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Sample records for facilitate active learning

  1. Facilitating Adoption of Web Tools for Problem and Project Based Learning Activities

    DEFF Research Database (Denmark)

    Khalid, Md. Saifuddin; Rongbutsri, Nikorn; Buus, Lillian

    2012-01-01

    This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem...... and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable...

  2. The Effectiveness of Integrating Teaching Strategies into IRS Activities to Facilitate Learning

    Science.gov (United States)

    Wang, Y.-H.

    2017-01-01

    Previous studies on the interactive response system (IRS) have generally adopted the lecture method to facilitate teaching and learning, while few have made efforts to investigate the learning effects of instructional methods and IRS activities on learning and teaching. The purpose of the present study was therefore to explore whether the use of…

  3. The Effectiveness of Integrating Teaching Strategies into IRS Activities to Facilitate Learning

    Science.gov (United States)

    Wang, Y.-H.

    2017-01-01

    Previous studies on the interactive response system (IRS) have generally adopted the lecture method to facilitate teaching and learning, while few have made efforts to investigate the learning effects of instructional methods and IRS activities on learning and teaching. The purpose of the present study was therefore to explore whether the use of…

  4. The strategic use of lecture recordings to facilitate an active and self-directed learning approach.

    Science.gov (United States)

    Topale, Luminica

    2016-08-12

    New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. Survey research was undertaken using a convenience sample. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. The survey was designed to explore students' perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. Findings revealed that recorded lectures had little influence on students' choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. This study was a useful investigation into how the availability of lecture capture technology influenced medical students' study behaviors and how students were making valuable use of the technology as an active learning tool.

  5. Learning facilitating leadership

    DEFF Research Database (Denmark)

    Rasmussen, Lauge Baungaard; Hansen, Mette Sanne

    2016-01-01

    This paper explains how engineering students at a Danish university acquired the necessary skills to become emergent facilitators of organisational development. The implications of this approach are discussed and related to relevant viewpoints and findings in the literature. The methodology deplo....... By connecting the literature, the authors’ and engineering students’ reflections on facilitator skills, this paper adds value to existing academic and practical discussions on learning facilitating leadership....

  6. Facilitating Learning at Conferences

    DEFF Research Database (Denmark)

    Ravn, Ib; Elsborg, Steen

    2011-01-01

    and facilitate a variety of simple learning techniques at thirty one- and two-day conferences of up to 300 participants each. We present ten of these techniques and data evaluating them. We conclude that if conference organizers allocate a fraction of the total conference time to facilitated processes......The typical conference consists of a series of PowerPoint presentations that tend to render participants passive. Students of learning have long abandoned the transfer model that underlies such one-way communication. We propose an al-ternative theory of conferences that sees them as a forum...... for learning, mutual inspiration and human flourishing. We offer five design principles that specify how conferences may engage participants more and hence increase their learning. In the research-and-development effort reported here, our team collaborated with conference organizers in Denmark to introduce...

  7. 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,…

  8. Learning facilitating leadership

    DEFF Research Database (Denmark)

    Rasmussen, Lauge Baungaard; Hansen, Mette Sanne

    2016-01-01

    in teaching facilitation and the literature. These types of skills are most effectively acquired by combining conceptual lectures, classroom exercises and the facilitation of groups in a real-life context. The paper also reflects certain ‘shadow sides’ related to facilitation observed by the students...

  9. Employing Active Learning Strategies to Become the Facilitator, Not the Authoritarian: A Literature Review

    Science.gov (United States)

    Patton, Cheryl M.

    2015-01-01

    Traditional higher education instruction involves an authoritarian educator who is charged with delivering information in lecture format to passive students. Within the past few decades, a new approach has gained popularity. Active learning allows the students to become more involved in their own learning. The educator becomes more of a…

  10. Facilitation of learning: part 1.

    Science.gov (United States)

    Warburton, Tyler; Trish, Houghton; Barry, Debbie

    2016-04-06

    This article, the fourth in a series of 11, discusses the context for the facilitation of learning. It outlines the main principles and theories for understanding the process of learning, including examples which link these concepts to practice. The practical aspects of using these theories in a practice setting will be discussed in the fifth article of this series. Together, these two articles will provide mentors and practice teachers with knowledge of the learning process, which will enable them to meet the second domain of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice on facilitation of learning.

  11. Oxytocin selectively facilitates learning with social feedback and increases activity and functional connectivity in emotional memory and reward processing regions.

    Science.gov (United States)

    Hu, Jiehui; Qi, Song; Becker, Benjamin; Luo, Lizhu; Gao, Shan; Gong, Qiyong; Hurlemann, René; Kendrick, Keith M

    2015-06-01

    In male Caucasian subjects, learning is facilitated by receipt of social compared with non-social feedback, and the neuropeptide oxytocin (OXT) facilitates this effect. In this study, we have first shown a cultural difference in that male Chinese subjects actually perform significantly worse in the same reinforcement associated learning task with social (emotional faces) compared with non-social feedback. Nevertheless, in two independent double-blind placebo (PLC) controlled between-subject design experiments we found OXT still selectively facilitated learning with social feedback. Similar to Caucasian subjects this OXT effect was strongest with feedback using female rather than male faces. One experiment performed in conjunction with functional magnetic resonance imaging showed that during the response, but not feedback phase of the task, OXT selectively increased activity in the amygdala, hippocampus, parahippocampal gyrus and putamen during the social feedback condition, and functional connectivity between the amygdala and insula and caudate. Therefore, OXT may be increasing the salience and reward value of anticipated social feedback. In the PLC group, response times and state anxiety scores during social feedback were associated with signal changes in these same regions but not in the OXT group. OXT may therefore have also facilitated learning by reducing anxiety in the social feedback condition. Overall our results provide the first evidence for cultural differences in social facilitation of learning per se, but a similar selective enhancement of learning with social feedback under OXT. This effect of OXT may be associated with enhanced responses and functional connectivity in emotional memory and reward processing regions.

  12. Facilitating peer learning in study groups

    DEFF Research Database (Denmark)

    Adriansen, Hanne Kirstine; Madsen, Lene Møller

    2009-01-01

    the preliminary results from the facilitated study groups. After one term (February-May), student satisfaction with both the social and the disciplinary environment had increased. The project shows how academic and social integration can be achieved with minimum faculty member involvement. This is done by relying...... 'Facilitating study environment' at one of DPU's educations in spring 2009. The pilot project consisted of three elements: Facilitated study groups, a student bar with facilitated activities, and academic identity events. Subsequently, we have studied students' experiences with the project. This paper outlines...... on the students' own resources, using peer-learning and facilitating these activities....

  13. Lesions of the lateral habenula facilitate active avoidance learning and threat extinction.

    Science.gov (United States)

    Song, Mihee; Jo, Yong Sang; Lee, Yeon-Kyung; Choi, June-Seek

    2017-02-01

    The lateral habenula (LHb) is an epithalamic brain structure that provides strong projections to midbrain monoaminergic systems that are involved in motivation, emotion, and reinforcement learning. LHb neurons are known to convey information about aversive outcomes and negative prediction errors, suggesting a role in learning from aversive events. To test this idea, we examined the effects of electrolytic lesions of the LHb on signaled two-way active avoidance learning in which rats were trained to avoid an unconditioned stimulus (US) by taking a proactive shuttling response to an auditory conditioned stimulus (CS). The lesioned animals learned the avoidance response significantly faster than the control groups. In a separate experiment, we also investigated whether the LHb contributes to Pavlovian threat (fear) conditioning and extinction. Following paired presentations of the CS and the US, LHb-lesioned animals showed normal acquisition of conditioned response (CR) measured with freezing. However, extinction of the CR in the subsequent CS-only session was significantly faster. The enhanced performance in avoidance learning and in threat extinction jointly suggests that the LHb normally plays an inhibitory role in learning driven by absence of aversive outcomes.

  14. Understanding the challenges to facilitating active learning in the resident conferences: a qualitative study of internal medicine faculty and resident perspectives

    Directory of Open Access Journals (Sweden)

    Adam P. Sawatsky

    2015-07-01

    Full Text Available Background: In the Next Accreditation System, the Accreditation Council for Graduate Medical Education outlines milestones for medical knowledge and requires regular didactic sessions in residency training. There are many challenges to facilitating active learning in resident conferences, and we need to better understand resident learning preferences and faculty perspectives on facilitating active learning. The goal of this study was to identify challenges to facilitating active learning in resident conferences, both through identifying specific implementation barriers and identifying differences in perspective between faculty and residents on effective teaching and learning strategies. Methods: The investigators invited core residency faculty to participate in focus groups. The investigators used a semistructured guide to facilitate discussion about learning preferences and teaching perspectives in the conference setting and used an ‘editing approach’ within a grounded theory framework to qualitative analysis to code the transcripts and analyze the results. Data were compared to previously collected data from seven resident focus groups. Results: Three focus groups with 20 core faculty were conducted. We identified three domains pertaining to facilitating active learning in resident conferences: barriers to facilitating active learning formats, similarities and differences in faculty and resident learning preferences, and divergence between faculty and resident opinions about effective teaching strategies. Faculty identified several setting, faculty, and resident barriers to facilitating active learning in resident conferences. When compared to residents, faculty expressed similar learning preferences; the main differences were in motivations for conference attendance and type of content. Resident preferences and faculty perspectives differed on the amount of information appropriate for lecture and the role of active participation in

  15. Self-controlled feedback facilitates motor learning in both high and low activity individuals

    Directory of Open Access Journals (Sweden)

    Jeffrey T. Fairbrother

    2012-08-01

    Full Text Available The purpose of this study was to determine if high and low activity individuals differed in terms of the effects of self-controlled feedback on the performance and learning of a movement skill. The task consisted of a blindfolded beanbag toss using the non-preferred arm. Participants were pre-screened according to their physical activity level using the International Physical Activity Questionnaire. An equal number of high activity (HA and low activity (LA participants were assigned to self-control (SC and yoked (YK feedback conditions, creating four groups: Self-Control High Activity (SC-HA; Self-Control Low Activity (SC-LA; Yoked High Activity (YK-HA; and Yoked Low Activity (YK-LA. SC condition participants were provided feedback whenever they requested it, while YK condition participants received feedback according to a schedule created by their SC counterpart. Results indicated that the SC condition was more accurate than the YK condition during acquisition and transfer phases, and the HA condition was more accurate than the LA condition during all phases of the experiment. A post-training questionnaire indicated that participants in the SC condition asked for feedback mostly after what they perceived to be good trials; those in the YK condition indicated that they would have preferred to receive feedback after good trials. This study provided further support for the advantages of self-controlled feedback when learning motor skills, additionally showing benefits for both active and less active individuals. The results suggested that the provision of self-controlled feedback to less active learners may be a potential avenue to teaching motor skills necessary to engage in greater amounts of physical activity.

  16. Room escape at class: Escape games activities to facilitate the motivation and learning in computer science

    Directory of Open Access Journals (Sweden)

    Carlos Borrego

    2017-06-01

    Full Text Available Real-life room-escape games are ludic activities in which participants enter a room in order to get out of it only after solving some riddles. In this paper, we explain a Room Escape teaching experience developed in the Engineering School at Universitat Autònoma de Barcelona. The goal of this activity is to increase student’s motivation and to improve their learning on two courses of the second year in the Computer Engineering degree: Computer Networksand Information and Security.

  17. Learning to Facilitate (Online) Meetings

    DEFF Research Database (Denmark)

    Reimann, Peter; Bull, Susan; Vatrapu, Ravi

    2013-01-01

    We describe an approach to teaching collaboration skills directly by building on competences for meeting facilitation. (Online) meetings provide a rich arena to practice collaboration since they can serve multiple purposes: learning, problem solving, decision making, idea generation and advancement......, etc.. We argue that facilitating meetings is a competence worth developing in students and describe the main knowledge and skill components that pertain to this competence. We then describe some implemented software tools that can be used in schools and colleges to provide opportunities for practicing...... and developing group facilitation skills....

  18. Facilitation of learning: part 2.

    Science.gov (United States)

    Warburton, Tyler; Houghton, Trish; Barry, Debbie

    2016-04-27

    The previous article in this series of 11, Facilitation of learning: part 1, reviewed learning theories and how they relate to clinical practice. Developing an understanding of these theories is essential for mentors and practice teachers to enable them to deliver evidence-based learning support. This is important given that effective learning support is dependent on an educator who possesses knowledge of their specialist area as well as the relevent tools and methods to support learning. The second domain of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice relates to the facilitation of learning. To fulfil this domain, mentors and practice teachers are required to demonstrate their ability to recognise the needs of learners and provide appropriate support to meet those needs. This article expands on some of the discussions from part 1 of this article and considers these from a practical perspective, in addition to introducing some of the tools that can be used to support learning.

  19. Facilitating facilitators to facilitate, in problem or enquiry based learning sessions

    Directory of Open Access Journals (Sweden)

    Catherine Coelho

    2014-06-01

    Full Text Available Problem based learning (PBL has been used in dental education over the past 20 years and uses a patient case scenario to stimulate learning in a small group setting, where a trained facilitator does not teach but guides the group to bring about deep contextualized learning, to be empathetic to each other and to encourage fair and equitable contribution from individual learners. Learners are encouraged to appreciate that they individually perform better when they actively participate in the group and share resources, than when they learn in isolation (Bandura, 1977, Freire, 1972, Lave and Wenger, 1991, Kolb, 1984 and Vygotsky, 1978.

  20. Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue.

    Science.gov (United States)

    Steven, Kathryn; Angus, Allyson; Breckenridge, Jenna; Davey, Peter; Tully, Vicki; Muir, Fiona

    2016-11-01

    Student and service user involvement is recognised as an important factor in creating interprofessional education (IPE) opportunities. We used a team-based learning approach to bring together undergraduate health professional students, early career professionals (ECPs), public partners, volunteers, and carers to explore learning partnerships. Influenced by evaluative inquiry, this qualitative study used a free text response to allow participants to give their own opinion. A total of 153 participants (50 public partners and 103 students and professionals representing 11 healthcare professions) took part. Participants were divided into mixed groups of six (n = 25) and asked to identify areas where students, professionals, and public could work together to improve health professional education. Each group documented their discussions by summarising agreed areas and next steps. Responses were collected and transcribed for inductive content analysis. Seven key themes (areas for joint working) were identified: communication, public as partners, standards of conduct, IPE, quality improvement, education, and learning environments. The team-based learning format enabled undergraduate and postgraduate health professionals to achieve consensus with public partners on areas for IPE and collaboration. Some of our results may be context-specific but the approach is generalisable to other areas.

  1. Nicotine facilitates memory consolidation in perceptual learning.

    Science.gov (United States)

    Beer, Anton L; Vartak, Devavrat; Greenlee, Mark W

    2013-01-01

    Perceptual learning is a special type of non-declarative learning that involves experience-dependent plasticity in sensory cortices. The cholinergic system is known to modulate declarative learning. In particular, reduced levels or efficacy of the neurotransmitter acetylcholine were found to facilitate declarative memory consolidation. However, little is known about the role of the cholinergic system in memory consolidation of non-declarative learning. Here we compared two groups of non-smoking men who learned a visual texture discrimination task (TDT). One group received chewing tobacco containing nicotine for 1 h directly following the TDT training. The other group received a similar tasting control substance without nicotine. Electroencephalographic recordings during substance consumption showed reduced alpha activity and P300 latencies in the nicotine group compared to the control group. When re-tested on the TDT the following day, both groups responded more accurately and more rapidly than during training. These improvements were specific to the retinal location and orientation of the texture elements of the TDT suggesting that learning involved early visual cortex. A group comparison showed that learning effects were more pronounced in the nicotine group than in the control group. These findings suggest that oral consumption of nicotine enhances the efficacy of nicotinic acetylcholine receptors. Our findings further suggest that enhanced efficacy of the cholinergic system facilitates memory consolidation in perceptual learning (and possibly other types of non-declarative learning). In that regard acetylcholine seems to affect consolidation processes in perceptual learning in a different manner than in declarative learning. Alternatively, our findings might reflect dose-dependent cholinergic modulation of memory consolidation. This article is part of a Special Issue entitled 'Cognitive Enhancers'.

  2. Active Reading Documents (ARDs): A Tool to Facilitate Meaningful Learning through Reading

    Science.gov (United States)

    Dubas, Justin M.; Toledo, Santiago A.

    2015-01-01

    Presented here is a practical tool called the Active Reading Document (ARD) that can give students the necessary incentive to engage with the text/readings. By designing the tool to incrementally develop student understanding of the material through reading using Marzano's Taxonomy as a framework, the ARD offers support through scaffolding as they…

  3. COGNITIVE FATIGUE FACILITATES PROCEDURAL SEQUENCE LEARNING

    Directory of Open Access Journals (Sweden)

    Guillermo eBorragán

    2016-03-01

    Full Text Available Enhanced procedural learning has been evidenced in conditions where cognitive control is diminished, including hypnosis, disruption of prefrontal activity and non-optimal time of the day. Another condition depleting the availability of controlled resources is cognitive fatigue. We tested the hypothesis that cognitive fatigue, eventually leading to diminished cognitive control, facilitates procedural sequence learning. In a two-day experiment, twenty-three young healthy adults were administered a serial reaction time task (SRTT following the induction of high or low levels of cognitive fatigue, in a counterbalanced order. Cognitive fatigue was induced using the Time load Dual-back (TloadDback paradigm, a dual working memory task that allows tailoring cognitive load levels to the individual's optimal performance capacity. In line with our hypothesis, reaction times in the SRTT were faster in the high- than in the low-level fatigue condition, and performance improvement showed more of a benefit from the sequential components than from motor. Altogether, our results suggest a paradoxical, facilitating impact of cognitive fatigue on procedural motor sequence learning. We propose that facilitated learning in the high-level fatigue condition stems from a reduction in the cognitive resources devoted to cognitive control processes that normally oppose automatic procedural acquisition mechanisms.

  4. Active Learning Facilitated by Using a Game-Show Format or Who Doesn't Want to Be a Millionaire?

    Science.gov (United States)

    Sarason, Yolanda; Banbury, Catherine

    2004-01-01

    University faculty are increasingly called on to be less of a sage on the stage and more a guide on the side. This discussion introduces the underlying philosophy and assumptions of active learning theory. With this shift in pedagogical philosophy, there has been an increasing call for tools that actively engage students in the learning process. A…

  5. FACILITATION AND EVALUATION OF STUDENTS LEARNING

    Directory of Open Access Journals (Sweden)

    Chandrashekar K

    2013-04-01

    Full Text Available Various methods of teaching are lectures, seminars, tutorials, group discussions and demonstrations. Most of these methods involve only passive learning. Increased emphasis is being laid on students centred and integrated teaching. Both vertical and horizontal integrated teaching has been recommended by the medical council of India. The superiority of such novel methods over other existing methods in facilitating students learning has not been adequately assessed and hence the present study was undertaken. A 3 year study was performed in MBBS Phase -II students of 3 batches. Integrated teaching (seminar on various segments of a topic was carried out in 3 different ways to each batch of students. Batch 1: Subject experts (faculty delivered talk on segments of topic allotted. Batch 2: Randomly selected 7-10 students presented the topic (it was guided by faculty Batch 3: similar to batch 2 but here a pre-session test (validated MCQs was conducted. About 10 topics were covered in a year (same for all the batches and were announced 15days prior to the seminar for the students to prepare. The seminar was for 2 hrs and a post -session test was conducted using pre- validated MCQs to assess the learning outcome. Post-sessions score (mean ± SD of all batches was calculated and analyzed by ANOVA. There was a significant improvement in the performance of batch 3 as compared to other batches. Pre-session tests promote students participation in teaching learning activities and also facilitates the learning process and the outcome.

  6. Teacher as Learning Facilitator in ELT

    Directory of Open Access Journals (Sweden)

    Badea Elena Codruta

    2012-05-01

    Full Text Available The classroom is the magic active scenery where many educational things take place simultaneously.Intellectual, emotional, socio-cultural, motivational and curricular factors corroborate their influence onclassroom environments, whether we deal with traditional models of teaching or with the constructivistapproaches. The growing demand for language teachers, English in particular, has determined a new vision oflanguage teaching strategies. The cutting-edge technology has created a fertile ground which successfullyfosters the teacher –student communication, emphasizing the teacher’s role to guide students and to generate achange in their learning approach and in eliciting useable knowledge. This way, the teacher has a larger abilityto convert knowledge into practical information that is of real help and value to students. Students are involvedin a continuous educational scheme and are tested on what they have learned. This ensures they can alwaysenjoy the benefits of active learning from expert teachers. The present paper deals with a brief analysis of therole of teacher as learning facilitator and its importance for student acquisition process, eliciting some strategiesin support of collaborative and student-centered learning.

  7. Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD): A Proposal.

    Science.gov (United States)

    Vaitsis, Christos; Stathakarou, Natalia; Barman, Linda; Zary, Nabil; McGrath, Cormac

    2016-07-07

    Traditional learning in medical education has been transformed with the advent of information technology. We have recently seen global initiatives to produce online activities in an effort to scale up learning opportunities through learning management systems and massive open online courses for both undergraduate and continued professional education. Despite the positive impact of such efforts, factors such as cost, time, resources, and the specificity of educational contexts restrict the design and exchange of online medical educational activities. The goal is to address the stated issues within the health professions education context while promoting learning by proposing the Online Learning Activities for Medical Education (OLAmeD) concept which builds on unified competency frameworks and generic technical standards for education. We outline how frameworks used to describe a set of competencies for a specific topic in medical education across medical schools in the United States and Europe can be compared to identify commonalities that could result in a unified set of competencies representing both contexts adequately. Further, we examine how technical standards could be used to allow standardization, seamless sharing, and reusability of educational content. The entire process of developing and sharing OLAmeD is structured and presented in a set of steps using as example Urology as a part of clinical surgery specialization. Beyond supporting the development, sharing, and repurposing of educational content, we expect OLAmeD to work as a tool that promotes learning and sets a base for a community of medical educational content developers across different educational contexts.

  8. Facilitating Facilitators to Facilitate, in Problem or Enquiry Based Learning Sessions

    Science.gov (United States)

    Coelho, Catherine

    2014-01-01

    Problem based learning (PBL) has been used in dental education over the past 20 years and uses a patient case scenario to stimulate learning in a small group setting, where a trained facilitator does not teach but guides the group to bring about deep contextualized learning, to be empathetic to each other and to encourage fair and equitable…

  9. Facilitating learning in the workplace.

    Science.gov (United States)

    Morris, Clare

    2010-01-01

    Workplace-based learning has been at the heart of medical education and training for centuries. However, radical reform of the NHS means we have to re-think traditional approaches to apprenticeship and find new ways to ensure that students and trainees can learn 'on-the-job' while doing the job.

  10. Singing can facilitate foreign language learning.

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    Ludke, Karen M; Ferreira, Fernanda; Overy, Katie

    2014-01-01

    This study presents the first experimental evidence that singing can facilitate short-term paired-associate phrase learning in an unfamiliar language (Hungarian). Sixty adult participants were randomly assigned to one of three "listen-and-repeat" learning conditions: speaking, rhythmic speaking, or singing. Participants in the singing condition showed superior overall performance on a collection of Hungarian language tests after a 15-min learning period, as compared with participants in the speaking and rhythmic speaking conditions. This superior performance was statistically significant (p sing" learning method can facilitate verbatim memory for spoken foreign language phrases.

  11. Facilitating lifelong learning with OpenU

    NARCIS (Netherlands)

    Rubens, Wilfred; Counotte, Anda

    2012-01-01

    Rubens, W., & Counotte, A. (2012). Facilitating lifelong learning with OpenU. In R. Jacobi, & N. van der Woert (Eds.), Trendreport Open Educational Resources 2012 (pp. 22-26). Utrecht: SURF Foundation - Special Interest Group Open Educational Resources SURF.

  12. Learning to Facilitate (Online) Meetings

    DEFF Research Database (Denmark)

    Reimann, Peter; Bull, Susan; Vatrapu, Ravi

    2013-01-01

    , etc.. We argue that facilitating meetings is a competence worth developing in students and describe the main knowledge and skill components that pertain to this competence. We then describe some implemented software tools that can be used in schools and colleges to provide opportunities for practicing...

  13. Interaction Patterns and Facilitation of Peer Learning.

    Science.gov (United States)

    Shaw, Marvin E.; And Others

    1979-01-01

    Data show that giving information to members of a group is more important in determining the perception by others that the person is facilitating group performance. Asking for information and opinions is more important in actual facilitation of group learning. Social-emotional support becomes important after initial phases of group interaction.…

  14. Facilitating Second Language Learning with Music

    Science.gov (United States)

    Bae, Su-Young

    2006-01-01

    The use of music in facilitating second language (as well as first language) learning is supported by evidence that points to the musical nature of even preverbal infants. Music and language have been found to develop similarly, and researchers have noted advantages to using song in learning. The author observed her Korean 21-month-old for …

  15. Facilitating "Organisational Learning" in a "Learning Institution"

    Science.gov (United States)

    Lawler, Alan; Sillitoe, James

    2013-01-01

    The term "organisational learning" was popularised by Peter Senge in "The Fifth Discipline", his seminal book from 1990. Since then, the term has become widely accepted among those interested in organisational learning and change management. However, partly due to the somewhat ambiguous situation which arises in a university…

  16. Facilitating "Organisational Learning" in a "Learning Institution"

    Science.gov (United States)

    Lawler, Alan; Sillitoe, James

    2013-01-01

    The term "organisational learning" was popularised by Peter Senge in "The Fifth Discipline", his seminal book from 1990. Since then, the term has become widely accepted among those interested in organisational learning and change management. However, partly due to the somewhat ambiguous situation which arises in a university…

  17. Orienting attention during phonetic training facilitates learning.

    Science.gov (United States)

    Pederson, Eric; Guion-Anderson, Susan

    2010-02-01

    The role of consciously directed attention toward speech input in learning has not yet been determined. Previous phonetic learning studies have manipulated acoustic signals and response feedback, but not conscious control over attentional orienting. This study tests whether directed attention facilitates learning of phonetic information. Two monolingual English-speaking groups were trained with feedback on the same auditory stimuli: Hindi words. One group was instructed to attend to the consonants and the other to the vowels. The consonant-oriented group, but not the vowel-oriented group, demonstrated post-training improvement in consonant perception, confirming a role for consciously directed attentional mechanisms during phonetic learning.

  18. Concept of Learning Organization: Facilitators and Flow of Learning

    OpenAIRE

    Shruti Sachan; Sonakshi Aroura

    2016-01-01

    Purpose – The purpose of this study is to ascertain that various facilitators of learning such as learning culture, climate, semantic web technology, information communication technology and knowledge management hold importance to facilitate the flow of learning, which begins at individual-group-and ultimately at organizational level in an organization. Design/methodology/approach – This review paper is based on the research papers written by other authors, who have studied the...

  19. Concept of Learning Organization: Facilitators and Flow of Learning

    Directory of Open Access Journals (Sweden)

    Shruti Sachan

    2016-02-01

    Full Text Available Purpose – The purpose of this study is to ascertain that various facilitators of learning such as learning culture, climate, semantic web technology, information communication technology and knowledge management hold importance to facilitate the flow of learning, which begins at individual-group-and ultimately at organizational level in an organization. Design/methodology/approach – This review paper is based on the research papers written by other authors, who have studied the concept of learning organization, importance of conducive learning culture and climate, impact of facilitators on the flow of learning in an enterprise. A model is developed to illustrate the impact of the facilitators of learning on the flow of learning in an organization. Findings – The study expresses that a conducive and harmonious learning culture and climate, web technology, knowledge management leads to smooth flow of learning at individual-group- and organizational level. Such a culture and climate contributes to an ethical organization, has a direct relationship with the performance of an enterprise, learning capability and competitive advantage. Limitations –This study is based on secondary research which has been published by reputed authors in this field. Acronyms – LO (Learning Organization, OL (Organization Learning, KM (Knowledge Management, SWT (Semantic Web Technology, ICT (Information and Communication technology.

  20. Learning is in the facilitation: faculty perspectives with facilitated teaching and learning-recommendations from informal discussions.

    Science.gov (United States)

    Di Prospero, Lisa; Bhimji-Hewitt, Sheena

    2011-01-01

    Small group learning is an interactive activity that requires a skilled teacher with the ability to facilitate and debrief. Approximately 250 students from seven health professions were enrolled in a first year interprofessional education course that focused on the importance of communication and collaboration. Weekly faculty debrief sessions were conducted and were utilized to share the teachers perspectives with facilitative teaching as well as for feedback and improvement strategies. Recommendations included linking the learning within the small group sessions back to clinical and professional practice in order to validate the course content and thereby increase student engagement; creation of facilitator guides with specific debrief instructions for the given objectives in order to encourage effective learning dialogue among all participants; and providing faculty with formalized facilitator training as well as debrief strategies in order to attain the skills to better guide student learning.

  1. Using Undergraduate Facilitators for Active Learning in Organic Chemistry: A Preparation Course and Outcomes of the Experience

    Science.gov (United States)

    Jardine, Hannah E.; Friedman, Lee A.

    2017-01-01

    In this study, we describe a course to educate and prepare undergraduate "facilitators" for small group problem solving sessions in a large, first semester, introductory undergraduate organic chemistry course. We then explore the outcomes of the facilitator experience for one cohort of facilitators through qualitative analysis of written…

  2. Facilitating Team Learning through Transformational Leadership

    Science.gov (United States)

    Raes, Elisabeth; Decuyper, Stefan; Lismont, Bart; Van den Bossche, Piet; Kyndt, Eva; Demeyere, Sybille; Dochy, Filip

    2013-01-01

    This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social…

  3. Facilitating Team Learning through Transformational Leadership

    Science.gov (United States)

    Raes, Elisabeth; Decuyper, Stefan; Lismont, Bart; Van den Bossche, Piet; Kyndt, Eva; Demeyere, Sybille; Dochy, Filip

    2013-01-01

    This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social…

  4. Innovation and learning facilitated by play

    DEFF Research Database (Denmark)

    Hansen, Poul H. Kyvsgård; O´Connor, Rory

    2008-01-01

    "This paper describes an approach to facilitate interaction between students and industrial companies in a problem based learning environment. The approach is adapted from a methodology developed at the LEGO Company and relies on an improved ability to communicate complex problems when using...

  5. Sound Symbolism Facilitates Early Verb Learning

    Science.gov (United States)

    Imai, Mutsumi; Kita, Sotaro; Nagumo, Miho; Okada, Hiroyuki

    2008-01-01

    Some words are sound-symbolic in that they involve a non-arbitrary relationship between sound and meaning. Here, we report that 25-month-old children are sensitive to cross-linguistically valid sound-symbolic matches in the domain of action and that this sound symbolism facilitates verb learning in young children. We constructed a set of novel…

  6. Facilitating Learning Spaces in Forum Theatre

    Science.gov (United States)

    Rae, Jan

    2013-01-01

    Purpose: The purpose of this paper is to evaluate the extent to which forum theatre interventions can support non-hierarchical approaches to learning, development and change management initiatives in organisations. Design/methodology/approach: Semi-structured interviews were carried out with theatre consultancies, actors/facilitators,…

  7. Twelve tips for facilitating Millennials' learning.

    Science.gov (United States)

    Roberts, David H; Newman, Lori R; Schwartzstein, Richard M

    2012-01-01

    The current, so-called "Millennial" generation of learners is frequently characterized as having deep understanding of, and appreciation for, technology and social connectedness. This generation of learners has also been molded by a unique set of cultural influences that are essential for medical educators to consider in all aspects of their teaching, including curriculum design, student assessment, and interactions between faculty and learners.  The following tips outline an approach to facilitating learning of our current generation of medical trainees.  The method is based on the available literature and the authors' experiences with Millennial Learners in medical training.  The 12 tips provide detailed approaches and specific strategies for understanding and engaging Millennial Learners and enhancing their learning.  With an increased understanding of the characteristics of the current generation of medical trainees, faculty will be better able to facilitate learning and optimize interactions with Millennial Learners.

  8. Balancing Design Project Supervision and Learning Facilitation

    DEFF Research Database (Denmark)

    Nielsen, Louise Møller

    2012-01-01

    set of demands to the design lecturer. On one hand she is the facilitator of the learning process, where the students are in charge of their own projects, and where learning happens through the students’ own experiences, successes and mistakes and on the other hand she is a supervisor, who uses her...... experiences and expertise to guide the students’ decisions in relation to the design project. This paper focuses on project supervision in the context of design education – and more specifically on how this supervision is unfolded in a Problem Based Learning culture. The paper explores the supervisor......In design there is a long tradition for apprenticeship, as well as tradition for learning through design projects. Today many design educations are positioned within the University context, and have to be aligned with the learning culture and structure, which they represent. This raises a specific...

  9. Professional nurses as reflective clinical learning facilitators

    Directory of Open Access Journals (Sweden)

    M. Chabell

    1998-09-01

    Full Text Available With the rapid changes taking place in the country, including the education system in general and nursing education in particular, the role of professional nurses as reflective clinical learning facilitators need to be re-visited in order to meet the changing health needs of the communtiy and to facilitate outcome- based nursing education and evidence-based quality nursing care. The purpose of this paper is to explore and describe the perceptions of professional nurses as reflective clinical learning facilitators in the clinical learning units, within the context of a specific health-care service in Gauteng. A phenomenological method using descriptive naïve sketches was used to collect data from twenty professional nurses complying with certain inclusion criteria. A content analysis was performed and eight categories (main concepts were identified in order of priority as follows: communication/collaboration; role-modelling; continuous assessment and evaluation; up-to-date knowledge; scientific approach; clinical teaching; management and professionalism. After a literature control was conducted, these main concepts were confirmed. It is recommended that a model to facilitate reflective thinking in clinical nursing education be developed, using these concepts as basis for the provisional conceptual framework.

  10. Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

    OpenAIRE

    Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed ...

  11. Balancing Design Project Supervision and Learning Facilitation

    DEFF Research Database (Denmark)

    Nielsen, Louise Møller

    2012-01-01

    experiences and expertise to guide the students’ decisions in relation to the design project. This paper focuses on project supervision in the context of design education – and more specifically on how this supervision is unfolded in a Problem Based Learning culture. The paper explores the supervisor......’s balance between the roles: 1) Design Project Supervisor – and 2) Learning Facilitator – with the aim to understand when to apply the different roles, and what to be aware of when doing so. This paper represents the first pilot-study of a larger research effort. It is based on a Lego Serious Play workshop......In design there is a long tradition for apprenticeship, as well as tradition for learning through design projects. Today many design educations are positioned within the University context, and have to be aligned with the learning culture and structure, which they represent. This raises a specific...

  12. Facilitating Trust in Privacy-Preserving E-Learning Environments

    Science.gov (United States)

    Anwar, M.; Greer, J.

    2012-01-01

    This research explores a new model for facilitating trust in online e-learning activities. We begin by protecting the privacy of learners through identity management (IM), where personal information can be protected through some degree of participant anonymity or pseudonymity. In order to expect learners to trust other pseudonymous participants,…

  13. Facilitating Trust in Privacy-Preserving E-Learning Environments

    Science.gov (United States)

    Anwar, M.; Greer, J.

    2012-01-01

    This research explores a new model for facilitating trust in online e-learning activities. We begin by protecting the privacy of learners through identity management (IM), where personal information can be protected through some degree of participant anonymity or pseudonymity. In order to expect learners to trust other pseudonymous participants,…

  14. Live online communication facilitating collaborative learning

    DEFF Research Database (Denmark)

    Kjær, Christopher

    2010-01-01

    , new applications and devices are simply making blended learning eaiser than before and therefore support a strongere focus on the learning activities Most web conference systems provide presentation functions enabling users to show slides, share files and engage in oral and visual communication...... a multitude of activities. It is, however, tempting for teachers to simply transfer the well known models and practices of the physical class room to the virtual environment thus maintaining traditional lectures and individual, written assignments as teaching activities. This leaves the teacher in control...... becomes an exchange of information between teacher and student in a formal class room. This presentation stresses that the use of web conference systems for teaching must be based on a didactic model that views learning as an active and social process thus expanding the learning context and opportunities...

  15. Theme: The Role of the Teacher in Facilitation of Learning.

    Science.gov (United States)

    Agricultural Education Magazine, 2003

    2003-01-01

    Contains 13 articles on facilitation in agricultural education that address improving student learning, teaching methods, the teacher's role as a facilitator, preparing students for the workplace, and the facilitator's role in student-centered classrooms. (JOW)

  16. Facilitating Online Learning Conversations : Exploring tool affordances in higher education

    NARCIS (Netherlands)

    Pol, J. van der

    2007-01-01

    This dissertation aims to facilitate students’ online learning conversations in higher education, using asynchronous online forum discussion. Despite offering a great learning potential, online discussions also present several obstacles for conducting effective learning conversations. Therefore, thi

  17. BLENDED LEARNING FACILITATION OF INDIVIDUAL LEARNING PROCESSES IN LARGE GROUPS

    National Research Council Canada - National Science Library

    PÜTZ Claus; INTVEEN Geesche

    2010-01-01

    By supplying various combinations of advanced instructions and different forms of exercises individual learning processes within the impartation of basic knowledge can be activated and supported at best...

  18. Sleep facilitates learning a new linguistic rule.

    Science.gov (United States)

    Batterink, Laura J; Oudiette, Delphine; Reber, Paul J; Paller, Ken A

    2014-12-01

    Natural languages contain countless regularities. Extraction of these patterns is an essential component of language acquisition. Here we examined the hypothesis that memory processing during sleep contributes to this learning. We exposed participants to a hidden linguistic rule by presenting a large number of two-word phrases, each including a noun preceded by one of four novel words that functioned as an article (e.g., gi rhino). These novel words (ul, gi, ro and ne) were presented as obeying an explicit rule: two words signified that the noun referent was relatively near, and two that it was relatively far. Undisclosed to participants was the fact that the novel articles also predicted noun animacy, with two of the articles preceding animate referents and the other two preceding inanimate referents. Rule acquisition was tested implicitly using a task in which participants responded to each phrase according to whether the noun was animate or inanimate. Learning of the hidden rule was evident in slower responses to phrases that violated the rule. Responses were delayed regardless of whether rule-knowledge was consciously accessible. Brain potentials provided additional confirmation of implicit and explicit rule-knowledge. An afternoon nap was interposed between two 20-min learning sessions. Participants who obtained greater amounts of both slow-wave and rapid-eye-movement sleep showed increased sensitivity to the hidden linguistic rule in the second session. We conclude that during sleep, reactivation of linguistic information linked with the rule was instrumental for stabilizing learning. The combination of slow-wave and rapid-eye-movement sleep may synergistically facilitate the abstraction of complex patterns in linguistic input.

  19. 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...

  20. Connectivity of Learning in MOOCs: Facilitators' Experiences in Team Teaching

    Science.gov (United States)

    Mercado-Varela, Martin Alonso; Beltran, Jesus; Perez, Marisol Villegas; Vazquez, Nohemi Rivera; Ramirez-Montoya, Maria-Soledad

    2017-01-01

    The role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses (MOOC), which are characterized by their stimulation of learning connections. The study analyzes the experiences of 135…

  1. Learning without knowing: subliminal visual feedback facilitates ballistic motor learning

    DEFF Research Database (Denmark)

    Lundbye-Jensen, Jesper; Leukel, Christian; Nielsen, Jens Bo

    During daily life we are constantly bombarded by sensory input providing information on the state of our body and the surrounding world. Although we do not consciously perceive all sensory inputs, these may nevertheless have consequences for our future behavior (e.g. Goodale and Milner...... was on the screen during learning. Despite of this, there was a significantly larger learning effect in the subliminal 13-26 ms group compared to the subliminal 0 ms group. In conclusion, the results demonstrate that in addition to supraliminal feedback, subliminal feedback, which was not consciously perceived...... by the learner, indeed facilitated ballistic motor learning. This effect likely relates to multiple (conscious versus unconscious) processing of visual feedback and to the specific neural circuitries involved in optimization of ballistic motor performance....

  2. Facilitating vocabulary learning through metacognitive strategy training and learning journals

    Directory of Open Access Journals (Sweden)

    Carmen Luz Trujillo Becerra

    2015-10-01

    Full Text Available This paper reports on a mixed- method action research study carried out with participants from three public high schools in different regions in Colombia: Bogotá, Orito and Tocaima.  The overall aim of this study was to analyze whether training in the use of metacognitive strategies (MS through learning journals could improve the participants’ vocabulary learning. The data, collected mainly through students’ learning journals, teachers’ field notes, questionnaires and mind maps, was analyzed following the principles of grounded theory. The results suggested that the training helped participants to develop metacognitive awareness of their vocabulary learning process and their lexical competence regarding daily routines.  Participants also displayed some improvements in critical thinking and self-directed attitudes that could likewise benefit their vocabulary learning. Finally, the study proposes that training in metacognitive and vocabulary strategies should be implemented in language classrooms to promote a higher degree of student control over learning and to facilitate the transference of these strategies to other areas of knowledge.

  3. Facilitating Learning in Multidisciplinary Groups with Transactive CSCL Scripts

    NARCIS (Netherlands)

    Noroozi, O.; Teasley, S.D.; Biemans, H.J.A.; Weinberger, A.; Mulder, M.

    2013-01-01

    Knowledge sharing and transfer are essential for learning in groups, especially when group members have different disciplinary expertise and collaborate online. Computer-Supported Collaborative Learning (CSCL) environments have been designed to facilitate transactive knowledge sharing and transfer i

  4. Differential Training Facilitates Early Consolidation in Motor Learning

    Science.gov (United States)

    Henz, Diana; Schöllhorn, Wolfgang I.

    2016-01-01

    Current research demonstrates increased learning rates in differential learning (DL) compared to repetitive training. To date, little is known on the underlying neurophysiological processes in DL that contribute to superior performance over repetitive practice. In the present study, we measured electroencephalographic (EEG) brain activation patterns after DL and repetitive badminton serve training. Twenty-four semi-professional badminton players performed badminton serves in a DL and repetitive training schedule in a within-subjects design. EEG activity was recorded from 19 electrodes according to the 10–20 system before and immediately after each 20-min exercise. Increased theta activity was obtained in contralateral parieto-occipital regions after DL. Further, increased posterior alpha activity was obtained in DL compared to repetitive training. Results indicate different underlying neuronal processes in DL and repetitive training with a higher involvement of parieto-occipital areas in DL. We argue that DL facilitates early consolidation in motor learning indicated by post-training increases in theta and alpha activity. Further, brain activation patterns indicate somatosensory working memory processes where attentional resources are allocated in processing of somatosensory information in DL. Reinforcing a somatosensory memory trace might explain increased motor learning rates in DL. Finally, this memory trace is more stable against interference from internal and external disturbances that afford executively controlled processing such as attentional processes.

  5. Facilitating Description and Selection of Learning Paths: the learning path specification put to the test

    NARCIS (Netherlands)

    Janssen, José

    2008-01-01

    Jansen, J. (2008). Facilitating Description and Selection of Learning Paths: the learning path specification put to the test. Presentation at the Otec Colloquium. April, 2008, Heerlen, The Netherlands.

  6. Facilitating Description and Selection of Learning Paths: the learning path specification put to the test

    NARCIS (Netherlands)

    Janssen, José

    2008-01-01

    Jansen, J. (2008). Facilitating Description and Selection of Learning Paths: the learning path specification put to the test. Presentation at the Otec Colloquium. April, 2008, Heerlen, The Netherlands.

  7. Introducing Action Learning in Local Government: A New Facilitator's Experience

    Science.gov (United States)

    Lowe, Kirsty

    2010-01-01

    This account of practice will explore how action learning has supported local authorities by providing an opportunity to share learning and experiences across organisational boundaries. It will look at the experiences of a new action learning facilitator working with local government scrutiny officers from different organisations.

  8. The Role of Facilitators in Project Action Learning Implementation

    Science.gov (United States)

    Cao, Rui; Chuah, Kong Bieng; Chao, Yiu Chung; Kwong, Kar Fai; Law, Mo Yin

    2012-01-01

    Purpose: This paper addresses the importance of a more proactive role of organizational learning (OL) facilitators, learning motivation reinforcer, through a two-part longitudinal study in a case company. The first part of this study aims to investigate and analyze some unexpected challenges in the project action learning-driven (PAL) OL…

  9. Exclusion Constraints Facilitate Statistical Word Learning

    Science.gov (United States)

    Yoshida, Katherine; Rhemtulla, Mijke; Vouloumanos, Athena

    2012-01-01

    The roles of linguistic, cognitive, and social-pragmatic processes in word learning are well established. If statistical mechanisms also contribute to word learning, they must interact with these processes; however, there exists little evidence for such mechanistic synergy. Adults use co-occurrence statistics to encode speech-object pairings with…

  10. Distance Education as a Facilitator of Learning

    Science.gov (United States)

    Van Hook, Steven R.

    2008-01-01

    This article considers various learning theories, applied to three key transforming areas in adult education in general, and distance learning in particular: the andragogical issues, the technical issues, and the cultural issues. Cultural Dimension Indexes from Hofstede (1997) are appended. (Contains 1 chart.)

  11. From a Well-Prepared Teacher to an On-the-Spot Facilitator: A Reflection on Delivering an Active Learning Course

    Science.gov (United States)

    Lee, Hyowon

    2015-01-01

    In this article, I describe my experience of preparing and delivering a brand new computing undergraduate course in a new university and in doing so, share how the special institutional push of the active learning pedagogy of the university changed the way I prepared and delivered the course, and ended up transforming my own view of teaching. I…

  12. Group Essay Writing: Facilitating Team Learning Using ICT for Life ...

    African Journals Online (AJOL)

    Group Essay Writing: Facilitating Team Learning Using ICT for Life Long ... Teacher Training Programme (TTTP) of Yaba College of Technology, Yaba, Lagos. ... the group without ICT used the traditional method of writing individual essays.

  13. Enabling innovation and facilitating learning in KIFS

    DEFF Research Database (Denmark)

    Jørgensen, Frances

    2012-01-01

    innovation. On the basis of this literature, we then collected and analyzed data from a qualitative study of 19 Danish KIFs recognized for their innovation performance, focusing on links between the HR practices they use to support exploratory and exploitive learning behaviors to enhance incremental and......The aim of this paper is to contribute to our understanding of the link between HR practices, learning orientation and types of innovation in knowledge-intensive firms (KIFs). To this end, we first compiled a comprehensive overview of the existing literature on HR practices aimed at supporting....../or radical innovation. The findings from this study demonstrate that KIFs utilize a range of HR practices that enable different learning orientations, based on the type of innovation compatible with their organizational goals....

  14. Facilitating Consumer Learning in Insurance Markets

    DEFF Research Database (Denmark)

    Lagerlöf, Johan N. M.; Schottmüller, Christoph

    2017-01-01

    We model a monopoly insurance market where consumers can learn their accident risks at a cost c. We then ask: What are the welfare effects of a policy that reduces c? If c is sufficiently small (c < c*), the optimal contract is such that the consumer gathers information. For c < c*, both insurer ...

  15. Neurofeedback facilitation of implicit motor learning

    NARCIS (Netherlands)

    Ros, T.; Munneke, M.A.M; Parkinson, L.A.; Gruzelier, J.H.

    2014-01-01

    BACKGROUND: Mu rhythm desynchronisation via EEG-neurofeedback (NFB) has been previously been shown to induce durable motor-cortical disinhibition for at least 20 min. It was hypothesised that the presentation of a novel procedural learning task immediately after this NFB protocol would boost motor p

  16. Facilitators of Organizational Learning in Design

    Science.gov (United States)

    Pham, Ngoc Thuy; Swierczek, Fredric William

    2006-01-01

    Purpose: The purpose of this paper is to determine the influence of organizational factors such as leadership commitment, incentives and interaction on learning outcomes defined as performance improvement and organizational climate. Design/methodology/approach: Different aspects of knowledge acquisition, sharing and utilization were examined,…

  17. Learned Interval Time Facilitates Associate Memory Retrieval

    Science.gov (United States)

    van de Ven, Vincent; Kochs, Sarah; Smulders, Fren; De Weerd, Peter

    2017-01-01

    The extent to which time is represented in memory remains underinvestigated. We designed a time paired associate task (TPAT) in which participants implicitly learned cue-time-target associations between cue-target pairs and specific cue-target intervals. During subsequent memory testing, participants showed increased accuracy of identifying…

  18. Facilitating Problem Framing in Project-Based Learning

    Science.gov (United States)

    Svihla, Vanessa; Reeve, Richard

    2016-01-01

    While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated…

  19. Facilitating Problem Framing in Project-Based Learning

    Science.gov (United States)

    Svihla, Vanessa; Reeve, Richard

    2016-01-01

    While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated…

  20. Facilitating new ways of learning in Dutch higher education

    OpenAIRE

    Beckers, R; van der Voordt, D.J.M.

    2013-01-01

    Literature shows that ‘new ways of learning’ cause a shift in learning settings with a growing attention to facilitating autonomy, interaction and knowledge exploration anytime, anywhere. These trends show evident similarities with developments in office environments known for as ‘new ways of working’. The purpose of this paper is to explore how facility managers in Dutch higher education perceive developments in learning and teaching in order to keep the learning facilities aligned to the ch...

  1. Peer Feedback to Facilitate Project-Based Learning in an Online Environment

    Science.gov (United States)

    Ching, Yu-Hui; Hsu, Yu-Chang

    2013-01-01

    There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students' participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design…

  2. Student Perceptions of Independent versus Facilitated Small Group Learning Approaches to Compressed Medical Anatomy Education

    Science.gov (United States)

    Whelan, Alexander; Leddy, John J.; Mindra, Sean; Matthew Hughes, J. D.; El-Bialy, Safaa; Ramnanan, Christopher J.

    2016-01-01

    The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and…

  3. From a well-prepared teacher to an on-the-spot facilitator: a reflection on delivering an active learning course

    Directory of Open Access Journals (Sweden)

    Lee Hyowon

    2015-08-01

    Full Text Available In this article, I describe my experience of preparing and delivering a brand new computing undergraduate course in a new university and in doing so, share how the special institutional push of the active learning pedagogy of the university changed the way I prepared and delivered the course, and ended up transforming my own view of teaching. I was faced with an unusual cohort of students who were already familiar with active learning styles in classes, were proactive, vocal, and argumentative, were not afraid of making mistakes and of challenging the authorities, were extremely articulate expressing themselves and who had worked in a project- and team-based setting throughout the programme. As such, a very different method of teaching needed to be in place, not for the purpose of improving the in-class engagement, but out of necessity. In the process of creating and running this course, I witnessed a major shift in the allocation of my time, efforts and other resources: from general to specific, from teaching to advising to observing, from elaborate preclass preparations to impromptu, in-class discussions, thus bringing all my design skills and experiences to the table.

  4. Teaching strategic and systems design to facilitate collaboration and learning

    Directory of Open Access Journals (Sweden)

    Andre Liem

    2012-08-01

    Full Text Available As strategic and systems approaches are becoming more relevant in design education when it concerns collaborative projects with the industry, an explicit systems design methodology is needed to structure collaboration and learning among students, educators, and the Norwegian industry. This article describes three alternative studio projects for teaching strategic and systems design with the involvement of Norwegian companies. Besides this, the approaches and fundamental theories of design thinking and reasoning, which are characteristic of these projects, were reflected against each other. In the undergraduate (year 2 systems thinking design studio, the challenge was to train students to understand how system elements are rationally interconnected with their suprasystems and subsystems based on usability and man-machine interactions. In addition to the challenges pertaining to systems thinking, collabora­tive learning and designing based on a mentorship learning concept were introduced in the Vertical Design Studio, which involved second- and third-year students. Concerning the postgraduate fourth-year strategic design projects with the industry, the challenge was to involve Norwegian companies in product planning and goal finding as well as in innovation and design activities and to assess how supportive and receptive these companies were towards radical innovation/diversification. The analysis of completed projects shows that the Norwegian industry is supportive of strategic design but is rather conservative and risk averse when it concerns accepting and implementing radical innovation initiatives. Referring to user-centred and context-based innovation, this article also supports the implementation of a systems approach to facilitate social and hierarchical learning across the second-year systems design studio, second- and third-year vertical studios, and fourth-year strategic design studio.

  5. Do learning portfolios facilitate lifelong learning in students?

    OpenAIRE

    Nylund, Kamilla

    2015-01-01

    Background: The context of academic learning is changing, providing challenges to support student learning and to strengthen regulatory skills. Previous research on portfolios indicates promising findings for student learning. However, due to the rapid development in this field, with no systematic reviews performed since 2009, this review was considered important. The review is a starting point for a scholarly work aiming to improve student learning in a master’s program. The aim of this stud...

  6. Exogenous attention facilitates location transfer of perceptual learning.

    Science.gov (United States)

    Donovan, Ian; Szpiro, Sarit; Carrasco, Marisa

    2015-01-01

    Perceptual skills can be improved through practice on a perceptual task, even in adulthood. Visual perceptual learning is known to be mostly specific to the trained retinal location, which is considered as evidence of neural plasticity in retinotopic early visual cortex. Recent findings demonstrate that transfer of learning to untrained locations can occur under some specific training procedures. Here, we evaluated whether exogenous attention facilitates transfer of perceptual learning to untrained locations, both adjacent to the trained locations (Experiment 1) and distant from them (Experiment 2). The results reveal that attention facilitates transfer of perceptual learning to untrained locations in both experiments, and that this transfer occurs both within and across visual hemifields. These findings show that training with exogenous attention is a powerful regime that is able to overcome the major limitation of location specificity.

  7. EFFECTIVE BLENDED LEARNING PRACTICES: Evidence-based Perspectives in ICT-facilitated Education

    OpenAIRE

    2009-01-01

    EFFECTIVE BLENDED LEARNING PRACTICES:Evidence-based Perspectives in ICT-facilitated EducationEdited by Elizabeth Stacey and Philippa Gerbic, Information ScienceReference; 1 edition (March 30, 2009), ISBN-10: 1605662968, 358 pp.Reviewed by Yasin OZARSLANFaculty of Education,Eskisehir Osmangazi University,Eskisehir-TURKEYBlended learning refers to the integration of faceto-face and online learning activities with the goal of maximizing the value of students' experiences in both settings. This b...

  8. Oxytocin Facilitates Pavlovian Fear Learning in Males.

    Science.gov (United States)

    Eckstein, Monika; Scheele, Dirk; Patin, Alexandra; Preckel, Katrin; Becker, Benjamin; Walter, Annika; Domschke, Katharina; Grinevich, Valery; Maier, Wolfgang; Hurlemann, René

    2016-03-01

    In human evolution, social group living and Pavlovian fear conditioning have evolved as adaptive mechanisms promoting survival and reproductive success. The evolutionarily conserved hypothalamic peptide oxytocin is a key modulator of human sociality, but its effects on fear conditioning are still elusive. In the present randomized controlled study involving 97 healthy male subjects, we therefore employed functional magnetic resonance imaging and simultaneous skin conductance response (SCR) measures to characterize the modulatory influence of intranasal oxytocin (24 IU) on Pavlovian fear conditioning. We found that the peptide strengthened conditioning on both the behavioral and neural levels. Specifically, subjects exhibited faster task-related responses and enhanced SCRs to fear-associated stimuli in the late phase of conditioning, which was paralleled by heightened activity in cingulate cortex subregions in the absence of changes in amygdala function. This speaks against amygdalocentric views of oxytocin having pure anxiolytic-like effects. Instead, it suggests that the peptide enables extremely rapid and flexible adaptation to fear signals in social contexts, which may confer clear evolutionary advantages but could also elevate vulnerability for the pathological sequelae of interpersonal trauma.

  9. Do Facilitated Online Dual Credit Classes Result in Deep Learning?

    Science.gov (United States)

    Stark Education Partnership, 2015

    2015-01-01

    This study, with funding from the Jennings Foundation, sought to answer the following broad research question: Do facilitated online dual credit courses result in deep learning? The answer to this question is key to addressing barriers many students face in bridging from high school to college. This report includes a descriptive case study that…

  10. Facilitating new ways of learning in Dutch higher education

    NARCIS (Netherlands)

    Beckers, R.; Van der Voordt, D.J.M.

    2013-01-01

    Literature shows that ‘new ways of learning’ cause a shift in learning settings with a growing attention to facilitating autonomy, interaction and knowledge exploration anytime, anywhere. These trends show evident similarities with developments in office environments known for as ‘new ways of workin

  11. Facilitating new ways of learning in Dutch higher education

    NARCIS (Netherlands)

    Beckers, R.; Van der Voordt, D.J.M.

    2013-01-01

    Literature shows that ‘new ways of learning’ cause a shift in learning settings with a growing attention to facilitating autonomy, interaction and knowledge exploration anytime, anywhere. These trends show evident similarities with developments in office environments known for as ‘new ways of workin

  12. Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection.

    Science.gov (United States)

    Schmidt, Nola A; Brown, Janet M

    2016-01-01

    Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding "the what" and "the how" of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals.

  13. Facilitating Learning in Large Lecture Classes: Testing the "Teaching Team" Approach to Peer Learning

    Science.gov (United States)

    Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all…

  14. Facilitating learning in large lecture classes: testing the "teaching team" approach to peer learning.

    Science.gov (United States)

    Stanger-Hall, Kathrin F; Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups.

  15. Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

    Science.gov (United States)

    Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. PMID:21123696

  16. The DeepTree Exhibit: Visualizing the Tree of Life to Facilitate Informal Learning.

    Science.gov (United States)

    Block, F; Horn, M S; Phillips, B C; Diamond, J; Evans, E M; Shen, Chia

    2012-12-01

    In this paper, we present the DeepTree exhibit, a multi-user, multi-touch interactive visualization of the Tree of Life. We developed DeepTree to facilitate collaborative learning of evolutionary concepts. We will describe an iterative process in which a team of computer scientists, learning scientists, biologists, and museum curators worked together throughout design, development, and evaluation. We present the importance of designing the interactions and the visualization hand-in-hand in order to facilitate active learning. The outcome of this process is a fractal-based tree layout that reduces visual complexity while being able to capture all life on earth; a custom rendering and navigation engine that prioritizes visual appeal and smooth fly-through; and a multi-user interface that encourages collaborative exploration while offering guided discovery. We present an evaluation showing that the large dataset encouraged free exploration, triggers emotional responses, and facilitates visitor engagement and informal learning.

  17. OHS consultants as facilitators of learning processes in client enterprises

    DEFF Research Database (Denmark)

    Broberg, Ole

    2004-01-01

    . In a traditional conflict-oriented brewery organization the consultant had a major role in facilitating a cross functional work group of workers and managers that were able to set up and implement an action plan for the implementation of new technology and new work organization in the logistic department focussing...... on reduc-ing the work loads of delivery and warehouse personnel. In facilitating learning processes, deliberately or by incidence, the OHS consultants used different boundary objects. An example: In order to involve users in the design process it was better making a walk-through in a new catering centre...

  18. Designing and Facilitating Learning in a Cooperative Setting

    DEFF Research Database (Denmark)

    Poulsen, Søren Bolvig; Rustrup, Louise Lønborg; Mortensen, Helle

    2010-01-01

    This paper unfolds how learning for design-engineer students can be established and facilitated in a dynamic research setting, between academics and industrial partners. It challenges years of experience from teaching traditional Problem Based Learning, and it requires new initiatives to ensure...... for the involved industrial design students, but they found it necessary to redefine the initial, given hypothesis, which surprisingly uncovered knowledge deficiencies for both students and academic; yet, it contributed to a mutual learning situation. Educators are facing new challenges with the responsibility...... the learning of students. Student involvement in research projects appears to be an increasing trend, which is affecting both the practice of research and education. The Danish research project ‘Innodoors’ investigates, through various initiatives, how User-driven innovation can contribute to innovation...

  19. Designing and Facilitating Learning in a Cooperative Setting

    DEFF Research Database (Denmark)

    Poulsen, Søren Bolvig; Rustrup, Louise Lønborg; Mortensen, Helle

    2010-01-01

    This paper unfolds how learning for design-engineer students can be established and facilitated in a dynamic research setting, between academics and industrial partners. It challenges years of experience from teaching traditional Problem Based Learning, and it requires new initiatives to ensure...... and affect the culture of innovation in the building sector. One of the research initiatives was originally probing hypothesizes through student projects, where the students not only play a practical and performing role, but also engage in a rather equal partnership with the academic. This was also the case...

  20. Facilitating participation:From the EML web site to the Learning Network for Learning Design

    NARCIS (Netherlands)

    Hummel, Hans; Tattersall, Colin; Burgos, Daniel; Brouns, Francis; Kurvers, Hub; Koper, Rob

    2004-01-01

    Please refer to original publication: Hummel, H., Tattersall, C., Burgos, D., Brouns, F., Kurvers, H., & Koper, R. (2005). Facilitating participation: From the EML website to the Learning Network for Learning Design. Interactive Learning Environments,13(1-2), 55-69

  1. Facilitating Learning in the Workplace. EEE700 Adults Learning: The Changing Workplace A.

    Science.gov (United States)

    Watkins, Karen

    This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University. The first part of the document examines the roles, skills, and methods used by facilitators of workplace learning in light of a social action view of learning. The following…

  2. What facilitates students' active engagement in learning English in the classroom? casual analysis between psychological needs, English classroom motivation and engagement

    OpenAIRE

    田中, 博晃

    2008-01-01

    The purpose of this study was to examine the facilitating factors of intrinsic English classroom motivation and students' classroom engagement. On the basis of Self-determination theory and the hierarchical model of motivation, this study examined the causal relationship between psychological needs and classroom engagement mediated by classroom motivation. Motivation is defined in terms of a Japanese EFL classroom context and intrinsic aspect, named intrinsic English classroom motivation, to ...

  3. Learning without knowing: subliminal visual feedback facilitates ballistic motor learning

    DEFF Research Database (Denmark)

    Lundbye-Jensen, Jesper; Leukel, Christian; Nielsen, Jens Bo

    by subconscious (subliminal) augmented visual feedback on motor performance. To test this, 45 subjects participated in the experiment, which involved learning of a ballistic task. The task was to execute simple ankle plantar flexion movements as quickly as possible within 200 ms and to continuously improve...... ballistic rate of force development (RFD) throughout a series of 40 trials. Following each trial subjects were provided visual augmented feedback on their performance in the form of dots presented on a monitor. The y-axis amplitude of the dots represented the obtained RFD. Participants were individually...... received supraliminal as compared to subliminal feedback. In the 0 ms feedback group motor performance increased only slightly indicating an important role of augmented feedback in learning the ballistic task. In the two groups who received subliminal feedback none of the subjects were able to tell what...

  4. Collective learning, change and improvement in health care: trialling a facilitated learning initiative with general practice teams.

    Science.gov (United States)

    Bunniss, Suzanne; Gray, Francesca; Kelly, Diane

    2012-06-01

    Many patients, families, health care professionals and politicians desire for quality improvement within the UK National Health Service. One way to achieve this change is for health care teams to work and learn together more effectively. This research aimed to design and trial a facilitated learning programme with the aim of supporting general practice teams in fostering the characteristics of learning organizations. This is an action research study. Qualitative data were captured during and after the trial from 40 participants in two multi-professional general practice teams within different Scottish health boards. Data were gathered using observations, semi-structured interviews and written learning notes. Taking part in the LPP was a positive experience of learning together as a practice and enhanced communication within the team was a particular outcome. External facilitation helped provide focus and reduce inter-professional barriers. Teams found working in small, mixed role discussion groups particularly valuable in understanding each others' perspectives. The active learning style of the LPP could be daunting at times but teams valued the chance to identify their own quality improvement goals. Teams introduced a number of changes to improve the quality of care within their practice as a result of their participation. This trial of the learning practice programme shows that, with facilitation and the appropriate input of resources, general practice teams can successfully apply learning organization principles to produce quality improvement outcomes. The study also demonstrates the value of action research in researching iterative change over time. © 2011 Blackwell Publishing Ltd.

  5. Sound symbolism facilitates word learning in 14-month-olds.

    Science.gov (United States)

    Imai, Mutsumi; Miyazaki, Michiko; Yeung, H Henny; Hidaka, Shohei; Kantartzis, Katerina; Okada, Hiroyuki; Kita, Sotaro

    2015-01-01

    Sound symbolism, or the nonarbitrary link between linguistic sound and meaning, has often been discussed in connection with language evolution, where the oral imitation of external events links phonetic forms with their referents (e.g., Ramachandran & Hubbard, 2001). In this research, we explore whether sound symbolism may also facilitate synchronic language learning in human infants. Sound symbolism may be a useful cue particularly at the earliest developmental stages of word learning, because it potentially provides a way of bootstrapping word meaning from perceptual information. Using an associative word learning paradigm, we demonstrated that 14-month-old infants could detect Köhler-type (1947) shape-sound symbolism, and could use this sensitivity in their effort to establish a word-referent association.

  6. OHS consultants as facilitators of learning processes in client enterprises

    DEFF Research Database (Denmark)

    Broberg, Ole

    2004-01-01

    In carrying out consultancy the Danish occupational health services (OHS) are supposed to support and develop the capabilities of enterprises to manage work environment issues. This may be interpreted in a learning perspective: As part of the process consultancy the OHS consultants have to put...... processes in client enter-prises. Specifically the learning perspective will be touched upon. The research programme included four cases in different client enterprises: 1) New tech-nology in a logistic department of a brewery, 2) new pharmaceutical process facility, 3) design of a new catering centre...... on reduc-ing the work loads of delivery and warehouse personnel. In facilitating learning processes, deliberately or by incidence, the OHS consultants used different boundary objects. An example: In order to involve users in the design process it was better making a walk-through in a new catering centre...

  7. Teachers' Instructional Planning for Computer-Supported Collaborative Learning: Macro-Scripts as a Pedagogical Method to Facilitate Collaborative Learning

    Science.gov (United States)

    Hamalainen, Raija; Hakkinen, Paivi

    2010-01-01

    Technological tools challenge teachers' pedagogical activities. The use of information and communication technologies (ICT) in education should help teachers integrate new pedagogical methods into their work. This study explores macro-level computer-supported collaborative learning scripts as a pedagogical method to facilitate collaboration.…

  8. Facilitating online project collaboration - new directions for learning design

    Directory of Open Access Journals (Sweden)

    Inez Estelle Harker-Schuch

    2016-11-01

    Full Text Available Although research suggests that project collaboration supports deep learning, facilitators frequently face participation and engagement challenges – particularly in 100% online courses and/or courses with students from diverse geographical/cultural backgrounds.  We present our experiences with learning designs featuring online project collaboration by examining student evaluation of the group work component in the course ‘Climate Change Impacts and Adaptation’ and reviewing specific process reports from the course ‘Environmental Management in the Tropics’.  For the CCIAM we discern positive trends over the 2009-2012 period with ‘collaborative dynamics’, ‘organisation/coordination’, ‘burden sharing’ and practical knowledge’ showing significant improvements following revision.  We provide experience from revising the CCIAM course (responding to evaluations - and reflect on the results that such revisions engender.  Determining specific factors that contribute to improvements in student evaluations are not always clear but we offer suggestions for facilitating online project collaboration to circumnavigate the four above-mentioned major issues identified on the CCIAM course: these suggestions are peer assessment, mandatory participation, and grading (as a contribution to the overall final grade.  For EMiT ‘communication’ showed the strongest issue-signal – with organization/coordination ‘cultural issues’ and ‘learning outcomes’ also indicating issue-relevance..  We propose that learning designs for online project collaboration can be improved via teacher-facilitated interventions without undermining the socialisation pathways that students can find motivating and that promote online team building.

  9. Facilitating Active Engagement of the University Student in a Large-Group Setting Using Group Work Activities

    Science.gov (United States)

    Kinsella, Gemma K.; Mahon, Catherine; Lillis, Seamus

    2017-01-01

    It is envisaged that small-group exercises as part of a large-group session would facilitate not only group work exercises (a valuable employability skill), but also peer learning. In this article, such a strategy to facilitate the active engagement of the student in a large-group setting was explored. The production of student-led resources was…

  10. 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…

  11. LITERATURE AS A FACILITATOR OF TARGET CULTURE LEARNING

    Directory of Open Access Journals (Sweden)

    Onur TOPALOĞLU

    2016-04-01

    Full Text Available The purpose of this study is to investigate how literature courses, involved in the curriculum of the department of English Language Teaching from the second year to the fourth year, help students to acquire the target culture in EFL classes. Since learning a language does not mean only learning the lexical structures of any language, culture holds an important place in internalizing the way of thinking and appropriate use of target language. This study has been designed in a naturalistic environment, thus interview and observation were used as the main data collection techniques. The study was designed as a descriptive qualitative research. Participants were chosen by the help of an experienced colleague working in the above mentioned department for three years, and most of the participants were under her supervision, thus this case facilitated the process of interviewing participants. The findings showed that the literature courses contribute much to gain the target culture due the very nature of literature reflecting the society and traditions of society in which it was written. In addition, leaarners may have the chance of comparing thier own culture with target culture and this facilitates their learning. However, some missing points and misapplications were reported by students in providing a more appropriate environment for reflecting the target culture.

  12. EFFECTS OF SEGMENTATION OF INSTRUCTIONAL ANIMATION IN FACILITATING LEARNING

    Directory of Open Access Journals (Sweden)

    Ahmad Zamzuri Mohamad Ali

    2010-11-01

    Full Text Available The aim of this study was to investigate the effects of segmented-animation, playpause- animation and continuous-animation in facilitating learning of low prior knowledge learners. A courseware prototype entitled Transmission Media was developed for the research purpose. The courseware contains nine animations on various topics in Transmission Media. Pre-test and post-test experimental design was employed on three different groups respectively. The data collected were analyzed statistically by using one-way between-groups ANOVA with post-hoc comparisons. Apparently, the result suggests that segmented-animation was significantly more effective than play-pause-animation and continuous-animation in enhancing students’ learning performance. The result indicates that segmented-animation was beneficial for students in conducting adequate cognitive processes of the information depicted in the animation. Furthermore, the result shows that allowing students to decide the segmentation in play-pause-animation condition does not necessarily promotes better learning. This was due to low prior knowledge students’ inability in deciding the appropriate stop points in animation and/or play-pause-replay button design that might causes split attention effect resulting extraneous cognitive load throughout the learning process.

  13. How do medical educators design a curriculum that facilitates student learning about professionalism?

    Science.gov (United States)

    Langendyk, Vicki; Mason, Glenn; Wang, Shaoyu

    2016-02-04

    This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine.

  14. Differential outcomes facilitate same/different concept learning.

    Science.gov (United States)

    Schmidtke, Kelly A; Katz, Jeffrey S; Wright, Anthony A

    2010-05-01

    Commonly recognized, the training procedure one employs often affects the results they obtain. Here, we demonstrate for the first time that abstract-concept learning is affected by employing a differential-outcomes procedure. The differential-outcome effect has been shown to occur for item-specific strategies but has not been established for relational strategies. To test whether different-outcome expectancies can facilitate a relational strategy, eight pigeons were trained and tested in a two-item same/different task with pictures. After pecking an upper picture, they pecked a lower picture if the pictures were the same or a white rectangle if the pictures were different. Two groups of pigeons were rewarded with either different outcomes (sounds and food amounts) or same outcomes. Both groups were trained to criterion with successively larger picture sets (8-1,024 items) and were transfer tested with novel pictures following each acquisition. With the smallest training sets, neither group showed any novel-stimulus transfer. But after acquiring the task with 32 pictures, the different-outcomes group responded more accurately to novel pictures than the same-outcome group. As the training set-size increased, both groups' transfer performance converged and became equivalent to training performance. These results show for the first time that training with different outcomes facilitates abstract-concept learning.

  15. That's More Like It: Multiple Exemplars Facilitate Word Learning

    Science.gov (United States)

    Twomey, Katherine E.; Ranson, Samantha L.; Horst, Jessica S.

    2014-01-01

    Previous research indicates learning words facilitates categorisation. The current study explores how categorisation affects word learning. In the current study, we investigated whether learning about a category facilitates retention of newly learned words by presenting 2-year-old children with multiple referent selection trials to the same object…

  16. Facilitating effects of deep brain stimulation on feedback learning in Parkinson's disease.

    Science.gov (United States)

    Meissner, Sarah Nadine; Südmeyer, Martin; Keitel, Ariane; Pollok, Bettina; Bellebaum, Christian

    2016-10-15

    Deep brain stimulation (DBS) of the subthalamic nucleus (STN) provides an effective treatment for Parkinson's disease (PD) motor symptoms. However, findings of effects on cognitive function such as feedback learning remain controversial and rare. The aim of the present study was to gain a better understanding of cognitive alterations associated with STN-DBS. Therefore, we investigated effects of STN-DBS on active and observational feedback learning in PD. 18 PD patients with STN-DBS and 18 matched healthy controls completed active and observational feedback learning tasks. Patients were investigated ON and OFF STN-DBS. Tasks consisted of learning (with feedback) and test phases (without feedback). STN-DBS improved active learning during feedback trials and PD patients ON (but not OFF) STN-DBS showed comparable performance patterns as healthy controls. No STN-DBS effect was found when assessing performance during active test trials without feedback. In this case, however, STN-DBS effects were found to depend on symptom severity. While more impaired patients benefited from STN-DBS, stimulation had no facilitating effect on patients with less severe symptoms. Along similar lines, the severity of motor symptoms tended to be significantly correlated with differences in active test performance due to STN-DBS. For observational feedback learning, there was a tendency for a positive STN-DBS effect with patients reaching the performance level of healthy controls only ON STN-DBS. The present data suggest that STN-DBS facilitates active feedback learning in PD patients. Furthermore, they provide first evidence that STN-DBS might not only affect learning from own but also from observed actions and outcomes.

  17. FACILITATORS' PERCEPTION OF INTERACTIONS IN AN ONLINE LEARNING PROGRAM

    Directory of Open Access Journals (Sweden)

    Hasan CALISKAN

    2009-07-01

    Full Text Available Schools and colleges all around the world have started making use of advanced technology to provide learners effective, efficient and adequate instruction. The use of Internet and Web for learning and teaching has caused many online courses to be offered when teaching-learning activities are required for both students and faculty. The Internet has shown a rapid and important growth in the extent of online education. This has created a new paradigm for teaching and learning that is different from the traditional classroom experience and also different from earlier technology-based attempts (Kearsley, 1998. One of the most important online course components has proven to be interaction, especially learner to learner interaction. Alexander C. lists the top ten ranking components of an optimal online environment, giving peer interaction the first place. Kearsley (1998 also states that discussions among learners are among the most important components. This is not surprising because one of the most important factors in learning appears to be interaction among learners and interaction between instructor and learners. No matter how learning takes place, interaction has always been of great importance so that an effective learning can occur. Especially when instruction is given to learners learning at a distance, this interaction component is of vital importance. Having the lack of social interaction, learners may feel alone and helpless at times they need to get help from someone, especially from their peers taking same course as in any traditional classrooms. Studies suggest that facilitators’ active interactions with students have significant effects on the quality of online distance learning (Thomas, Caswell, Price & Petre, 1998.

  18. Comparing Two Forms of Concept Map Critique Activities to Facilitate Knowledge Integration Processes in Evolution Education

    Science.gov (United States)

    Schwendimann, Beat A.; Linn, Marcia C.

    2016-01-01

    Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n?=?81) using an online inquiry-based learning unit on evolution were assigned…

  19. Bimodal Stimuli Do Not Always Facilitate Infants' Rule Learning

    Directory of Open Access Journals (Sweden)

    Sin Mei Tsui

    2011-05-01

    Full Text Available Seven-month-old infants possess the ability to extract and generalize abstract rules from unimodal sequences of auditory syllables such as ABA and ABB whereas five-month-old infants are facilitated in their learning of these rules by bimodal sequences. In the current study, we investigated whether bimodal stimuli could also help infants acquire what we consider a more difficult abstract rule: AAB. Nineteen 8- to 9-month-old infants were habituated to the AAB rule with simultaneous visual shapes and speech sounds. They were later tested on their ability to discriminate this sequence from ABA and ABB with their looking times measured after each stimulus presentation at test periods. There was no significant difference in looking times amongst the different sequences, suggesting infants were not able to formulate an AAB rule different from those for ABA and ABB. Older infants' inability to utilize extra sensory information to acquire an abstract rule in which younger ones were ready to learn from unimodal stimulus (speech was unexpected. It is unclear what leads to the failure of rule learning from bimodal stimuli, but possible explanations including perceptual narrowing in the inter-sensory integration and the difference in sensory representation of abstract rules with different difficulties are discussed.

  20. Union Learning Representatives: Facilitating Professional Development for Scottish Teachers

    Science.gov (United States)

    Alexandrou, Alex; O'Brien, Jim

    2007-01-01

    In the United Kingdom, teachers' professional associations and labor organizations, notably in the form of trade unions have historically been involved in education and training in the workplace. Recently, in the United Kingdom this activity has gained greater credence and importance due to the emergence of trade union learning representatives who…

  1. What can we learn from facilitator and student perceptions of facilitation skills and roles in the first year of a problem-based learning curriculum?

    Directory of Open Access Journals (Sweden)

    McLean Michelle

    2003-10-01

    Full Text Available Abstract Background The small group tutorial is a cornerstone of problem-based learning. By implication, the role of the facilitator is of pivotal importance. The present investigation canvassed perceptions of facilitators with differing levels of experience regarding their roles and duties in the tutorial. Methods In January 2002, one year after problem-based learning implementation at the Nelson R. Mandela School of Medicine, facilitators with the following experience were canvassed: trained and about to facilitate, facilitated once only and facilitated more than one six-week theme. Student comments regarding facilitator skills were obtained from a 2001 course survey. Results While facilitators generally agreed that the three-day training workshop provided sufficient insight into the facilitation process, they become more comfortable with increasing experience. Many facilitators experienced difficulty not providing content expertise. Again, this improved with increasing experience. Most facilitators saw students as colleagues. They agreed that they should be role models, but were less enthusiastic about being mentors. Students were critical of facilitators who were not up to date with curriculum implementation or who appeared disinterested. While facilitator responses suggest that there was considerable intrinsic motivation, this might in fact not be the case. Conclusions Even if they had facilitated on all six themes, facilitators could still be considered as novices. Faculty support is therefore critical for the first few years of problem-based learning, particularly for those who had facilitated once only. Since student and facilitator expectations in the small group tutorial may differ, roles and duties of facilitators must be explicit for both parties from the outset.

  2. Neuropeptide Y facilitates activity-based-anorexia

    NARCIS (Netherlands)

    Nergardh, R.; Ammar, A.; Brodin, U.; Bergstrom, J.; Scheurink, A.; Sodersten, P.

    The hypothesis that treatment with neuropepticle Y (NPY) can increase running activity and decrease food intake and body weight was tested. Female rats with a running wheel lost more weight than sedentary rats and ran progressively more as the availability of food was gradually reduced. When food

  3. Facilitated Work Based Learning - analyseret i et pragmatisk perspektiv

    DEFF Research Database (Denmark)

    Thomassen, Anja Overgaard

    Ph.d.-afhandlingen behandler, med afsæt i John Deweys (1859-1952) pragmatisme, Facilitated Work Based Learning (FWBL) der er en tilgang til efter/videreuddannelse. På baggrund af konkrete uddannelsesforløb gennemført ud fra FWBL analyseres de udfordringer der opstår omkring gennemførelse af...... samarbejde mellem virksomhed og universitet. Især rettes blikket mod den udfordring, at uddannelsesforløbet gennemføres i en virksomhedskontekst og ikke på en uddannelsesinstitution. Ligeledes behandles det, hvilke udfordringer der kan opstå, når personer med forskellige erfaring og erhvervsmæssig baggrund...

  4. The Contribution of Innovation Strategy Development and Implementation in Active Facilitation of Pharmaceutical Front End Innovation

    DEFF Research Database (Denmark)

    Aagaard, Annabeth

    2012-01-01

    ; Igartua, 2010) as a facilitator of innovation and may therefore also be targeted at FEI support. The pharmaceutical industry has experienced a worldwide decline in the number of applications for new molecular entities to regulatory agencies since 1997. Therefore high pressures are put on pharmaceutical......-oriented longitudinal case study of a Danish pharmaceutical company. The findings and key learnings from the study are presented as propositions of how innovation strategies can be applied to actively facilitate FEI and with measurable results....

  5. Library faculty role in problem-based learning: facilitating small groups.

    OpenAIRE

    Satterthwaite, R K; Helms, M E; Nouravarsani, R; Van Antwerp, M; Woelfl, N N

    1995-01-01

    Since 1986, the library faculty of the McGoogan Library of Medicine at the University of Nebraska Medical Center (UNMC) has participated in small group activities during the week-long orientation for first-year medical students. This involvement paved the way for library faculty members to act as facilitators for small groups of medical students within the new problem-based learning (PBL) curriculum introduced in 1992 by the College of Medicine. The UNMC curriculum consists of traditional PBL...

  6. Adaptive Content and Process Scaffolding: A key to facilitating students’ self-regulated learning with hypermedia

    Directory of Open Access Journals (Sweden)

    Roger Azevedo

    2011-03-01

    Full Text Available In this mixed-method study, we converged product and process data to examine the effectiveness of three human scaffolding conditions in facilitating students’ learning about the circulatory system and the deployment of key self-regulatory processes during a 40-minute hypermedia learning task. Undergraduate students (N = 123 were randomly assigned to one of three scaffolding conditions (adaptive content and process scaffolding [ACPS], adaptive process scaffolding [APS], and no scaffolding [NS] and were trained to use a hypermedia environment to learn about the circulatory system. The product data revealed that the students in the ACPS condition gained significantly more declarative knowledge than did those in the other two comparison conditions. In addition, ACPS was statistically significantly associated with qualitative shifts in the students’ mental models of the topic, whereas the other two conditions were not. The verbal protocol data revealed that students in the ACPS condition utilized only a few regulatory processes, engaged in help-seeking behavior, and relied on the tutor to regulate their learning. By contrast, the verbal protocol data indicated that learners in the APS condition regulated their learning by using several key monitoring activities and learning strategies, while those in the NS condition were less effective at regulating their learning and used fewer key self-regulatory processes during the activity. We propose several design principles for adaptive hypermedia learning environments based on these findings.

  7. A reflection on using play to facilitate learning

    Directory of Open Access Journals (Sweden)

    Margaret Martin

    2016-05-01

    Full Text Available Background: At the South Eastern Sydney Local Health District Nursing and Midwifery Practice and Workforce Unit, we use the framework of CARE (a compound acronym of Capacity, cApability, collaboRation and culturE to inform all aspects of work. The principles of practice development (Manley et al., 2008 also inform our work, a major focus of which is the use of coaching, action learning sets and active learning techniques. The use of questions and questioning is key to these. These techniques are part of our person-centred approach to professional development and learning. This article describes my reflections, using Gibbs’ model (1988, on the development of a questioning tool aimed at enhancing learning through play. The tool is an origami ‘chatterbox’, which was originally developed as part of a ‘poster’ presentation at the 2014 International Practice Development Conference in Toronto. Aims and objectives: This article aims to share a critical reflection on developing and using the chatterbox and to describe how this experience led to deeper reflections on the role of play in adult learning. Conclusions and implications for practice: The chatterbox has provided a simple and effective tool for introducing, practising and reinforcing the use of enabling questions. Its development allowed the categorisation of enabling questions. Personal reflections undertaken as part of the development of the tool inspired me to explore the literature about the role of play in adult learning. It has implications for supporting the learning of people who are interested in using enabling questions, by increasing their skill and confidence.

  8. Assessment and facilitation in accreditation: experiental learning in undergraduate work based learning programme.

    OpenAIRE

    Workman, Barbara

    2007-01-01

    This action research project explored the process of accreditation of prior experiential learning (APEL) within the Work Based Learning Programme at Middlesex University. Four action research cycles were completed, in which data was generated from one cycle to inform the next. The first cycle evaluated the APEL module from the undergraduate student’s perspective, while the second gathered the tacit knowledge of assessment, facilitation and accreditation from the perspective of the academic ad...

  9. Empowering lecturers to facilitate high quality education through the use of learning technologies

    DEFF Research Database (Denmark)

    Christensen, Inger-Marie F.; Kjær, Christopher; Nielsen, Stine Piilgaard Porner

    2016-01-01

    In 2014, the Department of Law at the University of Southern Denmark (SDU) decided to transform some of the courses related to the graduate program Cultural Sociology – Law, Power and Social Justice into distance learning. The vision was to reach out to new target groups of students and establish...... partnerships with other universities across time and space. This abstract outlines the process of empowering lecturers and students, the online learning activities that were designed and the results and evaluation. In 2014, three lecturers participated in faculty development facilitated by the Centre...

  10. Unpacking the Roles of the Facilitator in Higher Education Professional Learning Communities

    Science.gov (United States)

    Margalef, Leonor; Pareja Roblin, Natalie

    2016-01-01

    Facilitators are central for the success of professional learning communities (PLCs). Yet, their specific roles in supporting teacher learning remain still largely underexplored. To address this gap, the current multiple case study examines the roles of 4 university PLC facilitators, the strategies they used to support teacher learning, and the…

  11. Unpacking the Roles of the Facilitator in Higher Education Professional Learning Communities

    Science.gov (United States)

    Margalef, Leonor; Pareja Roblin, Natalie

    2016-01-01

    Facilitators are central for the success of professional learning communities (PLCs). Yet, their specific roles in supporting teacher learning remain still largely underexplored. To address this gap, the current multiple case study examines the roles of 4 university PLC facilitators, the strategies they used to support teacher learning, and the…

  12. The Art and Science of Leadership in Learning Environments: Facilitating a Professional Learning Community across Districts

    Science.gov (United States)

    Hands, Catherine; Guzar, Katlyn; Rodrigue, Anne

    2015-01-01

    A professional learning community (PLC) is one of the most promising strategies for effecting change in educational practices to improve academic achievement and wellbeing for all students. The PLC facilitator's role in developing and leading blended (online and face-to-face) PLCs with members from Ontario's school districts was examined through a…

  13. Facilitating classroom based interprofessional learning: a grounded theory study of university educators' perceptions of their role adequacy as facilitators.

    Science.gov (United States)

    Derbyshire, Julie A; Machin, Alison I; Crozier, Suzanne

    2015-01-01

    The provision of inter professional learning (IPL) within undergraduate programmes is now well established within many Higher Education Institutions (HEIs). IPL aims to better equip nurses and other health professionals with effective collaborative working skills and knowledge to improve the quality of patient care. Although there is still ambiguity in relation to the optimum timing and method for delivering IPL, effective facilitation is seen as essential. This paper reports on a grounded theory study of university educators' perceptions of the knowledge and skills needed for their role adequacy as IPL facilitators. Data was collected using semi structured interviews with nine participants who were theoretically sampled from a range of professional backgrounds, with varied experiences of education and involvement in facilitating IPL. Constant comparative analysis was used to generate four data categories: creating and sustaining an IPL group culture through transformational IPL leadership (core category), readiness for IPL facilitation, drawing on past interprofessional learning and working experiences and role modelling an interprofessional approach. The grounded theory generated from this study, although propositional, suggests that role adequacy for IPL facilitation is dependent on facilitator engagement in a process of 'transformational interprofessional learning leadership' to create and sustain a group culture.

  14. 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...

  15. 3,4-Methylenedioxymethamphetamine facilitates fear extinction learning.

    Science.gov (United States)

    Young, M B; Andero, R; Ressler, K J; Howell, L L

    2015-09-15

    Acutely administered 3,4-methylenedioxymethamphetamine (MDMA, 'ecstasy') has been proposed to have long-term positive effects on post-traumatic stress disorder (PTSD) symptoms when combined with psychotherapy. No preclinical data support a mechanistic basis for these claims. Given the persistent nature of psychotherapeutic gains facilitated by MDMA, we hypothesized that MDMA improves fear extinction learning, a key process in exposure-based therapies for PTSD. In these experiments, mice were first exposed to cued fear conditioning and treated with drug vehicle or MDMA before extinction training 2 days later. MDMA was administered systemically and also directly targeted to brain structures known to contribute to extinction. In addition to behavioral measures of extinction, changes in mRNA levels of brain-derived neurotrophic factor (Bdnf) and Fos were measured after MDMA treatment and extinction. MDMA (7.8 mg kg(-1)) persistently and robustly enhanced long-term extinction when administered before extinction training. MDMA increased the expression of Fos in the amygdala and medial prefrontal cortex (mPFC), whereas increases in Bdnf expression were observed only in the amygdala after extinction training. Extinction enhancements were recapitulated when MDMA (1 μg) was infused directly into the basolateral complex of the amygdala (BLA), and enhancement was abolished when BDNF signaling was inhibited before extinction. These findings suggest that MDMA enhances fear memory extinction through a BDNF-dependent mechanism, and that MDMA may be a useful adjunct to exposure-based therapies for PTSD and other anxiety disorders characterized by altered fear learning.

  16. Brazilian medical students’ perceptions of expert versus non-expert facilitators in a (non problem-based learning environment

    Directory of Open Access Journals (Sweden)

    Lucélio B. Couto

    2015-04-01

    Full Text Available Background: In problem-based learning (PBL, the facilitator plays an important role in guiding the student learning process. However, although content expertise is generally regarded as a useful but non-essential prerequisite for effective PBL facilitation, the perceived importance of content knowledge may be subject to cultural, contextual, and/or experiential influences. Aim: We sought to examine medical students’ perceptions of subject-matter expertise among PBL facilitators in a region of the world (Brazil where such active learning pedagogies are not widely used in university or pre-university settings. Results: Of the 252 Brazilian medical students surveyed, significantly (p≤0.001 greater proportions viewed content expert facilitators to be more effective than their non-expert counterparts at building knowledge (95% vs. 6%, guiding the learning process (93% vs. 7%, achieving cognitive learning (92% vs. 18%, generating learning goals (87% vs. 15%, and motivating self-study (80% vs. 15%. Discussion/conclusion: According to Brazilian medical students, subject-matter expertise among PBL facilitators is essential to the learning process. We believe this widespread perception is due, in large part, to the relative lack of prior educational exposure to such pedagogies.

  17. Forming and activating an internal facilitation group for successful implementation: A qualitative study.

    Science.gov (United States)

    McCullough, Megan B; Gillespie, Chris; Petrakis, Beth Ann; Jones, Ellen A; Park, Angela M; Lukas, Carol VanDeusen; Rose, Adam J

    This study focuses on an implementation facilitation strategy to improve the delivery of anticoagulation care within pharmacy-run clinics across 8 Veterans Health Administration (VA) medical centers. Other studies have explored various models of implementation facilitation, including external facilitation (EF), internal facilitation (IF), and blended facilitation (BF) combining both approaches. This study focuses on the use of an internal facilitation team of anticoagulation coordinators representing 8 VA anticoagulation clinics to enhance the implementation process. This study examines how the team became instrumental in the successful implementation of evidence-based practice change. Semi-structured interviews were conducted annually over 4 years with representatives from each site, the internal facilitators (site champions), at 8 VA hospitals (47 interviews). Additionally, five external facilitators, experts in quality improvement and anticoagulation care who guided the implementation, were interviewed. Analysis drew on a deductive approach based on the Promoting Action on Research Implementation in Health Services (PARIHS) model and emergent thematic analysis to identify factors related to effectiveness of the internal facilitation team. Key findings are that the following factors enhanced successful uptake of the anticoagulation initiative: 1) Regular participation by the site champion in the internal facilitation team; 2) Champion strongly committed to being an agent of change; and 3) Champion received greater support from their supervisors. The first and second factors are interrelated, as internal facilitators who actively and regularly participated in the internal facilitation team often became truly committed to the improvement project. Both factors relate to the third, as supervisor support not only facilitated changes in practice, but also facilitated regular team attendance and stronger participation. Our study adds to implementation science by

  18. Demystifying facilitation of multi-actor learning processes

    NARCIS (Netherlands)

    Groot, A.E.

    2002-01-01

    This thesis aims to demystify the facilitation of participatory processes in order to improve the performance of the facilitation professional. As our society is increasingly recognised as pluralistic, characterised by

  19. Learning by doing. Training health care professionals to become facilitator of moral case deliberation.

    Science.gov (United States)

    Stolper, Margreet; Molewijk, Bert; Widdershoven, Guy

    2015-03-01

    Moral case deliberation (MCD) is a dialogue among health care professionals about moral issues in practice. A trained facilitator moderates the dialogue, using a conversation method. Often, the facilitator is an ethicist. However, because of the growing interest in MCD and the need to connect MCD to practice, healthcare professionals should also become facilitators themselves. In order to transfer the facilitating expertise to health care professionals, a training program has been developed. This program enables professionals in health care institutions to acquire expertise in dealing with moral questions independent of the expertise of an (external) ethicist. Over the past 10 years, we developed a training program with a specific mix of theory and practice, aiming to foster the right attitude, skills and knowledge of the trainee. The content and the didactics of the training developed in line with the philosophy of MCD: pragmatic hermeneutics, dialogical ethics and Socratic epistemology. Central principles are: 'learning by doing', 'reflection instead of ready made knowledge', and 'dialogue on dialogue'. This paper describes the theoretical background and the didactic content of the current training. Furthermore, we present didactic tools which we developed for stimulating active learning. We also go into lessons we learned in developing the training. Next, we provide some preliminary data from evaluation research of the training program by participants. The discussion highlights crucial aspects of educating professionals to become facilitators of MCD. The paper ends with concluding remarks and a plea for more evaluative evidence of the effectiveness and meaning of this training program for doing MCD in institutions.

  20. Guidelines Towards the Facilitation of Interactive Online Learning Programmes in Higher Education

    Directory of Open Access Journals (Sweden)

    Lydia Mbati

    2015-04-01

    Full Text Available The creation of online platforms that establish new learning environments has led to the proliferation of institutions offering online learning programmes. However, the use of technologies for teaching and learning requires sound content specialization, as well as grounding in pedagogy. While gains made by constructivism and observational learning are well documented, research addressing online practices that best encourage constructivist and observational learning in Open and Distance Learning (ODL contexts is limited. Using a phenomenological methodological approach, this research explored the lived experiences of online learning programme facilitators at an Open and Distance Learning higher education institution. The findings of this research study revealed that facilitators did not use constructivist and observational learning pedagogies to a large extent in their interaction with students. It is concluded that during the curriculum planning phase, facilitators should decide on methods and media to arouse the students’ attention and stimulating constructivist and observational learning amongst students during online courses. This also implies a more reasonable facilitator-student ratio because large numbers of students per facilitator proves not feasible in online learning. The paper concludes by providing guidelines for the facilitation of interactive online learning programmes.

  1. EFFECTIVE BLENDED LEARNING PRACTICES: Evidence-based Perspectives in ICT-facilitated Education

    Directory of Open Access Journals (Sweden)

    Reviewed by Yasin OZARSLAN

    2009-07-01

    Full Text Available EFFECTIVE BLENDED LEARNING PRACTICES:Evidence-based Perspectives in ICT-facilitated EducationEdited by Elizabeth Stacey and Philippa Gerbic, Information ScienceReference; 1 edition (March 30, 2009, ISBN-10: 1605662968, 358 pp.Reviewed by Yasin OZARSLANFaculty of Education,Eskisehir Osmangazi University,Eskisehir-TURKEYBlended learning refers to the integration of faceto-face and online learning activities with the goal of maximizing the value of students' experiences in both settings. This book collects new international research into many aspects of blended learningfrom the perspectives of learners, teachers, designers, and professional and academic developers in various disciplines, learningcommunities and universities from around the world. This book addresses the relative newness of online learning within blended environments. The book's broader audience is anyone who isinterested in areas such as blended learning, communities of learning, virtual education, professional learning and community development, instructional technology, flexible learning, distance education and collaborative learning.Blended approaches in teacher education, blending collaborative online learning,blended learning and teaching philosophies, campus-based student learning environments, ICT-enhanced blended learning, learning communities for K-12 teachers, professional development for blended learning, reciprocal mentoring,redesigning initial teacher education, responses to blended environments, strategiesfor blended teaching and learning, virtual learning and real communities are the topics covered in this book.It reviews literature about blended learning in relation to the three sections of the book and discusses strategies for teaching and learning and establishing communities in its different contexts. The chapters of this book provide research perspectives on a range of blended learning issues and contexts and discuss implications for teaching and learning. The

  2. Combining lived experience with the facilitation of enquiry-based learning: a 'trigger' for transformative learning.

    Science.gov (United States)

    Stacey, G; Oxley, R; Aubeeluck, A

    2015-09-01

    What is known on the subject The values underpinning recovery-orientated practice are recited in the literature and influential in the content of mental health nurse education internationally. However, scepticism exists regarding the degree to which students' assimilate the principles of recovery into their practice due to the troublesome and challenging nature of learning at a transformational level, also known as threshold concept learning. Evaluation suggests that this combination of educational approaches positively influences students' prior understandings, beliefs and values in relation to the prospect for people with significant mental health problems to recover. The components of threshold concepts are useful as a deductive framework for the evaluation of educational initiatives which attempt to initiate transformative learning. While this forum clearly holds significant potential for student development, support and preparation is needed for both the student and the facilitator in order to enable the possibility of learning which influences attitudes, beliefs and practice. The aim of this paper is to discuss the potential for combining lived experience of mental distress with the facilitation of enquiry-based learning (EBL) to act as a trigger for transformative learning in the context of promoting the understanding of mental health 'recovery' in nurse education.The values underpinning recovery-orientated practice are recited in the literature and influential in mental health nurse education internationally. However, scepticism exists regarding the degree to which students assimilate into their practice. An open-ended was distributed to a cohort of pre-registration nursing students receiving the co-facilitated EBL (n = 112). Data demonstrated how the specific attributes of this educational approach were identified by students as impacting positively on ill-informed preconceptions, understanding of complex theory and their future practice. Results were

  3. Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials

    Science.gov (United States)

    Potter, Christine E.; Wang, Tianlin; Saffran, Jenny R.

    2017-01-01

    Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning…

  4. Object Familiarity Facilitates Foreign Word Learning in Preschoolers

    Science.gov (United States)

    Sera, Maria D.; Cole, Caitlin A.; Oromendia, Mercedes; Koenig, Melissa A.

    2014-01-01

    Studying how children learn words in a foreign language can shed light on how language learning changes with development. In one experiment, we examined whether three-, four-, and five-year-olds could learn and remember words for familiar and unfamiliar objects in their native English and a foreign language. All age groups could learn and remember…

  5. When Compatibility Interferes with Group Effectiveness: Facilitation of Learning in Small Groups.

    Science.gov (United States)

    Shaw, Marvin, E.; Webb, Jeaninne N.

    1982-01-01

    Examined whether compatible groups facilitate learning more than incompatible groups. Used peer groups to facilitate learning in college courses. Computed compatibility scores for pairs and four-person groups working together. Used examinations to measure peer group procedure effectiveness. Results did not indicate a positive relationship between…

  6. Schema-Driven Facilitation of New Hierarchy Learning in the Transitive Inference Paradigm

    Science.gov (United States)

    Kumaran, Dharshan

    2013-01-01

    Prior knowledge, in the form of a mental schema or framework, is viewed to facilitate the learning of new information in a range of experimental and everyday scenarios. Despite rising interest in the cognitive and neural mechanisms underlying schema-driven facilitation of new learning, few paradigms have been developed to examine this issue in…

  7. An online practice and educational networking system for technical skills: learning experience in expert facilitated vs. independent learning communities.

    Science.gov (United States)

    Rojas, David; Cheung, Jeffrey J H; Weber, Bryce; Kapralos, Bill; Carnahan, Heather; Bägli, Darius J; Dubrowski, Adam

    2012-01-01

    This study explored the activities of trainees learning technical skills using an educational networking tool with and without expert facilitation. Medical students (participants) were video-recorded practicing suturing and knot tying techniques and the resulting videos were uploaded to an educational networking site. Participants were then divided into two groups (one group containing an expert facilitator while the other group did not) and encouraged to comment on the videos within their group. We monitored the number of logins and comments posted and all participants completed an exit survey. There were no differences between the activities the two groups (p = 0.387). We conclude that the presence of an expert within collaborative Internet environments in not necessary to promote interactivity amongst the learners.

  8. Facilitating The Medical Response Into An Active Shooter Hot Zone

    Science.gov (United States)

    2016-06-01

    diagram from Figure 5 from Snowden, this time (see Figure 18) in a more relaxed format. The response to an active shooter incident falls into the left...THE MEDICAL RESPONSE INTO AN ACTIVE SHOOTER HOT ZONE by Martin T. Tierney June 2016 Thesis Co-Advisors: Nadav Morag Patrick Miller...Master’s Thesis 4. TITLE AND SUBTITLE FACILITATING THE MEDICAL RESPONSE INTO AN ACTIVE SHOOTER HOT ZONE 5. FUNDING NUMBERS 6. AUTHOR(S) Martin

  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. Guided Inquiry Facilitated Blended Learning to Improve Metacognitive and Learning Outcome of High School Students

    Science.gov (United States)

    Suwono, H.; Susanti, S.; Lestari, U.

    2017-04-01

    The learning activities that involve the students to learn actively is one of the characteristics of a qualified education. The learning strategy that involves students’ active learning is guided inquiry. Learning problems today are growing metacognitive skills and cognitive learning outcomes. It is the research and development of learning module by using 4D models of Thiagarajan. The first phase is Define, which analyses the problems and needs required by the prior preparation of the module. The second phase is Design, which formulates learning design and devices to obtain the initial draft of learning modules. The third stage is Develop, which is developing and writing module, module validation, product testing, revision, and the resulting an end-product results module development. The fourth stage is Disseminate, which is disseminating of the valid products. Modules were validated by education experts, practitioners, subject matter experts, and expert of online media. The results of the validation module indicated that the module was valid and could be used in teaching and learning. In the validation phase of testing methods, we used experiments to know the difference of metacognitive skills and learning outcomes between the control group and experimental group. The experimental design was a one group pretest-posttest design. The results of the data analysis showed that the modules could enhance metacognitive skills and learning outcomes. The advantages of this module is as follows, 1) module is accompanied by a video link on a website that contains practical activities that are appropriate to Curriculum 2013, 2) module is accompanied by a video link on a website that contains about manual laboratory activities that will be used in the classroom face-to-face, so that students are ready when doing laboratory activities, 3) this module can be online through chat to increase students’ understanding. The disadvantages of this module are the material presented in

  11. Children's active play: self-reported motivators, barriers and facilitators

    Directory of Open Access Journals (Sweden)

    Rowan Brockman

    2011-06-01

    Full Text Available Physical activity has important benefits for children's physical health and mental wellbeing, but many children do not meet recommended levels. Research suggests that active play has the potential to make a valuable contribution to children's overall physical activity, whilst providing additional cognitive, social and emotional benefits. However, relatively little is known about the determinants of UK children's active play. Understanding these factors provides the critical first step in developing interventions to increase children's active play, and therefore overall physical activity. Eleven focus groups were conducted with 77, 10-11 year old children from four primary schools in Bristol, UK. Focus groups examined: (i factors which motivate children to take part in active play; (ii factors which limit children's active play and (iii factors which facilitate children's active play. All focus groups were audio-taped and transcribed verbatim. Data were analysed using a thematic approach. Children were motivated to engage in active play because they perceived it to be enjoyable, to prevent boredom, to have physical and mental health benefits and to provide freedom from adult control, rules and structure. However, children's active play was constrained by a number of factors, including rainy weather and fear of groups of teenagers in their play spaces. Some features of the physical environment facilitated children's active play, including the presence of green spaces and cul-de-sacs in the neighbourhood. Additionally, children's use of mobile phones when playing away from home was reported to help to alleviate parents' safety fears, and therefore assist children's active play. Children express a range of motivational and environmental factors that constrain and facilitate their active play. Consideration of these factors should improve effectiveness of interventions designed to increase active play.

  12. Facilitative Learning and Students' Engagement in Electrical Technology for Developing Critical Reasoning and Lifelong Learning Skills in the University of Uyo, Akwa Ibom State, Nigeria

    Science.gov (United States)

    Emmanuel, Caleb; Ekpo, Aloysuis

    2016-01-01

    Research has found that active student engagement in classroom activities can enhance academic achievement, promote retention and application of knowledge. This study investigated the relationship between students' engagement and facilitation in a student-centred learning environment. The study was conducted at the University of Uyo, Akwa Ibom…

  13. Demystifying Facilitation of Multi-Actor Learning Processes

    NARCIS (Netherlands)

    Groot, A.E.

    2002-01-01

     This thesis aims to demystify the facilitation of participatory processes in order to improve the performance of the facilitation professional. As our society is increasingly recognised as pluralistic, characterised by multiple actors with different interests, values and perception

  14. Facilitating Service Learning in the Online Technical Communication Classroom

    Science.gov (United States)

    Nielsen, Danielle

    2016-01-01

    Drawing from the author's experience teaching online technical communication courses with an embedded service-learning component, this essay opens the discussion to the potential problems involved in designing online service-learning courses and provides practical approaches to integrating service learning into online coursework. The essay…

  15. Facilitating Service Learning in the Online Technical Communication Classroom

    Science.gov (United States)

    Nielsen, Danielle

    2016-01-01

    Drawing from the author's experience teaching online technical communication courses with an embedded service-learning component, this essay opens the discussion to the potential problems involved in designing online service-learning courses and provides practical approaches to integrating service learning into online coursework. The essay…

  16. Facilitating Metacognitive Talk: A Research and Learning Tool

    Science.gov (United States)

    Wall, Kate; Higgins, Steve

    2006-01-01

    This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and effective technique to examine different learning contexts from the pupils' perspective, while also acting as an…

  17. Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials.

    Science.gov (United States)

    Potter, Christine E; Wang, Tianlin; Saffran, Jenny R

    2016-12-18

    Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli.

  18. The Use of Blended Learning to Facilitate Critical Thinking in Entry Level Occupational Therapy Students

    Science.gov (United States)

    Rodriguez, Eva L.

    2009-01-01

    The popularity of using online instruction (both in blended and complete distance learning) in higher education settings is increasing (Appana, 2008; Newton, 2006; Oh, 2006). Occupational therapy educators are using blended learning methods under the assumption that this learning platform will facilitate in their students the required level of…

  19. The Use of Blended Learning to Facilitate Critical Thinking in Entry Level Occupational Therapy Students

    Science.gov (United States)

    Rodriguez, Eva L.

    2009-01-01

    The popularity of using online instruction (both in blended and complete distance learning) in higher education settings is increasing (Appana, 2008; Newton, 2006; Oh, 2006). Occupational therapy educators are using blended learning methods under the assumption that this learning platform will facilitate in their students the required level of…

  20. Prolonged rote learning produces delayed memory facilitation and metabolic changes in the hippocampus of the ageing human brain

    Directory of Open Access Journals (Sweden)

    Prendergast Julie

    2009-11-01

    Full Text Available Abstract Background Repeated rehearsal is one method by which verbal material may be transferred from short- to long-term memory. We hypothesised that extended engagement of memory structures through prolonged rehearsal would result in enhanced efficacy of recall and also of brain structures implicated in new learning. Twenty-four normal participants aged 55-70 (mean = 60.1 engaged in six weeks of rote learning, during which they learned 500 words per week every week (prose, poetry etc.. An extensive battery of memory tests was administered on three occasions, each six weeks apart. In addition, proton magnetic resonance spectroscopy (1H-MRS was used to measure metabolite levels in seven voxels of interest (VOIs (including hippocampus before and after learning. Results Results indicate a facilitation of new learning that was evident six weeks after rote learning ceased. This facilitation occurred for verbal/episodic material only, and was mirrored by a metabolic change in left posterior hippocampus, specifically an increase in NAA/(Cr+Cho ratio. Conclusion Results suggest that repeated activation of memory structures facilitates anamnesis and may promote neuronal plasticity in the ageing brain, and that compliance is a key factor in such facilitation as the effect was confined to those who engaged fully with the training.

  1. Prolonged rote learning produces delayed memory facilitation and metabolic changes in the hippocampus of the ageing human brain.

    LENUS (Irish Health Repository)

    Roche, Richard Ap

    2009-01-01

    BACKGROUND: Repeated rehearsal is one method by which verbal material may be transferred from short- to long-term memory. We hypothesised that extended engagement of memory structures through prolonged rehearsal would result in enhanced efficacy of recall and also of brain structures implicated in new learning. Twenty-four normal participants aged 55-70 (mean = 60.1) engaged in six weeks of rote learning, during which they learned 500 words per week every week (prose, poetry etc.). An extensive battery of memory tests was administered on three occasions, each six weeks apart. In addition, proton magnetic resonance spectroscopy (1H-MRS) was used to measure metabolite levels in seven voxels of interest (VOIs) (including hippocampus) before and after learning. RESULTS: Results indicate a facilitation of new learning that was evident six weeks after rote learning ceased. This facilitation occurred for verbal\\/episodic material only, and was mirrored by a metabolic change in left posterior hippocampus, specifically an increase in NAA\\/(Cr+Cho) ratio. CONCLUSION: Results suggest that repeated activation of memory structures facilitates anamnesis and may promote neuronal plasticity in the ageing brain, and that compliance is a key factor in such facilitation as the effect was confined to those who engaged fully with the training.

  2. 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.

  3. 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…

  4. 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...

  5. Training Facilitators for Face-to-Face Electronic Meetings: An Experiential Learning Approach

    Directory of Open Access Journals (Sweden)

    Pak Yoong

    1998-01-01

    Full Text Available The need for effective facilitation in Group Support Systems (GSS environments is well documented. Results from recent studies of facilitation in face-to-face electronic meetings have demonstrated that more and different research is required before we have a clearer picture of GSS facilitation. The training of GSS facilitators has been acknowledged as an important issue in GSS research but, up to now, has received little research attention. This paper describes an experiential learning approach to the training of facilitators for face-to-face electronic meetings. It begins with a description of the nature of GSS facilitation training. The experiential learning method of training is then explained. Finally, the GSS facilitation training program is described.

  6. First Time Facilitator's Experience: Designing and Facilitating an Action Learning Programme in China

    Science.gov (United States)

    Wang, Jinshuai; Bloodworth, Mike

    2016-01-01

    This paper describes an action learning programme with China Unicom Broadband Limited (CUBO) to support its vision of transforming to become a world-leading broadband communications and information service provider. 64 Department directors and supervisors were invited to take part in the "China Unicom Broadband Online Phoenix Action Learning…

  7. Learning-facilitated synaptic plasticity occurs in the intermediate hippocampus in association with spatial learning

    Science.gov (United States)

    Kenney, Jana; Manahan-Vaughan, Denise

    2013-01-01

    The dorsoventral axis of the hippocampus is differentiated into dorsal, intermediate, and ventral parts. Whereas the dorsal part is believed to specialize in processing spatial information, the ventral may be equipped to process non-spatial information. The precise role of the intermediate hippocampus is unclear, although recent data suggests it is functionally distinct, at least from the dorsal hippocampus. Learning-facilitated synaptic plasticity describes the ability of hippocampal synapses to respond with robust synaptic plasticity (>24 h) when a spatial learning event is coupled with afferent stimulation that would normally not lead to a lasting plasticity response: in the dorsal hippocampus novel space facilitates robust expression of long-term potentiation (LTP), whereas novel spatial content facilitates long-term depression (LTD). We explored whether the intermediate hippocampus engages in this kind of synaptic plasticity in response to novel spatial experience. In freely moving rats, high-frequency stimulation at 200 Hz (3 bursts of 15 stimuli) elicited synaptic potentiation that lasted for at least 4 h. Coupling of this stimulation with the exploration of a novel holeboard resulted in LTP that lasted for over 24 h. Low frequency afferent stimulation (1 Hz, 900 pulses) resulted in short-term depression (STD) that was significantly enhanced and prolonged by exposure to a novel large orientational (landmark) cues, however LTD was not enabled. Exposure to a holeboard that included novel objects in the holeboard holes elicited a transient enhancement of STD of the population spike (PS) but not field EPSP, and also failed to facilitate the expression of LTD. Our data suggest that the intermediate dentate gyrus engages in processing of spatial information, but is functionally distinct to the dorsal dentate gyrus. This may in turn reflect their assumed different roles in synaptic information processing and memory formation. PMID:24194716

  8. Learning-facilitated synaptic plasticity occurs in the intermediate hippocampus in association with spatial learning

    Directory of Open Access Journals (Sweden)

    Jana eKenney

    2013-10-01

    Full Text Available The dorsoventral axis of the hippocampus is differentiated into dorsal, intermediate and ventral parts. Whereas the dorsal part is believed to specialize in processing spatial information, the ventral may be equipped to process non-spatial information. The precise role of the intermediate hippocampus is unclear, although recent data suggests it is functionally distinct, at least from the dorsal hippocampus. Learning-facilitated synaptic plasticity describes the ability of hippocampal synapses to respond with robust synaptic plasticity (>24h when a spatial learning event is coupled with afferent stimulation that would normally not lead to a lasting plasticity response: In the dorsal hippocampus novel space facilitates robust expression of LTP, whereas novel spatial content facilitates LTD. We explored whether the intermediate hippocampus engages in this kind of synaptic plasticity in response to novel spatial experience.In freely moving rats, high-frequency stimulation at 200Hz (3 bursts of 15 stimuli elicited synaptic potentiation that lasted for at least 4h. Coupling of this stimulation with the exploration of a novel holeboard resulted in long-term potentiation (LTP that lasted for over 24h. Low frequency afferent stimulation (1Hz, 900 pulses resulted in short-term depression (STD that was significantly enhanced and prolonged by exposure to a novel large orientational (landmark cues, however LTD was not enabled. Exposure to a holeboard that included novel objects in the holeboard holes elicited a transient enhancement of STD of the population spike but not field EPSP, and also failed to facilitate the expression of LTD. Our data suggest that the intermediate dentate gyrus engages in processing of spatial information, but is functionally distinct to the dorsal dentate gyrus. This may in turn reflect their assumed different roles in synaptic information processing and memory formation.

  9. A democratic and student-centred approach to facilitating teamwork learning among first-year engineering students: a learning and teaching case study

    Science.gov (United States)

    Missingham, Dorothy; Matthews, Robert

    2014-07-01

    This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student's sense of ownership.

  10. Applying Machine Learning to Facilitate Autism Diagnostics: Pitfalls and Promises

    Science.gov (United States)

    Bone, Daniel; Goodwin, Matthew S.; Black, Matthew P.; Lee, Chi-Chun; Audhkhasi, Kartik; Narayanan, Shrikanth

    2015-01-01

    Machine learning has immense potential to enhance diagnostic and intervention research in the behavioral sciences, and may be especially useful in investigations involving the highly prevalent and heterogeneous syndrome of autism spectrum disorder. However, use of machine learning in the absence of clinical domain expertise can be tenuous and lead…

  11. Using Podcasting to Facilitate Student Learning: A Constructivist Perspective

    Science.gov (United States)

    Ng'ambi, Dick; Lombe, Annette

    2012-01-01

    The paper employs two case studies to develop an approach for using podcasts to enhance student learning. The case studies involve two cohorts of postgraduate students enrolled on a blended course, over two years. In both cases, the institutional learning management system was used as a server to host the podcasts, giving students discretion on…

  12. Applying Machine Learning to Facilitate Autism Diagnostics: Pitfalls and Promises

    Science.gov (United States)

    Bone, Daniel; Goodwin, Matthew S.; Black, Matthew P.; Lee, Chi-Chun; Audhkhasi, Kartik; Narayanan, Shrikanth

    2015-01-01

    Machine learning has immense potential to enhance diagnostic and intervention research in the behavioral sciences, and may be especially useful in investigations involving the highly prevalent and heterogeneous syndrome of autism spectrum disorder. However, use of machine learning in the absence of clinical domain expertise can be tenuous and lead…

  13. Facilitating Organizational Learning in the Russian Business Context

    Science.gov (United States)

    Molodchik, Mariia; Jardon, Carlos

    2015-01-01

    Purpose: The paper aims to identify particular traits of the Russian context which condition two key enablers of organizational learning--organizational culture and transformational leadership. Design/methodology/approach: Drawing on a literature review, the study determines management challenges by implementation of organizational learning in the…

  14. Factors Facilitating Implicit Learning: The Case of the Sesotho Passive

    Science.gov (United States)

    Kline, Melissa; Demuth, Katherine

    2010-01-01

    Researchers have long debated the mechanisms underlying the learning of syntactic structure. Of significant interest has been the fact that passive constructions appear to be learned earlier in Sesotho than English. This paper provides a comprehensive, quantitative analysis of the passive input Sesotho-speaking children hear, how it differs from…

  15. A New Tool to Facilitate Learning Reading for Early Childhood

    Science.gov (United States)

    Puspitasari, Cita; Subiyanto

    2017-01-01

    This paper proposes a new android application for early childhood learning reading. The description includes a design, development, and an evaluation experiment of an educational game for learning reading on android. Before developing the game, Unified Modeling Language (UML) diagrams, interfaces, animation, narrative or audio were designed.…

  16. Facilitating Organizational Learning in the Russian Business Context

    Science.gov (United States)

    Molodchik, Mariia; Jardon, Carlos

    2015-01-01

    Purpose: The paper aims to identify particular traits of the Russian context which condition two key enablers of organizational learning--organizational culture and transformational leadership. Design/methodology/approach: Drawing on a literature review, the study determines management challenges by implementation of organizational learning in the…

  17. Bounded Community: Designing and facilitating learning communities in formal courses

    Directory of Open Access Journals (Sweden)

    Brent G. Wilson

    2004-11-01

    Full Text Available Learning communities can emerge spontaneously when people find common learning goals and pursue projects and tasks together in pursuit of those goals. Bounded learning communities (BLCs are groups that form within a structured teaching or training setting, typically a course. Unlike spontaneous communities, BLCs develop in direct response to guidance provided by an instructor, supported by a cumulative resource base. This article presents strategies that help learning communities develop within bounded frameworks, particularly online environments. Seven distinguishing features of learning communities are presented. When developing supports for BLCs, teachers should consider their developmental arc, from initial acquaintance and trust-building, through project work and skill development, and concluding with wind-down and dissolution of the community. Teachers contribute to BLCs by establishing a sense of teaching presence, including an atmosphere of trust and reciprocal concern. The article concludes with a discussion of assessment issues and the need for continuing research.

  18. Collaborative Leadership Learning; Developing Facilitation Skills for Collaborative Learning in Leadership Learning Groups.

    OpenAIRE

    James, Kim; Mann, Jasbir; Creasy, Jane

    2003-01-01

    many organisations working for example, with less hierarchical structures, with cross- organisational partners, or in professional environments. Leadership at all levels must be supported by leaders in top executive positions who develop their own capabilities both as leaders and in their role of leading the learning of leadership throughout their organisations. Their ideas of their role in leading learning will be shaped by their own leadership development experiences. Collaborative learning...

  19. Library faculty role in problem-based learning: facilitating small groups.

    Science.gov (United States)

    Satterthwaite, R K; Helms, M E; Nouravarsani, R; Van Antwerp, M; Woelfl, N N

    1995-10-01

    Since 1986, the library faculty of the McGoogan Library of Medicine at the University of Nebraska Medical Center (UNMC) has participated in small group activities during the week-long orientation for first-year medical students. This involvement paved the way for library faculty members to act as facilitators for small groups of medical students within the new problem-based learning (PBL) curriculum introduced in 1992 by the College of Medicine. The UNMC curriculum consists of traditional PBL groups as well as Integrated Clinical Experience (ICE) small groups. The ICE groups provide opportunities for discussion of the social and behavioral issues that arise in medicine, with the majority of the sessions designed to give students interviewing practice with simulated patients. The ICE small groups meet once a week with either one or two facilitators. Several library faculty members act as facilitators for ICE groups. As a result of this involvement, librarian contacts with College of Medicine faculty have grown in number and depth, there has been a corresponding increase in related activities with the first- and second-year medical students. Participation in ICE groups has caused some difficulties with respect to library work schedules, but it has been immensely rewarding and enriching in terms of professional growth. This paper describes the UNMC curriculum, the evolution and extent of the librarians' involvement, and the future involvement, ramifications, and challenges envisioned for McGoogan faculty and their medical library colleagues.

  20. Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses

    Directory of Open Access Journals (Sweden)

    Eucebious Lekalakala-Mokgele

    2015-02-01

    Full Text Available Background: The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students’ responses to learning. Equally, the environment can enhance learning if experienced positively.Objectives: This study described pupil enrolled nurses’ experiences of facilitative and obstructive factors in military and public health clinical learning settings.Method: Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing.Results: Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment.Conclusion: Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students’ learning. Policies need to be developed for supporting students in the clinical learning environment.

  1. Learning in Alzheimer's disease is facilitated by social interaction.

    Science.gov (United States)

    Duff, Melissa C; Gallegos, Diana R; Cohen, Neal J; Tranel, Daniel

    2013-12-15

    Seminal work in Gary Van Hoesen's laboratory at Iowa in the early 1980s established that the hallmark neuropathology of Alzheimer's disease (AD; neurofibrillary tangles) had its first foothold in specific parts of the hippocampal formation and entorhinal cortex, effectively isolating the hippocampus from much of its input and output and causing the distinctive impairment of new learning that is the leading early characteristic of the disease (Hyman et al., 1984). The boundaries and conditions of the anterograde memory defect in patients with AD have been a topic of intense research interest ever since (e.g., Graham and Hodges, 1977; Nestor et al., 2006). For example, it has been shown that patients with AD may acquire some new semantic information through methods such as errorless learning, but learning under these conditions is typically slow and inefficient. Drawing on a learning paradigm (a collaborative referencing task) that was previously shown to induce robust and enduring learning in patients with hippocampal amnesia, we investigated whether this task would be effective in promoting new learning in patients with AD. We studied five women with early-stage AD and 10 demographically matched healthy comparison participants, each interacting with a familiar communication partner. AD pairs displayed significant and enduring learning across trials, with increased accuracy and decreased time to complete trials, in a manner indistinguishable from healthy comparison pairs, resulting in efficient and economical communication. The observed learning here most likely draws on neural resources outside the medial temporal lobes. These interactive communication sessions provide a potent learning environment with significant implications for memory intervention.

  2. When in Rome ... Learn why the Romans do what they do: how multicultural learning experiences facilitate creativity.

    Science.gov (United States)

    Maddux, William W; Adam, Hajo; Galinsky, Adam D

    2010-06-01

    Research suggests that living in and adapting to foreign cultures facilitates creativity. The current research investigated whether one aspect of the adaptation process-multicultural learning-is a critical component of increased creativity. Experiments 1-3 found that recalling a multicultural learning experience: (a) facilitates idea flexibility (e.g., the ability to solve problems in multiple ways), (b) increases awareness of underlying connections and associations, and (c) helps overcome functional fixedness. Importantly, Experiments 2 and 3 specifically demonstrated that functional learning in a multicultural context (i.e., learning about the underlying meaning or function of behaviors in that context) is particularly important for facilitating creativity. Results showed that creativity was enhanced only when participants recalled a functional multicultural learning experience and only when participants had previously lived abroad. Overall, multicultural learning appears to be an important mechanism by which foreign living experiences lead to creative enhancement.

  3. Online peer assessment: helping to facilitate learning through participation

    OpenAIRE

    Cleland, Jamie; WALTON, Geoff

    2012-01-01

    The focus of this paper is on the combination of enquiry-based learning, information literacy and e-learning and how they are embedded in an online peer assessment exercise. What it shall present is a structure and strategy that aids student learning in the short and long-term. Ninety eight students completed a questionnaire before and after a three-week online peer assessment exercise during a first year undergraduate research and study skills module. The results demonstrate that a significa...

  4. Organized simultaneous displays facilitate learning of complex natural science categories.

    Science.gov (United States)

    Meagher, Brian J; Carvalho, Paulo F; Goldstone, Robert L; Nosofsky, Robert M

    2017-02-24

    Subjects learned to classify images of rocks into the categories igneous, metamorphic, and sedimentary. In accord with the real-world structure of these categories, the to-be-classified rocks in the experiments had a dispersed similarity structure. Our central hypothesis was that learning of these complex categories would be improved through observational study of organized, simultaneous displays of the multiple rock tokens. In support of this hypothesis, a technique that included the presentation of the simultaneous displays during phases of the learning process yielded improved acquisition (Experiment 1) and generalization (Experiment 2) compared to methods that relied solely on sequential forms of study and testing. The technique appears to provide a good starting point for application of cognitive-psychology principles of effective category learning to the science classroom.

  5. Facilitating Participation: Teacher Roles in a Multiuser Virtual Learning Environment

    Science.gov (United States)

    Wang, Airong

    2015-01-01

    This paper reports on a task-based language teaching course in Second Life. The data set consists of transcribed recordings and a teacher interview. Focusing on how the teacher facilitated student participation, this paper aims to explore the discourse functions in the teacher language output and then to address the teacher roles in three…

  6. Facilitating Participation: Teacher Roles in a Multiuser Virtual Learning Environment

    Science.gov (United States)

    Wang, Airong

    2015-01-01

    This paper reports on a task-based language teaching course in Second Life. The data set consists of transcribed recordings and a teacher interview. Focusing on how the teacher facilitated student participation, this paper aims to explore the discourse functions in the teacher language output and then to address the teacher roles in three…

  7. Using a Hybrid Approach to Facilitate Learning Introductory Programming

    Science.gov (United States)

    Cakiroglu, Unal

    2013-01-01

    In order to facilitate students' understanding in introductory programming courses, different types of teaching approaches were conducted. In this study, a hybrid approach including comment first coding (CFC), analogy and template approaches were used. The goal was to investigate the effect of such a hybrid approach on students' understanding in…

  8. LITERATURE AS A FACILITATOR OF TARGET CULTURE LEARNING

    OpenAIRE

    Onur TOPALOĞLU; Takkaç, Mehmet

    2016-01-01

    The purpose of this study is to investigate how literature courses, involved in the curriculum of the department of English Language Teaching from the second year to the fourth year, help students to acquire the target culture in EFL classes. Since learning a language does not mean only learning the lexical structures of any language, culture holds an important place in internalizing the way of thinking and appropriate use of target language. This study has been designed in a naturalistic env...

  9. The technological tools that facilitate the organizational learning

    OpenAIRE

    2007-01-01

    The objective of this research is to demonstrate that information technologies (ITs) are tools of organizational learning, which generate better managerial results in the future. Therefore, they help to the creation of competitive advantage. These evidences are gotten measuring the disposition and tools’ use of the organizational learning and contrasting a series of relative hypothesis to their significant influence on the economic results - net profit and sales volume - and op...

  10. Facilitating behavioral learning and habit change in voice therapy--theoretic premises and practical strategies.

    Science.gov (United States)

    Iwarsson, Jenny

    2015-12-01

    A typical goal of voice therapy is a behavioral change in the patient's everyday speech. The SLP's plan for voice therapy should therefore optimally include strategies for automatization. The aim of the present study was to identify and describe factors that promote behavioral learning and habit change in voice behavior and have the potential to affect patient compliance and thus therapy outcome. Research literature from the areas of motor and behavioral learning, habit formation, and habit change was consulted. Also, specific elements from personal experience of clinical voice therapy are described and discussed from a learning theory perspective. Nine factors that seem to be relevant to facilitate behavioral learning and habit change in voice therapy are presented, together with related practical strategies and theoretical underpinnings. These are: 1) Cue-altering; 2) Attention exercises; 3) Repetition; 4) Cognitive activation; 5) Negative practice; 6) Inhibition through interruption; 7) Decomposing complex behavior; 8) The 'each time-every time' principle; and 9) Successive implementation of automaticity.

  11. Medical students' and facilitators' experiences of an Early Professional Contact course: Active and motivated students, strained facilitators

    Directory of Open Access Journals (Sweden)

    Gunnarsson Ronny

    2008-12-01

    Full Text Available Abstract Background Today, medical students are introduced to patient contact, communication skills, and clinical examination in the preclinical years of the curriculum with the purpose of gaining clinical experience. These courses are often evaluated from the student perspective. Reports with an additional emphasis on the facilitator perspective are scarce. According to constructive alignment, an influential concept from research in higher education, the learning climate between students and teachers is also of great importance. In this paper, we approach the learning climate by studying both students' and facilitators' course experiences. In 2001, a new "Early Professional Contact" longitudinal strand through term 1–4, was introduced at the Sahlgrenska Academy, University of Gothenburg, Sweden. General practitioners and hospital specialists were facilitators. The aim of this study was to assess and analyse students' and clinical facilitators' experiences of the Early Professional Contact course and to illuminate facilitators' working conditions. Methods Inspired by a Swedish adaptation of the Course Experience Questionnaire, an Early Professional Contact Questionnaire was constructed. In 2003, on the completion of the first longitudinal strand, a student and facilitator version was distributed to 86 students and 21 facilitators. In the analysis, both Chi-square and the Mann-Whitney tests were used. Results Sixty students (70% and 15 facilitators (71% completed the questionnaire. Both students and facilitators were satisfied with the course. Students reported gaining iiration for their future work as doctors along with increased confidence in meeting patients. They also reported increased motivation for biomedical studies. Differences in attitudes between facilitators and students were found. Facilitators experienced a greater workload, less reasonable demands and less support, than students. Conclusion In this project, a new Early

  12. Proprioceptive Feedback Facilitates Motor Imagery-Related Operant Learning of Sensorimotor β-Band Modulation

    Science.gov (United States)

    Darvishi, Sam; Gharabaghi, Alireza; Boulay, Chadwick B.; Ridding, Michael C.; Abbott, Derek; Baumert, Mathias

    2017-01-01

    Motor imagery (MI) activates the sensorimotor system independent of actual movements and might be facilitated by neurofeedback. Knowledge on the interaction between feedback modality and the involved frequency bands during MI-related brain self-regulation is still scarce. Previous studies compared the cortical activity during the MI task with concurrent feedback (MI with feedback condition) to cortical activity during the relaxation task where no feedback was provided (relaxation without feedback condition). The observed differences might, therefore, be related to either the task or the feedback. A proper comparison would necessitate studying a relaxation condition with feedback and a MI task condition without feedback as well. Right-handed healthy subjects performed two tasks, i.e., MI and relaxation, in alternating order. Each of the tasks (MI vs. relaxation) was studied with and without feedback. The respective event-driven oscillatory activity, i.e., sensorimotor desynchronization (during MI) or synchronization (during relaxation), was rewarded with contingent feedback. Importantly, feedback onset was delayed to study the task-related cortical activity in the absence of feedback provision during the delay period. The reward modality was alternated every 15 trials between proprioceptive and visual feedback. Proprioceptive input was superior to visual input to increase the range of task-related spectral perturbations in the α- and β-band, and was necessary to consistently achieve MI-related sensorimotor desynchronization (ERD) significantly below baseline. These effects occurred in task periods without feedback as well. The increased accuracy and duration of learned brain self-regulation achieved in the proprioceptive condition was specific to the β-band. MI-related operant learning of brain self-regulation is facilitated by proprioceptive feedback and mediated in the sensorimotor β-band. PMID:28232788

  13. MOOC Design – Dissemination to the Masses or Facilitation of Social Learning and a Deep Approach to Learning?

    DEFF Research Database (Denmark)

    Christensen, Inger-Marie F.; Dam Laursen, Mette; Bøggild, Jacob

    2016-01-01

    This article accounts for the design of the massive open online course (MOOC) Hans Christian Andersen’s Fairy tales on FutureLearn and reports on the effectiveness of this design in terms of engaging learners in social learning and encouraging a deep approach to learning. A learning pathway...... and increased educator feedback. Course data show that that some learners use the space provided for social interaction and mutual support. A learning pathway that engages learners in discussion and progression from week to week facilitates a deep approach to learning. However, this requires more support from...

  14. Mental Imagery as Facilitator to Lexical Learning-Blocked and Random Trials

    Directory of Open Access Journals (Sweden)

    Subhash Bhatnagar

    2014-04-01

    Full Text Available Developing an effective treatment plan that promotes learning-generalization beyond treated stimuli remains a challenging task in language rehabilitation. Many specific treatments have been used to document therapeutic gains in learned lexical behaviors and now learning generalizations beyond practiced stimuli are being forged (Boyle, 2004 and Kiran & Thompson, 2003.Accordingly, generalization beyond practiced structures still remains an exciting therapeutic strategy. As major elements of cognitive processing, the perceptual representations embedded within mental imagery (MI, have long been recognized for their healing potential (Thomas, 2008, and training mindfulness. MI is also known to modulate the brain’s neural-circuitry in new learning (Davidson, 2000. It also acts as a mean to access memories and passes undistorted through mental resistances (Singer 1974. Purpose We integrated blocked and random presentations of MI with our treatment of anomia with three goals in mind: (1 to evaluate whether activation of the neural circuitry through controlled MI facilitated word finding skills; (2 to determine if the blocked or random modes of MI presentation facilitate learning equally or not; and, (3 to evaluate if the effects of evoked MI generalize to untrained lexical items. Subject The participating subject was a three-year post-onset, right-handed, 68-year old University-educated male with chronic aphasia secondary to a MRI confirmed large left temporal-parietal infarct in addition to an earlier left frontal infarct. These strokes resulted in moderately impaired comprehension and verbal expression. He made gains in both aspects of language following two years of SLP treatment. However, he continued to exhibit moderate to severe word finding (Goodglass & Kaplan, 1983. Methods We incorporated MI with random and blocked presentations in ABA format to explore the learning and generalization of trained mental representations that comprised of both

  15. Sleep Spindles as Facilitators of Memory Formation and Learning

    Directory of Open Access Journals (Sweden)

    Daniel Ulrich

    2016-01-01

    Full Text Available Over the past decades important progress has been made in understanding the mechanisms of sleep spindle generation. At the same time a physiological role of sleep spindles is starting to be revealed. Behavioural studies in humans and animals have found significant correlations between the recall performance in different learning tasks and the amount of sleep spindles in the intervening sleep. Concomitant neurophysiological experiments showed a close relationship between sleep spindles and other sleep related EEG rhythms as well as a relationship between sleep spindles and synaptic plasticity. Together, there is growing evidence from several disciplines in neuroscience for a participation of sleep spindles in memory formation and learning.

  16. Reversal Learning in Humans and Gerbils: Dynamic Control Network Facilitates Learning

    Directory of Open Access Journals (Sweden)

    Christian Jarvers

    2016-11-01

    Full Text Available Biologically plausible modeling of behavioral reinforcement learning tasks has seen great improvements over the past decades. Less work has been dedicated to tasks involving contingency reversals, i.e. tasks in which the original behavioral goal is reversed one or multiple times. The ability to adjust to such reversals is a key element of behavioral flexibility. Here, we investigate the neural mechanisms underlying contingency-reversal tasks. We first conduct experiments with humans and gerbils to demonstrate memory effects, including multiple reversals in which subjects (humans and animals show a faster learning rate when a previously learned contingency re-appears. Motivated by recurrent mechanisms of learning and memory for object categories, we propose a network architecture which involves reinforcement learning to steer an orienting system that monitors the success in reward acquisition. We suggest that a model sensory system provides feature representations which are further processed by category-related subnetworks which constitute a neural analog of expert networks. Categories are selected dynamically in a competitive field and predict the expected reward. Learning occurs in sequentialized phases to selectively focus the weight adaptation to synapses in the hierarchical network and modulate their weight changes by a global modulator signal. The orienting subsystem itself learns to bias the competition in the presence of continuous monotonic reward accumulation. In case of sudden changes in the discrepancy of predicted and acquired reward the activated motor category can be switched. We suggest that this subsystem is composed of a hierarchically organized network of dis-inhibitory mechanisms, dubbed a dynamic control network (DCN, which resembles components of the basal ganglia. The DCN selectively activates an expert network, corresponding to the current behavioral strategy. The trace of the accumulated reward is monitored such that

  17. Goal-congruent default network activity facilitates cognitive control.

    Science.gov (United States)

    Spreng, R Nathan; DuPre, Elizabeth; Selarka, Dhawal; Garcia, Juliana; Gojkovic, Stefan; Mildner, Judith; Luh, Wen-Ming; Turner, Gary R

    2014-10-15

    Substantial neuroimaging evidence suggests that spontaneous engagement of the default network impairs performance on tasks requiring executive control. We investigated whether this impairment depends on the congruence between executive control demands and internal mentation. We hypothesized that activation of the default network might enhance performance on an executive control task if control processes engage long-term memory representations that are supported by the default network. Using fMRI, we scanned 36 healthy young adult humans on a novel two-back task requiring working memory for famous and anonymous faces. In this task, participants (1) matched anonymous faces interleaved with anonymous face, (2) matched anonymous faces interleaved with a famous face, or (3) matched a famous faces interleaved with an anonymous face. As predicted, we observed a facilitation effect when matching famous faces, compared with anonymous faces. We also observed greater activation of the default network during these famous face-matching trials. The results suggest that activation of the default network can contribute to task performance during an externally directed executive control task. Our findings provide evidence that successful activation of the default network in a contextually relevant manner facilitates goal-directed cognition.

  18. Recognition-Based Physical Response to Facilitate EFL Learning

    Science.gov (United States)

    Hwang, Wu-Yuin; Shih, Timothy K.; Yeh, Shih-Ching; Chou, Ke-Chien; Ma, Zhao-Heng; Sommool, Worapot

    2014-01-01

    This study, based on total physical response and cognitive psychology, proposed a Kinesthetic English Learning System (KELS), which utilized Microsoft's Kinect technology to build kinesthetic interaction with life-related contexts in English. A subject test with 39 tenth-grade students was conducted following empirical research method in order to…

  19. Referential Labeling Can Facilitate Phonetic Learning in Infancy

    Science.gov (United States)

    Yeung, H. Henny; Chen, Lawrence M.; Werker, Janet F.

    2014-01-01

    All languages employ certain phonetic contrasts when distinguishing words. Infant speech perception is rapidly attuned to these contrasts before many words are learned, thus phonetic attunement is thought to proceed independently of lexical and referential knowledge. Here, evidence to the contrary is provided. Ninety-eight 9-month-old…

  20. Problem-based learning as a facilitator of conceptual change

    NARCIS (Netherlands)

    Loyens, Sofie M M; Jones, Suzanne H.; Mikkers, Jeroen; van Gog, Tamara

    2015-01-01

    We investigated whether problem-based learning (PBL) can foster conceptual change. Students were randomly assigned to a PBL, lecture-based, or self-study group, all receiving instruction about the topic of Newtonian laws. Conceptual change was measured from pre- to immediate post-test (directly

  1. Problem-based learning as a facilitator of conceptual change

    NARCIS (Netherlands)

    Loyens, Sofie M M; Jones, Suzanne H.; Mikkers, Jeroen; van Gog, Tamara

    2015-01-01

    We investigated whether problem-based learning (PBL) can foster conceptual change. Students were randomly assigned to a PBL, lecture-based, or self-study group, all receiving instruction about the topic of Newtonian laws. Conceptual change was measured from pre- to immediate post-test (directly afte

  2. Expert Systems as a Mindtool To Facilitate Mental Model Learning.

    Science.gov (United States)

    Mason-Mason, Susan Dale; Tessmer, Martin A.

    2000-01-01

    This exploratory study investigated whether the process of constructing an expert system model promotes the formation of expert-like mental models. Discusses expert systems as mindtools, expert systems as learning tools, the assessment of mental models, results of pretests and posttests, and future research. (Contains 56 references.) (Author/LRW)

  3. Managing Risk in Complex Adult Professional Learning: The Facilitator's Role

    Science.gov (United States)

    Ince, Amanda

    2017-01-01

    This article reports on the recognition and management of risk within the context of an intensive literacy intervention professional development programme, designed to enable expert literacy teachers become teacher-educators. The article suggests a conceptual model for recognising risk within professional learning opportunities and skills for…

  4. Problem-based learning as a facilitator of conceptual change

    NARCIS (Netherlands)

    Loyens, Sofie M M; Jones, Suzanne H.; Mikkers, Jeroen; van Gog, Tamara

    2015-01-01

    We investigated whether problem-based learning (PBL) can foster conceptual change. Students were randomly assigned to a PBL, lecture-based, or self-study group, all receiving instruction about the topic of Newtonian laws. Conceptual change was measured from pre- to immediate post-test (directly afte

  5. Facilitating Student Engagement: Social Responsibility and Freshmen Learning Communities

    Science.gov (United States)

    Kingston, Lindsey N.; MacCartney, Danielle; Miller, Andrea

    2014-01-01

    Human rights education is advanced as a method for promoting social responsibility, with an emphasis on promoting ideals of "global citizenship" among undergraduate students. At the same time, the practice of learning communities is widespread on college campuses for retaining freshmen and promoting student success. However, there is…

  6. Why Goal-Free Problems Can Facilitate Learning.

    Science.gov (United States)

    Ayres, Paul L.

    1993-01-01

    An experiment with 67 Australian junior high school students demonstrates that presentation of goal-free 2-move mathematics problems, reducing the use of means-ends analysis, prevents the stage effect (increase in errors at the subgoal stage) from occurring. Implications for enhancing learning are discussed. (SLD)

  7. Facilitating Student Learning through Contextualization. CCRC Brief. Number 53

    Science.gov (United States)

    Perin, Dolores

    2011-01-01

    Skills in reading, writing, and mathematics are key to academic learning but are conventionally taught separately from the discipline areas to which they must be applied. For example, students may be taught writing skills in the morning in an English course and then be expected to apply them to writing an essay in a history class in the afternoon.…

  8. Using Communication Technology to Facilitate Scientific Literacy: A Framework for Engaged Learning

    Science.gov (United States)

    VanBuskirk, Shireen Adele

    The purpose of this research project is to describe how existing communication technologies are used to foster scientific literacy for secondary students. This study develops a new framework as an analytic tool to categorize the activities of teachers and students involved in scientific literacy to describe what elements of scientific literacy are facilitated by such technologies. Four case studies are analyzed using the framework to describe the scientific literacy initiatives. Data collection at each site included interviews with the teacher, student focus groups, student surveys, and classroom observations. Qualitative analysis of the data provided insight into the learning activities and student experiences in the four cases. This study intentionally provides a platform for student voice. Very few previous empirical studies in the area of scientific literacy include the student experience. This represents a significant gap in the current literature on scientific literacy. An interpretation of scientific literacy that promotes student engagement, interaction, and initiative corresponds to a need to listen to students' perspectives on these experiences. Findings of the study indicated that the classroom activities depended on the teacher's philosophy regarding scientific literacy. Communication technology was ubiquitous; where the teacher did not initiate the use of social media in the classroom, the students did. The goal of supporting scientific literacy in students is an objective that extends beyond the boundaries of classroom walls, and it can be facilitated by technologies that seem both abundant and underutilized. Technology-enhanced pedagogy altered the classroom practices and resulted in more student participation and engagement.

  9. 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...

  10. Cognitive Load Imposed by Ultrasound-Facilitated Teaching Does Not Adversely Affect Gross Anatomy Learning Outcomes

    Science.gov (United States)

    Jamniczky, Heather A.; Cotton, Darrel; Paget, Michael; Ramji, Qahir; Lenz, Ryan; McLaughlin, Kevin; Coderre, Sylvain; Ma, Irene W. Y.

    2017-01-01

    Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using…

  11. Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach

    NARCIS (Netherlands)

    Miao, Yongwu; Sloep, Peter; Koper, Rob

    2009-01-01

    Miao, Y., Sloep, P. B., & Koper, R. (2010). Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach. In D. Griffiths & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open worksho

  12. Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach

    NARCIS (Netherlands)

    Miao, Yongwu; Sloep, Peter; Koper, Rob

    2009-01-01

    Miao, Y., Sloep, P. B., & Koper, R. (2009). Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach. Presented at the 'Open workshop of TENCompetence - Rethinking Learning and Employment at a Time of Economic Uncertainty-event'. November, 19, 2009,

  13. Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach

    NARCIS (Netherlands)

    Miao, Yongwu; Sloep, Peter; Koper, Rob

    2009-01-01

    Miao, Y., Sloep, P. B., & Koper, R. (2009). Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach. Presented at the 'Open workshop of TENCompetence - Rethinking Learning and Employment at a Time of Economic Uncertainty-event'. November, 19, 2009, Manche

  14. Facilitating Self-Regulated Learning: An Exploratory Case of Teaching a University Course on Japanese Society

    Science.gov (United States)

    Ogawa, Akihiro

    2011-01-01

    This paper explores practical strategies that can be used by university teachers to facilitate student-centered, self-regulated learning. My primary objective as a university teacher is to be directly involved in my students' efforts by connecting my teaching expertise with their self-regulated learning process. I have developed a strategic…

  15. A Theoretical Basis for Adult Learning Facilitation: Review of Selected Articles

    Science.gov (United States)

    Muneja, Mussa S.

    2015-01-01

    The aim of this paper is to synthesize a theoretical basis for adult learning facilitation in order to provide a valuable systematic resource in the field of adult education. The paper has reviewed 6 journal articles with topics ranging from theory of andragogy; the effect of globalization on adult learning; the contribution of Malcolm Knowles;…

  16. Conscious Thought is for facilitating the work places as learning spaces

    NARCIS (Netherlands)

    van Dellen, Theo

    2015-01-01

    Conscious Thought is for facilitating the work places as learning spaces Theo van Dellen In the workplace learning and development of work identity can be assumed in at least three ways. First, the processes are managed by the organizational context, which promotes a particular model of workers as

  17. Analogy-Integrated e-Learning Module: Facilitating Students' Conceptual Understanding

    Science.gov (United States)

    Florida, Jennifer

    2012-01-01

    The study deals with the development of an analogy-integrated e-learning module on Cellular Respiration, which is intended to facilitate conceptual understanding of students with different brain hemisphere dominance and learning styles. The module includes eight analogies originally conceptualized following the specific steps used to prepare…

  18. Analogy-Integrated e-Learning Module: Facilitating Students' Conceptual Understanding

    Science.gov (United States)

    Florida, Jennifer

    2012-01-01

    The study deals with the development of an analogy-integrated e-learning module on Cellular Respiration, which is intended to facilitate conceptual understanding of students with different brain hemisphere dominance and learning styles. The module includes eight analogies originally conceptualized following the specific steps used to prepare…

  19. Making Learning Meaningful: Facilitating Interest Development and Transfer in At-Risk College Students

    Science.gov (United States)

    Heddy, Benjamin C.; Sinatra, Gale M.; Seli, Helena; Taasoobshirazi, Gita; Mukhopadhyay, Ananya

    2017-01-01

    The Teaching for Transformative Experience in Science (TTES) model has shown to be a useful tool to generate learning and engagement in science. We investigated the effectiveness of TTES for facilitating transformative experience (TE), learning, the development of topic interest and transfer of course concepts to other courses employing a…

  20. Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach

    NARCIS (Netherlands)

    Miao, Yongwu; Sloep, Peter; Koper, Rob

    2009-01-01

    Miao, Y., Sloep, P. B., & Koper, R. (2010). Facilitating Work Based Learning Projects: A Business Process Oriented Knowledge Management Approach. In D. Griffiths & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open

  1. Reversal Learning in Humans and Gerbils: Dynamic Control Network Facilitates Learning

    Science.gov (United States)

    Jarvers, Christian; Brosch, Tobias; Brechmann, André; Woldeit, Marie L.; Schulz, Andreas L.; Ohl, Frank W.; Lommerzheim, Marcel; Neumann, Heiko

    2016-01-01

    Biologically plausible modeling of behavioral reinforcement learning tasks has seen great improvements over the past decades. Less work has been dedicated to tasks involving contingency reversals, i.e., tasks in which the original behavioral goal is reversed one or multiple times. The ability to adjust to such reversals is a key element of behavioral flexibility. Here, we investigate the neural mechanisms underlying contingency-reversal tasks. We first conduct experiments with humans and gerbils to demonstrate memory effects, including multiple reversals in which subjects (humans and animals) show a faster learning rate when a previously learned contingency re-appears. Motivated by recurrent mechanisms of learning and memory for object categories, we propose a network architecture which involves reinforcement learning to steer an orienting system that monitors the success in reward acquisition. We suggest that a model sensory system provides feature representations which are further processed by category-related subnetworks which constitute a neural analog of expert networks. Categories are selected dynamically in a competitive field and predict the expected reward. Learning occurs in sequentialized phases to selectively focus the weight adaptation to synapses in the hierarchical network and modulate their weight changes by a global modulator signal. The orienting subsystem itself learns to bias the competition in the presence of continuous monotonic reward accumulation. In case of sudden changes in the discrepancy of predicted and acquired reward the activated motor category can be switched. We suggest that this subsystem is composed of a hierarchically organized network of dis-inhibitory mechanisms, dubbed a dynamic control network (DCN), which resembles components of the basal ganglia. The DCN selectively activates an expert network, corresponding to the current behavioral strategy. The trace of the accumulated reward is monitored such that large sudden

  2. How to Facilitate Students’ English Learning in Chinese Secondary Schools from a Psychology Perspective

    Institute of Scientific and Technical Information of China (English)

    刘曦

    2013-01-01

    In Chinese secondary schools, there are many issues that may affect students ’English learning. Firstly, the input, intake and acquisition of students’English learning from a psychology perspective are analyzed. And then, review the relevant literature to find out the recommendations which can facilitate students’language learning. Finally, make some suggestions for the possible problems and objections when the recommendations are implemented in teaching process.

  3. 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.

  4. Factors enabling and inhibiting facilitator development: lessons learned from Essentials of Care in South Eastern Sydney Local Health District

    Directory of Open Access Journals (Sweden)

    Tamera Watling

    2015-11-01

    . Conclusion: Facilitators need to be enabled to access training, practise their skills and learn from more experienced facilitators. There are parallels between the enablers of progress of the implementation of Essentials of Care and those to promote the development of facilitation capacity. Organisational leaders have a significant role in supporting both; it is critical they ensure there is a team of facilitators to share the workload, that time is allocated for facilitators to be released from clinical duties for development opportunities, and that there is time for teams to engage in programme activities. Implications for practice: •\tFindings suggest a relationship between facilitation capacity, context and the progression of practice development-based work. This evaluation offers practical examples that inform how these elements may be enhanced for the successful pursuit of person-centred healthcare practice •\tManagers and those in leadership positions have a key role in overcoming the contextual factors that inhibit facilitator development and programme implementation •\tOrganisational planning and accountability to manage staffing, ensure optimal workloads and promote practice development work as a priority supports the engagement and motivation of staff to participate in programme activities, and therefore the capacity of teams to progress practice development work and transform culture and practice •\tThe engagement of managers and those in leadership positions to clarify roles and responsibilities and establish agreed mechanisms for support of individuals and teams should precede the implementation of practice development programmes •\tTime is a significant resource in the successful advancement of facilitator development and programmes underpinned by practice development. In healthcare contexts, where staff feel time poor in the presence of the increasing demands of patient care, the pressure of multiple improvement programmes and other professional

  5. MEF2C, a transcription factor that facilitates learning and memory by negative regulation of synapse numbers and function.

    Science.gov (United States)

    Barbosa, Ana C; Kim, Mi-Sung; Ertunc, Mert; Adachi, Megumi; Nelson, Erika D; McAnally, John; Richardson, James A; Kavalali, Ege T; Monteggia, Lisa M; Bassel-Duby, Rhonda; Olson, Eric N

    2008-07-08

    Learning and memory depend on the activity-dependent structural plasticity of synapses and changes in neuronal gene expression. We show that deletion of the MEF2C transcription factor in the CNS of mice impairs hippocampal-dependent learning and memory. Unexpectedly, these behavioral changes were accompanied by a marked increase in the number of excitatory synapses and potentiation of basal and evoked synaptic transmission. Conversely, neuronal expression of a superactivating form of MEF2C results in a reduction of excitatory postsynaptic sites without affecting learning and memory performance. We conclude that MEF2C limits excessive synapse formation during activity-dependent refinement of synaptic connectivity and thus facilitates hippocampal-dependent learning and memory.

  6. Pitch enhancement facilitates word learning across visual contexts

    Directory of Open Access Journals (Sweden)

    Piera eFilippi

    2014-12-01

    Full Text Available This study investigates word-learning using a new model that integrates three processes: a extracting a word out of a continuous sound sequence, b inferring its referential meanings in context, c mapping the segmented word onto its broader intended referent, such as other objects of the same semantic category, and to novel utterances. Previous work has examined the role of statistical learning and/or of prosody in each of these processes separately. Here, we combine these strands of investigation into a single experimental approach, in which participants viewed a photograph belonging to one of three semantic categories while hearing a complex, five-syllable utterance containing a one-syllable target word. Six between-subjects conditions were tested with 20 adult participants each. In condition 1, the only cue to word-meaning mapping was the co-occurrence of word and referents. This statistical cue was present in all conditions. In condition 2, the target word was sounded at a higher pitch. In condition 3, random one-syllable words were sounded at a higher pitch, creating an inconsistent cue. In condition 4, the duration of the target word was lengthened. In conditions 5 and 6, an extraneous acoustic cue and a visual cue were associated with the target word, respectively. Performance in this word-learning task was significantly higher than that observed with simple co-occurrence only when pitch prominence consistently marked the target word. We discuss implications for the intentional value of pitch marking as well as the relevance of our findings to language acquisition and language evolution.

  7. When the poor excel: Poverty facilitates procedural learning.

    Science.gov (United States)

    Dang, Junhua; Xiao, Shanshan; Zhang, Ting; Liu, Ying; Jiang, Bin; Mao, Lihua

    2016-08-01

    Recent research has shown that poverty directly impeded cognitive functions because the poor could be easily distracted by monetary concerns. We argue that this effect may be limited to functions relying on working memory. For functions that rely on proceduralized processes however, monetary concerns elicited by reminding of financial demands would be conducive rather than harmful. Our results supported this hypothesis by showing that participants with lower income reached the learning criterion of the information-integration categorization task faster than their more affluent counterparts after reminding of financial demands.

  8. 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.

  9. 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.

  10. Nursing students' perceptions of the qualities of a clinical facilitator that enhance learning.

    Science.gov (United States)

    Sweet, Linda; Broadbent, Julie

    2017-01-01

    There is a wealth of research investigating the role of the clinical facilitator and the student experience of clinical education. However, there is a paucity of recent research reviewing the students' perspectives of facilitators' qualities that influence their learning. This paper explores undergraduate nursing students' perceptions of the qualities of a clinical facilitator that enhanced their learning. The study was designed as a cross-sectional survey. A total of 452 third year nursing students at one Australian University were invited to participate. A total of 43 students completed the survey and were analysed; thus, the response rate was 9.7%. Results of the study indicate that nursing students perceive availability, approachability and feedback from the clinical facilitator to be highly influential to their learning in the clinical setting. The relational interdependence of these is discussed. Clinical facilitators have an important role in student learning. The findings of this study can be used in the development of clinical facilitator models, guidelines and in continuing education.

  11. Using Extra Credit to Facilitate Extra Learning in Students

    Directory of Open Access Journals (Sweden)

    Mohammad Muztaba Fuad

    2012-06-01

    Full Text Available Giving students extra credit work is a hotly debated pedagogical issue. This paper shares experience of using extra credit quizzes to push students to think critically and beyond the boundaries. This particular type of quizzes are not announced before and presented to students as a surprise quiz. A certain percentage of the grade earned in these quizzes was included in student’s final grade calculations. With a well-developed model of questions, quiz structure and grade calculation, the presented model of extra credit eliminates negativity related to extra credit work and also motivates students into course work. Our findings showed that by relieving students from the mental pressure of test taking and by making those tests/quizzes as extra credit; students actually performs better in solving harder problems and eventually learns more of the advanced course topics.

  12. Improving Voluntary Environmental Management Programs: Facilitating Learning and Adaptation

    Science.gov (United States)

    Genskow, Kenneth D.; Wood, Danielle M.

    2011-05-01

    Environmental planners and managers face unique challenges understanding and documenting the effectiveness of programs that rely on voluntary actions by private landowners. Programs, such as those aimed at reducing nonpoint source pollution or improving habitat, intend to reach those goals by persuading landowners to adopt behaviors and management practices consistent with environmental restoration and protection. Our purpose with this paper is to identify barriers for improving voluntary environmental management programs and ways to overcome them. We first draw upon insights regarding data, learning, and adaptation from the adaptive management and performance management literatures, describing three key issues: overcoming information constraints, structural limitations, and organizational culture. Although these lessons are applicable to a variety of voluntary environmental management programs, we then present the issues in the context of on-going research for nonpoint source water quality pollution. We end the discussion by highlighting important elements for advancing voluntary program efforts.

  13. Statistical phonetic learning in infants: facilitation and feature generalization.

    Science.gov (United States)

    Maye, Jessica; Weiss, Daniel J; Aslin, Richard N

    2008-01-01

    Over the course of the first year of life, infants develop from being generalized listeners, capable of discriminating both native and non-native speech contrasts, into specialized listeners whose discrimination patterns closely reflect the phonetic system of the native language(s). Recent work by Maye, Werker and Gerken (2002) has proposed a statistical account for this phenomenon, showing that infants may lose the ability to discriminate some foreign language contrasts on the basis of their sensitivity to the statistical distribution of sounds in the input language. In this paper we examine the process of enhancement in infant speech perception, whereby initially difficult phonetic contrasts become better discriminated when they define two categories that serve a functional role in the native language. In particular, we demonstrate that exposure to a bimodal statistical distribution in 8-month-old infants' phonetic input can lead to increased discrimination of difficult contrasts. In addition, this exposure also facilitates discrimination of an unfamiliar contrast sharing the same phonetic feature as the contrast presented during familiarization, suggesting that infants extract acoustic/phonetic information that is invariant across an abstract featural representation.

  14. Learning redundant motor tasks with and without overlapping dimensions: facilitation and interference effects.

    Science.gov (United States)

    Ranganathan, Rajiv; Wieser, Jon; Mosier, Kristine M; Mussa-Ivaldi, Ferdinando A; Scheidt, Robert A

    2014-06-11

    Prior learning of a motor skill creates motor memories that can facilitate or interfere with learning of new, but related, motor skills. One hypothesis of motor learning posits that for a sensorimotor task with redundant degrees of freedom, the nervous system learns the geometric structure of the task and improves performance by selectively operating within that task space. We tested this hypothesis by examining if transfer of learning between two tasks depends on shared dimensionality between their respective task spaces. Human participants wore a data glove and learned to manipulate a computer cursor by moving their fingers. Separate groups of participants learned two tasks: a prior task that was unique to each group and a criterion task that was common to all groups. We manipulated the mapping between finger motions and cursor positions in the prior task to define task spaces that either shared or did not share the task space dimensions (x-y axes) of the criterion task. We found that if the prior task shared task dimensions with the criterion task, there was an initial facilitation in criterion task performance. However, if the prior task did not share task dimensions with the criterion task, there was prolonged interference in learning the criterion task due to participants finding inefficient task solutions. These results show that the nervous system learns the task space through practice, and that the degree of shared task space dimensionality influences the extent to which prior experience transfers to subsequent learning of related motor skills.

  15. MOOC Design – Dissemination to the Masses or Facilitation of Social Learning and a Deep Approach to Learning?

    DEFF Research Database (Denmark)

    Christensen, Inger-Marie F.; Dam Laursen, Mette; Bøggild, Jacob

    2016-01-01

    This article accounts for the design of the massive open online course (MOOC) Hans Christian Andersen’s Fairy tales on FutureLearn and reports on the effectiveness of this design in terms of engaging learners in social learning and encouraging a deep approach to learning. A learning pathway...... was designed that provided learners with relevant knowledge, allowed them to practice their analysis skills and provided model responses. In the first run of the MOOC, a light facilitation approach was used to motivate and engage learners. In the second run, this was supplemented with live Q & A sessions...

  16. REVIEW: Effective Blended Learning Practices:
Evidence-Based Perspectives In Ict-Facilitated Education

    OpenAIRE

    OZARSLAN, Reviewed By Yasin

    2009-01-01

    Blended learning refers to the integration of face-to-face and online learning activities with the goal of maximizing the value of students' experiences in both settings. This book collects new international research into many aspects of blended learning from the perspectives of learners, teachers, designers, and professional and academic developers in various disciplines, learning communities and universities from around the world. This book addresses the relative newness of online learning ...

  17. Significance of Semantic Web in Facilitating HCI in Mobile and Ubiquitous Learning

    OpenAIRE

    Aljohani, Naif; Davis, Hugh

    2011-01-01

    Mobile devices are being widely used in education for many purposes such as an instruction tool for learning. However, mobile devices suffer from the limitation of capabilities and resources. Potential solutions to this issue must consider the mobility and personal characteristics of potential education seekers. This paper theoretically describes how Semantic Web might be used to facilitate the interaction between mobile devices and learners in mobile and ubiquitous learning environments to p...

  18. 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.

  19. Citizen social science: a methodology to facilitate and evaluate workplace learning in continuing interprofessional education.

    Science.gov (United States)

    Dadich, Ann

    2014-05-01

    Workplace learning in continuing interprofessional education (CIPE) can be difficult to facilitate and evaluate, which can create a number of challenges for this type of learning. This article presents an innovative method to foster and investigate workplace learning in CIPE - citizen social science. Citizen social science involves clinicians as co-researchers in the systematic examination of social phenomena. When facilitated by an open-source online social networking platform, clinicians can participate via computer, smartphone, or tablet in ways that suit their needs and preferences. Furthermore, as co-researchers they can help to reveal the dynamic interplay that facilitates workplace learning in CIPE. Although yet to be tested, citizen social science offers four potential benefits: it recognises and accommodates the complexity of workplace learning in CIPE; it has the capacity to both foster and evaluate the phenomena; it can be used in situ, capturing and having direct relevance to the complexity of the workplace; and by advancing both theoretical and methodological debates on CIPE, it may reveal opportunities to improve and sustain workplace learning. By describing an example situated in the youth health sector, this article demonstrates how these benefits might be realised.

  20. Improving care for people after stroke: how change was actively facilitated.

    Science.gov (United States)

    Bamford, David; Rothwell, Katy; Tyrrell, Pippa; Boaden, Ruth

    2013-01-01

    This paper aims to report on the approach to change used in the development of a tool to assess patient status six months after stroke (the Greater Manchester Stroke Assessment Tool: GM-SAT). The overall approach to change is based on the Promoting Action on Research Implementation in Health Services (PARiHS) Framework, which involves extensive stakeholder engagement before implementation. A key feature was the use of a facilitator without previous clinical experience. The active process of change involved a range of stakeholders--commissioners, patients and professionals--as well as review of published research evidence. The result of this process was the creation of the GM-SAT. The details of the decision processes within the tool included a range of perspectives; the process of localisation led commissioners to identify gaps in care provision as well as learning from others in terms of how services might be provided and organised. The facilitator role was key at all stages in bringing together the wide range of perspectives; the relatively neutral perceived status of the facilitator enabled resistance to change to be minimised. The output of this project, the GM-SAT, has the potential to significantly improve patients' physical, psychological and social outcomes and optimise their quality of life. This will be explored further in future phases of work. A structured process of change which included multiple stakeholder involvement throughout, localisation of approaches and a dedicated independent facilitator role was effective in achieving the development of a useful tool (GM-SAT).

  1. Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies

    Science.gov (United States)

    Nicole Hunter, Deirdre-Annaliese

    Increasing pressure to transform teaching and learning of engineering is supported by mounting research evidence for the value of learner-centered pedagogies. Despite this evidence, engineering faculty are often unsuccessful in applying such teaching approaches often because they lack the necessary knowledge to customize these pedagogies for their unique contexts. My dissertation study investigated the challenges with facilitation practices in introductory PBL engineering courses and developed a pragmatic researchbased model that provides insights aimed at improving PBL facilitation practices using the Innovation Cycle of Educational Practice and Research (ICEPR) as a lens. The ICEPR is useful for investigating connections between educational practice and research for scholarly and systematic educational innovations. I conducted a three-phase sequential study to address critical gaps in the ICEPR regarding both research on and practice of PBL facilitation in engineering. I focused on identifying challenges in practice, developing a model, and disseminating the model through a typology using multiple qualitative data collection and analysis methods. In Phase 1, I studied a new PBL implementation and identified a challenge with facilitator training specifically with regard to a lack of a pragmatic model of facilitation strategies in engineering. In Phase 2, I investigated the facilitation practices of five facilitators in an established PBL engineering course. This resulted in the Model of PBL Facilitation Strategies for Introductory Engineering Courses (PBL-FIEC), where I specifically operationalized the instructional methods constructs from Collins' Cognitive Apprenticeship Framework to describe the variety of ways instructors facilitate student learning in PBL introductory engineering courses. The PBL-FIEC includes six methods and 27 strategies ways for instructors to facilitate students' learning through providing and prompting demonstrations of cognitive and

  2. Problem-based learning: facilitating multiple small teams in a large group setting.

    Science.gov (United States)

    Hyams, Jennifer H; Raidal, Sharanne L

    2013-01-01

    Problem-based learning (PBL) is often described as resource demanding due to the high staff-to-student ratio required in a traditional PBL tutorial class where there is commonly one facilitator to every 5-16 students. The veterinary science program at Charles Sturt University, Australia, has developed a method of group facilitation which readily allows one or two staff members to facilitate up to 30 students at any one time while maintaining the benefits of a small PBL team of six students. Multi-team facilitation affords obvious financial and logistic advantages, but there are also important pedagogical benefits derived from uniform facilitation across multiple groups, enhanced discussion and debate between groups, and the development of self-facilitation skills in students. There are few disadvantages to the roaming facilitator model, provided that several requirements are addressed. These requirements include a suitable venue, large whiteboards, a structured approach to support student engagement with each disclosure, a detailed facilitator guide, and an open, collaborative, and communicative environment.

  3. Web-Facilitated Learning for Bioethics Principles on Human Dignity and Human Rights

    Directory of Open Access Journals (Sweden)

    Sivapalan Selvadurai

    2012-01-01

    Full Text Available Problem statement: With the advent of globalization and information and communication technology (ICT, web-facilitated learning strategy has taken an important role in the learning and teaching process. This paper examines how bioethics principles on human dignity and human rights can be learned through web-facilitated learning strategies among tertiary level International Relations students. Bioethics is an emerging field that concerns states and inter-state relations. It is about thinking globally about ethics and about our moral judgment about life, the environment and other species. The objective of this study is to provide an assessment on how graduate students of International Relations use web-based tools to gather information about global bioethics principles. Approach: The research data is collected through feedbacks solicited from some 40 post-graduate students of International Relations on (i self-assessment on the learning acquired regarding the bioethics principles using web resources and (ii through a set of pre- and post-tests to test the knowledge acquired on the subject matter. Results: The findings reveal that through the use of web-facilitated learning strategy respondents’ showed increased comprehension and receptiveness towards bioethics principles on human dignity and human rights. Conclusion: Therefore the study concludes that the use of web-facilitated learning strategy can emphasize the importance of bioethics principles in understanding the ethical framework in dealing with human dignity and human rights. The research findings may provide useful information for scholars and researchers developing teaching strategies using bioethics resources.

  4. Teachers' Perspectives and Suggestions for Improving Teacher Education to Facilitate Student Learning

    Science.gov (United States)

    Linkenhoker, Dina L.

    2012-01-01

    The purpose of this transcendental phenomenological study is to give teachers a voice to express their self-efficacy beliefs, their opinions about the content and the effectiveness of their teacher preparation programs to facilitate student learning, and to hear their suggestions for improving teacher education to enable future educators to…

  5. Using a Critical Service-Learning Approach to Facilitate Civic Identity Development

    Science.gov (United States)

    Mitchell, Tania D.

    2015-01-01

    This article highlights elements of civic engagement programs that have the rich potential to facilitate civic identity development. Focusing on research with alumni, the study examines 3 civic engagement programs, the approaches of which are guided by critical service-learning. It explores elements of the experiences that alumni name as…

  6. Facilitating the Evaluation of Complexity in the Public Sector: Learning from the NHS in Scotland

    Science.gov (United States)

    Connolly, John; Reid, Garth; Mooney, Allan

    2015-01-01

    It is necessary for public managers to be able to evaluate programmes in the context of complexity. This article offers key learning and reflections based on the experience of facilitating the evaluation of complexity with a range of public sector partners in Scotland. There have been several articles that consider evaluating complexity and…

  7. How Identification Facilitates Effective Learning: The Evaluation of Generic versus Localized Professionalization Training

    Science.gov (United States)

    Bjerregaard, Kirstien; Haslam, S. Alexander; Morton, Thomas

    2016-01-01

    Worldwide, organizations are keen to ensure that they achieve a performance return from the large investment they make in employee training. This study examines the way in which workgroup identification facilitates trainees' motivation to transfer learning into workplace performance. A 2 × 2 longitudinal study evaluated the effects of a new…

  8. Conditions That Facilitate Music Learning among Students with Special Needs: A Mixed-Methods Inquiry

    Science.gov (United States)

    Gerrity, Kevin W.; Hourigan, Ryan M.; Horton, Patrick W.

    2013-01-01

    The purpose of this mixed-methods study was to identify and define the conditions that facilitate learning in music among students with special needs. Children with special needs met once a week for 10 consecutive weeks and received instruction in primarily music as well as the other arts. The children completed pre- and posttest evaluations that…

  9. Effective Developmental Math Instructional Practices That Facilitate Learning and Academic Success of Community College Students

    Science.gov (United States)

    Little, Pamela Hilson

    2017-01-01

    The purpose of the qualitative study was to discover instructional practices used by developmental math instructors that facilitate learning and academic success of students in developmental math courses at select community colleges in Alabama in order to generate improved instructional practices in the developmental education field. Emergent data…

  10. Facilitating community building in Learning Networks through peer tutoring in ad hoc transient communities

    NARCIS (Netherlands)

    Kester, Liesbeth; Sloep, Peter; Van Rosmalen, Peter; Brouns, Francis; Koné, Malik; Koper, Rob

    2006-01-01

    De volledige referentie is: Kester, L., Sloep, P. B., Van Rosmalen, P., Brouns, F., Koné, M., & Koper, R. (2007). Facilitating Community Building in Learning Networks Through Peer-Tutoring in Ad Hoc Transient Communities. International Journal of Web based Communities, 3(2), 198-205.

  11. Project LMA: Learning Media Assessment of Students with Visual Impairments. Facilitator's Manual and Participant Workbook.

    Science.gov (United States)

    Koenig, Alan J.; Holbrook, M. Cay

    This document is comprised of the facilitator's manual and the participant's workbook for a 1- or 2-day workshop for inservice and preservice teachers on the process of learning media assessment (LMA) for students with visual impairments. The manual and workbook are intended for use in a complete program that also includes videotapes and…

  12. How Identification Facilitates Effective Learning: The Evaluation of Generic versus Localized Professionalization Training

    Science.gov (United States)

    Bjerregaard, Kirstien; Haslam, S. Alexander; Morton, Thomas

    2016-01-01

    Worldwide, organizations are keen to ensure that they achieve a performance return from the large investment they make in employee training. This study examines the way in which workgroup identification facilitates trainees' motivation to transfer learning into workplace performance. A 2 × 2 longitudinal study evaluated the effects of a new…

  13. E-Readiness of Open and Distance Learning (ODL) Facilitators: Implications for Effective Mediation

    Science.gov (United States)

    Nyoni, Jabulani

    2014-01-01

    This article is a narrative report of the findings from the analysis of multicultural facilitators' discourses on their e-readiness in the use of information and communication technologies (ICTs) affordances in open and distance learning (ODL) mediation experiences. First, the findings revealed by qualitative deconstructive discourse analysis…

  14. New to Facilitating Self-Directed Learning: The Changing Perceptions of Teachers

    Science.gov (United States)

    Lai, Conttia; Gardner, David; Law, Ellie

    2013-01-01

    This paper reports on a study examining the attitudes and perceptions of a group of in-service teachers who are new or relatively new to facilitating self-directed learning (SDL) before and after they taught a course with an integrated SDL component. The study also investigates the impact on those teachers' attitudes of an orientation package…

  15. Orthography facilitates vocabulary learning for children with autism spectrum disorders (ASD).

    Science.gov (United States)

    Lucas, Rebecca; Norbury, Courtenay Frazier

    2014-01-01

    This study investigated the extent to which children with autism spectrum disorders (ASD) can use orthography to facilitate vocabulary learning, as is the case for typically developing (TD) children. Forty-one children aged 7-12 years, 20 with a formal diagnosis of ASD and 21 TD peers, were taught 16 low-frequency concrete science words, such as "breccia". Half of the stimuli had the written word presented alongside a picture of the target item (orthography present: OP) while the remaining items were taught with orthography absent (OA). During the learning phase, eye movements were recorded; there were no group differences in the time spent fixating the written form. Production, comprehension, and recognition of orthographic forms of new words were assessed immediately after learning and again after a 24-hour delay. The vocabulary learning of both groups was facilitated by the presence of orthography. Overall, the groups did not differ in comprehension of new words or recognition of new orthographic forms, although the children with ASD demonstrated superior phonological learning (as measured by a picture naming task) relative to TD peers. Additionally, both groups retained or increased new knowledge after 24 hours. The results suggest that presenting the written form during oral vocabulary teaching will enhance learning and provide a mechanism for children with ASD to increase word knowledge despite potential limitations in social learning.

  16. Group work: Facilitating the learning of international and domestic undergraduate nursing students.

    Science.gov (United States)

    Shaw, Julie; Mitchell, Creina; Del Fabbro, Letitia

    2015-01-01

    Devising innovative strategies to address internationalization is a contemporary challenge for universities. A Participatory Action Research (PAR) project was undertaken to identify issues for international nursing students and their teachers. The findings identified group work as a teaching strategy potentially useful to facilitate international student learning. The educational intervention of structured group work was planned and implemented in one subject of a Nursing degree. Groups of four to five students were formed with one or two international students per group. Structural support was provided by the teacher until the student was learning independently, the traditional view of scaffolding. The group work also encouraged students to learn from one another, a contemporary understanding of scaffolding. Evaluation of the group work teaching strategy occurred via anonymous, self-completed student surveys. The student experience data were analysed using descriptive statistical techniques, and free text comments were analysed using content analysis. Over 85% of respondents positively rated the group work experience. Overwhelmingly, students reported that class discussions and sharing nursing experiences positively influenced their learning and facilitated exchange of knowledge about nursing issues from an international perspective. This evaluation of a structured group work process supports the use of group work in engaging students in learning, adding to our understanding of purposeful scaffolding as a pathway to enhance learning for both international and domestic students. By explicitly using group work within the curriculum, educators can promote student learning, a scholarly approach to teaching and internationalization of the curriculum.

  17. Facilitating Cooperative Learning in Online and Blended Courses: An Example from an Integrated Marketing Communications Course

    Science.gov (United States)

    Johnson, Katryna

    2013-01-01

    Employers today expect that students will be able to work in teams. Cooperative learning theory addresses how skills such as decision making, problem solving and communication can be learned by individuals in group settings. This paper discusses how cooperative learning can be used in an online and blended environment to increase active learning…

  18. Facilitation of quadriceps activation is impaired following eccentric exercise.

    Science.gov (United States)

    Hedayatpour, N; Arendt-Nielsen, L; Falla, D

    2014-04-01

    Contracting the knee flexor muscles immediately before a maximum voluntary contraction (MVC) of knee extension increases the maximal force that the extensor muscles can exert. It is hypothesized that this phenomenon can be impaired by muscle fiber damage following eccentric exercise [delayed onset muscle soreness (DOMS)]. This study investigates the effect of eccentric exercise and DOMS on knee extension MVC immediately following a reciprocal-resisted knee flexion contraction. Electromyography (EMG) was recorded from the knee extensors and flexors of 12 healthy men during knee extension MVCs performed in a reciprocal (maximal knee extension preceded by resisted knee flexion), and nonreciprocal condition (preceded by relaxation of the knee flexors). At baseline, knee extension MVC force was greater during the reciprocal condition (P eccentric exercise, the MVC force was not different between conditions. Similarly, at baseline, the EMG amplitude of the quadriceps during the MVC was larger for the reciprocal condition (P eccentric exercise abolished the facilitation of force production for the knee extensors, which normally occurs when maximum knee extension is preceded by activation of the knee flexors.

  19. 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.

  20. Integrating Methods for Developing Sustainability Indicators to Facilitate Learning and Action

    Directory of Open Access Journals (Sweden)

    Andrew J. Dougill

    2005-06-01

    Full Text Available Bossel's (2001 systems-based approach for deriving comprehensive indicator sets provides one of the most holistic frameworks for developing sustainability indicators. It ensures that indicators cover all important aspects of system viability, performance, and sustainability, and recognizes that a system cannot be assessed in isolation from the systems upon which it depends and which in turn depend upon it. In this reply, we show how Bossel's approach is part of a wider convergence toward integrating participatory and reductionist approaches to measure progress toward sustainable development. However, we also show that further integration of these approaches may be able to improve the accuracy and reliability of indicators to better stimulate community learning and action. Only through active community involvement can indicators facilitate progress toward sustainable development goals. To engage communities effectively in the application of indicators, these communities must be actively involved in developing, and even in proposing, indicators. The accuracy, reliability, and sensitivity of the indicators derived from local communities can be ensured through an iterative process of empirical and community evaluation. Communities are unlikely to invest in measuring sustainability indicators unless monitoring provides immediate and clear benefits. However, in the context of goals, targets, and/or baselines, sustainability indicators can more effectively contribute to a process of development that matches local priorities and engages the interests of local people.

  1. Development of a robotic device for facilitating learning by children who have severe disabilities.

    Science.gov (United States)

    Cook, Albert M; Meng, Max Q H; Gu, Jason J; Howery, Kathy

    2002-09-01

    This paper presents technical aspects of a robot manipulator developed to facilitate learning by young children who are generally unable to grasp objects or speak. The severity of these physical disabilities also limits assessment of their cognitive and language skills and abilities. The CRS robot manipulator was adapted for use by children who have disabilities. Our emphasis is on the technical control aspects of the development of an interface and communication environment between the child and the robot arm. The system is designed so that each child has user control and control procedures that are individually adapted. Control interfaces include large push buttons, keyboards, laser pointer, and head-controlled switches. Preliminary results have shown that young children who have severe disabilities can use the robotic arm system to complete functional play-related tasks. Developed software allows the child to accomplish a series of multistep tasks by activating one or more single switches. Through a single switch press the child can replay a series of preprogrammed movements that have a development sequence. Children using this system engaged in three-step sequential activities and were highly responsive to the robotic tasks. This was in marked contrast to other interventions using toys and computer games.

  2. A Semantic Web-Based Authoring Tool to Facilitate the Planning of Collaborative Learning Scenarios Compliant with Learning Theories

    Science.gov (United States)

    Isotani, Seiji; Mizoguchi, Riichiro; Isotani, Sadao; Capeli, Olimpio M.; Isotani, Naoko; de Albuquerque, Antonio R. P. L.; Bittencourt, Ig. I.; Jaques, Patricia

    2013-01-01

    When the goal of group activities is to support long-term learning, the task of designing well-thought-out collaborative learning (CL) scenarios is an important key to success. To help students adequately acquire and develop their knowledge and skills, a teacher can plan a scenario that increases the probability for learning to occur. Such a…

  3. Clinical facilitator learning and development needs: exploring the why, what and how.

    Science.gov (United States)

    Andrews, Christine E; Ford, Karen

    2013-09-01

    This study explores the practice experiences of clinical facilitators providing a voice for nurses undertaking the role, a group who up until now has been silent. Seven clinical facilitators from acute care areas within Tasmania participated in the interpretive and participatory study. Three core aspects of clinical facilitation identified were the why, what and how of facilitation. The study identified why nurses became clinical facilitators, what their experiences involved - both positive and negative; and enabled exploration as to how the role could be better supported in the future, through addressing ongoing professional development learning needs. Results of this study have provided in depth insight into the world of the clinical facilitator. The importance of key strategies to implement ongoing professional development through mentorship, provision of feedback and the development of communities of practice are seen as imperative to ensure the role of clinical facilitator reaches its full potential to bridge the gap between theory and practice experienced by undergraduates during clinical placements. Such strategies will help ensure quality clinical placements for undergraduate nursing students.

  4. Facilitation of learning by social-emotional feedback in humans is beta-noradrenergic-dependent.

    Science.gov (United States)

    Mihov, Yoan; Mayer, Simon; Musshoff, Frank; Maier, Wolfgang; Kendrick, Keith M; Hurlemann, René

    2010-08-01

    Adaptive behavior in dynamic environments critically depends on the ability to learn rapidly and flexibly from the outcomes of prior choices. In social environments, facial expressions of emotion often serve as performance feedback and thereby guide declarative learning. Abundant evidence implicates beta-noradrenergic signaling in the modulatory influence of emotion on declarative learning. It is currently unclear whether a similar mechanism also mediates a guidance of declarative learning by social-emotional feedback administered in the form of facial expressions. We therefore conducted a double-blind randomized placebo-controlled trial to test the effects of a 40-mg single oral dose of the nonspecific beta-noradrenergic antagonist propranolol in a behavioral task that required gradual declarative learning of item-category associations from either social-emotional (happy vs. angry faces) or nonsocial (green vs. red color signals) trial-by-trial feedback. As predicted on the basis of our previous experiments, learning from social-emotional feedback was more effective than learning from nonsocial feedback in placebo-treated subjects. This advantage of social-emotional over nonsocial feedback was abolished by propranolol treatment. Propranolol had no effect on learning during the nonsocial feedback condition. Our findings suggest that a facilitation of declarative learning by social-emotional feedback critically involves signaling via beta-noradrenergic receptors. Copyright (c) 2010 Elsevier Ltd. All rights reserved.

  5. Post-attack aposematic display in prey facilitates predator avoidance learning

    Directory of Open Access Journals (Sweden)

    Changku eKang

    2016-04-01

    Full Text Available Warning signals protect unpalatable prey from predation because predators who learn the association between the warning signal and prey unprofitability decrease attacks on the prey. Most of the research have focused on visual aposematic signals that are constantly presented and visible to the predators. But a variety of chemically defended insects are rather cryptic when resting, and only in response to predator attacks (post-attack they perform displays of conspicuous abdomens or hindwings normally hidden under forewings. The function of those displays in unpalatable insects is not well understood. We examined two adaptive hypotheses on this facultative aposematic display using wild-caught oriental tits (Parus minor as predators. First, we tested whether the display increases the rejection of the prey by predators upon seeing the display (i.e. at the moment of attack through learning trials (aposematic signaling hypothesis. Second, we tested whether the display facilitates the memory formation between cryptic visible form of the prey and prey defense so that it prevents the predators initiate an attack upon seeing the cryptic form (facilitation hypothesis. We found that predators learned to avoid attacking the prey which supports the facilitation hypothesis. However, the support for the aposematic signaling hypothesis was equivocal. Our results open new directions of research by highlighting the possibility that similar facilitation effects may contribute to the evolution of various forms of post-attack visual displays in chemically, or otherwise, defended animals.

  6. Appraising the e-readiness of online learning facilitators: key human factors

    Directory of Open Access Journals (Sweden)

    L. Vermeulen

    2008-07-01

    Full Text Available Higher education institutions in South Africa have undergone a number of changes over the past few years. These changes brought about inter alia changed work environments and job demands. One of the new job demands is the need to incorporate technology in teaching and learning, viz. e-learning. Not all job incumbents, however, adapted successfully to these changes, particularly with regard to e-readiness. Such a lack in e-readiness is likely to influence the effectiveness with which an academic employee will fulfil his/her online learning duties. Therefore, it is important to find solutions to overcome the lack of e-readiness. This article will focus on the role of human resource appraisal, in order to assess the e-readiness of online learning facilitators with a view to improving their online skills and capacity. A number of human factors that can play a role in employee performance and motivation, namely learning styles, personal profile patterns, and pace and style of technology adoption will be briefly outlined, in order to determine the role that these factors could play in assessing the e-readiness of online learning facilitators.

  7. 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....

  8. 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.…

  9. Reciprocal Benefits, Legacy and Risk: Applying Ellinger and Bostrom's Model of Line Manager Role Identity as Facilitators of Learning

    Science.gov (United States)

    Campbell, Paul; Evans, Peter

    2016-01-01

    Purpose: The purpose of this paper is to explore the beliefs held by managers about their roles as facilitators of learning with their employees in a public utilities organisation. Design/methodology/approach: The research was based on Ellinger and Bostrom's (2002) study on managers' beliefs on their role as facilitators of learning in…

  10. Cognitive load imposed by ultrasound-facilitated teaching does not adversely affect gross anatomy learning outcomes.

    Science.gov (United States)

    Jamniczky, Heather A; Cotton, Darrel; Paget, Michael; Ramji, Qahir; Lenz, Ryan; McLaughlin, Kevin; Coderre, Sylvain; Ma, Irene W Y

    2017-03-01

    Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using ultrasound and learning outcomes. The use of ultrasound was hypothesized to facilitate learning in anatomy for 161 novice first-year medical students. Using linear regression analyses, the relationship between reported cognitive load on using ultrasound and learning outcomes as measured by anatomy laboratory examination scores four weeks after ultrasound-guided anatomy training was evaluated in consenting students. Second anatomy examination scores of students who were taught anatomy with ultrasound were compared with historical controls (those not taught with ultrasound). Ultrasound's perceived utility for learning was measured on a five-point scale. Cognitive load on using ultrasound was measured on a nine-point scale. Primary outcome was the laboratory examination score (60 questions). Learners found ultrasound useful for learning. Weighted factor score on "image interpretation" was negatively, but insignificantly, associated with examination scores [F (1,135) = 0.28, beta = -0.22; P = 0.61]. Weighted factor score on "basic knobology" was positively and insignificantly associated with scores; [F (1,138) = 0.27, beta = 0.42; P = 0.60]. Cohorts exposed to ultrasound had significantly higher scores than historical controls (82.4% ± SD 8.6% vs. 78.8% ± 8.5%, Cohen's d = 0.41, P learning and may improve learning outcomes. Anat Sci Educ 10: 144-151. © 2016 American Association of Anatomists.

  11. The Role of Facilitation in Technology-Enhanced Learning for Public Employment Services

    Directory of Open Access Journals (Sweden)

    Jenny Bimrose

    2014-10-01

    Full Text Available Public Employment Services (PES in Europe are authorities that attempt to match supply and demand on the labor market. Rising unemployment in times of crisis and demographic change are among the main challenges with which PES practitioners, as a direct interface between jobseekers and employers, have to deal. They have to support career adaptability of their clients as well as to enhance and transform their own individual and collective professional identities in order to cope successfully with the challenges of a changing labor market. As part of the research project EmployID, we are exploring how to facilitate the learning process of PES practitioners in their professional identity development. The aim of the project is to empower individual PES practitioners, their community and organizations, to engage in transformative practices, using a holistic tool suite combining e-coaching, reflection, MOOCs, networking, analytical and learning support tools. Key to successful professional identity transformation is continuous learning. Individuals may take on the role of facilitators for the learning of others as well as being facilitated by peers, technology and environment.

  12. Facilitative Components of Collaborative Learning: A Review of Nine Health Research Networks.

    Science.gov (United States)

    Leroy, Lisa; Rittner, Jessica Levin; Johnson, Karin E; Gerteis, Jessie; Miller, Therese

    2017-02-01

    Collaborative research networks are increasingly used as an effective mechanism for accelerating knowledge transfer into policy and practice. This paper explored the characteristics and collaborative learning approaches of nine health research networks. Semi-structured interviews with representatives from eight diverse US health services research networks conducted between November 2012 and January 2013 and program evaluation data from a ninth. The qualitative analysis assessed each network's purpose, duration, funding sources, governance structure, methods used to foster collaboration, and barriers and facilitators to collaborative learning. The authors reviewed detailed notes from the interviews to distill salient themes. Face-to-face meetings, intentional facilitation and communication, shared vision, trust among members and willingness to work together were key facilitators of collaborative learning. Competing priorities for members, limited funding and lack of long-term support and geographic dispersion were the main barriers to coordination and collaboration across research network members. The findings illustrate the importance of collaborative learning in research networks and the challenges to evaluating the success of research network functionality. Conducting readiness assessments and developing process and outcome evaluation metrics will advance the design and show the impact of collaborative research networks. Copyright © 2017 Longwoods Publishing.

  13. Residents' perceptions of their teachers: facilitative behaviour and the learning value of rotations.

    Science.gov (United States)

    Kendrick, S B; Simmons, J M; Richards, B F; Roberge, L P

    1993-01-01

    Despite changes in modern medicine the role of the clinical teacher remains central to medical residents' education and rotations continue to be their dominant educational context. Residents have strong positive feelings for clinical teachers who are perceived as interested in teaching and for those rotations that provide a balance of educational opportunities and patient care responsibilities. Research in residency education has focused on teacher behaviours used to teach medical residents clinical information or patient care skills but has neglected teacher behaviours used to facilitate effective learning relationships with residents. To explore the impact of clinical teachers' use of facilitative behaviours on residents' educational experience, we use concepts stemming from the psychologist Carl Rogers' work previously shown to be associated with positive learning outcomes--empathy, unconditional positive regard, and congruence. These constructs are measured by the use of the four scales of the Barrett-Lennard Relationship Inventory (BLRI)--level of regard, unconditionality of regard, congruence and empathy. Our study measures the correlation between residents' perceptions of clinical teachers' use of facilitative behaviours and residents' evaluation of the learning value of rotations. Thirty-three residents completed the BLRI on a different clinical teacher for each of six monthly rotations. A total of 158 surveys were returned. There were strong positive correlations between three of the BLRI variables and residents' perception of the learning value of rotations. Potential uses of these findings are discussed.

  14. Facilitation of social learning in teacher education: the ‘Dimensions of Social Learning

    NARCIS (Netherlands)

    De Laat, Maarten; Vrieling, Emmy; Van den Beemt, Antoine

    2017-01-01

    To understand the organization of social learning by groups in practice, this chapter elaborates on the use of a framework of dimensions and indicators to explore social learning within (prospective) teacher groups. The applied framework that we call the ‘Dimensions of Social Learning (DSL)

  15. Facilitating behavioral learning and habit change in voice therapy—theoretic premises and practical strategies

    DEFF Research Database (Denmark)

    Iwarsson, Jenny

    2014-01-01

    A typical goal of voice therapy is a behavioral change in the patient’s everyday speech. The SLP’s plan for voice therapy should therefore optimally include strategies for automatization. The aim of the present study was to identify and describe factors that promote behavioral learning and habit...... are described and discussed from a learning theory perspective. Nine factors that seem to be relevant to facilitate behavioral learning and habit change in voice therapy are presented, together with related practical strategies and theoretical underpinnings. These are: 1) Cue-altering; 2) Attention exercises; 3...... change in voice behavior and have the potential to affect patient compliance and thus therapy outcome. Research literature from the areas of motor and behavioral learning, habit formation, and habit change was consulted. Also, specific elements from personal experience of clinical voice therapy...

  16. Types of internal facilitation activities in hospitals implementing evidence-based interventions.

    Science.gov (United States)

    Baloh, Jure; Zhu, Xi; Ward, Marcia M

    2017-01-25

    Implementation models, frameworks, and theories recognize the importance of activities that facilitate implementation success. However, little is known about internal facilitation activities that hospital personnel engage in during implementation efforts. The aim of the study was to examine internal facilitation activities at 10 critical access hospitals in rural Iowa during their implementation of TeamSTEPPS, a patient safety intervention, and to identify characteristics that distinguish different types of facilitation activities. We followed 10 critical access hospitals for 2 years after the onset of implementation, conducting quarterly interviews with key informants. On the basis of the transcripts from the first two quarters, a coding template was developed using inductive analyses. The template was then applied deductively to code all interview transcripts. Using comparative analysis, we examined the characteristics that distinguish between the facilitation types. We identified four types of facilitation activities-Leadership, Buy-in, Customization, and Accountability. Individuals and teams engaged in different types of facilitation activities, both in a planned and an ad hoc manner. These activities targeted at both people and practices and exhibited varying temporal patterns (start and peak time). There are four types of facilitation activities that hospitals engage in while implementing evidence-based practices, offering a parsimonious way to characterize facilitation activities. New theoretical and empirical research opportunities are discussed. Understanding the types of facilitation activities and their distinguishing characteristics can assist managers in planning and executing implementations of evidence-based interventions.

  17. An exploration of tripartite collaboration in developing a strategic approach to the facilitation of practice learning.

    Science.gov (United States)

    Walsh, Pauline; Jones, Kerry

    2005-01-01

    Pre-registration nurse education in United Kingdom has to be delivered within a complex system. Theoretical components are delivered by a Higher Education Institution and the practice components, facilitated and assessed by clinical practitioners within a health service provider institution. The previous decade witnessed a gradual divorce between these two institutions, leading to a confidence and competence deficit in the newly qualified practitioner. The new national agenda for pre-registration nursing was set out in the fitness for practice document, [UKCC, London, 1999]. It required a refocus on the practice aspects of nurse education. It identified the need to strengthen the links between higher education providers and service providers to ensure the delivery of a seamless curriculum. The report recommended closer collaborative working to bridge the theory-practice gap and develop nurses that were competent and fit for purpose at the end of the course. Several pilot sites were identified throughout the country to deliver the new practice focussed curriculum; The University of Wolverhampton was one of these. The focus of this paper will identify the multifaceted developments that facilitate effective practice learning for students, which have been achieved through partnership working and will include the following areas; creation of new practice support roles, communication systems, modes of learning (technology supported learning, problem based learning, experiential learning and simulation), the learning environment, learning opportunities and resources. It is clear that practice learning has many influences, which can either enhance or undermine the student's ability to assimilate knowledge and experience into personal, professional practice. We acknowledge that there are still many areas to be developed and anticipate that these will be informed by the findings of research currently being undertaken within the University and NHS service providers.

  18. The significance of 'facilitator as a change agent'--organisational learning culture in aged care home settings.

    Science.gov (United States)

    Grealish, Laurie; Henderson, Amanda; Quero, Fritz; Phillips, Roslyn; Surawski, May

    2015-04-01

    To explore the impact of an educational programme focused on social behaviours and relationships on organisational learning culture in the residential aged care context. The number of aged care homes will continue to rise as the frail older elderly live longer, requiring more formal care and support. As with other small- to medium-sized health services, aged care homes are faced with the challenge of continuous development of the workforce and depend upon registered nurses to lead staff development. A mixed-method evaluation research design was used to determine the impact of an educational programme focused on social aspects of learning on organisational learning culture. One hundred and fifty-nine (pre) and 143 (post) participants from three aged care homes completed the Clinical Learning Organisational Culture survey, and three participant-researcher registered nurse clinical educators provided regular journal entries for review. While each site received the same educational programme over a six-month period, the change in organisational learning culture at each site was notably different. Two aged care homes had significant improvements in affiliation, one in accomplishment and one in recognition. The educators' journals differed in the types of learning observed and interventions undertaken, with Eucalyptus focused on organisational change, Grevillea focused on group (student) change and the Wattle focused on individual or situational change. Clinical educator activities appear to have a significant effect on organisational learning culture, with a focus on the organisational level having the greatest positive effect on learning culture and on individual or situational level having a limited effect. Clinical educator facilitation that is focused on organisational rather than individual interests may offer a key to improving organisational learning culture. © 2014 John Wiley & Sons Ltd.

  19. Facilitators' perceptions of problem-based learning and community-based education

    Directory of Open Access Journals (Sweden)

    Paula P du Rand

    2000-02-01

    Full Text Available In 1997 the School for Nursing, University of the Orange Free State, changed from the traditional lecture method of teaching to problem-based learning and from a curative to a community-based approach. Lecturers from a traditional environment became facilitators and new skills such as listening, dialogue, negotiation, counselling and problemsolving were expected from them. Besides the role change, the environment changed from a structural classroom to an unstructured community. The aim of this research was to determine the perceptions and experiences of facilitators in problem-based learning and community-base education. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

  20. Implementing Problem-based Learning in Introductory Engineering Courses: A Qualitative Investigation of Facilitation Strategies

    OpenAIRE

    Hunter, Deirdre-Annaliese Nicole

    2015-01-01

    Increasing pressure to transform teaching and learning of engineering is supported by mounting research evidence for the value of learner-centered pedagogies. Despite this evidence, engineering faculty are often unsuccessful in applying such teaching approaches often because they lack the necessary knowledge to customize these pedagogies for their unique contexts. My dissertation study investigated the challenges with facilitation practices in introductory PBL engineering courses and develope...

  1. Librarian-facilitated problem-based learning course in a school of dental medicine.

    Science.gov (United States)

    Hasman, Linda

    2012-01-01

    While problem-based learning has been used in medical practice for several decades, dental education was slower to adapt this education model. However, as dental curricula are embracing this pedagogy, dental and other health sciences librarians are in a position to provide important curricular support. This article will detail one dental liaison librarian's experience with facilitating a problem-based, case-based studies course within the curriculum of a dental school.

  2. How Does Power Influence on Learning in Korean Organizations? How to Facilitate Learning in Korean Organizations?

    Science.gov (United States)

    Kim, Young-Saing

    2006-01-01

    The subject into which this study inquired was the relationship between learning and power in Korean context. This study presents two case studies in two different organizations in Korea. Data were collected through individual in-depth interviews, observation and document analysis. Power semantics, rhetorical visions and informal learning model…

  3. Using heuristics to facilitate experiental learning in a simulation-based discovery learning environment

    NARCIS (Netherlands)

    Veermans, K.H.; Jong, de T.; Joolingen, van W.R.; Mason, L.; Andreuzza, S.; Arfè, B.; Favero, del L.

    2003-01-01

    Learners are often reported to experience difficulties with simulation-based discovery learning. Heuristics for discovery learning (rules of thumb that guide decision-making) can help learners to overcome these difficulties. In addition, the heuristics themselves are open for transfer. One way to in

  4. Novel behavioral indicator of explicit awareness reveals temporal course of frontoparietal neural network facilitation during motor learning.

    Science.gov (United States)

    Lawson, Regan R; Gayle, Jordan O; Wheaton, Lewis A

    2017-01-01

    Deficits in sequential motor learning have been observed in many patient populations. Having an understanding of the individual neural progression associated with sequential learning in healthy individuals may provide valuable insights for effective interventions with these patients. Due to individual variability in motor skill acquisition, the temporal course of such learning will be vary, suggesting a need for a more individualized approach. Knowing when a subject becomes aware of movement patterns may provide a marker with which to identify each individual's learning time course. To avoid interfering with the incidental nature of discovery during learning, such an indicator requires an indirect, behaviorally-based approach. In Part I, our study aimed to identify a reliable behavioral indicator predictive of the presence of incidental explicit awareness in a sequential motor learning task. Part II, utilized the predictive indicator and EEG to provide neural validation of perceptual processing changes temporally correlated with the indicator. Results of Part I provide a reliable predictive indicator for the timing of explicit awareness development. Results from Part II demonstrates strong classification reliability, as well as a significant neural correlation with behavior for subjects developing awareness (EXP), not observed with subjects without awareness (NOEXP). Additionally, a temporal correlation of peak activation between neural regions was noted over frontoparietal regions, suggesting that the incidental discovery of motor patterns may involve a facilitative network during awareness development. The proposed indicator provides a tool in which to further examine potential impacts of awareness associated with incidental, or exploratory, motor learning, while the individual nature of the indicator provides a tool for monitoring progress in rehabilitative, exploratory motor learning paradigms.

  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. 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.

  7. 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...

  8. 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...

  9. 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.

  10. Exploratory Network Analysis of Learning Motivation Factors in e-Learning Facilitated Computer Programming Courses

    National Research Council Canada - National Science Library

    Ngan, Shing-Chung; Law, Kris M. Y

    2015-01-01

    ... of science and engineering students taking computer programming courses. Based on the algorithmic results, we highlight concrete ideas that may have direct impact on improving an existing e-learning system...

  11. Acute corticosterone sexually dimorphically facilitates social learning and inhibits feeding in mice.

    Science.gov (United States)

    Choleris, Elena; Cazzin, Laura; Lymer, Jennifer M; Amor, Talya R; Lu, Ray; Kavaliers, Martin; Valsecchi, Paola

    2013-12-01

    In numerous species social learning is predominant and adaptive, yet, we know little of its neurobiological mechanisms. Social learning is modulated by motivations and emotions, in a manner that is often sexually dimorphic. Additionally, stress hormones acutely modulate the related social cognitive process of social recognition. Whether this is true even for social learning is currently unknown. We investigated the acute effects of the stress hormone corticosterone (CORT) on the social transmission of food preferences (STFP) in male and female mice. During a brief social interaction an observer (OBS) acquires a food preference from a same-sex demonstrator (DEM). CORT (1.0, 2.5, 5.0 mg/kg), its ethanol vehicle (0.1%), and saline solution (0.9%) were administered intraperitoneally to the OBS, 10 min before a 30-min social interaction. Levels of plasma CORT were assessed in other mice that had received the same doses of CORT and either had or had not gone through a 30 min social interaction 10 min post-treatment. Exogenous CORT elicited levels of plasma level comparable to those seen at the peak of the circadian cycle and facilitated the STFP with males responding more than females both in terms of the duration of the food preference and the minimum effective dose. CORT also sexually dimorphically inhibited feeding, with females showing a greater dose-response than males. Saline solution and ethanol vehicles also sexually dimorphically facilitated the STFP and reduced feeding, but less than CORT did. These results indicate that CORT facilitates social learning, like social recognition. Hence, CORT may generally increase social information processing.

  12. Peer learning leaders: developing employability through facilitating the learning of other students

    OpenAIRE

    Ford, Neil; Thackeray, Charlotte; Barnes, Paul; Hendrickx, Katherina

    2015-01-01

    Employability is a key theme in higher education and attitudes towards its development have shifted from a focus on technical skills development to a broader focus on values, intellect, social engagement and performance contributing to graduate identity (Hager and Hodkinson, 2009). Peer Assisted Learning (PAL) and Language Conversation Clubs are both examples of student-led peer learning schemes at Bournemouth University (BU) and are reviewed to explore the development of students employed to...

  13. Anticancer activity of the iron facilitator LS081

    Directory of Open Access Journals (Sweden)

    Glass Jonathan

    2011-03-01

    Full Text Available Abstract Background Cancer cells have increased levels of transferrin receptor and lower levels of ferritin, an iron deficient phenotype that has led to the use of iron chelators to further deplete cells of iron and limit cancer cell growth. As cancer cells also have increased reactive oxygen species (ROS we hypothesized that a contrarian approach of enhancing iron entry would allow for further increased generation of ROS causing oxidative damage and cell death. Methods A small molecule library consisting of ~11,000 compounds was screened to identify compounds that stimulated iron-induced quenching of intracellular calcein fluorescence. We verified the iron facilitating properties of the lead compound, LS081, through 55Fe uptake and the expression of the iron storage protein, ferritin. LS081-induced iron facilitation was correlated with rates of cancer cell growth inhibition, ROS production, clonogenicity, and hypoxia induced factor (HIF levels. Results Compound LS081 increased 55Fe uptake in various cancer cell lines and Caco2 cells, a model system for studying intestinal iron uptake. LS081 also increased the uptake of Fe from transferrin (Tf. LS081 decreased proliferation of the PC-3 prostate cancer cell line in the presence of iron with a lesser effect on normal prostate 267B1 cells. In addition, LS081 markedly decreased HIF-1α and -2α levels in DU-145 prostate cancer cell line and the MDA-MB-231 breast cancer cell lines, stimulated ROS production, and decreased clonogenicity. Conclusions We have developed a high through-put screening technique and identified small molecules that stimulate iron uptake both from ferriTf and non-Tf bound iron. These iron facilitator compounds displayed properties suggesting that they may serve as anti-cancer agents.

  14. 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

  15. Barriers and Facilitators for Generalizing Cycling Skills Learned at Camp to Home.

    Science.gov (United States)

    Temple, Viviene A; Purves, P Lynn; Misovic, Robyn; Lewis, Coral J; DeBoer, Carrie

    2016-01-01

    Many children with disabling conditions do not acquire the skills to successfully ride a 2-wheeled bicycle. The aim was to describe cycling patterns before and after an innovative learn-to-ride bike camp and factors that facilitate or hinder the generalization of skills developed at camp to home. Parents and children participated in semistructured interviews 3-4 mo postcamp. Transcripts were examined deductively for participation and contextual influences using a template of codes approach. None of the children were successfully riding a 2-wheeled bicycle before camp. Two patterns of participation were evident from narrative descriptions of postcamp riding: "riders" and "not there yet." Major facilitating factors were the camp itself, the interaction between the camp and the health service, and continued parent involvement. The program transferred well to home for children who were riding independently on the last day of camp. Ongoing support is needed for children "not there yet."

  16. Better decision making in complex, dynamic tasks training with human-facilitated interactive learning environments

    CERN Document Server

    Qudrat-Ullah, Hassan

    2015-01-01

    This book describes interactive learning environments (ILEs) and their underlying concepts. It explains how ILEs can be used to improve the decision-making process and how these improvements can be empirically verified. The objective of this book is to enhance our understanding of and to gain insights into the process by which human facilitated ILEs are effectively designed and used in improving users’ decision making in complex, dynamic tasks. This book is divided into four major parts. Part I serves as an introduction to the importance and complexity of decision making in dynamic tasks. Part II provides background material, drawing upon relevant literature, for the development of an integrated process model on the effectiveness of human facilitated ILEs in improving decision making in dynamic tasks. Part III focuses on the design, development, and application of FishBankILE in laboratory experiments to gather empirical evidence for the validity of the process model. Finally, part IV presents a comprehensi...

  17. Consecutive Course Modules Developed with Simple Materials to Facilitate the Learning of Basic Concepts in Astronomy

    Science.gov (United States)

    Okulu, Hasan Zuhtu; Oguz-Unver, Ayse

    2015-01-01

    From the perspective of teaching, the huge natural laboratory that astronomy provides constitutes the most prominent connection between astronomy and other branches of science. The purpose of this research was to provide educators with activities of observation using simple materials that were developed to facilitate the teaching of basic concepts…

  18. Facilitating Workplace Learning and Change: Lessons Learned from the Lectores in Pre-War Cigar Factories

    Science.gov (United States)

    Germain, Marie-Line; Grenier, Robin S.

    2015-01-01

    Purpose: This study aims to describe the lectores (readers) who read the world news and works of literature to workers in pre-World War II cigar factories in Tampa, Florida, and in New York City. The paper addresses the need for more examination of some neglected aspects of workplace learning by presenting a more critical approach to workplace…

  19. Directive versus Facilitative Peer Tutoring? A View on Students' Appraisal, Reported Learning Gains and Experiences within Two Differently-Tutored Learning Environments

    Science.gov (United States)

    Berghmans, Inneke; Michiels, Lotte; Salmon, Sara; Dochy, Filip; Struyven, Katrien

    2014-01-01

    The present study aimed to shed light on students' appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating…

  20. 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…

  1. 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…

  2. 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…

  3. "Refreshed…reinforced…reflective": A qualitative exploration of interprofessional education facilitators' own interprofessional learning and collaborative practice.

    Science.gov (United States)

    Evans, Sherryn; Shaw, Nicole; Ward, Catherine; Hayley, Alexa

    2016-11-01

    While there is extensive research examining the outcomes of interprofessional education (IPE) for students, minimal research has investigated how facilitating student learning influences the facilitators themselves. This exploratory case study aimed to explore whether and how facilitating IPE influences facilitators' own collaborative practice attitudes, knowledge, and workplace behaviours. Sixteen facilitators of an online pre-licensure IPE unit for an Australian university participated in semi-structured telephone interviews. Inductive thematic analysis revealed three emergent themes and associated subthemes characterising participants' reflexivity as IPE facilitators: interprofessional learning; professional behaviour change; and collaborative practice expertise. Participants experienced interprofessional learning in their role as facilitators, improving their understanding of other professionals' roles, theoretical and empirical knowledge underlying collaborative practice, and the use and value of online communication. Participants also reported having changed several professional behaviours, including improved interprofessional collaboration with colleagues, a change in care plan focus, a less didactic approach to supervising students and staff, and greater enthusiasm impressing the value of collaborative practice on placement students. Participants reported having acquired their prior interprofessional collaboration expertise via professional experience rather than formal learning opportunities and believed access to formal IPE as learners would aid their continuing professional development. Overall, the outcomes of the IPE experience extended past the intended audience of the student learners and positively impacted on the facilitators as well.

  4. Student Perceptions of Facilitators' Social Congruence, Use of Expertise and Cognitive Congruence in Problem-Based Learning

    Science.gov (United States)

    Yew, Elaine H. J.; Yong, Janice J. Y.

    2014-01-01

    In problem-based learning (PBL), the role of a tutor or facilitator is different from what is typically considered as the role of a traditional teacher. In addition to being a subject-matter expert, the facilitator is also expected to be "socially" and "cognitively congruent". In this study, we analyze the survey responses from…

  5. A qualitative study of middle school students' perceptions of factors facilitating the learning of science: Grounded theory and existing theory

    Science.gov (United States)

    Spector, Barbara S.; Gibson, Charles W.

    The purpose of this study was to explore middle school students' perceptions of what factors facilitated their learning of science. Florida's Educational Reform Act of 1983 funded programs providing the state's precollege students with summer learning opportunities in science. mathematics, and computers. The programs were intended to encourage the development of creative approaches to the teaching of these disciplines. Under this program, between 50 and 60 high-achieving middle school students were in residence on the University of South Florida campus for 12 consecutive days of study in the World of Water (WOW) program. There were two sessions per summer involving a total of 572 participants. Eighi specially trained teachers were in residence with the students. Between 50 and 70 experts from the university, government. business, and industry interacted with the students each year in an innovative science/technology/society (STS) program. An assignment toward the close of the program asked students to reflect on their experiences in residence at the university and write an essay comparing learning in the WOW program to learning in their schools. Those essays were the base for this study. This was a qualitative study using a discursive approach to emergent design to generate grounded theory. Document review, participant observation, and open-ended interviews were used to gather and triangulate data in five phases. Some of the factors that middle school students perceived as helpful to learning science were (a) experiencing the situations about which they were learning; (b) having live presentations by professional experts; (c) doing hands-on activities: (d) being active learners; (e) using inductive reasoning to generate new knowledge; (f) exploring transdisciplinary approaches to problem solving; (g) having adult mentors; (h) interacting with peers and adults; (i) establishing networks; (j) having close personal friends who shared their interest in learning; (k

  6. Developing inquiry-based teaching and learning in Family Maths programme facilitators

    Directory of Open Access Journals (Sweden)

    Pam Austin

    2007-10-01

    Full Text Available The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which this programme develops facilitators’ ability to implement inquiry-based learning. The research undertaken uses both qualitative and quantitative methods in an empirical study of 39 facilitators. The facilitators’ inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. Data generated by the study reveal that both the facilitators’ understanding and practice of inquiry improved as they progressed through the novice, intermediate and veteran categories of the Family Maths professional development programme.

  7. 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

  8. Machine Learning Based Dimensionality Reduction Facilitates Ligand Diffusion Paths Assessment: A Case of Cytochrome P450cam.

    Science.gov (United States)

    Rydzewski, J; Nowak, W

    2016-04-12

    In this work we propose an application of a nonlinear dimensionality reduction method to represent the high-dimensional configuration space of the ligand-protein dissociation process in a manner facilitating interpretation. Rugged ligand expulsion paths are mapped into 2-dimensional space. The mapping retains the main structural changes occurring during the dissociation. The topological similarity of the reduced paths may be easily studied using the Fréchet distances, and we show that this measure facilitates machine learning classification of the diffusion pathways. Further, low-dimensional configuration space allows for identification of residues active in transport during the ligand diffusion from a protein. The utility of this approach is illustrated by examination of the configuration space of cytochrome P450cam involved in expulsing camphor by means of enhanced all-atom molecular dynamics simulations. The expulsion trajectories are sampled and constructed on-the-fly during molecular dynamics simulations using the recently developed memetic algorithms [ Rydzewski, J.; Nowak, W. J. Chem. Phys. 2015 , 143 ( 12 ), 124101 ]. We show that the memetic algorithms are effective for enforcing the ligand diffusion and cavity exploration in the P450cam-camphor complex. Furthermore, we demonstrate that machine learning techniques are helpful in inspecting ligand diffusion landscapes and provide useful tools to examine structural changes accompanying rare events.

  9. Deletion of glycine transporter 1 (GlyT1) in forebrain neurons facilitates reversal learning: enhanced cognitive adaptability?

    Science.gov (United States)

    Singer, Philipp; Boison, Detlev; Möhler, Hanns; Feldon, Joram; Yee, Benjamin K

    2009-10-01

    Local availability of glycine near N-methyl-D-aspartate receptors (NMDARs) is partly regulated by neuronal glycine transporter 1 (GlyT1), which can therefore modulate NMDAR function because binding to the glycine site of the NMDAR is necessary for channel activation. Disrupting GlyT1 in forebrain neurons has been shown to enhance Pavlovian conditioning and object recognition memory. Here, the authors report that the same genetic manipulation facilitated reversal learning in the water maze test of reference memory, but did not lead to any clear improvement in a working memory version of the water maze test. Facilitation in a nonspatial discrimination reversal task conducted on a T maze was also observed, supporting the conclusion that forebrain neuronal GlyT1 may modulate the flexibility in (new) learning and relevant mnemonic functions. One possibility is that these phenotypes may reflect reduced susceptibility to certain forms of proactive interference. This may be relevant for the suggested clinical application of GlyT1 inhibitors in the treatment of cognitive deficits, including schizophrenia, which is characterized by cognitive inflexibility in addition to the positive symptoms of the disease.

  10. Facilitation of neocortical presynaptic terminal development by NMDA receptor activation

    OpenAIRE

    2012-01-01

    Abstract Background Neocortical circuits are established through the formation of synapses between cortical neurons, but the molecular mechanisms of synapse formation are only beginning to be understood. The mechanisms that control synaptic vesicle (SV) and active zone (AZ) protein assembly at developing presynaptic terminals have not yet been defined. Similarly, the role of glutamate receptor activation in control of presynaptic development remains unclear. Results Here, we use confocal imag...

  11. A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: a qualitative study of supervisors' perceptions.

    Science.gov (United States)

    Embo, M; Driessen, E; Valcke, M; van der Vleuten, C P M

    2014-08-01

    Self-directed learning is an educational concept that has received increasing attention. The recent workplace literature, however, reports problems with the facilitation of self-directed learning in clinical practice. We developed the Midwifery Assessment and Feedback Instrument (MAFI) as a framework to facilitate self-directed learning. In the present study, we sought clinical supervisors' perceptions of the usefulness of MAFI. Interviews with fifteen clinical supervisors were audio taped, transcribed verbatim and analysed thematically using Atlas-Ti software for qualitative data analysis. Four themes emerged from the analysis. (1) The competency-based educational structure promotes the setting of realistic learning outcomes and a focus on competency development, (2) instructing students to write reflections facilitates student-centred supervision, (3) creating a feedback culture is necessary to achieve continuity in supervision and (4) integrating feedback and assessment might facilitate competency development under the condition that evidence is discussed during assessment meetings. Supervisors stressed the need for direct observation, and instruction how to facilitate a self-directed learning process. The MAFI appears to be a useful framework to promote self-directed learning in clinical practice. The effect can be advanced by creating a feedback and assessment culture where learners and supervisors share the responsibility for developing self-directed learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

  12. 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…

  13. 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…

  14. Understanding and Facilitating Student Bloggers: Towards a Blogging Activity Model

    Science.gov (United States)

    Derntl, Michael

    Since instructors have started recognizing the potential of Web 2.0 integration in web-based courses, blogs have been used to provide students with means of virtual communication, contribution, collaboration and community building. In this paper we aim to take another step forward by presenting and analyzing the integration of student blogs in an undergraduate computer science course on software architecture and web technologies: we implemented an LMS extension that acted as a course blog portal by collecting and displaying feeds of externally hosted blogs and logging usage data. Data analysis reveals that students who perform better academically also tend to participate more actively in the course blogosphere. Subsequently, we propose a blogging activity model, which aims to reveal and explain relationships between blogging activity variables—including peer visits, commenting and posting—to achieve a better understanding of lively blog communities in courses.

  15. Reading, Writing, and Revolution: Facilitating Social Activism in First Grade

    Science.gov (United States)

    Silva, Janelle M.

    2016-01-01

    This article examines how teachers can develop a sense of social activism in students through critical multiculturalism. Drawing upon data from a nine-month participant observation study of a first-grade public charter school classroom in central California, this article highlights how teachers can integrate critical multiculturalism within an…

  16. Facilitation of neocortical presynaptic terminal development by NMDA receptor activation

    Directory of Open Access Journals (Sweden)

    Sceniak Michael P

    2012-02-01

    Full Text Available Abstract Background Neocortical circuits are established through the formation of synapses between cortical neurons, but the molecular mechanisms of synapse formation are only beginning to be understood. The mechanisms that control synaptic vesicle (SV and active zone (AZ protein assembly at developing presynaptic terminals have not yet been defined. Similarly, the role of glutamate receptor activation in control of presynaptic development remains unclear. Results Here, we use confocal imaging to demonstrate that NMDA receptor (NMDAR activation regulates accumulation of multiple SV and AZ proteins at nascent presynaptic terminals of visual cortical neurons. NMDAR-dependent regulation of presynaptic assembly occurs even at synapses that lack postsynaptic NMDARs. We also provide evidence that this control of presynaptic terminal development is independent of glia. Conclusions Based on these data, we propose a novel NMDAR-dependent mechanism for control of presynaptic terminal development in excitatory neocortical neurons. Control of presynaptic development by NMDARs could ultimately contribute to activity-dependent development of cortical receptive fields.

  17. A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: A qualitative study of supervisors' perceptions

    NARCIS (Netherlands)

    Embo, M.; Driessen, E.; Valcke, M.; Vleuten, C.P.M. van der

    2014-01-01

    BACKGROUND: Self-directed learning is an educational concept that has received increasing attention. The recent workplace literature, however, reports problems with the facilitation of self-directed learning in clinical practice. We developed the Midwifery Assessment and Feedback Instrument (MAFI) a

  18. Supporting Accomplished Facilitation: Examining the Use of Sppreciative Inquiry to Inform the Development of Learning Resources for Medical Educators

    Science.gov (United States)

    McIntosh, Paul; Freeth, Della; Berridge, Emma Jane

    2013-01-01

    This paper examines the use of appreciative inquiry (AI) to guide development of web-based learning resources for medical educators who facilitate simulation-based learning experiences for doctors-in-training. AI can be viewed as a positive form of action research, which seeks to avoid deficit-based analyses and solutions, and commonly associated…

  19. A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: A qualitative study of supervisors' perceptions

    NARCIS (Netherlands)

    Embo, M.; Driessen, E.; Valcke, M.; Vleuten, C.P.M. van der

    2014-01-01

    BACKGROUND: Self-directed learning is an educational concept that has received increasing attention. The recent workplace literature, however, reports problems with the facilitation of self-directed learning in clinical practice. We developed the Midwifery Assessment and Feedback Instrument (MAFI) a

  20. Neural correlates of facilitations in face learning by selective caricaturing of facial shape or reflectance.

    Science.gov (United States)

    Itz, Marlena L; Schweinberger, Stefan R; Schulz, Claudia; Kaufmann, Jürgen M

    2014-11-15

    Spatially caricatured faces were recently shown to benefit face learning (Schulz et al., 2012a). Moreover, spatial information may be particularly important for encoding unfamiliar faces, but less so for recognizing familiar faces (Kaufmann et al., 2013). To directly test the possibility of a major role of reflectance information for the recognition of familiar faces, we compared effects of selective photorealistic caricaturing in either shape or reflectance on face learning and recognition. Participants learned 3D-photographed faces across different viewpoints, and different images were presented at learning and test. At test, performance benefits for both types of caricatures were modulated by familiarity: Benefits for learned faces were substantially larger for reflectance caricatures, whereas benefits for novel faces were numerically larger for shape caricatures. ERPs confirmed a consistent reduction of the occipitotemporal P200 (200-240 ms) by shape caricaturing, whereas the most prominent effect of reflectance caricaturing was seen in an enhanced posterior N250 (240-400 ms), a component that has been related to the activation of acquired face representations. Our results suggest that performance benefits for face learning caused by distinctive spatial versus reflectance information are mediated by different neural processes with different timing and support a prominent role of reflectance for the recognition of learned faces. Copyright © 2014 Elsevier Inc. All rights reserved.

  1. 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.

  2. Use of student clinical partner dyads as a teaching strategy to facilitate learning.

    Science.gov (United States)

    Ott, Lora K; Succheralli, Lauren

    2015-03-01

    Collaborative learning has been used effectively in the classroom, but it is not well understood in the clinical setting. Student clinical partner (SCP) dyads were used as an intentional teaching method to foster teamwork, learning, and confidence. Students were assigned a patient and a student partner. SCP dyads were expected to provide complete care to their assigned patient, listen to report for their partner's patient, prioritize patient needs, participate in learning experiences for all assigned patients, and function as a team. Students (n = 26) compared their clinical rotation with SCP dyads to their clinical rotations without SCP dyads. The majority strongly agreed that SCP dyads had a positive impact on teamwork (74%), learning experiences (58%), and student clinical confidence (62%). Reflective journals stated that SCP dyads increased exposure to patient care activities, confidence in management, prioritization, teamwork, and time with the faculty.

  3. Voluntary activation of ankle muscles is accompanied by subcortical facilitation of their antagonists

    DEFF Research Database (Denmark)

    Geertsen, Svend Sparre; Zuur, Abraham T.; Nielsen, Jens Bo

    2010-01-01

    Flexion and extension movements are organized reciprocally, so that extensor motoneurones in the spinal cord are inhibited when flexor muscles are active and vice versa. During and just prior to dorsiflexion of the ankle, soleus motoneurones are thus inhibited as evidenced by a depression...... MEPs were also facilitated (although to a lesser extent) at a similar time in relation to the onset of dorsiflexion. TA MEPs were facilitated 50 ms prior to onset of dorsiflexion and neither depressed nor facilitated prior to plantar flexion. No difference was found between the facilitation...

  4. Relationship of Physical Activity Facilitators and Body Mass Index in Kashan Elderly

    Directory of Open Access Journals (Sweden)

    Zahra Khalili

    2015-12-01

    Full Text Available Introduction: There are many factors that affect the level of physical activity and body mass index of the elderly. The current study aimed to assess the relationship of  physical activity facilitators and body mass index of Kashan elderly. Methods: The cross-sectional study sampled 400 elderly older than 60 referred to 10 healthcare centers in Kashan, 2014, via multistage quota method. Participations were tested under demographic characters, body mass index(BMI level, and exercise benefits part of exercise benefits and barrier scale (persian  version for measurig  physical activity facilitators. Data were analyzed in SPSS software, descriptive statistic, Spearman correlation test, Chi-Square and Ordinal regression. Results: Of the participations73.6% were overweight or obese. Median and interquartile range (IQR of  physical activity facilitators was 75 and 33 respectively. The most prominent  physical activity facilitators was" physical activity increases my physical ability, (83.2%. There was a significantly inverse relationship between  physical activity facilitators  score and BMI of participants (r=-0.233, P=0.001. Ordinal regression evealed that mostly predictor of  BMI among  physical activity facilitators was "physical activity improves the quality of my work " (OR=8.683, P=0.001. Conclusion: Results identified  physical activity facilitators directly is related to improve physical circumstances of the elderly people. Surly poviding  physical activity facilitators through educational and interventional programs may improve the health status of aging population.

  5. Facilitating mathematics learning for students with upper extremity disabilities using touch-input system.

    Science.gov (United States)

    Choi, Kup-Sze; Chan, Tak-Yin

    2015-03-01

    To investigate the feasibility of using tablet device as user interface for students with upper extremity disabilities to input mathematics efficiently into computer. A touch-input system using tablet device as user interface was proposed to assist these students to write mathematics. User-switchable and context-specific keyboard layouts were designed to streamline the input process. The system could be integrated with conventional computer systems only with minor software setup. A two-week pre-post test study involving five participants was conducted to evaluate the performance of the system and collect user feedback. The mathematics input efficiency of the participants was found to improve during the experiment sessions. In particular, their performance in entering trigonometric expressions by using the touch-input system was significantly better than that by using conventional mathematics editing software with keyboard and mouse. The participants rated the touch-input system positively and were confident that they could operate at ease with more practice. The proposed touch-input system provides a convenient way for the students with hand impairment to write mathematics and has the potential to facilitate their mathematics learning. Implications for Rehabilitation Students with upper extremity disabilities often face barriers to learning mathematics which is largely based on handwriting. Conventional computer user interfaces are inefficient for them to input mathematics into computer. A touch-input system with context-specific and user-switchable keyboard layouts was designed to improve the efficiency of mathematics input. Experimental results and user feedback suggested that the system has the potential to facilitate mathematics learning for the students.

  6. Amazingly resilient Indigenous people! Using transformative learning to facilitate positive student engagement with sensitive material.

    Science.gov (United States)

    Jackson, Debra; Power, Tamara; Sherwood, Juanita; Geia, Lynore

    2013-12-01

    If health professionals are to effectively contribute to improving the health of Indigenous people, understanding of the historical, political, and social disadvantage that has lead to health disparity is essential. This paper describes a teaching and learning experience in which four Australian Indigenous academics in collaboration with a non-Indigenous colleague delivered an intensive workshop for masters level post-graduate students. Drawing upon the paedagogy of Transformative Learning, the objectives of the day included facilitating students to explore their existing understandings of Indigenous people, the impact of ongoing colonisation, the diversity of Australia's Indigenous people, and developing respect for alternative worldviews. Drawing on a range of resources including personal stories, autobiography, film and interactive sessions, students were challenged intellectually and emotionally by the content. Students experienced the workshop as a significant educational event, and described feeling transformed by the content, better informed, more appreciative of other worldviews and Indigenous resilience and better equipped to contribute in a more meaningful way to improving the quality of health care for Indigenous people. Where this workshop differs from other Indigenous classes was in the involvement of an Indigenous teaching team. Rather than a lone academic who can often feel vulnerable teaching a large cohort of non-Indigenous students, an Indigenous teaching team reinforced Indigenous authority and created an emotionally and culturally safe space within which students were allowed to confront and explore difficult truths. Findings support the value of multiple teaching strategies underpinned by the theory of transformational learning, and the potential benefits of facilitating emotional as well as intellectual student engagement when presenting sensitive material.

  7. 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...

  8. Change in the relative contributions of habit and working memory facilitates serial reversal learning expertise in rhesus monkeys.

    Science.gov (United States)

    Hassett, Thomas C; Hampton, Robert R

    2017-02-09

    Functionally distinct memory systems likely evolved in response to incompatible demands placed on learning by distinct environmental conditions. Working memory appears adapted, in part, for conditions that change frequently, making rapid acquisition and brief retention of information appropriate. In contrast, habits form gradually over many experiences, adapting organisms to contingencies of reinforcement that are stable over relatively long intervals. Serial reversal learning provides an opportunity to simultaneously examine the processes involved in adapting to rapidly changing and relatively stable contingencies. In serial reversal learning, selecting one of the two simultaneously presented stimuli is positively reinforced, while selection of the other is not. After a preference for the positive stimulus develops, the contingencies of reinforcement reverse. Naïve subjects adapt to such reversals gradually, perseverating in selection of the previously rewarded stimulus. Experts reverse rapidly according to a win-stay, lose-shift response pattern. We assessed whether a change in the relative control of choice by habit and working memory accounts for the development of serial reversal learning expertise. Across three experiments, we applied manipulations intended to attenuate the contribution of working memory but leave the contribution of habit intact. We contrasted performance following long and short intervals in Experiments 1 and 2, and we interposed a competing cognitive load between trials in Experiment 3. These manipulations slowed the acquisition of reversals in expert subjects, but not naïve subjects, indicating that serial reversal learning expertise is facilitated by a shift in the control of choice from passively acquired habit to actively maintained working memory.

  9. Facilitating student learning about ergonomics and healthy computing skills via participatory ergonomics.

    Science.gov (United States)

    Korkmaz, Sahika Vatan; Sommerich, Carolyn M

    2009-01-01

    In general, K-12 students have little opportunity to control feedback from the various factors in their educational environments. However, leading theories of human-system interaction suggest participants in a system will perform better if they have some degree of control over their interaction with the design of the system's features. In an effort to provide an added degree of control to students in one high school while also attempting to address concerns about computer use-related musculoskeletal discomfort in students, an experiment was conducted with the goal of identifying effective means through which students could learn about healthy computing. One group of students (n=8) participated in a knowledge discovery process facilitated by an ergonomist, a second group of students (n=6) participated in a training session conducted by the first group of students, and a third group served as controls (n=7). Results of a comparison of scores for pre- and post-intervention surveys that tested students' abilities to recognize problematic computer use conditions and make appropriate recommendations for change showed an increase for the first and second groups, and no increase in the control group. Another positive sign from the first group was their sustained participation, on their own time, in the learning process over the course of several weeks. Pros and cons of the learning methods are discussed.

  10. Podcasts and videostreaming: Useful tools to facilitate learning of pathophysiology in undergraduate nurse education?

    Science.gov (United States)

    McKinney, Aidín A; Page, Karen

    2009-11-01

    Nurses require an understanding of pathophysiological processes to support safe practice in the clinical area. A review of the literature indicates that nursing students have traditionally found this to be a challenging element of the course. The increasing availability of newer technology in higher education such as videostreaming and podcasting provides the opportunity to utilise a variety of approaches to cater for a wider range of learning styles. In view of this, lecturers developed multimedia resources to incorporate into a pathophysiology module. An evaluation of students' views on the use of ICT to facilitate understanding of pathophysiology was undertaken. The majority of students appeared to welcome the incorporation of alternative teaching approaches into the module. Interestingly despite the opportunities which technology offers to enhance learning many of the students also highlighted the importance of maintaining significant face-to-face contact with lecturers. This supports the findings of the literature which indicates that students find hybrid learning strategies that combine traditional teaching with more innovative methods particularly beneficial.

  11. Discourse-shifting practices of a teacher and learning facilitator in a bilingual mathematics classroom

    Directory of Open Access Journals (Sweden)

    Tyler, Robyn

    2016-12-01

    Full Text Available In bilingual classrooms, content is often learned simultaneously with a new language. Recent applied linguistics research has identified shifts in discourse made by teachers and learners as they work towards these two goals. Departing from a sociocultural perspective on teaching and learning, this study assumes learners and teachers bring rich and diverse linguistic repertoires to the classroom. This paper examines selected episodes of discourse shifts which took place in a week-long mathematics enrichment programme run by a non-government organisation in rural South Africa. In this Xhosa-English bilingual context, I undertook a small-scale ethnographically-informed case study in which evidence of and comment on discourse shifting was collected in the form of video and audio recordings of lessons and interviews with participants. The focus of the analysis is on the translanguaging strategies (especially register meshing of the teacher and a learning facilitator as they work to make the curriculum accessible to the learners. The argument made in the paper is that the unidirectional notion of discourse shifting from more everyday, spoken, home language discourses to more discipline-specific, written, English discourses is not adequate in explaining the complex multidirectional shifting apparent in my data.

  12. Social interaction facilitates word learning in preverbal infants: Word-object mapping and word segmentation.

    Science.gov (United States)

    Hakuno, Yoko; Omori, Takahide; Yamamoto, Jun-Ichi; Minagawa, Yasuyo

    2017-08-01

    In natural settings, infants learn spoken language with the aid of a caregiver who explicitly provides social signals. Although previous studies have demonstrated that young infants are sensitive to these signals that facilitate language development, the impact of real-life interactions on early word segmentation and word-object mapping remains elusive. We tested whether infants aged 5-6 months and 9-10 months could segment a word from continuous speech and acquire a word-object relation in an ecologically valid setting. In Experiment 1, infants were exposed to a live tutor, while in Experiment 2, another group of infants were exposed to a televised tutor. Results indicate that both younger and older infants were capable of segmenting a word and learning a word-object association only when the stimuli were derived from a live tutor in a natural manner, suggesting that real-life interaction enhances the learning of spoken words in preverbal infants. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. Relevance of deep learning to facilitate the diagnosis of HER2 status in breast cancer

    Science.gov (United States)

    Vandenberghe, Michel E.; Scott, Marietta L. J.; Scorer, Paul W.; Söderberg, Magnus; Balcerzak, Denis; Barker, Craig

    2017-04-01

    Tissue biomarker scoring by pathologists is central to defining the appropriate therapy for patients with cancer. Yet, inter-pathologist variability in the interpretation of ambiguous cases can affect diagnostic accuracy. Modern artificial intelligence methods such as deep learning have the potential to supplement pathologist expertise to ensure constant diagnostic accuracy. We developed a computational approach based on deep learning that automatically scores HER2, a biomarker that defines patient eligibility for anti-HER2 targeted therapies in breast cancer. In a cohort of 71 breast tumour resection samples, automated scoring showed a concordance of 83% with a pathologist. The twelve discordant cases were then independently reviewed, leading to a modification of diagnosis from initial pathologist assessment for eight cases. Diagnostic discordance was found to be largely caused by perceptual differences in assessing HER2 expression due to high HER2 staining heterogeneity. This study provides evidence that deep learning aided diagnosis can facilitate clinical decision making in breast cancer by identifying cases at high risk of misdiagnosis.

  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. Capsaicin facilitates carotid sinus baroreceptor activity in anesthetized rats

    Institute of Scientific and Technical Information of China (English)

    HaoZHANG; Yi-xianLIU; Yu-mingWU; Ze-minWANG; Rui-rongHE

    2004-01-01

    AIM: To study the effect of capsaicin on carotid sinus baroreceptor activity (CBA). METHODS: The functional curve of carotid baroreceptor (FCCB) was constructed and the functional parameters of carotid sinus baroreceptor were measured by recording sinus nerve afferent discharge in anesthetized rats with perfused isolated carotid sinus. RESULTS: Low-concentration of capsaicin (0.2μmol/L) had no significant effect on CBA, while perfusion of the isolated carotid sinus with middle-concentration of capsaicin (1μmol/L) could shift FCCB to the left and upward,with peak slope (PS) increased from (2.47%±0.14%)/mmHg to (2.88%±0.10%)/mmHg (P<0.05) and peak integral value of carotid sinus nerve discharge (PIV) enhanced from 211%±5% to 238%±6% (P<0.01). The threshold pressure (TP) and saturation pressure (SP) were significantly decreased from 68.0±1.1 to 62.7±1.0mmHg (P<0.01) and from 171.0±1.6 to 165.0±0.6 mmHg (P<0.01). By perfusing with high-concentration of capsaicin (5μmol/L), FCCB was shifted to the left and upward further and the changes of the functional parameters such as PS, TP, and SP were concentration-dependent. Pretreatment with ruthenium red (100μmol/L), an antagonist of vanilloid receptor subtype 1 (VR1), blocked the effect of capsaicin on CBA. Preperfusion with glibenclamide(20μmol/L), a KATP channel blocker, could eliminate the effect of capsaicin on CBA. CONCLUSION: Capsaicin exerts a facilitatory role on the isolated carotid baroreceptor in a concentration-dependent manner. The facilitatory action of capsaicin may be attributed to the opening of KATP channels mediated by VR1.

  16. Capsaicin facilitates carotid sinus baroreceptor activity in anesthetized rats

    Institute of Scientific and Technical Information of China (English)

    Hao ZHANG; Yi-xian LIU; Yu-ming WU; Ze-min WANG; Rui-rong HE

    2004-01-01

    AIM: To study the effect of capsaicin on carotid sinus baroreceptor activity (CBA). METHODS: The functional curve of carotid baroreceptor (FCCB) was constructed and the functional parameters of carotid sinus baroreceptor were measured by recording sinus nerve afferent discharge in anesthetized rats with perfused isolated carotid sinus.RESULTS: Low-concentration of capsaicin (0.2 μmol/L) had no significant effect on CBA, while perfusion of the isolated carotid sinus with middle-concentration of capsaicin (1 μmol/L) could shift FCCB to the left and upward,with peak slope (PS) increased from (2.47 %±0.14 %)/mmHg to (2.88 %±0.10 %)/mmHg (P<0.05) and peak integral value of carotid sinus nerve discharge (PIV) enhanced from 211%±5 % to 238 %±6 % (P<0.01). The threshold pressure (TP) and saturation pressure (SP) were significantly decreased from 68.0±1.1 to 62.7±1.0mmHg (P<0.01) and from 171.0±1.6 to 165.0±0.6 mmHg (P<0.01). By perfusing with high-concentration of capsaicin (5 μmol/L), FCCB was shifted to the left and upward further and the changes of the functional parameters such as PS, TP, and SP were concentration-dependent. Pretreatment with ruthenium red (100 μmol/L), an antagonist of vanilloid receptor subtype 1 (VR1), blocked the effect of capsaicin on CBA. Preperfusion with glibenclamide(20 μmol/L), a KATp channel blocker, could eliminate the effect of capsaicin on CBA. CONCLUSION: Capsaicin exerts a facilitatory role on the isolated carotid baroreceptor in a concentration-dependent manner. The facilitatory action of capsaicin may be attributed to the opening of KATP channels mediated by VR1.

  17. Cellular phosphatases facilitate combinatorial processing of receptor-activated signals

    Directory of Open Access Journals (Sweden)

    Siddiqui Zaved

    2008-09-01

    Full Text Available Abstract Background Although reciprocal regulation of protein phosphorylation represents a key aspect of signal transduction, a larger perspective on how these various interactions integrate to contribute towards signal processing is presently unclear. For example, a key unanswered question is that of how phosphatase-mediated regulation of phosphorylation at the individual nodes of the signaling network translates into modulation of the net signal output and, thereby, the cellular phenotypic response. Results To address the above question we, in the present study, examined the dynamics of signaling from the B cell antigen receptor (BCR under conditions where individual cellular phosphatases were selectively depleted by siRNA. Results from such experiments revealed a highly enmeshed structure for the signaling network where each signaling node was linked to multiple phosphatases on the one hand, and each phosphatase to several nodes on the other. This resulted in a configuration where individual signaling intermediates could be influenced by a spectrum of regulatory phosphatases, but with the composition of the spectrum differing from one intermediate to another. Consequently, each node differentially experienced perturbations in phosphatase activity, yielding a unique fingerprint of nodal signals characteristic to that perturbation. This heterogeneity in nodal experiences, to a given perturbation, led to combinatorial manipulation of the corresponding signaling axes for the downstream transcription factors. Conclusion Our cumulative results reveal that it is the tight integration of phosphatases into the signaling network that provides the plasticity by which perturbation-specific information can be transmitted in the form of a multivariate output to the downstream transcription factor network. This output in turn specifies a context-defined response, when translated into the resulting gene expression profile.

  18. Co-learning facilitates memory in mice: a new avenue in social neuroscience.

    Science.gov (United States)

    Lipina, Tatiana V; Roder, John C

    2013-01-01

    Social context affects brain function but our understanding of its neurobiology is at an early stage. The mere presence of one individual can alter the cognitive capacities of another and social learning has been demonstrated in many species, including the mouse. We asked several questions: 1. How can active engagement of two familiar mice in the same learning activity (co-learning) alter their memory? 2. Under which environmental conditions (aversive vs non-aversive) can we expect the memory to be enhanced, impaired, or not affected? 3. Can a genetic factor modify the co-learning effect on memory? More specifically, can co-learning correct memory deficits in autistic-like BTBR inbred mice with deficient sociability? We demonstrated that pairs of familiar inbred mice of the same or different genotypes (C57BL/6J and BTBR) that were habituated to new objects and their spatial location, had enhanced episodic memory in the spatial object recognition test, whereas individually-trained animals failed to solve this task. Notably, the co-learning effect was genotype-dependent. BTBR mice paired with BTBR cage-mates in the habituation session modestly ameliorated their performance in the object recognition test but co-learning with a familiar C57BL/6J mouse completely normalized episodic memory deficit. Next, we explored the co-learning effect on fear memory in these inbred strains. Interestingly, mice of both genotypes displayed significantly enhanced contextual fear memory once they had been conditioned together with BTBR animals. The same influence of BTBR presence was observed on cued fear memory in C57BL/6J mice, whereas a modest co-learning effect was found on cued fear conditioning in the BTBR strain. Taken together, we demonstrated for the first time the co-learning effect on cognitive capacities in mice, which can be modified by genetic background and environmental conditions. The possible implications of this methodological approach in social neuroscience are

  19. Histone acetylation in the olfactory bulb of young rats facilitates aversive olfactory learning and synaptic plasticity.

    Science.gov (United States)

    Wang, Y-J; Okutani, F; Murata, Y; Taniguchi, M; Namba, T; Kaba, H

    2013-03-01

    Epigenetic mechanisms play an important role in memory formation and synaptic plasticity. Specifically, histone-associated heterochromatin undergoes changes in structure during the early stages of long-term memory formation. In keeping with the classical conditioning paradigm, young rats have been shown to exhibit aversion to an odor stimulus initially presented during foot shock. We previously showed that synaptic plasticity at the dendrodendritic synapses between mitral and granule cells in the olfactory bulb (OB) underlies this aversive olfactory learning. However, the epigenetic mechanisms involved are not well characterized. Therefore, we examined whether intrabulbar infusion of trichostatin A (TSA), a histone deacetylase inhibitor, facilitates olfactory learning in young rats. TSA infusion during odor-shock training enhanced a conditioned odor aversion in a dose-dependent manner and prolonged the learned aversion. Western blot and immunohistochemical analyses showed that the level of histone H4 acetylation significantly increased until 4 h after odor-shock training in both mitral and granule cells in the OB, whereas histone H3 acetylation returned to the control level at 2 h after the training. We also obtained evidence that TSA infusion elevated acetylation of histone H4 or H3. Furthermore, in vitro electrophysiological analysis using slices of the OB revealed that application of TSA significantly enhanced the long-term potentiation induced in synaptic transmission from mitral to granule cells at dendrodendritic synapses. Taken together, these results provide evidence that histone H4 and H3 acetylation in the OB is an epigenetic mechanism associated with aversive olfactory learning in young rats.

  20. Impact of DCS-facilitated cue exposure therapy on brain activation to cocaine cues in cocaine dependence.

    Science.gov (United States)

    Prisciandaro, James J; Myrick, Hugh; Henderson, Scott; McRae-Clark, Aimee L; Santa Ana, Elizabeth J; Saladin, Michael E; Brady, Kathleen T

    2013-09-01

    The development of addiction is marked by a pathological associative learning process that imbues incentive salience to stimuli associated with drug use. Recent efforts to treat addiction have targeted this learning process using cue exposure therapy augmented with d-cycloserine (DCS), a glutamatergic agent hypothesized to enhance extinction learning. To better understand the impact of DCS-facilitated extinction on neural reactivity to drug cues, the present study reports fMRI findings from a randomized, double-blind, placebo-controlled trial of DCS-facilitated cue exposure for cocaine dependence. Twenty-five participants completed two MRI sessions (before and after intervention), with a cocaine-cue reactivity fMRI task. The intervention consisted of 50mg of DCS or placebo, combined with two sessions of cocaine cue exposure and skills training. Participants demonstrated cocaine cue activation in a variety of brain regions at baseline. From the pre- to post-study scan, participants experienced decreased activation to cues in a number of regions (e.g., accumbens, caudate, frontal poles). Unexpectedly, placebo participants experienced decreases in activation to cues in the left angular and middle temporal gyri and the lateral occipital cortex, while DCS participants did not. Three trials of DCS-facilitated cue exposure therapy for cocaine dependence have found that DCS either increases or does not significantly impact response to cocaine cues. The present study adds to this literature by demonstrating that DCS may prevent extinction to cocaine cues in temporal and occipital brain regions. Although consistent with past research, results from the present study should be considered preliminary until replicated in larger samples. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  1. Understanding the art of feminist pedagogy: facilitating interpersonal skills learning for nurses.

    Science.gov (United States)

    Lamont, Emma

    2014-05-01

    The purpose of this study is to explore feminist pedagogy integrated with facilitation skills. A pedagogy project was undertaken with students participating in the BSc (Hons) Nursing programme, whereby a module, "Interpersonal Skills for Nurses" was developed for 72 year 1 students. A feminist pedagogy involves employing the powers of diversity to create an environment where all students' voices are heard. It values the power of sharing to create a community of learners in which teachers and students share their talents, skills and abilities to enhance the learning of all (Chinn, 2001). An end of semester evaluation provided feedback which indicated this was a valuable module to teach year 1 student nurses. It highlighted that student nurses found the topic both interesting and relevant and felt it was taught in a way that promoted their personal development and identity as a nurse.

  2. Facilitating Consumer Learning in Insurance Markets --- What Are The Welfare Effects?

    DEFF Research Database (Denmark)

    Lagerlöf, Johan NM; Schottmüller, Christoph

    What are the welfare effects of a policy that facilitates for insurance customers to privately and covertly learn about their accident risks? We endogenize the information structure in Stiglitz's classic monopoly insurance model. We first show that his results are robust: For a small information...... acquisition cost c, the consumer gathers information and the optimal contracts are close to the ones in the Stiglitz model. If c is so low that the consumer already gathers information (c insurer and consumer benefit from a policy that reduces c further. For c > c, marginally reducing c hurts...... the insurer and weakly benefits the consumer. Paradoxically, a reduction in c that is "successful," meaning that the consumer gathers information after the reduction but not before it, can hurt both parties. The reasons for this are that, after the reduction, (i) the cost is actually incurred and (ii...

  3. Merging social networking environments and formal learning environments to support and facilitate interprofessional instruction.

    Science.gov (United States)

    King, Sharla; Greidanus, Elaine; Carbonaro, Michael; Drummond, Jane; Patterson, Steven

    2009-04-28

    This study describes the redesign of an interprofessional team development course for health science students. A theoretical model is hypothesized as a framework for the redesign process, consisting of two themes: 1) the increasing trend among post-secondary students to participate in social networking (e.g., Facebook, Second Life) and 2) the need for healthcare educators to provide interprofessional training that results in effective communities of practice and better patient care. The redesign focused on increasing the relevance of the course through the integration of custom-designed technology to facilitate social networking during their interprofessional education. Results suggest that students in an educationally structured social networking environment can be guided to join learning communities quickly and access course materials. More research and implementation work is required to effectively develop interprofessional health sciences communities in a combined face-to-face and on-line social networking context.

  4. Dissociable parietal regions facilitate successful retrieval of recently learned and personally familiar information.

    Science.gov (United States)

    Elman, Jeremy A; Cohn-Sheehy, Brendan I; Shimamura, Arthur P

    2013-03-01

    In fMRI analyses, the posterior parietal cortex (PPC) is particularly active during the successful retrieval of episodic memory. To delineate the neural correlates of episodic retrieval more succinctly, we compared retrieval of recently learned spatial locations (photographs of buildings) with retrieval of previously familiar locations (photographs of familiar campus buildings). Episodic retrieval of recently learned locations activated a circumscribed region within the ventral PPC (anterior angular gyrus and adjacent regions in the supramarginal gyrus) as well as medial PPC regions (posterior cingulated gyrus and posterior precuneus). Retrieval of familiar locations activated more posterior regions in the ventral PPC (posterior angular gyrus, LOC) and more anterior regions in the medial PPC (anterior precuneus and retrosplenial cortex). These dissociable effects define more precisely PPC regions involved in the retrieval of recent, contextually bound information as opposed to regions involved in other processes, such as visual imagery, scene reconstruction, and self-referential processing.

  5. 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.

  6. The Use of a Wiki to Facilitate Collaborative Learning in a South African Physiotherapy Department

    Directory of Open Access Journals (Sweden)

    M. Rowe

    2012-12-01

    Full Text Available The dominant form of teaching in higher education remains the lecture,even though evidence suggests that it alone is inadequate to facilitate the development ofthe higher order thinking skills required in clinical practice. The use of wikis may have a roleto play in facilitating collaborative learning practices that are important for professionaldevelopment. This descriptive survey evaluated the use of a wiki for a collaborative learningactivity within small groups of undergraduate physiotherapy students in a South Africanuniversity. Students participated in a wiki-based assignment and were then surveyedusing open- and closed-ended questions to determine their perceptions and experiences of the process. The results indicate thatalthough a wiki can be used to develop relevant content, there were significant challenges in its implementation. These included apoor understanding by students of how to work effectively in groups, a lack of physical and epistemological access to the internet,and the need for adequate preparation and support. Some features of the wiki were found to have an impact on the quality ofthe work produced, including the use of Discussion pages, peer review, and the public nature of the wiki. The conclusion is thatwikis may have a role to play in collaborative groupwork, but that that students need to be adequately prepared and supportedthroughout the process.

  7. ICT-Supported, Scenario-Based Learning in Preclinical Veterinary Science Education: Quantifying Learning Outcomes and Facilitating the Novice-Expert Transition

    Science.gov (United States)

    Seddon, Jennifer M.; McDonald, Brenda; Schmidt, Adele L.

    2012-01-01

    Problem and/or scenario-based learning is often deployed in preclinical education and training as a means of: (a) developing students' capacity to respond to authentic, real-world problems; (b) facilitating integration of knowledge across subject areas, and; (c) increasing motivation for learning. Six information and communication technology (ICT)…

  8. Barriers and Facilitators of Breastfeeding for Primiparous Active Duty Military Mothers: A Qualitative Study

    Science.gov (United States)

    1999-05-11

    BARRIERS AND FACILITATORS OF BREASTFEEDING FOR PRIMIPAROUS ACTIVE DUTY MILITARY MOTHERS: A QUALITATIVE STUDY Kristine Markley Bristow APPROVED...BREASTFEEDING FOR PRIMIPAROUS ACTIVE DUTY MILITARY MOTHERS: A QUALITATIVE STUDY” beyond brief excerpts is with the permission of the copyright owner, and...breastfeeding for primiparous active duty military mothers, from their perspective, using a Husserlian phenomenological approach. A semi-structured

  9. A Tool and Process that Facilitate Community Capacity Building and Social Learning for Natural Resource Management

    Directory of Open Access Journals (Sweden)

    Christopher M. Raymond

    2013-03-01

    Full Text Available This study presents a self-assessment tool and process that facilitate community capacity building and social learning for natural resource management. The tool and process provide opportunities for rural landholders and project teams both to self-assess their capacity to plan and deliver natural resource management (NRM programs and to reflect on their capacities relative to other organizations and institutions that operate in their region. We first outline the tool and process and then present a critical review of the pilot in the South Australian Arid Lands NRM region, South Australia. Results indicate that participants representing local, organizational, and institutional tiers of government were able to arrive at a group consensus position on the strength, importance, and confidence of a variety of capacities for NRM categorized broadly as human, social, physical, and financial. During the process, participants learned a lot about their current capacity as well as capacity needs. Broad conclusions are discussed with reference to the iterative process for assessing and reflecting on community capacity.

  10. 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…

  11. Stress facilitates late reversal learning using a touchscreen-based visual discrimination procedure in male Long Evans rats.

    Science.gov (United States)

    Bryce, Courtney A; Howland, John G

    2015-02-01

    The stress response is essential to the survival of all species as it maintains internal equilibrium and allows organisms to respond to threats in the environment. Most stress research has focused on the detrimental impacts of stress on cognition and behavior. Reversal learning, which requires a change in response strategy based on one dimension of the stimuli, is one type of behavioral flexibility that is facilitated following some brief stress procedures. The current study investigated a potential mechanism underlying this facilitation by blocking glucocorticoid receptors (GRs) during stress. Thirty-seven male Long Evans rats learned to discriminate between two images on a touchscreen, one of which was rewarded. Once a criterion was reached, rats received stress (30 min of restraint stress or no stress) and drug (GR antagonist RU38486 or vehicle) administration prior to each of the first 3 days of reversal learning. We expected that stress would facilitate reversal learning and RU38486 (10 mg/kg) would prevent this facilitation in both early (50% correct in one session) stages of reversal learning. Results showed that stressed rats performed better than unstressed rats (fewer days for late reversal, fewer correction trials, and fewer errors) in the late but not early stage of reversal learning. RU38486 did not block the facilitation of RL by stress, although it dramatically increased response, but not reward, latencies. These results confirm the facilitation of late reversal by stress in a touchscreen-based operant task in rats and further our understanding of how stress affects higher level cognitive functioning and behavior.

  12. A New Approach toward Digital Storytelling: An Activity Focused on Writing Self-Efficacy in a Virtual Learning Environment

    Science.gov (United States)

    Xu, Yan; Park, Hyungsung; Baek, Youngkyun

    2011-01-01

    Recently, computer technology and multimedia elements have been developed and integrated into teaching and learning. Entertainment-based learning environments can make learning contents more attractive, and thus can lead to learners' active participation and facilitate learning. A significant amount of research examines using video editing…

  13. 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.

  14. A model of human motor sequence learning explains facilitation and interference effects based on spike-timing dependent plasticity.

    Science.gov (United States)

    Wang, Quan; Rothkopf, Constantin A; Triesch, Jochen

    2017-08-01

    The ability to learn sequential behaviors is a fundamental property of our brains. Yet a long stream of studies including recent experiments investigating motor sequence learning in adult human subjects have produced a number of puzzling and seemingly contradictory results. In particular, when subjects have to learn multiple action sequences, learning is sometimes impaired by proactive and retroactive interference effects. In other situations, however, learning is accelerated as reflected in facilitation and transfer effects. At present it is unclear what the underlying neural mechanism are that give rise to these diverse findings. Here we show that a recently developed recurrent neural network model readily reproduces this diverse set of findings. The self-organizing recurrent neural network (SORN) model is a network of recurrently connected threshold units that combines a simplified form of spike-timing dependent plasticity (STDP) with homeostatic plasticity mechanisms ensuring network stability, namely intrinsic plasticity (IP) and synaptic normalization (SN). When trained on sequence learning tasks modeled after recent experiments we find that it reproduces the full range of interference, facilitation, and transfer effects. We show how these effects are rooted in the network's changing internal representation of the different sequences across learning and how they depend on an interaction of training schedule and task similarity. Furthermore, since learning in the model is based on fundamental neuronal plasticity mechanisms, the model reveals how these plasticity mechanisms are ultimately responsible for the network's sequence learning abilities. In particular, we find that all three plasticity mechanisms are essential for the network to learn effective internal models of the different training sequences. This ability to form effective internal models is also the basis for the observed interference and facilitation effects. This suggests that STDP, IP, and SN

  15. Pre- and postnatally administered ACTH, Organon 2766 and CRF facilitate or inhibit active avoidance task performance in young adult mice.

    Science.gov (United States)

    Honour, L C; White, M H

    1988-01-01

    This study investigated the effect of learning/memory-related neuropeptides on behavioral task performance in later life. A 1 mg/kg dosage of adrenocorticotropic hormone 4-9, Organon 2766, ACTH/MSH 4-10, ACTH 1-24, CRF, or diluent was subcutaneously injected into either pregnant females or into newborn pups during specific neural developmental windows. Each of the progeny was trained in an active-avoidance task and tested for acquisition on postpartum days 35-37. The mice were then tested for memory task performance and reacquisition on days 42-44 postpartum using the identical experimental paradigm as that used in the training sessions. Prenatal treatment with these memory-related neuropeptides resulted in significant facilitation of learning/memory task performance in male and female mice treated with Organon 2766 (p less than 0.001), and a significant inhibition of learning/memory task performance in males and females treated with ACTH 1-24 (p less than 0.01). Additional sex-specific performance facilitations and inhibitions resulted from the pre- or postnatal administration of the various neuropeptides used in this study. These results suggest that neuropeptides, when available in increased amounts during specific neural developmental windows, can significantly improve or suppress related behavioral performance capability in later life.

  16. Preparing palliative home care nurses to act as facilitators for physicians' learning: Evaluation of a training programme.

    Science.gov (United States)

    Pype, Peter; Mertens, Fien; Wens, Johan; Stes, Ann; Van den Eynden, Bart; Deveugele, Myriam

    2015-05-01

    Palliative care requires a multidisciplinary care team. General practitioners often ask specialised palliative home care teams for support. Working with specialised nurses offers learning opportunities, also called workplace learning. This can be enhanced by the presence of a learning facilitator. To describe the development and evaluation of a training programme for nurses in primary care. The programme aimed to prepare palliative home care team nurses to act as facilitators for general practitioners' workplace learning. A one-group post-test only design (quantitative) and semi-structured interviews (qualitative) were used. A multifaceted train-the-trainer programme was designed. Evaluation was done through assignments with individual feedback, summative assessment through videotaped encounters with simulation-physicians and individual interviews after a period of practice implementation. A total of 35 nurses followed the programme. The overall satisfaction was high. Homework assignments interfered with the practice workload but showed to be fundamental in translating theory into practice. Median score on the summative assessment was 7 out of 14 with range 1-13. Interviews revealed some aspects of the training (e.g. incident analysis) to be too difficult for implementation or to be in conflict with personal preferences (focus on patient care instead of facilitating general practitioners' learning). Training palliative home care team nurses as facilitator of general practitioners' workplace learning is a feasible but complex intervention. Personal characteristics, interpersonal relationships and contextual variables have to be taken into account. Training expert palliative care nurses to facilitate general practitioners' workplace learning requires careful and individualised mentoring. © The Author(s) 2014.

  17. A model for small-group problem-based learning in a large class facilitated by one instructor.

    Science.gov (United States)

    Nicholl, Tessa A; Lou, Kelvin

    2012-08-10

    To implement and evaluate a model for small-group problem-based learning (PBL) in a large class facilitated by 1 instructor. A PBL model that included weekly assignments, quizzes, peer feedback, and case wrap-up sessions was developed and implemented in the final year of the pharmacy program to allow 1 instructor to facilitate PBL for up to 16 student teams in a large classroom. Student and team scores on multiple-choice examinations confirmed achievement of learning objectives. Students reported on course evaluation surveys that they were able to engage in the learning process and were satisfied with the new PBL model. This model achieved a cost savings of $42,000 per term. A revised PBL model without individual group tutors allowed students to achieve the required learning outcomes in an interactive and engaging atmosphere, avoided classroom-scheduling conflicts, and produced a large cost savings for the university.

  18. Implementing Task-Based Instruction to Facilitate Language Learning: Moving Away from Theory

    Directory of Open Access Journals (Sweden)

    Aileen Griffiths

    2001-01-01

    Full Text Available The use of tasks has gained growing acceptance in the field of language teaching. In the task-based teaching, the organization of th language classroom is learner-centered and the learning activities involve communicative language use. This paper discuss task-based teaching by presenting a brief overview of its underlying rationales. The rationales for incoporating task-based activities are dirived from the psycholinguistic and pedagogical perpectives. Some practical insights in this paper might be useful for English teachers and language experts.

  19. Physical Limitations, Walkability, Perceived Environmental Facilitators and Physical Activity of Older Adults in Finland.

    Science.gov (United States)

    Portegijs, Erja; Keskinen, Kirsi E; Tsai, Li-Tang; Rantanen, Taina; Rantakokko, Merja

    2017-03-22

    The aim was to study objectively assessed walkability of the environment and participant perceived environmental facilitators for outdoor mobility as predictors of physical activity in older adults with and without physical limitations. 75-90-year-old adults living independently in Central Finland were interviewed (n = 839) and reassessed for self-reported physical activity one or two years later (n = 787). Lower-extremity physical limitations were defined as Short Physical Performance Battery score ≤9. Number of perceived environmental facilitators was calculated from a 16-item checklist. Walkability index (land use mix, street connectivity, population density) of the home environment was calculated from geographic information and categorized into tertiles. Accelerometer-based step counts were registered for one week (n = 174). Better walkability was associated with higher numbers of perceived environmental facilitators (p Perceived environmental facilitators only predicted self-reported physical activity at follow-up. To conclude, high walkability of the living environment provides opportunities for physical activity in old age, but among those with physical limitations especially, awareness of environmental facilitators may be needed to promote physical activity.

  20. Medial Prefrontal Cortex Activation Facilitates Re-Extinction of Fear in Rats

    Science.gov (United States)

    Chang, Chun-hui; Maren, Stephen

    2011-01-01

    It has been suggested that reduced infralimbic (IL) cortical activity contributes to impairments of fear extinction. We therefore explored whether pharmacological activation of the IL would facilitate extinction under conditions it normally fails (i.e., immediate extinction). Rats received auditory fear conditioning 1 h before extinction training.…

  1. Medial Prefrontal Cortex Activation Facilitates Re-Extinction of Fear in Rats

    Science.gov (United States)

    Chang, Chun-hui; Maren, Stephen

    2011-01-01

    It has been suggested that reduced infralimbic (IL) cortical activity contributes to impairments of fear extinction. We therefore explored whether pharmacological activation of the IL would facilitate extinction under conditions it normally fails (i.e., immediate extinction). Rats received auditory fear conditioning 1 h before extinction training.…

  2. Identifying Facilitators and Barriers to Physical Activity for Adults with Down Syndrome

    Science.gov (United States)

    Mahy, J.; Shields, N.; Taylor, N. F.; Dodd, K. J.

    2010-01-01

    Background: Adults with Down syndrome are typically sedentary, and many do not participate in the recommended levels of physical activity per week. The aim of this study was to identify the facilitators and barriers to physical activity for this group. Method: Semi-structured interviews were conducted to elicit the views of adults with Down…

  3. Identifying the Barriers and Facilitators to Participation in Physical Activity for Children with Down Syndrome

    Science.gov (United States)

    Barr, M.; Shields, N.

    2011-01-01

    Background: Many children with Down syndrome do not undertake the recommended amount of daily physical activity. The aim of this study was to explore the barriers and facilitators to physical activity for this group. Methods: Eighteen in-depth interviews were conducted with 20 parents (16 mothers, 4 fathers) of children with Down syndrome aged…

  4. Identifying the Barriers and Facilitators to Participation in Physical Activity for Children with Down Syndrome

    Science.gov (United States)

    Barr, M.; Shields, N.

    2011-01-01

    Background: Many children with Down syndrome do not undertake the recommended amount of daily physical activity. The aim of this study was to explore the barriers and facilitators to physical activity for this group. Methods: Eighteen in-depth interviews were conducted with 20 parents (16 mothers, 4 fathers) of children with Down syndrome aged…

  5. Facilitating and Bridging Out-of-Class and In-Class Learning: An Interactive E-Book-Based Flipped Learning Approach for Math Courses

    Science.gov (United States)

    Hwang, Gwo-Jen; Lai, Chiu-Lin

    2017-01-01

    Flipped learning is a well-recognized learning mode that reverses the traditional in-class instruction arrangement by delivering learning content outside of the classroom and engaging students in more activities in class. However, it remains a challenge for students to comprehend the learning material by themselves, particularly when learning…

  6. Theobromine up-regulates cerebral brain-derived neurotrophic factor and facilitates motor learning in mice.

    Science.gov (United States)

    Yoneda, Mitsugu; Sugimoto, Naotoshi; Katakura, Masanori; Matsuzaki, Kentaro; Tanigami, Hayate; Yachie, Akihiro; Ohno-Shosaku, Takako; Shido, Osamu

    2017-01-01

    Theobromine, which is a caffeine derivative, is the primary methylxanthine produced by Theobroma cacao. Theobromine works as a phosphodiesterase (PDE) inhibitor to increase intracellular cyclic adenosine monophosphate (cAMP). cAMP activates the cAMP-response element-binding protein (CREB), which is involved in a large variety of brain processes, including the induction of the brain-derived neurotrophic factor (BDNF). BDNF supports cell survival and neuronal functions, including learning and memory. Thus, cAMP/CREB/BDNF pathways play an important role in learning and memory. Here, we investigated whether orally administered theobromine could act as a PDE inhibitor centrally and affect cAMP/CREB/BDNF pathways and learning behavior in mice. The mice were divided into two groups. The control group (CN) was fed a normal diet, whereas the theobromine group (TB) was fed a diet supplemented with 0.05% theobromine for 30 days. We measured the levels of theobromine, phosphorylated vasodilator-stimulated phosphoprotein (p-VASP), phosphorylated CREB (p-CREB), and BDNF in the brain. p-VASP was used as an index of cAMP increases. Moreover, we analyzed the performance of the mice on a three-lever motor learning task. Theobromine was detectable in the brains of TB mice. The brain levels of p-VASP, p-CREB, and BDNF were higher in the TB mice compared with those in the CN mice. In addition, the TB mice performed better on the three-lever task than the CN mice did. These results strongly suggested that orally administered theobromine acted as a PDE inhibitor in the brain, and it augmented the cAMP/CREB/BDNF pathways and motor learning in mice.

  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. Amygdala’s involvement in facilitating associative learning-induced plasticity: a promiscuous role for the amygdala in memory acquisition

    Directory of Open Access Journals (Sweden)

    Lily S Chau

    2012-10-01

    Full Text Available It is widely accepted that the amygdala plays a critical role in acquisition and consolidation of fear-related memories. Some of the more widely employed behavioral paradigms that have assisted in solidifying the amygdala’s role in fear-related memories are associative learning paradigms. With most associative learning tasks, a neutral conditioned stimulus (CS is paired with a salient unconditioned stimulus (US that elicits an unconditioned response (UR. After multiple CS-US pairings, the subject learns that the CS predicts the onset or delivery of the US, and thus elicits a learned conditioned response (CR. Most fear-related associative paradigms have suggested that an aspect of the fear association is stored in the amygdala; however, some fear-motivated associative paradigms suggest that the amygdala is not a site of storage, but rather facilitates consolidation in other brain regions. Based upon various learning theories, one of the most likely sites for storage of long-term memories is the neocortex. In support of these theories, findings from our laboratory, and others, have demonstrated that trace-conditioning, an associative paradigm where there is a separation in time between the CS and US, induces learning-specific neocortical plasticity. The following review will discuss the amygdala’s involvement, either as a site of storage or facilitating storage in other brain regions such as the neocortex, in fear- and non-fear-motivated associative paradigms. In this review, we will discuss recent findings suggesting a broader role for the amygdala in increasing the saliency of behaviorally relevant information, thus facilitating acquisition for all forms of memory, both fear- and non-fear-related. This proposed promiscuous role of the amygdala in facilitating acquisition for all memories further suggests a potential role of the amygdala in general learning disabilities.

  9. Amygdala's involvement in facilitating associative learning-induced plasticity: a promiscuous role for the amygdala in memory acquisition.

    Science.gov (United States)

    Chau, Lily S; Galvez, Roberto

    2012-01-01

    It is widely accepted that the amygdala plays a critical role in acquisition and consolidation of fear-related memories. Some of the more widely employed behavioral paradigms that have assisted in solidifying the amygdala's role in fear-related memories are associative learning paradigms. With most associative learning tasks, a neutral conditioned stimulus (CS) is paired with a salient unconditioned stimulus (US) that elicits an unconditioned response (UR). After multiple CS-US pairings, the subject learns that the CS predicts the onset or delivery of the US, and thus elicits a learned conditioned response (CR). Most fear-related associative paradigms have suggested that an aspect of the fear association is stored in the amygdala; however, some fear-motivated associative paradigms suggest that the amygdala is not a site of storage, but rather facilitates consolidation in other brain regions. Based upon various learning theories, one of the most likely sites for storage of long-term memories is the neocortex. In support of these theories, findings from our laboratory, and others, have demonstrated that trace-conditioning, an associative paradigm where there is a separation in time between the CS and US, induces learning-specific neocortical plasticity. The following review will discuss the amygdala's involvement, either as a site of storage or facilitating storage in other brain regions such as the neocortex, in fear- and non-fear-motivated associative paradigms. In this review, we will discuss recent findings suggesting a broader role for the amygdala in increasing the saliency of behaviorally relevant information, thus facilitating acquisition for all forms of memory, both fear- and non-fear-related. This proposed promiscuous role of the amygdala in facilitating acquisition for all memories further suggests a potential role of the amygdala in general learning disabilities.

  10. 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…

  11. 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.…

  12. Trajectories of Positive and Negative Behavior during Participation in Equine Facilitated Learning Program for Horse-Novice Youth

    Science.gov (United States)

    Pendry, Patricia; Roeter, Stephanie; Smith, Annelise; Jacobson, Sue; Erdman, Phyllis

    2013-01-01

    To explore the efficacy of equine programming to support positive behavioral development of horse-novice youth, researchers examined trajectories of behavioral change of 5-8th grade students as they participate in an equine facilitated learning program. Behaviors were rated and analyzed to examine group trajectories of change. Results indicated…

  13. Facilitated learning in soil fertility management: assessing potentials of low-external-input technologies in east African farming systems

    NARCIS (Netherlands)

    Jager, de A.; Onduru, D.; Walaga, C.

    2004-01-01

    The paper describes the facilitated learning process of farm households and district policy makers in addressing the problem of soil nutrient depletion. The process is applied in a case study in four districts in Kenya and Uganda during the period 1997-1999, where the potentials of low-external inpu

  14. Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers

    Science.gov (United States)

    Delaney, Seamus; Redman, Christine

    2014-01-01

    This paper describes the utilisation of a technology-facilitated professional learning network (PLN) for pre-service teachers, centred on chemical demonstrations. The network provided direct experiences designed to extend their pedagogical content knowledge on demonstrations in Chemistry teaching. It provided scaffolded opportunities to…

  15. The Facilitation of Problem-Based Learning in Medical Education Through a Computer-Mediated Tutorial Laboratory

    Science.gov (United States)

    Myers, A.; Barrows, H.S.; Koschmann, T.D.; Feltovich, P.J.

    1990-01-01

    This paper describes the means by which a computer-supported group interaction system known as the Computer-Mediated Tutorial Laboratory (CMTL) is used to support Problem-Based Learning Tutorials. The Problem-Based Learning Tutorial process has traditionally been solely a group process, sharing both the advantages and the disadvantages of any group process. This paper discusses the nature of Problem-Based Learning, the logistics of integrating computer mediation with the tutorial process and how computer mediation can be used to facilitate the eliciting and recording of individual input while enhancing the powerful effects of the group process.

  16. Probability cueing of distractor locations: both intertrial facilitation and statistical learning mediate interference reduction.

    Science.gov (United States)

    Goschy, Harriet; Bakos, Sarolta; Müller, Hermann J; Zehetleitner, Michael

    2014-01-01

    Targets in a visual search task are detected faster if they appear in a probable target region as compared to a less probable target region, an effect which has been termed "probability cueing." The present study investigated whether probability cueing cannot only speed up target detection, but also minimize distraction by distractors in probable distractor regions as compared to distractors in less probable distractor regions. To this end, three visual search experiments with a salient, but task-irrelevant, distractor ("additional singleton") were conducted. Experiment 1 demonstrated that observers can utilize uneven spatial distractor distributions to selectively reduce interference by distractors in frequent distractor regions as compared to distractors in rare distractor regions. Experiments 2 and 3 showed that intertrial facilitation, i.e., distractor position repetitions, and statistical learning (independent of distractor position repetitions) both contribute to the probability cueing effect for distractor locations. Taken together, the present results demonstrate that probability cueing of distractor locations has the potential to serve as a strong attentional cue for the shielding of likely distractor locations.

  17. Perceived barriers and facilitators to participation in physical activity for children with disability: a qualitative study.

    Science.gov (United States)

    Shields, Nora; Synnot, Anneliese

    2016-01-19

    Children with disability engage in less physical activity compared to their typically developing peers. Our aim was to explore the barriers and facilitators to participation in physical activity for this group. Ten focus groups, involving 63 participants (23 children with disability, 20 parents of children with disability and 20 sport and recreation staff), were held to explore factors perceived as barriers and facilitators to participation in physical activity by children with disability. Data were analysed thematically by two researchers. Four themes were identified: (1) similarities and differences, (2) people make the difference, (3) one size does not fit all, and (4) communication and connections. Key facilitators identified were the need for inclusive pathways that encourage ongoing participation as children grow or as their skills develop, and for better partnerships between key stakeholders from the disability, sport, education and government sectors. Children with disabilities' need for the early attainment of motor and social skills and the integral role of their families in supporting them were considered to influence their participation in physical activity. Children with disability were thought to face additional barriers to participation compared to children with typical development including a lack of instructor skills and unwillingness to be inclusive, negative societal attitudes towards disability, and a lack of local opportunities. The perspectives gathered in this study are relevant to the many stakeholders involved in the design and implementation of effective interventions, strategies and policies to promote participation in physical activity for children with disability. We outline ten strategies for facilitating participation.

  18. The Excitement and Wonder of Teaching Science: What Pre-service Teachers Learn from Facilitating Family Science Night Centers

    Science.gov (United States)

    Harlow, Danielle B.

    2012-02-01

    In this study, pre-service teachers facilitated stations at a family science night as a context to learn to identify, assess, and use children's science ideas. Assessment is already difficult in K-12 classrooms. Assessing learning in informal learning environments adds the complication that participation is largely voluntary. As such, controlling the learners' participation to systematically assess learning is counter to the intents of informal environments. The pre-service teachers in this study experienced success at teaching science and developed understandings about children's science ideas. Data included reflective postings, class discussions, observations, artifacts, and photographs. The findings contribute to understanding the value of multiple learning contexts in teacher preparation and lead to implications about leveraging informal science contexts for educating teachers.

  19. Open online spaces of professional learning:Context, personalisation and facilitation

    OpenAIRE

    Evans, Peter

    2015-01-01

    This article explores professional learning through online discussion events as sites of communities of learning. The rise of distributed work places and networked labour coincides with a privileging of individualised professional learning. Alongside this focus on the individual has been a growth in informal online learning communities and networks for professional learning and professional identity development. An example of these learning communities can be seen in the synchronous discussio...

  20. Oxidative modification of caspase-9 facilitates its activation via disulfide-mediated interaction with Apaf-1

    Institute of Scientific and Technical Information of China (English)

    Yong Zuo; Binggang Xiang; Jie Yang; Xuxu Sun; Yumei Wang; Hui Cang; Jing Yi

    2009-01-01

    Intracellular reactive oxygen species (ROS) are known to regulate apoptosis. Activation of caspase-9, the initial caspase in the mitochondrial apoptotic cascade, is closely associated with ROS, but it is unclear whether ROS regulate caspase-9 via direct oxidative modification. The present study aims to elucidate the molecular mechanisms by which ROS mediate caspase-9 activation. Our results show that the cellular oxidative state facilitates caspase-9 activation. Hydrogen peroxide treatment causes the activation of caspase-9 and apoptosis, and promotes an interaction between caspase-9 and apoptotic protease-activating factor 1 (Apaf-1) via disulfide formation. In addition, in an in vitro mitochondria-free system, the thiol-oxidant diamide promotes auto-cleavage of caspase-9 and the caspase-9/ Apaf-1 interaction by facilitating the formation of disulfide-linked complexes. Finally, a point mutation at C403 of caspase-9 impairs both H202-promoted caspase-9 activation and interaction with Apaf-1 through the abolition of disulfide formation. The association between cytochrome c and the C403S mutant is significantly weaker than that between cytochrome c and wild-type caspase-9, indicating that oxidative modification of caspase-9 contributes to apoptosome formation under oxidative stress. Taken together, oxidative modification of caspase-9 by ROS can mediate its interaction with Apaf-1, and can thus promote its auto-cleavage and activation. This mechanism may facilitate apoptosome formation and caspase-9 activation under oxidative stress.

  1. Co-creating Emotionally Safe Environments at Camp: Training Staff To Facilitate Adventure Activities.

    Science.gov (United States)

    Brownlee, Matt; Yerkes, Rita

    2003-01-01

    An emotionally safe environment helps campers participate in adventure activities. Staff development tips for creating a safe environment include using cooperative goal setting; using parallel training processes; developing working lesson plans that outline facilitation techniques for creating emotionally safe environments; and using co-created…

  2. Barriers, motivators, and facilitators of physical activity in dementia patients : A systematic review

    NARCIS (Netherlands)

    van Alphen, Helena J. M.; Hortobagyi, Tibor; van Heuvelen, Marieke J. G.

    2016-01-01

    Purpose: Physical activity (PA) has the potential to slow the progression of dementia patients' cognitive and physical decline. A better understanding of the factors that facilitate or hamper dementia patients' PA participation will increase the success rate of implementing PA in dementia patients'

  3. Barriers, motivators, and facilitators of physical activity in dementia patients : A systematic review

    NARCIS (Netherlands)

    van Alphen, Helena J. M.; Hortobagyi, Tibor; van Heuvelen, Marieke J. G.

    2016-01-01

    Purpose: Physical activity (PA) has the potential to slow the progression of dementia patients' cognitive and physical decline. A better understanding of the factors that facilitate or hamper dementia patients' PA participation will increase the success rate of implementing PA in dementia patients'

  4. Adolescents' Perspectives on the Barriers and Facilitators of Physical Activity: A Systematic Review of Qualitative Studies

    Science.gov (United States)

    Martins, João; Marques, Adilson; Sarmento, Hugo; Carreiro da Costa, Francisco

    2015-01-01

    This article examined qualitative studies of adolescents' perspectives about the facilitators and barriers of physical activity, published from 2007 to 2014. A systematic review of "Web of Science", "EBSCO", "Psychinfo" and "ERIC" databases was performed according to Preferred Reporting Items for Systematic…

  5. Adolescents' Perspectives on the Barriers and Facilitators of Physical Activity: A Systematic Review of Qualitative Studies

    Science.gov (United States)

    Martins, João; Marques, Adilson; Sarmento, Hugo; Carreiro da Costa, Francisco

    2015-01-01

    This article examined qualitative studies of adolescents' perspectives about the facilitators and barriers of physical activity, published from 2007 to 2014. A systematic review of "Web of Science", "EBSCO", "Psychinfo" and "ERIC" databases was performed according to Preferred Reporting Items for Systematic…

  6. A Qualitative Examination of Perceived Barriers and Facilitators of Physical Activity for Urban and Rural Youth

    Science.gov (United States)

    Moore, Justin B.; Jilcott, Stephanie B.; Shores, Kindal A.; Evenson, Kelly R.; Brownson, Ross C.; Novick, Lloyd F.

    2010-01-01

    Many adolescents, both rural and urban, are not meeting the recommended levels for physical activity (PA). This investigation was designed to elicit socioecologic barriers and facilitators for PA in rural and urban middle school youth and their parents. Thirteen focus groups were conducted with 41 youth and 50 parents from eastern North Carolina.…

  7. COOPERATIVE LEARNING: METHOD OF WORK IN THE CLASSROOM TO FACILITATE THE COEXISTENCE

    Directory of Open Access Journals (Sweden)

    María del Carmen Cano Tornero

    2014-12-01

    Full Text Available The present communication is immersed in the investigations conducted on the application of the methods of Cooperative Learning in the classroom, through the Creativity and taking as resource the use from the TIC. It has as it bases the general Conclusions found and the produced Effects on the development of the activities, in the importance that has the social interaction for the coexistence in any educative scope. We set out an interaction between equal and, student and professor; coordinating interests, collective decision making, mutual aid, through dialogue, and always valuing and trusting the student. To conclude and to affirm, without doubt, that the processes of Interaction in the classroom improve the execution of the students in the cooperative activities.

  8. Scientists and educators facilitating science education through school-based family learning programs

    Energy Technology Data Exchange (ETDEWEB)

    Goldstein, J. [Laboratory for Astrophysics, Washington, DC (United States); Sheldon, L.; Davis, R. [National Zoological Park, Washington, DC (United States)] [and others

    1994-12-31

    Last year the National Air and Space Museum (NASM) and National Zoological Park (NZP) co-sponsored an educational outreach experiment, Learning is a Family Experience (LiFE). LiFE`s goal was to create friendly bridges to science and technology for forty-seven local area elementary and middle schools with a high proportion of minority and/or low income students. LiFE provided a school-based family field trip, within a framework of classroom activities. Scientists and educators used the space sciences in an interdisciplinary framework, to teach young and old the process of science. The program, mated to the curriculum, included five elements: teacher in-servicing; a donation package to the schools; a special evening at the NASM for students, parents and teachers; pre-and post-visit activities; and program assessment. We will report on exit questionnaire data, identify scientific/educational partnerships.

  9. 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…

  10. 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…

  11. 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.

  12. 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....

  13. 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....

  14. 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…

  15. 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…

  16. 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...

  17. Trust as a Learning Facilitator that Affects Students' Learning Performance in the Facebook Community: An Investigation in a Business Planning Writing Course

    Science.gov (United States)

    Chang, Wen-Long; Lee, Chun-Yi

    2013-01-01

    Several studies have found that participants are willing to share personal information on Facebook, due mainly to trust in fellow group members; however, this trust is often influenced by the discussion environment, methods and participants. A learning facilitator is often employed in entrepreneurial courses but few previous studies have examined…

  18. A Mutually Facilitative Relationship between Learning Names and Learning Concepts in Preschool Children: The Case of Artifacts

    Science.gov (United States)

    Nelson, Deborah G. Kemler; O'Neil, Kelly A.; Asher, Yvonne M.

    2008-01-01

    Two studies investigated the relationship between learning names and learning concepts in preschool children. More specifically, we focused on the relationship between learning the names and learning the intended functions of artifacts, given that the intended function of an artifact is generally thought to constitute core conceptual information…

  19. Assisting nurses to facilitate student and new graduate learning in practice settings: what 'support' do nurses at the bedside need?

    Science.gov (United States)

    Henderson, Amanda; Eaton, Emma

    2013-05-01

    The behaviours of nurses in the community of practice that new graduates and students participate directly contribute to learning. These behaviours are becoming more important with increasing numbers of students and graduates learning in health care contexts. Nurses, whether they assume the role of preceptor, buddy or mentor are pivotal in identifying appropriate learning opportunities for students and graduates, and assimilating these learners into the team. As nurses at the bedside have a designated caseload they need to be supported to perform this important role while delivering health care. The literature reports a number of constraints for nurses when facilitating the learning of others, namely, inadequate preparation about how to foster learning in this context, poor planning at the ward level, lack of reward or recognition for the role, lack of understanding about the specific learning needs of students and new graduates. This discussion paper provides direction for leadership and management teams to effectively support nurses who assume the role of preceptor, buddy or mentor to assist others' learning in the workplace. The recommendations suggest management teams provide for adequate preparation of nurses, effective planning of workload and organisation of work in the clinical area, and mechanisms for timely and specific feedback to maintain nurses interest and motivation in performing the role. Furthermore, senior leadership personnel need to establish a culture where the value of teaching and learning in practice is recognised and fostered by the entire team.

  20. 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.

  1. A Novel Cysteine-Rich Neurotrophic Factor in "Aplysia" Facilitates Growth, MAPK Activation, and Long-Term Synaptic Facilitation

    Science.gov (United States)

    Pu, Lu; Kopec, Ashley M.; Boyle, Heather D.; Carew, Thomas J.

    2014-01-01

    Neurotrophins are critically involved in developmental processes such as neuronal cell survival, growth, and differentiation, as well as in adult synaptic plasticity contributing to learning and memory. Our previous studies examining neurotrophins and memory formation in "Aplysia" showed that a TrkB ligand is required for MAPK…

  2. A Novel Cysteine-Rich Neurotrophic Factor in "Aplysia" Facilitates Growth, MAPK Activation, and Long-Term Synaptic Facilitation

    Science.gov (United States)

    Pu, Lu; Kopec, Ashley M.; Boyle, Heather D.; Carew, Thomas J.

    2014-01-01

    Neurotrophins are critically involved in developmental processes such as neuronal cell survival, growth, and differentiation, as well as in adult synaptic plasticity contributing to learning and memory. Our previous studies examining neurotrophins and memory formation in "Aplysia" showed that a TrkB ligand is required for MAPK…

  3. The interim test effect: testing prior material can facilitate the learning of new material.

    Science.gov (United States)

    Wissman, Kathryn T; Rawson, Katherine A; Pyc, Mary A

    2011-12-01

    A wealth of prior research has shown that testing can improve subsequent learning of the initially tested material. In contrast, only one recent study has shown that an interim test over prior material can improve learning of subsequent new material (i.e., an interim-test effect). Five experiments replicated and extended this initial work by exploring the extent to which interim test effects generalize to complex text material. Participants were prompted to recall each section of an expository text before moving on to study the next section, or were only prompted to recall after the final section. In all experiments, recall of the final, target section was greater when prior sections had received interim tests versus no interim tests. Experiment 3 established that the effect was due to interim testing in particular rather than to intervening activity in general. Experiment 4 established that the effect was not due to test expectancy differences. In contrast to prior research, Experiment 4 also provided evidence that the effect is not due to release from proactive interference. We discuss other possible mechanisms underlying interim-test effects with text, including shifting to more effective encoding strategies.

  4. An interactive web-based learning unit to facilitate and improve intrapartum nursing care of nursing students.

    Science.gov (United States)

    Gerdprasert, Sailom; Pruksacheva, Tassanee; Panijpan, Bhinyo; Ruenwongsa, Pintip

    2011-07-01

    First clinical exposures are stressful situations for nursing students, especially, when practicing on the labour ward. The purpose of this study was to develop intrapartum nursing care web-based learning to facilitate students' acquisition of conceptual knowledge and performance skills. This web-based learning unit integrated the 5E-model and information technology with the lecture content. Eighty four nursing students were recruited in the study. The control group received traditional teaching, while the experimental group was supplemented with the web-based learning unit on intrapartum nursing care. The results showed that the students in the experimental group had significant higher scores in conceptual knowledge and performance skill. The students also had significant lower scores in ignorance - related stress when compared to those of the control group. The students supplemented with the web-based course showed a strong positive attitude toward the new learning method.

  5. Expression of NR2B in cerebellar granule cells specifically facilitates effect of motor training on motor learning.

    Science.gov (United States)

    Jiao, Jianwei; Nakajima, Akira; Janssen, William G M; Bindokas, Vytautas P; Xiong, Xiaoli; Morrison, John H; Brorson, James R; Tang, Ya-Ping

    2008-02-27

    It is believed that gene/environment interaction (GEI) plays a pivotal role in the development of motor skills, which are acquired via practicing or motor training. However, the underlying molecular/neuronal mechanisms are still unclear. Here, we reported that the expression of NR2B, a subunit of NMDA receptors, in cerebellar granule cells specifically enhanced the effect of voluntary motor training on motor learning in the mouse. Moreover, this effect was characterized as motor learning-specific and developmental stage-dependent, because neither emotional/spatial memory was affected nor was the enhanced motor learning observed when the motor training was conducted starting at the age of 3 months old in these transgenic mice. These results indicate that changes in the expression of gene(s) that are involved in regulating synaptic plasticity in cerebellar granule cells may constitute a molecular basis for the cerebellum to be involved in the GEI by facilitating motor skill learning.

  6. Expression of NR2B in cerebellar granule cells specifically facilitates effect of motor training on motor learning.

    Directory of Open Access Journals (Sweden)

    Jianwei Jiao

    Full Text Available It is believed that gene/environment interaction (GEI plays a pivotal role in the development of motor skills, which are acquired via practicing or motor training. However, the underlying molecular/neuronal mechanisms are still unclear. Here, we reported that the expression of NR2B, a subunit of NMDA receptors, in cerebellar granule cells specifically enhanced the effect of voluntary motor training on motor learning in the mouse. Moreover, this effect was characterized as motor learning-specific and developmental stage-dependent, because neither emotional/spatial memory was affected nor was the enhanced motor learning observed when the motor training was conducted starting at the age of 3 months old in these transgenic mice. These results indicate that changes in the expression of gene(s that are involved in regulating synaptic plasticity in cerebellar granule cells may constitute a molecular basis for the cerebellum to be involved in the GEI by facilitating motor skill learning.

  7. Learning activities in a political context - development of the working environment

    DEFF Research Database (Denmark)

    Ledskov, Annette

    2002-01-01

    are identified – ‘the politically actors’ and ‘the translator’. When facilitating learning activities in the management of work environment it is necessary to be aware of this political nature of the actions .In understanding learning in the management of work environment it is beneficial to look at the concept...... of “communities of practice”, to understand under which conditions the actors are learning and developing new methods....

  8. Facilitating Research and Learning in Petrology and Geochemistry through Classroom Applications of Remotely Operable Research Instrumentation

    Science.gov (United States)

    Ryan, J. G.

    2012-12-01

    Bringing the use of cutting-edge research tools into student classroom experiences has long been a popular educational strategy in the geosciences and other STEM disciplines. The NSF CCLI and TUES programs have funded a large number of projects that placed research-grade instrumentation at educational institutions for instructional use and use in supporting undergraduate research activities. While student and faculty response to these activities has largely been positive, a range of challenges exist related to their educational effectiveness. Many of the obstacles these approaches have faced relate to "scaling up" of research mentoring experiences (e.g., providing training and time for use for an entire classroom of students, as opposed to one or two), and to time tradeoffs associated with providing technical training for effective instrument use versus course content coverage. The biggest challenge has often been simple logistics: a single instrument, housed in a different space, is difficult to integrate effectively into instructional activities. My CCLI-funded project sought primarily to knock down the logistical obstacles to research instrument use by taking advantage of remote instrument operation technologies, which allow the in-classroom use of networked analytical tools. Remote use of electron microprobe and SEM instruments of the Florida Center for Analytical Electron Microscopy (FCAEM) in Miami, FL was integrated into two geoscience courses at USF in Tampa, FL. Remote operation permitted the development of whole-class laboratory exercises to familiarize students with the tools, their function, and their capabilities; and it allowed students to collect high-quality chemical and image data on their own prepared samples in the classroom during laboratory periods. These activities improve student engagement in the course, appear to improve learning of key concepts in mineralogy and petrology, and have led to students pursuing independent research projects, as

  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. 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....

  11. MERGING METACOGNITIVE TOOLS FOR USE IN HIGHER EDUCATION TO FACILITATE MEANINGFUL LEARNING

    OpenAIRE

    Vanhear, Jacqueline

    2016-01-01

    The current trend towards student-centred teaching and learning is bringing about a change in emphasis in Higher Education: a shift from promoting effective teaching towards developing an understanding of how students learn. Prevalent literature calls for more emphasis on the students‟ learning process through increased metacognition and critical reflection. This research revolves around the premise that learning takes place through the interaction of cognition (thinking), affectation (feelin...

  12. Stress facilitates late reversal learning using a touchscreen-based visual discrimination procedure in male Long Evans rats

    OpenAIRE

    Bryce, Courtney A.; Howland, John G.

    2014-01-01

    The stress response is essential to the survival of all species as it maintains internal equilibrium and allows organisms to respond to threats in the environment. Most stress research has focused on the detrimental impacts of stress on cognition and behavior. Reversal learning, which requires a change in response strategy based on one dimension of the stimuli, is one type of behavioral flexibility that is facilitated following some brief stress procedures. The current study investigated a po...

  13. Facilitators and barriers to physical activity as perceived by older adults with intellectual disability.

    Science.gov (United States)

    van Schijndel-Speet, Marieke; Evenhuis, Heleen M; van Wijck, Ruud; van Empelen, Pepijn; Echteld, Michael A

    2014-06-01

    Older people with intellectual disability (ID) are characterized by low physical activity (PA) levels. PA is important for reducing health risks and maintaining adequate fitness levels for performing activities of daily living. The aim of this study was to explore preferences of older adults with ID for specific physical activities, and to gain insight into facilitators and barriers to engaging into PA. Fourteen in-depth interviews and four focus groups were undertaken, with a total of 40 older adults with mild and moderate ID included in the analysis. NVivo software was used for analysing the transcribed verbatim interviews. In total, 30 codes for facilitators and barriers were identified. Themes concerning facilitators to PA were enjoyment, support from others, social contact and friendship, reward, familiarity, and routine of activities. Themes concerning barriers to PA were health and physiological factors, lack of self-confidence, lack of skills, lack of support, transportation problems, costs, and lack of appropriate PA options and materials. The results of the present study suggest that older adults with ID may benefit from specific PA programs, adapted to their individual needs and limitations. Results can be used for developing feasible health promotion programs for older adults with ID.

  14. Learner-Focused Evaluation Cycles: Facilitating Learning Using Feedforward, Concurrent and Feedback Evaluation

    Science.gov (United States)

    Cathcart, Abby; Greer, Dominique; Neale, Larry

    2014-01-01

    There is a growing trend to offer students learning opportunities that are flexible, innovative and engaging. As educators embrace student-centred agile teaching and learning methodologies, which require continuous reflection and adaptation, the need to evaluate students' learning in a timely manner has become more pressing. Conventional…

  15. Learning and Teaching Styles in Management Education: Identifying, Analyzing, and Facilitating

    Science.gov (United States)

    Provitera, Michael J.; Esendal, Esin

    2008-01-01

    Drawing on the learning theory of the Felder-Silverman model (2002), and the work of A.F. Grasha, this paper provides a brief review of teaching and learning styles used in management education. Professors, like students, demonstrate a number of learning styles and a professor has some responsibility to organize and present a course to satisfy…

  16. Physical activity perceptions, context, barriers, and facilitators from a Hispanic child's perspective

    Science.gov (United States)

    Ross, Sharon E. Taverno; Francis, Lori A.

    2016-01-01

    Background In order to develop effective physical activity interventions and to address the burden of obesity in Hispanic children, qualitative studies are needed to build descriptive theory and expand the state of the science. The purpose of this study is to describe physical activity perceptions, context, facilitators, and barriers from the perspective of Hispanic immigrant-origin children. Method This in-depth, ethnographic study included 14, 6- to 11-year old, first- and second- generation Hispanic children recruited from an afterschool program in Southeastern Pennsylvania, USA. Methods included child observation, field notes, semi-structured interviews, and a PhotoVoice activity. Transcripts and field notes were coded and analyzed using the constant comparison method to identify overarching themes and patterns in the data. Results Data analysis yielded four overarching themes regarding children's perspectives on physical activity. Children engaged in a variety of physical activities and sedentary behaviors, which differed by physical (e.g., park, outside home, and afterschool programs) and social (e.g., parents, siblings, and friends) contexts. Children discussed specific benefits of physical activity. Children's negative attitudes toward physical activity were related to physical discomfort, low athletic competence, and safety concerns. Children perceived physical activity and play to be one in the same, and “fun” was identified as a primary driver of physical activity preferences. The facilitators and barriers to physical activity were related to specific parent/home, school, and neighborhood factors. Conclusion Findings from this study suggest that an emphasis on fun and active play, while taking into account family and neighborhood context, may be a desirable intervention approach in Hispanic immigrant-origin children. This study lays the groundwork for future studies to further explore some of the themes identified here to better understand children

  17. Physical activity perceptions, context, barriers, and facilitators from a Hispanic child's perspective

    Directory of Open Access Journals (Sweden)

    Sharon E. Taverno Ross

    2016-08-01

    Full Text Available Background: In order to develop effective physical activity interventions and to address the burden of obesity in Hispanic children, qualitative studies are needed to build descriptive theory and expand the state of the science. The purpose of this study is to describe physical activity perceptions, context, facilitators, and barriers from the perspective of Hispanic immigrant-origin children. Method: This in-depth, ethnographic study included 14, 6- to 11-year old, first- and second- generation Hispanic children recruited from an afterschool program in Southeastern Pennsylvania, USA. Methods included child observation, field notes, semi-structured interviews, and a PhotoVoice activity. Transcripts and field notes were coded and analyzed using the constant comparison method to identify overarching themes and patterns in the data. Results: Data analysis yielded four overarching themes regarding children's perspectives on physical activity. Children engaged in a variety of physical activities and sedentary behaviors, which differed by physical (e.g., park, outside home, and afterschool programs and social (e.g., parents, siblings, and friends contexts. Children discussed specific benefits of physical activity. Children's negative attitudes toward physical activity were related to physical discomfort, low athletic competence, and safety concerns. Children perceived physical activity and play to be one in the same, and “fun” was identified as a primary driver of physical activity preferences. The facilitators and barriers to physical activity were related to specific parent/home, school, and neighborhood factors. Conclusion: Findings from this study suggest that an emphasis on fun and active play, while taking into account family and neighborhood context, may be a desirable intervention approach in Hispanic immigrant-origin children. This study lays the groundwork for future studies to further explore some of the themes identified here to better

  18. 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.

  19. Activity-Dependent Calpain Activation Plays a Critical Role in Synaptic Facilitation and Post-Tetanic Potentiation

    Science.gov (United States)

    Khoutorsky, Arkady; Spira, Micha E.

    2009-01-01

    Synaptic facilitation and post-tetanic potentiation (PTP) are believed to necessitate active regeneration of the release machinery and supply of synaptic vesicles to a ready-releasable site. The prevailing hypothesis assumes that synapsins play pivotal roles in these processes. Using a cholinergic synapse formed between cultured "Aplysia" neurons…

  20. Developing educator competency to facilitate the use of simulation-based learning in nurse education

    DEFF Research Database (Denmark)

    Hartvigsen, Tina

    2014-01-01

    in the interest in simulated learning and it has been incorporated as a teaching and learning strategy into undergraduate nursing programmes. The debate about simulated learning has gained fresh prominence with many arguing that simulation-based learning is the solution to many of the challenges associated...... project and a literature review elaborate on the competencies needed for educators to undertake simulation based learning. It will also discuss some of the pedagogical thinking behind this learning strategy.......-based learning has become diverse and often technology driven. Along with this growth in simulation based education, however there is increasing concern over educators lack of pedagogical practice and technological skills. More recently, literature has emerged findings about purchasing the equipment...

  1. Barriers, facilitators and attitudes influencing health promotion activities in general practice: an explorative pilot study

    Directory of Open Access Journals (Sweden)

    Geense Wytske W

    2013-02-01

    Full Text Available Abstract Background The number of chronically ill patients increases every year. This is partly due to an unhealthy lifestyle. However, the frequency and quality of (evidence-based health promotion activities conducted by Dutch general practitioners (GPs and practice nurses (PNs are limited. The aim of this pilot study was to explore which lifestyle interventions Dutch GPs and PNs carry out in primary care, which barriers and facilitators can be identified and what main topics are with respect to attitudes towards health promoting activities. These topic areas will be identified for a future, larger scale study. Method This qualitative study consisted of 25 semi-structured interviews with sixteen GPs and nine PNs. ATLAS.ti was used to analyse the transcripts of the interviews. Results All GPs and PNs said they discuss lifestyle with their patients. Next to this, GPs and PNs counsel patients, and/or refer them to other disciplines. Only few said they refer patients to specific lifestyle programs or interventions in their own practice or in the neighbourhood. Several barriers and facilitators were identified. The main topics as barriers are: a lack of patients’ motivation to make lifestyle changes, insufficient reimbursement, a lack of proven effectiveness of interventions and a lack of overview of health promoting programs in their neighbourhood. The most cited facilitators are availability of a PN, collaboration with other disciplines and availability of interventions in their own practice. With respect to attitudes, six different types of GPs were identified reflecting the main topics that relate to attitudes, varying from ‘ignorer’ to ‘nurturer’. The topics relating to PNs attitudes towards health promotion activities, were almost unanimously positive. Conclusion GPs and PNs all say they discuss lifestyle issues with their patients, but the health promotion activities that are organized in their practice vary. Main topics that hinder

  2. Robotics as a resource to facilitate the learning and general skills development

    Directory of Open Access Journals (Sweden)

    Flor Ángela Bravo Sánchez

    2012-07-01

    Full Text Available Normal.dotm 0 0 1 127 729 Universidad de Salamanca 6 1 895 12.0 0 false 18 pt 18 pt 0 0 false false false /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} The growing importance of technology in the world today and its continuous development, makes the technology becomes an integral part of the formation process in childhood and youth. For this reason is important to develop proposals that are offered to children and young people to come into contact with new technologies, that is possible through the use of software and hardware tools, such as robotic prototypes and specialized programs for educational purposes This paper shows the importance of the use of robotics as a learning tool and presents the typical stages that must be confronted in implementing educational robotics projects in the classroom. It also presents an educational robotics project called "Mundo Robotica" which seeks to involve robotics in the classroom through practical activities and learning resources, all this is articulated from a virtual platform.

  3. Integration of a 'proton antenna' facilitates transport activity of the monocarboxylate transporter MCT4.

    Science.gov (United States)

    Noor, Sina Ibne; Pouyssegur, Jacques; Deitmer, Joachim W; Becker, Holger M

    2017-01-01

    Monocarboxylate transporters (MCTs) mediate the proton-coupled transport of high-energy metabolites like lactate and pyruvate and are expressed in nearly every mammalian tissue. We have shown previously that transport activity of MCT4 is enhanced by carbonic anhydrase II (CAII), which has been suggested to function as a 'proton antenna' for the transporter. In the present study, we tested whether creation of an endogenous proton antenna by introduction of a cluster of histidine residues into the C-terminal tail of MCT4 (MCT4-6xHis) could facilitate MCT4 transport activity when heterologously expressed in Xenopus oocytes. Our results show that integration of six histidines into the C-terminal tail does indeed increase transport activity of MCT4 to the same extent as did coexpression of MCT4-WT with CAII. Transport activity of MCT4-6xHis could be further enhanced by coexpression with extracellular CAIV, but not with intracellular CAII. Injection of an antibody against the histidine cluster into MCT4-expressing oocytes decreased transport activity of MCT4-6xHis, while leaving activity of MCT4-WT unaltered. Taken together, these findings suggest that transport activity of the proton-coupled monocarboxylate transporter MCT4 can be facilitated by integration of an endogenous proton antenna into the transporter's C-terminal tail.

  4. 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...

  5. 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.…

  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. 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.…

  9. 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…

  10. Active exercises utilizing a facilitating device in the treatment of lymphedema resulting from breast cancer therapy

    Directory of Open Access Journals (Sweden)

    de Fátima Guerreiro Godoy, Maria

    2010-01-01

    Full Text Available The aim of this study was to evaluate the reduction in volume of arm lymphedema secondary to breast cancer therapy utilizing an exercise facilitating device. Twenty-one women with arm lymphedema resulting from the surgical and radiotherapeutic treatment of breast cancer were randomly selected. Evaluation was made by water-displacement volumetry before and after each session. The patients were submitted to a series of active exercises using a facilitating device for four 12-minute sessions with intervals of 3 minutes between sessions in the sitting position with alignment of the spinal column. The lymphedematous arm was maintained under compression using a cotton-polyester sleeve. The active exercising device used was a mobile flexion bar fixed on a metal base at a height of 30 cm from the tabletop and at a distance of 10 cm from the patient’s body. The paired t-test was utilized for statistical analysis with an alpha error of 5% (p-value ≤0.05 being considered significant. The initial mean volume of the arms was 2,089.9 and the final volume was 2,023.0 mL with a mean loss of 66.9 mL (p-value <0.001. In conclusion, active exercises utilizing facilitating devices can contribute to a reduction in size of lymphedematous limbs.

  11. Barriers, motivators, and facilitators of physical activity in dementia patients: A systematic review.

    Science.gov (United States)

    van Alphen, Helena J M; Hortobágyi, Tibor; van Heuvelen, Marieke J G

    2016-01-01

    Physical activity (PA) has the potential to slow the progression of dementia patients' cognitive and physical decline. A better understanding of the factors that facilitate or hamper dementia patients' PA participation will increase the success rate of implementing PA in dementia patients' daily care. We systematically screened the barriers, motivators, and facilitators of PA participation in dementia patients, complementing previous analyses of quantitative correlates of PA in community-dwelling dementia patients. Systematic searches yielded 78 potential studies of which seven met the eligibility criteria including 39 dementia patients and 36 caregivers (33 spouses and three daughters). We identified 35 barriers, 26 motivators, and 21 facilitators related to PA. We reduced these factors to six themes within the social-ecological model. Prominent barriers to PA were physical and mental limitations and difficulties with guidance and organization of PA by caregivers. Motivators included the motivation to maintain physical and mental health and participate in preferred PA options. Facilitators included strategies to avoid health problems, providing support and guidance for PA, and access to convenient and personalized PA options. The emerging picture suggests that dementia patients' PA participation will increase if service providers become familiar with the health benefits of PA, the characteristics of PA programs, methods of delivery, and the concepts of how such programs can be personalized to and synchronized with patients' individual needs. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  12. Physical activity in South Asians: an in-depth qualitative study to explore motivations and facilitators.

    Directory of Open Access Journals (Sweden)

    Ruth Jepson

    Full Text Available BACKGROUND: People of South Asian backgrounds living in the UK have a five-fold increased risk of diabetes and a two-fold increased risk of heart disease when compared to the general population. Physical activity can reduce the risk of premature death from a range of conditions. The aim of the study was to explore the motivating and facilitating factors likely to increase physical activity for South Asian adults and their families, in order to develop successful interventions and services. METHODOLOGY/PRINCIPAL FINDINGS: This was a qualitative study using focus groups and in-depth interviews. Participants were 59 purposively selected Bangladeshi-, Indian- and Pakistani-origin men and women with an additional 10 key informants. The setting was three urban areas of Scotland: Aberdeen, Glasgow and Edinburgh. We undertook a theoretically informed thematic analysis of data. Study participants described engaging in a range of physical activities, particularly football and the gym for men, and walking and swimming for women. The main motivators for taking part in physical activity were external motivators--i.e. undertaking physical activity as a means to an end, which included the opportunities that physical activity provided for social activity and enjoyment. The goals of weight reduction and improving mental and physical health and were also mentioned. Role models were seen as important to inspire and motivate people to undertake activities that they may otherwise lack confidence in. Few people undertook physical activity for its own sake (intrinsic motivation. CONCLUSIONS/SIGNIFICANCE: Attempts at promoting physical activity in people of South Asian origin need to take account of the social context of people's lives and the external motivators that encourage them to engage in physical activity. Undertaking group based physical activity is important and can be facilitated through religious, community, friendship or family networks. Role models may

  13. Using Group Drawings Activities to Facilitate the Understanding of Systemic Aspects of Projects

    DEFF Research Database (Denmark)

    Arantes do Amaral, João Alberto; Hess, Aurélio; Gonçalves, Paulo

    2017-01-01

    ) Making drawings in groups promotes knowledge sharing among team members; 3) Making drawings in group fosters creativity and communication between students; 4) Drawing in groups reduces the students’ boredom, makes the lecture more dynamic and interesting; 5) Drawing in groups reinforces bonds between...... students. Our systems analysis suggests that group drawing improves student participation in classroom activities, strengthens bonds between students, and enhances learning....

  14. Technology Supported Facilitation and Assessment of Small Group Collaborative Inquiry Learning in Large First-Year Classes

    Science.gov (United States)

    Lawrie, Gwendolyn A.; Gahan, Lawrence R.; Matthews, Kelly E.; Weaver, Gabriela C.; Bailey, Chantal; Adams, Peter; Kavanagh, Lydia J.; Long, Phillip D.; Taylor, Matthew

    2014-01-01

    Collaborative learning activities offer the potential to support mutual knowledge construction and shared understanding amongst students. Introducing collaborative tasks into large first-year undergraduate science classes to create learning environments that foster student engagement and enhance communication skills is appealing. However,…

  15. Technology and Bloom's Taxonomy: Tools to facilitate higher-level learning in chemistry

    Science.gov (United States)

    Morgan, Matthew Earle

    This research project ties together chemistry data acquisition technology, introductory chemistry laboratory experiments. and Bloom's Taxonomy of Educational Objectives into a unified learning model. The goal is to provide faculty and introductory chemistry students with the tools and exercises to experience higher levels of learning, as defined by Bloom's taxonomy. The tools developed as part of this project include data acquisition hardware and software, communications software, and computer simulations that enable higher-level learning situations. A series of five experiments using a discovery-based teaching model are developed as part of the learning model. The experiments bring together the hardware tools, software tools, and learning model to place students in situations that require students to use critical thinking skills and experience higher-level learning. Content-related application problems are also included in the experiments. The experiments are divided into three chemistry units of instruction that build on each other, but can also be used independently. Instructor training is an important part of this project. The successful integration of technology into educational situations cannot be accomplished without the support and understanding of faculty, staff, and teaching assistants. This aspect of the project focuses on shifting teaching and learning paradigms to encourage appropriate technology use and allow technology to become a major aspect of the high-level learning environment. Finally, students were surveyed in an attempt to measure the effectiveness of the learning model. Students were evaluated on chemistry concept retention, as well as their perception of learning. They were also asked how well they enjoyed this form of learning. Along with the tools themselves, this project provides templates that can launch future work in this area. The learning model, data acquisition tools, and experiment writing templates are developed here to provide

  16. 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.

  17. The integration and evaluation of a social-media facilitated journal club to enhance the student learning experience of evidence-based practice: A case study.

    Science.gov (United States)

    Ferguson, Caleb; DiGiacomo, Michelle; Gholizadeh, Leila; Ferguson, Leila E; Hickman, Louise D

    2017-01-01

    Nurses are required to interpret and apply knowledge so communities will receive care based on best available evidence, as opposed to care that is simply based on tradition or authority. Fostering nursing students' critical appraisal skills will assist in their capacity to engage with, interpret and use best evidence. Journal clubs are frequently used approach to engage learners with research and develop critical appraisal skills. Given new flipped and blended approaches to teaching and learning there is need to rejuvenate how research is utilised and integrated within journal clubs to maximise engagement and translation of evidence. This paper provides a case study of a single site Australian university experience of transitioning a traditional physical journal club, to a social media-facilitated club within a postgraduate health subject to stimulate and facilitate engagement with the chosen manuscripts. This case study is based on our own experiences, supported by literature and includes qualitative comments obtained via student feedback surveys during November 2015. Case study. Social media-facilitated journal clubs offer an efficient way to continue developing critical appraisal skills in nursing students. The integration of a social media-facilitated journal clubs increased student attention, engagement with presented activities and overall student satisfaction within this evidence-based practice subject. Future rigorously-designed, large-scale studies are required to evaluate the impact of online journal clubs on the uptake of evidence-based practice, including those resulting in improved patient outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. 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

  19. 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

  20. 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

  1. The OHS consultant as a facilitator of learning in workplace design processes

    DEFF Research Database (Denmark)

    Broberg, Ole; Hermund, Ingelise

    2007-01-01

    devices between different communities of practice. Certain boundary objects work better than others in promoting learning and collaborative workplace design processes. For both industry and OHS units it is of importance to properly understand learning models and to align their mutual expectations......Occupational health service (OHS) consultancy on workplace design proc-esses in client enterprises is expected also to entail some elements of learn-ing. When the OHS consultant has performed the task the enterprise should have learned something on how to integrate health and safety aspects...... into the workplace design process, thereby making it easier for the enterprise to manage such a change in the future. The objective of this explorative study was to survey current practice of OHS consultants and put forward recom-mendations on how to improve the learning aspects of OHS consultancy. Four cases were...

  2. Exploration of joint redundancy but not task space variability facilitates supervised motor learning.

    Science.gov (United States)

    Singh, Puneet; Jana, Sumitash; Ghosal, Ashitava; Murthy, Aditya

    2016-12-13

    The number of joints and muscles in a human arm is more than what is required for reaching to a desired point in 3D space. Although previous studies have emphasized how such redundancy and the associated flexibility may play an important role in path planning, control of noise, and optimization of motion, whether and how redundancy might promote motor learning has not been investigated. In this work, we quantify redundancy space and investigate its significance and effect on motor learning. We propose that a larger redundancy space leads to faster learning across subjects. We observed this pattern in subjects learning novel kinematics (visuomotor adaptation) and dynamics (force-field adaptation). Interestingly, we also observed differences in the redundancy space between the dominant hand and nondominant hand that explained differences in the learning of dynamics. Taken together, these results provide support for the hypothesis that redundancy aids in motor learning and that the redundant component of motor variability is not noise.

  3. 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.

  4. 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.

  5. 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. .

  6. 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…

  7. 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…

  8. An Exploratory Study of Elementary Classroom Teachers' Physical Activity Promotion from a Social Learning Perspective

    Science.gov (United States)

    Webster, Collin A.; Buchan, Heather; Perreault, Melanie; Doan, Rob; Doutis, Panayiotis; Weaver, Robert Glenn

    2015-01-01

    Despite its recommended use, physical activity promotion in the academic classroom (PAPAC) has received little attention in terms of the factors that help to facilitate it. In this study, a social learning perspective was adopted to examine the role of physical activity biographies in generalist classroom teachers' (CTs) PAPAC. CTs (N = 213) were…

  9. Using Arts-Based Activities to Foster Transformative Learning during a Teaching Practicum in Kenya

    Science.gov (United States)

    Black, Glenda; Bernardes, Rogerio

    2012-01-01

    This essay explores and presents strategies we, as Canadian faculty facilitators of a teaching practicum in Kenya, used to foster the pre-service teachers' knowledge and understanding of critical reflection and transformative learning processes by using arts-based activities. Participation in the arts-based activities while in Kenya encouraged the…

  10. Muscarinic acetylcholine receptors act in synergy to facilitate learning and memory.

    Science.gov (United States)

    Leaderbrand, Katherine; Chen, Helen J; Corcoran, Kevin A; Guedea, Anita L; Jovasevic, Vladimir; Wess, Jurgen; Radulovic, Jelena

    2016-11-01

    Understanding how episodic memories are formed and retrieved is necessary if we are to treat disorders in which they malfunction. Muscarinic acetylcholine receptors (mAChR) in the hippocampus and cortex underlie memory formation, but there is conflicting evidence regarding their role in memory retrieval. Additionally, there is no consensus on which mAChR subtypes are critical for memory processing. Using pharmacological and genetic approaches, we found that (1) encoding and retrieval of contextual memory requires mAChR in the dorsal hippocampus (DH) and retrosplenial cortex (RSC), (2) memory formation requires hippocampal M3 and cooperative activity of RSC M1 and M3, and (3) memory retrieval is more impaired by inactivation of multiple M1-M4 mAChR in DH or RSC than inactivation of individual receptor subtypes. Contrary to the view that acetylcholine supports learning but is detrimental to memory retrieval, we found that coactivation of multiple mAChR is required for retrieval of both recently and remotely acquired context memories. Manipulations with higher receptor specificity were generally less potent than manipulations targeting multiple receptor subtypes, suggesting that mAChR act in synergy to regulate memory processes. These findings provide unique insight into the development of therapies for amnestic symptoms, suggesting that broadly acting, rather than receptor-specific, mAchR agonists and positive allosteric modulators may be the most effective therapeutic approach. © 2016 Leaderbrand et al.; Published by Cold Spring Harbor Laboratory Press.

  11. An enriched multimedia eBook application to facilitate learning of anatomy.

    Science.gov (United States)

    Stirling, Allan; Birt, James

    2014-01-01

    This pilot study compared the use of an enriched multimedia eBook with traditional methods for teaching the gross anatomy of the heart and great vessels. Seventy-one first-year students from an Australian medical school participated in the study. Students' abilities were examined by pretest, intervention, and post-test measurements. Perceptions and attitudes toward eBook technology were examined by survey questions. Results indicated a strongly positive user experience coupled with increased marks; however, there were no statistically significant results for the eBook method of delivery alone outperforming the traditional anatomy practical session. Results did show a statistically significant difference in the final marks achieved based on the sequencing of the learning modalities. With initial interaction with the multimedia content followed by active experimentation in the anatomy lab, students' performance was improved in the final test. Obtained data support the role of eBook technology in modern anatomy curriculum being a useful adjunct to traditional methods. Further study is needed to investigate the importance of sequencing of teaching interventions.

  12. 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...

  13. The GABAergic Anterior Paired Lateral Neurons Facilitate Olfactory Reversal Learning in "Drosophila"

    Science.gov (United States)

    Wu, Yanying; Ren, Qingzhong; Li, Hao; Guo, Aike

    2012-01-01

    Reversal learning has been widely used to probe the implementation of cognitive flexibility in the brain. Previous studies in monkeys identified an essential role of the orbitofrontal cortex (OFC) in reversal learning. However, the underlying circuits and molecular mechanisms are poorly understood. Here, we use the T-maze to investigate the neural…

  14. Facilitation of Learning by Social-Emotional Feedback in Humans Is Beta-Noradrenergic-Dependent

    Science.gov (United States)

    Mihov, Yoan; Mayer, Simon; Musshoff, Frank; Maier, Wolfgang; Kendrick, Keith M.; Hurlemann, Rene

    2010-01-01

    Adaptive behavior in dynamic environments critically depends on the ability to learn rapidly and flexibly from the outcomes of prior choices. In social environments, facial expressions of emotion often serve as performance feedback and thereby guide declarative learning. Abundant evidence implicates beta-noradrenergic signaling in the modulatory…

  15. Facilitating Opportunity to Learn for Students with Disabilities with Instructional Feedback Data

    Science.gov (United States)

    Roach, Andrew T.; Kurz, Alexander; Elliott, Stephen N.

    2015-01-01

    "Opportunity to learn" refers to the extent to which teachers dedicate instructional time and content coverage to the intended curriculum using a range of cognitive processes, instructional practices, and grouping formats. This article describes the My Instructional Learning Opportunities Guidance System, a research-based online teacher…

  16. Cultivating a Doctoral Community of Inquiry and Practice: Designing and Facilitating Discussion Board Online Learning Communities

    Science.gov (United States)

    Hauser, Linda; Darrow, Rob

    2013-01-01

    This paper presents a promising and powerful approach used to cultivate a doctoral community of inquiry and practice and harness the intelligence, commitment, and energy of all of its members in a blended learning environment. The discussion board online learning community approach was developed to transform a traditional face-to-face doctoral…

  17. Effect of Varied Elaborated Hypertext Strategies in Facilitating Students' Achievement of Different Learning Objectives

    Science.gov (United States)

    Chen, Wei-Fan; Dwyer, Francis

    2006-01-01

    Hypertext learning materials have been employed as major components for designing and implementing educational and training learning environments. However, the design and development of hypertext materials are still heavily based on technical issues or simply designed by intuition. To overcome these deficiencies in hypermedia research, one of the…

  18. An Adolescent Nutrition Learning Model to Facilitate Behavior Change in Overweight Teens

    Science.gov (United States)

    Young, Kimberly J.; Ramsay, Samantha A.; Holyoke, Laura B.

    2016-01-01

    Understanding the process by which adolescents learn about nutrition is necessary for developing tailored education that leads to sustainable behavior change. Teens aged 15-17 participating in an obesity prevention program were interviewed. From the data, three themes emerged and informed development of an adolescent nutrition learning model. The…

  19. Course Evaluation on the Web: Facilitating Student and Teacher Reflection to Improve Learning

    Science.gov (United States)

    Tucker, Beatrice; Jones, Sue; Straker, Leon; Cole, Joan

    2003-01-01

    The School of Physiotherapy at Curtin University of Technology in Perth, Western Australia, recognizes that learning is influenced by many variables. Therefore, evaluation of teaching and learning should focus on changes in knowledge, skills, attitudes, and behavior. In 1999, physiotherapy faculty at Curtin University developed Course Evaluation…

  20. The GABAergic Anterior Paired Lateral Neurons Facilitate Olfactory Reversal Learning in "Drosophila"

    Science.gov (United States)

    Wu, Yanying; Ren, Qingzhong; Li, Hao; Guo, Aike

    2012-01-01

    Reversal learning has been widely used to probe the implementation of cognitive flexibility in the brain. Previous studies in monkeys identified an essential role of the orbitofrontal cortex (OFC) in reversal learning. However, the underlying circuits and molecular mechanisms are poorly understood. Here, we use the T-maze to investigate the neural…

  1. Facilitated Learning to Advance Geriatrics: Increasing the Capacity of Nurse Faculty to Teach Students About Caring for Older Adults.

    Science.gov (United States)

    Krichbaum, Kathleen; Kaas, Merrie J; Wyman, Jean F; Van Son, Catherine R

    2015-06-01

    The Facilitated Learning to Advance Geriatrics program (FLAG) was designed to increase the numbers of nurse faculty in prelicensure programs with basic knowledge about aging and teaching effectiveness to prepare students to provide safe, high quality care for older adults. Using a framework to improve transfer of learning, FLAG was designed to include: (a) a workshop to increase basic knowledge of aging and common geriatric syndromes, and effective use of evidence-based teaching/learning strategies; (b) a year-long mentoring program to support application of workshop learning and leading change in participants' schools to ensure that geriatrics is a priority. Both formative and summative evaluation methods were used, and included self-assessment of objectives, program satisfaction, and teaching self-efficacy. FLAG achieved its overall purpose by enrolling 152 participants from 19 states including 23 faculty from associate degree programs and 102 from baccalaureate programs. Self-rated teaching effectiveness improved significantly from pre- to post-workshop each year. Achievement of learning objectives was rated highly as was satisfaction. Transfer of learning was evidenced by implementation of educational projects in home schools supported by mentoring. The FLAG program provided opportunities for nurse educators to learn to teach geriatrics more effectively and to transfer learning to their work environment. Future FLAG programs will be offered in a shortened format, incorporating online content and strategies, adding other health professionals to the audience with the same goal of increasing the knowledge and abilities of educators to prepare learners to provide competent care for older adults. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  2. 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…

  3. 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....

  4. 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.

  5. Improving adolescent social competence and behavior: a randomized trial of an 11-week equine facilitated learning prevention program.

    Science.gov (United States)

    Pendry, Patricia; Carr, Alexa M; Smith, Annelise N; Roeter, Stephanie M

    2014-08-01

    There is growing evidence that promoting social competence in youth is an effective strategy to prevent mental, emotional, and behavioral disorders in adulthood. Research suggests that programs delivered in collaboration with schools are particularly effective when they target social and emotional skill building, utilize an interactive instructional style, provide opportunities for youth participation and self-direction, and include explicit attempts to enhance youth social competence. A relatively new but popular approach that incorporates these characteristics is human animal interaction, which can be implemented in educational settings. We report the results from a randomized clinical trial examining the effects of an 11-week equine facilitated learning (EFL) program on the social competence and behavior of 5th-8th grade children. Children (N = 131) were recruited through referral by school counselors and school-based recruitment and then screened for low social competence. Researchers randomly assigned children to an experimental (n = 53) or waitlisted control group (n = 60). Children in the experimental group participated in an 11-week EFL program consisting of once-weekly, 90-min sessions of individual and team-focused activities, whereas children in the control group served as a wait-listed control and participated 16 weeks later. Parents of children in both groups rated child social competence at pretest and posttest. Three independent raters observed and reported children's positive and negative behavior using a validated checklist during each weekly session. Results indicated that program participation had a moderate treatment effect (d = .55) on social competence (p = .02) that was independent of pretest levels, age, gender, and referral status. Results showed that higher levels of program attendance predicted children's trajectories of observed positive (β = .500; p = .003) and negative behavior (β = -.062; p < .001) over the 11-week program.

  6. Freedom to enjoy learning in the 21st century: developing an active learning culture in nursing.

    Science.gov (United States)

    McManus, E S; Sieler, P A

    1998-05-01

    In 1994, the Wolfson School of Health Sciences was created in Thames Valley University, UK. This paper discusses an active learning approach being implemented throughout the university, and gives an outline of its application within nursing education. Practising as a confident, competent, reflective practitioner in the profession of nursing cannot automatically commence on the day of registration. Rather, the philosophical underpinnings necessary should be fostered throughout the initial nursing education curricula. In a political climate where there is a strong emphasis on efficiency, nurse teachers need to reconsider how the acquisition of nursing knowledge is facilitated. A description of how an active learning approach is being further developed in the nursing skills laboratory and the physiology laboratory is given. An outline identifies how these facilities may help students of nursing to gain knowledge and skills in relation to respiration. The authors recognize that while laboratories have been used widely in general education, their use has been limited in nursing education, particularly in the UK. Informal feedback from students implies that not only do they enjoy learning in these facilities, but also motivation towards learning is raised, an important element in the learning process. It is suggested that this will result ultimately in increased nursing competence. The authors acknowledge that these are preliminary informal findings and that formal investigation is required.

  7. 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.

  8. Otud7b facilitates T cell activation and inflammatory responses by regulating Zap70 ubiquitination.

    Science.gov (United States)

    Hu, Hongbo; Wang, Hui; Xiao, Yichuan; Jin, Jin; Chang, Jae-Hoon; Zou, Qiang; Xie, Xiaoping; Cheng, Xuhong; Sun, Shao-Cong

    2016-03-07

    Signal transduction from the T cell receptor (TCR) is crucial for T cell-mediated immune responses and, when deregulated, also contributes to the development of autoimmunity. How TCR signaling is regulated is incompletely understood. In this study, we demonstrate a ubiquitin-dependent mechanism in which the deubiquitinase Otud7b has a crucial role in facilitating TCR signaling. Upon TCR ligation, Otud7b is rapidly recruited to the tyrosine kinase Zap70, a central mediator of TCR-proximal signaling. Otud7b deficiency attenuates the activation of Zap70 and its downstream pathways and impairs T cell activation and differentiation, rendering mice refractory to T cell-mediated autoimmune and inflammatory responses. Otud7b facilitated Zap70 activation by deubiquitinating Zap70, thus preventing the association of Zap70 with the negative-regulatory phosphatases Sts1 and Sts2. These findings establish Otud7b as a positive regulator of TCR-proximal signaling and T cell activation, highlighting the importance of deubiquitination in regulating Zap70 function.

  9. Language exposure facilitates talker learning prior to language comprehension, even in adults.

    Science.gov (United States)

    Orena, Adriel John; Theodore, Rachel M; Polka, Linda

    2015-10-01

    Adults show a native language advantage for talker identification, which has been interpreted as evidence that phonological knowledge mediates talker learning. However, infants also show a native language benefit for talker discrimination, suggesting that sensitivity to linguistic structure due to systematic language exposure promotes talker learning, even in the absence of functional phonological knowledge or language comprehension. We tested this hypothesis by comparing two groups of English-monolingual adults on their ability to learn English and French voices. One group resided in Montréal with regular exposure to spoken French; the other resided in Storrs, Connecticut and did not have French exposure. Montréal residents showed faster learning and better retention for the French voices compared to their Storrs-residing peers. These findings demonstrate that systematic exposure to a foreign language bolsters talker learning in that language, expanding the gradient effect of language experience on talker learning to perceptual learning that precedes sentence comprehension. Copyright © 2015 Elsevier B.V. All rights reserved.

  10. 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.

  11. Low-dose sevoflurane promotes hippocampal neurogenesis and facilitates the development of dentate gyrus-dependent learning in neonatal rats.

    Science.gov (United States)

    Chen, Chong; Shen, Feng-Yan; Zhao, Xuan; Zhou, Tao; Xu, Dao-Jie; Wang, Zhi-Ru; Wang, Ying-Wei

    2015-01-01

    Huge body of evidences demonstrated that volatile anesthetics affect the hippocampal neurogenesis and neurocognitive functions, and most of them showed impairment at anesthetic dose. Here, we investigated the effect of low dose (1.8%) sevoflurane on hippocampal neurogenesis and dentate gyrus-dependent learning. Neonatal rats at postnatal day 4 to 6 (P4-6) were treated with 1.8% sevoflurane for 6 hours. Neurogenesis was quantified by bromodeoxyuridine labeling and electrophysiology recording. Four and seven weeks after treatment, the Morris water maze and contextual-fear discrimination learning tests were performed to determine the influence on spatial learning and pattern separation. A 6-hour treatment with 1.8% sevoflurane promoted hippocampal neurogenesis and increased the survival of newborn cells and the proportion of immature granular cells in the dentate gyrus of neonatal rats. Sevoflurane-treated rats performed better during the training days of the Morris water maze test and in contextual-fear discrimination learning test. These results suggest that a subanesthetic dose of sevoflurane promotes hippocampal neurogenesis in neonatal rats and facilitates their performance in dentate gyrus-dependent learning tasks.

  12. 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

  13. Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning

    Directory of Open Access Journals (Sweden)

    J. Lynn McBrien

    2009-06-01

    Full Text Available This research study is a collaborative project between faculty in social foundations, special education, and instructional technology in which we analyze student data from six undergraduate and graduate courses related to the use of a virtual classroom space. Transactional distance theory (Moore & Kearsley, 1996 operates as our theoretical framework as we explore the role of a virtual classroom in distance education and analyze the ways in which a synchronous learning environment affects students’ learning experiences. Elluminate Live! was the software employed in the virtual classroom. In this analysis, particular themes emerged related to dialogue, structure, and learner autonomy. In addition, students rated convenience, technical issues, and pedagogical preferences as important elements in their learning experiences. The article discusses these themes as a contribution to reducing the “distance” that students experience in online learning and to developing quality distance education experiences for students in higher education.

  14. Endurance exercise as an endogenous neuro-enhancement strategy to facilitate motor learning

    Directory of Open Access Journals (Sweden)

    Marco eTaubert

    2015-12-01

    Full Text Available Endurance exercise improves cardiovascular and musculoskeletal function and may also increase the information processing capacities of the brain. Animal and human research from the past decade demonstrated widespread exercise effects on brain structure and function at the systems-, cellular- and molecular level of brain organization. These neurobiological mechanisms may explain the well-established positive influence of exercise on performance in various behavioural domains but also its contribution to improved skill learning and neuroplasticity. With respect to the latter, only few empirical and theoretical studies are available to date. The aim of this review is (i to summarize the existing neurobiological and behavioural evidence arguing for endurance exercise-induced improvements in motor learning and (ii to develop hypotheses about the mechanistic link between exercise and improved learning. We identify major knowledge gaps that need to be addressed by future research projects to advance our understanding of how exercise should be organized to optimize motor learning.

  15. “Pick-up Lines”: A Fun Way to Facilitate Learning Microbiological Concepts

    Directory of Open Access Journals (Sweden)

    Thomas Edison E. dela Cruz

    2014-05-01

    Full Text Available Learning microbiology can be made fun by writing funny lines related to microbiology. Students were tasked to create their own pick-up lines and explain these based on their understanding of the basic concepts in microbiology.

  16. Bridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments

    Directory of Open Access Journals (Sweden)

    Lisa D. Young

    2003-10-01

    Full Text Available Abstract. The design of computer-based learning environments has undergone a paradigm shift; moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments. The goal of the resulting computer-based learning environment design principles is to have students learn with technology, rather than from technology. This paper reviews the general constructivist theory that has guided the development of these environments, and offers suggestions for the adaptation of modest, generic guidelines, not mandated principles, that can be flexibly applied and allow for the expression of true constructivist ideals in online learning environments.

  17. ASPECTS REGARDING THE ROLE OF FACILITATORS IN CREATIVE LEARNING AND INNOVATIVE TEACHING

    National Research Council Canada - National Science Library

    TODORUȚ AMALIA VENERA

    2016-01-01

    .... Also I approached issues related to creative learning and innovative teaching in a society in which knowledge takes more and more intense forms and, they require changes and deep transformations...

  18. 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.

  19. L1 Use in L2 Vocabulary Learning: Facilitator or Barrier

    Science.gov (United States)

    Liu, Jing

    2008-01-01

    Based on empirical research and qualitative analysis, this paper aims to explore the effects of L1 use on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of L1 can effectively facilitate the memorization of new words, and the bilingual method (both English explanation and Chinese…

  20. The Disposable Blog: Using the Weblog to Facilitate Classroom Learning and Communications

    Science.gov (United States)

    Pimpare, Stephen; Fast, Jonathan

    2008-01-01

    This article describes two case studies: one is from a graduate course in social work practice evaluation taught by the second author; the other is from an undergraduate political science course in media and politics taught by the first author. These cases describe the way blogs, created by students and the professors, facilitate communications…

  1. Embodiment in Musical Knowing: How Body Movement Facilitates Learning within Dalcroze Eurhythmics

    Science.gov (United States)

    Juntunen, Marja-Leena; Hyvönen, Leena

    2004-01-01

    This paper examines how body movement within the frames of Dalcroze Eurhythmics can facilitate musical knowing. Merleau-Ponty's philosophical ideas seem to correspond with the specific empirical findings of Jaques-Dalcroze. Hence, our viewpoint is based on Merleau-Ponty's notions of "knowing the world through the body" as well as of…

  2. Examining How Model Youth Sport Coaches Learn to Facilitate Positive Youth Development

    Science.gov (United States)

    Camiré, Martin; Trudel, Pierre; Forneris, Tanya

    2014-01-01

    Background: Research indicates that some youth sport coaches have specific strategies in their coaching plan to facilitate positive youth development (PYD) while others struggle in articulating how they promote the development of their athletes in actual practice. These variations can be largely attributed to the fact that coaching is a complex…

  3. Facilitating Learning and Physical Change in Complex Systems through Employee Involvement

    DEFF Research Database (Denmark)

    Bjerrum, Eva; Dahl, Susanne

    In a Danish workplace an experiment with mobile seating was carried out. Instead of implementing a certain concept designed by the management team the process was facilitated as a user involvement process based on Stacey´s theory of complex responsive processes. Here providing alternative pictures...

  4. Embodiment in Musical Knowing: How Body Movement Facilitates Learning within Dalcroze Eurhythmics

    Science.gov (United States)

    Juntunen, Marja-Leena; Hyvönen, Leena

    2004-01-01

    This paper examines how body movement within the frames of Dalcroze Eurhythmics can facilitate musical knowing. Merleau-Ponty's philosophical ideas seem to correspond with the specific empirical findings of Jaques-Dalcroze. Hence, our viewpoint is based on Merleau-Ponty's notions of "knowing the world through the body" as well as of…

  5. Learner portfolios and hands-on workshop to facilitate and evaluate nurses' learning in obstetric ultrasound.

    Science.gov (United States)

    Lathrop, Anthony; Blackburn, Mary

    2011-01-01

    Over the past three decades, ultrasound has played an increasing role in perinatal nursing. In obstetric triage, many clients present with indications for ultrasound. In one institution's triage unit, restrictive policies, lack of opportunities for learning skills, and an unstructured method of verifying competence created barriers to nurses learning ultrasound. A revised approach using learner portfolios and a hands-on workshop resulted in improved acquisition of skills, learner confidence, and increased accessibility of ultrasound to clients.

  6. Adapted design of multimedia-facilitated language learning program for children with autism

    OpenAIRE

    Lau,Fai-Kim; Yuen,Allan H.K.; Lian,John M-G.

    2007-01-01

    The aim of this pilot study is to help researchers construct an appropriate multimedia-supported learning program for students who have autism. The results of this pilot study assisted the multimedia learn program designers to pay attention to the need of the development of a clear and simple layout, multiple level of content presentation, and simple but direct audio instructions. The core conclusion is the significance of the need for caring individual differences of these students during th...

  7. Appraising the e-readiness of online learning facilitators: key human factors

    OpenAIRE

    VERMEULEN, L.

    2009-01-01

    Higher education institutions in South Africa have undergone a number of changes over the past few years. These changes brought about inter alia changed work environments and job demands. One of the new job demands is the need to incorporate technology in teaching and learning, viz. e-learning. Not all job incumbents, however, adapted successfully to these changes, particularly with regard to e-readiness. Such a lack in e-readiness is likely to influence the effectiveness with which an academ...

  8. 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....

  9. Hippocampal lesions facilitate instrumental learning with delayed reinforcement but induce impulsive choice in rats

    Directory of Open Access Journals (Sweden)

    Cheung Timothy HC

    2005-05-01

    Full Text Available Abstract Background Animals must frequently act to influence the world even when the reinforcing outcomes of their actions are delayed. Learning with action-outcome delays is a complex problem, and little is known of the neural mechanisms that bridge such delays. When outcomes are delayed, they may be attributed to (or associated with the action that caused them, or mistakenly attributed to other stimuli, such as the environmental context. Consequently, animals that are poor at forming context-outcome associations might learn action-outcome associations better with delayed reinforcement than normal animals. The hippocampus contributes to the representation of environmental context, being required for aspects of contextual conditioning. We therefore hypothesized that animals with hippocampal lesions would be better than normal animals at learning to act on the basis of delayed reinforcement. We tested the ability of hippocampal-lesioned rats to learn a free-operant instrumental response using delayed reinforcement, and what is potentially a related ability – the ability to exhibit self-controlled choice, or to sacrifice an immediate, small reward in order to obtain a delayed but larger reward. Results Rats with sham or excitotoxic hippocampal lesions acquired an instrumental response with different delays (0, 10, or 20 s between the response and reinforcer delivery. These delays retarded learning in normal rats. Hippocampal-lesioned rats responded slightly less than sham-operated controls in the absence of delays, but they became better at learning (relative to shams as the delays increased; delays impaired learning less in hippocampal-lesioned rats than in shams. In contrast, lesioned rats exhibited impulsive choice, preferring an immediate, small reward to a delayed, larger reward, even though they preferred the large reward when it was not delayed. Conclusion These results support the view that the hippocampus hinders action-outcome learning

  10. 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…

  11. 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…

  12. 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…

  13. 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.

  14. 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....

  15. 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....

  16. Cholecystokinin facilitates neuronal excitability in the entorhinal cortex via activation of TRPC-like channels.

    Science.gov (United States)

    Wang, Shouping; Zhang, An-Ping; Kurada, Lalitha; Matsui, Toshimitsu; Lei, Saobo

    2011-09-01

    Cholecystokinin (CCK) is one of the most abundant neuropeptides in the brain, where it interacts with two G protein-coupled receptors (CCK-1 and CCK-2). Activation of both CCK receptors increases the activity of PLC, resulting in increases in intracellular calcium ion (Ca(2+)) release and activation of PKC. Whereas high density of CCK receptors has been detected in the superficial layers of the entorhinal cortex (EC), the functions of CCK in this brain region have not been determined. Here, we studied the effects of CCK on neuronal excitability of layer III pyramidal neurons in the EC. Our results showed that CCK remarkably increased the firing frequency of action potentials (APs). The effects of CCK on neuronal excitability were mediated via activation of CCK-2 receptors and required the functions of G proteins and PLC. However, CCK-mediated facilitation of neuronal excitability was independent of inositol trisphosphate receptors and PKC. CCK facilitated neuronal excitability by activating a cationic channel to generate membrane depolarization. The effects of CCK were suppressed by the generic, nonselective cationic channel blockers, 2-aminoethyldiphenyl borate and flufenamic acid, but potentiated by gadolinium ion and lanthanum ion at 100 μM. Depletion of extracellular Ca(2+) also counteracted CCK-induced increases in AC firing frequency. Moreover, CCK-induced enhancement of neuronal excitability was inhibited significantly by intracellular application of the antibody to transient receptor potential channel 5 (TRPC5), suggesting the involvement of TRPC5 channels. Our results provide a cellular and molecular mechanism to help explain the functions of CCK in vivo.

  17. Facilitating Learning and Physical Change in Complex Systems through Employee Involvement

    DEFF Research Database (Denmark)

    Bjerrum, Eva; Dahl, Susanne

    In a Danish workplace an experiment with mobile seating was carried out. Instead of implementing a certain concept designed by the management team the process was facilitated as a user involvement process based on Stacey´s theory of complex responsive processes. Here providing alternative pictures...... of the organisation challenged the discursive practice of the organisation and engaged employees in a process where they challenged each other’s accepted understandings of the organisation and of their work....

  18. Children's learning of tennis skills is facilitated by external focus instructions

    Directory of Open Access Journals (Sweden)

    Ricardo Hadler

    2014-12-01

    Full Text Available The present study examined the effects of instructions promoting external versus internal foci of attention on the learning of a tennis forehand stroke in 11-year old children. Three groups of participants practiced hitting tennis balls at a target. External focus group participants were instructed to direct their attention to the movement of the racquet, while participants in the internal focus group were asked to direct their attention to the movements of their arm. Participants in a control group did not receive attentional focus instructions. Two days after the practice phase (60 trials, learning was assessed in retention and transfer tests. The results showed that the external focus group demonstrated greater accuracy in hitting a target relative to the two other groups in retention, and relative to the internal focus group in transfer. We conclude that instructions inducing an external focus of attention can enhance children's sport skill learning.

  19. DO SEMANTIC CONTEXTUAL CUES FACILITATE TRANSFER LEARNING FROM VIDEO IN TODDLERS?

    Directory of Open Access Journals (Sweden)

    Laura eZimmermann

    2015-05-01

    Full Text Available Young children typically demonstrate a transfer deficit, learning less from video than live presentations. Semantically meaningful context has been demonstrated to enhance learning in young children. We examined the effect of a semantically meaningful context on toddlers’ imitation performance. Two- and 2.5-year-olds participated in a puzzle imitation task to examine learning from either a live or televised model. The model demonstrated how to assemble a three-piece puzzle to make a fish or a boat, with the puzzle demonstration occurring against a semantically meaningful background context (ocean or a yellow background (no context. Participants in the video condition performed significantly worse than participants in the live condition, demonstrating the typical transfer deficit effect. While the context helped improve overall levels of imitation, especially for the boat puzzle, only individual differences in the ability to self-generate a stimulus label were related to a reduction in the transfer deficit.

  20. Facilitated variation: how evolution learns from past environments to generalize to new environments.

    Directory of Open Access Journals (Sweden)

    Merav Parter

    2008-11-01

    Full Text Available One of the striking features of evolution is the appearance of novel structures in organisms. Recently, Kirschner and Gerhart have integrated discoveries in evolution, genetics, and developmental biology to form a theory of facilitated variation (FV. The key observation is that organisms are designed such that random genetic changes are channeled in phenotypic directions that are potentially useful. An open question is how FV spontaneously emerges during evolution. Here, we address this by means of computer simulations of two well-studied model systems, logic circuits and RNA secondary structure. We find that evolution of FV is enhanced in environments that change from time to time in a systematic way: the varying environments are made of the same set of subgoals but in different combinations. We find that organisms that evolve under such varying goals not only remember their history but also generalize to future environments, exhibiting high adaptability to novel goals. Rapid adaptation is seen to goals composed of the same subgoals in novel combinations, and to goals where one of the subgoals was never seen in the history of the organism. The mechanisms for such enhanced generation of novelty (generalization are analyzed, as is the way that organisms store information in their genomes about their past environments. Elements of facilitated variation theory, such as weak regulatory linkage, modularity, and reduced pleiotropy of mutations, evolve spontaneously under these conditions. Thus, environments that change in a systematic, modular fashion seem to promote facilitated variation and allow evolution to generalize to novel conditions.