to demonstrate novel behaviors intuitively to the robot. In this paper, we compare two modes of teleoperation of an industrial robot, the demonstration by means of a data...... glove and by means of a control object (peg). Experiments with 16 lay users, performing assembly task on the Cranfield benchmark objects, show that the control peg leads to more success, more efficient demonstration and fewer errors....

  7. Teleoperation for learning by demonstration

    DEFF Research Database (Denmark)

    Kukliński, Kamil; Fischer, Kerstin; Marhenke, Ilka;

    2014-01-01

    Learning by demonstration is a useful technique to augment a robot's behavioral inventory, and teleoperation allows lay users to demonstrate novel behaviors intuitively to the robot. In this paper, we compare two modes of teleoperation of an industrial robot, the demonstration by means of a data...... glove and by means of a control object (peg). Experiments with 16 lay users, performing assembly task on the Cranfield benchmark objects, show that the control peg leads to more success, more efficient demonstration and fewer errors....

  8. An Active Learning Mammalian Skeletal Muscle Lab Demonstrating Contractile and Kinetic Properties of Fast- and Slow-Twitch Muscle

    Science.gov (United States)

    Head, S. I.; Arber, M. B.

    2013-01-01

    The fact that humans possess fast and slow-twitch muscle in the ratio of approximately 50% has profound implications for designing exercise training strategies for power and endurance activities. With the growth of exercise and sport science courses, we have seen the need to develop an undergraduate student laboratory that demonstrates the basic…

  9. An Active Learning Mammalian Skeletal Muscle Lab Demonstrating Contractile and Kinetic Properties of Fast- and Slow-Twitch Muscle

    Science.gov (United States)

    Head, S. I.; Arber, M. B.

    2013-01-01

    The fact that humans possess fast and slow-twitch muscle in the ratio of approximately 50% has profound implications for designing exercise training strategies for power and endurance activities. With the growth of exercise and sport science courses, we have seen the need to develop an undergraduate student laboratory that demonstrates the basic…

  10. Demonstration of Active Combustion Control

    Science.gov (United States)

    Lovett, Jeffrey A.; Teerlinck, Karen A.; Cohen, Jeffrey M.

    2008-01-01

    The primary objective of this effort was to demonstrate active control of combustion instabilities in a direct-injection gas turbine combustor that accurately simulates engine operating conditions and reproduces an engine-type instability. This report documents the second phase of a two-phase effort. The first phase involved the analysis of an instability observed in a developmental aeroengine and the design of a single-nozzle test rig to replicate that phenomenon. This was successfully completed in 2001 and is documented in the Phase I report. This second phase was directed toward demonstration of active control strategies to mitigate this instability and thereby demonstrate the viability of active control for aircraft engine combustors. This involved development of high-speed actuator technology, testing and analysis of how the actuation system was integrated with the combustion system, control algorithm development, and demonstration testing in the single-nozzle test rig. A 30 percent reduction in the amplitude of the high-frequency (570 Hz) instability was achieved using actuation systems and control algorithms developed within this effort. Even larger reductions were shown with a low-frequency (270 Hz) instability. This represents a unique achievement in the development and practical demonstration of active combustion control systems for gas turbine applications.

  11. Active learning

    CERN Document Server

    Settles, Burr

    2012-01-01

    The key idea behind active learning is that a machine learning algorithm can perform better with less training if it is allowed to choose the data from which it learns. An active learner may pose "queries," usually in the form of unlabeled data instances to be labeled by an "oracle" (e.g., a human annotator) that already understands the nature of the problem. This sort of approach is well-motivated in many modern machine learning and data mining applications, where unlabeled data may be abundant or easy to come by, but training labels are difficult, time-consuming, or expensive to obtain. This book is a general introduction to active learning. It outlines several scenarios in which queries might be formulated, and details many query selection algorithms which have been organized into four broad categories, or "query selection frameworks." We also touch on some of the theoretical foundations of active learning, and conclude with an overview of the strengths and weaknesses of these approaches in practice, inclu...

  12. Learning Demonstration Interim Progress Report -- July 2010

    Energy Technology Data Exchange (ETDEWEB)

    Wipke, K.; Spirk, S.; Kurtz, J.; Ramsden, T.

    2010-09-01

    This report discusses key results based on data through December 2009 from the U.S. Department of Energy's (DOE) Controlled Hydrogen Fleet and Infrastructure Validation and Demonstration Project, also referred to as the National Fuel Cell Electric Vehicle (FCEV) Learning Demonstration. The report serves to help transfer knowledge and lessons learned within various parts of DOE's hydrogen program, as well as externally to other stakeholders. It is the fourth such report in a series, with previous reports being published in July 2007, November 2007, and April 2008.

  13. Making Waves: Seismic Waves Activities and Demonstrations

    Science.gov (United States)

    Braile, S. J.; Braile, L. W.

    2011-12-01

    The nature and propagation of seismic waves are fundamental concepts necessary for understanding the exploration of Earth's interior structure and properties, plate tectonics, earthquakes, and seismic hazards. Investigating seismic waves is also an engaging approach to learning basic principles of the physics of waves and wave propagation. Several effective educational activities and demonstrations are available for teaching about seismic waves, including the stretching of a spring to demonstrate elasticity; slinky wave propagation activities for compressional, shear, Rayleigh and Love waves; the human wave activity to demonstrate P- and S- waves in solids and liquids; waves in water in a simple wave tank; seismic wave computer animations; simple shake table demonstrations of model building responses to seismic waves to illustrate earthquake damage to structures; processing and analysis of seismograms using free and easy to use software; and seismic wave simulation software for viewing wave propagation in a spherical Earth. The use of multiple methods for teaching about seismic waves is useful because it provides reinforcement of the fundamental concepts, is adaptable to variable classroom situations and diverse learning styles, and allows one or more methods to be used for authentic assessment. The methods described here have been used effectively with a broad range of audiences, including K-12 students and teachers, undergraduate students in introductory geosciences courses, and geosciences majors.

  14. An Undergraduate Laboratory Activity Demonstrating Bacteriophage Specificity

    Directory of Open Access Journals (Sweden)

    Mary E. Allen

    2013-02-01

    Full Text Available Bacteriophage are among the most diverse and numerous microbes inhabiting our planet. Yet many laboratory activities fail to engage students in meaningful exploration of their diversity, unique characteristics, and abundance. In this curriculum activity students use a standard plaque assay to enumerate bacteriophage particles from a natural sample and use the scientific method to address questions about host specificity and diversity. A raw primary sewage sample is enriched for bacteriophage using hosts in the family Enterobacteriaceae. Students hypothesize about host specificity and use quantitative data (serial dilution and plaque assay to test their hypotheses. Combined class data also help them answer questions about phage diversity. The exercise was field tested with a class of 47 students using pre- and posttests. For all learning outcomes posttest scores were higher than pretest scores at or below p = 0.01. Average individualized learning gain (G was also calculated for each learning outcome. Students’ use of scientific language in reference to bacteriophage and host interaction significantly improved (p = 0.002; G = 0.50. Improved means of expression helped students construct better hypotheses on phage host specificity (G = 0.31, p = 0.01 and to explain the plaque assay method (G = 0.33, p = 0.002. At the end of the exercise students also demonstrated improved knowledge and understanding of phage specificity as related to phage therapy in humans (p < 0.001; G = 51.

  15. Demonstration projects : learning by experience : the Seabird Island demonstration project

    Energy Technology Data Exchange (ETDEWEB)

    Anon.

    2009-10-15

    This article described the Seabird Island sustainable community housing demonstration project near Agassiz, British Columbia. The project provides a sustainable, affordable place for 7 families and demonstrates a new way to build and design communities using renewable energy technologies to provide residents with better quality, energy efficient housing while reducing costs and minimizing environmental impacts. The design integrates renewable energy sources such as wind, solar and geothermal energy to save on heating and lighting costs. This article noted some of the dubious design features that could have been screened out at the design stage if careful analysis had been carried out. It described features such as the solar orientation; climatic factors that influenced the form and details of the building; the high-efficiency, condensing, natural gas water heater for space heating combined with a forced-air and radiant-floor heating system; solariums that provided solar preheating of domestic hot water; ventilation air preheating; the solar roof; an earth-tube ventilation system; and 3 wind turbines to generate electricity to offset conventional electricity sources. Canada Mortgage and Housing Corporation has monitored several of the systems in order to evaluate the extent to which these features have influenced the performance of the dwelling units. The energy use in all 7 units was documented along with indoor air quality. An energy performance rating of EnerGuide 80 was achieved, which is comparable to R-2000. The monitoring study revealed that wind energy at this location was not sufficient to justify the installation of the wind turbines. The solar steel roof/solarium energy system did not perform as expected. In addition, the earth-tube ventilation system provided little heat and its overall contribution to ventilation was uncertain. Other deficiencies were also noted, such as leaky ductwork, non-operational dampers and poorly integrated control systems. The

  16. Demonstration of quantum advantage in machine learning

    Science.gov (United States)

    Ristè, Diego; da Silva, Marcus P.; Ryan, Colm A.; Cross, Andrew W.; Córcoles, Antonio D.; Smolin, John A.; Gambetta, Jay M.; Chow, Jerry M.; Johnson, Blake R.

    2017-04-01

    The main promise of quantum computing is to efficiently solve certain problems that are prohibitively expensive for a classical computer. Most problems with a proven quantum advantage involve the repeated use of a black box, or oracle, whose structure encodes the solution. One measure of the algorithmic performance is the query complexity, i.e., the scaling of the number of oracle calls needed to find the solution with a given probability. Few-qubit demonstrations of quantum algorithms, such as Deutsch-Jozsa and Grover, have been implemented across diverse physical systems such as nuclear magnetic resonance, trapped ions, optical systems, and superconducting circuits. However, at the small scale, these problems can already be solved classically with a few oracle queries, limiting the obtained advantage. Here we solve an oracle-based problem, known as learning parity with noise, on a five-qubit superconducting processor. Executing classical and quantum algorithms using the same oracle, we observe a large gap in query count in favor of quantum processing. We find that this gap grows by orders of magnitude as a function of the error rates and the problem size. This result demonstrates that, while complex fault-tolerant architectures will be required for universal quantum computing, a significant quantum advantage already emerges in existing noisy systems.

  17. Lessons Learned from Microgrid Demonstrations Worldwide

    Energy Technology Data Exchange (ETDEWEB)

    Marnay, Chris [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Zhou, Nan [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Qu, Min [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Romankiewicz, John [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)

    2012-01-31

    The survey leads to policy recommendations for starting a microgrid demonstration program and overall development of microgrid and distributed energy. Additionally, specific recommendations have been made for China specifically.

  18. Active Learning Methods

    Science.gov (United States)

    Zayapragassarazan, Z.; Kumar, Santosh

    2012-01-01

    Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…

  19. Guidance manual for conducting technology demonstration activities

    Energy Technology Data Exchange (ETDEWEB)

    Jolley, Robert L.; Morris, Michael I.; Singh, Suman P.N.

    1991-12-01

    This demonstration guidance manual has been prepared to assist Martin Marietta Energy Systems, Inc. (Energy Systems), staff in conducting demonstrations. It is prepared in checklist style to facilitate its use and assumes that Energy Systems personnel have project management responsibility. In addition to a detailed step-by-step listing of procedural considerations, a general checklist, logic flow diagram, and several examples of necessary plans are included to assist the user in developing an understanding of the many complex activities required to manage technology demonstrations. Demonstrations are pilot-scale applications of often innovative technologies to determine the commercial viability of the technologies to perform their designed function. Demonstrations are generally conducted on well-defined problems for which existing technologies or processes are less than satisfactory in terms of effectiveness, cost, and/or regulatory compliance. Critically important issues in demonstration management include, but are not limited to, such factors as communications with line and matrix management and with the US Department of Energy (DOE) and Energy Systems staff responsible for management oversight, budgetary and schedule requirements, regulatory compliance, and safety.

  20. National FCEV Learning Demonstration: Winter 2011 Composite Data Products

    Energy Technology Data Exchange (ETDEWEB)

    Wipke, K.; Sprik, S.; Kurtz, J.; Ramsden, T.; Ainscough, C.; Saur, G.

    2012-01-01

    This presentation from the U.S. Department of Energy's National Renewable Energy Laboratory includes the composite data products produced in Winter 2011 as part of the National Fuel Cell Electric Vehicle (FCEV) Learning Demonstration.

  1. Learning to make technology work - a study of learning in technology demonstration projects

    DEFF Research Database (Denmark)

    Sutherland Olsen, Dorothy; Andersen, Per Dannemand

    2014-01-01

    Building working demonstrations of new technologies within sustainable energy and transport has become an important activity in the move towards a more energy efficient society. The work involved in building these demonstrations is usually organised in a project with a variety of different...... participants, including users. The aim of the project is usually to test the technology and promote changes in users habits, while learning is frequently cited as the main outcome. In this paper we review existing studies of demonstration projects and try to gain an overview of the main aims and effects...

  2. Next Steps for the FCEV Learning Demonstration Project (Presentation)

    Energy Technology Data Exchange (ETDEWEB)

    Wipke, K.; Sprik, S.; Kurtz, J.; Ramsden, T.; Ainscough, C.; Saur, G.

    2011-02-01

    This presentation summarizes project goals; vehicle and H2 station deployment status, critical performance compared to targets; highlights of latest vehicle and infrastructure analysis results and progress; learning demo next steps; highlights of partner activities and summary.

  3. National Fuel Cell Electric Vehicle Learning Demonstration Final Report

    Energy Technology Data Exchange (ETDEWEB)

    Wipke, K.; Sprik, S.; Kurtz, J.; Ramsden, T.; Ainscough, C.; Saur, G.

    2012-07-01

    This report discusses key analysis results based on data from early 2005 through September 2011 from the U.S. Department of Energy's (DOE's) Controlled Hydrogen Fleet and Infrastructure Validation and Demonstration Project, also referred to as the National Fuel Cell Electric Vehicle (FCEV) Learning Demonstration. This report serves as one of many mechanisms to help transfer knowledge and lessons learned within various parts of DOE's Fuel Cell Technologies Program, as well as externally to other stakeholders. It is the fifth and final such report in a series, with previous reports being published in July 2007, November 2007, April 2008, and September 2010.

  4. Prop Demonstrations in Biology Lectures Facilitate Student Learning and Performance

    Directory of Open Access Journals (Sweden)

    Farshad Tamari

    2015-02-01

    Full Text Available Science students can benefit from visual aids. In biology lectures, visual aids are usually limited to tables, figures, and PowerPoint presentations. In this IRB-approved study, we examined the effectiveness of the use of five prop demonstrations, three of which are at the intersection of biology and chemistry, in three community college biology courses. We hypothesized that students’ performance on test questions is enhanced by the use of prop demonstrations. Consistent with our hypothesis, we showed that students learn more effectively and perform better on questions that relate to demonstrations than on questions related to lessons that do not have a demonstration component.

  5. From learning objects to learning activities

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach......, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem...... based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative...

  6. National Fuel Cell Electric Vehicle Learning Demonstration Final Report

    Energy Technology Data Exchange (ETDEWEB)

    Wipke, K. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Sprik, S. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Kurtz, J. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Ramsden, T. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Ainscough, C. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Saur, G. [National Renewable Energy Lab. (NREL), Golden, CO (United States)

    2012-07-01

    This report discusses key analysis results based on data from early 2005 through September 2011 from the U.S. Department of Energy’s (DOE’s) Controlled Hydrogen Fleet and Infrastructure Validation and Demonstration Project, also referred to as the National Fuel Cell Electric Vehicle (FCEV) Learning Demonstration. It is the fifth and final such report in a series, with previous reports being published in July 2007, November 2007, April 2008, and September 2010.

  7. Pay Attention! Demonstrating the Role of Attention in Learning.

    Science.gov (United States)

    Larsen, Janet D.

    1991-01-01

    Describes a demonstration to illustrate the importance of knowing what is supposed to be learned before studying begins. Suggests that the exercise may be used to show the basic elements of a scientific experiment. Explains that attention's effect upon memory is shown by students' tendency to remember best what they are told to remember. (DK)

  8. Simple Activity Demonstrates Wind Energy Principles

    Science.gov (United States)

    Roman, Harry T.

    2012-01-01

    Wind energy is an exciting and clean energy option often described as the fastest-growing energy system on the planet. With some simple materials, teachers can easily demonstrate its key principles in their classroom. (Contains 1 figure and 2 tables.)

  9. Final Results from U.S. FCEV Learning Demonstration: Preprint

    Energy Technology Data Exchange (ETDEWEB)

    Wipke, K.; Sprik, S.; Kurtz, J.; Ramsden, T.; Ainscough, C.; Saur, G.

    2012-04-01

    The 'Controlled Hydrogen Fleet and Infrastructure Demonstration and Validation Project,' also known as the National Fuel Cell Electric Vehicle Learning Demonstration, is a U.S. Department of Energy (DOE) project started in 2004 and concluded in late 2011. The purpose of this project was to conduct an integrated field validation that simultaneously examined the performance of fuel cell vehicles and the supporting hydrogen fueling infrastructure. The DOE's National Renewable Energy Laboratory (NREL) received and analyzed all of the raw technical data collected by the industry partners through their participation in the project over its seven-year duration. This paper reviews highlights from the project and draws conclusions about the demonstrated status of the fuel cell vehicle and hydrogen fueling infrastructure technology.

  10. Grooming. Learning Activity Package.

    Science.gov (United States)

    Stark, Pamela

    This learning activity package on grooming for health workers is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  11. Active Math Learning

    DEFF Research Database (Denmark)

    The presentation is concerned with general course planning philosophy and a specific case study (boomerang flight geometro-dynamics) for active learning of mathematics via computer assisted and hands-on unfolding of first principles - in this case the understanding of rotations and Eulers equatio...

  12. Beyond rational imitation: learning arbitrary means actions from communicative demonstrations.

    Science.gov (United States)

    Király, Ildikó; Csibra, Gergely; Gergely, György

    2013-10-01

    The principle of rationality has been invoked to explain that infants expect agents to perform the most efficient means action to attain a goal. It has also been demonstrated that infants take into account the efficiency of observed actions to achieve a goal outcome when deciding whether to reenact a specific behavior or not. It is puzzling, however, that they also tend to imitate an apparently suboptimal unfamiliar action even when they can bring about the same outcome more efficiently by applying a more rational action alternative available to them. We propose that this apparently paradoxical behavior is explained by infants' interpretation of action demonstrations as communicative manifestations of novel and culturally relevant means actions to be acquired, and we present empirical evidence supporting this proposal. In Experiment 1, we found that 14-month-olds reenacted novel arbitrary means actions only following a communicative demonstration. Experiment 2 showed that infants' inclination to reproduce communicatively manifested novel actions is restricted to behaviors they can construe as goal-directed instrumental acts. The study also provides evidence that infants' reenactment of the demonstrated novel actions reflects epistemic motives rather than purely social motives. We argue that ostensive communication enables infants to represent the teleological structure of novel actions even when the causal relations between means and end are cognitively opaque and apparently violate the efficiency expectation derived from the principle of rationality. This new account of imitative learning of novel means shows how the teleological stance and natural pedagogy--two separate cognitive adaptations to interpret instrumental versus communicative actions--are integrated as a system for learning socially constituted instrumental knowledge in humans.

  13. Experimental demonstration of active vibration control for flexible structures

    Science.gov (United States)

    Phillips, Douglas J.; Hyland, David C.; Collins, Emmanuel G., Jr.

    1990-01-01

    Active vibration control of flexible structures for future space missions is addressed. Three experiments that successfully demonstrate control of flexible structures are described. The first is the pendulum experiment. The structure is a 5-m compound pendulum and was designed as an end-to-end test bed for a linear proof mass actuator and its supporting electronics. Experimental results are shown for a maximum-entropy/optimal-projection controller designed to achieve 5 percent damping in the first two pendulum modes. The second experiment was based upon the Harris Multi-Hex prototype experiment (MHPE) apparatus. This is a large optical reflector structure comprising a seven-panel array and supporting truss which typifies a number of generic characteristics of large space systems. The third experiment involved control design and implementation for the ACES structure at NASA Marshall Space Flight Center. The authors conclude with some remarks on the lessons learned from conducting these experiments.

  14. Trajectory learning from human demonstrations via manifold mapping

    CSIR Research Space (South Africa)

    Hiratsuka, M

    2016-10-01

    Full Text Available This work proposes a framework that enables arbitrary robots with unknown kinematics models to imitate human demonstrations to acquire a skill, and reproduce it in real-time. The diversity of robots active in non-laboratory environments is growing...

  15. A Referential Communication Demonstration versus a Lecture-Only Control: Learning Benefits

    Science.gov (United States)

    Balch, William R.

    2014-01-01

    To evaluate a demonstration involving active and cooperative learning, 40 students in a cognitive psychology course and 132 students in an introductory psychology course completed a brief multiple-choice pretest on referential communication. Two days later, randomly assigned students either participated in a classroom referential communication…

  16. A Referential Communication Demonstration versus a Lecture-Only Control: Learning Benefits

    Science.gov (United States)

    Balch, William R.

    2014-01-01

    To evaluate a demonstration involving active and cooperative learning, 40 students in a cognitive psychology course and 132 students in an introductory psychology course completed a brief multiple-choice pretest on referential communication. Two days later, randomly assigned students either participated in a classroom referential communication…

  17. Child Development: An Active Learning Approach

    Science.gov (United States)

    Levine, Laura E.; Munsch, Joyce

    2010-01-01

    Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…

  18. Child Development: An Active Learning Approach

    Science.gov (United States)

    Levine, Laura E.; Munsch, Joyce

    2010-01-01

    Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…

  19. Flipped Classroom, active Learning?

    DEFF Research Database (Denmark)

    Andersen, Thomas Dyreborg; Levinsen, Henrik; Philipps, Morten

    2015-01-01

    Action research is conducted in three physics classes over a period of eighteen weeks with the aim of studying the effect of flipped classroom on the pupils agency and learning processes. The hypothesis is that flipped classroom teaching will potentially allocate more time to work actively...... with the teaching subject compared to more traditional teaching, where introductions and theoretical monologs conducted by the teacher prevail. In addition it is assumed that the pupils learning processes move towards more independency and metacognitive thinking.   During the study period interventions...... didactic workshop with the involved teachers. One of the demands of the didactic design is to include a video embedded in a formative evaluation sheet produced in Google Drive by the teachers themselves. The didactic analysis of the collected audio and video recordings will be presented at the NOFA 5...

  20. Social learning of fear and safety is determined by the demonstrator's racial group.

    Science.gov (United States)

    Golkar, Armita; Castro, Vasco; Olsson, Andreas

    2015-01-01

    Social learning offers an efficient route through which humans and other animals learn about potential dangers in the environment. Such learning inherently relies on the transmission of social information and should imply selectivity in what to learn from whom. Here, we conducted two observational learning experiments to assess how humans learn about danger and safety from members ('demonstrators') of an other social group than their own. We show that both fear and safety learning from a racial in-group demonstrator was more potent than learning from a racial out-group demonstrator.

  1. Steps toward Learning Mechanics Using Fan Cart Video Demonstrations

    Science.gov (United States)

    Lattery, Mark

    2011-01-01

    The Newtonian force concept is very difficult for introductory students to learn. One obstacle to learning is a premature focus on gravity-driven motions, such as vertical free fall, rolling motion on an inclined plane, and the Atwood's machine. In each case, the main agent of motion ("gravity") cannot be seen, heard, or controlled by the student.…

  2. Evaluating a "Second Life" Problem-Based Learning (PBL) Demonstrator Project: What Can We Learn?

    Science.gov (United States)

    Beaumont, Chris; Savin-Baden, Maggi; Conradi, Emily; Poulton, Terry

    2014-01-01

    This article reports the findings of a demonstrator project to evaluate how effectively Immersive Virtual Worlds (IVWs) could support problem-based learning. The project designed, created and evaluated eight scenarios within "Second Life" (SL) for undergraduate courses in health care management and paramedic training. Evaluation was…

  3. Evaluating a "Second Life" Problem-Based Learning (PBL) Demonstrator Project: What Can We Learn?

    Science.gov (United States)

    Beaumont, Chris; Savin-Baden, Maggi; Conradi, Emily; Poulton, Terry

    2014-01-01

    This article reports the findings of a demonstrator project to evaluate how effectively Immersive Virtual Worlds (IVWs) could support problem-based learning. The project designed, created and evaluated eight scenarios within "Second Life" (SL) for undergraduate courses in health care management and paramedic training. Evaluation was…

  4. Engaging Students' Learning Through Active Learning

    Directory of Open Access Journals (Sweden)

    Margaret Fitzsimons

    2014-06-01

    Full Text Available This paper discusses a project carried out with thirty six final year undergraduate students, studying the Bachelor of Science in Business and Management and taking the module Small Business Management during the academic year 2012 and 2013 in Dublin Institute of Technology. The research had two separate objectives, 1 to engage in active learning by having students work on a consulting project in groups for a real life business and 2 to improve student learning. The Small Business Management previously had a group assignment that was to choose an article related to entrepreneurship and critic it and present it to the class. Anecdotally, from student feedback, it was felt that this process did not engage students and also did not contribute to the key competencies necessary in order to be an entrepreneur. The desire was for students on successful completion of this module to have better understood how business is conducted and equip them with core skills such as innovation, critical thinking, problem solving and decision making .Student buy in was achieved by getting the students to select their own groups and also work out between each group from a one page brief provided by the businesses which business they would like to work with. It was important for the businesses to also feel their time spent with students was worthwhile so they were presented with a report from the students at the end of the twelve weeks and invited into the College to hear the presentations from students. Students were asked to provide a reflection on their three key learning points from the assignment and to answer specific questions designed to understand what they learnt and how and their strengths and weaknesses. A survey was sent to the businesses that took part to understand their experiences. The results were positive with student engagement and learning rating very highly and feedback from the businesses demonstrated an appreciation of having a different

  5. Teaching with Movement: Using the Health Privilege Activity to Physically Demonstrate Disparities in Society

    Science.gov (United States)

    Irby-Shasanmi, Amy; Oberlin, Kathleen C.; Saunders, Tiffani N.

    2012-01-01

    This article describes and evaluates an activity designed to demonstrate how biological factors (e.g., genetics), individual-level behaviors (e.g., smoking), and social factors (e.g., socioeconomic status) shape health status and access to health care. Active learning techniques were utilized to introduce the sociological imagination as it…

  6. Experimental active control results from the SPICES smart structure demonstrations

    Science.gov (United States)

    Flamm, David S.; Toth, G. K.; Chou, Kenneth C.; Heck, Larry P.; Nowlin, William C.; Titterton, Paul J., Sr.

    1996-05-01

    The final demonstrations of the ARPA SPICES (Synthesis and Processing of Intelligent Cost Effective Structures) program test the control of two active vibration mounts manufactured from composites with embedded actuators and sensors. Both mount demonstrations address wide band control problems for real disturbances, one at low frequency and the other at high frequency. The control systems for both are two-level hierarchies, with an inner active damping augmentation loop and an outer vibration control loop. We first review the control design requirements for the demonstration and summarize our control design approach. Then we focus on presenting the experimental results of the final demonstrations. For the low frequency demonstration, two alternative control approaches were demonstrated, one involving finite impulse response modeling and the other state space modeling. For the high frequency demonstration only the finite impulse response modeling approach was used because of computational limitations due to the complex system dynamics.

  7. Learning from Demonstration for Autonomous Navigation in Complex Unstructured Terrain

    Science.gov (United States)

    2010-06-24

    Hap- pold , M., Herman, H., Mandelbaum, R., Pilarski, T., Rander, P., Thayer, S., Vallidis, N., and 30 Warner, R. (2006). Toward reliable off road au...Ollis et al., 2007] Ollis, M., Huang, W. H., and Hap- pold , M. (2007). A bayesian approach to imitation learning for robot navigation. In

  8. Learning Activities in a Sociable Smart City

    Directory of Open Access Journals (Sweden)

    Dimitrios Ringas

    2013-08-01

    Full Text Available We present our approach on how smart city technologies may enhance the learning process. We have developed the CLIO urban computing system, which invites people to share personal memories and interact the collective city memory. Various educational scenarios and activities were performed exploiting CLIO; in this paper we present the methodology we followed and the experience we gained. Learning has always been the cognitive process of acquiring skills or knowledge, while teachers are often eager to experiment with novel technological means and methods; our aim was to explore the effect that urban computing could have to the learning process. We applied our methodology in the city of Corfu inviting schools to engage their students in learning through the collective city memory while exploiting urban computing. Results from our experience demonstrate the potential of exploiting urban computing in the learning process and the benefits of learning out of the classroom.

  9. Confidence-Based Robot Policy Learning from Demonstration

    Science.gov (United States)

    2009-03-05

    Asada, Oliver Obst , Daniel Polani, Brett Browning, Andrea Bonarini, Masahiro Fujit, Thomas Christaller, Tomoichi Takahashi, Satoshi Tadokoro, Elizabeth...Chung, Ross Edwards, Nathan Wong, Eileen Mak, Raymond Sheh, Min Sub Kim, Alex Tang, Nicodemus Sutanto, Bernhard Hengst, Claude Sammut, and William Uther...1040–1046. MIT press, 1997. [76] William D. Smart. Making Reinforcement Learning Work on Real Robots. PhD thesis, Department of Computer Science, Brown

  10. Active Learning with Multiple Views

    CERN Document Server

    Knoblock, C A; Muslea, I; 10.1613/jair.2005

    2011-01-01

    Active learners alleviate the burden of labeling large amounts of data by detecting and asking the user to label only the most informative examples in the domain. We focus here on active learning for multi-view domains, in which there are several disjoint subsets of features (views), each of which is sufficient to learn the target concept. In this paper we make several contributions. First, we introduce Co-Testing, which is the first approach to multi-view active learning. Second, we extend the multi-view learning framework by also exploiting weak views, which are adequate only for learning a concept that is more general/specific than the target concept. Finally, we empirically show that Co-Testing outperforms existing active learners on a variety of real world domains such as wrapper induction, Web page classification, advertisement removal, and discourse tree parsing.

  11. Lessons learned from NMSG-085 CIG Land Operation demonstration

    NARCIS (Netherlands)

    Gautreau, B.; Remmersmann, T.; Henderson, H.C.; Reus, N.M. de; Khimeche, L.; Pedersen, E.; Lillesoe, J.; Liberg, D.

    2013-01-01

    This paper presents the experience gained during demonstrations carried out between Denmark, France, Germany, the Netherlands and Spain under the umbrella of the NMSG-085 / CIG Land Operation group. The demonstration, also presented in this paper, focuses on command post exercise training. It highli

  12. Role of Physics Lecture Demonstrations in Conceptual Learning

    Science.gov (United States)

    Miller, Kelly; Lasry, Nathaniel; Chu, Kelvin; Mazur, Eric

    2013-01-01

    Previous research suggests that students; prior knowledge can interfere with how they observe and remember lecture demonstrations. We measured students' prior knowledge in introductory mechanics and electricity and magnetism at two large universities. Students were then asked to predict the outcome of lecture demonstrations. We compare…

  13. Learning and Correcting Robot Trajectory Keypoints from a Single Demonstration

    DEFF Research Database (Denmark)

    Juan, Iñigo Iturrate San; Østergaard, Esben Hallundbæk; Rytter, Martin

    2017-01-01

    Kinesthetic teaching provides an accessible way for non-experts to quickly and easily program a robot system by demonstration. A crucial aspect of this technique is to obtain an accurate approximation of the robot’s intended trajectory for the task, while filtering out spurious aspects of the dem......Kinesthetic teaching provides an accessible way for non-experts to quickly and easily program a robot system by demonstration. A crucial aspect of this technique is to obtain an accurate approximation of the robot’s intended trajectory for the task, while filtering out spurious aspects...... of the demonstration. While several methods to this end have been proposed, they either rely on several demonstrations or on the user explicitly indicating relevant trajectory waypoints. We propose a method, based on the Douglas-Peucker line simplification algorithm that is able to extract the notable points...... of a trajectory from a single demonstration. Additionally, by utilizing velocity information in the task space, the method is able to achieve a level of precision that is sufficient for industrial assembly tasks. Along with this, we present a user study that shows that our method enables non-expert robot users...

  14. The International Active Learning Space

    DEFF Research Database (Denmark)

    Manners, Ian James

    2015-01-01

    For me, internationalisation is a learning outcome, not just about international mobility. It is about ensuring that students actively participate in a learning experience that prepares them for a world that is more and more internationally and interculturally connected - that both Danish and non......-Danish students receive the basic international and intercultural skills and knowledge they need in current society....

  15. Learning as a Subversive Activity

    Science.gov (United States)

    Hatch, J. Amos

    2007-01-01

    "Learning as a subversive activity" is about working with public school students to debunk the shallow conception that achievement equals learning. That means exposing the power relations that keep in place such a narrow definition of what counts and exploring the implications of those powerful forces for students' lives and for society at large.…

  16. Active paper for active learning

    Directory of Open Access Journals (Sweden)

    Heather Brown

    1998-12-01

    Full Text Available Paper documents have great advantages in readability, portability and familiarity, but are necessarily static and slow to update. Much recent research has concentrated on the dynamic demonstrations, immediate feedback, and easy updating that can be provided by electronic teaching material. Although an increasing number of teaching packages make use of both paper and electronic documents, the two are typically accessed by completely separate interfaces. We have been taking a different approach and investigating the use of a DigitalDesk (Wellner, 1991; Wellner, 1993 as a means of integrating normal paper teaching material with electronic versions of the same material. Many printed books also exist in electronic form, and our goal is to allow these books to be used as natural interfaces to any additional information that may be present in the electronic version.

  17. Neural compensation in adulthood following very preterm birth demonstrated during a visual paired associates learning task

    Directory of Open Access Journals (Sweden)

    Philip J. Brittain

    2014-01-01

    Full Text Available Very preterm birth (VPT; < 33 weeks of gestation is associated with an increased risk of learning disability, which contributes to more VPT-born children repeating grades and underachieving in school. Learning problems associated with VPT birth may be caused by pathophysiological alterations in neurodevelopment resulting from perinatal brain insult; however, adaptive neuroplastic processes may subsequently occur in the developing preterm brain which ameliorate, to an extent, the potential sequelae of altered neurophysiology. Here, we used functional magnetic resonance imaging (fMRI to compare neuronal activation in 24 VPT individuals and 22 controls (CT in young adulthood during a learning task consisting of the encoding and subsequent recognition of repeated visual paired associates. Structural MRI data were also collected and analysed in order to explore possible structure-function associations. Whilst the two groups did not differ in their learning ability, as demonstrated by their capacity to recognize previously-seen and previously–unseen visual pairs, between-group differences in linear patterns of Blood Oxygenation Level Dependant (BOLD activity were observed across the four repeated blocks of the task for both the encoding and recognition conditions, suggesting that the way learning takes place differs between the two groups. During encoding, significant between-group differences in patterns of BOLD activity were seen in clusters centred on the cerebellum, the anterior cingulate gyrus, the midbrain/substantia nigra, medial temporal (including parahippocampal gyrus and inferior and superior frontal gyri. During the recognition condition, significant between-group differences in patterns of BOLD activity were seen in clusters centred on the claustrum and the posterior cerebellum. Structural analysis revealed smaller grey matter volume in right middle temporal gyrus in VPT individuals compared to controls, however volume in this region

  18. Status of U.S. FCEV and Infrastructure Learning Demonstration Project (Presentation)

    Energy Technology Data Exchange (ETDEWEB)

    Wipke, K.; Sprik, S.; Kurtz, J.; Ramsden, T.; Ainscough, C.; Saur, G.

    2011-03-01

    Presented at the Japan Hydrogen and Fuel Cell Demonstration Project (JHFC), 1 March 2011, Tokyo, Japan. This presentation summarizes the status of U.S. fuel cell electric vehicles and infrastructure learning demonstration project.

  19. Active Learning in the Era of Big Data

    Energy Technology Data Exchange (ETDEWEB)

    Jamieson, Kevin [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States); Davis, IV, Warren L. [Sandia National Lab. (SNL-NM), Albuquerque, NM (United States)

    2015-10-01

    Active learning methods automatically adapt data collection by selecting the most informative samples in order to accelerate machine learning. Because of this, real-world testing and comparing active learning algorithms requires collecting new datasets (adaptively), rather than simply applying algorithms to benchmark datasets, as is the norm in (passive) machine learning research. To facilitate the development, testing and deployment of active learning for real applications, we have built an open-source software system for large-scale active learning research and experimentation. The system, called NEXT, provides a unique platform for realworld, reproducible active learning research. This paper details the challenges of building the system and demonstrates its capabilities with several experiments. The results show how experimentation can help expose strengths and weaknesses of active learning algorithms, in sometimes unexpected and enlightening ways.

  20. Active learning of Pareto fronts.

    Science.gov (United States)

    Campigotto, Paolo; Passerini, Andrea; Battiti, Roberto

    2014-03-01

    This paper introduces the active learning of Pareto fronts (ALP) algorithm, a novel approach to recover the Pareto front of a multiobjective optimization problem. ALP casts the identification of the Pareto front into a supervised machine learning task. This approach enables an analytical model of the Pareto front to be built. The computational effort in generating the supervised information is reduced by an active learning strategy. In particular, the model is learned from a set of informative training objective vectors. The training objective vectors are approximated Pareto-optimal vectors obtained by solving different scalarized problem instances. The experimental results show that ALP achieves an accurate Pareto front approximation with a lower computational effort than state-of-the-art estimation of distribution algorithms and widely known genetic techniques.

  1. Active Learning for Player Modeling

    DEFF Research Database (Denmark)

    Shaker, Noor; Abou-Zleikha, Mohamed; Shaker, Mohammad

    2015-01-01

    Learning models of player behavior has been the focus of several studies. This work is motivated by better understanding of player behavior, a knowledge that can ultimately be employed to provide player-adapted or personalized content. In this paper, we propose the use of active learning for player...... experience modeling. We use a dataset from hundreds of players playing Infinite Mario Bros. as a case study and we employ the random forest method to learn mod- els of player experience through the active learning approach. The results obtained suggest that only part of the dataset (up to half the size...... of the full dataset) is necessary for the construction of accu- rate models that are as accurate as those constructed from the full dataset. This indicates the potential of the method and its benefits in cases when obtaining the data is expensive or time, storage or effort consuming. The results also indicate...

  2. Active Learning for Player Modeling

    DEFF Research Database (Denmark)

    Shaker, Noor; Abou-Zleikha, Mohamed; Shaker, Mohammad

    2015-01-01

    Learning models of player behavior has been the focus of several studies. This work is motivated by better understanding of player behavior, a knowledge that can ultimately be employed to provide player-adapted or personalized content. In this paper, we propose the use of active learning for player...... experience modeling. We use a dataset from hundreds of players playing Infinite Mario Bros. as a case study and we employ the random forest method to learn mod- els of player experience through the active learning approach. The results obtained suggest that only part of the dataset (up to half the size...... of the full dataset) is necessary for the construction of accu- rate models that are as accurate as those constructed from the full dataset. This indicates the potential of the method and its benefits in cases when obtaining the data is expensive or time, storage or effort consuming. The results also indicate...

  3. Time to demonstrate how we impact student learning.

    Science.gov (United States)

    Roberts, Georgi

    2014-03-01

    With the recent emphasis on evaluating teachers' effectiveness by the performance of their students, it should be no surprise that this subject has reached the physical education (PE) sector. This commentary examines 3 articles by Rink (2013), McKenzie and Lounsbery (2013), and Ward (2013), who each take a different perspective on measuring physical educators' effectiveness. The commentary, written from the standpoint of a public school district PE administrator, compares and contrasts the viewpoints and possible outcomes of each approach. The commentary seems to agree most with Rink. That is to say that there will be challenges in evaluating PE teachers based on student outcomes, but it is a reasonable expectation. These challenges include class size and determination of what outcomes we choose to use. These outcomes should be decided by physical educators, and the time is now. The commentary also points out the benefits of the other 2 approaches such as incorporating evaluation and assessment in teacher training programs at universities and inculcating a culture of "do as I do" not just "do as I say." In reaching the conclusion, it cannot be overstated that using student outcomes should be a measure of a teacher's effectiveness, but not the only measure. Classroom observations and management, levels of student physical activity, and student engagement continue to be critical components of teacher evaluation.

  4. Sertraline demonstrates fungicidal activity in vitro for Coccidioides immitis

    Directory of Open Access Journals (Sweden)

    Simon Paul

    2016-07-01

    Full Text Available Coccidioidomycosis causes substantial morbidity in endemic areas. Disseminated coccidioidomycosis is an AIDS defining condition and treatment often requires lifelong antifungal therapy. Sertraline, a widely used serotonin-reuptake inhibitor anti-depressant, has demonstrated activity against Candida and Cryptococcus sp. both in vitro and in vivo. To evaluate if sertraline has activity against Coccidioides, the minimal inhibitory concentration (MIC and minimal fungicidal concentration (MFC of sertraline for four clinical isolates of C. immitis were determined. Sertraline was observed to have an MIC range of 4–8 µg/ml and MFC also of 4–8 µg/ml for Coccidioides. These MIC and MFC results for C. immitis are similar to those reported for Cryptococcus sp. suggesting sertraline may potentially have utility for the treatment of coccidioidomycosis.

  5. Adapting Active Learning in Ethiopia

    Science.gov (United States)

    Casale, Carolyn Frances

    2010-01-01

    Ethiopia is a developing country that has invested extensively in expanding its educational opportunities. In this expansion, there has been a drastic restructuring of its system of preparing teachers and teacher educators. Often, improving teacher quality is dependent on professional development that diversifies pedagogy (active learning). This…

  6. Oral Hygiene. Learning Activity Package.

    Science.gov (United States)

    Hime, Kirsten

    This learning activity package on oral hygiene is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  7. Adult Learning Center Curriculum Activities.

    Science.gov (United States)

    City Univ. of New York, Bronx. Herbert H. Lehman Coll. Inst. for Literacy Studies.

    These curriculum materials were collected from teachers in the Lehman College Adult Learning Center (New York). They include various activities and resources, such as a series of questions about the aims of teaching adults, a list of sources for adult basic education (ABE) materials, poems, and autobiographical materials. Teaching suggestions and…

  8. Communication and knowledge sharing in human-robot interaction and learning from demonstration.

    Science.gov (United States)

    Koenig, Nathan; Takayama, Leila; Matarić, Maja

    2010-01-01

    Inexpensive personal robots will soon become available to a large portion of the population. Currently, most consumer robots are relatively simple single-purpose machines or toys. In order to be cost effective and thus widely accepted, robots will need to be able to accomplish a wide range of tasks in diverse conditions. Learning these tasks from demonstrations offers a convenient mechanism to customize and train a robot by transferring task related knowledge from a user to a robot. This avoids the time-consuming and complex process of manual programming. The way in which the user interacts with a robot during a demonstration plays a vital role in terms of how effectively and accurately the user is able to provide a demonstration. Teaching through demonstrations is a social activity, one that requires bidirectional communication between a teacher and a student. The work described in this paper studies how the user's visual observation of the robot and the robot's auditory cues affect the user's ability to teach the robot in a social setting. Results show that auditory cues provide important knowledge about the robot's internal state, while visual observation of a robot can hinder an instructor due to incorrect mental models of the robot and distractions from the robot's movements.

  9. Stimulating Deep Learning Using Active Learning Techniques

    Science.gov (United States)

    Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

    2016-01-01

    When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

  10. Connecting Family Learning and Active Citizenship

    Science.gov (United States)

    Flanagan, Mary

    2009-01-01

    In Ireland family learning and active citizenship has not been linked together until 2006. It was while the Clare Family Learning Project was involved in a family learning EU learning network project, that a suggestion to create a new partnership project linking both areas was made and FACE IT! was born (Families and Active Citizenship…

  11. Four experimental demonstrations of active vibration control for flexible structures

    Science.gov (United States)

    Phillips, Doug; Collins, Emmanuel G., Jr.

    1990-01-01

    Laboratory experiments designed to test prototype active-vibration-control systems under development for future flexible space structures are described, summarizing previously reported results. The control-synthesis technique employed for all four experiments was the maximum-entropy optimal-projection (MEOP) method (Bernstein and Hyland, 1988). Consideration is given to: (1) a pendulum experiment on large-amplitude LF dynamics; (2) a plate experiment on broadband vibration suppression in a two-dimensional structure; (3) a multiple-hexagon experiment combining the factors studied in (1) and (2) to simulate the complexity of a large space structure; and (4) the NASA Marshall ACES experiment on a lightweight deployable 45-foot beam. Extensive diagrams, drawings, graphs, and photographs are included. The results are shown to validate the MEOP design approach, demonstrating that good performance is achievable using relatively simple low-order decentralized controllers.

  12. Learning through a portfolio of carbon capture and storage demonstration projects

    Science.gov (United States)

    Reiner, David M.

    2016-01-01

    Carbon dioxide capture and storage (CCS) technology is considered by many to be an essential route to meet climate mitigation targets in the power and industrial sectors. Deploying CCS technologies globally will first require a portfolio of large-scale demonstration projects. These first projects should assist learning by diversity, learning by replication, de-risking the technologies and developing viable business models. From 2005 to 2009, optimism about the pace of CCS rollout led to mutually independent efforts in the European Union, North America and Australia to assemble portfolios of projects. Since 2009, only a few of these many project proposals remain viable, but the initial rationales for demonstration have not been revisited in the face of changing circumstances. Here I argue that learning is now both more difficult and more important given the slow pace of deployment. Developing a more coordinated global portfolio will facilitate learning across projects and may determine whether CCS ever emerges from the demonstration phase.

  13. IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING

    Data.gov (United States)

    National Aeronautics and Space Administration — IMPROVING CAUSE DETECTION SYSTEMS WITH ACTIVE LEARNING ISAAC PERSING AND VINCENT NG Abstract. Active learning has been successfully applied to many natural language...

  14. Active Learning: Historical and Contemporary Perspectives.

    Science.gov (United States)

    Page, Marilyn

    The purposes of the first two parts of this literature review are to clarify the concept of active learning and discuss the use and value of active learning models. In Part I, the perspectives of five historical proponents of active learning, Rousseau, Pestalozzi, Dewey, Kilpatrick, and Piaget, are discussed. The views of four contemporary…

  15. Learning from Demonstration and Correction via Multiple Modalities for a Humanoid Robot

    Directory of Open Access Journals (Sweden)

    Argall Brenna

    2011-12-01

    Full Text Available This paper reports ongoing work that employs multiple demonstration modalities in order to accomplish motion control learning in a multi-staged policy adaptation process. A novel interface for providing tactile guidance to correct learned motion control behaviors is introduced. This interface extends our prior work by making use of a more sophisticated set of tactile sensors, developed by the ROBOSKIN consortium.

  16. Experimental Demonstration of Array-level Learning with Phase Change Synaptic Devices

    OpenAIRE

    Eryilmaz, S. Burc; Kuzum, Duygu; Jeyasingh, Rakesh G. D.; Kim, SangBum; BrightSky, Matthew; Lam, Chung; Wong, H.-S. Philip

    2014-01-01

    The computational performance of the biological brain has long attracted significant interest and has led to inspirations in operating principles, algorithms, and architectures for computing and signal processing. In this work, we focus on hardware implementation of brain-like learning in a brain-inspired architecture. We demonstrate, in hardware, that 2-D crossbar arrays of phase change synaptic devices can achieve associative learning and perform pattern recognition. Device and array-level ...

  17. Learning activism, acting with phronesis

    Science.gov (United States)

    Lee, Yew-Jin

    2015-12-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of enabling factors acting in concert, learning about and engagement in practical action for social justice and equity are possible. An alternative but highly compatible framework is now introduced—phronetic social research—as an action-oriented, wisdom-seeking research stance for the social sciences. By so doing, it is hoped that forms of phronetic social research can gain wider currency among those that promote activism as one of many valued outcomes of an education in science.

  18. Incorporation of Socio-scientific Content into Active Learning Activities

    Science.gov (United States)

    King, D. B.; Lewis, J. E.; Anderson, K.; Latch, D.; Sutheimer, S.; Webster, G.; Moog, R.

    2014-12-01

    Active learning has gained increasing support as an effective pedagogical technique to improve student learning. One way to promote active learning in the classroom is the use of in-class activities in place of lecturing. As part of an NSF-funded project, a set of in-class activities have been created that use climate change topics to teach chemistry content. These activities use the Process Oriented Guided Inquiry Learning (POGIL) methodology. In this pedagogical approach a set of models and a series of critical thinking questions are used to guide students through the introduction to or application of course content. Students complete the activities in their groups, with the faculty member as a facilitator of learning. Through assigned group roles and intentionally designed activity structure, process skills, such as teamwork, communication, and information processing, are developed during completion of the activity. Each of these climate change activities contains a socio-scientific component, e.g., social, ethical and economic data. In one activity, greenhouse gases are used to explain the concept of dipole moment. Data about natural and anthropogenic production rates, global warming potential and atmospheric lifetimes for a list of greenhouse gases are presented. The students are asked to identify which greenhouse gas they would regulate, with a corresponding explanation for their choice. They are also asked to identify the disadvantages of regulating the gas they chose in the previous question. In another activity, where carbon sequestration is used to demonstrate the utility of a phase diagram, students use economic and environmental data to choose the best location for sequestration. Too often discussions about climate change (both in and outside the classroom) consist of purely emotional responses. These activities force students to use data to support their arguments and hypothesize about what other data could be used in the corresponding discussion to

  19. Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses

    Directory of Open Access Journals (Sweden)

    Alanah Mitchell

    2017-01-01

    Full Text Available Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS courses. Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning. Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016. Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning. Findings: Twenty successful types of active learning exercises in IS courses are presented. Recommendations for Practitioners\t: This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom. Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS. Impact on Society: An updated definition of active learning is presented as well as a meaningful

  20. [Active learning strategies have proved effective in changing behaviours and encouraging continuing professional development (CPD) in nursing. Narrative pedagogy in particular has demonstrated its usefulness in this regard. This article describes narrative pedagogy through the lens of learning activities conducted in the classroom and in the course of practicum and CPD experiences. It also examines the challenges associated with implementing such activities and how to meet them. This includes not determining the content of activities completely in advance, specifying that the content to be discussed is not entirely known, that additional research could be required and that different options are to be explored, allowing students to express themselves freely, and tolerating moments of silence. Current and future teachers are urged to experiment with this novel teaching and learning approach that is grounded in phenomenological research and shows strong potential for the development of nursing science.

    Science.gov (United States)

    Bélanger, Louise; Porlier, Marie-Josée

    2017-08-17

    Active learning strategies have proved effective in changing behaviours and encouraging continuing professional development (CPD) in nursing. Narrative pedagogy in particular has demonstrated its usefulness in this regard. This article describes narrative pedagogy through the lens of learning activities conducted in the classroom and in the course of practicum and CPD experiences. It also examines the challenges associated with implementing such activities and how to meet them. This includes not determining the content of activities completely in advance, specifying that the content to be discussed is not entirely known, that additional research could be required and that different options are to be explored, allowing students to express themselves freely, and tolerating moments of silence. Current and future teachers are urged to experiment with this novel teaching and learning approach that is grounded in phenomenological research and shows strong potential for the development of nursing science.

  1. Research on Mobile Learning Activities Applying Tablets

    Science.gov (United States)

    Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija

    2015-01-01

    The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…

  2. An investigation of the influence of reconceptualization of demonstrative experimental activities of optics in high school

    Directory of Open Access Journals (Sweden)

    Jair Lúcio Prados Ribeiro

    2013-08-01

    Full Text Available In this work, we analyze the influence that the use of demonstrative experiments can bring to the learning of optics. It is assumed that the development of experimental activities, when reconceptualized according to Hodson proposal, tends to contribute to the generation of cognitive conflicts when compared to traditional didactic experience. Justifications are given for an analysis of changes under a Piagetian bias, reconciled with Hodson proposal. The methodology used to structure the topics presentations was quasi-experimental, contrasting an experimental group with a control group. The measuring of the effectiveness of the suggested working method was made from a quantitative analysis, which identified some of the topics discussed had better results in learning, being more tied to the experiments carried out.

  3. Incorporating active learning in psychiatry education.

    Science.gov (United States)

    Kumar, Sonia; McLean, Loyola; Nash, Louise; Trigwell, Keith

    2017-06-01

    We aim to summarise the active learning literature in higher education and consider its relevance for postgraduate psychiatry trainees, to inform the development of a new Formal Education Course (FEC): the Master of Medicine (Psychiatry) at the University of Sydney. We undertook a literature search on 'active learning', 'flipped classroom', 'problem-based learning' and 'psychiatry education'. The effectiveness of active learning pedagogy in higher education is well supported by evidence; however, there have been few psychiatry-specific studies. A new 'flipped classroom' format was developed for the Master of Medicine (Psychiatry). Postgraduate psychiatry training is an active learning environment; the pedagogical approach to FECs requires further evaluation.

  4. Profiles of college students demonstrating learning disabilities with and without giftedness.

    Science.gov (United States)

    Ferri, B A; Gregg, N; Heggoy, S J

    1997-01-01

    The purpose of this study was to analyze the assessment profiles of two groups of adults with learning disabilities. The first group comprised 48 adults (34 men and 14 women) demonstrating giftedness and a learning disability profile (G/LD). The second group of 46 adults (31 men and 15 women) demonstrated a learning disabled profile without giftedness (NG/LD). Both groups of participants were either attending or planning to attend college and sought testing at a university-affiliated learning disabilities center. Participants' mean age was 20 years, and all were White and from middle to upper-middle class backgrounds. Findings indicate that, as a group, the adults demonstrating a G/LD profile tended to be identified later and have more discrepancy among cognitive assessment profile scores than the NG/LD group. Cognitive subtest scores showed significant differences between the groups, but also several areas of weakness evident in both groups regardless of the presence of giftedness. These findings emphasize the importance of identifying the presence of learning disabilities among gifted populations.

  5. Learning to use demonstratives in conversation: what do language specific strategies in Turkish reveal?

    Science.gov (United States)

    Küntay, Aylin C; Ozyürek, Asli; Planck, Max

    2006-05-01

    Pragmatic development requires the ability to use linguistic forms, along with non-verbal cues, to focus an interlocutor's attention on a referent during conversation. We investigate the development of this ability by examining how the use of demonstratives is learned in Turkish, where a three-way demonstrative system (bu, su, o) obligatorily encodes both distance contrasts (i.e. proximal and distal) and absence or presence of the addressee's visual attention on the referent. A comparison of the demonstrative use by Turkish children (6 four- and 6 six-year-olds) and 6 adults during conversation shows that adultlike use of attention directing demonstrative, su, is not mastered even at the age of six, while the distance contrasts are learned earlier. This language specific development reveals that designing referential forms in consideration of recipient's attentional status during conversation is a pragmatic feat that takes more than six years to develop.

  6. Scalable active learning for multiclass image classification.

    Science.gov (United States)

    Joshi, Ajay J; Porikli, Fatih; Papanikolopoulos, Nikolaos P

    2012-11-01

    Machine learning techniques for computer vision applications like object recognition, scene classification, etc., require a large number of training samples for satisfactory performance. Especially when classification is to be performed over many categories, providing enough training samples for each category is infeasible. This paper describes new ideas in multiclass active learning to deal with the training bottleneck, making it easier to train large multiclass image classification systems. First, we propose a new interaction modality for training which requires only yes-no type binary feedback instead of a precise category label. The modality is especially powerful in the presence of hundreds of categories. For the proposed modality, we develop a Value-of-Information (VOI) algorithm that chooses informative queries while also considering user annotation cost. Second, we propose an active selection measure that works with many categories and is extremely fast to compute. This measure is employed to perform a fast seed search before computing VOI, resulting in an algorithm that scales linearly with dataset size. Third, we use locality sensitive hashing to provide a very fast approximation to active learning, which gives sublinear time scaling, allowing application to very large datasets. The approximation provides up to two orders of magnitude speedups with little loss in accuracy. Thorough empirical evaluation of classification accuracy, noise sensitivity, imbalanced data, and computational performance on a diverse set of image datasets demonstrates the strengths of the proposed algorithms.

  7. All Composite Data Products: National FCEV Learning Demonstration With Updates Through January 18, 2012

    Energy Technology Data Exchange (ETDEWEB)

    Wipke, K.; Sprik, S.; Kurtz, J.; Ramsden, T.; Ainscough, C.; Saur, G.

    2012-01-01

    This presentation from the U.S. Department of Energy's National Renewable Energy Laboratory includes all the composite data products produced to date (with updates through January 18, 2012) as part of the National Fuel Cell Electric Vehicle (FCEV) Learning Demonstration.

  8. Cognitive Support for Learning Computer-Based Tasks Using Animated Demonstration

    Science.gov (United States)

    Chen, Chun-Ying

    2016-01-01

    This study investigated the influence of cognitive support for learning computer-based tasks using animated demonstration (AD) on instructional efficiency. Cognitive support included (1) segmentation and learner control introducing interactive devices that allow content sequencing through a navigational menu, and content pacing through stop and…

  9. Learning Trajectories for Robot Programing by Demonstration Using a Coordinated Mixture of Factor Analyzers.

    Science.gov (United States)

    Field, Matthew; Stirling, David; Pan, Zengxi; Naghdy, Fazel

    2016-03-01

    This paper presents an approach for learning robust models of humanoid robot trajectories from demonstration. In this formulation, a model of the joint space trajectory is represented as a sequence of motion primitives where a nonlinear dynamical system is learned by constructing a hidden Markov model (HMM) predicting the probability of residing in each motion primitive. With a coordinated mixture of factor analyzers as the emission probability density of the HMM, we are able to synthesize motion from a dynamic system acting along a manifold shared by both demonstrator and robot. This provides significant advantages in model complexity for kinematically redundant robots and can reduce the number of corresponding observations required for further learning. A stability analysis shows that the system is robust to deviations from the expected trajectory as well as transitional motion between manifolds. This approach is demonstrated experimentally by recording human motion with inertial sensors, learning a motion primitive model and correspondence map between the human and robot, and synthesizing motion from the manifold to control a 19 degree-of-freedom humanoid robot.

  10. Lifelong learning for active ageing in nordic museums

    DEFF Research Database (Denmark)

    Fristrup, Tine; Grut, Sara

    2016-01-01

    In this article, we develop a framework that demonstrates how older adults need to develop diverse capabilities in relation to their educational life course through engagements in Nordic museums, archives and street art activities. We discuss how European museums have taken up UNESCO’s approach...... to lifelong learning as a way to conceptualise activities for older adults’ in museums, as we emphasise an approach to adult education for active ageing articulated as ‘lifelong learning for active ageing’. To illustrate this framing, we outline a number of activities taken from publications, cultural sites...... and conferences in which we have been involved over the last decade in the context of the Nordic Centre of Heritage Learning and Creativity in Östersund, Sweden. We argue that lifelong learning for active ageing in cultural heritage institutions can contribute to the development of older adults’ civic...

  11. Terpenes from Copaifera demonstrated in vitro antiparasitic and synergic activity.

    Science.gov (United States)

    Izumi, Erika; Ueda-Nakamura, Tânia; Veiga, Valdir F; Pinto, Angelo C; Nakamura, Celso Vataru

    2012-04-12

    To discover new possible therapies for Chagas' disease, we evaluated against all Trypanosoma cruzi life stages the in vitro trypanocidal and synergistic activity of terpenes isolated from Copaifera oleoresins collected in the Amazon and investigated their possible mechanism of action. Seven acid diterpenes and one sesquiterpene were tested. Terpenes promoted changes in oxidative metabolism followed by autophagic processes in the parasite cell leading to selective death. Furthermore, they were more effective against replicative forms, in particular amastigotes. A synergistic effect occurred. Cytotoxicity to erythrocytes and nucleated cells was moderate. This is the first study showing synergic activity between two terpenes against T. cruzi. Combinations of natural compounds can show high activity and may lead to new alternative treatments in the future.

  12. Modelling Typical Online Language Learning Activity

    Science.gov (United States)

    Montoro, Carlos; Hampel, Regine; Stickler, Ursula

    2014-01-01

    This article presents the methods and results of a four-year-long research project focusing on the language learning activity of individual learners using online tasks conducted at the University of Guanajuato (Mexico) in 2009-2013. An activity-theoretical model (Blin, 2010; Engeström, 1987) of the typical language learning activity was used to…

  13. Learning Activities of Disadvantaged Older Adults.

    Science.gov (United States)

    Heisel, Marsel A.

    1986-01-01

    This study aimed to investigate how 132 poor, urban, elderly black persons engage in formal and informal learning activities and the relation of such activities to educational histories and current life satisfaction. Findings show that the population is involved in purposeful learning activities and is motivated to pursue educational interests.…

  14. Sing and Learn English. A 310 Special Demonstration Project. 1984-1985.

    Science.gov (United States)

    Rio Salado Community Coll., AZ.

    This instructor's guide contains the words to 23 popular songs along with guidelines and activities designed to help English-as-a-second-language (ESL) students improve their English skills while learning the songs. Each song is accompanied by a brief paraphrase of the content of the song, vocabulary and grammar exercises, and suggested teacher's…

  15. Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability

    Directory of Open Access Journals (Sweden)

    Janine E. Trempy

    2009-12-01

    Full Text Available A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes, integrates science, math, engineering, and technology (SMET majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course.

  16. Bigelow Expandable Activity Module (BEAM) - ISS Inflatable Module Technology Demonstration

    Science.gov (United States)

    Dasgupta, Rajib; Munday, Steve; Valle, Gerard D.

    2014-01-01

    INNOVATION: BEAM is a pathway project demonstrating the design, fabrication, test, certification, integration, operation, on-orbit performance, and disposal of the first ever man-rated space inflatable structure. The groundwork laid through the BEAM project will support developing and launching a larger inflatable space structure with even greater mass per volume (M/V) advantages need for longer space missions. OVERVIEW: Inflatable structures have been shown to have much lower mass per volume ratios (M/V) when compared with conventional space structures. BEAM is an expandable structure, launched in a packed state, and then expanded once on orbit. It is a temporary experimental module to be used for gathering structural, thermal, and radiation data while on orbit. BEAM will be launched on Space X-8, be extracted from the dragon trunk, and will attach to ISS at Node 3- Aft. BEAM performance will be monitored over a two-year period and then BEAM will be jettison using the SSRMS.

  17. On-line and Mobil Learning Activities

    Science.gov (United States)

    Ackerman, S. A.; Whittaker, T. M.; Jasmin, T.; Mooney, M. E.

    2012-12-01

    Introductory college-level science courses for non-majors are critical gateways to imparting not only discipline-specific information, but also the basics of the scientific method and how science influences society. They are also indispensable for student success to degree. On-line, web-based homework (whether on computers or mobile devices) is a rapidly growing use of the Internet and is becoming a major component of instruction in science, replacing delayed feedback from a few major exams. Web delivery and grading of traditional textbook-type questions is equally effective as having students write them out for hand grading, as measured by student performance on conceptual and problem solving exams. During this presentation we will demonstrate some of the interactive on-line activities used to teach concepts and how scientists approach problem solving, and how these activities have impacted student learning. Evaluation of the activities, including formative and summative, will be discussed and provide evidence that these interactive activities significantly enhance understanding of introductory meteorological concepts in a college-level science course. More advanced interactive activities are also used in our courses for department majors, some of these will be discussed and demonstrated. Bring your mobile devices to play along! Here is an example on teaching contouring: http://profhorn.aos.wisc.edu/wxwise/contour/index.html

  18. Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science

    Science.gov (United States)

    Archer, Candace C.; Miller, Melissa K.

    2011-01-01

    Prior research in political science and other disciplines demonstrates the pedagogical and practical benefits of active learning. Less is known, however, about the extent to which active learning is used in political science classrooms. This study assesses the prioritization of active learning in "gateway" political science courses, paying…

  19. Learning Dexterous Manipulation for a Soft Robotic Hand from Human Demonstration

    OpenAIRE

    2016-01-01

    Dexterous multi-fingered hands can accomplish fine manipulation behaviors that are infeasible with simple robotic grippers. However, sophisticated multi-fingered hands are often expensive and fragile. Low-cost soft hands offer an appealing alternative to more conventional devices, but present considerable challenges in sensing and actuation, making them difficult to apply to more complex manipulation tasks. In this paper, we describe an approach to learning from demonstration that can be used...

  20. Observational learning of a baseball-pitch: the effect of different model demonstrations

    OpenAIRE

    Ghorbani, Saeed

    2014-01-01

    The aim of the present research was to investigate the effects of observing different model demonstrations inclusive video, stick-figure and point-light models on observational learning of a Baseball pitch. 41 young adults performed 5 pretest trials, three blocks of 10 acquisition trials, and two retention tests of 5 trials in 10 min and one week after the last acquisition block. Kinematic pattern, movement form, and movement time of overall movement and movement phases were measured as depen...

  1. Active Learning Strategies for Introductory Light and Optics

    Science.gov (United States)

    Sokoloff, David R.

    2016-01-01

    There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among…

  2. Kinaesthetic Learning Activities and Learning about Solar Cells

    Science.gov (United States)

    Richards, A. J.; Etkina, Eugenia

    2013-01-01

    Kinaesthetic learning activities (KLAs) can be a valuable pedagogical tool for physics instructors. They have been shown to increase engagement, encourage participation and improve learning outcomes. This paper details several KLAs developed at Rutgers University for inclusion in an instructional unit about semiconductors, p-n junctions and solar…

  3. Kinaesthetic Learning Activities and Learning about Solar Cells

    Science.gov (United States)

    Richards, A. J.; Etkina, Eugenia

    2013-01-01

    Kinaesthetic learning activities (KLAs) can be a valuable pedagogical tool for physics instructors. They have been shown to increase engagement, encourage participation and improve learning outcomes. This paper details several KLAs developed at Rutgers University for inclusion in an instructional unit about semiconductors, p-n junctions and solar…

  4. Active learning of linear interatomic potentials

    CERN Document Server

    Podryabinkin, Evgeny V

    2016-01-01

    This paper introduces an active learning approach to the fitting of machine learning interatomic potentials. Our approach is based on the D-optimality criterion for selecting atomic configurations on which the potential is fitted. It is shown that the potentials fitted with this approach have improved transferability. Moreover, the proposed active learning approach is highly efficient in training potentials on the fly, ensuring that no extrapolation is attempted.

  5. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain;

    2010-01-01

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed....

  6. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

    2010-01-01

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed....

  7. Educators, Learners and Active Learning Methodologies

    Science.gov (United States)

    Kane, Liam

    2004-01-01

    Picking up from a previous publication in IJLE, the primary objective of this article is to engage in a critical analysis of the concept and practice of 'active' (including 'participatory') learning as well as the usefulness to educators of 'active learning methodologies'. Through a review of relevant literature and research, highlighting problems…

  8. Active Ageing, Active Learning: Policy and Provision in Hong Kong

    Science.gov (United States)

    Tam, M.

    2011-01-01

    This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realizing that learning is vital to active ageing, the Hong Kong government has implemented policies and…

  9. Piloting online WellnessRx learning modules: demonstration of developmental evaluation.

    Science.gov (United States)

    Kovacs Burns, Katharina; Gramlich, Leah; Bistritz, Lana; McCargar, Linda; Olson, Karin; Avdagovska, Melita

    2015-04-01

    WellnessRx is a health initiative focusing on healthy living through education, knowledge translation, and community engagement. Stakeholders of WellnessRx identified web-based education learning modules on nutrition and physical education as a priority to be integrated into existing health sciences curricula, as well as adapted for use by health professionals. Five learning modules were created with essential knowledge, skills, attitudes and resources or tools for health professional students and practitioners. As part of the 'developmental evaluation framework' for WellnessRx, two of these modules were piloted within two health professional student programs. This paper describes the pilot-evaluation experience involving student surveys, focus groups and interviews, and faculty perspectives. For both modules, student pre-post knowledge assessments indicated some improvements in post-module knowledge. Post module evaluations by students indicated benefits with the online delivery being flexible for access, self-health, case-based assessments and useful nutrition and physical activity guides. Challenges for students included their time to do the modules and the activity expectations. Instructors felt each module could be better targeted to different years within an undergraduate program. Through developmental evaluation, the pilot results along with recommendations and lessons learned provided the direction needed to further develop the WellnessRx logic model and proposed learning modules. Copyright © 2014 Elsevier Ltd. All rights reserved.

  10. Doing physical activity – not learning

    DEFF Research Database (Denmark)

    Jensen, Jens-Ole

    2017-01-01

    to Annerstedt’s (2008) analysis of PE, it seems crucial that if physical activities in schools should contribute to at least well-being and learning, the teaching content (the doing) and strategies must prioritize and engaging pupils in the inherent qualities of physical education (Kretchmar, 2000). References......Introduction In recent years there have been a raising critique concerning PE as a subject which is more concerned with keeping pupils physically active than insuring that they learn something (Annerstedt, 2008). In Denmark, this issue has been actualized in a new sense. In 2014, a new school...... reform with 45 minutes of daily physical activity was introduced to enhance the pupils’ health, well-being and learning capabilities. Instead of focusing on learning bodily skills, physical activities has become an instrument to improve learning in the academic subjects. Physical activities...

  11. Surprise responses in the human brain demonstrate statistical learning under high concurrent cognitive demand

    Science.gov (United States)

    Garrido, Marta Isabel; Teng, Chee Leong James; Taylor, Jeremy Alexander; Rowe, Elise Genevieve; Mattingley, Jason Brett

    2016-06-01

    The ability to learn about regularities in the environment and to make predictions about future events is fundamental for adaptive behaviour. We have previously shown that people can implicitly encode statistical regularities and detect violations therein, as reflected in neuronal responses to unpredictable events that carry a unique prediction error signature. In the real world, however, learning about regularities will often occur in the context of competing cognitive demands. Here we asked whether learning of statistical regularities is modulated by concurrent cognitive load. We compared electroencephalographic metrics associated with responses to pure-tone sounds with frequencies sampled from narrow or wide Gaussian distributions. We showed that outliers evoked a larger response than those in the centre of the stimulus distribution (i.e., an effect of surprise) and that this difference was greater for physically identical outliers in the narrow than in the broad distribution. These results demonstrate an early neurophysiological marker of the brain's ability to implicitly encode complex statistical structure in the environment. Moreover, we manipulated concurrent cognitive load by having participants perform a visual working memory task while listening to these streams of sounds. We again observed greater prediction error responses in the narrower distribution under both low and high cognitive load. Furthermore, there was no reliable reduction in prediction error magnitude under high-relative to low-cognitive load. Our findings suggest that statistical learning is not a capacity limited process, and that it proceeds automatically even when cognitive resources are taxed by concurrent demands.

  12. Mastering group leadership. An active learning experience.

    Science.gov (United States)

    Scheick, Dawn M

    2002-09-01

    Leading therapeutic groups is an underused but viable treatment role for nurses in all specialty areas. A dynamic psychoeducational group model provides structure as nurses invest and collaboratively participate to actively learn the group leader role. this article highlights the sequencing of instruction of group theory and skills with examples from a baccalaureate nursing curriculum. Samples from student journals reveal their growing assimilation of the group leader role as learners actively participated in groups, collaborated, and reflected on their learning. Examples of creatively adapted group exercises, as well as selected nursing group leader interventions, demonstrate group leadership as a skill that can increase nurses' repertoire of therapeutic responses. Therapeutic groups are both exciting and cost-effective treatment strategies for use with mentally ill clients. The skills of an accomplished group leader are transferable from within the psychiatric population to working with families, bereavement groups, and other client populations, ranging from people with diabetes to survivors of catastrophic crises. Group leadership ability complements the management and negotiation skills needed in professional nursing roles. When students and staff nurses grow in group leadership expertise, clients in various settings will be better served with this currently underused treatment option.

  13. Active Learning of Markov Decision Processes for System Verification

    DEFF Research Database (Denmark)

    Chen, Yingke; Nielsen, Thomas Dyhre

    2012-01-01

    of input/output observations. While alleviating the problem of manually constructing a system model, the collection/generation of observed system behaviors can also prove demanding. Consequently we seek to minimize the amount of data required. In this paper we propose an algorithm for learning...... deterministic Markov decision processes from data by actively guiding the selection of input actions. The algorithm is empirically analyzed by learning system models of slot machines, and it is demonstrated that the proposed active learning procedure can significantly reduce the amount of data required...... demanding process, and this shortcoming has motivated the development of algorithms for automatically learning system models from observed system behaviors. Recently, algorithms have been proposed for learning Markov decision process representations of reactive systems based on alternating sequences...

  14. Cognitive Neurostimulation: Learning to Volitionally Sustain Ventral Tegmental Area Activation.

    Science.gov (United States)

    MacInnes, Jeff J; Dickerson, Kathryn C; Chen, Nan-kuei; Adcock, R Alison

    2016-03-16

    Activation of the ventral tegmental area (VTA) and mesolimbic networks is essential to motivation, performance, and learning. Humans routinely attempt to motivate themselves, with unclear efficacy or impact on VTA networks. Using fMRI, we found untrained participants' motivational strategies failed to consistently activate VTA. After real-time VTA neurofeedback training, however, participants volitionally induced VTA activation without external aids, relative to baseline, Pre-test, and control groups. VTA self-activation was accompanied by increased mesolimbic network connectivity. Among two comparison groups (no neurofeedback, false neurofeedback) and an alternate neurofeedback group (nucleus accumbens), none sustained activation in target regions of interest nor increased VTA functional connectivity. The results comprise two novel demonstrations: learning and generalization after VTA neurofeedback training and the ability to sustain VTA activation without external reward or reward cues. These findings suggest theoretical alignment of ideas about motivation and midbrain physiology and the potential for generalizable interventions to improve performance and learning.

  15. Effectiveness of Demonstration and Lecture Methods in Learning Concept in Economics among Secondary School Students in Borno State, Nigeria

    Science.gov (United States)

    Muhammad, Amin Umar; Bala, Dauda; Ladu, Kolomi Mutah

    2016-01-01

    This study investigated the Effectiveness of Demonstration and Lecture Methods in Learning concepts in Economics among Secondary School Students in Borno state, Nigeria. Five objectives: to determine the effectiveness of demonstration method in learning economics concepts among secondary school students in Borno state, determine the effectiveness…

  16. Enhancing learning in geosciences and water engineering via lab activities

    Science.gov (United States)

    Valyrakis, Manousos; Cheng, Ming

    2016-04-01

    This study focuses on the utilisation of lab based activities to enhance the learning experience of engineering students studying Water Engineering and Geosciences. In particular, the use of modern highly visual and tangible presentation techniques within an appropriate laboratory based space are used to introduce undergraduate students to advanced engineering concepts. A specific lab activity, namely "Flood-City", is presented as a case study to enhance the active engagement rate, improve the learning experience of the students and better achieve the intended learning objectives of the course within a broad context of the engineering and geosciences curriculum. Such activities, have been used over the last few years from the Water Engineering group @ Glasgow, with success for outreach purposes (e.g. Glasgow Science Festival and demos at the Glasgow Science Centre and Kelvingrove museum). The activity involves a specific setup of the demonstration flume in a sand-box configuration, with elements and activities designed so as to gamely the overall learning activity. Social media platforms can also be used effectively to the same goals, particularly in cases were the students already engage in these online media. To assess the effectiveness of this activity a purpose designed questionnaire is offered to the students. Specifically, the questionnaire covers several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning (also assessed by follow-up quizzes), and methods of communication and assessment. The results, analysed to assess the effectiveness of the learning activity as the students perceive it, offer a promising potential for the use of such activities in outreach and learning.

  17. Learning models of activities involving interacting objects

    DEFF Research Database (Denmark)

    Manfredotti, Cristina; Pedersen, Kim Steenstrup; Hamilton, Howard J.;

    2013-01-01

    We propose the LEMAIO multi-layer framework, which makes use of hierarchical abstraction to learn models for activities involving multiple interacting objects from time sequences of data concerning the individual objects. Experiments in the sea navigation domain yielded learned models that were...... then successfully applied to activity recognition, activity simulation and multi-target tracking. Our method compares favourably with respect to previously reported results using Hidden Markov Models and Relational Particle Filtering....

  18. Is Teaching Simple Surgical Skills Using an Operant Learning Program More Effective Than Teaching by Demonstration?

    Science.gov (United States)

    Levy, I Martin; Pryor, Karen W; McKeon, Theresa R

    2016-04-01

    A surgical procedure is a complex behavior that can be constructed from foundation or component behaviors. Both the component and the composite behaviors built from them are much more likely to recur if it they are reinforced (operant learning). Behaviors in humans have been successfully reinforced using the acoustic stimulus from a mechanical clicker, where the clicker serves as a conditioned reinforcer that communicates in a way that is language- and judgment-free; however, to our knowledge, the use of operant-learning principles has not been formally evaluated for acquisition of surgical skills. Two surgical tasks were taught and compared using two teaching strategies: (1) an operant learning methodology using a conditioned, acoustic reinforcer (a clicker) for positive reinforcement; and (2) a more classical approach using demonstration alone. Our goal was to determine whether a group that is taught a surgical skill using an operant learning procedure would more precisely perform that skill than a group that is taught by demonstration alone. Two specific behaviors, "tying the locking, sliding knot" and "making a low-angle drill hole," were taught to the 2014 Postgraduate Year (PGY)-1 class and first- and second-year medical students, using an operant learning procedure incorporating precise scripts along with acoustic feedback. The control groups, composed of PGY-1 and -2 nonorthopaedic surgical residents and first- and second-year medical students, were taught using demonstration alone. The precision and speed of each behavior was recorded for each individual by a single experienced surgeon, skilled in operant learning. The groups were then compared. The operant learning group achieved better precision tying the locking, sliding knot than did the control group. Twelve of the 12 test group learners tied the knot and precisely performed all six component steps, whereas only four of the 12 control group learners tied the knot and correctly performed all six

  19. Learning to perform a new movement with robotic assistance: comparison of haptic guidance and visual demonstration

    Directory of Open Access Journals (Sweden)

    Reinkensmeyer DJ

    2006-08-01

    Full Text Available Abstract Background Mechanical guidance with a robotic device is a candidate technique for teaching people desired movement patterns during motor rehabilitation, surgery, and sports training, but it is unclear how effective this approach is as compared to visual demonstration alone. Further, little is known about motor learning and retention involved with either robot-mediated mechanical guidance or visual demonstration alone. Methods Healthy subjects (n = 20 attempted to reproduce a novel three-dimensional path after practicing it with mechanical guidance from a robot. Subjects viewed their arm as the robot guided it, so this "haptic guidance" training condition provided both somatosensory and visual input. Learning was compared to reproducing the movement following only visual observation of the robot moving along the path, with the hand in the lap (the "visual demonstration" training condition. Retention was assessed periodically by instructing the subjects to reproduce the path without robotic demonstration. Results Subjects improved in ability to reproduce the path following practice in the haptic guidance or visual demonstration training conditions, as evidenced by a 30–40% decrease in spatial error across 126 movement attempts in each condition. Performance gains were not significantly different between the two techniques, but there was a nearly significant trend for the visual demonstration condition to be better than the haptic guidance condition (p = 0.09. The 95% confidence interval of the mean difference between the techniques was at most 25% of the absolute error in the last cycle. When asked to reproduce the path repeatedly following either training condition, the subjects' performance degraded significantly over the course of a few trials. The tracing errors were not random, but instead were consistent with a systematic evolution toward another path, as if being drawn to an "attractor path". Conclusion These results indicate

  20. Of Heart & Kidneys: Hands-On Activities for Demonstrating Organ Function & Repair

    Science.gov (United States)

    Kao, Robert M.

    2014-01-01

    A major challenge in teaching organ development and disease is deconstructing a complex choreography of molecular and cellular changes over time into a linear stepwise process for students. As an entry toward learning developmental concepts, I propose two inexpensive hands-on activities to help facilitate learning of (1) how to identify defects in…

  1. Of Heart & Kidneys: Hands-On Activities for Demonstrating Organ Function & Repair

    Science.gov (United States)

    Kao, Robert M.

    2014-01-01

    A major challenge in teaching organ development and disease is deconstructing a complex choreography of molecular and cellular changes over time into a linear stepwise process for students. As an entry toward learning developmental concepts, I propose two inexpensive hands-on activities to help facilitate learning of (1) how to identify defects in…

  2. The Activity Theory Approach to Learning

    Directory of Open Access Journals (Sweden)

    Ritva Engeström

    2014-12-01

    Full Text Available In this paper the author offers a practical view of the theory-grounded research on education action. She draws on studies carried out at the Center for Research on Activity, Development and Learning (CRADLE at the University of Helsinki in Finland. In its work, the Center draws on cultural-historical activity theory (CHAT and is well-known for the theory of Expansive Learning and its more practical application called Developmental Work Research (DWR. These approaches are widely used to understand professional learning and have served as a theoreticaland methodological foundation for studies examining change and professional development in various human activities.

  3. Trajectory Learning for Robot Programming by Demonstration Using Hidden Markov Model and Dynamic Time Warping.

    Science.gov (United States)

    Vakanski, A; Mantegh, I; Irish, A; Janabi-Sharifi, F

    2012-08-01

    The main objective of this paper is to develop an efficient method for learning and reproduction of complex trajectories for robot programming by demonstration. Encoding of the demonstrated trajectories is performed with hidden Markov model, and generation of a generalized trajectory is achieved by using the concept of key points. Identification of the key points is based on significant changes in position and velocity in the demonstrated trajectories. The resulting sequences of trajectory key points are temporally aligned using the multidimensional dynamic time warping algorithm, and a generalized trajectory is obtained by smoothing spline interpolation of the clustered key points. The principal advantage of our proposed approach is utilization of the trajectory key points from all demonstrations for generation of a generalized trajectory. In addition, variability of the key points' clusters across the demonstrated set is employed for assigning weighting coefficients, resulting in a generalization procedure which accounts for the relevance of reproduction of different parts of the trajectories. The approach is verified experimentally for trajectories with two different levels of complexity.

  4. Neutron activation analysis for the demonstration of amphibolite rock-weathering activity of a yeast.

    Science.gov (United States)

    Rades-Rohkohl, E; Hirsch, P; Fränzle, O

    1979-12-01

    Neutron activation analysis was employed in a survey of weathering abilities of rock surface microorganisms. A yeast isolated from an amphibolite of a megalithic grave was found actively to concentrate, in media and in or on cells, iron and other elements when grown in the presence of ground rock. This was demonstrated by comparing a spectrum of neutron-activated amphibolite powder (particle size, 50 to 100 mum) with the spectra of neutron-activated, lyophilized yeast cells which had grown with or without amphibolite powder added to different media. The most active yeast (IFAM 1171) did not only solubilize Fe from the rock powder, but significant amounts of Co, Eu, Yb, Ca, Ba, Sc, Lu, Cr, Th, and U were also mobilized. The latter two elements occurred as natural radioactive isotopes in this amphibolite. When the yeast cells were grown with neutron-activated amphibolite, the cells contained the same elements. Furthermore, the growth medium contained Fe, Co, and Eu which had been solubilized from the amphibolite. This indicates the presence, in this yeast strain, of active rockweathering abilities as well as of uptake mechanisms for solubilized rock components.

  5. Learning models of activities involving interacting objects

    DEFF Research Database (Denmark)

    Manfredotti, Cristina; Pedersen, Kim Steenstrup; Hamilton, Howard J.;

    2013-01-01

    We propose the LEMAIO multi-layer framework, which makes use of hierarchical abstraction to learn models for activities involving multiple interacting objects from time sequences of data concerning the individual objects. Experiments in the sea navigation domain yielded learned models that were...

  6. Active Affective Learning for Accelerated Schools.

    Science.gov (United States)

    Richardson, Robert B.

    This paper provides the groundwork for Active Affective Learning and teaching adapted to the needs of the disadvantaged, at-risk students served by the Accelerated Schools Movement. One of the "golden rules" for the practice of Accelerated Learning, according to psychiatrist Georgi Lozanov, has been to maintain an "up-beat" classroom presentation…

  7. Learning models of activities involving interacting objects

    DEFF Research Database (Denmark)

    Manfredotti, Cristina; Pedersen, Kim Steenstrup; Hamilton, Howard J.

    2013-01-01

    We propose the LEMAIO multi-layer framework, which makes use of hierarchical abstraction to learn models for activities involving multiple interacting objects from time sequences of data concerning the individual objects. Experiments in the sea navigation domain yielded learned models that were t...

  8. Active Learning in Applied Ethics Instruction.

    Science.gov (United States)

    Brisin, Tom

    1995-01-01

    Describes an active learning strategy used in a college ethics course to direct students into exploring multiple perspectives in case studies. The technique expands on collaborative learning methods by adding role-playing and reflective writing. The technique has been successful in a journalism ethics course and is adaptable to any field in which…

  9. Behaviorally inhibited individuals demonstrate significantly enhanced conditioned response acquisition under non-optimal learning conditions.

    Science.gov (United States)

    Holloway, J L; Allen, M T; Myers, C E; Servatius, R J

    2014-03-15

    Behavioral inhibition (BI) is an anxiety vulnerability factor associated with hypervigilance to novel stimuli, threat, and ambiguous cues. The progression from anxiety risk to a clinical disorder is unknown, although the acquisition of defensive learning and avoidance may be a critical feature. As the expression of avoidance is also central to anxiety development, the present study examined avoidance acquisition as a function of inhibited temperament using classical eyeblink conditioning. Individuals were classified as behaviorally inhibited (BI) or non-inhibited (NI) based on combined scores from the Adult and Retrospective Measures of Behavioural Inhibition (AMBI and RMBI, respectively). Acquisition was assessed using delay, omission, or yoked conditioning schedules of reinforcement. Omission training was identical to delay, except that the emission of an eyeblink conditioned response (CR) resulted in omission of the unconditioned airpuff stimulus (US) on that trial. Each subject in the yoked group was matched on total BI score to a subject in the omission group, and received the same schedule of CS and US delivery, resulting in a partial reinforcement training schedule. Delay conditioning elicited significantly more CRs compared to the omission and yoked contingencies, the latter two of which did not differ from each other. Thus, acquisition of an avoidance response was not apparent. BI individuals demonstrated enhanced acquisition overall, while partial reinforcement training significantly distinguished between BI and NI groups. Enhanced learning in BI may be a function of an increased defensive learning capacity, or sensitivity to uncertainty. Further work examining the influence of BI on learning acquisition is important for understanding individual differences in disorder etiology in anxiety vulnerable cohorts.

  10. A Playbook for Data: Real-Life Scenario Demonstrates Learning Forward's Data Standard in Action

    Science.gov (United States)

    Hirsh, Stephanie; Hord, Shirley

    2012-01-01

    This article is an excerpt from "A Playbook for Professional Learning: Putting the Standards Into Action" (Learning Forward, 2012). Written by Learning Forward Executive Director Stephanie Hirsh and Scholar Laureate Shirley Hord, "A Playbook for Professional Learning" provides those who work in professional learning with readily accessible…

  11. Metalinguistic Activity in Learning to Write

    NARCIS (Netherlands)

    Camps, Anna; Milian, Marta

    1999-01-01

    The volume presents empirical research on metalinguistic activity in the process of learning and teaching of writing. Contributions from educational psychologists, researchers in language education, and cognitive psychologists from different countries will address the incidence of metalinguistic act

  12. Activating teaching methods, studying responses and learning

    OpenAIRE

    Christensen, Hans Peter; Vigild, Martin E.; Thomsen, Erik; Szabo, Peter; Horsewell, Andy

    2009-01-01

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed. Peer Reviewed

  13. Metalinguistic Activity in Learning to Write

    NARCIS (Netherlands)

    Camps, Anna; Milian, Marta

    1999-01-01

    The volume presents empirical research on metalinguistic activity in the process of learning and teaching of writing. Contributions from educational psychologists, researchers in language education, and cognitive psychologists from different countries will address the incidence of metalinguistic act

  14. An Active Learning Exercise for Introducing Agent-Based Modeling

    Science.gov (United States)

    Pinder, Jonathan P.

    2013-01-01

    Recent developments in agent-based modeling as a method of systems analysis and optimization indicate that students in business analytics need an introduction to the terminology, concepts, and framework of agent-based modeling. This article presents an active learning exercise for MBA students in business analytics that demonstrates agent-based…

  15. Learning by Doing: An Empirical Study of Active Teaching Techniques

    Science.gov (United States)

    Hackathorn, Jana; Solomon, Erin D.; Blankmeyer, Kate L.; Tennial, Rachel E.; Garczynski, Amy M.

    2011-01-01

    The current study sought to examine the effectiveness of four teaching techniques (lecture, demonstrations, discussions, and in-class activities) in the classroom. As each technique offers different benefits to the instructor and students, each technique was expected to aid in a different depth of learning. The current findings indicated that each…

  16. Reward and reinforcement activity in the nucleus accumbens during learning

    Directory of Open Access Journals (Sweden)

    John Thomas Gale

    2014-04-01

    Full Text Available The nucleus accumbens core (NAcc has been implicated in learning associations between sensory cues and profitable motor responses. However, the precise mechanisms that underlie these functions remain unclear. We recorded single-neuron activity from the NAcc of primates trained to perform a visual-motor associative learning task. During learning, we found two distinct classes of NAcc neurons. The first class demonstrated progressive increases in firing rates at the go-cue, feedback/tone and reward epochs of the task, as novel associations were learned. This suggests that these neurons may play a role in the exploitation of rewarding behaviors. In contrast, the second class exhibited attenuated firing rates, but only at the reward epoch of the task. These findings suggest that some NAcc neurons play a role in reward-based reinforcement during learning.

  17. Dopamine, reward learning, and active inference

    Directory of Open Access Journals (Sweden)

    Thomas eFitzgerald

    2015-11-01

    Full Text Available Temporal difference learning models propose phasic dopamine signalling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behaviour. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings.

  18. People with Learning Disabilities and "Active Ageing"

    Science.gov (United States)

    Foster, Liam; Boxall, Kathy

    2015-01-01

    Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…

  19. People with Learning Disabilities and "Active Ageing"

    Science.gov (United States)

    Foster, Liam; Boxall, Kathy

    2015-01-01

    Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…

  20. Active Learning in Large Classes

    DEFF Research Database (Denmark)

    Gørtz, Inge Li

    2011-01-01

    the lectures in the course. The main idea is to use inductive, case-based learning, with many small exercises/ discussions during the lectures. We describe a framework for the lectures, that most lectures in the class were based on. The framework contains the conceive, design, and implement stage from the CDIO...

  1. Active Learning Works! Until It Doesn't: Measuring the Effectiveness of Activity-Based Learning Exercises on Information Anxiety

    Science.gov (United States)

    Halpern, Rebecca

    2016-01-01

    This study served to investigate how information literacy instruction can alleviate information anxiety in online learners. While there has been much research to demonstrate that hands-on or activity-based learning is beneficial in reducing library anxiety, those studies have not been conducted for the online classroom. Using a required,…

  2. Active learning approach in Moodle for the organization of student’s self-study practice-based learning activities

    Directory of Open Access Journals (Sweden)

    Ivanova Veronica

    2016-01-01

    Full Text Available Nowadays e-learning tools and delivery methods have been constantly expanding. Employs use e-learning to train their employees more often and often. New and experienced employees have the opportunity to improve upon their knowledge base and expand their skill sets. At home, individuals are granted the access to the programs that provided them with the ability to earn online degrees and enrich their lives through the expanded knowledge. The paper focuses on the analysis of the advantages and disadvantages of e- learning. The ways of applying on-line training used by employers are demonstrated. The experience of implementing active methods of e-learning is described as well as the conclusion about the possibility of their application is made. The paper also presents the results of the survey conducted among TPU teacher and students concerning the advisability of e-learning usage.

  3. Teachers' Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes

    Science.gov (United States)

    Kyndt, Eva; Gijbels, David; Grosemans, Ilke; Donche, Vincent

    2016-01-01

    Although a lot is known about teacher development by means of formal learning activities, research on teachers' everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers' informal learning to identify teachers' learning activities, antecedents for informal learning, and learning outcomes. In…

  4. Students’ mathematical learning in modelling activities

    DEFF Research Database (Denmark)

    Kjeldsen, Tinne Hoff; Blomhøj, Morten

    2013-01-01

    Ten years of experience with analyses of students’ learning in a modelling course for first year university students, led us to see modelling as a didactical activity with the dual goal of developing students’ modelling competency and enhancing their conceptual learning of mathematical concepts...... involved. We argue that progress in students’ conceptual learning needs to be conceptualised separately from that of progress in their modelling competency. Findings are that modelling activities open a window to the students’ images of the mathematical concepts involved; that modelling activities can...... create and help overcome hidden cognitive conflicts in students’ understanding; that reflections within modelling can play an important role for the students’ learning of mathematics. These findings are illustrated with a modelling project concerning the world population....

  5. Active Learning for Developing Personalized Treatment

    CERN Document Server

    Deng, Kun; Murphy, Susan A

    2012-01-01

    The personalization of treatment via bio-markers and other risk categories has drawn increasing interest among clinical scientists. Personalized treatment strategies can be learned using data from clinical trials, but such trials are very costly to run. This paper explores the use of active learning techniques to design more efficient trials, addressing issues such as whom to recruit, at what point in the trial, and which treatment to assign, throughout the duration of the trial. We propose a minimax bandit model with two different optimization criteria, and discuss the computational challenges and issues pertaining to this approach. We evaluate our active learning policies using both simulated data, and data modeled after a clinical trial for treating depressed individuals, and contrast our methods with other plausible active learning policies.

  6. Manifold Regularized Experimental Design for Active Learning.

    Science.gov (United States)

    Zhang, Lining; Shum, Hubert P H; Shao, Ling

    2016-12-02

    Various machine learning and data mining tasks in classification require abundant data samples to be labeled for training. Conventional active learning methods aim at labeling the most informative samples for alleviating the labor of the user. Many previous studies in active learning select one sample after another in a greedy manner. However, this is not very effective because the classification models has to be retrained for each newly labeled sample. Moreover, many popular active learning approaches utilize the most uncertain samples by leveraging the classification hyperplane of the classifier, which is not appropriate since the classification hyperplane is inaccurate when the training data are small-sized. The problem of insufficient training data in real-world systems limits the potential applications of these approaches. This paper presents a novel method of active learning called manifold regularized experimental design (MRED), which can label multiple informative samples at one time for training. In addition, MRED gives an explicit geometric explanation for the selected samples to be labeled by the user. Different from existing active learning methods, our method avoids the intrinsic problems caused by insufficiently labeled samples in real-world applications. Various experiments on synthetic datasets, the Yale face database and the Corel image database have been carried out to show how MRED outperforms existing methods.

  7. A novel extended Granger Causal Model approach demonstrates brain hemispheric differences during face recognition learning.

    Directory of Open Access Journals (Sweden)

    Tian Ge

    2009-11-01

    Full Text Available Two main approaches in exploring causal relationships in biological systems using time-series data are the application of Dynamic Causal model (DCM and Granger Causal model (GCM. These have been extensively applied to brain imaging data and are also readily applicable to a wide range of temporal changes involving genes, proteins or metabolic pathways. However, these two approaches have always been considered to be radically different from each other and therefore used independently. Here we present a novel approach which is an extension of Granger Causal model and also shares the features of the bilinear approximation of Dynamic Causal model. We have first tested the efficacy of the extended GCM by applying it extensively in toy models in both time and frequency domains and then applied it to local field potential recording data collected from in vivo multi-electrode array experiments. We demonstrate face discrimination learning-induced changes in inter- and intra-hemispheric connectivity and in the hemispheric predominance of theta and gamma frequency oscillations in sheep inferotemporal cortex. The results provide the first evidence for connectivity changes between and within left and right inferotemporal cortexes as a result of face recognition learning.

  8. Actively learning object names across ambiguous situations.

    Science.gov (United States)

    Kachergis, George; Yu, Chen; Shiffrin, Richard M

    2013-01-01

    Previous research shows that people can use the co-occurrence of words and objects in ambiguous situations (i.e., containing multiple words and objects) to learn word meanings during a brief passive training period (Yu & Smith, 2007). However, learners in the world are not completely passive but can affect how their environment is structured by moving their heads, eyes, and even objects. These actions can indicate attention to a language teacher, who may then be more likely to name the attended objects. Using a novel active learning paradigm in which learners choose which four objects they would like to see named on each successive trial, this study asks whether active learning is superior to passive learning in a cross-situational word learning context. Finding that learners perform better in active learning, we investigate the strategies and discover that most learners use immediate repetition to disambiguate pairings. Unexpectedly, we find that learners who repeat only one pair per trial--an easy way to infer this pair-perform worse than those who repeat multiple pairs per trial. Using a working memory extension to an associative model of word learning with uncertainty and familiarity biases, we investigate individual differences that correlate with these assorted strategies. Copyright © 2013 Cognitive Science Society, Inc.

  9. Semantic-gap-oriented active learning for multilabel image annotation.

    Science.gov (United States)

    Tang, Jinhui; Zha, Zheng-Jun; Tao, Dacheng; Chua, Tat-Seng

    2012-04-01

    User interaction is an effective way to handle the semantic gap problem in image annotation. To minimize user effort in the interactions, many active learning methods were proposed. These methods treat the semantic concepts individually or correlatively. However, they still neglect the key motivation of user feedback: to tackle the semantic gap. The size of the semantic gap of each concept is an important factor that affects the performance of user feedback. User should pay more efforts to the concepts with large semantic gaps, and vice versa. In this paper, we propose a semantic-gap-oriented active learning method, which incorporates the semantic gap measure into the information-minimization-based sample selection strategy. The basic learning model used in the active learning framework is an extended multilabel version of the sparse-graph-based semisupervised learning method that incorporates the semantic correlation. Extensive experiments conducted on two benchmark image data sets demonstrated the importance of bringing the semantic gap measure into the active learning process.

  10. Theoretical Foundations of Active Learning

    Science.gov (United States)

    2009-05-01

    on the rate of convergence of the loss of an estimator, as a function of the number of labeled examples observed [e.g., Benedek and Itai, 1988...classes. In a personal communication, John Lang - ford reported that he and Rui Castro determined such improvements are in fact achieved by A2 for the...1537, 2005. 2.8 G. Benedek and A. Itai. Learnability by fixed distributions. In Proc. of the First Workshop on Computational Learning Theory, pages 80

  11. Quantum Speedup for Active Learning Agents

    Directory of Open Access Journals (Sweden)

    Giuseppe Davide Paparo

    2014-07-01

    Full Text Available Can quantum mechanics help us build intelligent learning agents? A defining signature of intelligent behavior is the capacity to learn from experience. However, a major bottleneck for agents to learn in real-life situations is the size and complexity of the corresponding task environment. Even in a moderately realistic environment, it may simply take too long to rationally respond to a given situation. If the environment is impatient, allowing only a certain time for a response, an agent may then be unable to cope with the situation and to learn at all. Here, we show that quantum physics can help and provide a quadratic speedup for active learning as a genuine problem of artificial intelligence. This result will be particularly relevant for applications involving complex task environments.

  12. Learning, Learning Analytics, Activity Visualisation and Open learner Model

    DEFF Research Database (Denmark)

    Bull, Susan; Kickmeier-Rust, Michael; Vatrapu, Ravi

    2013-01-01

    This paper draws on visualisation approaches in learning analytics, considering how classroom visualisations can come together in practice. We suggest an open learner model in situations where many tools and activity visualisations produce more visual information than can be readily interpreted....

  13. Demonstrations of LSS active vibration control technology on representative ground-based testbeds

    Science.gov (United States)

    Hyland, David C.; Phillips, Douglas J.; Collins, Emmanuel G., Jr.

    1991-01-01

    This paper describes two experiments which successfully demonstrate control of flexible structures. The first experiment involved control design and implementation for the ACES structure at NASA Marshall Space Flight Center, while the second experiment was conducted using the Multi-Hex Prototype structure. The paper concludes with some remarks on the lessons learned from conducting these experiments.

  14. Active learning in optics and photonics

    Science.gov (United States)

    Niemela, Joseph J.

    2016-09-01

    Active learning in optics and photonics (ALOP) is a program of the International Basic Sciences Program at UNESCO, in collaboration with the Abdus Salam International Centre for Theoretical Physics (ICTP) and supported by SPIE, which is designed to help teachers in the developing world attract and retain students in the physical sciences. Using optics and photonics, it naturally attracts the interest of students and can be implemented using relatively low cost technologies, so that it can be more easily reproduced locally. The active learning methodology is student-centered, meaning the teachers give up the role of lecturer in favor of guiding and facilitating a learning process in which students engage in hands-on activities and active peer-peer discussions, and is shown to effectively enhance basic conceptual understanding of physics.

  15. Spontaneous brain activity predicts learning ability of foreign sounds.

    Science.gov (United States)

    Ventura-Campos, Noelia; Sanjuán, Ana; González, Julio; Palomar-García, María-Ángeles; Rodríguez-Pujadas, Aina; Sebastián-Gallés, Núria; Deco, Gustavo; Ávila, César

    2013-05-29

    Can learning capacity of the human brain be predicted from initial spontaneous functional connectivity (FC) between brain areas involved in a task? We combined task-related functional magnetic resonance imaging (fMRI) and resting-state fMRI (rs-fMRI) before and after training with a Hindi dental-retroflex nonnative contrast. Previous fMRI results were replicated, demonstrating that this learning recruited the left insula/frontal operculum and the left superior parietal lobe, among other areas of the brain. Crucially, resting-state FC (rs-FC) between these two areas at pretraining predicted individual differences in learning outcomes after distributed (Experiment 1) and intensive training (Experiment 2). Furthermore, this rs-FC was reduced at posttraining, a change that may also account for learning. Finally, resting-state network analyses showed that the mechanism underlying this reduction of rs-FC was mainly a transfer in intrinsic activity of the left frontal operculum/anterior insula from the left frontoparietal network to the salience network. Thus, rs-FC may contribute to predict learning ability and to understand how learning modifies the functioning of the brain. The discovery of this correspondence between initial spontaneous brain activity in task-related areas and posttraining performance opens new avenues to find predictors of learning capacities in the brain using task-related fMRI and rs-fMRI combined.

  16. Efficient exploration through active learning for value function approximation in reinforcement learning.

    Science.gov (United States)

    Akiyama, Takayuki; Hachiya, Hirotaka; Sugiyama, Masashi

    2010-06-01

    Appropriately designing sampling policies is highly important for obtaining better control policies in reinforcement learning. In this paper, we first show that the least-squares policy iteration (LSPI) framework allows us to employ statistical active learning methods for linear regression. Then we propose a design method of good sampling policies for efficient exploration, which is particularly useful when the sampling cost of immediate rewards is high. The effectiveness of the proposed method, which we call active policy iteration (API), is demonstrated through simulations with a batting robot.

  17. Grooming. Instructor's Packet. Learning Activity Package.

    Science.gov (United States)

    Stark, Pamela

    This instructor's packet accompanies the learning activity package (LAP) on grooming. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, an additional resources list, and student completion cards to issue to students as an…

  18. Karyotype Analysis Activity: A Constructivist Learning Design

    Science.gov (United States)

    Ahmed, Noveera T.

    2015-01-01

    This classroom activity is based on a constructivist learning design and engages students in physically constructing a karyotype of three mock patients. Students then diagnose the chromosomal aneuploidy based on the karyotype, list the symptoms associated with the disorder, and discuss the implications of the diagnosis. This activity is targeted…

  19. Oral Hygiene. Instructor's Packet. Learning Activity Package.

    Science.gov (United States)

    Hime, Kirsten

    This instructor's packet accompanies the learning activity package (LAP) on oral hygiene. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, additional resources (student handouts), student performance checklists for both…

  20. A Planning Tool for Incorporating Backward Design, Active Learning, and Authentic Assessment in the College Classroom

    Science.gov (United States)

    Reynolds, Heather L.; Kearns, Katherine Dowell

    2017-01-01

    Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the classroom activities that would support the learning outcomes. With demonstrated success at improving…

  1. How should we measure online learning activity?

    Directory of Open Access Journals (Sweden)

    Tim O'Riordan

    2016-07-01

    Full Text Available The proliferation of Web-based learning objects makes finding and evaluating resources a considerable hurdle for learners to overcome. While established learning analytics methods provide feedback that can aid learner evaluation of learning resources, the adequacy and reliability of these methods is questioned. Because engagement with online learning is different from other Web activity, it is important to establish pedagogically relevant measures that can aid the development of distinct, automated analysis systems. Content analysis is often used to examine online discussion in educational settings, but these instruments are rarely compared with each other which leads to uncertainty regarding their validity and reliability. In this study, participation in Massive Open Online Course (MOOC comment forums was evaluated using four different analytical approaches: the Digital Artefacts for Learning Engagement (DiAL-e framework, Bloom's Taxonomy, Structure of Observed Learning Outcomes (SOLO and Community of Inquiry (CoI. Results from this study indicate that different approaches to measuring cognitive activity are closely correlated and are distinct from typical interaction measures. This suggests that computational approaches to pedagogical analysis may provide useful insights into learning processes.

  2. Sequence learning in differentially activated dendrites

    DEFF Research Database (Denmark)

    Nielsen, Bjørn Gilbert

    2003-01-01

    . It is proposed that the neural machinery required in such a learning/retrieval mechanism could involve the NMDA receptor, in conjunction with the ability of dendrites to maintain differentially activated regions. In particular, it is suggested that such a parcellation of the dendrite allows the neuron...... to participate in multiple sequences, which can be learned without suffering from the 'wash-out' of synaptic efficacy associated with superimposition of training patterns. This is a biologically plausible solution to the stability-plasticity dilemma of learning in neural networks....

  3. Active and passive contributions to spatial learning.

    Science.gov (United States)

    Chrastil, Elizabeth R; Warren, William H

    2012-02-01

    It seems intuitively obvious that active exploration of a new environment will lead to better spatial learning than will passive exposure. However, the literature on this issue is decidedly mixed-in part, because the concept itself is not well defined. We identify five potential components of active spatial learning and review the evidence regarding their role in the acquisition of landmark, route, and survey knowledge. We find that (1) idiothetic information in walking contributes to metric survey knowledge, (2) there is little evidence as yet that decision making during exploration contributes to route or survey knowledge, (3) attention to place-action associations and relevant spatial relations contributes to route and survey knowledge, although landmarks and boundaries appear to be learned without effort, (4) route and survey information are differentially encoded in subunits of working memory, and (5) there is preliminary evidence that mental manipulation of such properties facilitates spatial learning. Idiothetic information appears to be necessary to reveal the influence of attention and, possibly, decision making in survey learning, which may explain the mixed results in desktop virtual reality. Thus, there is indeed an active advantage in spatial learning, which manifests itself in the task-dependent acquisition of route and survey knowledge.

  4. Activating Teaching for Quality Learning

    DEFF Research Database (Denmark)

    Zhurbenko, Vitaliy

    2013-01-01

    Activating teaching is an educational concept which is based on active participation of students in the study process. It is becoming an alternative to more typical approach where the teacher will just lecture and the students will take notes. The study described in this paper considers student...... activating teaching methods focusing on those based on knowledge dissemination. The practical aspects of the implemented teaching method are considered, and employed assessment methods and tools are discussed....

  5. Effects of Active Learning Classrooms on Student Learning: A Two-Year Empirical Investigation on Student Perceptions and Academic Performance

    Science.gov (United States)

    Chiu, Pit Ho Patrio; Cheng, Shuk Han

    2017-01-01

    Recent studies on active learning classrooms (ACLs) have demonstrated their positive influence on student learning. However, most of the research evidence is derived from a few subject-specific courses or limited student enrolment. Empirical studies on this topic involving large student populations are rare. The present work involved a large-scale…

  6. An environment for studying collaborative learning activities

    Directory of Open Access Journals (Sweden)

    Meletis Margaritis

    2004-04-01

    Full Text Available Studies of collaborative learning activities often involve analyses of dialogue and interaction as well as analyses of tasks and actors’ roles through ethnographic and other field experiments. Adequate analysis tools can facilitate these studies. In this paper, we discuss key requirements of interaction and collaboration analysis tools. We indicate how these requirements lead to the design of new analysis environments. These environments support annotation and analysis of various kinds of collected data in order to study collaborative learning activities. An important characteristic of these tools is their support for a structure of annotations of various levels of abstraction, through which an activity can be interpreted and presented. This can serve as a tool for reflection and interpretation as well as for facilitation of research in collaborative learning.

  7. Active learning techniques for librarians practical examples

    CERN Document Server

    Walsh, Andrew

    2010-01-01

    A practical work outlining the theory and practice of using active learning techniques in library settings. It explains the theory of active learning and argues for its importance in our teaching and is illustrated using a large number of examples of techniques that can be easily transferred and used in teaching library and information skills to a range of learners within all library sectors. These practical examples recognise that for most of us involved in teaching library and information skills the one off session is the norm, so we need techniques that allow us to quickly grab and hold our

  8. Reconstructing Causal Biological Networks through Active Learning.

    Directory of Open Access Journals (Sweden)

    Hyunghoon Cho

    Full Text Available Reverse-engineering of biological networks is a central problem in systems biology. The use of intervention data, such as gene knockouts or knockdowns, is typically used for teasing apart causal relationships among genes. Under time or resource constraints, one needs to carefully choose which intervention experiments to carry out. Previous approaches for selecting most informative interventions have largely been focused on discrete Bayesian networks. However, continuous Bayesian networks are of great practical interest, especially in the study of complex biological systems and their quantitative properties. In this work, we present an efficient, information-theoretic active learning algorithm for Gaussian Bayesian networks (GBNs, which serve as important models for gene regulatory networks. In addition to providing linear-algebraic insights unique to GBNs, leading to significant runtime improvements, we demonstrate the effectiveness of our method on data simulated with GBNs and the DREAM4 network inference challenge data sets. Our method generally leads to faster recovery of underlying network structure and faster convergence to final distribution of confidence scores over candidate graph structures using the full data, in comparison to random selection of intervention experiments.

  9. Embedding responses in spontaneous neural activity shaped through sequential learning.

    Directory of Open Access Journals (Sweden)

    Tomoki Kurikawa

    Full Text Available Recent experimental measurements have demonstrated that spontaneous neural activity in the absence of explicit external stimuli has remarkable spatiotemporal structure. This spontaneous activity has also been shown to play a key role in the response to external stimuli. To better understand this role, we proposed a viewpoint, "memories-as-bifurcations," that differs from the traditional "memories-as-attractors" viewpoint. Memory recall from the memories-as-bifurcations viewpoint occurs when the spontaneous neural activity is changed to an appropriate output activity upon application of an input, known as a bifurcation in dynamical systems theory, wherein the input modifies the flow structure of the neural dynamics. Learning, then, is a process that helps create neural dynamical systems such that a target output pattern is generated as an attractor upon a given input. Based on this novel viewpoint, we introduce in this paper an associative memory model with a sequential learning process. Using a simple hebbian-type learning, the model is able to memorize a large number of input/output mappings. The neural dynamics shaped through the learning exhibit different bifurcations to make the requested targets stable upon an increase in the input, and the neural activity in the absence of input shows chaotic dynamics with occasional approaches to the memorized target patterns. These results suggest that these dynamics facilitate the bifurcations to each target attractor upon application of the corresponding input, which thus increases the capacity for learning. This theoretical finding about the behavior of the spontaneous neural activity is consistent with recent experimental observations in which the neural activity without stimuli wanders among patterns evoked by previously applied signals. In addition, the neural networks shaped by learning properly reflect the correlations of input and target-output patterns in a similar manner to those designed in

  10. Active Learning in Engineering Education: A (Re)Introduction

    Science.gov (United States)

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network "Active Learning in Engineering Education" (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners…

  11. Lessons learned from U.S. Department of Defense 911-Bio Advanced Concept Technology Demonstrations.

    Energy Technology Data Exchange (ETDEWEB)

    Baldwin, T.; Gasper, W.; Lacher, L.; Newsom, D.; Yantosik, G.

    1999-07-06

    The US Department of Defense (DoD), in cooperation with other federal agencies, has taken many initiatives to improve its ability to support civilian response to a domestic biological terrorism incident. This paper discusses one initiative, the 911-Bio Advanced Concept Technology Demonstrations (ACTDs), conducted by the Office of the Secretary of Defense during 1997 to better understand: (1) the capability of newly developed chemical and biological collection and identification technologies in a field environment; (2) the ability of specialized DoD response teams to use these new technologies within the structure of cooperating DoD and civilian consequence management organizations; and (3) the adequacy of current modeling tools for predicting the dispersal of biological hazards. This paper discusses the experience of the ACTDs from the civilian community support perspective. The 911-Bio ACTD project provided a valuable opportunity for DoD and civilian officials to learn how they should use their combined capabilities to manage the aftermath of a domestic biological terrorism incident.

  12. Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning.

    Science.gov (United States)

    Schonfeld, David J; Adams, Ryan E; Fredstrom, Bridget K; Weissberg, Roger P; Gilman, Richard; Voyce, Charlene; Tomlin, Ricarda; Speese-Linehan, Dee

    2015-09-01

    This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article.

  13. Astronomy Learning Activities for Tablets

    Science.gov (United States)

    Pilachowski, Catherine A.; Morris, Frank

    2015-08-01

    Four web-based tools allow students to manipulate astronomical data to learn concepts in astronomy. The tools are HTML5, CSS3, Javascript-based applications that provide access to the content on iPad and Android tablets. The first tool “Three Color” allows students to combine monochrome astronomical images taken through different color filters or in different wavelength regions into a single color image. The second tool “Star Clusters” allows students to compare images of stars in clusters with a pre-defined template of colors and sizes in order to produce color-magnitude diagrams to determine cluster ages. The third tool adapts Travis Rector’s “NovaSearch” to allow students to examine images of the central regions of the Andromeda Galaxy to find novae. After students find a nova, they are able to measure the time over which the nova fades away. A fourth tool, Proper Pair, allows students to interact with Hipparcos data to evaluate close double stars are physical binaries or chance superpositions. Further information and access to these web-based tools are available at www.astro.indiana.edu/ala/.

  14. Using Oceanography to Support Active Learning

    Science.gov (United States)

    Byfield, V.

    2012-04-01

    Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from

  15. Transfer active learning by querying committee

    Institute of Scientific and Technical Information of China (English)

    Hao SHAO; Feng TAO; Rui XU

    2014-01-01

    In real applications of inductive learning for classifi cation, labeled instances are often defi cient, and labeling them by an oracle is often expensive and time-consuming. Active learning on a single task aims to select only informative unlabeled instances for querying to improve the classifi cation accuracy while decreasing the querying cost. However, an inevitable problem in active learning is that the informative measures for selecting queries are commonly based on the initial hypotheses sampled from only a few labeled instances. In such a circumstance, the initial hypotheses are not reliable and may deviate from the true distribution underlying the target task. Consequently, the informative measures will possibly select irrelevant instances. A promising way to compensate this problem is to borrow useful knowledge from other sources with abundant labeled information, which is called transfer learning. However, a signifi cant challenge in transfer learning is how to measure the similarity between the source and the target tasks. One needs to be aware of different distributions or label assignments from unrelated source tasks;otherwise, they will lead to degenerated performance while transferring. Also, how to design an effective strategy to avoid selecting irrelevant samples to query is still an open question. To tackle these issues, we propose a hybrid algorithm for active learning with the help of transfer learning by adopting a divergence measure to alleviate the negative transfer caused by distribution differences. To avoid querying irrelevant instances, we also present an adaptive strategy which could eliminate unnecessary instances in the input space and models in the model space. Extensive experiments on both the synthetic and the real data sets show that the proposed algorithm is able to query fewer instances with a higher accuracy and that it converges faster than the state-of-the-art methods.

  16. Teaching engineering with autonomous learning activities

    Directory of Open Access Journals (Sweden)

    Beatriz Otero

    2015-09-01

    Full Text Available This paper proposes several activities that encourage self-learning in engineering courses. For each activity, the context and the pedagogical issues addressed are described emphasizing strengths and weaknesses. Specifically, this work describes and implements five activities, which are: questionnaires, conceptual maps, videos, jigsaw and projects. These activities are applied in seven different knowledge fields and are conducted individually or in group depending on the nature of the subject and of the activity. Furthermore, this paper shows how the same activity can be applied in subjects of different years and how the implementation level changes, depending on the course in which it is conducted. The activities proposed have been introduced in engineering courses, but they can also be applied in any other knowledge field. Finally, the paper proposes four rubrics to assess three of the proposed activities (videos, jigsaw and project, being two of them for the project activity.

  17. Signs of learning in kinaesthetic science activities

    DEFF Research Database (Denmark)

    Bruun, Jesper; Johannsen, Bjørn Friis

    to couple an embodied experience of physics with the language of physics through dialogue. We propose that kinaesthetic learning is a way of integrating a bodily experience into a formal system of signs, in this case, force and motion in physics, but ask: to a teacher or researcher, what signs exist......The study addresses how students use communicative signs (e.g., speech and gesture) to shape and develop cognitive schemas during a bodily exploration of force and motion in a physics teaching-learning activity. We see ‘the experiential gestalt of causation’ as a cognitive element that may be used......?”). The analysis is conducted by searching the data to find episodes that illustrate student activity which can serve as a sign of the object that the ‘experiential gestalt of causation’ is employed in the construction of the intended learning outcome. In essence, we study a chaotic but authentic teaching...

  18. Active Learning: The Dewey, Piaget, Vygotsky, and Constructivist Theory Perspectives

    Directory of Open Access Journals (Sweden)

    Pardjono Pardjono

    2016-02-01

    Full Text Available Active Learning Approach has long been implemented in Indonesian schools, and until now the implementation of Active Learning Approach remains to be suggested to improve the quality of learning process in Indonesian classrooms. However, the constraint is still on the definition of active learning itself. This article discusses the nature of Active Learning from the perspectives of four theories: Dewey's theory of progressive education, Piaget's theory of assimilation and accommodation, Vygotsky's theory of social context and zone of proximal development, and theory of constructivism. The discussion involves the nature of knowledge, learning, and teaching including the roles of teachers in active learning based on the four theories

  19. Learning Activity Package, Algebra-Trigonometry.

    Science.gov (United States)

    Holland, Bill

    A series of ten teacher-prepared Learning Activity Packages (LAPs) in advanced algebra and trigonometry, the units cover logic; absolute value, inequalities, exponents, and complex numbers; functions; higher degree equations and the derivative; the trigonometric function; graphs and applications of the trigonometric functions; sequences and…

  20. Active Learning Strategies in Physics Teaching

    Science.gov (United States)

    Karamustafaoglu, Orhan

    2009-01-01

    The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

  1. Accounting for Sustainability: An Active Learning Assignment

    Science.gov (United States)

    Gusc, Joanna; van Veen-Dirks, Paula

    2017-01-01

    Purpose: Sustainability is one of the newer topics in the accounting courses taught in university teaching programs. The active learning assignment as described in this paper was developed for use in an accounting course in an undergraduate program. The aim was to enhance teaching about sustainability within such a course. The purpose of this…

  2. World War II Memorial Learning Activities.

    Science.gov (United States)

    Tennessee State Dept. of Education, Nashville.

    These learning activities can help students get the most out of a visit to the Tennessee World War II Memorial, a group of ten pylons located in Nashville (Tennessee). Each pylon contains informational text about the events of World War II. The ten pylons are listed as: (1) "Pylon E-1--Terror: America Enters the War against Fascism, June…

  3. Teaching Research Methodology through Active Learning

    Science.gov (United States)

    Lundahl, Brad W.

    2008-01-01

    To complement traditional learning activities in a masters-level research methodology course, social work students worked on a formal research project which involved: designing the study, constructing measures, selecting a sampling strategy, collecting data, reducing and analyzing data, and finally interpreting and communicating the results. The…

  4. Active Learning in the Physics Classroom

    Science.gov (United States)

    Naron, Carol

    Many students enter physics classes filled with misconceptions about physics concepts. Students tend to retain these misconceptions into their adult lives, even after physics instruction. Constructivist researchers have found that students gain understanding through their experiences. Researchers have also found that active learning practices increase conceptual understanding of introductory physics students. This project study sought to examine whether incorporating active learning practices in an advanced placement physics classroom increased conceptual understanding as measured by the force concept inventory (FCI). Physics students at the study site were given the FCI as both a pre- and posttest. Test data were analyzed using two different methods---a repeated-measures t test and the Hake gain method. The results of this research project showed that test score gains were statistically significant, as measured by the t test. The Hake gain results indicated a low (22.5%) gain for the class. The resulting project was a curriculum plan for teaching the mechanics portion of Advanced Placement (AP) physics B as well as several active learning classroom practices supported by the research. This project will allow AP physics teachers an opportunity to improve their curricular practices. Locally, the results of this project study showed that research participants gained understanding of physics concepts. Social change may occur as teachers implement active learning strategies, thus creating improved student understanding of physics concepts.

  5. Active Learning Strategies and Vocabulary Achievement

    Science.gov (United States)

    Griffith, John R.

    2015-01-01

    Using a quantitative method of data collection, this research explored the question: Do active learning strategies used in grades 5 and 6 affect student vocabulary achievement in a positive or negative direction? In their research, Wolfe (2001), Headley, et al., (1995), Freiberg, et al., (1992), and Brunner (2009) emphasize the importance of…

  6. Active Learning via Student Karaoke Videos

    Science.gov (United States)

    Grossman, Gary D.; Richards, Travis

    2016-01-01

    We evaluated students' perceptions and reactions to an active learning Karaoke Video project in both a large (104 student) undergraduate class in Natural History of Georgia and a small graduate seminar in Fish Ecology. Undergraduate responses were evaluated with both questionnaires and triangulation interviews and graduate student responses…

  7. Cashier/Checker Learning Activity Packets (LAPs).

    Science.gov (United States)

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    Twenty-four learning activity packets (LAPs) are provided for six areas of instruction in a cashier/checker program. Section A, Orientation, contains an LAP on exploring the job of cashier-checker. Section B, Operations, has nine LAPs, including those on operating the cash register, issuing trading stamps, and completing the cash register balance…

  8. Measuring Active Learning to Predict Course Quality

    Science.gov (United States)

    Taylor, John E.; Ku, Heng-Yu

    2011-01-01

    This study investigated whether active learning within computer-based training courses can be measured and whether it serves as a predictor of learner-perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data.…

  9. Active Citizenship, Education and Service Learning

    Science.gov (United States)

    Birdwell, Jonathan; Scott, Ralph; Horley, Edward

    2013-01-01

    This article explores how active citizenship can be encouraged through education and community action. It proposes that service learning and a renewed focus on voluntarism can both promote social cohesion between different ethnic and cultural groups while also fostering among the population a greater understanding of and commitment to civic…

  10. The Surgical Scrub. Learning Activity Package.

    Science.gov (United States)

    Runge, Lillian

    This learning activity package on the surgical scrub is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These…

  11. Accounting for Sustainability: An Active Learning Assignment

    Science.gov (United States)

    Gusc, Joanna; van Veen-Dirks, Paula

    2017-01-01

    Purpose: Sustainability is one of the newer topics in the accounting courses taught in university teaching programs. The active learning assignment as described in this paper was developed for use in an accounting course in an undergraduate program. The aim was to enhance teaching about sustainability within such a course. The purpose of this…

  12. Windowed active sampling for reliable neural learning

    NARCIS (Netherlands)

    Barakova, E.I; Spaanenburg, L

    1998-01-01

    The composition of the example set has a major impact on the quality of neural learning. The popular approach is focused on extensive pre-processing to bridge the representation gap between process measurement and neural presentation. In contrast, windowed active sampling attempts to solve these pro

  13. Cascading Crater Detection with Active Learning

    Science.gov (United States)

    Miller, W. I.; Stepinski, T. F.; Mu, Y.; Ding, W.

    2011-03-01

    Our strategy for automatic crater detection consists of employing a cascading AdaBoost classifier for identification of craters in images, and using the SOM as an active learning tool to minimize the number of image examples that need to be labeled by an analyst.

  14. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

    Science.gov (United States)

    Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

    2015-08-26

    Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

  15. An Academic Club Service Learning Project as a Demonstration of Experiential Teaching Tools

    Science.gov (United States)

    Bonczek, James L.; Snyder, Lori Unruh; Ellis, Larry R.

    2007-01-01

    We describe our pedagogical approaches and experiences with an academic club service learning project (one semester, 20 club participants, including both graduate students and lower and upper-level undergraduates). Our service learning project responds to the recent demand for more community service-based club projects within the College of…

  16. The double-loop feedback for active learning with understanding

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    Learning is an active process, and in engineering education authentic projects is often used to activate the students and promote learning. However, it is not all activity that leads to deep learning; and in a rapid changing society deep understanding is necessary for life-long learning. Empirical...... findings at DTU question the direct link between high activity and a deep approach to learning. Active learning is important to obtain engineering competencies, but active learning requires more than activity. Feedback and reflection is crucial to the learning process, since new knowledge is built...... on the student’s existing understanding. A model for an active learning process with a double-loop feedback is suggested - the first loop gives the student experience through experimentation, the second conceptual understanding through reflection. Students often miss the second loop, so it is important...

  17. The double-loop feedback for active learning with understanding

    DEFF Research Database (Denmark)

    Christensen, Hans Peter

    2004-01-01

    on the student’s existing understanding. A model for an active learning process with a double-loop feedback is suggested - the first loop gives the student experience through experimentation, the second conceptual understanding through reflection. Students often miss the second loop, so it is important......Learning is an active process, and in engineering education authentic projects is often used to activate the students and promote learning. However, it is not all activity that leads to deep learning; and in a rapid changing society deep understanding is necessary for life-long learning. Empirical...... findings at DTU question the direct link between high activity and a deep approach to learning. Active learning is important to obtain engineering competencies, but active learning requires more than activity. Feedback and reflection is crucial to the learning process, since new knowledge is built...

  18. An active learning approach to Bloom's Taxonomy.

    Science.gov (United States)

    Weigel, Fred K; Bonica, Mark

    2014-01-01

    As educators strive toward improving student learning outcomes, many find it difficult to instill their students with a deep understanding of the material the instructors share. One challenge lies in how to provide the material with a meaningful and engaging method that maximizes student understanding and synthesis. By following a simple strategy involving Active Learning across the 3 primary domains of Bloom's Taxonomy (cognitive, affective, and psychomotor), instructors can dramatically improve the quality of the lesson and help students retain and understand the information. By applying our strategy, instructors can engage their students at a deeper level and may even find themselves enjoying the process more.

  19. Active Learning Environment with Lenses in Geometric Optics

    Science.gov (United States)

    Tural, Güner

    2015-01-01

    Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

  20. Active Learning Environment with Lenses in Geometric Optics

    Science.gov (United States)

    Tural, Güner

    2015-01-01

    Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

  1. The Validation of the Active Learning in Health Professions Scale

    Science.gov (United States)

    Kammer, Rebecca; Schreiner, Laurie; Kim, Young K.; Denial, Aurora

    2015-01-01

    There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS)…

  2. Motor learning in individuals with autism spectrum disorder: activation in superior parietal lobule related to learning and repetitive behaviors.

    Science.gov (United States)

    Travers, Brittany G; Kana, Rajesh K; Klinger, Laura G; Klein, Christopher L; Klinger, Mark R

    2015-02-01

    Motor-linked implicit learning is the learning of a sequence of movements without conscious awareness. Although motor symptoms are frequently reported in individuals with autism spectrum disorder (ASD), recent behavioral studies have suggested that motor-linked implicit learning may be intact in ASD. The serial reaction time (SRT) task is one of the most common measures of motor-linked implicit learning. The present study used a 3T functional magnetic resonance imaging scanner to examine the behavioral and neural correlates of real-time motor sequence learning in adolescents and adults with ASD (n = 15) compared with age- and intelligence quotient-matched individuals with typical development (n = 15) during an SRT task. Behavioral results suggested less robust motor sequence learning in individuals with ASD. Group differences in brain activation suggested that individuals with ASD, relative to individuals with typical development, showed decreased activation in the right superior parietal lobule (SPL) and right precuneus (Brodmann areas 5 and 7, and extending into the intraparietal sulcus) during learning. Activation in these areas (and in areas such as the right putamen and right supramarginal gyrus) was found to be significantly related to behavioral learning in this task. Additionally, individuals with ASD who had more severe repetitive behavior/restricted interest symptoms demonstrated greater decreased activation in these regions during motor learning. In conjunction, these results suggest that the SPL may play an important role in motor learning and repetitive behavior in individuals with ASD.

  3. Lessons learned in demonstration projects regarding operational safety during final disposal of vitrified waste and spent fuel

    Energy Technology Data Exchange (ETDEWEB)

    Filbert, Wolfgang; Herold, Philipp [DBE Technology GmbH, Peine (Germany)

    2015-07-01

    The paper summarizes the lessons learned in demonstration projects regarding operational safety during the final disposal of vitrified waste and spent fuel. The three demonstration projects for the direct disposal of vitrified waste and spent fuel are described. The first two demonstration projects concern the shaft transport of heavy payloads of up to 85 t and the emplacement operations in the mine. The third demonstration project concerns the borehole emplacement operation. Finally, open issues for the next steps up to licensing of the emplacement and disposal systems are summarized.

  4. Marketing physical activity: lessons learned from a statewide media campaign.

    Science.gov (United States)

    Peterson, Michael; Abraham, Avron; Waterfield, Allan

    2005-10-01

    Steps taken to create, implement, and initially assess a statewide physical activity social marketing campaign targeted to 18-to 30-year-olds are presented. Included is a summary demonstration of the application of the associative group analysis in formative market research and message development. Initial postcampaign questionnaire (n = 363) results indicated that 39.1% of respondents had seen the television ad, of which 31.2% indicated they intended to be more active, and 62.5% of respondents had been exposed to either the television or outdoor media ads. Lessons learned through the social marketing process including media channel effectiveness, message development and assessment, and marketing firm relationships are provided.

  5. Changing University Students' Alternative Conceptions of Optics by Active Learning

    Science.gov (United States)

    Hadžibegovic, Zalkida; Sliško, Josip

    2013-01-01

    Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the…

  6. Learning robotic eye-arm-hand coordination from human demonstration: a coupled dynamical systems approach.

    Science.gov (United States)

    Lukic, Luka; Santos-Victor, José; Billard, Aude

    2014-04-01

    We investigate the role of obstacle avoidance in visually guided reaching and grasping movements. We report on a human study in which subjects performed prehensile motion with obstacle avoidance where the position of the obstacle was systematically varied across trials. These experiments suggest that reaching with obstacle avoidance is organized in a sequential manner, where the obstacle acts as an intermediary target. Furthermore, we demonstrate that the notion of workspace travelled by the hand is embedded explicitly in a forward planning scheme, which is actively involved in detecting obstacles on the way when performing reaching. We find that the gaze proactively coordinates the pattern of eye-arm motion during obstacle avoidance. This study provides also a quantitative assessment of the coupling between the eye-arm-hand motion. We show that the coupling follows regular phase dependencies and is unaltered during obstacle avoidance. These observations provide a basis for the design of a computational model. Our controller extends the coupled dynamical systems framework and provides fast and synchronous control of the eyes, the arm and the hand within a single and compact framework, mimicking similar control system found in humans. We validate our model for visuomotor control of a humanoid robot.

  7. MASS MEDIA AND ENGLISH LEARNING ACTIVITY IN BLITAR INDONESIA

    OpenAIRE

    Abdul Aziz

    2016-01-01

    This study is intended to know how English teachers in MTsN Selorejo, Blitar employ variety of English learning sources and implement English learning activity relevant to student’s learning preference in order to create joyful and conducive atmosphere of English learning activity to achieve the learning target better. The researcher uses qualitative method to conduct the study. The researcher analyzes the qualitative data from interview and observation in order to describe the phenomena. The...

  8. Hilar GABAergic interneuron activity controls spatial learning and memory retrieval.

    Directory of Open Access Journals (Sweden)

    Yaisa Andrews-Zwilling

    Full Text Available BACKGROUND: Although extensive research has demonstrated the importance of excitatory granule neurons in the dentate gyrus of the hippocampus in normal learning and memory and in the pathogenesis of amnesia in Alzheimer's disease (AD, the role of hilar GABAergic inhibitory interneurons, which control the granule neuron activity, remains unclear. METHODOLOGY AND PRINCIPAL FINDINGS: We explored the function of hilar GABAergic interneurons in spatial learning and memory by inhibiting their activity through Cre-dependent viral expression of enhanced halorhodopsin (eNpHR3.0--a light-driven chloride pump. Hilar GABAergic interneuron-specific expression of eNpHR3.0 was achieved by bilaterally injecting adeno-associated virus containing a double-floxed inverted open-reading frame encoding eNpHR3.0 into the hilus of the dentate gyrus of mice expressing Cre recombinase under the control of an enhancer specific for GABAergic interneurons. In vitro and in vivo illumination with a yellow laser elicited inhibition of hilar GABAergic interneurons and consequent activation of dentate granule neurons, without affecting pyramidal neurons in the CA3 and CA1 regions of the hippocampus. We found that optogenetic inhibition of hilar GABAergic interneuron activity impaired spatial learning and memory retrieval, without affecting memory retention, as determined in the Morris water maze test. Importantly, optogenetic inhibition of hilar GABAergic interneuron activity did not alter short-term working memory, motor coordination, or exploratory activity. CONCLUSIONS AND SIGNIFICANCE: Our findings establish a critical role for hilar GABAergic interneuron activity in controlling spatial learning and memory retrieval and provide evidence for the potential contribution of GABAergic interneuron impairment to the pathogenesis of amnesia in AD.

  9. ICT Demonstration

    DEFF Research Database (Denmark)

    Jensen, Tine Wirenfeldt; Bay, Gina

    In this demonstration we present and discuss two interrelated on-line learning resources aimed at supporting international students at Danish universities in building study skills (the Study Metro) and avoiding plagiarism (Stopplagiarism). We emphasize the necessity of designing online learning r...

  10. Lessons Learned in Regional Sediment Management: The Mobile District Demonstration Program; Technical Program Implementation

    Science.gov (United States)

    2004-05-01

    The goal of the US Army Corps of Engineers Mobile Districts (CESAM) Regional Sediment Management (RSM) technical program was to develop and apply...documents the lessons learned from the RSM technical program implementation by the US Army Corps of Engineers Mobile District, Mobile, AL.

  11. Nine Perspectives on What Motivates Learning. A Companion Guidebook to the Video: Demonstrating Learning Motivations in Adolescents Using the Enneagram.

    Science.gov (United States)

    Levine, Janet

    The Enneagram is a model of human consciousness. It describes each of the nine strategies that people adopt to understand the world and others. This guidebook is intended to be used with the video of the same name, which describes the nine perspectives on learning. The book provides a Type-related context to the comments made by the students on…

  12. RemoveDebris – Mission Analysis for a Low Cost Active Debris Removal Demonstration in 2016

    OpenAIRE

    Joffre, E; Forshaw, J.; Secretin, T; Reynaud, S.; Salmon, T; Aurelien, P; Aglietti, G.

    2015-01-01

    Contracted by the European Commission in the frame of the EU’s Seventh Framework Programme for Research (FP7), a wide European consortium has been working since 2013 towards the design of a low cost in-orbit demonstration called RemoveDEBRIS. With a targeted launch date in the second quarter of 2016, the RemoveDEBRIS mission aims at demonstrating key Active Debris Removal (ADR) technologies, including capture means (net and harpoon firing on a distant target), relative navigation techniques (...

  13. Early Site Permit Demonstration Program: Recommendations for communication activities and public participation in the Early Site Permit Demonstration Program

    Energy Technology Data Exchange (ETDEWEB)

    1993-01-27

    On October 24, 1992, President Bush signed into law the National Energy Policy Act of 1992. The bill is a sweeping, comprehensive overhaul of the Nation`s energy laws, the first in more than a decade. Among other provisions, the National Energy Policy Act reforms the licensing process for new nuclear power plants by adopting a new approach developed by the US Nuclear Regulatory Commission (NRC) in 1989, and upheld in court in 1992. The NRC 10 CFR Part 52 rule is a three-step process that guarantees public participation at each step. The steps are: early site permit approval; standard design certifications; and, combined construction/operating licenses for nuclear power reactors. Licensing reform increases an organization`s ability to respond to future baseload electricity generation needs with less financial risk for ratepayers and the organization. Costly delays can be avoided because design, safety and siting issues will be resolved before a company starts to build a plant. Specifically, early site permit approval allows for site suitability and acceptability issues to be addressed prior to an organization`s commitment to build a plant. Responsibility for site-specific activities, including communications and public participation, rests with those organizations selected to try out early site approval. This plan has been prepared to assist those companies (referred to as sponsoring organizations) in planning their communications and public involvement programs. It provides research findings, information and recommendations to be used by organizations as a resource and starting point in developing their own plans.

  14. Selective IRAK4 Inhibition Attenuates Disease in Murine Lupus Models and Demonstrates Steroid Sparing Activity.

    Science.gov (United States)

    Dudhgaonkar, Shailesh; Ranade, Sourabh; Nagar, Jignesh; Subramani, Siva; Prasad, Durga Shiv; Karunanithi, Preethi; Srivastava, Ratika; Venkatesh, Kamala; Selvam, Sabariya; Krishnamurthy, Prasad; Mariappan, T Thanga; Saxena, Ajay; Fan, Li; Stetsko, Dawn K; Holloway, Deborah A; Li, Xin; Zhu, Jun; Yang, Wen-Pin; Ruepp, Stefan; Nair, Satheesh; Santella, Joseph; Duncia, John; Hynes, John; McIntyre, Kim W; Carman, Julie A

    2017-02-01

    The serine/threonine kinase IL-1R-associated kinase (IRAK)4 is a critical regulator of innate immunity. We have identified BMS-986126, a potent, highly selective inhibitor of IRAK4 kinase activity that demonstrates equipotent activity against multiple MyD88-dependent responses both in vitro and in vivo. BMS-986126 failed to inhibit assays downstream of MyD88-independent receptors, including the TNF receptor and TLR3. Very little activity was seen downstream of TLR4, which can also activate an MyD88-independent pathway. In mice, the compound inhibited cytokine production induced by injection of several different TLR agonists, including those for TLR2, TLR7, and TLR9. The compound also significantly suppressed skin inflammation induced by topical administration of the TLR7 agonist imiquimod. BMS-986126 demonstrated robust activity in the MRL/lpr and NZB/NZW models of lupus, inhibiting multiple pathogenic responses. In the MRL/lpr model, robust activity was observed with the combination of suboptimal doses of BMS-986126 and prednisolone, suggesting the potential for steroid sparing activity. BMS-986126 also demonstrated synergy with prednisolone in assays of TLR7- and TLR9-induced IFN target gene expression using human PBMCs. Lastly, BMS-986126 inhibited TLR7- and TLR9-dependent responses using cells derived from lupus patients, suggesting that inhibition of IRAK4 has the potential for therapeutic benefit in treating lupus. Copyright © 2017 by The American Association of Immunologists, Inc.

  15. Learning through reciprocal peer coaching; an analysis of activity sequences

    NARCIS (Netherlands)

    Zwart, R.C.; Wubbels, T.; Bolhuis, S.; Bergen, Th.C.M.

    2008-01-01

    Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and t

  16. Understanding Fatty Acid Metabolism through an Active Learning Approach

    Science.gov (United States)

    Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

    2010-01-01

    A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

  17. Understanding Fatty Acid Metabolism through an Active Learning Approach

    Science.gov (United States)

    Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

    2010-01-01

    A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

  18. Active Learning in Engineering Education: a (re)introduction

    DEFF Research Database (Denmark)

    Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

    2017-01-01

    The informal network ‘Active Learning in Engineering Education’ (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE...... are centred on the vision that learners construct their knowledge based on meaningful activities and knowledge. In 2014, the steering committee of the ALE network reinforced the need to discuss the meaning of Active Learning and that was the base for this proposal for a special issue. More than 40 submissions...

  19. Demonstration of active vibration control on a stirling-cycle cryocooler testbed

    Science.gov (United States)

    Johnson, Bruce G.; Flynn, Frederick J.; Gaffney, Monique S.; Johnson, Dean L.; Ross, Ronald G., Jr.

    1992-01-01

    SatCon Technology Corporation has demonstrated excellent vibration reduction performance using active control on the JPL Stirling-cycle cryocooler testbed. The authors address the use of classical narrowband feedback control to meet the cryocooler vibration specifications using one cryocooler in a self-cancellation configuration. Similar vibration reduction performance was obtained using a cryocooler back-to-back configuration by actively controlling a reaction mass actuator that was used to mimic the second cooler.

  20. Direct conscious telemetry recordings demonstrate increased renal sympathetic nerve activity in rats with chronic kidney disease

    OpenAIRE

    Ibrahim M. Salman; Divya Sarma Kandukuri; Joanne Lesley Harrison; Cara Margaret Hildreth; Jacqueline Kathleen Phillips

    2015-01-01

    Chronic kidney disease (CKD) is associated with sympathetic hyperactivity and impaired blood pressure control reflex responses, yet direct evidence demonstrating these features of autonomic dysfunction in conscious animals is still lacking. Here we measured renal sympathetic nerve activity (RSNA) and mean arterial pressure (MAP) using telemetry-based recordings in a rat model of CKD, the Lewis Polycystic Kidney (LPK) rat, and assessed responses to chemoreflex activation and acute stress. Male...

  1. Teaching-Learning Activity Modeling Based on Data Analysis

    Directory of Open Access Journals (Sweden)

    Kyungrog Kim

    2015-03-01

    Full Text Available Numerous studies are currently being carried out on personalized services based on data analysis to find and provide valuable information about information overload. Furthermore, the number of studies on data analysis of teaching-learning activities for personalized services in the field of teaching-learning is increasing, too. This paper proposes a learning style recency-frequency-durability (LS-RFD model for quantified analysis on the level of activities of learners, to provide the elements of teaching-learning activities according to the learning style of the learner among various parameters for personalized service. This is to measure preferences as to teaching-learning activity according to recency, frequency and durability of such activities. Based on the results, user characteristics can be classified into groups for teaching-learning activity by categorizing the level of preference and activity of the learner.

  2. Inside Out: Active learning in fluid dynamics in and out of the classroom

    Science.gov (United States)

    Kaye, Nigel; Benson, Lisa; Sill, Ben

    2014-11-01

    Active learning can be broadly defined as any activity that engages students beyond just listening. But is it worth the effort, when we can just lecture and tell students all they need to know? Learning theories posit that students remember far more of what they say and do than of what they hear and see. The benefits of active learning include increased attendance (because class is now something different and attending is more worthwhile) and deeper understanding of concepts (because students get to practice answering and generating questions). A recent meta-analysis of research on active learning has summarized evidence of real outcomes of active learning. Research is showing that students' performance on exams are higher and that they fail at lower rates in classes that involve active learning compared to traditional lecturing. Other studies have shown evidence of improved performance in follow-on classes, showing that the improved learning lasts. There are some topics and concepts that are best taught (or at least introduced) through lecturing, but even lecturing can be broken up by short activities that engage students so they learn more effectively. In this presentation, we will review the findings of the meta study and provide examples of active learning both inside and outside the classroom that demonstrate simple ways of introducing this approach in fluid dynamics classes.

  3. Elasmobranch cognitive ability: using electroreceptive foraging behaviour to demonstrate learning, habituation and memory in a benthic shark.

    Science.gov (United States)

    Kimber, Joel A; Sims, David W; Bellamy, Patricia H; Gill, Andrew B

    2014-01-01

    Top predators inhabiting a dynamic environment, such as coastal waters, should theoretically possess sufficient cognitive ability to allow successful foraging despite unpredictable sensory stimuli. The cognition-related hunting abilities of marine mammals have been widely demonstrated. Having been historically underestimated, teleost cognitive abilities have also now been significantly demonstrated. Conversely, the abilities of elasmobranchs have received little attention, despite many species possessing relatively large brains comparable to some mammals. The need to determine what, if any, cognitive ability these globally distributed, apex predators are endowed with has been highlighted recently by questions arising from environmental assessments, specifically whether they are able to learn to distinguish between anthropogenic electric fields and prey bioelectric fields. We therefore used electroreceptive foraging behaviour in a model species, Scyliorhinus canicula (small-spotted catshark), to determine cognitive ability by analysing whether elasmobranchs are able to learn to improve foraging efficiency and remember learned behavioural adaptations. Positive reinforcement, operant conditioning was used to study catshark foraging behaviour towards artificial, prey-type electric fields (Efields). Catsharks rewarded with food for responding to Efields throughout experimental weeks were compared with catsharks that were not rewarded for responding in order to assess behavioural adaptation via learning ability. Experiments were repeated after a 3-week interval with previously rewarded catsharks this time receiving no reward and vice versa to assess memory ability. Positive reinforcement markedly and rapidly altered catshark foraging behaviour. Rewarded catsharks exhibited significantly more interest in the electrical stimulus than unrewarded catsharks. Furthermore, they improved their foraging efficiency over time by learning to locate and bite the electrodes to gain

  4. Active learning not associated with student learning in a random sample of college biology courses.

    Science.gov (United States)

    Andrews, T M; Leonard, M J; Colgrove, C A; Kalinowski, S T

    2011-01-01

    Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning.

  5. An Anesthetic Drug Demonstration and an Introductory Antioxidant Activity Experiment with "Eugene, the Sleepy Fish"

    Science.gov (United States)

    Barcena, Homar; Chen, Peishan

    2016-01-01

    Students are introduced to spectrophotometry in comparing the antioxidant activity of pure eugenol and oil of cloves from a commercial source using a modified ferric reducing antioxidant power (FRAP) assay. The extraction of the essential oil from dried cloves is demonstrated to facilitate discussions on green chemistry. The anesthetic properties…

  6. A Classroom Activity to Demonstrate Self-Other Agreement in Personality Judgments

    Science.gov (United States)

    Kaplan, Seth A.; Stachowski, Alicia A.; Bradley-Geist, Jill C.

    2012-01-01

    This article describes a classroom activity to demonstrate (dis)agreement in personality judgments, using an exercise derived from Watson's research on the accuracy of rating strangers' personalities. On the first day of class, undergraduate students in psychology courses rated their own personality and the personality of a classmate, using items…

  7. STEM learning activity among home-educating families

    Science.gov (United States)

    Bachman, Jennifer

    2011-12-01

    Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a

  8. A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

    Science.gov (United States)

    Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

    Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

  9. Enhancing Learning Outcomes through Application Driven Activities in Marketing

    Science.gov (United States)

    Stegemann, Nicole; Sutton-Brady, Catherine

    2013-01-01

    This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…

  10. Telling Active Learning Pedagogies Apart: From Theory to Practice

    Science.gov (United States)

    Cattaneo, Kelsey Hood

    2017-01-01

    Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical…

  11. Operational Lessons Learned During Bioreactor Demonstrations for Acid Rock Drainage Treatment

    Science.gov (United States)

    The U.S. Environmental Protection Agency’s Mine Waste Technology Program (MWTP) has emphasized the development of biologically-based treatment technologies for acid rock drainage (ARD). Progressively evolving technology demonstrations have resulted in significant advances in sul...

  12. Operational Lessons Learned During Bioreactor Demonstrations for Acid Rock Drainage Treatment

    Science.gov (United States)

    The U.S. Environmental Protection Agency’s Mine Waste Technology Program (MWTP) has emphasized the development of biologically-based treatment technologies for acid rock drainage (ARD). Progressively evolving technology demonstrations have resulted in significant advances in sul...

  13. Active Discriminative Dictionary Learning for Weather Recognition

    Directory of Open Access Journals (Sweden)

    Caixia Zheng

    2016-01-01

    Full Text Available Weather recognition based on outdoor images is a brand-new and challenging subject, which is widely required in many fields. This paper presents a novel framework for recognizing different weather conditions. Compared with other algorithms, the proposed method possesses the following advantages. Firstly, our method extracts both visual appearance features of the sky region and physical characteristics features of the nonsky region in images. Thus, the extracted features are more comprehensive than some of the existing methods in which only the features of sky region are considered. Secondly, unlike other methods which used the traditional classifiers (e.g., SVM and K-NN, we use discriminative dictionary learning as the classification model for weather, which could address the limitations of previous works. Moreover, the active learning procedure is introduced into dictionary learning to avoid requiring a large number of labeled samples to train the classification model for achieving good performance of weather recognition. Experiments and comparisons are performed on two datasets to verify the effectiveness of the proposed method.

  14. Improving Post-graduate Students Learning Activities through Lesson Study in Learning Forest-Prototype

    Directory of Open Access Journals (Sweden)

    Muhfahroyin Muhfahroyin

    2017-07-01

    Full Text Available Improving learning quality in 21st can not be separated from contextual learning and student-centered learning paradigm. The contextual lesson study program conducted in learning-forest prototype to build a learning community. The objectives of this research were to improve learning activities of postgraduate students in Biology Education department and to build a learning community. The implementation of lesson study was conducted in the Biology Learning Innovation subject for postgraduate students while practicing to observe open lesson in the undergraduate students which used learning forest-prototype. The postgraduate students took roles as planner, observer, and reflector in the plan, do (open lesson, and see (reflection activities. The implementation was done in three cycles in even semester of academic year 2015/2016. Students learned collaboratively and contextually. The postgraduate students’ learning activities were observed by six observers from lecturer colleagues. The research results showed that the students were able to implement planning, open lesson, and reflection properly. The average of student’s learning activity grade was 91.11% from all of students, with the grade averages for planning, open lesson, and reflection activities were 88.89%, 93.33%, and 91.11% respectively. The implementation of this lesson study in the learning forest-prototype can be done in other relevant subjects to strengthen learning activities.

  15. Active Affordance Learning in Continuous State and Action Spaces

    NARCIS (Netherlands)

    Wang, C.; Hindriks, K.V.; Babuska, R.

    2014-01-01

    Learning object affordances and manipulation skills is essential for developing cognitive service robots. We propose an active affordance learning approach in continuous state and action spaces without manual discretization of states or exploratory motor primitives. During exploration in the action

  16. Getting To Know You: Activities for Learning Names.

    Science.gov (United States)

    Jordan, Debra J.

    1998-01-01

    Learning names is vital to the enjoyment and productivity of a group. Presents four games to help campers learn each others' names. Sidebar presents three additional teambuilding activities and ice breakers. (TD)

  17. Irreversible Wash Aid Additive for Cesium Mitigation. Small-Scale Demonstration and Lessons Learned

    Energy Technology Data Exchange (ETDEWEB)

    Kaminski, Michael [Argonne National Lab. (ANL), Argonne, IL (United States)

    2015-01-01

    The Irreversible Wash Aid Additive process has been under development by the U.S. Environmental Protection Agency (EPA) and Argonne National Laboratory (Argonne). This process for radioactive cesium mitigation consists of a solution to wash down contaminated structures, roadways, and vehicles and a sequestering agent to bind the radionuclides from the wash water and render them environmentally immobile. The purpose of this process is to restore functionality to basic services and immediately reduce the consequences of a radiologically-contaminated urban environment. Research and development have resulted in a down-selection of technologies for integration and demonstration at the pilot-scale level as part of the Wide Area Recovery and Resiliency Program (WARRP) under the Department of Homeland Security and the Denver Urban Area Security Initiative. As part of developing the methods for performing a pilot-scale demonstration at the WARRP conference in Denver in 2012, Argonne conducted small-scale field experiments at Separmatic Systems. The main purpose of these experiments was to refine the wash water collection and separations systems and demonstrate key unit operations to help in planning for the large scale demonstration in Denver. Since the purpose of these tests was to demonstrate the operations of the system, we used no radioactive materials. After a brief set of experiments with the LAKOS unit to familiarize ourselves with its operation, two experiments were completed on two separate dates with the Separmatic systems.

  18. Active vibration-based SHM system: demonstration on an operating Vestas V27 wind turbine

    DEFF Research Database (Denmark)

    Tcherniak, Dmitri; Mølgaard, Lasse Lohilahti

    2016-01-01

    with the system and a 3.5 month monitoring campaign was conducted while the turbine was operating normally. During the campaign, a defect – a trailing edge opening – was artificially introduced into the blade and its size was gradually increased from the original 15 cm to 45 cm. Using an unsupervised learning......This study presents a system that is able to detect defects like cracks, leading/trailing edge opening or delamination of at least 15 cm size, remotely, without stopping the wind turbine. The system is vibration-based: mechanical energy is artificially introduced by means of an electromechanical......-to-noise ratio. At the same time, the corresponding wavelength is short enough to deliver required damage detection resolution and long enough to be able to propagate the entire blade length. The paper demonstrates the system on a 225 kW Vesta s V27 wind turbine. One blade of the wind turbine was equipped...

  19. Clouds in a Bottle: Qualitative and Quantiative Demonstrations for Cloud Formation in a Learning Environment

    Science.gov (United States)

    Ellis, T. D.

    2015-12-01

    The NASA CloudSat mission has been revealing the inner secrets of clouds since 2006 using its one-of-a-kind spaceborne cloud radar. During its mission, the CloudSat Education Network, consisting of schools in Asia, Europe, and North America, have been collecting data on Clouds when CloudSat passes overhead. The education team has spent many hours researching and presenting different methods for making clouds for demonstrations in formal and informal settings. In this presentation, we will present several variations on methods for doing the cloud in a bottle demonstration, including strengths and weaknesses for each, and a brief overview of the science involved in the various demonstrations.

  20. Lifeguard Final Exam—Encouraging the Use of Active Learning

    OpenAIRE

    Griswold, Elise N.; Daniel J. Klionsky

    2015-01-01

    To anyone familiar with the extensive literature on teaching and learning, there is little question that active learning is more effective than passive learning. Thus, we are not directing this letter to that particular audience. Instead, we are attempting to address the question of the best way to convince instructors who have not tried to incorporate elements of active learning into their courses to make such an attempt. There are numerous examples where it becomes immediately clear that ac...

  1. Signs of learning in kinaesthetic science activities

    DEFF Research Database (Denmark)

    Bruun, Jesper; Johannsen, Bjørn Friis

    to couple an embodied experience of physics with the language of physics through dialogue. We propose that kinaesthetic learning is a way of integrating a bodily experience into a formal system of signs, in this case, force and motion in physics, but ask: to a teacher or researcher, what signs exist...... that students use bodily explorations to construct meaning and understanding from kinaesthetic learning that is relevant to school physics? To answer the question, we employ a semiotics perspective to analyse data from a 1-hour lesson for 8-9th graders which introduced students to kinaesthetic activities, where...... they used rope to pull each other in a linear and circular motion. The activity was centered on questions that guided their kinaesthetic inquiry which related to force and velocity (e.g. “do you always move in the same direction as you are pulled?”) and Newton’s third law (e.g. “who pulls the most...

  2. Patterns of Field Learning Activities and Their Relation to Learning Outcome

    Science.gov (United States)

    Lee, Mingun; Fortune, Anne E.

    2013-01-01

    Field practicum is an active learning process. This study explores the different learning stages or processes students experience during their field practicum. First-year master's of social work students in field practica were asked how much they had engaged in educational learning activities such as observation, working independently,…

  3. Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

    Science.gov (United States)

    Sesen, Burcin Acar; Tarhan, Leman

    2011-01-01

    Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this…

  4. Cooperative activity and its potential for learning in tertiary education

    Directory of Open Access Journals (Sweden)

    Cirila Peklaj

    2007-01-01

    Full Text Available A learning situation can be structured in different ways, as an individual, competitive, or cooperative activity. Each of these structures can be used for different purposes and can lead to different learning outcomes. This paper focuses on cooperative activity and its potential for learning in tertiary education. After defining cooperative activity (or, in a broader sense, learning in interaction and introducing the CAMS theoretical framework to analyse cooperative activity, the main discussion focuses on the theoretical reasons for the usefulness of group learning and on the research of effects of cooperative learning on cognitive (metacognitive, affective-motivational and social processes in university students. The key elements that should be established for successful cooperation are also discussed. At the end, a new direction in using cooperative activity in learning—computer supported collaborative learning (CSCL, which emerged with rapid technology development in the last two decades—is presented and discussed.

  5. In Situ Biogeochemical Treatment Demonstration: Lessons Learned from ESTCP Project ER 201124

    Science.gov (United States)

    2015-12-09

    Hydrology 88:119–136. 28   Lee, W. and B. Batchelor, 2002. Abiotic reductive dechlorination of chlorinated ethylenes by iron-bearing soil minerals. 1...Performance Metrics for Each Subsurface Bioreactor Table 3 Groundwater Chlorinated Volatile Organic Concentrations at Demonstration Site Table 4...chemical reductive dechlorination CVOC chlorinated volatile organic compound DCE cis-dichloroethane DO dissolved oxygen DOC dissolved organic

  6. A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement: Insights from Norway

    Directory of Open Access Journals (Sweden)

    Bassam A. Hussein

    2015-04-01

    Full Text Available The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients of learning. Contribution to learning is attained by using in class gaming as pathways that ensure active involvement of learners. Using a blended learning approach is important in order to be able to address different learning styles of the target group. The approach was also important in order to be able to demonstrate different types of challenges, issues and competences needed in project management. Student evaluations of the course confirmed that the use of multiple learning methods and, in particular, in class gaming was beneficial and contributed to a meaningful learning experience.

  7. Active Learning of Nondeterministic Finite State Machines

    Directory of Open Access Journals (Sweden)

    Warawoot Pacharoen

    2013-01-01

    Full Text Available We consider the problem of learning nondeterministic finite state machines (NFSMs from systems where their internal structures are implicit and nondeterministic. Recently, an algorithm for inferring observable NFSMs (ONFSMs, which are the potentially learnable subclass of NFSMs, has been proposed based on the hypothesis that the complete testing assumption is satisfied. According to this assumption, with an input sequence (query, the complete set of all possible output sequences is given by the so-called Teacher, so the number of times for asking the same query is not taken into account in the algorithm. In this paper, we propose LNM*, a refined ONFSM learning algorithm that considers the amount for repeating the same query as one parameter. Unlike the previous work, our approach does not require all possible output sequences in one answer. Instead, it tries to observe the possible output sequences by asking the same query many times to the Teacher. We have proved that LNM* can infer the corresponding ONFSMs of the unknown systems when the number of tries for the same query is adequate to guarantee the complete testing assumption. Moreover, the proof shows that our algorithm will eventually terminate no matter whether the assumption is fulfilled or not. We also present the theoretical time complexity analysis of LNM*. In addition, experimental results demonstrate the practical efficiency of our approach.

  8. In Vitro and in Vivo Demonstration of Photodynamic Activity and Cytoplasm Imaging through TPE Nanoparticles.

    Science.gov (United States)

    Jayaram, Dhanya T; Ramos-Romero, Sara; Shankar, Balaraman H; Garrido, Cristina; Rubio, Nuria; Sanchez-Cid, Lourdes; Gómez, Salvador Borros; Blanco, Jeronimo; Ramaiah, Danaboyina

    2016-01-15

    We synthesized novel tetraphenylethene (TPE) conjugates, which undergo unique self-assembly to form spherical nanoparticles that exhibited aggregation induced emission (AIE) in the near-infrared region. These nanoparticles showed significant singlet oxygen generation efficiency, negligible dark toxicity, rapid cellular uptake, efficient localization in cytoplasm, and high in vitro photocytotoxicity as well as in vivo photodynamic activity against a human prostate tumor animal model. This study demonstrates, for the first time, the power of the self-assembled AIE active tetraphenylethene conjugates in aqueous media as a nanoplatform for future therapeutic applications.

  9. Comparative metagenomics demonstrating different degradative capacity of activated biomass treating hydrocarbon contaminated wastewater.

    Science.gov (United States)

    Yadav, Trilok Chandra; Pal, Rajesh Ramavadh; Shastri, Sunita; Jadeja, Niti B; Kapley, Atya

    2015-01-01

    This study demonstrates the diverse degradative capacity of activated biomass, when exposed to different levels of total dissolved solids (TDS) using a comparative metagenomics approach. The biomass was collected at two time points to examine seasonal variations. Four metagenomes were sequenced on Illumina Miseq platform and analysed using MG-RAST. STAMP tool was used to analyse statistically significant differences amongst different attributes of metagenomes. Metabolic pathways related to degradation of aromatics via the central and peripheral pathways were found to be dominant in low TDS metagenome, while pathways corresponding to central carbohydrate metabolism, nitrogen, organic acids were predominant in high TDS sample. Seasonal variation was seen to affect catabolic gene abundance as well as diversity of the microbial community. Degradation of model compounds using activated sludge demonstrated efficient utilisation of single aromatic ring compounds in both samples but cyclic compounds were not efficiently utilised by biomass exposed to high TDS.

  10. Expression of feline recombinant interferon-gamma in baculovirus and demonstration of biological activity.

    Science.gov (United States)

    Argyle, D J; Harris, M; Lawrence, C; McBride, K; Barron, R; McGillivray, C; Onions, D E

    1998-07-08

    We have previously reported the cloning of the coding sequence for feline-specific interferon-gamma. Here, we describe the expression of this sequence in a baculovirus system and demonstrate the biological activity of the recombinant protein. The coding sequence for feline interferon was directionally cloned into the baculovirus transfer vector pAcCL29-1. Transfer vector and linearized wild-type AcMNPV (BacPAK6) were used to co-transfect Sf9 cells by calcium phosphate coprecipitation. Subsequently, wild-type and recombinant viruses were separated by plaque assay. Recombinant plaques were expanded and a master stock of virus is produced. Production of biologically active interferon-gamma from infected Sf9 cells was demonstrated using a standard cytopathic effect reduction assay, utilising vesicular stomatitis virus (VSV), and an MHC class II induction assay.

  11. CERN Technical training 2008 - Learning for the LHC: Special Workshop demonstrating reliability with accelerated testing

    CERN Multimedia

    2008-01-01

    Larry Edson’s workshop will show examples of quantitative reliability predictions based upon accelerated testing and demonstrates that reliability testing during the prototyping phase will help ascertain product shortcomings. When these weak points are addressed and the redesigned product is re-tested, the reliability of that product will become much higher. These methodologies successfully used in industry might be exceedingly useful also for component development in particle physics where reliability is of utmost importance. This training will provide participants with the skills necessary to demonstrate reliability requirements using accelerated testing methods. The workshop will focus on accelerated test design that employs increased stress levels. This approach has the advantage of reducing test time, sample size and test facility resources. The methodologies taught are applicable to all types of stresses, spanning the electro...

  12. CERN Technical training 2008 - Learning for the LHC: Special workshop demonstrating reliability with accelerated testing

    CERN Multimedia

    2008-01-01

    Larry Edson’s workshop will show examples of quantitative reliability predictions based upon accelerated testing and demonstrate that reliability testing during the prototyping phase will help ascertain product shortcomings. When these weak points are addressed and the redesigned product is re-tested, the reliability of that product will become much higher. These methodologies successfully used in industry might be exceedingly useful also for component development in particle physics where reliability is of the utmost importance. This training will provide participants with the skills necessary to demonstrate reliability requirements using accelerated testing methods. The workshop will focus on accelerated test design that employs increased stress levels. This approach has the advantage of reducing test time, sample size and test facility resources. The methodologies taught are applicable to all types of stresses, spanning the elec...

  13. CERN Technical training 2008 - Learning for the LHC: Special Workshop demonstrating reliability with accelerated testing

    CERN Multimedia

    2008-01-01

    Larry Edson’s workshop will show examples of quantitative reliability predictions based upon accelerated testing and demonstrate that reliability testing during the prototyping phase will help ascertain product shortcomings. When these weak points are addressed and the redesigned product is re-tested, the reliability of that product will become much higher. These methodologies successfully used in industry might be exceedingly useful also for component development in particle physics where reliability is of the utmost importance. This training will provide participants with the skills necessary to demonstrate reliability requirements using accelerated testing methods. The workshop will focus on accelerated test design that employs increased stress levels. This approach has the advantage of reducing test time, sample size and test facility resources. The methodologies taught are applicable to all types of stresses, spanning the elec...

  14. Demonstration of Motor Imagery- and Phantom-Movement Related Neuronal Activity in Human Thalamus

    OpenAIRE

    Anderson, William S.; Weiss, Nirit; Lawson, Herman Christopher; Ohara, Shinji; Rowland, Lance; Lenz, Frederick A.

    2011-01-01

    Functional imaging studies demonstrate that motor imagery activates multiple structures in the human forebrain. We now show that phantom movements in an amputee and imagined movements in intact subjects elicit responses from neurons in several human thalamic nuclei. These include the somatic sensory nucleus receiving input from the periphery (ventral caudal – Vc), and the motor nuclei receiving input from the cerebellum (ventral intermediate -Vim) and the basal ganglia (ventral oral posterior...

  15. Active vibration control testing of the SPICES program: final demonstration article

    Science.gov (United States)

    Dunne, James P.; Jacobs, Jack H.

    1996-05-01

    The Synthesis and Processing of Intelligent Cost Effective Structures (SPICES) Program is a partnership program sponsored by the Advanced Research Projects Agency. The mission of the program is to develop cost effective material processing and synthesis technologies to enable new products employing active vibration suppression and control devices to be brought to market. The two year program came to fruition in 1995 through the fabrication of the final smart components and testing of an active plate combined with two trapezoidal rails, forming an active mount. Testing of the SPICES combined active mount took place at McDonnell Douglas facilities in St. Louis, MO, in October-December 1995. Approximately 15 dB reduction in overall response of a motor mounted on the active structure was achieved. Further details and results of the SPICES combined active mount demonstration testing are outlined. Results of numerous damping and control strategies that were developed and employed in the testing are presented, as well as aspects of the design and fabrication of the SPICES active mount components.

  16. Active Learning Strategies for Introductory Light and Optics

    Science.gov (United States)

    Sokoloff, David R.

    2016-01-01

    There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among the characteristics of these curricula are: (1) use of a learning cycle in which students are challenged to compare predictions—discussed with their peers in small groups—to observations of the physical world, (2) use of guided hands-on work to construct basic concepts from observations, and (3) use of computer-based tools. It has been possible to change the lecture and laboratory learning environments at a large number of universities, colleges, and high schools without changing the structure of the introductory course. For example, in the United States, nearly 200 physics departments have adopted RTP, and many others use pre-publication, open-source versions or have adopted the RTP approach to develop their own labs. Examples from RTP and ILDs (including optics magic tricks) are described in this paper.

  17. The Second-Generation Exportin-1 Inhibitor KPT-8602 Demonstrates Potent Activity against Acute Lymphoblastic Leukemia.

    Science.gov (United States)

    Vercruysse, Thomas; De Bie, Jolien; Neggers, Jasper E; Jacquemyn, Maarten; Vanstreels, Els; Schmid-Burgk, Jonathan L; Hornung, Veit; Baloglu, Erkan; Landesman, Yosef; Senapedis, William; Shacham, Sharon; Dagklis, Antonis; Cools, Jan; Daelemans, Dirk

    2016-10-25

    Purpose: Human exportin-1 (XPO1) is the key nuclear-cytoplasmic transport protein that exports different cargo proteins out of the nucleus. Inducing nuclear accumulation of these proteins by inhibiting XPO1 causes cancer cell death. First clinical validation of pharmacological inhibition of XPO1 was obtained with the Selective Inhibitor of Nuclear Export (SINE) compound selinexor (KPT-330) demonstrating activity in phase-II/IIb clinical trials when dosed 1 to 3 times weekly. The second-generation SINE compound KPT-8602 shows improved tolerability and can be dosed daily. Here, we investigate and validate the drug-target interaction of KPT-8602 and explore its activity against acute lymphoblastic leukemia (ALL).Experimental Design: We examined the effect of KPT-8602 on XPO1 function and XPO1-cargo as well as on a panel of leukemia cell lines. Mutant XPO1 leukemia cells were designed to validate KPT-8602's drug-target interaction. In vivo, anti-ALL activity was measured in a mouse ALL model and patient-derived ALL xenograft models.Results: KPT-8602 induced caspase-dependent apoptosis in a panel of leukemic cell lines in vitro Using CRISPR/Cas9 genome editing, we demonstrated the specificity of KPT-8602 for cysteine 528 in the cargo-binding groove of XPO1 and validated the drug target interaction. In vivo, KPT-8602 showed potent anti-leukemia activity in a mouse ALL model as well as in patient-derived T- and B-ALL xenograft models without affecting normal hematopoiesis.Conclusions: KPT-8602 is highly specific for XPO1 inhibition and demonstrates potent anti-leukemic activity supporting clinical application of the second-generation SINE compound for the treatment of ALL. Clin Cancer Res; 1-14. ©2016 AACR.

  18. Lifelong Learning for Active Ageing in Nordic Museums; Archives and Street Art

    DEFF Research Database (Denmark)

    Fristrup, Tine; Grut, Sara

    2016-01-01

    In this article, we develop a framework that demonstrates how older adults need to develop diverse capabilities in relation to their educational life course through engagements in Nordic museums, archives and street art activities. We discuss how European museums have taken up UNESCO’s approach...... to lifelong learning as a way to conceptualise activities for older adults’ in museums, as we emphasise an approach to adult education for active ageing articulated as ‘lifelong learning for active ageing’. To illustrate this framing, we outline a number of activities taken from publications, cultural sites...... and conferences in which we have been involved over the last decade in the context of the Nordic Centre of Heritage Learning and Creativity in Östersund, Sweden. We argue that lifelong learning for active ageing in cultural heritage institutions can contribute to the development of older adults’ civic...

  19. Active Learning by Play Dough Modeling in the Medical Profession

    Science.gov (United States)

    Herur, Anita; Kolagi, Sanjeev; Chinagudi, Surekharani; Manjula, R.; Patil, Shailaja

    2011-01-01

    Active learning produces meaningful learning, improves attitudes toward learning, and increases knowledge and retention, but is still not fully institutionalized in the undergraduate sciences. A few studies have compared the effectiveness of PowerPoint presentations, student seminars, quizzes, and use of CD-ROMs with blackboard teaching and…

  20. An Experimental Method for the Active Learning of Greedy Algorithms

    Science.gov (United States)

    Velazquez-Iturbide, J. Angel

    2013-01-01

    Greedy algorithms constitute an apparently simple algorithm design technique, but its learning goals are not simple to achieve.We present a didacticmethod aimed at promoting active learning of greedy algorithms. The method is focused on the concept of selection function, and is based on explicit learning goals. It mainly consists of an…

  1. Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies

    Science.gov (United States)

    Montrezor, Luís H.

    2016-01-01

    The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages…

  2. Performance in Physiology Evaluation: Possible Improvement by Active Learning Strategies

    Science.gov (United States)

    Montrezor, Luís H.

    2016-01-01

    The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages…

  3. Active Learning by Play Dough Modeling in the Medical Profession

    Science.gov (United States)

    Herur, Anita; Kolagi, Sanjeev; Chinagudi, Surekharani; Manjula, R.; Patil, Shailaja

    2011-01-01

    Active learning produces meaningful learning, improves attitudes toward learning, and increases knowledge and retention, but is still not fully institutionalized in the undergraduate sciences. A few studies have compared the effectiveness of PowerPoint presentations, student seminars, quizzes, and use of CD-ROMs with blackboard teaching and…

  4. An Experimental Method for the Active Learning of Greedy Algorithms

    Science.gov (United States)

    Velazquez-Iturbide, J. Angel

    2013-01-01

    Greedy algorithms constitute an apparently simple algorithm design technique, but its learning goals are not simple to achieve.We present a didacticmethod aimed at promoting active learning of greedy algorithms. The method is focused on the concept of selection function, and is based on explicit learning goals. It mainly consists of an…

  5. Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

    Science.gov (United States)

    Westberry, Nicola; Franken, Margaret

    2015-01-01

    This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

  6. Laboratory demonstration of a primary active mirror for space with the LATT: large aperture telescope technology

    Science.gov (United States)

    Briguglio, Runa; Biasi, Roberto; Gallieni, Daniele; Vettore, Christian; d'Amato, Francesco; Xompero, Marco; Arcidiacono, Carmelo; Lisi, Franco; Riccardi, Armando; Patauner, Christian; Lazzarini, Paolo; Tintori, Matteo; Duò, Fabrizio; Pucci, Mauro; Zuccaro Marchi, Alessandro; Maresi, Luca

    2016-07-01

    The LATT project is an ESA contract under TRP programme to demonstrate the scalability of the technology from ground-based adaptive mirrors to space active primary mirrors. A prototype spherical mirror based on a 40 cm diameter 1 mm thin glass shell with 19 contactless, voice-coil actuators and co-located position sensors have been manufactured and integrated into a final unit with an areal density lower than 20 kg/m2. Laboratory tests demonstrated the controllability with very low power budget and the survival of the fragile glass shell exposed to launch accelerations, thanks to an electrostatic locking mechanism; such achievements pushes the technology readiness level toward 5. With this prototype, the LATT project explored the feasibility of using an active and lightweight primary for space telescopes. The concept is attractive for large segmented telescopes, with surface active control to shape and co-phase them once in flight. In this paper we will describe the findings of the technological advances and the results of the environmental and optical tests.

  7. Sharing the learning activity using intelligent CAD

    DEFF Research Database (Denmark)

    Duffy, S. M.; Duffy, Alex

    1996-01-01

    In this paper the need for Intelligent Computer Aided Design (Int.CAD) to jointly support design and learning assistance is introduced. The paper focuses on presenting and exploring the possibility of realizing ''learning'' assistance in Int.CAD by introducing a new concept called Shared Learning....... Shared Learning is proposed to empower CAD tools with more useful learning capabilities than that currently available and thereby provide a stronger interaction of learning between a designer and a computer. ''Controlled'' computational learning is proposed as a means whereby the Shared Learning concept...... can be realized. The viability of this new concept is explored by using a system called PERSPECT. PERSPECT is a preliminary numerical design tool aimed at supporting the effective utilization of numerical experiential knowledge in design. After a detailed discussion of PERSPECT's numerical design...

  8. Expanded Hematopoietic Progenitor Cells Reselected for High Aldehyde Dehydrogenase Activity Demonstrate Islet Regenerative Functions.

    Science.gov (United States)

    Seneviratne, Ayesh K; Bell, Gillian I; Sherman, Stephen E; Cooper, Tyler T; Putman, David M; Hess, David A

    2016-04-01

    Human umbilical cord blood (UCB) hematopoietic progenitor cells (HPC) purified for high aldehyde dehydrogenase activity (ALDH(hi) ) stimulate islet regeneration after transplantation into mice with streptozotocin-induced β cell deletion. However, ALDH(hi) cells represent a rare progenitor subset and widespread use of UCB ALDH(hi) cells to stimulate islet regeneration will require progenitor cell expansion without loss of islet regenerative functions. Here we demonstrate that prospectively purified UCB ALDH(hi) cells expand efficiently under serum-free, xeno-free conditions with minimal growth factor supplementation. Consistent with the concept that ALDH-activity is decreased as progenitor cells differentiate, kinetic analyses over 9 days revealed the frequency of ALDH(hi) cells diminished as culture time progressed such that total ALDH(hi) cell number was maximal (increased 3-fold) at day 6. Subsequently, day 6 expanded cells (bulk cells) were sorted after culture to reselect differentiated progeny with low ALDH-activity (ALDH(lo) subset) from less differentiated progeny with high ALDH-activity (ALDH(hi) subset). The ALDH(hi) subset retained primitive cell surface marker coexpression (32.0% ± 7.0% CD34(+) /CD38(-) cells, 37.0% ± 6.9% CD34(+) /CD133(+) cells), and demonstrated increased hematopoietic colony forming cell function compared with the ALDH(lo) subset. Notably, bulk cells or ALDH(lo) cells did not possess the functional capacity to lower hyperglycemia after transplantation into streptozotocin-treated NOD/SCID mice. However, transplantation of the repurified ALDH(hi) subset significantly reduced hyperglycemia, improved glucose tolerance, and increased islet-associated cell proliferation and capillary formation. Thus, expansion and delivery of reselected UCB cells that retain high ALDH-activity after short-term culture represents an improved strategy for the development of cellular therapies to enhance islet regeneration in situ.

  9. Multilabel image classification via high-order label correlation driven active learning.

    Science.gov (United States)

    Zhang, Bang; Wang, Yang; Chen, Fang

    2014-03-01

    Supervised machine learning techniques have been applied to multilabel image classification problems with tremendous success. Despite disparate learning mechanisms, their performances heavily rely on the quality of training images. However, the acquisition of training images requires significant efforts from human annotators. This hinders the applications of supervised learning techniques to large scale problems. In this paper, we propose a high-order label correlation driven active learning (HoAL) approach that allows the iterative learning algorithm itself to select the informative example-label pairs from which it learns so as to learn an accurate classifier with less annotation efforts. Four crucial issues are considered by the proposed HoAL: 1) unlike binary cases, the selection granularity for multilabel active learning need to be fined from example to example-label pair; 2) different labels are seldom independent, and label correlations provide critical information for efficient learning; 3) in addition to pair-wise label correlations, high-order label correlations are also informative for multilabel active learning; and 4) since the number of label combinations increases exponentially with respect to the number of labels, an efficient mining method is required to discover informative label correlations. The proposed approach is tested on public data sets, and the empirical results demonstrate its effectiveness.

  10. Radioactive Demonstrations Of Fluidized Bed Steam Reforming (FBSR) With Hanford Low Activity Wastes

    Energy Technology Data Exchange (ETDEWEB)

    Jantzen, C. M.; Crawford, C. L.; Burket, P. R.; Bannochie, C. J.; Daniel, W. G.; Nash, C. A.; Cozzi, A. D.; Herman, C. C.

    2012-10-22

    Several supplemental technologies for treating and immobilizing Hanford low activity waste (LAW) are being evaluated. One immobilization technology being considered is Fluidized Bed Steam Reforming (FBSR) which offers a low temperature (700-750?C) continuous method by which wastes high in organics, nitrates, sulfates/sulfides, or other aqueous components may be processed into a crystalline ceramic (mineral) waste form. The granular waste form produced by co-processing the waste with kaolin clay has been shown to be as durable as LAW glass. The FBSR granular product will be monolithed into a final waste form. The granular component is composed of insoluble sodium aluminosilicate (NAS) feldspathoid minerals such as sodalite. Production of the FBSR mineral product has been demonstrated both at the industrial, engineering, pilot, and laboratory scales on simulants. Radioactive testing at SRNL commenced in late 2010 to demonstrate the technology on radioactive LAW streams which is the focus of this study.

  11. Development of Learning Activities Using STEM Education in Mathematics for Third Grade Students

    Directory of Open Access Journals (Sweden)

    Parichart Prasertsang

    2017-03-01

    Full Text Available The objectives of this research were: 1 to develop learning activities STEM Education with the effective Criter of 75/75 and 2 to compare achievement pretest posttest by using the learning activities STEM Education of third grade students. the Samples were 28 of third grade students in the Second semester of academic year 2015 of Roi Et Rajabhat University Demonstration School, Amphoe Selaphum, Roi Et. The experiments were conducted by using research tools which were the lesson plans though the STEM Education approach and achievement test. Data were analyzed to find out the Percentage, Mean, standard deviation, and t-test. The results of this research revealed that: 1 The learning activities using STEM Education in learning mathematics of third grade students were performed at 79.73/78.69. 2 Achievement of third grade students who learned using STEM Education were higher than pretest at the statistical significance level of .05 of Statistical significance.

  12. Sharing the learning activity using intelligent CAD

    DEFF Research Database (Denmark)

    Duffy, S. M.; Duffy, Alex

    1996-01-01

    In this paper the need for Intelligent Computer Aided Design (Int.CAD) to jointly support design and learning assistance is introduced. The paper focuses on presenting and exploring the possibility of realizing ''learning'' assistance in Int.CAD by introducing a new concept called Shared Learning...

  13. RemoveDEBRIS: An in-orbit active debris removal demonstration mission

    Science.gov (United States)

    Forshaw, Jason L.; Aglietti, Guglielmo S.; Navarathinam, Nimal; Kadhem, Haval; Salmon, Thierry; Pisseloup, Aurélien; Joffre, Eric; Chabot, Thomas; Retat, Ingo; Axthelm, Robert; Barraclough, Simon; Ratcliffe, Andrew; Bernal, Cesar; Chaumette, François; Pollini, Alexandre; Steyn, Willem H.

    2016-10-01

    Since the beginning of the space era, a significant amount of debris has progressively been generated. Most of the objects launched into space are still orbiting the Earth and today these objects represent a threat as the presence of space debris incurs risk of collision and damage to operational satellites. A credible solution has emerged over the recent years: actively removing debris objects by capturing them and disposing of them. This paper provides an update to the mission baseline and concept of operations of the EC FP7 RemoveDEBRIS mission drawing on the expertise of some of Europe's most prominent space institutions in order to demonstrate key active debris remove (ADR) technologies in a low-cost ambitious manner. The mission will consist of a microsatellite platform (chaser) that ejects 2 CubeSats (targets). These targets will assist with a range of strategically important ADR technology demonstrations including net capture, harpoon capture and vision-based navigation using a standard camera and LiDAR. The chaser will also host a drag sail for orbital lifetime reduction. The mission baseline has been revised to take into account feedback from international and national space policy providers in terms of risk and compliance and a suitable launch option is selected. A launch in 2017 is targeted. The RemoveDEBRIS mission aims to be one of the world's first in-orbit demonstrations of key technologies for active debris removal and is a vital prerequisite to achieving the ultimate goal of a cleaner Earth orbital environment.

  14. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

    NARCIS (Netherlands)

    Khoiriyah, U.; Roberts, C.; Jorm, C.; Vleuten, C.P. van der

    2015-01-01

    BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL

  15. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

    NARCIS (Netherlands)

    Khoiriyah, U.; Roberts, C.; Jorm, C.; Vleuten, C.P. van der

    2015-01-01

    BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial

  16. Demonstration of a 4-Sensor Folded Sangac Sensor Array with Active Phase Biasing Scheme

    Institute of Scientific and Technical Information of China (English)

    Zhang-Qi Song; Ming-Ye Yang; Xue-Liang Zhang; Yong-Ming Hu

    2008-01-01

    A 4-sensor folded Sagnae sensor array with an active phase biasing scheme is presented. The overlapping of the signal and noise pulse is avoided through a time division multiplexing scheme and the noise pulses is eliminated almost completely. The scheme can address 16 sensors when the repeat frequency of input pulse is at 68.3 kHz. The alternative phase bias technique is demonstrated, which can provide sensors with stable phase bias. The future benefit of this technique is that the 1/f noise in the circuit can be suppressed.

  17. Mitigating Agricultural Diffuse Pollution: Learning from The River Eden Demonstration Test Catchment Experiments

    Science.gov (United States)

    Reaney, S. M.; Barker, P. A.; Haygarth, P.; Quinn, P. F.; Aftab, A.; Barber, N.; Burke, S.; Cleasby, W.; Jonczyk, J. C.; Owen, G. J.; Perks, M. T.; Snell, M. A.; Surridge, B.

    2016-12-01

    Freshwater systems continue to fail to achieve their ecological potential and provide associated ecological services due to poor water quality. A key driver of the failure to achieve good status under the EU Water Framework Directive derives from non-point (diffuse) pollution of sediment, phosphorus and nitrogen from agricultural landscapes. While many mitigation options exist, a framework is lacking which provides a holistic understanding of the impact of mitigation scheme design on catchment function and agronomics. The River Eden Demonstration Test Catchment project (2009-2017) in NW England uses an interdisciplinary approach including catchment hydrology, sediment-nutrient fluxes and farmer attitudes, to understand ecological function and diffuse pollution mitigation feature performance. Water flow (both surface and groundwater) and quality monitoring focused on three ca. 10km2 catchments with N and P measurements every 30 minutes. Ecological status was determined by monthly diatom community analysis and supplemented by macrophyte, macroinvertebrate and fish surveys. Changes in erosion potential and hydrological connectivity were monitored using extensive Landsat images and detailed UAV monitoring. Simulation modelling work utilised hydrological simulation models (CRAFT, CRUM3 and HBV-Light) and SCIMAP based risk mapping. Farmer behaviour and attitudes have been assessed with surveys, interviews and diaries. A suite of mitigation features have been installed including changes to land management - e.g. aeriation, storage features within a `treatment train', riparian fencing and woodland creation. A detailed dataset of the integrated catchment hydrological, water quality and ecological behaviour over multiple years, including a drought period and an extreme rainfall event, highlights the interaction between ecology, hydrological and nutrient dynamics that are driven by sediment and nutrients exported within a small number of high magnitude storm events. Hence

  18. Teachers' Attitudes toward the Implementation of Student Active Learning Approach in Teaching Learning Activities

    Directory of Open Access Journals (Sweden)

    Mas'ud Yusuf

    2016-02-01

    Full Text Available The objective of this study was to obtain an empirical evidence concerning the attitudes of teachers of elementary schools in Pekalongan Sub District, East Lampung District toward the implementation of the student active learning (CBSA approach in teaching-learning activities. The data were collected through questionnaire and observation, and were analyzed by t-test. The results indicated that there were significant differences in attitudes between young teachers and old ones, between teachers with a bachelor's degree and those without the degree, and between teachers with less teaching experience and those with more teaching experience. Additionally, there were no significant differences in teachers' attitudes in terms of sex and training experience

  19. Robust Active Binocular Vision through Intrinsically Motivated Learning

    Directory of Open Access Journals (Sweden)

    Luca eLonini

    2013-11-01

    Full Text Available The efficient coding hypothesis posits that sensory systems of animals strive to encode sensory signals efficiently by taking into account the redundancies in them. This principle has been very successful in explaining response properties of visual sensory neurons as adaptations to the statistics of natural images. Recently, we have begun to extend the efficient coding hypothesis to active perception through a form of intrinsically motivated learning: a sensory model learns an efficient code for the sensory signals while a reinforcement learner generates movements of the sense organs to improve the encoding of the signals. To this end, it receives an intrinsically generated reinforcement signal indicating how well the sensory model encodes the data. This approach has been tested in the context of binocular vison, leading to the autonomous development of disparity tuning and vergence control. Here we systematically investigate the robustness of the new approach in the context of a binocular vision system implemented on a robot. Robustness is an important aspect that reflects the ability of the system to deal with unmodeled disturbances or events, such as an insult to the system that displace the stereo cameras. To demonstrate the robustness of our method and its ability to self-calibrate, we introduce various perturbations and test if and how the system recovers from them. We find that 1 the system can fully recover from a perturbation that can be compensated through the system's motor degrees of freedom, 2 performance degrades gracefully if the system cannot use its motor degrees of freedom to compensate for the perturbation, and 3 recovery from a perturbation is improved if both the sensory encoding and the behavior policy can adapt to the perturbation. Overall, this work demonstrates that our intrinsically motivated learning approach for efficient coding in active perception gives rise to a self-calibrating perceptual system of high robustness.

  20. Robust active binocular vision through intrinsically motivated learning.

    Science.gov (United States)

    Lonini, Luca; Forestier, Sébastien; Teulière, Céline; Zhao, Yu; Shi, Bertram E; Triesch, Jochen

    2013-01-01

    The efficient coding hypothesis posits that sensory systems of animals strive to encode sensory signals efficiently by taking into account the redundancies in them. This principle has been very successful in explaining response properties of visual sensory neurons as adaptations to the statistics of natural images. Recently, we have begun to extend the efficient coding hypothesis to active perception through a form of intrinsically motivated learning: a sensory model learns an efficient code for the sensory signals while a reinforcement learner generates movements of the sense organs to improve the encoding of the signals. To this end, it receives an intrinsically generated reinforcement signal indicating how well the sensory model encodes the data. This approach has been tested in the context of binocular vison, leading to the autonomous development of disparity tuning and vergence control. Here we systematically investigate the robustness of the new approach in the context of a binocular vision system implemented on a robot. Robustness is an important aspect that reflects the ability of the system to deal with unmodeled disturbances or events, such as insults to the system that displace the stereo cameras. To demonstrate the robustness of our method and its ability to self-calibrate, we introduce various perturbations and test if and how the system recovers from them. We find that (1) the system can fully recover from a perturbation that can be compensated through the system's motor degrees of freedom, (2) performance degrades gracefully if the system cannot use its motor degrees of freedom to compensate for the perturbation, and (3) recovery from a perturbation is improved if both the sensory encoding and the behavior policy can adapt to the perturbation. Overall, this work demonstrates that our intrinsically motivated learning approach for efficient coding in active perception gives rise to a self-calibrating perceptual system of high robustness.

  1. Lessons Learned by Community Stakeholders in the Massachusetts Childhood Obesity Research Demonstration (MA-CORD) Project, 2013–2014

    Science.gov (United States)

    Ganter, Claudia; Aftosmes-Tobio, Alyssa; Chuang, Emmeline; Kwass, Jo-Ann; Land, Thomas

    2017-01-01

    Introduction Childhood obesity is a multifaceted disease that requires sustainable, multidimensional approaches that support change at the individual, community, and systems levels. The Massachusetts Childhood Obesity Research Demonstration project addressed this need by using clinical and public health evidence-based methods to prevent childhood obesity. To date, little information is known about successes and lessons learned from implementing such large-scale interventions. To address this gap, we examined perspectives of community stakeholders from various sectors on successes achieved and lessons learned during the implementation process. Methods We conducted 39 semistructured interviews with key stakeholders from 6 community sectors in 2 low-income communities from November 2013 through April 2014, during project implementation. Interviews were audio-recorded, transcribed, and analyzed by using the constant comparative method. Data were analyzed by using QSR NVivo 10. Results Successes included increased parental involvement in children’s health and education, increased connections within participating organizations and within the broader community, changes in organizational policies and environments to better support healthy living, and improvements in health behaviors in children, parents, and stakeholders. Lessons learned included the importance of obtaining administrative and leadership support, involving key stakeholders early in the program planning process, creating buffers that allow for unexpected changes, and establishing opportunities for regular communication within and across sectors. Conclusion Study findings indicate that multidisciplinary approaches support health behavior change and provide insight into key issues to consider in developing and implementing such approaches in low-income communities. PMID:28125400

  2. Lessons Learned by Community Stakeholders in the Massachusetts Childhood Obesity Research Demonstration (MA-CORD) Project, 2013-2014.

    Science.gov (United States)

    Ganter, Claudia; Aftosmes-Tobio, Alyssa; Chuang, Emmeline; Kwass, Jo-Ann; Land, Thomas; Davison, Kirsten K

    2017-01-26

    Childhood obesity is a multifaceted disease that requires sustainable, multidimensional approaches that support change at the individual, community, and systems levels. The Massachusetts Childhood Obesity Research Demonstration project addressed this need by using clinical and public health evidence-based methods to prevent childhood obesity. To date, little information is known about successes and lessons learned from implementing such large-scale interventions. To address this gap, we examined perspectives of community stakeholders from various sectors on successes achieved and lessons learned during the implementation process. We conducted 39 semistructured interviews with key stakeholders from 6 community sectors in 2 low-income communities from November 2013 through April 2014, during project implementation. Interviews were audio-recorded, transcribed, and analyzed by using the constant comparative method. Data were analyzed by using QSR NVivo 10. Successes included increased parental involvement in children's health and education, increased connections within participating organizations and within the broader community, changes in organizational policies and environments to better support healthy living, and improvements in health behaviors in children, parents, and stakeholders. Lessons learned included the importance of obtaining administrative and leadership support, involving key stakeholders early in the program planning process, creating buffers that allow for unexpected changes, and establishing opportunities for regular communication within and across sectors. Study findings indicate that multidisciplinary approaches support health behavior change and provide insight into key issues to consider in developing and implementing such approaches in low-income communities.

  3. Neocortical prodynorphin expression is transiently increased with learning: Implications for time- and learning-dependent neocortical kappa opioid receptor activation.

    Science.gov (United States)

    Loh, Ryan; Collins, Sean; Galvez, Roberto

    2017-09-29

    There are several lines of evidence that indicate a prominent role for the opioid system in the acquisition and consolidation of learned associations. Specifically, kappa opioid receptor (KOR) modulation has been demonstrated to alter various behavioral tasks including whisker trace eyeblink conditioning (WTEB). WTEB is an associative conditioning paradigm in which a neutral conditioned stimulus (CS; Whisker stimulation) is paired following a short stimulus free trace interval with a salient unconditioned stimulus that elicits a blink response (US; Eye shock). Work from our laboratory has shown that WTEB conditioning is dependent upon and induces plasticity in primary somatosensory cortex (S1), a likely site for memory storage. Our subsequent studies have shown that WTEB acquisition or consolidation are impaired when the initial or later phase of KOR activation in S1 is respectively blocked. Interestingly, this mechanism by which KOR is activated in S1 during learning remains unexplored. Dynorphin (DYN), KOR's endogenous ligand, is synthesized from the precursor prodynorphin (PD) that is synthesized from preprodynorphin (PPD). In S1, most PPD is found in inhibitory GABAergic somatostatin interneurons (SOM), suggesting that these SOM interneurons are upstream regulators of learning induced KOR activation. Using immunofluorescence to investigate the expression of PD and SOM, the current study found that PD/SOM expression was transiently increased in S1 during learning. Interestingly, these findings have direct implications towards a time- and learning-dependent role for KOR activation in neocortical mechanisms mediating learning. Copyright © 2017 Elsevier B.V. All rights reserved.

  4. Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice

    NARCIS (Netherlands)

    Voogt, Joke; Agyei, Douglas; McBride, Ron; Searson, Michael

    2013-01-01

    This study examined 100 beginning teachers’ transfer of learning in utilizing Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program characterized by ‘learning technology by collaborative design’

  5. Examining factors affecting beginning teachers' transfer of learning of ICT-enhanced learning activities in their teaching practice

    NARCIS (Netherlands)

    Agyei, D.D.; Voogt, J.

    2014-01-01

    This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by

  6. Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice

    NARCIS (Netherlands)

    Voogt, Joke; Agyei, Douglas; McBride, Ron; Searson, Michael

    2013-01-01

    This study examined 100 beginning teachers’ transfer of learning in utilizing Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program characterized by ‘learning technology by collaborative design’

  7. Experiential Learning and Learning Environments: The Case of Active Listening Skills

    Science.gov (United States)

    Huerta-Wong, Juan Enrique; Schoech, Richard

    2010-01-01

    Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

  8. Multiliteracies and Active Learning in CLIL--The Development of Learn Web2.0

    Science.gov (United States)

    Marenzi, I.; Zerr, S.

    2012-01-01

    This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with…

  9. Students´ Perspectives on eLearning Activities in Person-Centered, Blended Learning Settings

    Science.gov (United States)

    Haselberger, David; Motsching, Renate

    2016-01-01

    Blended or hybrid learning has become a frequent practice in higher education. In this article our primary research interest was to find out how students perceived eLearning activities in blended learning courses based on the person-centered paradigm. Through analyzing the content of a series of semi-structured interviews we found out that…

  10. Student teachers’ beliefs about learning and teaching and their participation in career-long learning activities

    NARCIS (Netherlands)

    de Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle; van de Grift, Willem

    2014-01-01

    Career-long teacher learning is essential to the teaching profession because it is strongly connected with teacher quality and practices. Student teachers in the first stage of their career-long learning continuum, however, vary in the extent to which they participate in learning activities. This st

  11. Designing for Inquiry-Based Learning with the Learning Activity Management System

    Science.gov (United States)

    Levy, P.; Aiyegbayo, O.; Little, S.

    2009-01-01

    This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry-based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a qualitative research methodology, variation was…

  12. Advancing the M-Learning Research Agenda for Active, Experiential Learning: Four Case Studies

    Science.gov (United States)

    Dyson, Laurel Evelyn; Litchfield, Andrew; Lawrence, Elaine; Raban, Ryszard; Leijdekkers, Peter

    2009-01-01

    This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology,…

  13. Direct conscious telemetry recordings demonstrate increased renal sympathetic nerve activity in rats with chronic kidney disease.

    Science.gov (United States)

    Salman, Ibrahim M; Sarma Kandukuri, Divya; Harrison, Joanne L; Hildreth, Cara M; Phillips, Jacqueline K

    2015-01-01

    Chronic kidney disease (CKD) is associated with sympathetic hyperactivity and impaired blood pressure control reflex responses, yet direct evidence demonstrating these features of autonomic dysfunction in conscious animals is still lacking. Here we measured renal sympathetic nerve activity (RSNA) and mean arterial pressure (MAP) using telemetry-based recordings in a rat model of CKD, the Lewis Polycystic Kidney (LPK) rat, and assessed responses to chemoreflex activation and acute stress. Male LPK and Lewis control animals (total n = 16) were instrumented for telemetric recording of RSNA and MAP. At 12-13 weeks-of-age, resting RSNA and MAP, sympathetic and haemodynamic responses to both peripheral (hypoxia: 10% O2) and central chemoreflex (hypercapnia: 7% CO2) activation and acute stress (open-field exposure), were measured. As indicators of renal function, urinary protein (UPro) and creatinine (UCr) levels were assessed. LPK rats had higher resting RSNA (1.2 ± 0.1 vs. 0.6 ± 0.1 μV, p dual conscious telemetry recording of RSNA and MAP in a genetic rodent model of CKD. Elevated RSNA is likely a key contributor to the marked hypertension in this model, while attenuated RSNA and MAP responses to central chemoreflex activation and acute stress in the LPK indicate possible deficits in the neural processing of autonomic outflows evoked by these sympathoexcitatory pathways.

  14. Orchestration Framework for Learning Activities in Augmented Reality Environments

    OpenAIRE

    Ibáñez, María Blanca; Delgado Kloos, Carlos; Di Serio, Angela

    2011-01-01

    Proceedings of: Across Spaces11 Workshop in conjunction with the EC-TEL2011, Palermo, Italy, September 21, 2011 In this paper we show how Augmented Reality (AR) technology restricted to the use of mobiles or PCs, can be used to develop learning activities with the minimun level of orchestation required by meaningful learning sequences. We use Popcode as programming language to deploy orchestrated learning activities specified with an AR framework. Publicado

  15. The impact of initiation: Early onset marijuana smokers demonstrate altered Stroop performance and brain activation

    Directory of Open Access Journals (Sweden)

    K.A. Sagar

    2015-12-01

    Full Text Available Marijuana (MJ use is on the rise, particularly among teens and emerging adults. This poses serious public health concern, given the potential deleterious effects of MJ on the developing brain. We examined 50 chronic MJ smokers divided into early onset (regular MJ use prior to age 16; n = 24 and late onset (age 16 or later; n = 26, and 34 healthy control participants (HCs. All completed a modified Stroop Color Word Test during fMRI. Results demonstrated that MJ smokers exhibited significantly poorer performance on the Interference subtest of the Stroop, as well as altered patterns of activation in the cingulate cortex relative to HCs. Further, early onset MJ smokers exhibited significantly poorer performance relative to both HCs and late onset smokers. Additionally, earlier age of MJ onset as well as increased frequency and magnitude (grams/week of MJ use were predictive of poorer Stroop performance. fMRI results revealed that while late onset smokers demonstrated a more similar pattern of activation to the control group, a different pattern was evident in the early onset group. These findings underscore the importance of assessing age of onset and patterns of MJ use and support the need for widespread education and intervention efforts among youth.

  16. University students' emotions, interest and activities in a web-based learning environment.

    Science.gov (United States)

    Nummenmaa, Minna; Nummenmaa, Lauri

    2008-03-01

    Within academic settings, students experience varied emotions and interest towards learning. Although both emotions and interest can increase students' likelihood to engage in traditional learning, little is known about the influence of emotions and interest in learning activities in a web-based learning environment (WBLE). This study examined how emotions experienced while using a WBLE, students' interest towards the course topic and interest towards web-based learning are associated with collaborative visible and non-collaborative invisible activities and 'lurking' in the WBLE. Participants were 99 Finnish university students from five web-based courses. All the students enrolled in the courses filled out pre- and post-test questionnaires of interest, and repeatedly completed an on-line questionnaire on emotions experienced while using the WBLE during the courses. The fluctuation of emotional reactions was positively associated with both visible collaborative and invisible non-collaborative activities in the WBLE. Further, interest towards the web-based learning was positively associated with invisible activity. The results also demonstrated that students not actively participating in the collaborative activities (i.e. lurkers) had more negative emotional experiences during the courses than other students. The results highlight the distinct impacts that emotions and interest have on different web-based learning activities and that they should be considered when designing web-based courses.

  17. Designing Scientific Academic Conferences as a Learning Environment: How to Stimulate Active Learning at Academic Conferences?

    DEFF Research Database (Denmark)

    Verbeke, Johan

    2015-01-01

    architecture, arts and design) and on the way knowledge sharing and knowledge development was stimulated at these events. These conferences included less traditional conference designs, collective learning and explicit sharing of understanding between participants. Results: Collaboration in small groups...... as well as moments of collective learning. Organizers are recommended to adopt an explicit conference design. Constructivist content: Following a constructivist approach to learning environments, this paper stresses the importance of scheduling moments of active and collective learning and knowledge...

  18. Do optional activities matter in virtual learning environments?

    NARCIS (Netherlands)

    Ruipérez-Valiente, José A.; Muñoz-Merino, Pedro J.; Delgado Kloos, Carlos; Niemann, Katja; Scheffel, Maren

    2014-01-01

    Virtual Learning Environments (VLEs) provide students with activi-ties to improve their learning (e.g., reading texts, watching videos or solving exercises). But VLEs usually also provide optional activities (e.g., changing an avatar profile or setting goals). Some of these have a connection with th

  19. E-Collaboration Technologies in Teaching/Learning Activity

    Science.gov (United States)

    Zascerinska, Jelena; Ahrens, Andreas

    2009-01-01

    A proper use of e-collaboration technologies in the teaching/learning process is provided by varied cooperative networks, which penetrate teachers' and students' activity more thoroughly with the availability of broadband services. However, the successful use of e-collaboration technologies in teaching/learning activity within a multicultural…

  20. Tractor Mechanics: Learning Activity Packages 1-19.

    Science.gov (United States)

    Clemson Univ., SC. Vocational Education Media Center.

    Learning activity packages are presented for teaching tractor mechanics. The first of two sections deals with miscellaneous tasks and contains learning activity packages on cleaning the tractor and receiving new tractor parts. Section 2 is concerned with maintaining and servicing the electrical system, and it includes the following learning…

  1. Engaging Students in Large Health Classes with Active Learning Strategies

    Science.gov (United States)

    Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

    2017-01-01

    Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

  2. An active, collaborative approach to learning skills in flow cytometry.

    Science.gov (United States)

    Fuller, Kathryn; Linden, Matthew D; Lee-Pullen, Tracey; Fragall, Clayton; Erber, Wendy N; Röhrig, Kimberley J

    2016-06-01

    Advances in science education research have the potential to improve the way students learn to perform scientific interpretations and understand science concepts. We developed active, collaborative activities to teach skills in manipulating flow cytometry data using FlowJo software. Undergraduate students were given compensated clinical flow cytometry listmode output (FCS) files and asked to design a gating strategy to diagnose patients with different hematological malignancies on the basis of their immunophenotype. A separate cohort of research trainees was given uncompensated data files on which they performed their own compensation, calculated the antibody staining index, designed a sequential gating strategy, and quantified rare immune cell subsets. Student engagement, confidence, and perceptions of flow cytometry were assessed using a survey. Competency against the learning outcomes was assessed by asking students to undertake tasks that required understanding of flow cytometry dot plot data and gating sequences. The active, collaborative approach allowed students to achieve learning outcomes not previously possible with traditional teaching formats, for example, having students design their own gating strategy, without forgoing essential outcomes such as the interpretation of dot plots. In undergraduate students, favorable perceptions of flow cytometry as a field and as a potential career choice were correlated with student confidence but not the ability to perform flow cytometry data analysis. We demonstrate that this new pedagogical approach to teaching flow cytometry is beneficial for student understanding and interpretation of complex concepts. It should be considered as a useful new method for incorporating complex data analysis tasks such as flow cytometry into curricula. Copyright © 2016 The American Physiological Society.

  3. Direct conscious telemetry recordings demonstrate increased renal sympathetic nerve activity in rats with chronic kidney disease

    Directory of Open Access Journals (Sweden)

    Ibrahim M Salman

    2015-08-01

    Full Text Available Chronic kidney disease (CKD is associated with sympathetic hyperactivity and impaired blood pressure control reflex responses, yet direct evidence demonstrating these features of autonomic dysfunction in conscious animals is still lacking. Here we measured renal sympathetic nerve activity (RSNA and mean arterial pressure (MAP using telemetry-based recordings in a rat model of CKD, the Lewis Polycystic Kidney (LPK rat, and assessed responses to chemoreflex activation and acute stress. Male LPK and Lewis control animals (total n=16 were instrumented for telemetric recording of RSNA and MAP. At 12–13 weeks-of-age, resting RSNA and MAP, sympathetic and haemodynamic responses to both peripheral (hypoxia: 10% O2 and central chemoreflex (hypercapnia: 7% CO2 activation and acute stress (open-field exposure, were measured. As indicators of renal function, urinary protein (UPro and creatinine (Ucr levels were assessed. LPK rats had higher resting RSNA (1.2±0.1 vs. 0.6±0.1 µV, p<0.05 and MAP (151±8 vs. 97±2 mmHg, p<0.05 compared to Lewis. MAP was negatively correlated with Ucr (r=-0.80, p=0.002 and positively correlated with RSNA (r=0.66, p=0.014, with multiple linear regression modeling indicating the strongest correlation was with Ucr. RSNA and MAP responses to activation of the central chemoreflex and open-field stress were reduced in the LPK relative to the Lewis (all p<0.05. This is the first description of dual conscious telemetry recording of RSNA and MAP in a genetic rodent model of CKD. Elevated RSNA is likely a key contributor to the marked hypertension in this model, while attenuated RSNA and MAP responses to central chemoreflex activation and acute stress in the LPK indicate possible deficits in the neural processing of autonomic outflows evoked by these sympathoexcitatory pathways.

  4. Using active learning in lecture: best of "both worlds".

    Science.gov (United States)

    Oermann, Marilyn H

    2004-01-01

    Many creative teaching strategies have been developed in recent years in nursing and other fields to promote active learning. These strategies foster development of problem solving, critical thinking, and communication skills, and they encourage students to work collaboratively with peers. However, in nurse educators' rush to embrace active learning, lecture has been viewed negatively by some faculty. Rather than positioning active learning against lecture, another approach is to integrate active learning within lecture, gaining the benefits of both methods. An integrated approach also takes into consideration the situation of teaching large groups of students. This article examines benefits of an integrated approach to teaching and presents strategies for active learning intended for use with lecture.

  5. Mapping Learning Outcomes and Assignment Tasks for SPIDER Activities

    Directory of Open Access Journals (Sweden)

    Lyn Brodie

    2011-05-01

    Full Text Available Modern engineering programs have to address rapidly changing technical content and have to enable students to develop transferable skills such as critical evaluation, communication skills and lifelong learning. This paper introduces a combined learning and assessment activity that provides students with opportunities to develop and practice their soft skills, but also extends their theoretical knowledge base. Key tasks included self directed inquiry, oral and written communication as well as peer assessment. To facilitate the SPIDER activities (Select, Prepare and Investigate, Discuss, Evaluate, Reflect, a software tool has been implemented in the learning management system Moodle. Evidence shows increased student engagement and better learning outcomes for both transferable as well as technical skills. The study focuses on generalising the relationship between learning outcomes and assignment tasks as well as activities that drive these tasks. Trail results inform the approach. Staff evaluations and their views of assignments and intended learning outcomes also supported this analysis.

  6. The Planning Illusion: Does Active Planning of a Learning Route Support Learning as Well as Learners Think It Does?

    Science.gov (United States)

    Bonestroo, Wilco J.; de Jong, Ton

    2012-01-01

    Is actively planning one's learning route through a learning domain beneficial for learning? Moreover, can learners accurately judge the extent to which planning has been beneficial for them? This study examined the effects of active planning on learning. Participants received a tool in which they created a learning route themselves before…

  7. Active machine learning-driven experimentation to determine compound effects on protein patterns.

    Science.gov (United States)

    Naik, Armaghan W; Kangas, Joshua D; Sullivan, Devin P; Murphy, Robert F

    2016-02-03

    High throughput screening determines the effects of many conditions on a given biological target. Currently, to estimate the effects of those conditions on other targets requires either strong modeling assumptions (e.g. similarities among targets) or separate screens. Ideally, data-driven experimentation could be used to learn accurate models for many conditions and targets without doing all possible experiments. We have previously described an active machine learning algorithm that can iteratively choose small sets of experiments to learn models of multiple effects. We now show that, with no prior knowledge and with liquid handling robotics and automated microscopy under its control, this learner accurately learned the effects of 48 chemical compounds on the subcellular localization of 48 proteins while performing only 29% of all possible experiments. The results represent the first practical demonstration of the utility of active learning-driven biological experimentation in which the set of possible phenotypes is unknown in advance.

  8. Active Inference and Learning in the Cerebellum.

    Science.gov (United States)

    Friston, Karl; Herreros, Ivan

    2016-09-01

    This letter offers a computational account of Pavlovian conditioning in the cerebellum based on active inference and predictive coding. Using eyeblink conditioning as a canonical paradigm, we formulate a minimal generative model that can account for spontaneous blinking, startle responses, and (delay or trace) conditioning. We then establish the face validity of the model using simulated responses to unconditioned and conditioned stimuli to reproduce the sorts of behavior that are observed empirically. The scheme's anatomical validity is then addressed by associating variables in the predictive coding scheme with nuclei and neuronal populations to match the (extrinsic and intrinsic) connectivity of the cerebellar (eyeblink conditioning) system. Finally, we try to establish predictive validity by reproducing selective failures of delay conditioning, trace conditioning, and extinction using (simulated and reversible) focal lesions. Although rather metaphorical, the ensuing scheme can account for a remarkable range of anatomical and neurophysiological aspects of cerebellar circuitry-and the specificity of lesion-deficit mappings that have been established experimentally. From a computational perspective, this work shows how conditioning or learning can be formulated in terms of minimizing variational free energy (or maximizing Bayesian model evidence) using exactly the same principles that underlie predictive coding in perception.

  9. Project Based Learning Activities in Engineering Education

    Directory of Open Access Journals (Sweden)

    Tiago Faustino Andrade

    2013-03-01

    Full Text Available In the present work, the author reports examples of his involvement in different teaching/learning methodologies during his five years of the Integrated Master Degree in Mechanical Engineering at the Faculty of Engineering of University of Porto. The aim is to explain how useful those experiences have been, allowing him to explore many techno-scientific activities within his engineering education while student as well as other transferable skills and later, up to the present, as a professional in academic environment. The author wishes to underline the excellent opportunity he had to practice reflection processes as an essential methodology of his engineering education.

  10. A chitosan based, laser activated thin film surgical adhesive, 'SurgiLux': preparation and demonstration.

    Science.gov (United States)

    Foster, L John R; Karsten, Elizabeth

    2012-10-23

    Sutures are a 4,000 year old technology that remain the 'gold-standard' for wound closure by virtue of their repair strength (~100 KPa). However, sutures can act as a nidus for infection and in many procedures are unable to effect wound repair or interfere with functional tissue regeneration.(1) Surgical glues and adhesives, such as those based on fibrin and cyanoacrylates, have been developed as alternatives to sutures for the repair of such wounds. However, current commercial adhesives also have significant disadvantages, ranging from viral and prion transfer and a lack of repair strength as with the fibrin glues, to tissue toxicity and a lack of biocompatibility for the cyanoacrylate based adhesives. Furthermore, currently available surgical adhesives tend to be gel-based and can have extended curing times which limit their application.(2) Similarly, the use of UV lasers to facilitate cross-linking mechanisms in protein-based or albumin 'solders' can lead to DNA damage while laser tissue welding (LTW) predisposes thermal damage to tissues.(3) Despite their disadvantages, adhesives and LTW have captured approximately 30% of the wound closure market reported to be in excess of US $5 billion per annum, a significant testament to the need for sutureless technology.(4) In the pursuit of sutureless technology we have utilized chitosan as a biomaterial for the development of a flexible, thin film, laser-activated surgical adhesive termed 'SurgiLux'. This novel bioadhesive uses a unique combination of biomaterials and photonics that are FDA approved and successfully used in a variety of biomedical applications and products. SurgiLux overcomes all the disadvantages associated with sutures and current surgical adhesives (see Table 1). In this presentation we report the relatively simple protocol for the fabrication of SurgiLux and demonstrate its laser activation and tissue weld strength. SurgiLux films adhere to collagenous tissue without chemical modification such as

  11. Learning Design--Creative Design to Visualise Learning Activities

    Science.gov (United States)

    Toetenel, Lisette; Rienties, Bart

    2016-01-01

    The focus on quality improvements by institutions for better online and blended teaching can be delivered in different ways. This article reports on the implementation of this process and the approaches taken first, in terms of the design of new learning materials, and second, when reviewing the existing curriculum. The study aims to ascertain…

  12. Psychological and Pedagogic Conditions of Activating Creative Activity in Students for Successful Learning

    Science.gov (United States)

    Abykanova, Bakytgul; Bilyalova, Zhupar; Makhatova, Valentina; Idrissov, Salamat; Nugumanov, Samal

    2016-01-01

    Creative activity of a pedagogic process subject depends on the pedagogue's position, on his faith in the abilities to learn successfully, on encouragement of achievements, stimulating the initiative and activity. Successful learning by activating creative activity is possible with the presence of respectful attitude towards the pedagogic process…

  13. An Activity Theory View on Learning Studies

    Science.gov (United States)

    Mosvold, Reidar; Bjuland, Raymond

    2011-01-01

    Learning study has been used by many to develop exemplary teaching in school, and this approach has recently been adopted for use in kindergarten as well. When using such approaches in different settings than they were intended for, several challenges potentially arise. This article discusses the implementation of a learning study approach in a…

  14. Learning Choices, Older Australians and Active Ageing

    Science.gov (United States)

    Boulton-Lewis, Gillian M.; Buys, Laurie

    2015-01-01

    This paper reports on the findings of qualitative, semistructured interviews conducted with 40 older Australian participants who either did or did not engage in organized learning. Phenomenology was used to guide the interviews and analysis to explore the lived learning experiences and perspectives of these older people. Their experiences of…

  15. Active Learning of Classification Models with Likert-Scale Feedback.

    Science.gov (United States)

    Xue, Yanbing; Hauskrecht, Milos

    2017-01-01

    Annotation of classification data by humans can be a time-consuming and tedious process. Finding ways of reducing the annotation effort is critical for building the classification models in practice and for applying them to a variety of classification tasks. In this paper, we develop a new active learning framework that combines two strategies to reduce the annotation effort. First, it relies on label uncertainty information obtained from the human in terms of the Likert-scale feedback. Second, it uses active learning to annotate examples with the greatest expected change. We propose a Bayesian approach to calculate the expectation and an incremental SVM solver to reduce the time complexity of the solvers. We show the combination of our active learning strategy and the Likert-scale feedback can learn classification models more rapidly and with a smaller number of labeled instances than methods that rely on either Likert-scale labels or active learning alone.

  16. Telling Active Learning Pedagogies Apart: from theory to practice

    Directory of Open Access Journals (Sweden)

    Kelsey Hood Cattaneo

    2017-07-01

    Full Text Available Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based, through theoretical and practical lenses, could function as a useful tool for researchers and practitioners in comparing pedagogies. This article classified five active learning pedagogies based on six constructivist elements. The comparison was completed through a comparative analysis and a content analysis informed by a systematic literature review. The findings were that learner-centeredness is a primary goal of all pedagogies; however, there is a strong dissonance between each pedagogy’s theoretical underpinnings and implementation realities. This dissonance complicates differentiating active learning pedagogies and classification as a comparative tool has proved to have limited usefulness.

  17. Feasibility of Active Machine Learning for Multiclass Compound Classification.

    Science.gov (United States)

    Lang, Tobias; Flachsenberg, Florian; von Luxburg, Ulrike; Rarey, Matthias

    2016-01-25

    A common task in the hit-to-lead process is classifying sets of compounds into multiple, usually structural classes, which build the groundwork for subsequent SAR studies. Machine learning techniques can be used to automate this process by learning classification models from training compounds of each class. Gathering class information for compounds can be cost-intensive as the required data needs to be provided by human experts or experiments. This paper studies whether active machine learning can be used to reduce the required number of training compounds. Active learning is a machine learning method which processes class label data in an iterative fashion. It has gained much attention in a broad range of application areas. In this paper, an active learning method for multiclass compound classification is proposed. This method selects informative training compounds so as to optimally support the learning progress. The combination with human feedback leads to a semiautomated interactive multiclass classification procedure. This method was investigated empirically on 15 compound classification tasks containing 86-2870 compounds in 3-38 classes. The empirical results show that active learning can solve these classification tasks using 10-80% of the data which would be necessary for standard learning techniques.

  18. Rectification of SEMG as a tool to demonstrate synchronous motor unit activity during vibration.

    Science.gov (United States)

    Sebik, Oguz; Karacan, Ilhan; Cidem, Muharrem; Türker, Kemal S

    2013-04-01

    The use of surface electromyography (SEMG) in vibration studies is problematic since motion artifacts occupy the same frequency band with the SEMG signal containing information on synchronous motor unit activity. We hypothesize that using a harsher, 80-500 Hz band-pass filter and using rectification can help eliminate motion artifacts and provide a way to observe synchronous motor unit activity that is phase locked to vibration using SEMG recordings only. Multi Motor Unit (MMU) action potentials using intramuscular electrodes along with SEMG were recorded from the gastrocnemius medialis (GM) of six healthy male volunteers. Data were collected during whole body vibration, using vibration frequencies of 30 Hz, 35 Hz, 40 Hz or 50 Hz. A computer simulation was used to investigate the efficacy of filtering under different scenarios: with or without artifacts and/or motor unit synchronization. Our findings indicate that motor unit synchronization took place during WBV as verified by MMU recordings. A harsh filtering regimen along with rectification proved successful in demonstrating motor unit synchronization in SEMG recordings. Our findings were further supported by the results from the computer simulation, which indicated that filtering and rectification was efficient in discriminating motion artifacts from motor unit synchronization. We suggest that the proposed signal processing technique may provide a new methodology to evaluate the effects of vibration treatments using only SEMG. This is a major advantage, as this non-intrusive method is able to overcome movement artifacts and also indicate the synchronization of underlying motor units.

  19. Long terminal repeat sequences from virulent and attenuated equine infectious anemia virus demonstrate distinct promoter activities.

    Science.gov (United States)

    Zhou, Tao; Yuan, Xiu-Fang; Hou, Shao-Hua; Tu, Ya-Bin; Peng, Jin-Mei; Wen, Jian-Xin; Qiu, Hua-Ji; Wu, Dong-Lai; Chen, Huan-Chun; Wang, Xiao-Jun; Tong, Guang-Zhi

    2007-09-01

    In the early 1970s, the Chinese Equine Infectious Anemia Virus (EIAV) vaccine, EIAV(DLA), was developed through successive passages of a wild-type virulent virus (EIAV(L)) in donkeys in vivo and then in donkey macrophages in vitro. EIAV attenuation and cell tropism adaptation are associated with changes in both envelope and long terminal repeat (LTR). However, specific LTR changes during Chinese EIAV attenuation have not been demonstrated. In this study, we compared LTR sequences from both virulent and attenuated EIAV strains and documented the diversities of LTR sequence from in vivo and in vitro infections. We found that EIAV LTRs of virulent strains were homologous, while EIAV vaccine have variable LTRs. Interestingly, experimental inoculation of EIAV(DLA) into a horse resulted in a restriction of the LTR variation. Furthermore, LTRs from EIAV(DLA) showed higher Tat transactivated activity than LTRs from virulent strains. By using chimeric clones of wild-type LTR and vaccine LTR, the main difference of activity was mapped to the changes of R region, rather than U3 region.

  20. The effect of active learning on student characteristics in a human physiology course for nonmajors.

    Science.gov (United States)

    Wilke, R Russell

    2003-12-01

    This study investigated the effect of active-learning strategies on college students' achievement, motivation, and self-efficacy in a human physiology course for nonmajors. Variables were studied via a quasi-experimental, Solomon four-group design on 141 students at a small west-Texas university. Treatment groups were taught using a continuum-based, active-learning model implemented over the course of a semester. Control groups were taught using traditional didactic lecture methods. To assess the effects of the continuum-based active learning strategies, students were administered a comprehensive physiology content exam, the Motivated Strategies for Learning Questionnaire, and attitude surveys. Factorial analyses indicated that the treatment groups acquired significantly more content knowledge and were significantly more self-efficacious than students in the control groups. There were no significant differences in motivation. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped (or would help) them to learn the material, and would choose an active learning course in the future.

  1. Technology transfer and technological learning through CERN's procurement activity

    CERN Document Server

    Autio, Erkko; Hameri, Ari-Pekka; CERN. Geneva

    2003-01-01

    This report analyses the technological learning and innovation benefits derived from CERN's procurement activity during the period 1997-2001. The base population of our study, the technology-intensive suppliers to CERN, consisted of 629 companies out of 6806 companies during the same period, representing 1197 MCHF in procurement. The main findings from the study can be summarized as follows: the various learning and innovation benefits (e.g., technological learning, organizational capability development, market learning) tend to occur together. Learning and innovation benefits appear to be regulated by the quality of the supplier's relationship with CERN: the greater the amount of social capital built into the relationship, the greater the learning and innovation benefits. Regardless of relationship quality, virtually all suppliers derived significant marketing reference benefits from CERN. Many corollary benefits are associated with procurement activity. As an example, as many as 38% of the respondents devel...

  2. Principles of Language Learning Activity Design Based on Constructivism

    Institute of Scientific and Technical Information of China (English)

    于玉星

    2010-01-01

    <正>This essay introduces constructivism and its four key theories in learning and explores its applications in language learning activity design.Following the theoretical background analysis,it proposes three principles concerning English language teaching activity design,namely interactive thinking principle,I + 1 principle and authentic communication principle.This paper also provides some practical teaching activities such as supporting examples of how these three principles can work in language teaching.

  3. Moments of movement: active learning and practice development.

    Science.gov (United States)

    Dewing, Jan

    2010-01-01

    As our understanding of practice development becomes more sophisticated, we enhance our understanding of how the facilitation of learning in and from practice, can be more effectively achieved. This paper outlines an approach for enabling and maximizing learning within practice development known as 'Active Learning'. It considers how, given establishing a learning culture is a prerequisite for the sustainability of PD within organisations, practice developers can do more to maximize learning for practitioners and other stakeholders. Active Learning requires that more attention be given by organisations committed to PD, at a corporate and strategic level for how learning strategies are developed in the workplace. Specifically, a move away from a heavy reliance on training may be required. Practice development facilitators also need to review: how they organise and offer learning, so that learning strategies are consistent with the vision, aims and processes of PD; have skills in the planning, delivery and evaluation of learning as part of their role and influence others who provide more traditional methods of training and education.

  4. Using active learning methodologies in physical chemistry in CLIL contexts

    Directory of Open Access Journals (Sweden)

    David Recatalá

    2016-03-01

    Full Text Available One of the main objectives of the European Higher Education Area (EHEA is to promote a change toward a student-centred education model. This fact has led to the implementation of novel methodologies based on active learning, aimed at engaging students’ interest. This implementation has been usually accompanied by significant changes in both the teaching and learning processes in European universities. Furthermore, teaching a subject through the medium of a foreign language has also been gaining attention over the past few years. More specifically, this approach commonly known as Content and Language Integrated Learning (CLIL has been employed for the simultaneous learning of content and English in a number of European countries. In this contribution we report on the active learning methods implemented in a Physical Chemistry course, as well as the efforts devoted to Content and English Language Integration in this subject. This research analyses a series of factors that can contribute to the global learning and teaching experience when both active learning and CLIL are implemented in the Physical Chemistry classroom. Some examples of them include changes in attitudes towards the subject, engagement and motivation during the course, perception of English learning, and in general, students’ satisfaction with the learning process.

  5. U.S. Department of Energy -- Advanced Vehicle Testing Activity: Plug-in Hybrid Electric Vehicle Testing and Demonstration Activities

    Energy Technology Data Exchange (ETDEWEB)

    James E. Francfort; Donald Karner; John G. Smart

    2009-05-01

    The U.S. Department of Energy’s (DOE) Advanced Vehicle Testing Activity (AVTA) tests plug-in hybrid electric vehicles (PHEV) in closed track, dynamometer and onroad testing environments. The onroad testing includes the use of dedicated drivers on repeated urban and highway driving cycles that range from 10 to 200 miles, with recharging between each loop. Fleet demonstrations with onboard data collectors are also ongoing with PHEVs operating in several dozen states and Canadian Provinces, during which trips- and miles-per-charge, charging demand and energy profiles, and miles-per-gallon and miles-per-kilowatt-hour fuel use results are all documented, allowing an understanding of fuel use when vehicles are operated in charge depleting, charge sustaining, and mixed charge modes. The intent of the PHEV testing includes documenting the petroleum reduction potential of the PHEV concept, the infrastructure requirements, and operator recharging influences and profiles. As of May 2008, the AVTA has conducted track and dynamometer testing on six PHEV conversion models and fleet testing on 70 PHEVs representing nine PHEV conversion models. A total of 150 PHEVs will be in fleet testing by the end of 2008, all with onboard data loggers. The onroad testing to date has demonstrated 100+ miles per gallon results in mostly urban applications for approximately the first 40 miles of PHEV operations. The primary goal of the AVTA is to provide advanced technology vehicle performance benchmark data for technology modelers, research and development programs, and technology goal setters. The AVTA testing results also assist fleet managers in making informed vehicle purchase, deployment and operating decisions. The AVTA is part of DOE’s Vehicle Technologies Program. These AVTA testing activities are conducted by the Idaho National Laboratory and Electric Transportation Engineering Corporation, with Argonne National Laboratory providing dynamometer testing support. The proposed paper

  6. Medical Student Perspectives of Active Learning: A Focus Group Study.

    Science.gov (United States)

    Walling, Anne; Istas, Kathryn; Bonaminio, Giulia A; Paolo, Anthony M; Fontes, Joseph D; Davis, Nancy; Berardo, Benito A

    2017-01-01

    Phenomenon: Medical student perspectives were sought about active learning, including concerns, challenges, perceived advantages and disadvantages, and appropriate role in the educational process. Focus groups were conducted with students from all years and campuses of a large U.S. state medical school. Students had considerable experience with active learning prior to medical school and conveyed accurate understanding of the concept and its major strategies. They appreciated the potential of active learning to deepen and broaden learning and its value for long-term professional development but had significant concerns about the efficiency of the process, the clarity of expectations provided, and the importance of receiving preparatory materials. Most significantly, active learning experiences were perceived as disconnected from grading and even as impeding preparation for school and national examinations. Insights: Medical students understand the concepts of active learning and have considerable experience in several formats prior to medical school. They are generally supportive of active learning concepts but frustrated by perceived inefficiencies and lack of contribution to the urgencies of achieving optimal grades and passing United States Medical Licensing Examinations, especially Step 1.

  7. INTEGRATING ACTIVE LEARNING IN A COLLEGE SPEAKING CLASS

    Directory of Open Access Journals (Sweden)

    Pryla Rochmahwati

    2015-12-01

    Full Text Available Active learning strategies provide a wide variety of activities which can be integrated in a College EFL Class especially on Speaking 1 Course at Ponorogo Islamic State College. They provide many benefits, such as giving the students’ chances to apply various ways in order to comprehend the material. Also, they emphasize the significance of the learner’s involvement in the learning process. Active Learning strategies are considered appropriate to give students the same amount of chance in practicing their speaking skill and to pay attention in creating a learning situation. Some active learning strategies including the advantages and their application procedures are intended to help learners achieve the objective of Speaking1 course are presented in the article. Lecturers may, however, find that some just do not fit their style of teaching or that others would work well in their speaking class or with modifications. On the other hand, there are some obstacles that occur during theimplementation of active learning, namely disinterested students and time pressures. Keywords: active learning, speaking

  8. An active learning organisation: teaching projects in electrical engineering education

    NARCIS (Netherlands)

    Christensen, H.-P.; Vos, Henk; de Graaff, E.; Lemoult, B.

    2004-01-01

    The introduction of active learning in engineering education is often started by enthusiastic teachers or change agents. They usually encounter resistance from stakeholders such as colleagues, department boards or students. For a successful introduction these stakeholders all have to learn what

  9. Enhanced Memory as a Common Effect of Active Learning

    Science.gov (United States)

    Markant, Douglas B.; Ruggeri, Azzurra; Gureckis, Todd M.; Xu, Fei

    2016-01-01

    Despite widespread consensus among educators that "active learning" leads to better outcomes than comparatively passive forms of instruction, it is often unclear why these benefits arise. In this article, we review research showing that the opportunity to control the information experienced while learning leads to improved memory…

  10. Enhanced Memory as a Common Effect of Active Learning

    Science.gov (United States)

    Markant, Douglas B.; Ruggeri, Azzurra; Gureckis, Todd M.; Xu, Fei

    2016-01-01

    Despite widespread consensus among educators that "active learning" leads to better outcomes than comparatively passive forms of instruction, it is often unclear why these benefits arise. In this article, we review research showing that the opportunity to control the information experienced while learning leads to improved memory…

  11. An active role for machine learning in drug development

    Science.gov (United States)

    Murphy, Robert F.

    2014-01-01

    Due to the complexity of biological systems, cutting-edge machine-learning methods will be critical for future drug development. In particular, machine-vision methods to extract detailed information from imaging assays and active-learning methods to guide experimentation will be required to overcome the dimensionality problem in drug development. PMID:21587249

  12. Creating Activating Events for Transformative Learning in a Prison Classroom

    Science.gov (United States)

    Keen, Cheryl H.; Woods, Robert

    2016-01-01

    In this article, we interpreted, in light of Mezirow's theory of transformative learning, interviews with 13 educators regarding their work with marginalized adult learners in prisons in the northeastern United States. Transformative learning may have been aided by the educators' response to unplanned activating events, humor, and respect, and…

  13. Promoting Technology-Assisted Active Learning in Computer Science Education

    Science.gov (United States)

    Gao, Jinzhu; Hargis, Jace

    2010-01-01

    This paper describes specific active learning strategies for teaching computer science, integrating both instructional technologies and non-technology-based strategies shown to be effective in the literature. The theoretical learning components addressed include an intentional method to help students build metacognitive abilities, as well as…

  14. Demonstration of sulfur solubility determinations in high waste loading, low-activity waste glasses

    Energy Technology Data Exchange (ETDEWEB)

    Fox, K. M. [Savannah River Site (SRS), Aiken, SC (United States). Savannah River National Lab. (SRNL)

    2016-04-25

    A method recommended by Pacific Northwest National Laboratory (PNNL) for sulfate solubility determinations in simulated low-activity waste glasses was demonstrated using three compositions from a recent Hanford high waste loading glass study. Sodium and sulfate concentrations in the glasses increased after each re-melting step. Visual observations of the glasses during the re-melting process reflected the changes in composition. The measured compositions showed that the glasses met the targeted values. The amount of SO3 retained in the glasses after washing was relatively high, ranging from 1.6 to 2.6 weight percent (wt %). Measured SnO2 concentrations were notably low in all of the study glasses. The composition of the wash solutions should be measured in future work to determine whether SnO2 is present with the excess sulfate washed from the glass. Increases in batch size and the amount of sodium sulfate added did not have a measureable impact on the amount of sulfate retained in the glass, although this was tested for only a single glass composition. A batch size of 250 g and a sodium sulfate addition targeting 7 wt %, as recommended by PNNL, will be used in future experiments.

  15. Batch Mode Active Learning for Regression With Expected Model Change.

    Science.gov (United States)

    Cai, Wenbin; Zhang, Muhan; Zhang, Ya

    2016-04-20

    While active learning (AL) has been widely studied for classification problems, limited efforts have been done on AL for regression. In this paper, we introduce a new AL framework for regression, expected model change maximization (EMCM), which aims at choosing the unlabeled data instances that result in the maximum change of the current model once labeled. The model change is quantified as the difference between the current model parameters and the updated parameters after the inclusion of the newly selected examples. In light of the stochastic gradient descent learning rule, we approximate the change as the gradient of the loss function with respect to each single candidate instance. Under the EMCM framework, we propose novel AL algorithms for the linear and nonlinear regression models. In addition, by simulating the behavior of the sequential AL policy when applied for k iterations, we further extend the algorithms to batch mode AL to simultaneously choose a set of k most informative instances at each query time. Extensive experimental results on both UCI and StatLib benchmark data sets have demonstrated that the proposed algorithms are highly effective and efficient.

  16. Active learning on the ward: outcomes from a comparative trial with traditional methods.

    Science.gov (United States)

    Melo Prado, Hegla; Hannois Falbo, Gilliatt; Rodrigues Falbo, Ana; Natal Figueirôa, José

    2011-03-01

    Academic activity during internship is essentially practical and ward rounds are traditionally considered the cornerstone of clinical education. However, the efficacy and effectiveness of ward rounds for learning purposes have been under-investigated and it is necessary to assess alternative educational paradigms for this activity. This study aimed to compare the educational effectiveness of ward rounds conducted with two different learning methodologies. Student subjects were first tested on 30 true/false questions to assess their initial degree of knowledge on pneumonia and diarrhoea. Afterwards, they attended ward rounds conducted using an active and a traditional learning methodology. The participants were submitted to a second test 48hours later in order to assess knowledge acquisition and were asked to answer two questions about self-directed learning and their opinions on the two learning methodologies used. Seventy-two medical students taking part in a paediatric clinic rotation were enrolled. The active methodology proved to be more effective than the traditional methodology for the three outcomes considered: knowledge acquisition (33 students [45.8%] versus 21 students [29.2%]; p=0.03); self-directed learning (38 students [52.8%] versus 11 students [15.3%]; pactive methodology produced better results than the traditional methodology in a ward-based context. This study seems to be valuable in terms of the new evidence it demonstrates on learning methodologies in the context of the ward round. © Blackwell Publishing Ltd 2011.

  17. Team-based learning: a promising strategy to foster active learning in cancer education.

    Science.gov (United States)

    Haidet, Paul; Fecile, Mary Lynn

    2006-01-01

    Team-based learning (TBL) is an innovative teaching method, originally pioneered in business education, which has been increasingly used in medical settings. TBL allows a single teacher to incorporate small groups into a lecture hall or classroom and simultaneously conduct activities with all of the groups. Its focus on application of basic knowledge to solve complex real-world problems is ideally suited for basic science and clinical teaching. Application in medical education settings has demonstrated TBL to result in a number of favorable knowledge, skills, and attitudinal outcomes. We introduce the TBL method and summarize experience to date in health sciences education. We look forward to increasing use of the method to teach oncology content.

  18. Changing University Students’ Alternative Conceptions of Optics by Active Learning

    Directory of Open Access Journals (Sweden)

    Zalkida Hadžibegović

    2013-01-01

    Full Text Available Active learning is individual and group participation in effective activities such as in-class observing, writing, experimenting, discussion, solving problems, and talking about to-be-learned topics. Some instructors believe that active learning is impossible, or at least extremely difficult to achieve in large lecture sessions. Nevertheless, the truly impressive implementation results of theSCALE-UP learning environment suggest that such beliefs are false (Beichner et al., 2000. In this study, we present a design of an active learning environment with positive effect on students. The design is based on the following elements: (1 helping students to learn from interactive lecture experiment; (2 guiding students to use justified explanation and prediction after observing and exploring a phenomenon; (3 developing a conceptual question sequencedesigned for use in an interactive lecture with students answering questions in worksheets by writing and drawing; (4 evaluating students’ conceptual change and gains by questions related to light reflection, refraction, and image formation in an exam held a week after the active learning session. Data were collected from 95 science freshmen with different secondary school backgrounds. They participated in geometrical optics classes organized for collecting research results during and after only one active learning session.The results have showed that around 60% of the students changed their initial alternative conceptions of vision and of image formation. It was also found that a large group of university students is likely to be engaged in active learning, shifting from a passive role they usually play during teacher’s lectures.

  19. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    OpenAIRE

    2016-01-01

    Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into fo...

  20. Active Learning to Improve Fifth Grade Mathematics Achievement in Banten

    Directory of Open Access Journals (Sweden)

    Andri Suherman

    2011-12-01

    Full Text Available Teaching for active learning is a pedagogical technique that has been actively promoted in Indonesian education through government reform efforts and international development assistance projects for decades. Recently, elementary schools in Banten province received training in active learning instructional strategies from the USAID-funded project, Decentralized Basic Education 2. Post-training evaluations conducted by lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa suggested that teachers were successfully employing active learning strategies in some subjects, but not mathematics. In order to understand the difficulties teachers were having in teaching for active learning in mathematics, and to assist them in using active learning strategies, a team of lecturers from UNTIRTA designed and carried out an action research project to train teachers in an elementary school in the city of Cilegon to use a technique called Magic Fingers in teaching Grade 5 multiplication. During the course of the project the research team discovered that teachers were having problems transferring knowledge gained from training in one context and subject to other school subjects and contexts. Key Words: Mathematics, Teaching for Active Learning, Indonesia, Banten

  1. A simple wavelength division multiplexing system for active learning teaching

    Science.gov (United States)

    Zghal, Mourad; Ghalila, Hassen; Ben Lakhdar, Zohra

    2009-06-01

    The active learning project consists in a series of workshops for educators, researchers and students and promotes an innovative method of teaching physics using simple, inexpensive materials that can be fabricated locally. The objective of the project is to train trainers and inspire students to learn physics. The workshops are based on the use of laboratory work and hands-on activities in the classroom. The interpretation of these experiments is challenging for some students, and the experiments can lead to a significant amount of discussion. The workshops are organized within the framework of the project ``Active Learning in Optics and Photonics" (ALOP) mainly funded by UNESCO, with the support of ICTP (Abdus Salam International Centre for Theoretical Physics) and SPIE. ALOP workshops offer high school, college or university physics teachers the opportunity to improve their conceptual understanding of optics. These workshops usually run for five days and cover several of the topics usually found in any introductory university physics program. Optics and photonics are used as subject matter because it is relevant as well as adaptable to research and educational conditions in many developing countries [1]. In this paper, we will mainly focus on a specific topic of the ALOP workshops, namely optical communications and Wavelength Division Multiplexing technology (WDM). This activity was originally developed by Mazzolini et al [2]. WDM is a technology used in fibre-optic communications for transmitting two or more separate signals over a single fibre optic cable by using a separate wavelength for each signal. Multiple signals are carried together as separate wavelengths of light in a multiplexed signal. Simple and inexpensive WDM system was implemented in our laboratory using light emitting diodes or diode lasers, plastic optical fibres, a set of optical filters and lenses, prism or grating, and photodiodes. Transmission of audio signals using home-made, simple

  2. 34 CFR 426.4 - What activities does the Secretary fund under the Demonstration Projects?

    Science.gov (United States)

    2010-07-01

    ... disadvantaged individuals (including foster children); (3) Individuals of limited English proficiency; (4... skills needed to make the transition from school to productive employment, including— (i) Work experience... learning programs. (3) The projects described in paragraphs (b) (1) and (2) of this section may...

  3. Physical Activity and Wellness: Applied Learning through Collaboration

    Science.gov (United States)

    Long, Lynn Hunt; Franzidis, Alexia

    2015-01-01

    This article describes how two university professors teamed up to initiate a university-sponsored physical activity and wellness expo in an effort to promote an authentic and transformative learning experience for preservice students.

  4. A Unified Active Learning Framework for Biomedical Relation Extraction

    Institute of Scientific and Technical Information of China (English)

    Hong-Tao Zhang; Min-Lie Huang; Xiao-Yan Zhu

    2012-01-01

    Supervised machine learning methods have been employed with great success in the task of biomedical relation extraction.However,existing methods are not practical enough,since manual construction of large training data is very expensive.Therefore,active learning is urgently needed for designing practical relation extraction methods with little human effort.In this paper,we describe a unified active learning framework.Particularly,our framework systematically addresses some practical issues during active learning process,including a strategy for selecting informative data,a data diversity selection algorithm,an active feature acquisition method,and an informative feature selection algorithm,in order to meet the challenges due to the immense amount of complex and diverse biomedical text.The framework is evaluated on protein-protein interaction (PPI) extraction and is shown to achieve promising results with a significant reduction in editorial effort and labeling time.

  5. Teachers' Perceptions and Practices of Active Learning in ...

    African Journals Online (AJOL)

    Teachers' Perceptions and Practices of Active Learning in Haramaya University, ... Science, Technology and Arts Research Journal ... method, lack of students' interest, shortage of time, lack of instructional material and large class size. Finally ...

  6. Lessons learned during active epidemiological surveillance of Ebola ...

    African Journals Online (AJOL)

    Lessons learned during active epidemiological surveillance of Ebola And Marburg Viral Hemorrhagic Fever Epidemics in Africa. ... During epidemics in rural settings, outbreak investigations have shown multiple introductions of the virus into ...

  7. Physical Activity and Wellness: Applied Learning through Collaboration

    Science.gov (United States)

    Long, Lynn Hunt; Franzidis, Alexia

    2015-01-01

    This article describes how two university professors teamed up to initiate a university-sponsored physical activity and wellness expo in an effort to promote an authentic and transformative learning experience for preservice students.

  8. Language-Learning Motivation during Short-Term Study Abroad: An Activity Theory Perspective

    Science.gov (United States)

    Allen, Heather Willis

    2010-01-01

    This study investigated the development of language-learning motivation during short-term study abroad (SA) for six intermediate-level students of French. Taking an activity theory perspective, findings demonstrated that one of two orientations motivated participants to study or continue studying French at the college level: linguistic motives or…

  9. A STUDY OF STUDENTS’ LEARNING STYLES AND EXPERIMENTAL ACTIVITIES

    Institute of Scientific and Technical Information of China (English)

    1999-01-01

    This article reports a study using a self-reporting questionnaire adapted from Reid (1987) toexamine the preferred learning styles of the students majoring in English in Hubei Three Gorges Univer-sity Humanities’ College,Hubei,China.Based on the results the study generated,activities were createdthat could reflect the students’ learning style preferences.These activities were effective in motivatingour students and developing productive language skills.

  10. Create Effective Activities for Students to Learn English Literature

    Institute of Scientific and Technical Information of China (English)

    韩建萍; 谷婷婷; 田颖慧

    2013-01-01

    Rather than only learning English grammar and some other language knowledge about English, learning English litera⁃ture is another effective way for students to learn English since they can not only learn the native English by reading some English literature but also get familiar with different cultures and background knowledge of English countries. As an English teacher, the main job in the literature class is to design effective activities for students in order to let them comprehend texts that they read and improve their critical thinking. This paper is tend to discuss some activities, including pre-reading, reading and post-reading ac⁃tivities, which was used in my literature class and how they help the students learn English and improve their critical thinking.

  11. Active Learning: 101 Strategies To Teach Any Subject.

    Science.gov (United States)

    Silberman, Mel

    This book contains specific, practical strategies that can be used for almost any subject matters to promote active learning. It brings together in one source a comprehensive collection of instructional strategies, with ways to get students to be active from the beginning through activities that build teamwork and get students thinking about the…

  12. Active Learning: 101 Strategies To Teach Any Subject.

    Science.gov (United States)

    Silberman, Mel

    This book contains specific, practical strategies that can be used for almost any subject matters to promote active learning. It brings together in one source a comprehensive collection of instructional strategies, with ways to get students to be active from the beginning through activities that build teamwork and get students thinking about the…

  13. Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

    Directory of Open Access Journals (Sweden)

    Reza Karimi, RPh, PhD

    2011-01-01

    Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven “closing the loop” feedback discussion. For teambuilding, a set of clue sheets or manufacturer‘s drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams’ impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators’ interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.

  14. Using the Learning Activities Survey to Examine Transformative Learning Experiences in Two Graduate Teacher Preparation Courses

    Science.gov (United States)

    Caruana, Vicki; Woodrow, Kelli; Pérez, Luis

    2015-01-01

    The Learning Activities Survey (LAS) detected whether, and to what extent, a perspective transformation occurred during two graduate courses in teacher preparation. The LAS examined the types of learning identified as contributing to their transformative experiences. This study examined pre-service teachers' critical reflection of the course…

  15. Forum: The Lecture and Student Learning. Lecture and Active Learning as a Dialectical Tension

    Science.gov (United States)

    Mallin, Irwin

    2017-01-01

    Lecture remains a valuable tool in the student learning toolbox--one that at its best helps students unpack what they read for class, place course material in context, and see how a subject matter expert solves problems. It may be useful to think of lecture and active learning as a dialectical tension satisfied by the interactive lecture. Just as…

  16. Deactivation of the inferior colliculus by cooling demonstrates intercollicular modulation of neuronal activity

    Directory of Open Access Journals (Sweden)

    Llwyd David Orton

    2012-12-01

    Full Text Available The auditory pathways coursing through the brainstem are organised bilaterally in mirror image about the midline and at several levels the two sides are interconnected. One of the most prominent points of interconnection is the commissure of the inferior colliculus (CoIC. Anatomical studies have revealed that these fibres make reciprocal connections which follow the tonotopic organisation of the inferior colliculus (IC, and that the commissure contains both excitatory and, albeit fewer, inhibitory fibres. The role of these connections in sound processing is largely unknown. Here we describe a method to address this question in the anaesthetised guinea pig. We used a cryoloop placed on one IC to produce reversible deactivation while recording electrophysiological responses to sounds in both ICs. We recorded single units, multi-unit clusters and local field potentials (LFPs before, during and after cooling. The degree and spread of cooling was measured with a thermocouple placed in the IC and other auditory structures. Cooling sufficient to eliminate firing was restricted to the IC contacted by the cryoloop. The temperature of other auditory brainstem structures, including the contralateral IC and the cochlea were minimally affected. Cooling below 20 °C reduced or eliminated the firing of action potentials in frequency laminae at depths corresponding to characteristic frequencies up to ~8 kHz. Modulation of neural activity also occurred in the un-cooled IC with changes in single unit firing and LFPs. Components of LFPs signalling lemniscal afferent input to the IC showed little change in amplitude or latency with cooling, whereas the later components, which likely reflect inter- and intra-collicular processing, showed marked changes in form and amplitude. We conclude that the cryoloop is an effective method of selectively deactivating one IC in guinea pig, and demonstrate that auditory processing in the IC is strongly influenced by the other.

  17. Coordinated activity of ventral tegmental neurons adapts to appetitive and aversive learning.

    Directory of Open Access Journals (Sweden)

    Yunbok Kim

    Full Text Available Our understanding of how value-related information is encoded in the ventral tegmental area (VTA is based mainly on the responses of individual putative dopamine neurons. In contrast to cortical areas, the nature of coordinated interactions between groups of VTA neurons during motivated behavior is largely unknown. These interactions can strongly affect information processing, highlighting the importance of investigating network level activity. We recorded the activity of multiple single units and local field potentials (LFP in the VTA during a task in which rats learned to associate novel stimuli with different outcomes. We found that coordinated activity of VTA units with either putative dopamine or GABA waveforms was influenced differently by rewarding versus aversive outcomes. Specifically, after learning, stimuli paired with a rewarding outcome increased the correlation in activity levels between unit pairs whereas stimuli paired with an aversive outcome decreased the correlation. Paired single unit responses also became more redundant after learning. These response patterns flexibly tracked the reversal of contingencies, suggesting that learning is associated with changing correlations and enhanced functional connectivity between VTA neurons. Analysis of LFP recorded simultaneously with unit activity showed an increase in the power of theta oscillations when stimuli predicted reward but not an aversive outcome. With learning, a higher proportion of putative GABA units were phase locked to the theta oscillations than putative dopamine units. These patterns also adapted when task contingencies were changed. Taken together, these data demonstrate that VTA neurons organize flexibly as functional networks to support appetitive and aversive learning.

  18. Teaching for Active Learning in Two Primary-Level Islamic Schools (Madrasahs in North Sumatra

    Directory of Open Access Journals (Sweden)

    [None] Suprayetno W.

    2011-12-01

    Full Text Available Teaching for active learning is an instructional strategy that has been promoted for some time in Indonesia through various government educational reform initiatives and international development efforts. These efforts, however, have tended to target teachers in public primary schools (SD: sekolah dasar or public junior high schools (SMP: sekolah menengah pertama rather than equivalent schools in the Islamic education sector (madrasah ibtidâ’iyah and madrasah tsanawiyah. Utilizing data gathered from focus group discussions, individual interviews, and classroom discussions, this action research study examined the specific challenges faced by Islamic Studies teachers in teaching for active learning in two public Islamic primary schools (MIN: madrasah ibtidâ’iyah negeri in the district of Deli Serdang, North Sumatra. Our article goes on to describe the difficulties Islamic Studies teachers have in applying active learning teaching strategies learned in demonstrations of teaching for active learning in science, mathematics and other secular subjects to Islamic Studies. Key Words: Islamic Education, Active Learning, Religious Studies, Indonesia

  19. Semi-automatic video semantic annotation based on active learning

    Science.gov (United States)

    Song, Yan; Hua, Xian-Sheng; Dai, Li-Rong; Wang, Ren-Hua

    2005-07-01

    In this paper, we propose a novel semi-automatic annotation scheme for home videos based on active learning. It is well-known that there is a large gap between semantics and low-level features. To narrow down this gap, relevance feedback has been introduced in a number of literatures. Furthermore, to accelerate the convergence to the optimal result, several active learning schemes, in which the most informative samples are chosen to be annotated, have been proposed in literature instead of randomly selecting samples. In this paper, a representative active learning method is proposed, which local consistency of video content is effectively taken into consideration. The main idea is to exploit the global and local statistical characteristics of videos, and the temporal relationship between shots. The global model is trained on a smaller pre-labeled video dataset, and the local information is obtained online in the process of active learning, and will be used to adjust the initial global model adaptively. The experiment results show that the proposed active learning scheme has significantly improved the annotation performance compared with random selecting and common active learning method.

  20. Mature students learning statistics: The activity theory perspective

    Science.gov (United States)

    Gordon, Sue

    1993-09-01

    The concept of approach "stresses relationships between intention, process and outcome within a specified context as described by an individual" (Schmeck, 1988, p. 10). This paper explores the approaches to learning of a group of mature students from the theoretical perspective of activity theory in order to gain an insight into some of the ways statistics is learned. In this framework, learning, regarded as goal-directed behaviour, is analysed by exploring the socio-historical factors relating to students' self regulation of their cognitive activities. The material is derived from questionnaires and interviews with five students, and focuses on the students' own interpretations of the contexts affecting their approaches.

  1. The planning illusion: Does active planning of a learning route support learning as well as learners think it does?

    NARCIS (Netherlands)

    Bonestroo, W.J.; Jong, de T.

    2012-01-01

    Is actively planning one’s learning route through a learning domain beneficial for learning? Moreover, can learners accurately judge the extent to which planning has been beneficial for them? This study examined the effects of active planning on learning. Participants received a tool in which they c

  2. Nursing problem-based learning activity: song writing and singing.

    Science.gov (United States)

    Chan, Zenobia C Y

    2014-08-01

    The function of song is not only to deliver individual's messages, but also to serve as a learning approach to facilitate students' learning. To observe the effectiveness of songs in facilitating students' learning, a Problem-based Learning (PBL) class with twenty students was divided into four groups with five students per group. Each group was asked to write a song based on two given scenarios, to sing the song out loud, and to participate in a follow-up focus group interview afterwards. The four songs reflected the students' understanding of academic knowledge and their perspectives toward the protagonists in the presented scenarios. Two songs are presented in this paper to demonstrate how the approach was carried out in the nursing PBL class. This paper aims to show the implication of song writing and singing in PBL and shed some light on teaching and learning.

  3. Active learning increases student performance in science, engineering, and mathematics.

    Science.gov (United States)

    Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-06-10

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

  4. Active learning increases student performance in science, engineering, and mathematics

    Science.gov (United States)

    Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

    2014-01-01

    To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756

  5. Collaborative Reflection activities with DynaLearn

    NARCIS (Netherlands)

    Or-Bach, R.; Bredeweg, B.

    2012-01-01

    This paper presents a case study of collaborative reflection. The reflection is anchored in a specially designed task related to several earlier students' assignments that dealt with the construction of scientific qualitative models using DynaLearn. Video analysis was used to explore the

  6. Aligning Learning Activities with Instructional Models

    Science.gov (United States)

    Gurvitch, Rachel; Metzler, Michael

    2013-01-01

    Model-based instruction has been increasingly used in physical education for the past two decades. Metzler (2011) identified eight instructional models that are commonly used in physical education today. Each model is designed to promote certain kinds of learning outcomes for students and to address different combinations of the national…

  7. Research and Teaching: Instructor Use of Group Active Learning in an Introductory Biology Sequence

    Science.gov (United States)

    Auerbach, Anna Jo; Schussler, Elisabeth E.

    2016-01-01

    Active learning (or learner-centered) pedagogies have been shown to enhance student learning in introductory biology courses. Student collaboration has also been shown to enhance student learning and may be a critical part of effective active learning practices. This study focused on documenting the use of individual active learning and group…

  8. Active teaching-learning methodologies: medical students' views of problem-based learning

    National Research Council Canada - National Science Library

    Costa, José Roberto Bittencourt; Romano, Valéria Ferreira; Costa, Rosane Rodrigues; Gomes, Andréia Patrícia; Siqueira-Batista, Rodrigo

    2011-01-01

    ...). In accordance to the new paradigm for medical training, the Centro Universitário Serra dos Órgãos (UNIFESO) established a teaching plan in 2005 using active methodologies, specifically problem-based learning...

  9. In Situ Sediment Treatment Using Activated Carbon: A Demonstrated Sediment Cleanup Technology

    Science.gov (United States)

    Patmont, Clayton R; Ghosh, Upal; LaRosa, Paul; Menzie, Charles A; Luthy, Richard G; Greenberg, Marc S; Cornelissen, Gerard; Eek, Espen; Collins, John; Hull, John; Hjartland, Tore; Glaza, Edward; Bleiler, John; Quadrini, James

    2015-01-01

    This paper reviews general approaches for applying activated carbon (AC) amendments as an in situ sediment treatment remedy. In situ sediment treatment involves targeted placement of amendments using installation options that fall into two general approaches: 1) directly applying a thin layer of amendments (which potentially incorporates weighting or binding materials) to surface sediment, with or without initial mixing; and 2) incorporating amendments into a premixed, blended cover material of clean sand or sediment, which is also applied to the sediment surface. Over the past decade, pilot- or full-scale field sediment treatment projects using AC—globally recognized as one of the most effective sorbents for organic contaminants—were completed or were underway at more than 25 field sites in the United States, Norway, and the Netherlands. Collectively, these field projects (along with numerous laboratory experiments) have demonstrated the efficacy of AC for in situ treatment in a range of contaminated sediment conditions. Results from experimental studies and field applications indicate that in situ sequestration and immobilization treatment of hydrophobic organic compounds using either installation approach can reduce porewater concentrations and biouptake significantly, often becoming more effective over time due to progressive mass transfer. Certain conditions, such as use in unstable sediment environments, should be taken into account to maximize AC effectiveness over long time periods. In situ treatment is generally less disruptive and less expensive than traditional sediment cleanup technologies such as dredging or isolation capping. Proper site-specific balancing of the potential benefits, risks, ecological effects, and costs of in situ treatment technologies (in this case, AC) relative to other sediment cleanup technologies is important to successful full-scale field application. Extensive experimental studies and field trials have shown that when

  10. Active Learning and Engagement with the Wireless Indoor Location Device (WILD) Learning System

    Science.gov (United States)

    Moldwin, M.; Samson, P. J.; Ojeda, L.; Miller, T.; Yu, J.

    2016-12-01

    The Wireless Indoor Location Device (WILD) Learning System being developed at the University of Michigan and the Education Technology company A2 Motus LLC provides a unique platform for social learning by allowing students to become active participants in live simulations of complex systems, like hurricane formation. The WILD Learning System enables teachers to engage students in kinesthetic activities that explore complex models from a wide variety of STEAM (Science, Technology, Engineering, Art and Math) disciplines. The system provides students' location, orientation and motion within the classroom and assigns each student different parameters depending on the activity. For example, students learning about hurricanes could be assigned atmospheric pressure levels and asked to arrange themselves around the room to simulate a hurricane. The Wild Learning System software then takes the students' pressure readings and locations and projects their locations overlaid onto a real-time generated simulated pressure weather map enabling the observation of how their arrangement influences the pressure structure. The teacher then could have the students orient themselves in the direction they think the resulting wind field will be based on the pressure contours as the system can show an arrow originating from each of the students position in the direction that they are facing. The system also could incorporate a student response-type system for the instructor to then directly question students about other concepts and record their response to both the kinesthetic activity and other formative assessment questions. The WILD Learning System consists of a sensor package for each student in the class, beacons to enable precise localization of the students, software to calculate student location information, and educational software for a variety of activities. In addition, a software development kit (SDK) is under development that would allow others to create additional learning

  11. Feasibility of Actively Cooled Silicon Nitride Airfoil for Turbine Applications Demonstrated

    Science.gov (United States)

    Bhatt, Ramakrishna T.

    2001-01-01

    Nickel-base superalloys currently limit gas turbine engine performance. Active cooling has extended the temperature range of service of nickel-base superalloys in current gas turbine engines, but the margin for further improvement appears modest. Therefore, significant advancements in materials technology are needed to raise turbine inlet temperatures above 2400 F to increase engine specific thrust and operating efficiency. Because of their low density and high-temperature strength and thermal conductivity, in situ toughened silicon nitride ceramics have received a great deal of attention for cooled structures. However, the high processing costs and low impact resistance of silicon nitride ceramics have proven to be major obstacles for widespread applications. Advanced rapid prototyping technology in combination with conventional gel casting and sintering can reduce high processing costs and may offer an affordable manufacturing approach. Researchers at the NASA Glenn Research Center, in cooperation with a local university and an aerospace company, are developing actively cooled and functionally graded ceramic structures. The objective of this program is to develop cost-effective manufacturing technology and experimental and analytical capabilities for environmentally stable, aerodynamically efficient, foreign-object-damage-resistant, in situ toughened silicon nitride turbine nozzle vanes, and to test these vanes under simulated engine conditions. Starting with computer aided design (CAD) files of an airfoil and a flat plate with internal cooling passages, the permanent and removable mold components for gel casting ceramic slips were made by stereolithography and Sanders machines, respectively. The gel-cast part was dried and sintered to final shape. Several in situ toughened silicon nitride generic airfoils with internal cooling passages have been fabricated. The uncoated and thermal barrier coated airfoils and flat plates were burner rig tested for 30 min without

  12. A Nap But Not Rest or Activity Consolidates Language Learning

    Science.gov (United States)

    Heim, Stefan; Klann, Juliane; Schattka, Kerstin I.; Bauhoff, Sonja; Borcherding, Gesa; Nosbüsch, Nicole; Struth, Linda; Binkofski, Ferdinand C.; Werner, Cornelius J.

    2017-01-01

    Recent evidence suggests that a period of sleep after a motor learning task is a relevant factor for memory consolidation. However, it is yet open whether this also holds true for language-related learning. Therefore, the present study compared the short- and long-term effects of a daytime nap, rest, or an activity task after vocabulary learning on learning outcome. Thirty healthy subjects were divided into three treatment groups. Each group received a pseudo-word learning task in which pictures of monsters were associated with unique pseudo-word names. At the end of the learning block a first test was administered. Then, one group went for a 90-min nap, one for a waking rest period, and one for a resting session with interfering activity at the end during which a new set of monster names was to be learned. After this block, all groups performed a first re-test of the names that they initially learned. On the morning of the following day, a second re-test was administered to all groups. The nap group showed significant improvement from test to re-test and a stable performance onto the second re-test. In contrast, the rest and the interference groups showed decline in performance from test to re-test, with persistently low performance at re-test 2. The 3 (GROUP) × 3 (TIME) ANOVA revealed a significant interaction, indicating that the type of activity (nap/rest/interfering action) after initial learning actually had an influence on the memory outcome. These data are discussed with respect to translation to clinical settings with suggestions for improvement of intervention outcome after speech-language therapy if it is followed by a nap rather than interfering activity. PMID:28559856

  13. A Nap But Not Rest or Activity Consolidates Language Learning

    Directory of Open Access Journals (Sweden)

    Stefan Heim

    2017-05-01

    Full Text Available Recent evidence suggests that a period of sleep after a motor learning task is a relevant factor for memory consolidation. However, it is yet open whether this also holds true for language-related learning. Therefore, the present study compared the short- and long-term effects of a daytime nap, rest, or an activity task after vocabulary learning on learning outcome. Thirty healthy subjects were divided into three treatment groups. Each group received a pseudo-word learning task in which pictures of monsters were associated with unique pseudo-word names. At the end of the learning block a first test was administered. Then, one group went for a 90-min nap, one for a waking rest period, and one for a resting session with interfering activity at the end during which a new set of monster names was to be learned. After this block, all groups performed a first re-test of the names that they initially learned. On the morning of the following day, a second re-test was administered to all groups. The nap group showed significant improvement from test to re-test and a stable performance onto the second re-test. In contrast, the rest and the interference groups showed decline in performance from test to re-test, with persistently low performance at re-test 2. The 3 (GROUP × 3 (TIME ANOVA revealed a significant interaction, indicating that the type of activity (nap/rest/interfering action after initial learning actually had an influence on the memory outcome. These data are discussed with respect to translation to clinical settings with suggestions for improvement of intervention outcome after speech-language therapy if it is followed by a nap rather than interfering activity.

  14. Learning Is a Do-It-Yourself Activity

    Science.gov (United States)

    Moore, John W.

    1999-06-01

    distractions now than then. And students' reasons for taking a chemistry course probably span a much greater range. How then do we get them engaged? Nash developed the idea that the most effective thing a teacher can do is to be an example of what it means to be a scientist. In the presence of students, teachers should demonstrate commitment and enthusiasm for their subject, ask questions of nature and obtain answers, think logically and with clarity, and respect and encourage their students' potential ability to engage in scientific inquiry. Though I am certain that he was an exemplar of Nash's approach, Ramette espoused a different one. To help students ask questions and find answers for themselves, he designed computer programs that can present a broad range of problems in a specific area, encourage students to think about how to address the problems, and then provide feedback on their approach. I have used two of these, KinWORKS and REACT, for the past half dozen years and find them quite effective. Both are available from JCE Software. There are many other approaches to engaging students actively in the learning process. The NSF has funded five systemic chemistry projects, and all of them have developed active-learning methods. New Traditions (http://newtraditions.chem.wisc.edu/) has an array of techniques ranging from ConcepTests in lectures and Challenge Problems for small-group work, through inquiry-based laboratories, to lecture-less courses in which students spend most of their class time working on problems that have been carefully designed to lead them to develop new insights. ChemLinks (http://chemlinks.beloit.edu/) and Modular Chemistry Consortium (http://mc2.cchem.berkeley.edu/) are jointly developing thematic modules in which students learn chemical principles by studying a real-world problem such as how to make a blue LED, or what it takes to make an automobile air bag. The Workshop Chemistry project (http://www.sci.ccny.cuny.edu/~chemwksp/) involves students

  15. Using evaluation strategically to promote active learning

    DEFF Research Database (Denmark)

    Münster, Marie

    they get them too late. The students have formerly been assessed through two group reports (each 25% of final grade) and an individual oral examination (50% of final grade). The students work a lot and learn a lot through working with the reports, but it is also very time consuming to write them as well...... for discussions and organising the course with group work allows for plenty of that. Furthermore, as group work is how many companies organise work today – the ability to cooperate well in groups is assessed to be an important competence for engineering students to achieve. The course is taught using...... as to grade them. For this purpose it was decided to change one report into a poster including a 15 minute group oral presentation. The oral examination allows for individual assessment of the students, for assessment of conceptual understanding and for learning during the examination. This type of evaluation...

  16. Colors of Competence in Competition: A Guide for Active Learning in Competitive Activities

    Science.gov (United States)

    Bernstein, Eve; Rasmussen, Jennifer F.

    2013-01-01

    The idea of actively involving children in the learning process can be beneficial for both teacher and student on a number of levels. Allowing students in physical education class to make choices has been incorporated into elementary-age teaching successfully. As a way to invite students to become more active participants in their learning,…

  17. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    Science.gov (United States)

    Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

    2016-02-21

    The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.

  18. Tractor Mechanics. Maintaining and Servicing the Engine, Learning Activity Packages 78-89; Lubricating the Tractor, Learning Activity Packages 90-94; Painting the Tractor, Learning Activity Packages 95-96.

    Science.gov (United States)

    Clemson Univ., SC. Vocational Education Media Center.

    This series of learning activity packages focuses on three areas of tractor mechanics: (1) maintaining and servicing the engine, (2) lubricating the tractor, and (3) painting the tractor. Each of the nineteen illustrated learning activity packages follows a typical format: introduction, directions, objectives, learning activities, tools and…

  19. Cluster analysis of activity-time series in motor learning

    DEFF Research Database (Denmark)

    Balslev, Daniela; Nielsen, Finn Å; Futiger, Sally A

    2002-01-01

    Neuroimaging studies of learning focus on brain areas where the activity changes as a function of time. To circumvent the difficult problem of model selection, we used a data-driven analytic tool, cluster analysis, which extracts representative temporal and spatial patterns from the voxel-time se...... practice-related activity in a fronto-parieto-cerebellar network, in agreement with previous studies of motor learning. These voxels were separated from a group of voxels showing an unspecific time-effect and another group of voxels, whose activation was an artifact from smoothing...

  20. An Interactive Classroom Activity Demonstrating Reaction Mechanisms and Rate-Determining Steps

    Science.gov (United States)

    Jennings, Laura D.; Keller, Steven W.

    2005-01-01

    An interactive classroom activity that includes two-step reaction of unwrapping and eating chocolate candies is described which brings not only the reaction intermediate, but also the reactants and products into macroscopic view. The qualitative activation barriers of both steps can be adjusted independently.

  1. "Group Intelligence": An Active Learning Exploration of Diversity in Evolution

    Science.gov (United States)

    Parsons, Christopher J.; Salaita, Meisa K.; Hughes, Catherine H.; Lynn, David G.; Fristoe, Adam; Fristoe, Ariel; Grover, Martha A.

    2017-01-01

    "Group Intelligence" is an active learning, inquiry-based activity that introduces prebiotic chemistry, emergent complexity, and diversity's importance to adaptability across scales. Students explore the molecular emergence of order and function through theatrical exercises and games. Through 20 min of audio instruction and a discussion…

  2. Community Service-Learning and Cultural-Historical Activity Theory

    Science.gov (United States)

    Taylor, Alison

    2014-01-01

    This paper explores the potential of cultural-historical activity theory (CHAT), to provide new insights into community service-learning (CSL) in higher education. While CSL literature acknowledges the influences of John Dewey and Paolo Freire, discussion of the potential contribution of cultural-historical activity theory, rooted in the work of…

  3. Project-Based Language Learning: An Activity Theory Analysis

    Science.gov (United States)

    Gibbes, Marina; Carson, Lorna

    2014-01-01

    This paper reports on an investigation of project-based language learning (PBLL) in a university language programme. Learner reflections of project work were analysed through Activity Theory, where tool-mediated activity is understood as the central unit of analysis for human interaction. Data were categorised according to the components of human…

  4. Marketing Feud: An Active Learning Game of (Mis)Perception

    Science.gov (United States)

    Schee, Brian A. Vander

    2011-01-01

    This paper presents the results of implementing an active learning activity in the principles of marketing course adapted from the television show "Family Feud". The objectives of the Marketing Feud game include increasing awareness of marketing misperceptions, clarifying marketing misunderstandings, encouraging class participation, and building…

  5. Promoting Learning through Active Interaction. Project PLAI. Final Report.

    Science.gov (United States)

    Chen, Deborah; Haney, Michele

    This final report describes the activities and outcomes of Promoting Learning through Active Interactions, a research-to-practice 4-year project that developed, implemented, and validated a five-module curriculum with 25 infants (ages 6-30 months) who are deaf-blind, their parents, and early interventionists. The project had the following…

  6. The Surgical Scrub. Instructor's Packet. Learning Activity Package.

    Science.gov (United States)

    Runge, Lillian

    This instructor's packet accompanies the learning activity package (LAP) on the surgical scrub. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, a student performance checklist, suggested activities, an additional resources list, and student…

  7. Re"modeling" College Algebra: An Active Learning Approach

    Science.gov (United States)

    Pinzon, D.; Pinzon, K.; Stackpole, M.

    2016-01-01

    In this paper, we discuss active learning in College Algebra at Georgia Gwinnett College. This approach has been used in more than 20 sections of College Algebra taught by the authors in the past four semesters. Students work in small, structured groups on guided inquiry activities after watching 15-20 minutes of videos before class. We discuss a…

  8. Constructivist Learning Environment During Virtual and Real Laboratory Activities

    Directory of Open Access Journals (Sweden)

    Ari Widodo

    2017-04-01

    Full Text Available Laboratory activities and constructivism are two notions that have been playing significant roles in science education. Despite common beliefs about the importance of laboratory activities, reviews reported inconsistent results about the effectiveness of laboratory activities. Since laboratory activities can be expensive and take more time, there is an effort to introduce virtual laboratory activities. This study aims at exploring the learning environment created by a virtual laboratory and a real laboratory. A quasi experimental study was conducted at two grade ten classes at a state high school in Bandung, Indonesia. Data were collected using a questionnaire called Constructivist Learning Environment Survey (CLES before and after the laboratory activities. The results show that both types of laboratories can create constructivist learning environments. Each type of laboratory activity, however, may be stronger in improving certain aspects compared to the other. While a virtual laboratory is stronger in improving critical voice and personal relevance, real laboratory activities promote aspects of personal relevance, uncertainty and student negotiation. This study suggests that instead of setting one type of laboratory against the other, lessons and follow up studies should focus on how to combine both types of laboratories to support better learning.

  9. Marketing Feud: An Active Learning Game of (Mis)Perception

    Science.gov (United States)

    Schee, Brian A. Vander

    2011-01-01

    This paper presents the results of implementing an active learning activity in the principles of marketing course adapted from the television show "Family Feud". The objectives of the Marketing Feud game include increasing awareness of marketing misperceptions, clarifying marketing misunderstandings, encouraging class participation, and building…

  10. Demonstration of bacteriocin activity in bovine and bison strains of Pasteurella multocida. [UV radiation

    Energy Technology Data Exchange (ETDEWEB)

    Chengappa, M.M.; Carter, G.R.

    1977-08-01

    Of 33 strains of Pasteurella multocida examined, 14 showed bacteriocin activity and 17 were susceptible to bacteriocin. The activity was increased by about twofold if the cultures were induced with ultraviolet radiation; however, no increase in bacteriocin activity was observed if the potential producer strains were induced with mitomycin C. The bacteriocin activity of potential producer strains was increased if CaCl/sub 2/ was incorporated in the medium. The patterns of bacteriocin susceptibility indicate that these substances may ultimately contribute to a typing scheme for the species. An extra-chromosomal genetic element was not detected when a potential producer strain was not detected when a potential producer strain was tested by the dye-buoyant density gradient method. This fact suggests that the genetic material responsible for bacteriocin activity in P multocida is located on the host chromosome proper.

  11. [Flipped classroom as a strategy to enhance active learning].

    Science.gov (United States)

    Wakabayashi, Noriyuki

    2015-03-01

    This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students.

  12. Presence in a Collaborative Science Learning Activity in Second Life

    DEFF Research Database (Denmark)

    Vrellis, Ioannis; Papachristos, Nikiforos; Natsis, Antonios

    2012-01-01

    Multi-user virtual environments (MUVEs) are surrounded by hype regarding their impact on and potential in education. Many issues regarding the educational affordances of MUVEs and the learning experience of users are still under research. Presence is an important phenomenon users experience when...... interacting with and via virtual environments and seems to play an important role in learning. This chapter presents empirical data gathered from an exploratory study regarding a problem-based physics learning activity in Second Life (SL). Our aim is to gain knowledge and experience about the sense...

  13. Learning shapes spontaneous activity itinerating over memorized states.

    Directory of Open Access Journals (Sweden)

    Tomoki Kurikawa

    Full Text Available Learning is a process that helps create neural dynamical systems so that an appropriate output pattern is generated for a given input. Often, such a memory is considered to be included in one of the attractors in neural dynamical systems, depending on the initial neural state specified by an input. Neither neural activities observed in the absence of inputs nor changes caused in the neural activity when an input is provided were studied extensively in the past. However, recent experimental studies have reported existence of structured spontaneous neural activity and its changes when an input is provided. With this background, we propose that memory recall occurs when the spontaneous neural activity changes to an appropriate output activity upon the application of an input, and this phenomenon is known as bifurcation in the dynamical systems theory. We introduce a reinforcement-learning-based layered neural network model with two synaptic time scales; in this network, I/O relations are successively memorized when the difference between the time scales is appropriate. After the learning process is complete, the neural dynamics are shaped so that it changes appropriately with each input. As the number of memorized patterns is increased, the generated spontaneous neural activity after learning shows itineration over the previously learned output patterns. This theoretical finding also shows remarkable agreement with recent experimental reports, where spontaneous neural activity in the visual cortex without stimuli itinerate over evoked patterns by previously applied signals. Our results suggest that itinerant spontaneous activity can be a natural outcome of successive learning of several patterns, and it facilitates bifurcation of the network when an input is provided.

  14. THE EFFECTS OF THE ACTIVE LEARNING MODEL ON STUDENTS

    Directory of Open Access Journals (Sweden)

    Müge TAÇMAN

    2007-06-01

    Full Text Available The main purpose of this research was to determine the effects of the active learning model onstudents. The subjects were 40 teacher candidates from computer and teaching technology department who were enrolled inthe course of “New Instructional Methods” at Near East University in TRNC. A queationnaires were used to collect the data.The data was analyzed by using frequencies and percentile techniques. The finding revealed that there was a positive effect ofavtive learning atmosphere on students.

  15. Demonstration of alternative and classical complement pathway activity in colostrum from buffalo (Bubalus bubalis).

    Science.gov (United States)

    Matheswaran, K; Dhinakar Raj, G; Nachimuthu, K

    2003-09-01

    Buffalo colostrum caused lysis of unsensitized red blood cells (RBC) from sheep, goats, rabbits and chickens. RBC from cattle and buffalo were resistant to lysis. That lysis was due to the presence of natural antibodies to these RBC was ruled out since there was no reduction in haemolytic titres even after adsorption with the respective RBC. The addition of EGTA to the diluent had no effect on the haemolytic activity. These findings indicate the presence of alternative complement pathway (ACP) activity in buffalo colostrum. The haemolytic activity of buffalo complement for unsensitized rabbit RBC was reduced to very low levels by heating at 50 degrees C for 45 min. Treatment with zymosan also inhibited the haemolytic activity, while inulin had no effect. The maximum activity of ACP occurred in the presence of 4 mmol/L Mg(2+) in the diluent. The range of ACP activities in colostrum from buffaloes varied from 4.06 to 8.48 CH50 units/ml. Using a standard system for titrating the classical complement pathway and rabbit red blood cells sensitized with goat haemolysin, the range of complement activity in buffalo colostrum was 4.81-6.77 CH50/ml.

  16. Adolescent-specific patterns of behavior and neural activity during social reinforcement learning.

    Science.gov (United States)

    Jones, Rebecca M; Somerville, Leah H; Li, Jian; Ruberry, Erika J; Powers, Alisa; Mehta, Natasha; Dyke, Jonathan; Casey, B J

    2014-06-01

    Humans are sophisticated social beings. Social cues from others are exceptionally salient, particularly during adolescence. Understanding how adolescents interpret and learn from variable social signals can provide insight into the observed shift in social sensitivity during this period. The present study tested 120 participants between the ages of 8 and 25 years on a social reinforcement learning task where the probability of receiving positive social feedback was parametrically manipulated. Seventy-eight of these participants completed the task during fMRI scanning. Modeling trial-by-trial learning, children and adults showed higher positive learning rates than did adolescents, suggesting that adolescents demonstrated less differentiation in their reaction times for peers who provided more positive feedback. Forming expectations about receiving positive social reinforcement correlated with neural activity within the medial prefrontal cortex and ventral striatum across age. Adolescents, unlike children and adults, showed greater insular activity during positive prediction error learning and increased activity in the supplementary motor cortex and the putamen when receiving positive social feedback regardless of the expected outcome, suggesting that peer approval may motivate adolescents toward action. While different amounts of positive social reinforcement enhanced learning in children and adults, all positive social reinforcement equally motivated adolescents. Together, these findings indicate that sensitivity to peer approval during adolescence goes beyond simple reinforcement theory accounts and suggest possible explanations for how peers may motivate adolescent behavior.

  17. Studies on the oxidizing system in Holt's medium for histochemical demonstration of esterase activity

    DEFF Research Database (Denmark)

    Kirkeby, S; Blecher, S R

    1978-01-01

    cells contain an esterase activity which is not inhibited by conventional SH blocking agents, nor by high concentrations of FFC. From these results it appears that the mode of action of FFC in Holt's medium is as follows. At low concentrations FFC appears to act primarily as a catalytic agent......Esterase activity in guinea-pig thyroid and mouse epididymis epithelial cells has been studied using 5-bromoindoxyl acetate as substrate. The pattern of esterase activity in the thyroid of the guinea-pig is constant, irrespective of whether ferri-ferrocyanide (FFC) or certain copper compounds...... are used as oxidizing agents in the incubation medium. The intensity of the coloured reaction product is increased when cobalt or manganese are added to the incubation medium. Activity is depressed by high concentrations of FFC when resent in incubation medium or preincubational buffer only. Epididymis...

  18. Performance in physiology evaluation: possible improvement by active learning strategies.

    Science.gov (United States)

    Montrezor, Luís H

    2016-12-01

    The evaluation process is complex and extremely important in the teaching/learning process. Evaluations are constantly employed in the classroom to assist students in the learning process and to help teachers improve the teaching process. The use of active methodologies encourages students to participate in the learning process, encourages interaction with their peers, and stimulates thinking about physiological mechanisms. This study examined the performance of medical students on physiology over four semesters with and without active engagement methodologies. Four activities were used: a puzzle, a board game, a debate, and a video. The results show that engaging in activities with active methodologies before a physiology cognitive monitoring test significantly improved student performance compared with not performing the activities. We integrate the use of these methodologies with classic lectures, and this integration appears to improve the teaching/learning process in the discipline of physiology and improves the integration of physiology with cardiology and neurology. In addition, students enjoy the activities and perform better on their evaluations when they use them. Copyright © 2016 The American Physiological Society.

  19. Five Experiential Learning Activities in Addictions Education

    Science.gov (United States)

    Warren, Jane A.; Hof, Kiphany R.; McGriff, Deborah; Morris, Lay-nah Blue

    2012-01-01

    This article describes five creative experiential classroom activities used in teaching addictions. The activities were integrated into the classroom curriculum and were processed weekly in focused dialogue. Student reflections throughout the article add depth to the meaning gained from the experience of the change process. The students' feedback…

  20. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain;

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching....

  1. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching....

  2. Active Learning? Not with My Syllabus!

    Science.gov (United States)

    Ernst, Michael D.

    2012-01-01

    We describe an approach to teaching probability that minimizes the amount of class time spent on the topic while also providing a meaningful (dice-rolling) activity to get students engaged. The activity, which has a surprising outcome, illustrates the basic ideas of informal probability and how probability is used in statistical inference.…

  3. Active Learning? Not with My Syllabus!

    Science.gov (United States)

    Ernst, Michael D.

    2012-01-01

    We describe an approach to teaching probability that minimizes the amount of class time spent on the topic while also providing a meaningful (dice-rolling) activity to get students engaged. The activity, which has a surprising outcome, illustrates the basic ideas of informal probability and how probability is used in statistical inference.…

  4. Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle

    Science.gov (United States)

    Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng

    2015-01-01

    Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…

  5. A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

    Science.gov (United States)

    Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

    2009-01-01

    This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

  6. The Effect of Outdoor Learning Activities on the Development of Preschool Children

    Science.gov (United States)

    Yildirim, Günseli; Özyilmaz Akamca, Güzin

    2017-01-01

    Learning ought to be supported by both in class activities and outdoor activities contributing to structuring knowledge. Outdoor activities allow children to actively participate and to learn by doing. Learning requires a lot of work and activities. These activities, which provide primary experiences, help children to change theoretical knowledge…

  7. Near-Optimal Bayesian Active Learning with Noisy Observations

    CERN Document Server

    Golovin, Daniel; Ray, Debajyoti

    2010-01-01

    We tackle the fundamental problem of Bayesian active learning with noise, where we need to adaptively select from a number of expensive tests in order to identify an unknown hypothesis sampled from a known prior distribution. In the case of noise-free observations, a greedy algorithm called generalized binary search (GBS) is known to perform near-optimally. We show that if the observations are noisy, perhaps surprisingly, GBS can perform very poorly. We develop EC2, a novel, greedy active learning algorithm and prove that it is competitive with the optimal policy, thus obtaining the first competitiveness guarantees for Bayesian active learning with noisy observations. Our bounds rely on a recently discovered diminishing returns property called adaptive submodularity, generalizing the classical notion of submodular set functions to adaptive policies. Our results hold even if the tests have non-uniform cost and their noise is correlated. We also propose EffECXtive, a particularly fast approximation of EC2, and ...

  8. Writing Assignments that Promote Active Learning

    Science.gov (United States)

    Narayanan, M.

    2014-12-01

    Encourage students to write a detailed, analytical report correlating classroom discussions to an important historical event or a current event. Motivate students interview an expert from industry on a topic that was discussed in class. Ask the students to submit a report with supporting sketches, drawings, circuit diagrams and graphs. Propose that the students generate a complete a set of reading responses pertaining to an assigned topic. Require each student to bring in one comment or one question about an assigned reading. The assignment should be a recent publication in an appropriate journal. Have the students conduct a web search on an assigned topic. Ask them to generate a set of ideas that can relate to classroom discussions. Provide the students with a study guide. The study guide should provide about 10 or 15 short topics. Quiz the students on one or two of the topics. Encourage the students to design or develop some creative real-world examples based on a chapter discussed or a topic of interest. Require that students originate, develop, support and defend a viewpoint using a specifically assigned material. Make the students practice using or utilizing a set of new technical terms they have encountered in an assigned chapter. Have students develop original examples explaining the different terms. Ask the students to select one important terminology from the previous classroom discussions. Encourage the students to explain why they selected that particular word. Ask them to talk about the importance of the terminology from the point of view of their educational objectives and future career. Angelo, T. A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T. A. Angelo (Ed.), Classroom research: Early lessons from success (pp. 17-31). New Directions for Teaching and Learning, No. 46. San Francisco: Jossey-Bass.

  9. The Lytic SA Phage Demonstrate Bactericidal Activity against Mastitis Causing Staphylococcus aureus

    Directory of Open Access Journals (Sweden)

    Hamza Ameer

    2016-01-01

    Full Text Available Staphylococcus aureus is the major causative agent of mastitis among dairy animals as it causes intramammary gland infection. Due to antibiotic resistance and contamination of antibiotics in the milk of diseased animals; alternative therapeutic agents are required to cure mastitis. Lytic bacteriophages and their gene products can be potential therapeutic agents against bacteria as they are host specific and less harmful than antibiotics. In this study, Staphylococcus aureus were isolated from milk samples of the infected animals and identified biochemically. SA phage was isolated from sewage water showing lytic activity against Staphylococcus aureus isolates. The highest lytic activity of bacteriophages was observed at 37°C and pH 7, and the most suitable storage condition was at 4°C. SA phage efficiently reduced bacterial growth in the bacterial reduction assay. The characterization and bacterial growth reduction activity of the bacteriophages against Staphylococcus aureus signifies their underlying potential of phage therapy against mastitis.

  10. Histochemical demonstration of activity of acid phosphatase and beta-glucuronidase in bovine incisor tooth germs

    DEFF Research Database (Denmark)

    Kirkeby, S; Salling, E; Moe, D

    1983-01-01

    Activity of acid phosphatase and beta-glucuronidase was shown in bovine preodontoblasts and preameloblasts prior to the onset of secretion. In the preameloblasts the rather weak reaction consisted of small discrete granules dispersed in the cytoplasm apical, lateral, and proximal to the nucleus....... After initiation of enamel formation, a change in localization and intensity of the colored reaction product was observed in the ameloblasts. The activity appeared stronger and was restricted to a narrow zone just apical to the nucleus. It is proposed that the acid hydrolases in the tooth forming cells...... are located to the Golgi complex. The differences in activity of acid hydrolases between bone and tooth forming cells are expounded....

  11. Salvia leriifolia Benth (Lamiaceae) extract demonstrates in vitro antioxidant properties and cholinesterase inhibitory activity.

    Science.gov (United States)

    Loizzo, Monica R; Tundis, Rosa; Conforti, Filomena; Menichini, Federica; Bonesi, Marco; Nadjafi, Farsad; Frega, Natale Giuseppe; Menichini, Francesco

    2010-12-01

    The object of the present study was to investigate the in vitro antioxidant properties and cholinesterase inhibitory activity of Salvia leriifolia Benth extracts and fractions. The functional role of herbs and spices and their constituents is a hot topic in food-related plant research. Salvia species have been used since ancient times in folk medicine for cognitive brain function and have been subjected to extensive research. Thus, we hypothesize that S leriifolia, because of its functional properties, would be a good candidate to use as a nutraceutical product for improving memory in the elderly or patients affected by Alzheimer disease (ad). To test this hypothesis, we examined the cholinesterase inhibitory activity using the modified colorimetric Ellman's method against acetylcholinesterase (AChE) and butyrylcholinesterase (BChE). The n-hexane exhibited the highest activity, with inhibitory concentration 50% (IC(50)) values of 0.59 and 0.21 mg/mL, for AChE and BChE, respectively. This extract was fractionated, and 9 of these fractions (A-I) were obtained and tested. Fraction G, characterized by the presence of sesquiterpenes as major components, was the most active against AChE (IC(50) = 0.05 mg/mL). Because oxidative stress is a critical event in the pathogenesis of AD, we decided to screen the antioxidant activity (AA) using 2,2-diphenyl-1-picrylhydrazyl test, β-carotene bleaching test, and bovine brain peroxidation (thiobarbituric acid) assay. The ethyl acetate extract showed the highest activity, with IC(50) values of 2 and 33 μg/mL on β-carotene bleaching test and thiobarbituric acid test, respectively. These results suggest potential health benefits of S leriifolia extracts. However, this finding requires additional investigation in vivo.

  12. Tractor Mechanics. Maintaining and Servicing the Cooling System, Learning Activity Packages 34-40; Maintaining and Servicing Hydraulic Systems, Learning Activity Packages 41-48.

    Science.gov (United States)

    Clemson Univ., SC. Vocational Education Media Center.

    This series of learning activity packages focuses on two areas of tractor mechanics: (1) maintaining and servicing the cooling system and (2) maintaining and servicing hydraulic systems. Each of the fifteen illustrated learning activity packages follows a typical format: introduction, directions, objectives, learning activities, tools and…

  13. The effect of science demonstrations as a community service activity on pre-service science teachers' teaching practices

    Science.gov (United States)

    Gurel, Derya Kaltakci

    2016-03-01

    In the scope of this study, pre-service science teachers (PSST) developed and carried out science demonstrations with everyday materials for elementary school students as a community service activity. 17 PSST enrolled in the community services practices course at Kocaeli University comprised the sample of the present study. Community service practices aim to develop consciousness of social responsibility and professional skills, as well as to gain awareness of social and community problems and find solutions for pre-service teachers. With this aim, each PSST developed five science demonstration activities and their brochures during a semester. At the end of the semester, a total of 85 demonstrations were carried out at public elementary schools, which are especially located in socioeconomically poor districts of Kocaeli, Turkey. In the present case study, the effect of developing and carrying out science demonstrations for elementary school students on six of the PSST' teaching practices on density and buoyancy concept was investigated. 30-minute interviews conducted with each PSST, videos recorded during their demonstration performances, brochures they prepared for their demonstration activities, and reflection papers were used as data collection tools of the study. The results showed that community service practices with science demonstrations had positive effects on PSST' science content knowledge and pedagogical content knowledge.

  14. Communicating Politics: Using Active Learning to Demonstrate the Value of the Discipline

    Science.gov (United States)

    Johnson, Matthew

    2016-01-01

    In the context of higher tuition fees, the Government's employability agenda and growing concern for defined career development strategies among young people, there is a need more effectively for Politics programmes to foster the capacity to communicate politics. Without communicating the implications and relevance of politics the subject and the…

  15. From Tootsie Rolls to Composites: Assessing a Spectrum of Active Learning Activities in Engineering Mechanics

    Science.gov (United States)

    2009-05-01

    evaluate the ALPs. In addition, students’ personality types using Myers-Briggs Personality inventory21,22,23, learning styles using the Felder -Soloman’s...ALPs favor one MBTI type over another. Ideally, the use of the ALPs would span the MBTI types without preference. 3.2. Felder -Soloman’s Index...of Learning Styles Felders - Soloman’s Index of Learning Styles24 are composed of four dimensions (active/reflective, sensing/intuitive, visual

  16. High-frequency TRNS reduces BOLD activity during visuomotor learning.

    Directory of Open Access Journals (Sweden)

    Catarina Saiote

    Full Text Available Transcranial direct current stimulation (tDCS and transcranial random noise stimulation (tRNS consist in the application of electrical current of small intensity through the scalp, able to modulate perceptual and motor learning, probably by changing brain excitability. We investigated the effects of these transcranial electrical stimulation techniques in the early and later stages of visuomotor learning, as well as associated brain activity changes using functional magnetic resonance imaging (fMRI. We applied anodal and cathodal tDCS, low-frequency and high-frequency tRNS (lf-tRNS, 0.1-100 Hz; hf-tRNS 101-640 Hz, respectively and sham stimulation over the primary motor cortex (M1 during the first 10 minutes of a visuomotor learning paradigm and measured performance changes for 20 minutes after stimulation ceased. Functional imaging scans were acquired throughout the whole experiment. Cathodal tDCS and hf-tRNS showed a tendency to improve and lf-tRNS to hinder early learning during stimulation, an effect that remained for 20 minutes after cessation of stimulation in the late learning phase. Motor learning-related activity decreased in several regions as reported previously, however, there was no significant modulation of brain activity by tDCS. In opposition to this, hf-tRNS was associated with reduced motor task-related-activity bilaterally in the frontal cortex and precuneous, probably due to interaction with ongoing neuronal oscillations. This result highlights the potential of lf-tRNS and hf-tRNS to differentially modulate visuomotor learning and advances our knowledge on neuroplasticity induction approaches combined with functional imaging methods.

  17. Prototype-based active learning for lemmatization

    CSIR Research Space (South Africa)

    Daelemans, W

    2009-09-01

    Full Text Available with the prototype-based active classification (PBAC) approach of Cebron & Berthold (2009), researchers investigate whether the basic PBAC assumption rings true for linguistic data. The NLP task, it addresses lemmatization, the reduction of inflected word forms...

  18. Demonstration in human plasma of a lectin activity analogous to that of bovine conglutinin

    DEFF Research Database (Denmark)

    Baatrup, G; Thiel, S; Isager, H

    1987-01-01

    Evidence of the existence in human plasma of an activity analogous to that of bovine conglutinin is presented. The human plasma component was characterized antigenically and functionally. Human plasma was shown to agglutinate complement-coated erythrocytes in the presence of Ca2+, and this conglu...

  19. An Activity To Demonstrate the Concept of Sampling Error for the Introductory Biology Classroom.

    Science.gov (United States)

    Rutledge, Michael L.

    2001-01-01

    This activity makes students a part of an investigation that determines the frequency of a particular plant variety in a simulated population. Provides an opportunity for students to observe the inherent variability of estimates, observe the relationship between sample size and sampling error, and consider aspects of research design. (Author/SAH)

  20. Studies on the oxidizing system in Holt's medium for histochemical demonstration of esterase activity

    DEFF Research Database (Denmark)

    Kirkeby, S; Blecher, S R

    1978-01-01

    are used as oxidizing agents in the incubation medium. The intensity of the coloured reaction product is increased when cobalt or manganese are added to the incubation medium. Activity is depressed by high concentrations of FFC when resent in incubation medium or preincubational buffer only. Epididymis...

  1. Abnormal activation of the motor cortical network in idiopathic scoliosis demonstrated by functional MRI.

    Science.gov (United States)

    Domenech, Julio; García-Martí, G; Martí-Bonmatí, L; Barrios, C; Tormos, J M; Pascual-Leone, A

    2011-07-01

    The aetiology of idiopathic scoliosis (IS) remains unknown, but there is growing support for the possibility of an underlying neurological disorder. Functional magnetic resonance imaging (fMRI) can characterize the abnormal activation of the sensorimotor brain network in movement disorders and could provide further insights into the neuropathogenesis of IS. Twenty subjects were included in the study; 10 adolescents with IS (mean age of 15.2, 8 girls and 2 boys) and 10 age-matched healthy controls. The average Cobb angle of the primary curve in the IS patients was 35° (range 27°-55°). All participants underwent a block-design fMRI experiment in a 1.5-Tesla MRI scanner to explore cortical activation following a simple motor task. Rest periods alternated with activation periods during which participants were required to open and close their hand at an internally paced rate of approximately 1 Hz. Data were analyzed with Statistical Parametric Mapping (SPM5) including age, sex and laterality as nuisance variables to minimise the presence of bias in the results. Compared to controls, IS patients showed significant increases in blood oxygenation level dependent (BOLD) activity in contralateral supplementary motor area when performing the motor task with either hand. No significant differences were observed when testing between groups in the functional activation in the primary motor cortex, premotor cortex and somatosensory cortex. Additionally, the IS group showed a greater interhemispheric asymmetry index than the control group (0.30 vs. 0.13, p motor areas during movement execution in patients with IS. These findings support the hypothesis that a sensorimotor integration disorder underlies the pathogenesis of IS.

  2. Antipollution skin protection – a new paradigm and its demonstration on two active compounds

    Directory of Open Access Journals (Sweden)

    Portugal-Cohen M

    2017-05-01

    Full Text Available Meital Portugal-Cohen,1,2 Miriam Oron,1,2 Dror Cohen,1–3 Zeevi Ma’or1,2 1AHAVA Dead Sea Laboratories, Lod, Israel; 2The Dead Sea Laboratory for Skin Biochemistry and Biotechnology, Dead Sea and Arava Science Center, Masada, Israel; 3The Institute for Drug Research, The Hebrew University of Jerusalem, Jerusalem, Israel Background: Urban pollution is a major source of concern for human health and is a complex of many environmental factors. The topical exposure to pollution activates cutaneous stress.Objective: In this study, we tested the antipollution protection of two active components: Dead Sea minerals (Dead Sea mineral-rich water [DSW] and anionic polysaccharide (PolluStop® [PS].Materials and methods: Two representative pollution models were studied using reconstructed epidermis: 1 mixture of pollutants (MOP containing heavy metals and atmospheric particulate matter and 2 ozone exposure. DSW and PS were topically applied alone or in combination, and their protection against pollution was assessed by testing the levels of the inflammation markers interleukin 1α (IL-1α and prostaglandin E2 (PGE2.Results: MOP exposure induced IL-1α release, which was attenuated following pre-application with DSW and PS alone or in combination. Ozone exposure induced IL-1α and PGE2 release. Pre-application with DSW or PS alone did not inhibit IL-1α and PGE2 overproduction. Only when DSW and PS were mixed together, inhibition of these inflammatory markers was observed.Conclusion: The observations reveal the potential use of active agents in combination for a selective mode of protection from urban pollution. This is because many active materials cannot solely provide a broad protection against different types of pollutants. This strategy might be beneficial for future antipollution regimen formulated in both pharmaceutical and cosmetic products. Keywords: urban pollution, dermal exposure, inflammation, oxidation, alternative skin models, antipollution

  3. Collaborative activities for improving the quality of science teaching and learning and learning to teach science

    Science.gov (United States)

    Tobin, Kenneth

    2012-03-01

    I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

  4. Traditionally taught students learn; actively engaged students remember

    Science.gov (United States)

    Franklin, Scott V.; Sayre, Eleanor C.; Clark, Jessica W.

    2014-08-01

    A common narrative in physics education research is that students taught in lecture-based classes learn less than those taught with activity-based reformed methods. We show this narrative is simplistic and misses important dynamics of student learning. In particular, we find students of both methods show equal short-term learning gains on a conceptual question dealing with electric potential. For traditionally taught students, this learning rapidly decays on a time scale of weeks, vanishing by the time of the typical end-of-term post-test. For students in reform-based classes, however, the knowledge is retained and may even be enhanced by subsequent instruction. This difference explains the many previous pre- and post-test studies that have found minimal learning gains in lecture-based courses. Our findings suggest a more nuanced model of student learning, one that is sensitive to time-dependent effects such as forgetting and interference. In addition, the findings suggest that lecture-based courses, by incorporating aspects designed to reinforce student understanding of previously covered topics, might approach the long-term learning found in research-based pedagogies.

  5. Support of active ageing through P2P learning

    Directory of Open Access Journals (Sweden)

    Barbara Baschiera

    2016-06-01

    Full Text Available Personal development throughout the course of life is at the core of several important policy documents that have shaped European cooperation in economic, social and educational sciences over the last decade. The paradigm of Lifelong Learning implies learning at any age of life and underlines the importance of achieving continuous knowledge and self-care. Pedagogy has started taking into account the age of older adults only in recent years. The European project we are going to illustrate sought to test how well peer to peer learning can be useful to define new training and learning models for older adults. The HiHtaST (Hand in Hand to a Social Tomorrow project provides an example of peer to peer learning among older adults. We provided training for adult learners to teach IT among other older adults as a means for social inclusion in five European countries. Each country had 20 learners / trainers who had other older students in turn. Multiple choice questionnaires and focus groups were used to collect data. The project was run in the theoretical framework of active ageing, considering the paradigm of Vygotsky’s zone of proximal development and co-construction of knowledge. The project results showed that adults can acquire knowledge in peer to peer group situations with no drop-outs especially when learning real and practical tasks, which suggests that peer to peer learning works better than a frontal class in formal as well as non-formal or informal situations

  6. The use of active learning strategies in the instruction of Reactor Physics concepts

    Energy Technology Data Exchange (ETDEWEB)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.

  7. Demonstration of intuitive thinking in conditions of competitive activity depending on athletes' psychophysiological state.

    Directory of Open Access Journals (Sweden)

    Korobeynikov G.V.

    2012-07-01

    Full Text Available One investigated application of intuitive thinking, depending on the physiological status of skilled fighters in their competitive activity. In research members of the team of Ukraine in Greco-Roman wrestling participated. 29 effective throws were analysed reverse a capture from position orchestra. One analyzed the effectiveness of intuitive thinking in athletes of different weight categories and the distribution coefficients of correlation of psychophysiological functions of athletes directly in competition during championships of Ukraine, World and Europe. One found that expression of intuitive thinking is associated with weight category of skilled fighters. It is shown that the effectiveness of intuitive thinking in terms of competitive activity is related to physiological state, and, above all qualified wrestlers' neurodynamic functions.

  8. Cold pressor test demonstrates residual sympathetic cardiovascular activation in familial dysautonomia.

    Science.gov (United States)

    Hilz, M J; Axelrod, F B; Braeske, K; Stemper, B

    2002-04-15

    In familial dysautonomia (FD), i.e. Riley-Day-syndrome, sympathetic cardiovascular function, as well as afferent temperature and pain mediating neurons, are significantly reduced. Thus, it was questioned if cold pressor test (CPT), which normally enhances sympathetic outflow and induces peripheral vasoconstriction by the activation of thermo- and nociceptive system activation, could be used to assess sympathetic function in FD. To evaluate whether CPT can be used to assess sympathetic activation in FD, we performed CPT in 15 FD patients and 18 controls. After a 35-min resting period, participants immersed their right hand and arm up to the elbow into 0-1 degrees C cold water while we monitored heart rate (HR), respiration, beat-to-beat radial artery blood pressure (BP), and laser Doppler skin blood flow (SBF) at the right index finger pulp. From these measurements, heart rate variability parameters were calculated: root mean square of successive differences (RMSSD), coefficient of variation (CV), low and high frequency (LF, HF) power spectra of the electrocardiogram (ECG). All participants perceived cold stimulation and indicated discomfort. In controls, SBF decreased and HR and BP increased rapidly upon CPT. After 60 s, SBF indicated secondary vasodilatation in six controls, BP rise attenuated and HR returned to baseline in all controls. In the patients, SBF remained unchanged, HR and BP increased significantly, but after 50-60 s of CPT and changes were lower than in controls (p<0.05). RMSSD and CV decreased and LF increased significantly only in the controls. We conclude that CPT activates sympathetic HR and BP modulation despite impaired pain and temperature perception in FD patients. BP increase in the presence of almost unchanged SBF might be due to HR increase and to nociceptive arousal and emotionally induced catecholamine release as seen in emotional crises of FD patients. CPT assesses sympathetic cardiovascular responses independently from baroreflex

  9. Toxoplasma gondii: demonstration of intrinsic peroxidase activity during lacto-peroxidase mediated radioiodination of tachyzoites

    Energy Technology Data Exchange (ETDEWEB)

    Gallois, Y.; Tricaud, A.; Foussard, F.; Hodbert, J.; Girault, A.; Mauras, G.; Dubremetz, J.F.

    1986-01-01

    Tachyzoites of Toxoplasma gondii have been radioiodinated under various conditions with or without lactoperoxidase, with glucose oxidase being used to generate hydrogen peroxide. Erythrocytes were iodinated simultaneously as a control. In our conditions, tachyzoites were more intensely labelled in the absence of lactoperoxidase. This result can be explained by the existence of an intrinsic peroxidase activity which interfere with the exogenously added enzyme during surface radioiodination.

  10. Using Active Learning to Identify Health Information Technology Related Patient Safety Events.

    Science.gov (United States)

    Fong, Allan; Howe, Jessica L; Adams, Katharine T; Ratwani, Raj M

    2017-01-18

    The widespread adoption of health information technology (HIT) has led to new patient safety hazards that are often difficult to identify. Patient safety event reports, which are self-reported descriptions of safety hazards, provide one view of potential HIT-related safety events. However, identifying HIT-related reports can be challenging as they are often categorized under other more predominate clinical categories. This challenge of identifying HIT-related reports is exacerbated by the increasing number and complexity of reports which pose challenges to human annotators that must manually review reports. In this paper, we apply active learning techniques to support classification of patient safety event reports as HIT-related. We evaluated different strategies and demonstrated a 30% increase in average precision of a confirmatory sampling strategy over a baseline no active learning approach after 10 learning iterations.

  11. Musical Peddy-Paper: A Collaborative Learning Activity Suported by Augmented Reality

    Science.gov (United States)

    Gomes, José Duarte Cardoso; Figueiredo, Mauro Jorge Guerreiro; Amante, Lúcia da Graça Cruz Domingues; Gomes, Cristina Maria Cardoso

    2014-01-01

    Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge…

  12. Active Learning with Interactive Videos: Creating Student-Guided Learning Materials

    Science.gov (United States)

    Baker, Ariana

    2016-01-01

    Distance learning programs across the country continue to grow and evolve. In order to support these programs, librarians are often expected to convert face-to-face classes and reference sessions to the online environment. Due to the necessity of explaining information literacy concepts and demonstrating the access and use of library resources,…

  13. The Development of Gamified Learning Activities to Increase Student Engagement in Learning

    Science.gov (United States)

    Poondej, Chanut; Lerdpornkulrat, Thanita

    2016-01-01

    In the literature, the potential efficacy of the gamification of education has been demonstrated. The aim of this study was to explore the influence of applying gamification techniques to increase student engagement in learning. The quasi-experimental nonequivalent-control group design was used with 577 undergraduate students from six classes. The…

  14. The Impact of Peer Review on Creative Self-Efficacy and Learning Performance in Web 2.0 Learning Activities

    Science.gov (United States)

    Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung

    2016-01-01

    Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…

  15. The Impact of Peer Review on Creative Self-Efficacy and Learning Performance in Web 2.0 Learning Activities

    Science.gov (United States)

    Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung

    2016-01-01

    Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…

  16. A fast learning algorithm of neural network with tunable activation function

    Institute of Scientific and Technical Information of China (English)

    SHEN Yanjun; WANG Bingwen

    2004-01-01

    This paper presents a modified structure of a neural network with tunable activation function and provides a new learning algorithm for the neural network training. Simulation results of XOR problem, Feigenbaum function, and Henon map show that the new algorithm has better performance than BP (back propagation) algorithm in terms of shorter convergence time and higher convergence accuracy. Further modifications of the structure of the neural network with the faster learning algorithm demonstrate simpler structure with even faster convergence speed and better convergence accuracy.

  17. Application of Learning Style Theory in an English-teaching Activity

    Institute of Scientific and Technical Information of China (English)

    CHEN Jin

    2016-01-01

    Language teaching is demanding. The focus of language teachers nowadays has been extended to a broader area. In the TESOL context, the findings and research of learning style have raised the attention of language teachers, who have to take the responsibility to study how to improve the teaching results according to different learners. This essay attempts to demon-strate a language-teaching activity in a typical English class and discuss the application of learning style theory in it so as to im-prove the practical English teaching in China.

  18. Innovative Adaptive Control Method Demonstrated for Active Suppression of Instabilities in Engine Combustors

    Science.gov (United States)

    Kopasakis, George

    2005-01-01

    This year, an improved adaptive-feedback control method was demonstrated that suppresses thermoacoustic instabilities in a liquid-fueled combustor of a type used in aircraft engines. Extensive research has been done to develop lean-burning (low fuel-to-air ratio) combustors that can reduce emissions throughout the mission cycle to reduce the environmental impact of aerospace propulsion systems. However, these lean-burning combustors are susceptible to thermoacoustic instabilities (high-frequency pressure waves), which can fatigue combustor components and even downstream turbine blades. This can significantly decrease the safe operating life of the combustor and turbine. Thus, suppressing the thermoacoustic combustor instabilities is an enabling technology for meeting the low-emission goals of the NASA Ultra-Efficient Engine Technology (UEET) Project.

  19. Online activities to optimize in person learning

    Science.gov (United States)

    Stelzer, Tim

    Students' unprecedented access to content on the web is providing a unique opportunity to transform the role lectures in education, moving the focus from content delivery to helping students synthesize the content into knowledge. We have introduced a variety of activities to facilitate this transformation at the University of Illinois, including web-based preflight assessments of student understanding before lecture, peer instruction (clickers) to assess and facilitate student understanding during lecture, and web-based multimedia pre-lectures designed to provide students with content before lecture. In this talk I will discuss the pedagogical motivation for introducing these activities, and the impact they have had at the University of Illinois. .

  20. Google classroom as a tool for active learning

    Science.gov (United States)

    Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd; Rodzi, Sarah Syamimi Mohamad

    2016-08-01

    As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom's active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom's tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students' satisfaction towards the Google Classroom's active learning activities.

  1. Cover Your Cough! A Short and Simple Activity to Demonstrate the Antimicrobial Effect of Desiccation

    Directory of Open Access Journals (Sweden)

    Jennifer Cook Easterwood

    2013-08-01

    Full Text Available Many undergraduate microbiology laboratory manuals include exercises demonstrating the antimicrobial effects of physical agents, such as UV light and heat, and chemical agents, such as disinfectants and antibiotics (3, 4. There is, however, a lack of exercises examining the effects of desiccation on bacterial growth and survival. This particular form of antimicrobial control is especially relevant today with an increased emphasis on coughing and sneezing into one’s sleeve or a tissue, where microbes will not contaminate hands and will eventually desiccate and die (2. Desiccation can have bacteriostatic or bactericidal effects depending on the species, the material on which the organism has desiccated, and the length of time. The absence of water can damage many cellular components, including enzymes, nucleic acids, and cell membranes (1. However, many prokaryotes have some degree of resistance to desiccation, with Escherichia coli surviving around 24 hours and Bacillus species surviving upwards of 300 years, though these numbers can vary due to a number of confounding factors (5. Some of these factors include the method by which desiccation occurred, whether desiccation occurred in a natural or laboratory situation, and the species itself (5. To address the effects of desiccation on bacterial growth and survival, a short, simple exercise was developed. By inoculating various materials with bacterial cultures and allowing them to air-dry for 24 hours, students can visualize the effects of desiccation by analyzing the growth, or lack thereof, when organisms are transferred to nutrient agar plates. This exercise has been used in a health professions microbiology course as well as a microbiology course for biology and biochemistry majors. It is short enough to be conducted during a standard lecture period or during a longer laboratory period in conjunction with other experiments demonstrating the effectiveness of physical agents on microbial

  2. Associations of Middle School Student Science Achievement and Attitudes about Science with Student-Reported Frequency of Teacher Lecture Demonstrations and Student-Centered Learning

    Science.gov (United States)

    Odom, Arthur Louis; Bell, Clare Valerie

    2015-01-01

    The purpose of this study was to examine the association of middle school student science achievement and attitudes about science with student-reported frequency of teacher lecture demonstrations and student-centered learning. The student sample was composed of 602 seventh- and eighth-grade students enrolled in middle school science. Multiple…

  3. Cardboard Activity Is "Loaded" with Learning

    Science.gov (United States)

    Roman, Harry T.

    2010-01-01

    In this article, the author presents an activity that uses simple paperboard from the back of a pad of paper to illustrate some basic construction principles as students experiment with conducting load tests. The author describes the steps in conducting a load test as well as adding a strut support system. The important lesson here is that…

  4. First demonstration that brain CYP2D-mediated opiate metabolic activation alters analgesia in vivo

    Science.gov (United States)

    Zhou, Kaidi; Khokhar, Jibran Y.; Zhao, Bin; Tyndale, Rachel F.

    2013-01-01

    The response to centrally-acting drugs is highly variable between individuals and does not always correlate with plasma drug levels. Drug-metabolizing CYP enzymes in the brain may contribute to this variability by affecting local drug and metabolite concentrations. CYP2D metabolizes codeine to the active morphine metabolite. We investigate the effect of inhibiting brain, and not liver, CYP2D activity on codeine-induced analgesia. Rats received intracerebroventricular injections of CYP2D inhibitors (20 μg propranolol or 40 μg propafenone) or vehicle controls. Compared to vehicle-pretreated rats, inhibitor-pretreated rats had: a) lower analgesia in the tail-flick test (p0.6 and p>0.7, respectively), tested at 30 min after 30 mg/kg subcutaneous codeine, and c) lower morphine formation from codeine ex vivo by brain membranes (p0.9). Analgesia trended toward a correlation with brain morphine concentrations (p=0.07) and correlated with brain morphine to codeine ratios (p0.8) or plasma morphine to codeine ratios (p>0.8). Our findings suggest that brain CYP2D affects brain morphine levels after peripheral codeine administration, and may thereby alter codeine's therapeutic efficacy, side-effect profile and abuse liability. Brain CYPs are highly variable due to genetics, environmental factors and age, and may therefore contribute to interindividual variation in the response to centrally-acting drugs. PMID:23623752

  5. Antiproliferative activity of Eremanthus crotonoides extracts and centratherin demonstrated in brain tumor cell lines

    Directory of Open Access Journals (Sweden)

    Jonathas F. R. Lobo

    2012-12-01

    Full Text Available The genus Eremanthus is recognized by the predominance of sesquiterpene lactones from the furanoheliangolide type, a class of substances extensively tested against cancer cell lines. Thus, the species E. crotonoides (DC. Sch. Bip., Asteraceae, obtained on "restinga" vegetation was evaluated against U251 and U87-MG glioma cell lines using the MTT colorimetric assay. Dichloromethane fraction was cytotoxic to both glioblastoma multiforme cell lines. We then conducted UPLC-PDA-ESI-MS/MS analysis of the dichloromethane fraction, which allowed the identification of the sesquiterpene lactones centratherin and goyazensolide. The isolation of centratherin was performed using chromatographic techniques and the identification of this substance was confirmed according to NMR data. Cytotoxic activity of centratherin alone was also evaluated against both U251 and U87-MG cells, which showed IC50 values comparable with those obtained for the commercial anticancer drug doxorubicin. All the tested samples showed cytotoxic activity against glioblastoma multiforme cells which suggests that E. crotonoides extracts may be important sources of antiproliferative substances and that the centratherin may serve as prototype for developing new antiglioblastoma drugs.

  6. Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.

    Science.gov (United States)

    Cleveland, Lacy M; Olimpo, Jeffrey T; DeChenne-Peters, Sue Ellen

    2017-01-01

    In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students' conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants' conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students' attitudes and motivation in the domain.

  7. Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

    Science.gov (United States)

    Cleveland, Lacy M.; Olimpo, Jeffrey T.; DeChenne-Peters, Sue Ellen

    2017-01-01

    In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students’ conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants’ conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students’ attitudes and motivation in the domain. PMID:28389428

  8. Successful Application of Active Learning Techniques to Introductory Microbiology

    Directory of Open Access Journals (Sweden)

    Elizabeth A. Hoffman

    2009-12-01

    Full Text Available While the traditional lecture format may be a successful way to teach microbiology to both medical and nursing students, it was not an effective means of learning for many prenursing and preprofessional students enrolled in either of the introductory microbiology courses at Ashland Community College, an open enrollment institution. The structure of both Medical Microbiology and Principles of Microbiology was redesigned to allow students to address the material in an active manner. Daily quizzes, student group discussions, scrapbooks, lab project presentations and papers, and extra credit projects were all added in order to allow students maximum exposure to the course material in a manner compatible with various methods of learning. Student knowledge, course evaluations, and student success rates have all improved with the active learning format.

  9. A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

    Science.gov (United States)

    Gardner, Joel; Belland, Brian R.

    2012-08-01

    Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we present a framework to design biology instruction that incorporates all active learning strategies. We review active learning research in undergraduate biology courses, present a framework for organizing active learning strategies, and provide clear implications and future research for designing instruction in introductory undergraduate biology courses.

  10. Introduction of active learning method in learning physiology by MBBS students

    Science.gov (United States)

    Gilkar, Suhail Ahmad; Lone, Shabiruddin; Lone, Riyaz Ahmad

    2016-01-01

    Context: Active learning has received considerable attention over the past several years, often presented or perceived as a radical change from traditional instruction methods. Current research on learning indicates that using a variety of teaching strategies in the classroom increases student participation and learning. Aim and Objectives: To introduce active learning methodology, i.e., “jigsaw technique” in undergraduate medical education and assess the student and faculty response to it. Subjects and Methods: This study was carried out in the Department of Physiology in a Medical College of North India. A topic was chosen and taught using one of the active learning methods (ALMs), i.e., jigsaw technique. An instrument (questionnaire) was developed in English through an extensive review of literature and was properly validated. The students were asked to give their response on a five-point Likert scale. The feedback was kept anonymous. Faculty also provided their feedback in a separately provided feedback proforma. The data were collected, compiled, and analyzed. Results: Of 150 students of MBBS-first year batch 2014, 142 participated in this study along with 14 faculty members of the Physiology Department. The majority of the students (>90%) did welcome the introduction of ALM and strongly recommended the use of such methods in teaching many more topics in future. 100% faculty members were of the opinion that many more topics shall be taken up using ALMs. Conclusion: This study establishes the fact that both the medical students and faculty want a change from the traditional way of passive, teacher-centric learning, to the more active teaching-learning techniques. PMID:27563585

  11. Active-learning versus teacher-centered instruction for learning acids and bases

    Science.gov (United States)

    Acar Sesen, Burcin; Tarhan, Leman

    2011-07-01

    Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'. Sample The sample of this study was 45 high-school students (average age 17 years) from two different classes, which were randomly assigned to the experimental (n = 21) and control groups (n = 25), in a high school in Turkey. Design and methods A pre-test consisting of 25 items was applied to both experimental and control groups before the treatment in order to identify student prerequisite knowledge about their proficiency for learning 'acids and bases'. A one-way analysis of variance (ANOVA) was conducted to compare the pre-test scores for groups and no significant difference was found between experimental (ME = 40.14) and control groups (MC = 41.92) in terms of mean scores (F 1,43 = 2.66, p > 0.05). The experimental group was taught using an active-learning curriculum developed by the authors and the control group was taught using traditional course content based on teacher-centered instruction. After the implementation, 'Acids and Bases Achievement Test' scores were collected for both groups. Results ANOVA results showed that students' 'Acids and Bases Achievement Test' post-test scores differed significantly in terms of groups (F 1,43 = 102.53; p test and individual interview results, it was found that high-school students in the experimental group had fewer misconceptions and understood the concepts more meaningfully than students in control group. Conclusion The study revealed that active-learning implementation is more effective at improving students' learning achievement and preventing misconceptions.

  12. Transcriptome sequencing demonstrates that human papillomavirus is not active in cutaneous squamous cell carcinoma.

    Science.gov (United States)

    Arron, Sarah T; Ruby, J Graham; Dybbro, Eric; Ganem, Don; Derisi, Joseph L

    2011-08-01

    β-Human papillomavirus (β-HPV) DNA is present in some cutaneous squamous cell carcinomas (cuSCCs), but no mechanism of carcinogenesis has been determined. We used ultra-high-throughput sequencing of the cancer transcriptome to assess whether papillomavirus transcripts are present in these cancers. In all, 67 cuSCC samples were assayed for β-HPV DNA by PCR, and viral loads were measured with type-specific quantitative PCR. A total of 31 SCCs were selected for whole transcriptome sequencing. Transcriptome libraries were prepared in parallel from the HPV18-positive HeLa cervical cancer cell line and HPV16-positive primary cervical and periungual SCCs. Of the tumors, 30% (20/67) were positive for β-HPV DNA, but there was no difference in β-HPV viral load between tumor and normal tissue (P=0.310). Immunosuppression and age were significantly associated with higher viral load (P=0.016 for immunosuppression; P=0.0004 for age). Transcriptome sequencing failed to identify papillomavirus expression in any of the skin tumors. In contrast, HPV16 and HPV18 mRNA transcripts were readily identified in primary cervical and periungual cancers and HeLa cells. These data demonstrate that papillomavirus mRNA expression is not a factor in the maintenance of cuSCCs.

  13. Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study.

    Science.gov (United States)

    Boctor, Lisa

    2013-03-01

    The majority of nursing students are kinesthetic learners, preferring a hands-on, active approach to education. Research shows that active-learning strategies can increase student learning and satisfaction. This study looks at the use of one active-learning strategy, a Jeopardy-style game, 'Nursopardy', to reinforce Fundamentals of Nursing material, aiding in students' preparation for a standardized final exam. The game was created keeping students varied learning styles and the NCLEX blueprint in mind. The blueprint was used to create 5 categories, with 26 total questions. Student survey results, using a five-point Likert scale showed that they did find this learning method enjoyable and beneficial to learning. More research is recommended regarding learning outcomes, when using active-learning strategies, such as games. Copyright © 2012 Elsevier Ltd. All rights reserved.

  14. Using Wavelet Entropy to Demonstrate how Mindfulness Practice Increases Coordination between Irregular Cerebral and Cardiac Activities.

    Science.gov (United States)

    Sik, Hin Hung; Gao, Junling; Fan, Jicong; Wu, Bonnie Wai Yan; Leung, Hang Kin; Hung, Yeung Sam

    2017-05-10

    In both the East and West, traditional teachings say that the mind and heart are somehow closely correlated, especially during spiritual practice. One difficulty in proving this objectively is that the natures of brain and heart activities are quite different. In this paper, we propose a methodology that uses wavelet entropy to measure the chaotic levels of both electroencephalogram (EEG) and electrocardiogram (ECG) data and show how this may be used to explore the potential coordination between the mind and heart under different experimental conditions. Furthermore, Statistical Parametric Mapping (SPM) was used to identify the brain regions in which the EEG wavelet entropy was the most affected by the experimental conditions. As an illustration, the EEG and ECG were recorded under two different conditions (normal rest and mindful breathing) at the beginning of an 8-week standard Mindfulness-based Stress Reduction (MBSR) training course (pretest) and after the course (posttest). Using the proposed method, the results consistently showed that the wavelet entropy of the brain EEG decreased during the MBSR mindful breathing state as compared to that during the closed-eye resting state. Similarly, a lower wavelet entropy of heartrate was found during MBSR mindful breathing. However, no difference in wavelet entropy during MBSR mindful breathing was found between the pretest and posttest. No correlation was observed between the entropy of brain waves and the entropy of heartrate during normal rest in all participants, whereas a significant correlation was observed during MBSR mindful breathing. Additionally, the most well-correlated brain regions were located in the central areas of the brain. This study provides a methodology for the establishment of evidence that mindfulness practice (i.e., mindful breathing) may increase the coordination between mind and heart activities.

  15. Creating Student Engagement: The Kickstarter Active Learning Project

    Science.gov (United States)

    Manzon, Elliott

    2017-01-01

    Students can become disengaged from marketing material if they cannot see the direct application. Marketing material needs to be applied to a meaningful business task to engage and motivate students. This article introduces the Kickstarter Active Learning Project--an innovative semester-long project in which students create a Kickstarter…

  16. Blog Construction as an Effective Tool in Biochemistry Active Learning

    Science.gov (United States)

    Cubas Rolim, Estêvão; Martins de Oliveira, Julia; Dalvi, Luana T.; Moreira, Daniel C.; Garcia Caldas, Natasha; Fernandes Lobo, Felipe; André Polli, Démerson; Campos, Élida G.; Hermes-Lima, Marcelo

    2017-01-01

    To boost active learning in undergraduate students, they were given the task of preparing blogs on topics of clinical biochemistry. This "experiment" lasted for 12 teaching-semesters (from 2008 to 2013), and included a survey on the blogs' usefulness at the end of each semester. The survey (applied in the 2008-2010 period) used a…

  17. Introducing Sustainability into Business Education Contexts Using Active Learning

    Science.gov (United States)

    MacVaugh, Jason; Norton, Mike

    2012-01-01

    Purpose: The purpose of this paper is to explore how active learning may help address the legitimacy and practicability issues inherent in introducing education for sustainability into business-related degree programs. Design/methodology/approach: The focus of this study is the experience of the authors in the development and implementation of…

  18. Physical activity during learning inside and outside the classroom

    DEFF Research Database (Denmark)

    Mygind, Erik

    2016-01-01

    Objective: Does learning outside the classroom (LOtC) in urban nature or cultural contexts one day per week contribute to raising children’s physical activity (PA) in lower secondary school? Methods: PA was measured on 7 consecutive days using GT3x+ accelerometers. Overall, 44 girls and 40 boys...

  19. Do Active-Learning Strategies Improve Students' Critical Thinking?

    Science.gov (United States)

    Nelson, Larry P.; Crow, Mary L.

    2014-01-01

    Improving students' ability to recognize work-related problems and apply effective strategies and solutions to fundamental challenges in the field is at the crux of a good college preparation. This paper attempts to investigate if active-learning strategies improve students' critical thinking ability in this regard. Participants were pre-service…

  20. Learning Activity Package, Algebra 124, LAPs 46-55.

    Science.gov (United States)

    Holland, Bill

    A series of 10 teacher-prepared Learning Activity Packages (LAPs) in advanced algebra and trigonometry, these units cover absolute value, inequalities, exponents, radicals, and complex numbers; functions; higher degree equations and the derivative; the trigonometric functions; graphs and applications of the trigonometric functions; sequences and…

  1. Critical Facilities for Active Participation in Learning Networks

    NARCIS (Netherlands)

    Hummel, Hans; Tattersall, Colin; Burgos, Daniel; Brouns, Francis; Kurvers, Hub; Koper, Rob

    2005-01-01

    Please use the following citation: Hummel, H. G. K., Tattersall, C., Burgos, D., Brouns, F. M. R., Kurvers, H. J., & Koper, E. J. R. (2006). Critical facilities for active participation in learning networks. Int. J. Web Based Communities, 2, 1, 81-99. This article is an extended version (with

  2. Promoting Active Learning: The Use of Computational Software Programs

    Science.gov (United States)

    Dickinson, Tom

    The increased emphasis on active learning in essentially all disciplines is proving beneficial in terms of a student's depth of learning, retention, and completion of challenging courses. Formats labeled flipped, hybrid and blended facilitate face-to-face active learning. To be effective, students need to absorb a significant fraction of the course material prior to class, e.g., using online lectures and reading assignments. Getting students to assimilate and at least partially understand this material prior to class can be extremely difficult. As an aid to achieving this preparation as well as enhancing depth of understanding, we find the use of software programs such as Mathematica®or MatLab®, very helpful. We have written several Mathematica®applications and student exercises for use in a blended format two semester E&M course. Formats include tutorials, simulations, graded and non-graded quizzes, walk-through problems, exploration and interpretation exercises, and numerical solutions of complex problems. A good portion of this activity involves student-written code. We will discuss the efficacy of these applications, their role in promoting active learning, and the range of possible uses of this basic scheme in other classes.

  3. Bingo!: An Engaging Activity for Learning Physiological Terms in Psychology

    Science.gov (United States)

    Vanags, Thea; George, Amanda M.; Grace, Diana M.; Brown, Patricia M.

    2012-01-01

    Brain Bingo is a tutorial activity for helping undergraduate psychology students learn complex physiological terms. In two experiments, the authors tested pretest and posttest knowledge, and in Experiment 2, the authors tested retention after 5 weeks. In Experiment 1 (n = 41), the experimental group (Brain Bingo) recalled more terms than the…

  4. Teachers' Purposeful Design of Effective Technology Learning Activities

    Science.gov (United States)

    Morgan, John Andrew Kerlin

    2014-01-01

    The goal of this study was to explore how exemplary teachers design learning activities that incorporate the use of technology. Teachers at three schools in a school district in Southern California were solicited for a survey regarding their use of technology in the classroom. Based on the surveys, high and low technology implementers were…

  5. ARLearn: Learning activities and interaction in augmented reality

    NARCIS (Netherlands)

    Ternier, Stefaan; Tabuenca, Bernardo; Specht, Marcus

    2013-01-01

    Ternier, S., Tabuenca, B., & Specht, M. (2012). ARLearn: Learning activities and interaction in augmented reality. In M. Specht, J. Multisilta, & M. Sharples (Eds.), Proceedings of the Mobile Augmented Reality for Education Workshop (pp. 10-13). October, 16-17, 2012, Helsinki, Finland.

  6. The Intercollegiate Ethics Bowl: An Active Learning Experience

    Science.gov (United States)

    Meyer, Tracy

    2012-01-01

    This paper introduces the Intercollegiate Ethics Bowl (IEB) as a means of promoting active learning in the realm of marketing ethics. The cases discussed in the competition are based on current ethical issues and require students to provide a coherent analysis of what are generally complex, ambiguous, and highly viewpoint dependent issues. The…

  7. Developing capability through peer-assisted learning activities ...

    African Journals Online (AJOL)

    Developing capability through peer-assisted learning activities among 4th-year medical ... M van Rooyen, A Reinbrech-Schütte, J.F.M. Hugo, T.S. Marcus ... the rotation reflective reports (RRRs) and CHW data from semi-structured interviews.

  8. Using an Active-Learning Approach to Teach Epigenetics

    Science.gov (United States)

    Colon-Berlingeri, Migdalisel

    2010-01-01

    Epigenetics involves heritable changes in gene expression that do not involve alterations in the DNA sequence. I developed an active-learning approach to convey this topic to students in a college genetics course. I posted a brief summary of the topic before class to stimulate exchange in cooperative groups. During class, we discussed the…

  9. ARLearn: Learning activities and interaction in augmented reality

    NARCIS (Netherlands)

    Ternier, Stefaan; Tabuenca, Bernardo; Specht, Marcus

    2013-01-01

    Ternier, S., Tabuenca, B., & Specht, M. (2012). ARLearn: Learning activities and interaction in augmented reality. In M. Specht, J. Multisilta, & M. Sharples (Eds.), Proceedings of the Mobile Augmented Reality for Education Workshop (pp. 10-13). October, 16-17, 2012, Helsinki, Finland.

  10. Learning Literacy and Content Through Video Activities in Primary Education

    NARCIS (Netherlands)

    Heitink, Maaike; Fisser, Petra; McKenney, Susan

    2013-01-01

    Heitink, M., Fisser, P., & McKenney, S. (2012). Learning Literacy and Content Through Video Activities in Primary Education. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1363-1369). Chesapeake, VA: AACE.

  11. Research and Practice of Active Learning in Engineering Education

    NARCIS (Netherlands)

    Graaf, de Erik; Saunders-Smits, Gillian; Nieweg, Michael

    2005-01-01

    Since 2001, the international network Active Learning in Engineering education (ALE) organized a series of international workshops on innovation of engineering education. The papers in this book are selected to reflect the state of the art, based on contributions to the 2005 ALE workshop in Holland.

  12. Engaging Elementary Preservice Teachers with Active Learning Teaching Methodologies

    Science.gov (United States)

    Olgun, Ozlem Sila

    2009-01-01

    The main purpose of this study was to investigate the effects of active learning on preservice teachers' dignity, energy, self-management, community, and awareness (DESCA) abilities, attitudes toward teaching, and attitudes toward science. Third year preservice teachers (n = 77) from two different classes were involved in the study. One intact…

  13. Using an Active-Learning Approach to Teach Epigenetics

    Science.gov (United States)

    Colon-Berlingeri, Migdalisel

    2010-01-01

    Epigenetics involves heritable changes in gene expression that do not involve alterations in the DNA sequence. I developed an active-learning approach to convey this topic to students in a college genetics course. I posted a brief summary of the topic before class to stimulate exchange in cooperative groups. During class, we discussed the…

  14. The Shoebox activity: a powerful tool for learning

    Directory of Open Access Journals (Sweden)

    Hobley, Janet

    2011-06-01

    Full Text Available This article explores an activity that has been used in many different training contexts from Initial Teacher Training (ITT, Advanced Learning Coach (ALC training through to different ‘in–house’ training sessions and explains how it has been adapted by other teachers for their own contexts and how the learners themselves experience it. The activity is explained in practice and then linked to the theory of reflective practice to show how it can support and extend learners’ thinking about themselves, their different roles and their individual teaching. Different perspectives have been drawn on as reflections on the activity and the work includes both tutor and learner comments about undertaking the activity. Their contributions together with personal reflections show the power of the idea from a simple icebreaker to something more profound that contributes to personal development and learning.

  15. Direct evidence of swimming demonstrates active dispersal in the sea turtle "lost years".

    Science.gov (United States)

    Putman, Nathan F; Mansfield, Katherine L

    2015-05-04

    Although oceanic dispersal in larval and juvenile marine animals is widely studied, the relative contributions of swimming behavior and ocean currents to movements and distribution are poorly understood [1-4]. The sea turtle "lost years" [5] (often referred to as the surface-pelagic [6] or oceanic [7] stage) are a classic example. Upon hatching, young turtles migrate offshore and are rarely observed until they return to coastal waters as larger juveniles [5]. Sightings of small turtles downcurrent of nesting beaches and in association with drifting organisms (e.g., Sargassum algae) led to this stage being described as a "passive migration" during which turtles' movements are dictated by ocean currents [5-10]. However, laboratory and modeling studies suggest that dispersal trajectories might also be shaped by oriented swimming [11-15]. Here, we use an experimental approach designed to directly test the passive-migration hypothesis by deploying pairs of surface drifters alongside small green (Chelonia mydas) and Kemp's ridley (Lepidochelys kempii) wild-caught turtles, tracking their movements via satellite telemetry. We conclusively demonstrate that these turtles do not behave as passive drifters. In nearly all cases, drifter trajectories were uncharacteristic of turtle trajectories. Species-specific and location-dependent oriented swimming behavior, inferred by subtracting track velocity from modeled ocean velocity, contributed substantially to individual movement and distribution. These findings highlight the importance of in situ observations for depicting the dispersal of weakly swimming animals. Such observations, paired with information on the mechanisms of orientation, will likely allow for more accurate predictions of the ecological and evolutionary processes shaped by animal movement.

  16. Peers as resources for learning: a situated learning approach to adapted physical activity in rehabilitation.

    Science.gov (United States)

    Standal, Øyvind F; Jespersen, Ejgil

    2008-07-01

    The purpose of this study was to investigate the learning that takes place when people with disabilities interact in a rehabilitation context. Data were generated through in-depth interviews and close observations in a 2 (1/2) week-long rehabilitation program, where the participants learned both wheelchair skills and adapted physical activities. The findings from the qualitative data analysis are discussed in the context of situated learning (Lave & Wenger, 1991; Wenger, 1998). The results indicate that peer learning extends beyond skills and techniques, to include ways for the participants to make sense of their situations as wheelchair users. Also, it was found that the community of practice established between the participants represented a critical corrective to instructions provided by rehabilitation professionals.

  17. Examining factors affecting beginning teachers' transfer of learning of ICT-enhanced learning activities in their teaching practice

    OpenAIRE

    Agyei, D.D.; Voogt, J.

    2014-01-01

    This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and...

  18. Digitally Curious: A Qualitative Case Study of Students' Demonstrations of Curiosity in a Technology-Rich Learning Environment

    Science.gov (United States)

    McLeod, Julie K.

    2011-01-01

    Curiosity is an important construct for educators as it is connected with knowledge and higher-order thinking, goal-oriented behavior, motivation, and persistence. It is also negatively correlated with boredom and anxiety. While research documents this strong connection between learning and curiosity, no studies existed exploring curiosity in a…

  19. Smartphone-Based Patients' Activity Recognition by Using a Self-Learning Scheme for Medical Monitoring.

    Science.gov (United States)

    Guo, Junqi; Zhou, Xi; Sun, Yunchuan; Ping, Gong; Zhao, Guoxing; Li, Zhuorong

    2016-06-01

    Smartphone based activity recognition has recently received remarkable attention in various applications of mobile health such as safety monitoring, fitness tracking, and disease prediction. To achieve more accurate and simplified medical monitoring, this paper proposes a self-learning scheme for patients' activity recognition, in which a patient only needs to carry an ordinary smartphone that contains common motion sensors. After the real-time data collection though this smartphone, we preprocess the data using coordinate system transformation to eliminate phone orientation influence. A set of robust and effective features are then extracted from the preprocessed data. Because a patient may inevitably perform various unpredictable activities that have no apriori knowledge in the training dataset, we propose a self-learning activity recognition scheme. The scheme determines whether there are apriori training samples and labeled categories in training pools that well match with unpredictable activity data. If not, it automatically assembles these unpredictable samples into different clusters and gives them new category labels. These clustered samples combined with the acquired new category labels are then merged into the training dataset to reinforce recognition ability of the self-learning model. In experiments, we evaluate our scheme using the data collected from two postoperative patient volunteers, including six labeled daily activities as the initial apriori categories in the training pool. Experimental results demonstrate that the proposed self-learning scheme for activity recognition works very well for most cases. When there exist several types of unseen activities without any apriori information, the accuracy reaches above 80 % after the self-learning process converges.

  20. Design for learning: deconstructing virtual patient activities.

    Science.gov (United States)

    Ellaway, Rachel H; Davies, David

    2011-01-01

    Digital technologies are used in almost every aspect of contemporary health professional education (HPE) but our understanding of their true potential as instructional tools rather than administrative tools has not significantly advanced in the last decade. One notable exception to this has been the rise of the 'virtual patient' as an educational intervention in HPE. This article attempts to deconstruct the virtual patient concept by developing a model of virtual patients as artifacts with intrinsic encoded properties and emergent constructed properties that build on the core concept of 'activity'.

  1. Effective, Active Learning Strategies for the Oceanography Classroom

    Science.gov (United States)

    Dmochowski, J. E.; Marinov, I.

    2014-12-01

    A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.

  2. Method of demonstrating calcium in human foot by neutron activation of (. cap alpha. , N)-sources

    Energy Technology Data Exchange (ETDEWEB)

    Zaychik, V.E.; Kondrashov, A.E.; Morukov, B.V.

    Bone demineralization during long-term exposure to weightlessness and hypokinesia is presently a universally recognized fact. A method is described which employs neutron activation analysis for a direct quantitative in vivo assay of calcium in the human foot. When the foot is exposed to neutrons, the stable nuclide Ca/sup 46/ is converted into the radionuclide Ca/sup 49/. The gamma radiation emitted by Ca/sup 49/ is then measured spectrometrically. A special device, developed for the delivery of neutrons to the foot, consists of a stainless steel tank filled with water, surrounded on the side by lithium-containing screens. A cassette with neutron sources is at the bottom of the tank and can be delivered to the desired position in channel-driver carriers. A special footrest provides support during irradiation. The spectrometry unit, consisting of 4 scintillation counters, also is equipped with a specially designed footrest. The maximum relative error of a single measurement did not exceed 4.82%. The mean equivalent dose in the foot was about 1 rem, a dose low enough to permit examinations three times a year, if necessary.

  3. Tocotrienol-Rich Fraction from Rice Bran Demonstrates Potent Radiation Protection Activity

    Directory of Open Access Journals (Sweden)

    Kimberly J. Krager

    2015-01-01

    Full Text Available The vitamin E analogs δ-tocotrienol (DT3 and γ-tocotrienol (GT3 have significant protective and mitigative capacity against the detrimental effects of ionizing radiation (IR. However, the expense of purification limits their potential use. This study examined the tocotrienol-rich fraction of rice bran (TRFRB isolated from rice bran deodorizer distillate, a rice oil refinement waste product, to determine its protective effects against IR induced oxidative damage and H2O2. Several cell lines were treated with tocotrienols or TRFRB prior to or following exposure to H2O2 or IR. To determine the radioprotective capacity cells were analyzed for morphology, mitochondrial bioenergetics, clonogenic survival, glutathione oxidation, cell cycle, and migration rate. TRFRB displayed similar antioxidant activity compared to pure tocotrienols. Cells pretreated with TRFRB or DT3 exhibited preserved cell morphology and mitochondrial respiration when exposed to H2O2. Oxidized glutathione was decreased in TRFRB treated cells exposed to IR. TRFRB reversed mitochondrial uncoupling and protected cells migration rates following IR exposure. The protective antioxidant capacity of TRFRB treated cells against oxidative injury was similar to that of purified DT3. TRFRB effectively protects normal cells against IR induced injury suggesting that rice bran distillate may be an inexpensive and abundant alternate source.

  4. Chitosan-propolis nanoparticle formulation demonstrates anti-bacterial activity against Enterococcus faecalis biofilms.

    Science.gov (United States)

    Ong, Teik Hwa; Chitra, Ebenezer; Ramamurthy, Srinivasan; Siddalingam, Rajinikanth Paruvathanahalli; Yuen, Kah Hay; Ambu, Stephen Periathamby; Davamani, Fabian

    2017-01-01

    Propolis obtained from bee hives is a natural substance with antimicrobial properties. It is limited by its insolubility in aqueous solutions; hence ethanol and ethyl acetate extracts of Malaysian propolis were prepared. Both the extracts displayed antimicrobial and anti-biofilm properties against Enterococcus faecalis, a common bacterium associated with hospital-acquired infections. High performance liquid chromatography (HPLC) analysis of propolis revealed the presence of flavonoids like kaempferol and pinocembrin. This study investigated the role of propolis developed into nanoparticles with chitosan for its antimicrobial and anti-biofilm properties against E. faecalis. Bacteria that grow in a slimy layer of biofilm are resistant to penetration by antibacterial agents. The use of nanoparticles in medicine has received attention recently due to better bioavailability, enhanced penetrative capacity and improved efficacy. A chitosan-propolis nanoformulation was chosen based on ideal physicochemical properties such as particle size, zeta potential, polydispersity index, encapsulation efficiency and the rate of release of the active ingredients. This formulation inhibited E. faecalis biofilm formation and reduced the number of bacteria in the biofilm by ~90% at 200 μg/ml concentration. When tested on pre-formed biofilms, the formulation reduced bacterial number in the biofilm by ~40% and ~75% at 200 and 300 μg/ml, respectively. The formulation not only reduced bacterial numbers, but also physically disrupted the biofilm structure as observed by scanning electron microscopy. Treatment of biofilms with chitosan-propolis nanoparticles altered the expression of biofilm-associated genes in E. faecalis. The results of this study revealed that chitosan-propolis nanoformulation can be deemed as a potential anti-biofilm agent in resisting infections involving biofilm formation like chronic wounds and surgical site infections.

  5. Chitosan-propolis nanoparticle formulation demonstrates anti-bacterial activity against Enterococcus faecalis biofilms

    Science.gov (United States)

    Ong, Teik Hwa; Chitra, Ebenezer; Ramamurthy, Srinivasan; Siddalingam, Rajinikanth Paruvathanahalli; Yuen, Kah Hay; Ambu, Stephen Periathamby

    2017-01-01

    Propolis obtained from bee hives is a natural substance with antimicrobial properties. It is limited by its insolubility in aqueous solutions; hence ethanol and ethyl acetate extracts of Malaysian propolis were prepared. Both the extracts displayed antimicrobial and anti-biofilm properties against Enterococcus faecalis, a common bacterium associated with hospital-acquired infections. High performance liquid chromatography (HPLC) analysis of propolis revealed the presence of flavonoids like kaempferol and pinocembrin. This study investigated the role of propolis developed into nanoparticles with chitosan for its antimicrobial and anti-biofilm properties against E. faecalis. Bacteria that grow in a slimy layer of biofilm are resistant to penetration by antibacterial agents. The use of nanoparticles in medicine has received attention recently due to better bioavailability, enhanced penetrative capacity and improved efficacy. A chitosan-propolis nanoformulation was chosen based on ideal physicochemical properties such as particle size, zeta potential, polydispersity index, encapsulation efficiency and the rate of release of the active ingredients. This formulation inhibited E. faecalis biofilm formation and reduced the number of bacteria in the biofilm by ~90% at 200 μg/ml concentration. When tested on pre-formed biofilms, the formulation reduced bacterial number in the biofilm by ~40% and ~75% at 200 and 300 μg/ml, respectively. The formulation not only reduced bacterial numbers, but also physically disrupted the biofilm structure as observed by scanning electron microscopy. Treatment of biofilms with chitosan-propolis nanoparticles altered the expression of biofilm-associated genes in E. faecalis. The results of this study revealed that chitosan-propolis nanoformulation can be deemed as a potential anti-biofilm agent in resisting infections involving biofilm formation like chronic wounds and surgical site infections. PMID:28362873

  6. Microbiological analysis of common preservatives used in food items and demonstration of their in vitro anti-bacterial activity

    Directory of Open Access Journals (Sweden)

    Tohora Sultana

    2014-12-01

    Full Text Available Objective: To quantify the microorganisms contaminating the common preservatives used in food as well as to detect their in vitro anti-bacterial traits. Methods: A total of 9 preservatives were subjected to conventional cultural and biochemical methods for microbial enumeration. Anti-bacterial activities were demonstrated through the agar well diffusion method. Results: All samples were found to be contaminated with bacteria up to 105 CFU/g and with the fungal flora within a range of 1 01-1 02 CFU/g. Escherichia coli, Pseudomonas spp. and Staphylococcus spp. were demonstrated in most of the samples. Sodium sulfite and citric acid possessed the strongest anti-bacterial trait against all of the test bacteria. Acetic acid exhibited activity against 6 out of 8 test bacteria while vinegar exhibited the activity against 4 bacteria. Activity of salt was demonstrated only against Listeria spp. and Bacillus spp., while activity of sugar and honey was found only against Escherichia coli and Klebsiella spp., respectively. Conclusions: According to the current investigation, sodium sulfite and citric acid samples were found to be satisfactory preservatives both in terms of microbiological criteria and their antibacterial traits.

  7. Teach them to Fly: Strategies for Encouraging Active Online Learning

    OpenAIRE

    Hardin, Karen

    2004-01-01

    Teach them to Fly: Strategies for Encouraging Active Online Learning Karen HARDIN Cameron University Lawton, OK, USA PROBLEM One of the hot topics in education in the past 10 years has been the shift of the role of the educator. Whereas, he has traditionally been the owner and deliverer of the knowledge (Sage on the stage), now his role is shifting to a guide and facilitator (guide by the side). The purpose is to give the students ownership in their own learning process. As tec...

  8. Cluster analysis of activity-time series in motor learning

    DEFF Research Database (Denmark)

    Balslev, Daniela; Nielsen, Finn Årup; Frutiger, Sally A.

    2002-01-01

    Neuroimaging studies of learning focus on brain areas where the activity changes as a function of time. To circumvent the difficult problem of model selection, we used a data-driven analytic tool, cluster analysis, which extracts representative temporal and spatial patterns from the voxel......-time series. The optimal number of clusters was chosen using a cross-validated likelihood method, which highlights the clustering pattern that generalizes best over the subjects. Data were acquired with PET at different time points during practice of a visuomotor task. The results from cluster analysis show...... practice-related activity in a fronto-parieto-cerebellar network, in agreement with previous studies of motor learning. These voxels were separated from a group of voxels showing an unspecific time-effect and another group of voxels, whose activation was an artifact from smoothing. Hum. Brain Mapping 15...

  9. Cluster analysis of activity-time series in motor learning

    DEFF Research Database (Denmark)

    Balslev, Daniela; Nielsen, Finn Å; Futiger, Sally A

    2002-01-01

    Neuroimaging studies of learning focus on brain areas where the activity changes as a function of time. To circumvent the difficult problem of model selection, we used a data-driven analytic tool, cluster analysis, which extracts representative temporal and spatial patterns from the voxel......-time series. The optimal number of clusters was chosen using a cross-validated likelihood method, which highlights the clustering pattern that generalizes best over the subjects. Data were acquired with PET at different time points during practice of a visuomotor task. The results from cluster analysis show...... practice-related activity in a fronto-parieto-cerebellar network, in agreement with previous studies of motor learning. These voxels were separated from a group of voxels showing an unspecific time-effect and another group of voxels, whose activation was an artifact from smoothing...

  10. Cluster analysis of activity-time series in motor learning

    DEFF Research Database (Denmark)

    Balslev, Daniela; Nielsen, Finn Å; Futiger, Sally A

    2002-01-01

    Neuroimaging studies of learning focus on brain areas where the activity changes as a function of time. To circumvent the difficult problem of model selection, we used a data-driven analytic tool, cluster analysis, which extracts representative temporal and spatial patterns from the voxel......-time series. The optimal number of clusters was chosen using a cross-validated likelihood method, which highlights the clustering pattern that generalizes best over the subjects. Data were acquired with PET at different time points during practice of a visuomotor task. The results from cluster analysis show...... practice-related activity in a fronto-parieto-cerebellar network, in agreement with previous studies of motor learning. These voxels were separated from a group of voxels showing an unspecific time-effect and another group of voxels, whose activation was an artifact from smoothing...

  11. Emerging Vocabulary Learning: From a Perspective of Activities Facilitated by Mobile Devices

    Science.gov (United States)

    Hu, Zengning

    2013-01-01

    This paper examines the current mobile vocabulary learning practice to discover how far mobile devices are being used to support vocabulary learning. An activity-centered perspective is undertaken, with the consideration of new practice against existing theories of learning activities including behaviorist activities, constructivist activities,…

  12. It takes biking to learn: Physical activity improves learning a second language.

    Science.gov (United States)

    Liu, Fengqin; Sulpizio, Simone; Kornpetpanee, Suchada; Job, Remo

    2017-01-01

    Recent studies have shown that concurrent physical activity enhances learning a completely unfamiliar L2 vocabulary as compared to learning it in a static condition. In this paper we report a study whose aim is twofold: to test for possible positive effects of physical activity when L2 learning has already reached some level of proficiency, and to test whether the assumed better performance when engaged in physical activity is limited to the linguistic level probed at training (i.e. L2 vocabulary tested by means of a Word-Picture Verification task), or whether it extends also to the sentence level (which was tested by means of a Sentence Semantic Judgment Task). The results show that Chinese speakers with basic knowledge of English benefited from physical activity while learning a set of new words. Furthermore, their better performance emerged also at the sentential level, as shown by their performance in a Semantic Judgment task. Finally, an interesting temporal asymmetry between the lexical and the sentential level emerges, with the difference between the experimental and control group emerging from the 1st testing session at the lexical level but after several weeks at the sentential level.

  13. Learning How To PLAI: Ways To Promote Learning through Active Interaction with Infants Who Are Deafblind.

    Science.gov (United States)

    Chen, Deborah; Haney, Michele; Klein, M. Diane; Alsop, Linda

    This paper describes Project PLAI (Promoting Learning through Active Interaction), a 4-year research-to-practice project designed to develop and validate an early communication curriculum for infants who are deafblind and their caregivers. The curriculum provides a step-by-step approach to assist caregivers in recognizing their infants' early and…

  14. Resisting Rote: The Importance of Active Learning for All Course Learning Objectives

    Science.gov (United States)

    Fata-Hartley, Cori

    2011-01-01

    Many college science educators have moved away from the traditional lecture format and toward learner-centered classroom environments. Yet many of us struggle to cover large content loads, reverting at times to rote memorization. This paper suggests rote memorization simply does not work and students must be actively engaged to learn. (Contains 1…

  15. Active Learning through Online Quizzes: Better Learning and Less (Busy) Work

    Science.gov (United States)

    Cook, Brian Robert; Babon, Andrea

    2017-01-01

    Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage…

  16. A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

    Science.gov (United States)

    Gardner, Joel; Belland, Brian R.

    2012-01-01

    Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we…

  17. A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

    Science.gov (United States)

    Gardner, Joel; Belland, Brian R.

    2012-01-01

    Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we…

  18. "Heart Shots": A Classroom Activity to Instigate Active Learning

    Science.gov (United States)

    Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila

    2015-01-01

    The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year…

  19. Knowledge Level Assessment in e-Learning Systems Using Machine Learning and User Activity Analysis

    Directory of Open Access Journals (Sweden)

    Nazeeh Ghatasheh

    2015-04-01

    Full Text Available Electronic Learning has been one of the foremost trends in education so far. Such importance draws the attention to an important shift in the educational paradigm. Due to the complexity of the evolving paradigm, the prospective dynamics of learning require an evolution of knowledge delivery and evaluation. This research work tries to put in hand a futuristic design of an autonomous and intelligent e-Learning system. In which machine learning and user activity analysis play the role of an automatic evaluator for the knowledge level. It is important to assess the knowledge level in order to adapt content presentation and to have more realistic evaluation of online learners. Several classification algorithms are applied to predict the knowledge level of the learners and the corresponding results are reported. Furthermore, this research proposes a modern design of a dynamic learning environment that goes along the most recent trends in e-Learning. The experimental results illustrate an overall performance superiority of a support vector machine model in evaluating the knowledge levels; having 98.6%of correctly classified instances with 0.0069 mean absolute error.

  20. Active Learning Improves Nursing Student Clinical Performance in an Academic Institution in Macao

    Institute of Scientific and Technical Information of China (English)

    Cindy Sin U Leong; Lynn B. Clutter

    2015-01-01

    Objective: To assess the outcome of the application of active learning during practicum among nursing students using clinical assessment and evaluation scores as a measurement. Methods: Nursing students were instructed on the basics of active learning prior to the initiation of their clinical experience. The participants were divided into 5groups of nursing students ( n=56) across three levels ( years 2-4) in a public academic institute of a bachelor degree program in Macao. Final clinical evaluation was averaged and compared between groups with and without in-tervention. Results: These nursing students were given higher appraisals in verbal and written comments than previous students without interventian. The groups with the invention achieved higher clinical as-sessment and evaluation scores on average than comparable groups without the active learning in-tervention. One group of sophomore nursing students ( year 2) did not receive as high of evalua-tions as the other groups, receiving an average score of above 80. Conclusions: Nursing students must engage in active learning to demonstrate that they are will-ing to gain knowledge of theory, nursing skills and communication skills during the clinical practi-cum.