Enhancing Lean Manufacturing Learning Experience through Hands-On Simulation

Science.gov (United States)

Elbadawi, Isam; McWilliams, Douglas L.; Tetteh, Edem G.

2010-01-01

Finding appropriate interactive exercises to increase students' learning in technical topic courses is always challenging to educators. In this study, several paper plane hands-on simulation exercises were developed, used, and tested in a lean manufacturing course for beginning college students. A pretest and posttest was used to assess the…

Effects of hand gestures on auditory learning of second-language vowel length contrasts.

Science.gov (United States)

Hirata, Yukari; Kelly, Spencer D; Huang, Jessica; Manansala, Michael

2014-12-01

Research has shown that hand gestures affect comprehension and production of speech at semantic, syntactic, and pragmatic levels for both native language and second language (L2). This study investigated a relatively less explored question: Do hand gestures influence auditory learning of an L2 at the segmental phonology level? To examine auditory learning of phonemic vowel length contrasts in Japanese, 88 native English-speaking participants took an auditory test before and after one of the following 4 types of training in which they (a) observed an instructor in a video speaking Japanese words while she made syllabic-rhythm hand gesture, (b) produced this gesture with the instructor, (c) observed the instructor speaking those words and her moraic-rhythm hand gesture, or (d) produced the moraic-rhythm gesture with the instructor. All of the training types yielded similar auditory improvement in identifying vowel length contrast. However, observing the syllabic-rhythm hand gesture yielded the most balanced improvement between word-initial and word-final vowels and between slow and fast speaking rates. The overall effect of hand gesture on learning of segmental phonology is limited. Implications for theories of hand gesture are discussed in terms of the role it plays at different linguistic levels.

Stimulating Participation and Learning in Microbiology: Presence and Identification of Bacteria from Student's Hands

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Antunes, Patrícia

2016-01-01

We proposed in the Basic Microbiology Subject for food science and nutrition students, a "hands-on" activity consisting on sampling student's hands for bacterial presence and identification. This is a project to be implemented in multiple laboratory classes throughout the semester, allowing students to learn, and apply general…

Hebbian learning of hand-centred representations in a hierarchical neural network model of the primate visual system

Science.gov (United States)

Born, Jannis; Stringer, Simon M.

2017-01-01

A subset of neurons in the posterior parietal and premotor areas of the primate brain respond to the locations of visual targets in a hand-centred frame of reference. Such hand-centred visual representations are thought to play an important role in visually-guided reaching to target locations in space. In this paper we show how a biologically plausible, Hebbian learning mechanism may account for the development of localized hand-centred representations in a hierarchical neural network model of the primate visual system, VisNet. The hand-centered neurons developed in the model use an invariance learning mechanism known as continuous transformation (CT) learning. In contrast to previous theoretical proposals for the development of hand-centered visual representations, CT learning does not need a memory trace of recent neuronal activity to be incorporated in the synaptic learning rule. Instead, CT learning relies solely on a Hebbian learning rule, which is able to exploit the spatial overlap that naturally occurs between successive images of a hand-object configuration as it is shifted across different retinal locations due to saccades. Our simulations show how individual neurons in the network model can learn to respond selectively to target objects in particular locations with respect to the hand, irrespective of where the hand-object configuration occurs on the retina. The response properties of these hand-centred neurons further generalise to localised receptive fields in the hand-centred space when tested on novel hand-object configurations that have not been explored during training. Indeed, even when the network is trained with target objects presented across a near continuum of locations around the hand during training, the model continues to develop hand-centred neurons with localised receptive fields in hand-centred space. With the help of principal component analysis, we provide the first theoretical framework that explains the behavior of Hebbian learning

Hebbian learning of hand-centred representations in a hierarchical neural network model of the primate visual system.

Science.gov (United States)

Born, Jannis; Galeazzi, Juan M; Stringer, Simon M

2017-01-01

A subset of neurons in the posterior parietal and premotor areas of the primate brain respond to the locations of visual targets in a hand-centred frame of reference. Such hand-centred visual representations are thought to play an important role in visually-guided reaching to target locations in space. In this paper we show how a biologically plausible, Hebbian learning mechanism may account for the development of localized hand-centred representations in a hierarchical neural network model of the primate visual system, VisNet. The hand-centered neurons developed in the model use an invariance learning mechanism known as continuous transformation (CT) learning. In contrast to previous theoretical proposals for the development of hand-centered visual representations, CT learning does not need a memory trace of recent neuronal activity to be incorporated in the synaptic learning rule. Instead, CT learning relies solely on a Hebbian learning rule, which is able to exploit the spatial overlap that naturally occurs between successive images of a hand-object configuration as it is shifted across different retinal locations due to saccades. Our simulations show how individual neurons in the network model can learn to respond selectively to target objects in particular locations with respect to the hand, irrespective of where the hand-object configuration occurs on the retina. The response properties of these hand-centred neurons further generalise to localised receptive fields in the hand-centred space when tested on novel hand-object configurations that have not been explored during training. Indeed, even when the network is trained with target objects presented across a near continuum of locations around the hand during training, the model continues to develop hand-centred neurons with localised receptive fields in hand-centred space. With the help of principal component analysis, we provide the first theoretical framework that explains the behavior of Hebbian learning

Assessing High School Student Learning on Science Outreach Lab Activities

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Thomas, Courtney L.

2012-01-01

The effect of hands-on laboratory activities on secondary student learning was examined. Assessment was conducted over a two-year period, with 262 students participating the first year and 264 students the second year. Students took a prequiz, performed a laboratory activity (gas chromatography of alcohols, or photosynthesis and respiration), and…

Hebbian learning of hand-centred representations in a hierarchical neural network model of the primate visual system.

Directory of Open Access Journals (Sweden)

Jannis Born

Full Text Available A subset of neurons in the posterior parietal and premotor areas of the primate brain respond to the locations of visual targets in a hand-centred frame of reference. Such hand-centred visual representations are thought to play an important role in visually-guided reaching to target locations in space. In this paper we show how a biologically plausible, Hebbian learning mechanism may account for the development of localized hand-centred representations in a hierarchical neural network model of the primate visual system, VisNet. The hand-centered neurons developed in the model use an invariance learning mechanism known as continuous transformation (CT learning. In contrast to previous theoretical proposals for the development of hand-centered visual representations, CT learning does not need a memory trace of recent neuronal activity to be incorporated in the synaptic learning rule. Instead, CT learning relies solely on a Hebbian learning rule, which is able to exploit the spatial overlap that naturally occurs between successive images of a hand-object configuration as it is shifted across different retinal locations due to saccades. Our simulations show how individual neurons in the network model can learn to respond selectively to target objects in particular locations with respect to the hand, irrespective of where the hand-object configuration occurs on the retina. The response properties of these hand-centred neurons further generalise to localised receptive fields in the hand-centred space when tested on novel hand-object configurations that have not been explored during training. Indeed, even when the network is trained with target objects presented across a near continuum of locations around the hand during training, the model continues to develop hand-centred neurons with localised receptive fields in hand-centred space. With the help of principal component analysis, we provide the first theoretical framework that explains the behavior

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...

Wearable Sensors for eLearning of Manual Tasks: Using Forearm EMG in Hand Hygiene Training.

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Kutafina, Ekaterina; Laukamp, David; Bettermann, Ralf; Schroeder, Ulrik; Jonas, Stephan M

2016-08-03

In this paper, we propose a novel approach to eLearning that makes use of smart wearable sensors. Traditional eLearning supports the remote and mobile learning of mostly theoretical knowledge. Here we discuss the possibilities of eLearning to support the training of manual skills. We employ forearm armbands with inertial measurement units and surface electromyography sensors to detect and analyse the user's hand motions and evaluate their performance. Hand hygiene is chosen as the example activity, as it is a highly standardized manual task that is often not properly executed. The World Health Organization guidelines on hand hygiene are taken as a model of the optimal hygiene procedure, due to their algorithmic structure. Gesture recognition procedures based on artificial neural networks and hidden Markov modeling were developed, achieving recognition rates of 98 . 30 % ( ± 1 . 26 % ) for individual gestures. Our approach is shown to be promising for further research and application in the mobile eLearning of manual skills.

Robotic Mission to Mars: Hands-on, minds-on, web-based learning

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Mathers, Naomi; Goktogen, Ali; Rankin, John; Anderson, Marion

2012-11-01

Problem-based learning has been demonstrated as an effective methodology for developing analytical skills and critical thinking. The use of scenario-based learning incorporates problem-based learning whilst encouraging students to collaborate with their colleagues and dynamically adapt to their environment. This increased interaction stimulates a deeper understanding and the generation of new knowledge. The Victorian Space Science Education Centre (VSSEC) uses scenario-based learning in its Mission to Mars, Mission to the Orbiting Space Laboratory and Primary Expedition to the M.A.R.S. Base programs. These programs utilize methodologies such as hands-on applications, immersive-learning, integrated technologies, critical thinking and mentoring to engage students in Science, Technology, Engineering and Mathematics (STEM) and highlight potential career paths in science and engineering. The immersive nature of the programs demands specialist environments such as a simulated Mars environment, Mission Control and Space Laboratory, thus restricting these programs to a physical location and limiting student access to the programs. To move beyond these limitations, VSSEC worked with its university partners to develop a web-based mission that delivered the benefits of scenario-based learning within a school environment. The Robotic Mission to Mars allows students to remotely control a real rover, developed by the Australian Centre for Field Robotics (ACFR), on the VSSEC Mars surface. After completing a pre-mission training program and site selection activity, students take on the roles of scientists and engineers in Mission Control to complete a mission and collect data for further analysis. Mission Control is established using software developed by the ACRI Games Technology Lab at La Trobe University using the principles of serious gaming. The software allows students to control the rover, monitor its systems and collect scientific data for analysis. This program encourages

Hand Rehabilitation Learning System With an Exoskeleton Robotic Glove.

Science.gov (United States)

Ma, Zhou; Ben-Tzvi, Pinhas; Danoff, Jerome

2016-12-01

This paper presents a hand rehabilitation learning system, the SAFE Glove, a device that can be utilized to enhance the rehabilitation of subjects with disabilities. This system is able to learn fingertip motion and force for grasping different objects and then record and analyze the common movements of hand function including grip and release patterns. The glove is then able to reproduce these movement patterns in playback fashion to assist a weakened hand to accomplish these movements, or to modulate the assistive level based on the user's or therapist's intent for the purpose of hand rehabilitation therapy. Preliminary data have been collected from healthy hands. To demonstrate the glove's ability to manipulate the hand, the glove has been fitted on a wooden hand and the grasping of various objects was performed. To further prove that hands can be safely driven by this haptic mechanism, force sensor readings placed between each finger and the mechanism are plotted. These experimental results demonstrate the potential of the proposed system in rehabilitation therapy.

Circuits and electronics hands-on learning with analog discovery

CERN Document Server

Okyere Attia, John

2018-01-01

The book provides instructions on building circuits on breadboards, connecting the Analog Discovery wires to the circuit under test, and making electrical measurements. Various measurement techniques are described and used in this book, including: impedance measurements, complex power measurements, frequency response measurements, power spectrum measurements, current versus voltage characteristic measurements of diodes, bipolar junction transistors, and Mosfets. The book includes end-of-chapter problems for additional exercises geared towards hands-on learning, experimentation, comparisons between measured results and those obtained from theoretical calculations.

Communicate science: an example of food related hands-on laboratory approach

Science.gov (United States)

D'Addezio, Giuliana; Marsili, Antonella; Vallocchia, Massimiliano

2014-05-01

The Laboratorio Didattica e Divulgazione Scientifica of the Istituto Nazionale di Geofisica e Vulcanologia (INGV's Educational and Outreach Laboratory) organized activity with kids to convey scientific knowledge and to promote research on Earth Science, focusing on volcanic and seismic hazard. The combination of games and learning in educational activity can be a valuable tool for study of complex phenomena. Hands-on activity may help in engage kids in a learning process through direct participation that significantly improves the learning performance of children. Making learning fun motivate audience to pay attention on and stay focused on the subject. We present the experience of the hand-on laboratory "Laboratorio goloso per bambini curiosi di scienza (a delicious hands-on laboratory for kids curious about science)", performed in Frascati during the 2013 European Researchers' Night, promoted by the European Commission, as part of the program organized by the Laboratorio Didattica e Divulgazione Scientifica in the framework of Associazione Frascati Scienza (http://www.frascatiscienza.it/). The hand-on activity were designed for primary schools to create enjoyable and unusual tools for learning Earth Science. During this activity kids are involved with something related to everyday life, such as food, through manipulation, construction and implementation of simple experiments related to Earth dynamics. Children become familiar with scientific concepts such as composition of the Earth, plates tectonic, earthquakes and seismic waves propagation and experience the effect of earthquakes on buildings, exploring their important implications for seismic hazard. During the activity, composed of several steps, participants were able to learn about Earth inner structure, fragile lithosphere, waves propagations, impact of waves on building ecc.., dealing with eggs, cookies, honey, sugar, polenta, flour, chocolate, candies, liquorice sticks, bread, pudding and sweets. The

Back to the future with hands-on science: students' perceptions of learning anatomy and physiology.

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Johnston, Amy Nicole Burne; McAllister, Margaret

2008-09-01

This article examines student perceptions of learning related to anatomy and physiology in a bachelor of nursing program. One strategy to teach the sciences is simulated learning, a technology that offers exciting potential. Virtual environments for laboratory learning may offer numerous benefits: teachers can convey information to a larger group of students, reducing the need for small laboratory classes; less equipment is required, thus containing ongoing costs; and students can learn in their own time and place. However, simulated learning may also diminish access to the teacher-student relationship and the opportunity for guided practice and guided linking of theory with practice. Without this hands-on experience, there is a risk that students will not engage as effectively, and thus conceptual learning and the development of critical thinking skills are diminished. However, student perceptions of these learning experiences are largely unknown. Thus, this study examined students' perceptions of anatomy and physiology laboratory experiences and the importance they placed on hands-on experience in laboratory settings.

[Transposition errors during learning to reproduce a sequence by the right- and the left-hand movements: simulation of positional and movement coding].

Science.gov (United States)

Liakhovetskiĭ, V A; Bobrova, E V; Skopin, G N

2012-01-01

Transposition errors during the reproduction of a hand movement sequence make it possible to receive important information on the internal representation of this sequence in the motor working memory. Analysis of such errors showed that learning to reproduce sequences of the left-hand movements improves the system of positional coding (coding ofpositions), while learning of the right-hand movements improves the system of vector coding (coding of movements). Learning of the right-hand movements after the left-hand performance involved the system of positional coding "imposed" by the left hand. Learning of the left-hand movements after the right-hand performance activated the system of vector coding. Transposition errors during learning to reproduce movement sequences can be explained by neural network using either vector coding or both vector and positional coding.

A hands-on activity for teaching product-process matrix: roadmap and application

Directory of Open Access Journals (Sweden)

Luciano Costa Santos

2014-08-01

Full Text Available The product-process matrix is a well-known framework proposed by Hayes and Wheelwright (1979 that is commonly used to identify processes types and to analyze the alignment of these processes with the products of a company. For didactic purposes, the matrix helps undergraduates beginners from Production Engineering to understand the logic of production systems, providing knowledge that will be essential for various course subjects. Considering the high level of abstraction of the concepts underlying the product-process matrix, this paper presents a way to facilitate the learning of them through the application of a hands-on activity which relies on the active learning philosophy. The proposed dynamic uses colored plastic sheets and PVC pipes as main materials, differing from the original proposal of Penlesky and Treleven (2005 . In addition to presenting an extremely simple exercise, which encourages its application in the classroom, another contribution of this paper is to define a complete roadmap for conducting the activity. This roadmap describes the assembly of fictitious products in customization and standardization scenarios for the comparison of two processes types of product-process matrix, job shop and assembly line. The activity revealed very successful after its application to two groups of Production Engineering undergraduates, confirmed with positive feedback from the students surveyed.

Machine learning of molecular properties: Locality and active learning

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Gubaev, Konstantin; Podryabinkin, Evgeny V.; Shapeev, Alexander V.

2018-06-01

In recent years, the machine learning techniques have shown great potent1ial in various problems from a multitude of disciplines, including materials design and drug discovery. The high computational speed on the one hand and the accuracy comparable to that of density functional theory on another hand make machine learning algorithms efficient for high-throughput screening through chemical and configurational space. However, the machine learning algorithms available in the literature require large training datasets to reach the chemical accuracy and also show large errors for the so-called outliers—the out-of-sample molecules, not well-represented in the training set. In the present paper, we propose a new machine learning algorithm for predicting molecular properties that addresses these two issues: it is based on a local model of interatomic interactions providing high accuracy when trained on relatively small training sets and an active learning algorithm of optimally choosing the training set that significantly reduces the errors for the outliers. We compare our model to the other state-of-the-art algorithms from the literature on the widely used benchmark tests.

A natural approach to convey numerical digits using hand activity recognition based on hand shape features

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Chidananda, H.; Reddy, T. Hanumantha

2017-06-01

This paper presents a natural representation of numerical digit(s) using hand activity analysis based on number of fingers out stretched for each numerical digit in sequence extracted from a video. The analysis is based on determining a set of six features from a hand image. The most important features used from each frame in a video are the first fingertip from top, palm-line, palm-center, valley points between the fingers exists above the palm-line. Using this work user can convey any number of numerical digits using right or left or both the hands naturally in a video. Each numerical digit ranges from 0 to9. Hands (right/left/both) used to convey digits can be recognized accurately using the valley points and with this recognition whether the user is a right / left handed person in practice can be analyzed. In this work, first the hand(s) and face parts are detected by using YCbCr color space and face part is removed by using ellipse based method. Then, the hand(s) are analyzed to recognize the activity that represents a series of numerical digits in a video. This work uses pixel continuity algorithm using 2D coordinate geometry system and does not use regular use of calculus, contours, convex hull and datasets.

The use of a hands-on model in learning the regulation of an inducible operon and the development of a gene regulation concept inventory

Science.gov (United States)

Stefanski, Katherine M.

A central concept in genetics is the regulation of gene expression. Inducible gene expression is often taught in undergraduate biology courses using the lac operon of Escherichia coli (E. coli ). With national calls for reform in undergraduate biology education and a body of literature that supports the use of active learning techniques including hands-on learning and analogies we were motivated to develop a hands-on analogous model of the lac operon. The model was developed over two iterations and was administered to genetics students. To determine the model's worth as a learning tool a concept inventory (CI) was developed using rigorous protocols. Concept inventories are valuable tools which can be used to assess students' understanding of a topic and pinpoint commonly held misconceptions as well as the value of educational tools. Through in-class testing (n =115) the lac operon concept inventory (LOCI) was demonstrated to be valid, predictive, and reliable (? coefficient = 0.994). LOCI scores for students who participated in the hands-on activity (n = 67) were 7.5% higher (t = -2.281, P operon. We were able to determine the efficacy of the activity and identify misconceptions held by students about the lac operon because of the use of a valid and reliable CI.

Blast a Biofilm: A Hands-On Activity for School Children and Members of the Public

Directory of Open Access Journals (Sweden)

Victoria L. Marlow

2013-08-01

Full Text Available Microbial biofilms are very common in nature and have both detrimental and beneficial effects on everyday life. Practical and hands-on activities have been shown to achieve greater learning and engagement with science by young people (1, 4, 5. We describe an interactive activity, developed to introduce microbes and biofilms to school age children and members of the public. Biofilms are common in nature and, as the favored mode of growth for microbes, biofilms affect many parts ofeveryday life. This hands-on activity highlights the key  concepts of biofilms by allowing participants to first build, then attempt to ‘blast,’ a biofilm, thus enabling the robust nature of biofilms to become apparent. We developed the blast-a-biofilm activity as part of our two-day Magnificent Microbes event, which took place at the Dundee Science Centre-Sensation in May 2010 (6. This public engagement event was run by scientists from the Division of Molecular Microbiology at the University of Dundee. The purpose of the event was to use fun and interesting activities to make both children and adults think about how fascinating microbes are. Additionally, we aimed to develop interactive resources that could be used in future events and learning environments, of which the blast-a-biofilm activity is one such resource. Scientists and policy makers in the UK believe engaging the public with research ensures that the work of universities and research institutes is relevant to society and wider social concerns and can also help scientists actively contribute to positive social change (2. The activity is aimed at junior school age children (9–11 years and adults with little or no knowledge of microbiology. The activity is suitable for use at science festivals, science clubs, and also in the classroom, where it can serve as a tool to enrich and enhance the school curriculum.

Contingency learning deficits and generalization in chronic unilateral hand pain patients.

Science.gov (United States)

Meulders, Ann; Harvie, Daniel S; Bowering, Jane K; Caragianis, Suzanne; Vlaeyen, Johan W S; Moseley, G Lorimer

2014-10-01

Contingency learning, in particular the formation of danger beliefs, underpins conditioned fear and avoidance behavior, yet equally important is the formation of safety beliefs. That is, when threat beliefs and accompanying fear/avoidance spread to technically safe cues, it might cause disability. Indeed, such over generalization has been advanced as a trans-diagnostic pathologic marker, but it has not been investigated in chronic pain. Using a novel hand pain scenario contingency learning task, we tested the hypotheses that chronic hand pain patients demonstrate less differential pain expectancy judgments because of poor safety learning and demonstrate broader generalization gradients than healthy controls. Participants viewed digitized 3-dimensional hands in different postures presented in random order (conditioned stimulus [CS]) and rated the likelihood that a fictive patient would feel pain when moving the hand into that posture. Subsequently, the outcome (pain/no pain) was presented on the screen. One hand posture was followed by pain (CS+), another was not (CS-). Generalization was tested using novel hand postures (generalization stimuli) that varied in how similar they were to the original conditioned stimuli. Patients, but not healthy controls, demonstrated a contingency learning deficit determined by impaired safety learning, but not by exaggerated pain expectancy toward the CS+. Patients showed flatter, asymmetric generalization gradients than the healthy controls did, with higher pain expectancy for novel postures that were more similar to the original CS-. The results clearly uphold our hypotheses and suggest that contingency learning deficits might be important in the development and maintenance of the chronic pain-related disability. Chronic hand pain patients demonstrate 1) reduced differential contingency learning determined by a lack of safety belief formation, but not by exaggerated threat belief formation, and 2) flatter, asymmetric

Blended Learning Model on Hands-On Approach for In-Service Secondary School Teachers: Combination of E-Learning and Face-to-Face Discussion

Science.gov (United States)

Ho, Vinh-Thang; Nakamori, Yoshiteru; Ho, Tu-Bao; Lim, Cher Ping

2016-01-01

The purpose of this study was to examine the effectiveness of a blended learning model on hands-on approach for in-service secondary school teachers using a quasi-experimental design. A 24-h teacher-training course using the blended learning model was administered to 117 teachers, while face-to-face instruction was given to 60 teachers. The…

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…

Implementation of a Modular Hands-on Learning Pedagogy: Student Attitudes in a Fluid Mechanics and Heat Transfer Course

Science.gov (United States)

Burgher, J. K.; Finkel, D.; Adesope, O. O.; Van Wie, B. J.

2015-01-01

This study used a within-subjects experimental design to compare the effects of learning with lecture and hands-on desktop learning modules (DLMs) in a fluid mechanics and heat transfer class. The hands-on DLM implementation included the use of worksheets and one of two heat exchangers: an evaporative cooling device and a shell and tube heat…

The impact of a hands-on approach to learning visible spectrometry upon students' performance, motivation, and attitudes.

Science.gov (United States)

Vrtacnik, Margareta; Gros, Natasa

2013-01-01

In this paper, the effect of introducing visible spectrometry concepts through hands-on laboratory work upon student learning within four vocational programs are discussed. All together, 118 students, average 18.6 years old, participated in the study. The results showed no correlation between students' motivational components (intrinsic, regulated, and controlled), chemistry self-concept and their achievement on an experiential knowledge test and knowledge gained from this hands-on approach. Statistically significant differences were found for academic achievement among students in a biotechnology technical program (School 1), food processing program (School 2), laboratory biomedicine program (School 3), and a biotechnology general program (School 4). Differences in academic achievement are further reflected in students' perception of particular knowledge gained through their hands-on experiences and in their expressed attitude toward different didactical characteristics. All students, regardless of their study program, highly evaluated the relaxed atmosphere that contributed to their self-confidence in completing their laboratory activities.

Teaching genetics using hands-on models, problem solving, and inquiry-based methods

Science.gov (United States)

Hoppe, Stephanie Ann

Teaching genetics can be challenging because of the difficulty of the content and misconceptions students might hold. This thesis focused on using hands-on model activities, problem solving, and inquiry-based teaching/learning methods in order to increase student understanding in an introductory biology class in the area of genetics. Various activities using these three methods were implemented into the classes to address any misconceptions and increase student learning of the difficult concepts. The activities that were implemented were shown to be successful based on pre-post assessment score comparison. The students were assessed on the subjects of inheritance patterns, meiosis, and protein synthesis and demonstrated growth in all of the areas. It was found that hands-on models, problem solving, and inquiry-based activities were more successful in learning concepts in genetics and the students were more engaged than tradition styles of lecture.

Pre-Service Physics Teachers’ Perception toward Hands-on Lab Activity and 21st Century Skills

Science.gov (United States)

Putri, D. H.; Risdianto, E.; Sutarno, S.

2017-09-01

This study aimed to describe the hands-on lab activities and 21st century skills of pre-service physics teachers at a university in Bengkulu. The respondents of this study were 113 students who have been finished and were following the laboratory course. The research instrument was questionnaire. The explored aspects of laboratory activities were motivation, the importance of laboratory activities, equipment, laboratory activities process, suitability of curriculum, assessment, laboratory design, and the 21st century skills training. The 21st century skills explored consist of learning and innovation skills, life and careers skills, and media, information and technology skills. The data obtained will be analyzed descriptively. Based on the results of data analysis was obtained that they have a good perception toward the aspect of motivation, the importance of hands-on lab activities, and laboratory activities process; and the perception was fair for other aspects. The lowest perception score was obtained in the aspects of the 21st century skills training. This result was in accordance with the 21st century skills of pre-service physics teachers which were still in moderate category. So it is necessary to develop a model of laboratory activities design that can training and enhancing the 21st century skills for pre-service physics teachers.

Learning in robotic manipulation: The role of dimensionality reduction in policy search methods. Comment on "Hand synergies: Integration of robotics and neuroscience for understanding the control of biological and artificial hands" by Marco Santello et al.

Science.gov (United States)

Ficuciello, Fanny; Siciliano, Bruno

2016-07-01

A question that often arises, among researchers working on artificial hands and robotic manipulation, concerns the real meaning of synergies. Namely, are they a realistic representation of the central nervous system control of manipulation activities at different levels and of the sensory-motor manipulation apparatus of the human being, or do they constitute just a theoretical framework exploiting analytical methods to simplify the representation of grasping and manipulation activities? Apparently, this is not a simple question to answer and, in this regard, many minds from the field of neuroscience and robotics are addressing the issue [1]. The interest of robotics is definitely oriented towards the adoption of synergies to tackle the control problem of devices with high number of degrees of freedom (DoFs) which are required to achieve motor and learning skills comparable to those of humans. The synergy concept is useful for innovative underactuated design of anthropomorphic hands [2], while the resulting dimensionality reduction simplifies the control of biomedical devices such as myoelectric hand prostheses [3]. Synergies might also be useful in conjunction with the learning process [4]. This aspect is less explored since few works on synergy-based learning have been realized in robotics. In learning new tasks through trial-and-error, physical interaction is important. On the other hand, advanced mechanical designs such as tendon-driven actuation, underactuated compliant mechanisms and hyper-redundant/continuum robots might exhibit enhanced capabilities of adapting to changing environments and learning from exploration. In particular, high DoFs and compliance increase the complexity of modelling and control of these devices. An analytical approach to manipulation planning requires a precise model of the object, an accurate description of the task, and an evaluation of the object affordance, which all make the process rather time consuming. The integration of

Are all hands-on activities equally effective? Effect of using plastic models, organ dissections, and virtual dissections on student learning and perceptions.

Science.gov (United States)

Lombardi, Sara A; Hicks, Reimi E; Thompson, Katerina V; Marbach-Ad, Gili

2014-03-01

This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science. College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or plastic models). Each group received a 15-min lecture followed by a 45-min activity with one of the treatments. Immediately after the lesson and then 2 mo later, students were tested on anatomy and physiology knowledge and completed an attitude survey. Students who used plastic models achieved significantly higher overall scores on both the initial and followup exams than students who performed organ or virtual dissections. On the initial exam, students in the plastic model and organ dissection treatments scored higher on anatomy questions than students who performed virtual dissections. Students in the plastic model group scored higher than students who performed organ dissections on physiology questions. On the followup exam, when asked anatomy questions, students in the plastic model group scored higher than dissection students and virtual dissection students. On attitude surveys, organ dissections had higher perceived value and were requested for inclusion in curricula twice as often as any other activity. Students who performed organ dissections were more likely than the other treatment groups to agree with the statement that "science is fun," suggesting that organ dissections may promote positive attitudes toward science. The findings of this study provide evidence for the importance of multiple types of hands-on activities in anatomy laboratory courses.

Student Responses to a Hands-On Kinesthetic Lecture Activity for Learning about the Oxygen Carrying Capacity of Blood

Science.gov (United States)

Breckler, Jennifer; Yu, Justin R.

2011-01-01

This article describes a new hands-on, or "kinesthetic," activity for use in a physiology lecture hall to help students comprehend an important concept in cardiopulmonary physiology known as oxygen carrying capacity. One impetus for designing this activity was to address the needs of students who have a preference for kinesthetic…

Prefrontal involvement in imitation learning of hand actions: effects of practice and expertise.

Science.gov (United States)

Vogt, Stefan; Buccino, Giovanni; Wohlschläger, Afra M; Canessa, Nicola; Shah, N Jon; Zilles, Karl; Eickhoff, Simon B; Freund, Hans-Joachim; Rizzolatti, Giacomo; Fink, Gereon R

2007-10-01

In this event-related fMRI study, we demonstrate the effects of a single session of practising configural hand actions (guitar chords) on cortical activations during observation, motor preparation and imitative execution. During the observation of non-practised actions, the mirror neuron system (MNS), consisting of inferior parietal and ventral premotor areas, was more strongly activated than for the practised actions. This finding indicates a strong role of the MNS in the early stages of imitation learning. In addition, the left dorsolateral prefrontal cortex (DLPFC) was selectively involved during observation and motor preparation of the non-practised chords. This finding confirms Buccino et al.'s [Buccino, G., Vogt, S., Ritzl, A., Fink, G.R., Zilles, K., Freund, H.-J., Rizzolatti, G., 2004a. Neural circuits underlying imitation learning of hand actions: an event-related fMRI study. Neuron 42, 323-334] model of imitation learning: for actions that are not yet part of the observer's motor repertoire, DLPFC engages in operations of selection and combination of existing, elementary representations in the MNS. The pattern of prefrontal activations further supports Shallice's [Shallice, T., 2004. The fractionation of supervisory control. In: Gazzaniga, M.S. (Ed.), The Cognitive Neurosciences, Third edition. MIT Press, Cambridge, MA, pp. 943-956] proposal of a dominant role of the left DLPFC in modulating lower level systems and of a dominant role of the right DLPFC in monitoring operations.

Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation - a pilot project.

Science.gov (United States)

Ramar, Kannan; De Moraes, Alice Gallo; Selim, Bernardo; Holets, Steven; Oeckler, Richard

2016-01-01

Physicians require extensive training to achieve proficiency in mechanical ventilator (MV) management of the critically ill patients. Guided self-directed learning (GSDL) is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. First-year Pulmonary and Critical Care Medicine (PCCM) fellows ( n =6) and Critical Care Internal Medicine (CCIM) ( n =8) fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows) completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p =0.13). Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p =0.39). The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p =0.07). Improved satisfaction scores were noted with hands-on tutoring. Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

Hands On Activity Pada Pembelajaran Geometri Sekolah Sebagai Asesmen Kinerja Siswa

Directory of Open Access Journals (Sweden)

Kartono Kartono

2010-06-01

Full Text Available Geometri merupakan cabang matematika yang diajarkan mulai dari pendidikan dasar sampai pendidikan tinggi, namun berdasarkan suatu penelitian hasil belajar geometri kurang memuaskan khususnya hasil belajar geometri sekolah. Hasil belajar geometri sekolah terkait langsung dengan kegiatan pembelajarannya. Pembelajaran geometri akan efektif apabila kegiatan yang dilakukan sesuai dengan struktur kemampuan berpikir siswa. Menurut Teori Van Hiele tentang pembelajaran geometri, bahwa tingkat kemampuan berpikir siswa dalam belajar geometri meliputi lima tingkat , yaitu visualisasi, analisis, deduksi informal, deduksi, dan rigor.Tingkatan berpikir tersebut akan dilalui siswa secara berurutan, kecepatan berpindah dari tingkat ke tingkat berikutnya banyak bergantung pada isi dan metode pembelajarannya.Perlu disediakan aktivitas-aktivitas dalam pembelajaran yang sesuai dengan tingkat berpikir siswa dalam bentuk hands on activity. Melalui hands on activity akan terbentuk suatu penghayatan dan pengalaman untuk  menetapkan suatu pengertian, karena mampu membelajarkan secara bersama-sama kemampuan kognitif, afektif, dan psikomotorik serta dapat memberikan penghayatan secara mendalam terhadap apa yang dipelajari, sehingga apa yang diperoleh oleh siswa tidak mudah dilupakan. Hands on activity selain sebagai komponen kegiatan pembelajaran, dapat dimanfaatkan sebagai intrumen asesmen, khususnya asesmen kinerja siswa. Gunakanlah hands on activity pada pembelajaran geometri sekolah dan manfaatkan kegiatan tersebut sebagai bentuk asesmen kinerja siswa. 

How can the curation of hands-on STEM activities power successful mobile apps and websites?

Science.gov (United States)

Porcello, D.; Peticolas, L. M.; Schwerin, T. G.

2015-12-01

The Lawrence Hall of Science (LHS) is University of California, Berkeley's public science center. Over the last decade, the Center for Technology Innovation at LHS has partnered with many institutions to establish a strong track record of developing successful technology solutions to support STEM teaching and learning within informal environments. Curation by subject-matter experts has been at the heart of many educational technology products from LHS and its partners that are directed at educators and families. This work includes: (1) popular digital libraries for inquiry-based activities at Howtosmile.org (NSF DRL #0735007) and NASA Earth and Space science education resources at NASAwavelength.org; and novel mobile apps like DIY Sun Science (NASA NNX10AE05G) and DIY Human Body (NIH 5R25OD010543) designed to scaffold exploration of STEM phenomena at home. Both NASA Wavelength and DIY Sun Science arose out of long-term collaborations with the Space Sciences Laboratory at UC Berkeley, Institute for Global Environmental Strategies (IGES), and other NASA-funded organizations, in partnership with NASA through cooperative agreements. This session will review the development, formative evaluation, and usage metrics for these two Earth and Space science-themed educational technology products directly relevant to the AGU community. Questions reviewed by presenters will include: What makes a good hands-on activity, and what essential information do educators depend on when searching for programming additions? What content and connections do families need to explore hands-on activities? How can technology help incorporate educational standards into the discovery process for learning experiences online? How do all these components drive the design and user experience of websites and apps that showcase STEM content?

Active Learning versus Traditional Teaching

Directory of Open Access Journals (Sweden)

L.A. Azzalis

2009-05-01

Full Text Available In traditional teaching most of the class time is spent with the professor lecturing and the students watching and listening. The students work individually, and cooperation is discouraged. On the other hand,  active learning  changes the focus of activity from the teacher to the learners, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate during class;  moreover, students work in teams on problems and projects under conditions that assure positive interdependence and individual accountability. Although student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, the literature regarding the efficacy of various teaching methods is inconclusive. The purpose of this study was to compare the student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections  in Health Sciences´ courses by statistical data from Anhembi Morumbi University. Results indicated significant  difference between active  learning and traditional  teaching. Our conclusions were that strategies promoting  active  learning to  traditional lectures could increase knowledge and understanding.

An investigation of the impact of selected prereading activities on student content learning through laboratory activities

Science.gov (United States)

Kass, Jesse (Shaya)

This study investigated whether two prereading activities impacted student learning from hands-on science activities. The study was based on constructivist learning theory. Based on the work of Piaget, it was hypothesized that students who activated prior knowledge would learn more from the activities. Based on the work of Vygotsky it was hypothesized that students who talk more and write more would learn more from the activity. The K-W-L chart and anticipation guide strategies were used with eighth grade students at Graves Middle School in Whittier, California before learning about levers and convection currents. D. M. Ogle (1986) created the three-column K-W-L chart to have students activate prior knowledge. In the first column, the students write what they already know about a subject, in the second column, the students write what they want to know about the subject, and the students complete the third column after learning about a subject by writing answers to the questions that they asked in the second column. Duffelmeyer (1994) created the anticipation guide based on Herber's (1978) reasoning guide. In the anticipation guide, the teacher creates three or four sentences that convey the major ideas of the topic and the students either agree or disagree with the statements. After learning about the topic, students revisit their answers and decide if they were correct or incorrect and they must defend their choices. This research used the Solomon (1947) four-square design and compared both the experimental groups to a control group that simply discussed the concepts before completing the activity. The research showed no significant difference between the control group and either of the treatment groups. The reasons for the lack of significant differences are considered. It was hypothesized that since the students were unfamiliar with the prereading activities and did not have much experience with using either writing-to-learn or talking-to-learn strategies, the

A Low-Tech, Hands-On Approach To Teaching Sorting Algorithms to Working Students.

Science.gov (United States)

Dios, R.; Geller, J.

1998-01-01

Focuses on identifying the educational effects of "activity oriented" instructional techniques. Examines which instructional methods produce enhanced learning and comprehension. Discusses the problem of learning "sorting algorithms," a major topic in every Computer Science curriculum. Presents a low-tech, hands-on teaching method for sorting…

Hands-On Mathematics: Two Cases from Ancient Chinese Mathematics

Science.gov (United States)

Wang, Youjun

2009-01-01

In modern mathematical teaching, it has become increasingly emphasized that mathematical knowledge should be taught by problem-solving, hands-on activities, and interactive learning experiences. Comparing the ideas of modern mathematical education with the development of ancient Chinese mathematics, we find that the history of mathematics in…

Effectiveness of hands-on tutoring and guided self-directed learning versus self-directed learning alone to educate critical care fellows on mechanical ventilation – a pilot project

Directory of Open Access Journals (Sweden)

Kannan Ramar

2016-09-01

Full Text Available Background: Physicians require extensive training to achieve proficiency in mechanical ventilator (MV management of the critically ill patients. Guided self-directed learning (GSDL is usually the method used to learn. However, it is unclear if this is the most proficient approach to teaching mechanical ventilation to critical care fellows. We, therefore, investigated whether critical care fellows achieve higher scores on standardized testing and report higher satisfaction after participating in a hands-on tutorial combined with GSDL compared to self-directed learning alone. Methods: First-year Pulmonary and Critical Care Medicine (PCCM fellows (n=6 and Critical Care Internal Medicine (CCIM (n=8 fellows participated. Satisfaction was assessed using the Likert scale. MV knowledge assessment was performed by administering a standardized 25-question multiple choice pre- and posttest. For 2 weeks the CCIM fellows were exposed to GSDL, while the PCCM fellows received hands-on tutoring combined with GSDL. Results: Ninety-three percentage (6 PCCM and 7 CCIM fellows, total of 13 fellows completed all evaluations and were included in the final analysis. CCIM and PCCM fellows scored similarly in the pretest (64% vs. 52%, p=0.13. Following interventions, the posttest scores increased in both groups. However, no significant difference was observed based on the interventions (74% vs. 77%, p=0.39. The absolute improvement with the hands-on-tutoring and GSDL group was higher than GSDL alone (25% vs. 10%, p=0.07. Improved satisfaction scores were noted with hands-on tutoring. Conclusions: Hands-on tutoring combined with GSDL and GSDL alone were both associated with an improvement in posttest scores. Absolute improvement in test and satisfaction scores both trended higher in the hands-on tutorial group combined with GSDL group.

The influence of motor imagery on the learning of a fine hand motor skill

NARCIS (Netherlands)

Sobierajewicz, Jagna; Przekoracka-Krawczyk, Anna; Jaśkowski, Wojciech; Verwey, Willem B.; van der Lubbe, Rob

2017-01-01

Motor imagery has been argued to affect the acquisition of motor skills. The present study examined the specificity of motor imagery on the learning of a fine hand motor skill by employing a modified discrete sequence production task: the Go/NoGo DSP task. After an informative cue, a response

Active-learning strategies: the use of a game to reinforce learning in nursing education. A case study.

Science.gov (United States)

Boctor, Lisa

2013-03-01

The majority of nursing students are kinesthetic learners, preferring a hands-on, active approach to education. Research shows that active-learning strategies can increase student learning and satisfaction. This study looks at the use of one active-learning strategy, a Jeopardy-style game, 'Nursopardy', to reinforce Fundamentals of Nursing material, aiding in students' preparation for a standardized final exam. The game was created keeping students varied learning styles and the NCLEX blueprint in mind. The blueprint was used to create 5 categories, with 26 total questions. Student survey results, using a five-point Likert scale showed that they did find this learning method enjoyable and beneficial to learning. More research is recommended regarding learning outcomes, when using active-learning strategies, such as games. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics

Science.gov (United States)

Ekwueme, Cecilia O.; Ekon, Esther E.; Ezenwa-Nebife, Dorothy C.

2015-01-01

Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on) method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through inquiry (Okebukola…

The effect of technology-enabled active learning on undergraduate students understanding of electromagnetism

International Nuclear Information System (INIS)

Dori, Y.J.

2005-01-01

Full Text:The Technology-Enabled Active Learning Project at the Massachusetts Institute of Technology (MIT) involves media-rich software for simulation and visualization in freshman physics carried out in a specially redesigned classroom to facilitate group interaction. These technology-based learning materials are especially useful in electromagnetism to help students conceptualize phenomena and processes. This study analyzes the effects of the unique learning environment of the Technology-Enabled Active Learning Project project on students cognitive and affective outcomes. The assessment of the project included examining students conceptual understanding before and after studying electromagnetism in a media-rich environment. We also investigated the effect of this environment on students preferences regarding the various teaching methods. As part of the project, we developed pre- and post-tests consisting of conceptual questions from standardized tests, as well as questions designed to assess the effect of visualizations and experiments. The research population consisted of 811 undergraduate students. It consisted of a small- and a large-scale experimental groups and a control group. Technology-Enabled Active Learning Project students improved their conceptual understanding concepts of the subject matter to a significantly higher extent than their control group peers. A majority of the students in the small-scale experiment noted that they would recommend the Technology-Enabled Active Learning Project course to fellow students, indicating the benefits of inter activity, visualization, and hands-on experiments, which the technology helped enable. In the large-scale implementation students expressed both positive and negative attitudes in the course survey

Lasers. Technology Learning Activity. Teacher Edition. Technology Education Series.

Science.gov (United States)

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

This document contains the materials required for presenting an 8-day competency-based technology learning activity (TLA) designed to introduce students in grades 6-10 to advances and career opportunities in the field of laser technology. The guide uses a series of hands-on exploratory experiences into which activities to help students develop…

A Studi on High Plant Systems Course with Active Learning in Higher Education Through Outdoor Learning to Increase Student Learning Activities

OpenAIRE

Nur Rokhimah Hanik, Anwari Adi Nugroho

2015-01-01

Biology learning especially high plant system courses needs to be applied to active learning centered on the student (Active Learning In Higher Education) to enhance the students' learning activities so that the quality of learning for the better. Outdoor Learning is one of the active learning invites students to learn outside of the classroom by exploring the surrounding environment. This research aims to improve the students' learning activities in the course of high plant systems through t...

Development of Active Learning with Simulations and Games

Science.gov (United States)

Zapalska, Alina; Brozik, Dallas; Rudd, Denis

2012-01-01

Educational games and simulations are excellent active learning tools that offer students hands-on experience. Little research is available on developing games and simulations and how teachers can be assisted in making their own games and simulations. In this context, the paper presents a multi-step process of how to develop games and simulations…

COMPARISON THE NUMBER OF BACTERIA BETWEEN WASHING HANDS USING SOAP AND HAND SANITIZER AS A BACTERIOLOGY LEARNING RESOURCE FOR STUDENTS

OpenAIRE

Satya Darmayani; Askrening Askrening; Apita Ariyani

2017-01-01

Hands are the principal carriers of bacterial diseases, therefore very important to know that washing hands with soap or hand sanitizer is highly effective healthy behaviors to reduce bacteria in the palm. This study aimed to determine the total number of bacteria between washing hands with soap and hand sanitizer, also applying the results of these studies as a learning resource in bacteriology. The research design was the true experiment with pretest-posttest control group research design a...

Could hands-on activities and smartphone in science CLIL teaching foster motivation and positive attitudes in students?

Science.gov (United States)

Ercolino, Immacolata; Maraffi, Sabina; Sacerdoti, Francesco M.

2016-04-01

Motivating students is one of the most challenging things we do as educators. We know that students need to be engaged to fully appreciate and learn what has been taught; the secret consists in nurturing student engagement. One of the newer ways to involve students and foster motivation in their Science learning consists in focusing on their usage and on applying knowledge and skills in their real-life. Students usually are engaged in authentic teaching pathway. Learning focusing on the experience helps teachers to improve classroom management by gathering students around a common organized activity. Hands-on activities support problem-based approaches to learning by focusing on the experience and process of investigating, proposing and creating solutions developing critical thinking skills and enlarge student's scientific glossary. We utilized in our classroom some lab activities that we learned at an ESA/GTTP Teacher training Workshop 2014 program at the Lorentz Center Leiden, Netherlands. "Cooking a comet - Ingredients for life" "Demonstration of the second Kepler's law using marbles" New media equipment, as student's own smartphones, can increase the teaching impact speaking the same language used by the students every day. They can measure magnetic fields, their GPS coordinates (longitude and latitude), and so on. In this way we can measure distances as parallax using mobile devices and simulating distance measurements in the classroom, on the school campus. The smartphone is the device with which the students answer questions, take decisions, and solve quests. Students infact can observe the Universe from their classroom and scientifically they can watch the Sun with "Google sky map" or "Star walk" are excellent tools to learn your way around the night sky .As teachers we used these apps in the classroom when Sun goes through the constellations so our students don't believe in horoscopes. This paper is focused on hands on activities and the effects of the

Effects of lips and hands on auditory learning of second-language speech sounds.

Science.gov (United States)

Hirata, Yukari; Kelly, Spencer D

2010-04-01

Previous research has found that auditory training helps native English speakers to perceive phonemic vowel length contrasts in Japanese, but their performance did not reach native levels after training. Given that multimodal information, such as lip movement and hand gesture, influences many aspects of native language processing, the authors examined whether multimodal input helps to improve native English speakers' ability to perceive Japanese vowel length contrasts. Sixty native English speakers participated in 1 of 4 types of training: (a) audio-only; (b) audio-mouth; (c) audio-hands; and (d) audio-mouth-hands. Before and after training, participants were given phoneme perception tests that measured their ability to identify short and long vowels in Japanese (e.g., /kato/ vs. /kato/). Although all 4 groups improved from pre- to posttest (replicating previous research), the participants in the audio-mouth condition improved more than those in the audio-only condition, whereas the 2 conditions involving hand gestures did not. Seeing lip movements during training significantly helps learners to perceive difficult second-language phonemic contrasts, but seeing hand gestures does not. The authors discuss possible benefits and limitations of using multimodal information in second-language phoneme learning.

Learning ion-solid interactions hands-on: An activity based, inquiry oriented, graduate course

International Nuclear Information System (INIS)

Braunstein, Gabriel

2005-01-01

Experimental work, using state of the art instrumentation, is integrated with lectures in a 'real life', learning by discovery approach, in the Ion-Solid Interactions graduate/undergraduate course offered by the Department of Physics of University of Central Florida. The lecture component of the course covers the underlying physical principles, and related scientific and technological applications, associated with the interaction of energetic ions with matter. In the experimental section the students form small groups and perform a variety of projects, experimental and computational, as part of a participative, inquiry oriented, learning process. In the most recent offering of the class, the students deposited a compound semiconductor thin film by dual-gun sputtering deposition, where each group aimed at a different stoichiometry of the same compound (Zn 1-x S x O y ). Then they analyzed the composition using Rutherford backscattering spectrometry, measured electrical transport properties using Hall effect and conductivity measurements, and determined the band gap using spectrophotometry. Finally the groups shared their results and each wrote a 'journal-like' technical article describing the entire work. In a different assignment, each group also developed a Monte Carlo computer program ('TRIM-like') to simulate the penetration of ions into a solid, in ion implantation, calculating the stopping cross-sections with approximate models, taught in class, which can be analytically solved. The combination of classroom/laboratory activities is very well received by the students. They gain real life experience operating state of the art equipment, and working in teams, while performing research-like projects, and simultaneously they learn the theoretical foundations of the discipline

Intrinsic Hand Muscle Activation for Grasp and Horizontal Transport

OpenAIRE

Winges, Sara A.; Kundu, Bornali; Soechting, John F.; Flanders, Martha

2007-01-01

During object manipulation, the hand and arm muscles produce internal forces on the object (grasping forces) and forces that result in external translation or rotation of the object in space (transport forces). The present study tested whether the intrinsic hand muscles are actively involved in transport as well as grasping. Intrinsic hand muscle activity increased with increasing demands for grasp stability, but also showed the timing and directional tuning patterns appropriate for actively ...

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…

1st Hands-on Science Science Fair

OpenAIRE

Costa, Manuel F. M.; Esteves. Z.

2017-01-01

In school learning of science through investigative hands-on experiments is in the core of the Hands-on Science Network vision. However informal and non-formal contexts may also provide valuable paths for implementing this strategy aiming a better e!ective science education. In May 2011, a "rst country wide “Hands-on Science’ Science Fair” was organized in Portugal with the participation of 131 students that presented 38 projects in all "elds of Science. In this communication we will pr...

Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature

Directory of Open Access Journals (Sweden)

Alireza Shakarami

2014-09-01

Full Text Available Technology with its speedy great leaps forward has undeniable impact on every aspect of our life in the new millennium. It has supplied us with different affordances almost daily or more precisely in a matter of hours. Technology and Computer seems to be a break through as for their roles in the Twenty-First century educational system. Examples are numerous, among which CALL, CMC, and Virtual learning spaces come to mind instantly. Amongst the newly developed gadgets of today are the sophisticated smart Hand phones which are far more ahead of a communication tool once designed for. Development of Hand phone as a wide-spread multi-tasking gadget has urged researchers to investigate its effect on every aspect of learning process including language learning. This study attempts to explore the effects of using cell phone audio recording feature, by Iranian EFL learners, on the development of their speaking skills. Thirty-five sophomore students were enrolled in a pre-posttest designed study. Data on their English speaking experience using audio–recording features of their Hand phones were collected. At the end of the semester, the performance of both groups, treatment and control, were observed, evaluated, and analyzed; thereafter procured qualitatively at the next phase. The quantitative outcome lent support to integrating Hand phones as part of the language learning curriculum. Keywords:

Hands-On Nuclear Physics

Science.gov (United States)

Whittaker, Jeff

2013-01-01

Nuclear science is an important topic in terms of its application to power generation, medical diagnostics and treatment, and national defense. Unfortunately, the subatomic domain is far removed from daily experience, and few learning aids are available to teachers. What follows describes a low-tech, hands-on method to teach important concepts in…

How Do Learning Outcomes, Assessments and Student Engagement in a Fully Online Geoscience Laboratory Compare to Those Of The Original Hands-on Exercise?

Science.gov (United States)

Jones, F. M.

2015-12-01

In a third year geoscience elective for BSc majors, we adapted several active f2f learning strategies for an equivalent fully online version of the course. In particular, we converted a hands-on laboratory including analysis and interpretation of hand-specimens, sketching results and peer-to-peer discussion of scientific implications. This study compares learning outcomes in both formats and describes resources that make engaging, effective and efficient learning experiences for large classes in an asynchronous online environment. Our two hypotheses are: 1) a hands-on geology lab exercise can be converted for efficient fully online use without sacrificing feedback and assessment opportunities; 2) students find either the f2f or DE versions equally effective and enjoyable as learning experiences. Key components are an authentic context, interactive resources including sketching, strategies that enable efficient assessment and feedback on solo and group work, and asynchronous yet productive interaction with peers. Students in the f2f class handle real rock and fossil specimens, work with peers in the lab and classroom, and deliver most results including annotated figures on paper. DE students complete identical tasks using interactive high resolution figures and videos of specimens. Solo work is first delivered for automated assessment and feedback, then students engage asynchronously in small groups to improve results and discuss implications. Chronostratigraphy and other interpretations are sketched on prepared template images using a simple open-source sketching app that ensures equal access and consistent results that are efficient to assess by peers and instructors. Learning outcomes based on subsequent quizzes, sketches, and lab results (paper for f2f students and automated data entry for DE students), show that f2f and online students demonstrate knowledge and scientific interpretations of comparable quality. Effective engagement and group work are

A Low Cost Implementation of an Existing Hands-on Laboratory Experiment in Electronic Engineering

Directory of Open Access Journals (Sweden)

Clement Onime

2014-10-01

Full Text Available In engineering the pedagogical content of most formative programmes includes a significant amount of practical laboratory hands-on activity designed to deliver knowledge acquisition from actual experience alongside traditional face-to-face classroom based lectures and tutorials; this hands-on aspect is not always adequately addressed by current e-learning platforms. An innovative approach to e-learning in engineering, named computer aided engineering education (CAEE is about the use of computer aids for the enhanced, interactive delivery of educational materials in different fields of engineering through two separate but related components; one for classroom and another for practical hands-on laboratory work. The component for hands-on laboratory practical work focuses on the use of mixed reality (video-based augmented reality tools on mobile devices/platforms. This paper presents the computer aided engineering education (CAEE implementation of a laboratory experiment in micro-electronics that highlights some features such as the ability to closely implement an existing laboratory based hands-on experiment with lower associated costs and the ability to conduct the experiment off-line while maintaining existing pedagogical contents and standards.

Learning sequences on the subject of energy

International Nuclear Information System (INIS)

1986-01-01

The ten learning sequences follow on one another. Each picks on a particular aspect from the energy field. The subject notebooks are self-contained and can therefore be used independently. Apart from actual data and energy-related information, the information for the teacher contains: - proposals for teaching - suggestions for further activities - sample solutions for the pupil's sheets - references to the literature and media. The worksheets for the pupils are different; it should be possible to use the learning sequences in all classes of secondary school stage 1. The multicoloured foils for projectors should motivate, on the one hand, and on the other hand should help to check the results of learning. (orig./HP) [de

An Active Learning Exercise for Product Design from an Operations Perspective

Science.gov (United States)

Hill, Stephen; Baker, Elizabeth

2016-01-01

Product design is a topic that is regularly covered in introductory operations management courses. However, a pedagogical challenge exists related to the presentation of introductory-level product design in a way that promotes active learning. The hands-on exercise presented in this article provides instructors with an activity that gives students…

All hands on deck: CREWED for technology-enabled learning

OpenAIRE

Russell, Carol

2009-01-01

The University of New South Wales’ (UNSW’s) Faculty of Engineering is introducing a new process for designing and developing blended and fully online (distance) courses, as part of action research to support curriculum renewal. The process, referred to as CREWED (Curriculum Renewal and E-learning Workloads: Embedding in Disciplines), is being used to develop key courses that add flexibility to student progression pathways. By integrating the design of learning activities with the planning and...

The Effects of Extravehicular Activity (EVA) Glove Pressure on Hand Strength

Science.gov (United States)

Mesloh, Miranda; England, Scott; Benson, Elizabeth; Thompson, Shelby; Rajulu, Sudhakar

2010-01-01

The purpose of this study was to characterize hand strength, while wearing a Phase VI Extravehicular Activity (EVA) glove in an Extravehicular Mobility Unit (EMU) suit. Three types of data were collected: hand grip, lateral pinch, and pulp-2 pinch, wider three different conditions: bare-handed, gloved with no Thermal Micrometeoroid Garment (TMG), and glove with TMG. In addition, during the gloved conditions, subjects were tested when unpressurized and pressurized (43 psi). As a percentage of bare-hand strength, the TMG condition showed reduction in grip strength to 55% unpressurized and 46% pressurized. Without the TMG, grip strength increased to 66% unpressurized and 58% pressurized of bare-hand strength. For lateral pinch strength, the reduction in strength was the same for both pressure conditions and with and without the TMG, about 8.5% of bare-hand Pulp-2 pinch strength with no TMG showed an increase to 122% unpressurized and 115% pressurized of bare-hand strength. While wearing the TMG, pulp-2 pinch strength was 115% of bare-hand strength for both pressure conditions.

[Which learning methods are expected for ultrasound training? Blended learning on trial].

Science.gov (United States)

Röhrig, S; Hempel, D; Stenger, T; Armbruster, W; Seibel, A; Walcher, F; Breitkreutz, R

2014-10-01

Current teaching methods in graduate and postgraduate training often include frontal presentations. Especially in ultrasound education not only knowledge but also sensomotory and visual skills need to be taught. This requires new learning methods. This study examined which types of teaching methods are preferred by participants in ultrasound training courses before, during and after the course by analyzing a blended learning concept. It also investigated how much time trainees are willing to spend on such activities. A survey was conducted at the end of a certified ultrasound training course. Participants were asked to complete a questionnaire based on a visual analogue scale (VAS) in which three categories were defined: category (1) vote for acceptance with a two thirds majority (VAS 67-100%), category (2) simple acceptance (50-67%) and category (3) rejection (learning program with interactive elements, short presentations (less than 20 min), incorporating interaction with the audience, hands-on sessions in small groups, an alternation between presentations and hands-on-sessions, live demonstrations and quizzes. For post-course learning, interactive and media-assisted approaches were preferred, such as e-learning, films of the presentations and the possibility to stay in contact with instructors in order to discuss the results. Participants also voted for maintaining a logbook for documentation of results. The results of this study indicate the need for interactive learning concepts and blended learning activities. Directors of ultrasound courses may consider these aspects and are encouraged to develop sustainable learning pathways.

Performance of a Deep-Learning Neural Network Model in Assessing Skeletal Maturity on Pediatric Hand Radiographs.

Science.gov (United States)

Larson, David B; Chen, Matthew C; Lungren, Matthew P; Halabi, Safwan S; Stence, Nicholas V; Langlotz, Curtis P

2018-04-01

Purpose To compare the performance of a deep-learning bone age assessment model based on hand radiographs with that of expert radiologists and that of existing automated models. Materials and Methods The institutional review board approved the study. A total of 14 036 clinical hand radiographs and corresponding reports were obtained from two children's hospitals to train and validate the model. For the first test set, composed of 200 examinations, the mean of bone age estimates from the clinical report and three additional human reviewers was used as the reference standard. Overall model performance was assessed by comparing the root mean square (RMS) and mean absolute difference (MAD) between the model estimates and the reference standard bone ages. Ninety-five percent limits of agreement were calculated in a pairwise fashion for all reviewers and the model. The RMS of a second test set composed of 913 examinations from the publicly available Digital Hand Atlas was compared with published reports of an existing automated model. Results The mean difference between bone age estimates of the model and of the reviewers was 0 years, with a mean RMS and MAD of 0.63 and 0.50 years, respectively. The estimates of the model, the clinical report, and the three reviewers were within the 95% limits of agreement. RMS for the Digital Hand Atlas data set was 0.73 years, compared with 0.61 years of a previously reported model. Conclusion A deep-learning convolutional neural network model can estimate skeletal maturity with accuracy similar to that of an expert radiologist and to that of existing automated models. © RSNA, 2017 An earlier incorrect version of this article appeared online. This article was corrected on January 19, 2018.

Surface EMG in advanced hand prosthetics.

Science.gov (United States)

Castellini, Claudio; van der Smagt, Patrick

2009-01-01

One of the major problems when dealing with highly dexterous, active hand prostheses is their control by the patient wearing them. With the advances in mechatronics, building prosthetic hands with multiple active degrees of freedom is realisable, but actively controlling the position and especially the exerted force of each finger cannot yet be done naturally. This paper deals with advanced robotic hand control via surface electromyography. Building upon recent results, we show that machine learning, together with a simple downsampling algorithm, can be effectively used to control on-line, in real time, finger position as well as finger force of a highly dexterous robotic hand. The system determines the type of grasp a human subject is willing to use, and the required amount of force involved, with a high degree of accuracy. This represents a remarkable improvement with respect to the state-of-the-art of feed-forward control of dexterous mechanical hands, and opens up a scenario in which amputees will be able to control hand prostheses in a much finer way than it has so far been possible.

The Effect of an Instructional Model Utilizing Hands-on Learning and Manipulatives on Math Achievement of Middle School Students in Georgia

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White, Kara Morgan

2012-01-01

The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of this study was to evaluate the effect of an instructional model utilizing hands-on learning and use of manipulatives on mathematics achievement of middle school…

Sleep dissolves illusion: sleep withstands learning of visuo-tactile-proprioceptive integration induced by repeated days of rubber hand illusion training.

Directory of Open Access Journals (Sweden)

Motoyasu Honma

Full Text Available Multisensory integration is a key factor in establishing bodily self-consciousness and in adapting humans to novel environments. The rubber hand illusion paradigm, in which humans can immediately perceive illusory ownership to an artificial hand, is a traditional technique for investigating multisensory integration and the feeling of illusory ownership. However, the long-term learning properties of the rubber hand illusion have not been previously investigated. Moreover, although sleep contributes to various aspects of cognition, including learning and memory, its influence on illusory learning of the artificial hand has not yet been assessed. We determined the effects of daily repetitive training and sleep on learning visuo-tactile-proprioceptive sensory integration and illusory ownership in healthy adult participants by using the traditional rubber hand illusion paradigm. Subjective ownership of the rubber hand, proprioceptive drift, and galvanic skin response were measured to assess learning indexes. Subjective ownership was maintained and proprioceptive drift increased with daily training. Proprioceptive drift, but not subjective ownership, was significantly attenuated after sleep. A significantly greater reduction in galvanic skin response was observed after wakefulness compared to after sleep. Our results suggest that although repetitive rubber hand illusion training facilitates multisensory integration and physiological habituation of a multisensory incongruent environment, sleep corrects illusional integration and habituation based on experiences in a multisensory incongruent environment. These findings may increase our understanding of adaptive neural processes to novel environments, specifically, bodily self-consciousness and sleep-dependent neuroplasticity.

Sleep dissolves illusion: sleep withstands learning of visuo-tactile-proprioceptive integration induced by repeated days of rubber hand illusion training.

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Honma, Motoyasu; Yoshiike, Takuya; Ikeda, Hiroki; Kim, Yoshiharu; Kuriyama, Kenichi

2014-01-01

Multisensory integration is a key factor in establishing bodily self-consciousness and in adapting humans to novel environments. The rubber hand illusion paradigm, in which humans can immediately perceive illusory ownership to an artificial hand, is a traditional technique for investigating multisensory integration and the feeling of illusory ownership. However, the long-term learning properties of the rubber hand illusion have not been previously investigated. Moreover, although sleep contributes to various aspects of cognition, including learning and memory, its influence on illusory learning of the artificial hand has not yet been assessed. We determined the effects of daily repetitive training and sleep on learning visuo-tactile-proprioceptive sensory integration and illusory ownership in healthy adult participants by using the traditional rubber hand illusion paradigm. Subjective ownership of the rubber hand, proprioceptive drift, and galvanic skin response were measured to assess learning indexes. Subjective ownership was maintained and proprioceptive drift increased with daily training. Proprioceptive drift, but not subjective ownership, was significantly attenuated after sleep. A significantly greater reduction in galvanic skin response was observed after wakefulness compared to after sleep. Our results suggest that although repetitive rubber hand illusion training facilitates multisensory integration and physiological habituation of a multisensory incongruent environment, sleep corrects illusional integration and habituation based on experiences in a multisensory incongruent environment. These findings may increase our understanding of adaptive neural processes to novel environments, specifically, bodily self-consciousness and sleep-dependent neuroplasticity.

[Supporting an Academic Society with the Active Learning Tool Clica].

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Arai, Kensuke; Mitsubori, Masahiro

2018-01-01

　Within school classrooms, Active Learning has been receiving unprecedented attention. Indeed, Active Learning's popularity does not stop in the classroom. As more and more people argue that the Japanese government needs to renew guidelines for education, Active Learning has surfaced as a method capable of providing the necessary knowledge and training for people in all areas of society, helping them reach their full potential. It has become accepted that Active Learning is more effective over the passive listening of lectures, where there is little to no interaction. Active Learning emphasizes that learners explain their thoughts, ask questions, and express their opinions, resulting in a better retention rate of the subject at hand. In this review, I introduce an Active Learning support tool developed at Digital Knowledge, "Clica". This tool is currently being used at many educational institutions. I will also introduce an online questionnaire that Digital Knowledge provided at the 10th Annual Meeting of the Japanese Society for Pharmaceutical Palliative Care and Sciences.

Using Active Learning to Teach Concepts and Methods in Quantitative Biology.

Science.gov (United States)

Waldrop, Lindsay D; Adolph, Stephen C; Diniz Behn, Cecilia G; Braley, Emily; Drew, Joshua A; Full, Robert J; Gross, Louis J; Jungck, John A; Kohler, Brynja; Prairie, Jennifer C; Shtylla, Blerta; Miller, Laura A

2015-11-01

This article provides a summary of the ideas discussed at the 2015 Annual Meeting of the Society for Integrative and Comparative Biology society-wide symposium on Leading Students and Faculty to Quantitative Biology through Active Learning. It also includes a brief review of the recent advancements in incorporating active learning approaches into quantitative biology classrooms. We begin with an overview of recent literature that shows that active learning can improve students' outcomes in Science, Technology, Engineering and Math Education disciplines. We then discuss how this approach can be particularly useful when teaching topics in quantitative biology. Next, we describe some of the recent initiatives to develop hands-on activities in quantitative biology at both the graduate and the undergraduate levels. Throughout the article we provide resources for educators who wish to integrate active learning and technology into their classrooms. © The Author 2015. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved. For permissions please email: journals.permissions@oup.com.

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...

Withholding answers during hands-on scientific investigations? Comparing effects on developing students' scientific knowledge, reasoning, and application

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Zhang, Lin

2018-03-01

As more concerns have been raised about withholding answers during science teaching, this article argues for a need to detach 'withholding answers' from 'hands-on' investigation tasks. The present study examined students' learning of light-related content through three conditions: 'hands-on' + no 'withholding' (hands-on only: HO), 'hands-on' + 'withholding' (hands-on investigation with answers withheld: HOW), and no 'hands-on' + no 'withholding' (direction instruction: DI). Students were assessed in terms of how well they (1) knew the content taught in class; (2) reasoned with the learned content; and (3) applied the learned content to real-life situations. Nine classes of students at 4th and 5th grades, N = 136 in total, were randomly assigned to one of the three conditions. ANCOVA results showed that students in the hands-on only condition reasoned significantly better than those in the other two conditions. Students in this condition also seemed to know the content fairly better although the advance was not significant. Students in all three conditions did not show a statistically significant difference in their ability to apply the learned content to real-life situations. The findings from this study provide important contributions regarding issues relating to withholding answers during guided scientific inquiry.

Hand gestures support word learning in patients with hippocampal amnesia.

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Hilverman, Caitlin; Cook, Susan Wagner; Duff, Melissa C

2018-06-01

Co-speech hand gesture facilitates learning and memory, yet the cognitive and neural mechanisms supporting this remain unclear. One possibility is that motor information in gesture may engage procedural memory representations. Alternatively, iconic information from gesture may contribute to declarative memory representations mediated by the hippocampus. To investigate these alternatives, we examined gesture's effects on word learning in patients with hippocampal damage and declarative memory impairment, with intact procedural memory, and in healthy and in brain-damaged comparison groups. Participants learned novel label-object pairings while producing gesture, observing gesture, or observing without gesture. After a delay, recall and object identification were assessed. Unsurprisingly, amnesic patients were unable to recall the labels at test. However, they correctly identified objects at above chance levels, but only if they produced a gesture at encoding. Comparison groups performed well above chance at both recall and object identification regardless of gesture. These findings suggest that gesture production may support word learning by engaging nondeclarative (procedural) memory. © 2018 Wiley Periodicals, Inc.

Are All Hands-On Activities Equally Effective? Effect of Using Plastic Models, Organ Dissections, and Virtual Dissections on Student Learning and Perceptions

Science.gov (United States)

Lombardi, Sara A.; Hicks, Reimi E.; Thompson, Katerina V.; Marbach-Ad, Gili

2014-01-01

This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science. College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or…

Choices of Pre-Service Science Teachers Laboratory Environments: Hands-on or Hands-off?

Science.gov (United States)

Kapici, Hasan Ozgur; Akcay, Hakan

2018-01-01

Learning in laboratories for students is not only crucial for conceptual understanding, but also contributes to gaining scientific reasoning skills. Following fast developments in technology, online laboratory environments have been improved considerably and nowadays form an attractive alternative for hands-on laboratories. The study was done in…

The Citizen Science Program "H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change" teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. This is a continuation of the Program presented last year at the Poster Session.

Science.gov (United States)

Weiss, N. K.; Wood, J. H.

2017-12-01

TThe Citizen Science Program H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change, teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. During each session (in-class or after-school as a club), students build an understanding about how climate change impacts our oceans using resources provided by ExplorOcean (hands-on activities, presentations, multi-media). Through a student leadership model, students present lessons to each other, interweaving a deep learning of science, 21st century technology, communication skills, and leadership. After participating in learning experiences and activities related to 6 key climate change concepts: 1) Introduction to climate change, 2) Increased sea temperatures, 3) Ocean acidification, 4) Sea level rise, 5) Feedback mechanisms, and 6) Innovative solutions. H2O SOS- Operation Climate change participants select one focus issue and use it to design a multi-pronged campaign to increase awareness about this issue in their local community. The campaign includes social media, an interactive activity, and a visual component. All participating clubs that meet participation and action goals earn a field trip to Ocean Quest where they dive deeper into their selected issue through hands-on activities, real-world investigations, and interviews or presentations with experts. In addition to self-selected opportunities to showcase their focus issue, teams will participate in one of several key events identified by Ocean Quest.

Scene recognition based on integrating active learning with dictionary learning

Science.gov (United States)

Wang, Chengxi; Yin, Xueyan; Yang, Lin; Gong, Chengrong; Zheng, Caixia; Yi, Yugen

2018-04-01

Scene recognition is a significant topic in the field of computer vision. Most of the existing scene recognition models require a large amount of labeled training samples to achieve a good performance. However, labeling image manually is a time consuming task and often unrealistic in practice. In order to gain satisfying recognition results when labeled samples are insufficient, this paper proposed a scene recognition algorithm named Integrating Active Learning and Dictionary Leaning (IALDL). IALDL adopts projective dictionary pair learning (DPL) as classifier and introduces active learning mechanism into DPL for improving its performance. When constructing sampling criterion in active learning, IALDL considers both the uncertainty and representativeness as the sampling criteria to effectively select the useful unlabeled samples from a given sample set for expanding the training dataset. Experiment results on three standard databases demonstrate the feasibility and validity of the proposed IALDL.

Vicarious learning during simulations: is it more effective than hands-on training?

Science.gov (United States)

Stegmann, Karsten; Pilz, Florian; Siebeck, Matthias; Fischer, Frank

2012-10-01

Doctor-patient communication skills are often fostered by using simulations with standardised patients (SPs). The efficiency of such experiences is greater if student observers learn at least as much from the simulation as do students who actually interact with the patient. This study aimed to investigate whether the type of simulation-based learning (learning by doing versus vicarious learning) and the order in which these activities are carried out (learning by doing → vicarious learning versus vicarious learning → learning by doing) have any effect on the acquisition of knowledge on effective doctor-patient communication strategies. In addition, we wished to examine the extent to which an observation script and a feedback formulation script affect knowledge acquisition in this domain. The sample consisted of 200 undergraduate medical students (126 female, 74 male). They participated in two separate simulation sessions, each of which was 30 minutes long and was followed by a collaborative peer feedback phase. Half of the students first performed (learning by doing) and then observed (vicarious learning) the simulation, and the other half participated in the reverse order. Knowledge of doctor-patient communication was measured before, between and after the simulations. Vicarious learning led to greater knowledge of doctor-patient communication scores than learning by doing. The order in which vicarious learning was experienced had no influence. The inclusion of an observation script also enabled significantly greater learning in students to whom this script was given compared with students who were not supported in this way, but the presence of a feedback script had no effect. Students appear to learn at least as much, if not more, about doctor-patient communication by observing their peers interact with SPs as they do from interacting with SPs themselves. Instructional support for observing simulations in the form of observation scripts facilitates both

Commentary: Left Hand, Right Hand and on the Other Hand

Science.gov (United States)

Parslow, Graham R.

2011-01-01

It was deeply ingrained in the author from his undergraduate studies of psychology and courses in learning theory that people have a rational left brain and a creative right brain. Learning theory suggested that activities needed to be tailored to develop both hemispheres. Handedness in relation to abilities has been commented on from the 1800s by…

Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students.

Science.gov (United States)

LaDage, Lara D; Tornello, Samantha L; Vallejera, Jennilyn M; Baker, Emily E; Yan, Yue; Chowdhury, Anik

2018-03-01

There are many pedagogical techniques used by educators in higher education; however, some techniques and activities have been shown to be more beneficial to student learning than others. Research has demonstrated that active learning and learning in which students cognitively engage with the material in a multitude of ways result in better understanding and retention. The aim of the present study was to determine which of three pedagogical techniques led to improvement in learning and retention in undergraduate college students. Subjects partook in one of three different types of pedagogical engagement: hands-on learning with a model, observing someone else manipulate the model, and traditional lecture-based presentation. Students were then asked to take an online quiz that tested their knowledge of the new material, both immediately after learning the material and 2 wk later. Students who engaged in direct manipulation of the model scored higher on the assessment immediately after learning the material compared with the other two groups. However, there were no differences among the three groups when assessed after a 2-wk retention interval. Thus active learning techniques that involve direct interaction with the material can lead to learning benefits; however, how these techniques benefit long-term retention of the information is equivocal.

COMPARISON THE NUMBER OF BACTERIA BETWEEN WASHING HANDS USING SOAP AND HAND SANITIZER AS A BACTERIOLOGY LEARNING RESOURCE FOR STUDENTS

Directory of Open Access Journals (Sweden)

Satya Darmayani

2017-11-01

Full Text Available Hands are the principal carriers of bacterial diseases, therefore very important to know that washing hands with soap or hand sanitizer is highly effective healthy behaviors to reduce bacteria in the palm. This study aimed to determine the total number of bacteria between washing hands with soap and hand sanitizer, also applying the results of these studies as a learning resource in bacteriology. The research design was the true experiment with pretest-posttest control group research design and laboratory examination. Analysis of data using paired t-test and independent sample t-test with α = 0.05. The result using paired t-test obtained t count= 2.48921> t 0.05 (14 = 2.14479 (with liquid soap, obtained t count= 2.32937> t 0.05 (14 = 2.14479 (with hand sanitizer. As for the comparison of the total number of bacteria include washing hands with soap and hand sanitizer using independent samples t-test obtained results there were differences in the total number of bacteria include washing hands with liquid soap and hand sanitizer with t count= 2.23755> t 0.05 ( 13 = 2.16037. That results showed hand sanitizer more effective to reduce the number of bacteria than the liquid soap, that was hand sanitizer 96% and liquid soap by 95%.

Active Learning and Flipped Classroom, Hand in Hand Approach to Improve Students Learning in Human Anatomy and Physiology

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Entezari, Maria; Javdan, Mohammad

2016-01-01

Because Human Anatomy and Physiology (A&P), a gateway course for allied health majors, has high dropout rates nationally, it is challenging to find a successful pedagogical intervention. Reports on the effect of integration of flipped classrooms and whether it improves learning are contradictory for different disciplines. Thus many educators…

Interpretable Active Learning

OpenAIRE

Phillips, Richard L.; Chang, Kyu Hyun; Friedler, Sorelle A.

2017-01-01

Active learning has long been a topic of study in machine learning. However, as increasingly complex and opaque models have become standard practice, the process of active learning, too, has become more opaque. There has been little investigation into interpreting what specific trends and patterns an active learning strategy may be exploring. This work expands on the Local Interpretable Model-agnostic Explanations framework (LIME) to provide explanations for active learning recommendations. W...

Active controllers and the time duration to learn a task

Science.gov (United States)

Repperger, D. W.; Goodyear, C.

1986-01-01

An active controller was used to help train naive subjects involved in a compensatory tracking task. The controller is called active in this context because it moves the subject's hand in a direction to improve tracking. It is of interest here to question whether the active controller helps the subject to learn a task more rapidly than the passive controller. Six subjects, inexperienced to compensatory tracking, were run to asymptote root mean square error tracking levels with an active controller or a passive controller. The time required to learn the task was defined several different ways. The results of the different measures of learning were examined across pools of subjects and across controllers using statistical tests. The comparison between the active controller and the passive controller as to their ability to accelerate the learning process as well as reduce levels of asymptotic tracking error is reported here.

Web-Based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology

Science.gov (United States)

Wright, L. Kate; Newman, Dina L.; Cardinale, Jean A.; Teese, Robert

2016-01-01

The typical "flipped classroom" delivers lecture material in video format to students outside of class in order to make space for active learning in class. But why give students passive material at all? We are developing a set of high-quality online educational materials that promote active, hands-on science learning to aid in teaching…

Activities Joining Learning Objectives to Assessments in Introductory Astronomy

Science.gov (United States)

Palen, Stacy E.; Larson, Ana M.

2015-01-01

In recent years, accreditation boards and other governing bodies have been pushing hard for explicit learning goals and quantitative measures of assessment for general education courses such as Astronomy 101. This added assessment burden can be problematic, especially for harried adjuncts teaching multiple courses at multiple institutions. It would be helpful to have a field-tested set of combined hands-on activities and assessment tools that help instructors meet these assessment requirements. The authors have produced just such a set. We have been using hands-on activities in our classrooms for more than 15 years. These activities require no special equipment or preparation and can be completed within an hour by most students working in groups of two or three. The sections of each activity are arranged in steps, guiding the students from initial knowledge-level questions or practice to a final evaluation or synthesis of what they have just accomplished. Students thus get practice thinking at higher cognitive levels. A recent addition to these activities is the inclusion of formalized learning objectives and accompanying pre- and post-activity questions. The pre-activity questions address common misconceptions, relate familiar analogous terrestrial examples to the activity, and act as a brief refresher meta-concepts like scale factors, measurements, and basic mathematics review. The post-activity questions review the most important concepts introduced in the activity. We present a number of examples as well as a summary as to how we have initiated their use in a large lecture setting of 300 students, in smaller classrooms of 15 students, and in a community college online course.

Effects of action observation therapy on hand dexterity and EEG-based cortical activation patterns in patients with post-stroke hemiparesis.

Science.gov (United States)

Kuk, Eun-Ju; Kim, Jong-Man; Oh, Duck-Won; Hwang, Han-Jeong

2016-10-01

Previous reports have suggested that action observation training (AOT) is beneficial in enhancing the early learning of new motor tasks; however, EEG-based investigation has received little attention for AOT. The purpose of this study was to illustrate the effects of AOT on hand dexterity and cortical activation in patients with post-stroke hemiparesis. Twenty patients with post-stroke hemiparesis were randomly divided into either the experimental group (EG) or control group (CG), with 10 patients in each group. Prior to the execution of motor tasks (carrying wooden blocks from one box to another), subjects in the EG and CG observed a video clip displaying the execution of the same motor task and pictures showing landscapes, respectively. Outcome measures included the box and block test (BBT) to evaluate hand dexterity and EEG-based brain mapping to detect changes in cortical activation. The BBT scores (EG: 20.50 ± 6.62 at pre-test and 24.40 ± 5.42 at post-test; CG: 20.20 ± 6.12 at pre-test and 20.60 ± 7.17 at post-test) revealed significant main effects for the time and group and significant time-by-group interactions (p < 0.05). For the subjects in the EG, topographical representations obtained with the EEG-based brain mapping system were different in each session of the AOT and remarkable changes occurred from the 2nd session of AOT. Furthermore, the middle frontal gyrus was less active at post-test than at pre-test. These findings support that AOT may be beneficial in altering cortical activation patterns and hand dexterity.

Computer-Assisted Culture Learning in an Online Augmented Reality Environment Based on Free-Hand Gesture Interaction

Science.gov (United States)

Yang, Mau-Tsuen; Liao, Wan-Che

2014-01-01

The physical-virtual immersion and real-time interaction play an essential role in cultural and language learning. Augmented reality (AR) technology can be used to seamlessly merge virtual objects with real-world images to realize immersions. Additionally, computer vision (CV) technology can recognize free-hand gestures from live images to enable…

Innovative hand exoskeleton design for extravehicular activities in space

CERN Document Server

Freni, Pierluigi; Randazzo, Luca; Ariano, Paolo

2014-01-01

Environmental conditions and pressurized spacesuits expose astronauts to problems of fatigue during lengthy extravehicular activities, with adverse impacts especially on the dexterity, force and endurance of the hands and arms. A state-of-the-art exploration in the field of hand exoskeletons revealed that available products are unsuitable for space applications because of their bulkiness and mass. This book proposes a novel approach to the development of hand exoskeletons, based on an innovative soft robotics concept that relies on the exploitation of electroactive polymers operating as sensors and actuators, on a combination of electromyography and mechanomyography for detection of the user’s will and on neural networks for control. The result is a design that should enhance astronauts’ performance during extravehicular activities. In summary, the advantages of the described approach are a low-weight, high-flexibility exoskeleton that allows for dexterity and compliance with the user’s will.

Cerebral Activations Related to Writing and Drawing with Each Hand

Science.gov (United States)

Potgieser, Adriaan R. E.; van der Hoorn, Anouk; de Jong, Bauke M.

2015-01-01

Background Writing is a sequential motor action based on sensorimotor integration in visuospatial and linguistic functional domains. To test the hypothesis of lateralized circuitry concerning spatial and language components involved in such action, we employed an fMRI paradigm including writing and drawing with each hand. In this way, writing-related contributions of dorsal and ventral premotor regions in each hemisphere were assessed, together with effects in wider distributed circuitry. Given a right-hemisphere dominance for spatial action, right dorsal premotor cortex dominance was expected in left-hand writing while dominance of the left ventral premotor cortex was expected during right-hand writing. Methods Sixteen healthy right-handed subjects were scanned during audition-guided writing of short sentences and simple figure drawing without visual feedback. Tapping with a pencil served as a basic control task for the two higher-order motor conditions. Activation differences were assessed with Statistical Parametric Mapping (SPM). Results Writing and drawing showed parietal-premotor and posterior inferior temporal activations in both hemispheres when compared to tapping. Drawing activations were rather symmetrical for each hand. Activations in left- and right-hand writing were left-hemisphere dominant, while right dorsal premotor activation only occurred in left-hand writing, supporting a spatial motor contribution of particularly the right hemisphere. Writing contrasted to drawing revealed left-sided activations in the dorsal and ventral premotor cortex, Broca’s area, pre-Supplementary Motor Area and posterior middle and inferior temporal gyri, without parietal activation. Discussion The audition-driven postero-inferior temporal activations indicated retrieval of virtual visual form characteristics in writing and drawing, with additional activation concerning word form in the left hemisphere. Similar parietal processing in writing and drawing pointed at a

Cerebral activations related to writing and drawing with each hand.

Science.gov (United States)

Potgieser, Adriaan R E; van der Hoorn, Anouk; de Jong, Bauke M

2015-01-01

Writing is a sequential motor action based on sensorimotor integration in visuospatial and linguistic functional domains. To test the hypothesis of lateralized circuitry concerning spatial and language components involved in such action, we employed an fMRI paradigm including writing and drawing with each hand. In this way, writing-related contributions of dorsal and ventral premotor regions in each hemisphere were assessed, together with effects in wider distributed circuitry. Given a right-hemisphere dominance for spatial action, right dorsal premotor cortex dominance was expected in left-hand writing while dominance of the left ventral premotor cortex was expected during right-hand writing. Sixteen healthy right-handed subjects were scanned during audition-guided writing of short sentences and simple figure drawing without visual feedback. Tapping with a pencil served as a basic control task for the two higher-order motor conditions. Activation differences were assessed with Statistical Parametric Mapping (SPM). Writing and drawing showed parietal-premotor and posterior inferior temporal activations in both hemispheres when compared to tapping. Drawing activations were rather symmetrical for each hand. Activations in left- and right-hand writing were left-hemisphere dominant, while right dorsal premotor activation only occurred in left-hand writing, supporting a spatial motor contribution of particularly the right hemisphere. Writing contrasted to drawing revealed left-sided activations in the dorsal and ventral premotor cortex, Broca's area, pre-Supplementary Motor Area and posterior middle and inferior temporal gyri, without parietal activation. The audition-driven postero-inferior temporal activations indicated retrieval of virtual visual form characteristics in writing and drawing, with additional activation concerning word form in the left hemisphere. Similar parietal processing in writing and drawing pointed at a common mechanism by which such visually

Introducing Hands-on, Experiential Learning Experiences in an Urban Environmental Science Program at a Minority Serving Institution

Science.gov (United States)

Duzgoren-Aydin, N. S.; Freile, D.

2013-12-01

STEM education at New Jersey City University increasingly focuses on experiential, student-centered learning. The Department of Geoscience/Geography plays a significant role in developing and implementing a new Urban Environmental Science Program. The program aims at graduating highly skilled, demographically diverse students (14 % African-American and 18% Hispanic) to be employed in high-growth Earth and Environmental Science career paths, both at a technical (e.g. B.S.) as well as an educational (K-12 grade) (e.g. B.A) level. The core program, including the Earth and Environmental Science curricula is guided by partners (e.g. USDA-NRCS). The program is highly interdisciplinary and 'hands-on', focusing upon the high-tech practical skills and knowledge demanded of science professionals in the 21st century. The focus of the curriculum is on improving environmental quality in northern NJ, centering upon our urban community in Jersey City and Hudson County. Our Department is moving towards a more earth system science approach to learning. Most of our courses (e.g., Earth Surface Processes, Sedimentology/Stratigraphy, Earth Materials, Essential Methods, Historical Geology) have hands-on laboratory and/or field components. Although some of our other courses do not have formal laboratory components, research modules of many such courses (Geochemistry, Urban Environmental Issues and Policy and Environmental Geology) involve strong field or laboratory studies. The department has a wide range of analytical and laboratory capacities including a portable XRF, bench-top XRD and ICP-MS. In spring 2013, Dr. Duzgoren-Aydin was awarded $277K in Higher Education Equipment Leasing Fund monies from the University in order to establish an Environmental Teaching and Research Laboratory. The addition of these funds will make it possible for the department to increase its instrumentation capacity by adding a mercury analyzer, Ion Chromatography and C-N-S analyzer, as well as updating

Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes Following Digital or Hand-Drawing Activities

Science.gov (United States)

Bell, Justine C.

2014-01-01

To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of biology students, a learning intervention was carried out with 33 students enrolled in an introductory college biology course. This study compared learning outcomes following two types of learning tools: a traditional drawing activity, or…

Promoting Active Learning in Calculus and General Physics through Interactive and Media-Enhanced Lectures

Directory of Open Access Journals (Sweden)

Guoqing Tang

2004-02-01

Full Text Available In this paper we present an approach of incorporating interactive and media-enhanced lectures to promote active learning in Calculus and General Physics courses. The pedagogical practice of using interactive techniques in lectures to require "heads-on" and "hands-on" learning, and involve students more as active participants than passive receivers is a part of academic curricular reform efforts undertaken currently by the mathematics, physics and chemistry departments at North Carolina A&T State University under the NSF funded project "Talent-21: Gateway for Advancing Science and Mathematics Talents."

Hands-on Humidity.

Science.gov (United States)

Pankiewicz, Philip R.

1992-01-01

Presents five hands-on activities that allow students to detect, measure, reduce, and eliminate moisture. Students make a humidity detector and a hygrometer, examine the effects of moisture on different substances, calculate the percent of water in a given food, and examine the absorption potential of different desiccants. (MDH)

Eating tools in hand activate the brain systems for eating action: a transcranial magnetic stimulation study.

Science.gov (United States)

Yamaguchi, Kaori; Nakamura, Kimihiro; Oga, Tatsuhide; Nakajima, Yasoichi

2014-07-01

There is increasing neuroimaging evidence suggesting that visually presented tools automatically activate the human sensorimotor system coding learned motor actions relevant to the visual stimuli. Such crossmodal activation may reflect a general functional property of the human motor memory and thus can be operating in other, non-limb effector organs, such as the orofacial system involved in eating. In the present study, we predicted that somatosensory signals produced by eating tools in hand covertly activate the neuromuscular systems involved in eating action. In Experiments 1 and 2, we measured motor evoked response (MEP) of the masseter muscle in normal humans to examine the possible impact of tools in hand (chopsticks and scissors) on the neuromuscular systems during the observation of food stimuli. We found that eating tools (chopsticks) enhanced the masseter MEPs more greatly than other tools (scissors) during the visual recognition of food, although this covert change in motor excitability was not detectable at the behavioral level. In Experiment 3, we further observed that chopsticks overall increased MEPs more greatly than scissors and this tool-driven increase of MEPs was greater when participants viewed food stimuli than when they viewed non-food stimuli. A joint analysis of the three experiments confirmed a significant impact of eating tools on the masseter MEPs during food recognition. Taken together, these results suggest that eating tools in hand exert a category-specific impact on the neuromuscular system for eating. Copyright © 2014 Elsevier Ltd. All rights reserved.

Theoretical Foundations of Active Learning

Science.gov (United States)

2009-05-01

I study the informational complexity of active learning in a statistical learning theory framework. Specifically, I derive bounds on the rates of...convergence achievable by active learning , under various noise models and under general conditions on the hypothesis class. I also study the theoretical...advantages of active learning over passive learning, and develop procedures for transforming passive learning algorithms into active learning algorithms

Hands-On Hydrology

Science.gov (United States)

Mathews, Catherine E.; Monroe, Louise Nelson

2004-01-01

A professional school and university collaboration enables elementary students and their teachers to explore hydrology concepts and realize the beneficial functions of wetlands. Hands-on experiences involve young students in determining water quality at field sites after laying the groundwork with activities related to the hydrologic cycle,…

Exploratory study on the effects of a robotic hand rehabilitation device on changes in grip strength and brain activity after stroke.

Science.gov (United States)

Pinter, Daniela; Pegritz, Sandra; Pargfrieder, Christa; Reiter, Gudrun; Wurm, Walter; Gattringer, Thomas; Linderl-Madrutter, Regina; Neuper, Claudia; Fazekas, Franz; Grieshofer, Peter; Enzinger, Christian

2013-01-01

The brain mechanisms underlying successful recovery of hand fuenction after stroke are still not fully understood, although functional MRI (fMRI) studies underline the importance of neuronal plasticity. We explored potential changes in brain activity in 7 patients with subacute to chronic stroke (69 ± 8 years) with moderate- to high-grade distal paresis of the upper limb (Motricity Index: 59.4) after standardized robotic finger-hand rehabilitation training, in addition to conventional rehabilitation therapy for 3 weeks. Behavioral and fMRI assessments were carried out before and after training to characterize changes in brain activity and behavior. The Motricity Index (pre: 59.4, post: 67.2, P hand increased significantly after rehabilitation. On fMRI, active movement of the affected (left) hand resulted in contralesional (ie, ipsilateral) activation of the primary sensorimotor cortex prior to rehabilitation. After rehabilitation, activation appeared "normalized," including the ipsilesional primary sensorimotor cortex and supplementary motor area (SMA). No changes and no abnormalities of activation maps were seen during movement of the unaffected hand. Subsequent region-of-interest analyses showed no significant ipsilesional activation increases after rehabilitation. Despite behavioral improvements, we failed to identify consistent patterns of functional reorganization in our sample. This warrants caution in the use of fMRI as a tool to explore neural plasticity in heterogeneous samples lacking sufficient statistical power.

Re-imagining Active Learning

DEFF Research Database (Denmark)

Dall'Alba, Gloria; Bengtsen, Søren Smedegaard

2018-01-01

is largely lacking in the literature on active learning. In this article, we explore the possibility of re-imagining, or at least extending, the meaning of active learning by drawing out dimensions that are neither readily visible nor instrumental, as much of this literature implies. Drawing from educational......Ample attention is being paid in the higher education literature to promoting active learning among students. Where studies on active learning report student outcomes, they indicate improved or equivalent outcomes when compared with traditional lectures, which are considered more passive...... philosophy and, in particular, existential philosophies, we argue that active learning may also be partly invisible, unfocused, unsettling, and not at all instrumentalsometimes even leaving the learner more confused and (temporarily) incompetent. However, such forms of undisclosed or ‘dark’ learning, we...

Deep learning-based artificial vision for grasp classification in myoelectric hands

Science.gov (United States)

Ghazaei, Ghazal; Alameer, Ali; Degenaar, Patrick; Morgan, Graham; Nazarpour, Kianoush

2017-06-01

Objective. Computer vision-based assistive technology solutions can revolutionise the quality of care for people with sensorimotor disorders. The goal of this work was to enable trans-radial amputees to use a simple, yet efficient, computer vision system to grasp and move common household objects with a two-channel myoelectric prosthetic hand. Approach. We developed a deep learning-based artificial vision system to augment the grasp functionality of a commercial prosthesis. Our main conceptual novelty is that we classify objects with regards to the grasp pattern without explicitly identifying them or measuring their dimensions. A convolutional neural network (CNN) structure was trained with images of over 500 graspable objects. For each object, 72 images, at {{5}\\circ} intervals, were available. Objects were categorised into four grasp classes, namely: pinch, tripod, palmar wrist neutral and palmar wrist pronated. The CNN setting was first tuned and tested offline and then in realtime with objects or object views that were not included in the training set. Main results. The classification accuracy in the offline tests reached 85 % for the seen and 75 % for the novel objects; reflecting the generalisability of grasp classification. We then implemented the proposed framework in realtime on a standard laptop computer and achieved an overall score of 84 % in classifying a set of novel as well as seen but randomly-rotated objects. Finally, the system was tested with two trans-radial amputee volunteers controlling an i-limb UltraTM prosthetic hand and a motion controlTM prosthetic wrist; augmented with a webcam. After training, subjects successfully picked up and moved the target objects with an overall success of up to 88 % . In addition, we show that with training, subjects’ performance improved in terms of time required to accomplish a block of 24 trials despite a decreasing level of visual feedback. Significance. The proposed design constitutes a substantial

Unsupervised active learning based on hierarchical graph-theoretic clustering.

Science.gov (United States)

Hu, Weiming; Hu, Wei; Xie, Nianhua; Maybank, Steve

2009-10-01

Most existing active learning approaches are supervised. Supervised active learning has the following problems: inefficiency in dealing with the semantic gap between the distribution of samples in the feature space and their labels, lack of ability in selecting new samples that belong to new categories that have not yet appeared in the training samples, and lack of adaptability to changes in the semantic interpretation of sample categories. To tackle these problems, we propose an unsupervised active learning framework based on hierarchical graph-theoretic clustering. In the framework, two promising graph-theoretic clustering algorithms, namely, dominant-set clustering and spectral clustering, are combined in a hierarchical fashion. Our framework has some advantages, such as ease of implementation, flexibility in architecture, and adaptability to changes in the labeling. Evaluations on data sets for network intrusion detection, image classification, and video classification have demonstrated that our active learning framework can effectively reduce the workload of manual classification while maintaining a high accuracy of automatic classification. It is shown that, overall, our framework outperforms the support-vector-machine-based supervised active learning, particularly in terms of dealing much more efficiently with new samples whose categories have not yet appeared in the training samples.

Alignment of Hands-On STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

Science.gov (United States)

Christensen, Rhonda; Knezek, Gerald; Tyler-Wood, Tandra

2015-01-01

This study examines positive dispositions reported by middle school and high school students participating in programs that feature STEM-related activities. Middle school students participating in school-to-home hands-on energy monitoring activities are compared to middle school and high school students in a different project taking part in…

Relationship between speed and EEG activity during imagined and executed hand movements

Science.gov (United States)

Yuan, Han; Perdoni, Christopher; He, Bin

2010-04-01

The relationship between primary motor cortex and movement kinematics has been shown in nonhuman primate studies of hand reaching or drawing tasks. Studies have demonstrated that the neural activities accompanying or immediately preceding the movement encode the direction, speed and other information. Here we investigated the relationship between the kinematics of imagined and actual hand movement, i.e. the clenching speed, and the EEG activity in ten human subjects. Study participants were asked to perform and imagine clenching of the left hand and right hand at various speeds. The EEG activity in the alpha (8-12 Hz) and beta (18-28 Hz) frequency bands were found to be linearly correlated with the speed of imagery clenching. Similar parametric modulation was also found during the execution of hand movements. A single equation relating the EEG activity to the speed and the hand (left versus right) was developed. This equation, which contained a linear independent combination of the two parameters, described the time-varying neural activity during the tasks. Based on the model, a regression approach was developed to decode the two parameters from the multiple-channel EEG signals. We demonstrated the continuous decoding of dynamic hand and speed information of the imagined clenching. In particular, the time-varying clenching speed was reconstructed in a bell-shaped profile. Our findings suggest an application to providing continuous and complex control of noninvasive brain-computer interface for movement-impaired paralytics.

Access to hands-on mathematics measurement activities using robots controlled via speech generating devices: three case studies.

Science.gov (United States)

Adams, Kim; Cook, Al

2014-07-01

To examine how using a robot controlled via a speech generating device (SGD) influences the ways students with physical and communication limitations can demonstrate their knowledge in math measurement activities. Three children with severe physical disabilities and complex communication needs used the robot and SGD system to perform four math measurement lessons in comparing, sorting and ordering objects. The performance of the participants was measured and the process of using the system was described in terms of manipulation and communication events. Stakeholder opinions were solicited regarding robot use. Robot use revealed some gaps in the procedural knowledge of the participants. Access to both the robot and SGD was shown to provide several benefits. Stakeholders thought the intervention was important and feasible for a classroom environment. The participants were able to participate actively in the hands-on and communicative measurement activities and thus meet the demands of current math instruction methods. Current mathematics pedagogy encourages doing hands-on activities while communicating about concepts. Adapted Lego robots enabled children with severe physical disabilities to perform hands-on length measurement activities. Controlling the robots from speech generating devices (SGD) enabled the children, who also had complex communication needs, to reflect and report on results during the activities. By using the robots combined with SGDs, children both exhibited their knowledge of and experienced the concepts of mathematical measurements.

Comparison of hand-craft feature based SVM and CNN based deep learning framework for automatic polyp classification.

Science.gov (United States)

Younghak Shin; Balasingham, Ilangko

2017-07-01

Colonoscopy is a standard method for screening polyps by highly trained physicians. Miss-detected polyps in colonoscopy are potential risk factor for colorectal cancer. In this study, we investigate an automatic polyp classification framework. We aim to compare two different approaches named hand-craft feature method and convolutional neural network (CNN) based deep learning method. Combined shape and color features are used for hand craft feature extraction and support vector machine (SVM) method is adopted for classification. For CNN approach, three convolution and pooling based deep learning framework is used for classification purpose. The proposed framework is evaluated using three public polyp databases. From the experimental results, we have shown that the CNN based deep learning framework shows better classification performance than the hand-craft feature based methods. It achieves over 90% of classification accuracy, sensitivity, specificity and precision.

Active-learning implementation in an advanced elective course on infectious diseases.

Science.gov (United States)

Hidayat, Levita; Patel, Shreya; Veltri, Keith

2012-06-18

To describe the development, implementation, and assessment of an advanced elective course on infectious diseases using active-learning strategies. Pedagogy for active learning was incorporated by means of mini-lecture, journal club, and debate with follow-up discussion. Forty-eight students were enrolled in this 4-week elective course, in which 30% of course time was allocated for active-learning exercises. All activities were fundamentally designed as a stepwise approach in complementing each active-learning exercise. Achievement of the course learning objectives was assessed using a 5-point Likert scale survey instrument. Students' awareness of the significance of antimicrobial resistance was improved (p ≤ 0.05). Students' ability to critically evaluate the infectious-disease literature and its application in informed clinical judgments was also enhanced through these active-learning exercises (p ≤ 0.05). Students agreed that active learning should be part of the pharmacy curriculum and that active-learning exercises improved their critical-thinking, literature-evaluation, and self-learning skills. An elective course using active-learning strategies allowed students to combine information gained from the evaluation of infectious-disease literature, critical thinking, and informed clinical judgment. This blended approach ultimately resulted in an increased knowledge and awareness of infectious diseases.

Comparative analysis of brain EEG signals generated from the right and left hand while writing

Science.gov (United States)

Sardesai, Neha; Jamali Mahabadi, S. E.; Meng, Qinglei; Choa, Fow-Sen

2016-05-01

This paper provides a comparative analysis of right handed people and left handed people when they write with both their hands. Two left handed and one right handed subject were asked to write their respective names on a paper using both, their left and right handed, and their brain signals were measured using EEG. Similarly, they were asked to perform simple mathematical calculations using both their hand. The data collected from the EEG from writing with both hands is compared. It is observed that though it is expected that the right brain only would contribute to left handed writing and vice versa, it is not so. When a right handed person writes with his/her left hand, the initial instinct is to go for writing with the right hand. Hence, both parts of the brain are active when a subject writes with the other hand. However, when the activity is repeated, the brain learns to expect to write with the other hand as the activity is repeated and then only the expected part of the brain is active.

Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

Science.gov (United States)

Hyun, Jung; Ediger, Ruth; Lee, Donghun

2017-01-01

Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes…

Stable Myoelectric Control of a Hand Prosthesis using Non-Linear Incremental Learning

Directory of Open Access Journals (Sweden)

Arjan eGijsberts

2014-02-01

Full Text Available Stable myoelectric control of hand prostheses remains an open problem. The only successful human-machine interface is surface electromyography, typically allowing control of a few degrees of freedom. Machine learning techniques may have the potential to remove these limitations, but their performance is thus far inadequate: myoelectric signals change over time under the influence of various factors, deteriorating control performance. It is therefore necessary, in the standard approach, to regularly retrain a new model from scratch.We hereby propose a non-linear incremental learning method in which occasional updates with a modest amount of novel training data allow continual adaptation to the changes in the signals. In particular, Incremental Ridge Regression and an approximation of the Gaussian Kernel known as Random Fourier Features are combined to predict finger forces from myoelectric signals, both finger-by-finger and grouped in grasping patterns.We show that the approach is effective and practically applicable to this problem by first analyzing its performance while predicting single-finger forces. Surface electromyography and finger forces were collected from 10 intact subjects during four sessions spread over two different days; the results of the analysis show that small incremental updates are indeed effective to maintain a stable level of performance.Subsequently, we employed the same method on-line to teleoperate a humanoid robotic arm equipped with a state-of-the-art commercial prosthetic hand. The subject could reliably grasp, carry and release everyday-life objects, enforcing stable grasping irrespective of the signal changes, hand/arm movements and wrist pronation and supination.

Biomechanical Reconstruction Using the Tacit Learning System: Intuitive Control of Prosthetic Hand Rotation.

Science.gov (United States)

Oyama, Shintaro; Shimoda, Shingo; Alnajjar, Fady S K; Iwatsuki, Katsuyuki; Hoshiyama, Minoru; Tanaka, Hirotaka; Hirata, Hitoshi

2016-01-01

Background: For mechanically reconstructing human biomechanical function, intuitive proportional control, and robustness to unexpected situations are required. Particularly, creating a functional hand prosthesis is a typical challenge in the reconstruction of lost biomechanical function. Nevertheless, currently available control algorithms are in the development phase. The most advanced algorithms for controlling multifunctional prosthesis are machine learning and pattern recognition of myoelectric signals. Despite the increase in computational speed, these methods cannot avoid the requirement of user consciousness and classified separation errors. "Tacit Learning System" is a simple but novel adaptive control strategy that can self-adapt its posture to environment changes. We introduced the strategy in the prosthesis rotation control to achieve compensatory reduction, as well as evaluated the system and its effects on the user. Methods: We conducted a non-randomized study involving eight prosthesis users to perform a bar relocation task with/without Tacit Learning System support. Hand piece and body motions were recorded continuously with goniometers, videos, and a motion-capture system. Findings: Reduction in the participants' upper extremity rotatory compensation motion was monitored during the relocation task in all participants. The estimated profile of total body energy consumption improved in five out of six participants. Interpretation: Our system rapidly accomplished nearly natural motion without unexpected errors. The Tacit Learning System not only adapts human motions but also enhances the human ability to adapt to the system quickly, while the system amplifies compensation generated by the residual limb. The concept can be extended to various situations for reconstructing lost functions that can be compensated.

MO-AB-210-02: Ultrasound Imaging and Therapy-Hands On Workshop

International Nuclear Information System (INIS)

Sammet, S.

2015-01-01

The goal of this ultrasound hands-on workshop is to demonstrate advancements in high intensity focused ultrasound (HIFU) and to demonstrate quality control (QC) testing in diagnostic ultrasound. HIFU is a therapeutic modality that uses ultrasound waves as carriers of energy. HIFU is used to focus a beam of ultrasound energy into a small volume at specific target locations within the body. The focused beam causes localized high temperatures and produces a well-defined regions of necrosis. This completely non-invasive technology has great potential for tumor ablation and targeted drug delivery. At the workshop, attendees will see configurations, applications, and hands-on demonstrations with on-site instructors at separate stations. The involvement of medical physicists in diagnostic ultrasound imaging service is increasing due to QC and accreditation requirements. At the workshop, an array of ultrasound testing phantoms and ultrasound scanners will be provided for attendees to learn diagnostic ultrasound QC in a hands-on environment with live demonstrations of the techniques. Target audience: Medical physicists and other medical professionals in diagnostic imaging and radiation oncology with interest in high-intensity focused ultrasound and in diagnostic ultrasound QC. Learning Objectives: Learn ultrasound physics and safety for HIFU applications through live demonstrations Get an overview of the state-of-the art in HIFU technologies and equipment Gain familiarity with common elements of a quality control program for diagnostic ultrasound imaging Identify QC tools available for testing diagnostic ultrasound systems and learn how to use these tools List of supporting vendors for HIFU and diagnostic ultrasound QC hands-on workshop: Philips Healthcare Alpinion Medical Systems Verasonics, Inc Zonare Medical Systems, Inc Computerized Imaging Reference Systems (CIRS), Inc. GAMMEX, Inc., Cablon Medical BV Steffen Sammet: NIH/NCI grant 5R25CA132822, NIH/NINDS grant 5R25NS

MO-AB-210-01: Ultrasound Imaging and Therapy-Hands On Workshop

International Nuclear Information System (INIS)

Lu, Z.

2015-01-01

The goal of this ultrasound hands-on workshop is to demonstrate advancements in high intensity focused ultrasound (HIFU) and to demonstrate quality control (QC) testing in diagnostic ultrasound. HIFU is a therapeutic modality that uses ultrasound waves as carriers of energy. HIFU is used to focus a beam of ultrasound energy into a small volume at specific target locations within the body. The focused beam causes localized high temperatures and produces a well-defined regions of necrosis. This completely non-invasive technology has great potential for tumor ablation and targeted drug delivery. At the workshop, attendees will see configurations, applications, and hands-on demonstrations with on-site instructors at separate stations. The involvement of medical physicists in diagnostic ultrasound imaging service is increasing due to QC and accreditation requirements. At the workshop, an array of ultrasound testing phantoms and ultrasound scanners will be provided for attendees to learn diagnostic ultrasound QC in a hands-on environment with live demonstrations of the techniques. Target audience: Medical physicists and other medical professionals in diagnostic imaging and radiation oncology with interest in high-intensity focused ultrasound and in diagnostic ultrasound QC. Learning Objectives: Learn ultrasound physics and safety for HIFU applications through live demonstrations Get an overview of the state-of-the art in HIFU technologies and equipment Gain familiarity with common elements of a quality control program for diagnostic ultrasound imaging Identify QC tools available for testing diagnostic ultrasound systems and learn how to use these tools List of supporting vendors for HIFU and diagnostic ultrasound QC hands-on workshop: Philips Healthcare Alpinion Medical Systems Verasonics, Inc Zonare Medical Systems, Inc Computerized Imaging Reference Systems (CIRS), Inc. GAMMEX, Inc., Cablon Medical BV Steffen Sammet: NIH/NCI grant 5R25CA132822, NIH/NINDS grant 5R25NS

MO-AB-210-02: Ultrasound Imaging and Therapy-Hands On Workshop

Energy Technology Data Exchange (ETDEWEB)

Sammet, S. [University of Chicago Medical Center (United States)

2015-06-15

The goal of this ultrasound hands-on workshop is to demonstrate advancements in high intensity focused ultrasound (HIFU) and to demonstrate quality control (QC) testing in diagnostic ultrasound. HIFU is a therapeutic modality that uses ultrasound waves as carriers of energy. HIFU is used to focus a beam of ultrasound energy into a small volume at specific target locations within the body. The focused beam causes localized high temperatures and produces a well-defined regions of necrosis. This completely non-invasive technology has great potential for tumor ablation and targeted drug delivery. At the workshop, attendees will see configurations, applications, and hands-on demonstrations with on-site instructors at separate stations. The involvement of medical physicists in diagnostic ultrasound imaging service is increasing due to QC and accreditation requirements. At the workshop, an array of ultrasound testing phantoms and ultrasound scanners will be provided for attendees to learn diagnostic ultrasound QC in a hands-on environment with live demonstrations of the techniques. Target audience: Medical physicists and other medical professionals in diagnostic imaging and radiation oncology with interest in high-intensity focused ultrasound and in diagnostic ultrasound QC. Learning Objectives: Learn ultrasound physics and safety for HIFU applications through live demonstrations Get an overview of the state-of-the art in HIFU technologies and equipment Gain familiarity with common elements of a quality control program for diagnostic ultrasound imaging Identify QC tools available for testing diagnostic ultrasound systems and learn how to use these tools List of supporting vendors for HIFU and diagnostic ultrasound QC hands-on workshop: Philips Healthcare Alpinion Medical Systems Verasonics, Inc Zonare Medical Systems, Inc Computerized Imaging Reference Systems (CIRS), Inc. GAMMEX, Inc., Cablon Medical BV Steffen Sammet: NIH/NCI grant 5R25CA132822, NIH/NINDS grant 5R25NS

MO-AB-210-01: Ultrasound Imaging and Therapy-Hands On Workshop

Energy Technology Data Exchange (ETDEWEB)

Lu, Z. [University of Chicago (United States)

2015-06-15

The goal of this ultrasound hands-on workshop is to demonstrate advancements in high intensity focused ultrasound (HIFU) and to demonstrate quality control (QC) testing in diagnostic ultrasound. HIFU is a therapeutic modality that uses ultrasound waves as carriers of energy. HIFU is used to focus a beam of ultrasound energy into a small volume at specific target locations within the body. The focused beam causes localized high temperatures and produces a well-defined regions of necrosis. This completely non-invasive technology has great potential for tumor ablation and targeted drug delivery. At the workshop, attendees will see configurations, applications, and hands-on demonstrations with on-site instructors at separate stations. The involvement of medical physicists in diagnostic ultrasound imaging service is increasing due to QC and accreditation requirements. At the workshop, an array of ultrasound testing phantoms and ultrasound scanners will be provided for attendees to learn diagnostic ultrasound QC in a hands-on environment with live demonstrations of the techniques. Target audience: Medical physicists and other medical professionals in diagnostic imaging and radiation oncology with interest in high-intensity focused ultrasound and in diagnostic ultrasound QC. Learning Objectives: Learn ultrasound physics and safety for HIFU applications through live demonstrations Get an overview of the state-of-the art in HIFU technologies and equipment Gain familiarity with common elements of a quality control program for diagnostic ultrasound imaging Identify QC tools available for testing diagnostic ultrasound systems and learn how to use these tools List of supporting vendors for HIFU and diagnostic ultrasound QC hands-on workshop: Philips Healthcare Alpinion Medical Systems Verasonics, Inc Zonare Medical Systems, Inc Computerized Imaging Reference Systems (CIRS), Inc. GAMMEX, Inc., Cablon Medical BV Steffen Sammet: NIH/NCI grant 5R25CA132822, NIH/NINDS grant 5R25NS

Effect of students' learning styles on classroom performance in problem-based learning.

Science.gov (United States)

Alghasham, Abdullah A

2012-01-01

Since problem-based learning (PBL) sessions require a combination of active discussion, group interaction, and inductive and reflective thinking, students with different learning styles can be expected to perform differently in the PBL sessions. Using "Learning Style Inventory Questionnaire," students were divided into separate active and reflective learner groups. Tutors were asked to observe and assess the students' behavioral performance during the PBL sessions for a period of 5 weeks. A questionnaire of 24 items was developed to assess students' behavioral performance in PBL sessions. Active students tended to use multiple activities to obtain the needed information were more adjusted to the group norms and regulation and more skillful in using reasoning and problem-solving skills and in participation in discussion. On the other hand, reflective students used independent study more, listened actively and carefully to others and used previously acquired information in the discussion more frequently. Formative assessment quizzes did not indicate better performance of either group. There were no significant gender differences in PBL behavioral performance or quizzes' scores. Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.

Enhancement of figural creativity by motor activation: effects of unilateral hand contractions on creativity are moderated by positive schizotypy.

Science.gov (United States)

Rominger, Christian; Papousek, Ilona; Fink, Andreas; Weiss, Elisabeth M

2014-01-01

Creativity is an important trait necessary to achieve innovations in science, economy, arts and daily life. Therefore, the enhancement of creative performance is a significant field of investigation. A recent experiment showed enhanced verbal creativity after unilateral left-hand contractions, which was attributed to elevated activation of the right hemisphere. The present study aimed to extend these findings to the domain of figural creativity. Furthermore, as creativity and positive schizotypy may share some neurobiological underpinnings associated with the right hemisphere, we studied the potential moderating effect of positive schizotypy on the effects of the experimental modification of relative hemispheric activation on creativity. In a gender-balanced sample (20 men and 20 women), squeezing a hand gripper with the left hand enhanced figural creativity on the Torrance Test of Creative Thinking compared to squeezing the gripper with the right hand. However, this was only true when positive schizotypy was low. The moderating effect of schizotypy may be produced by relatively greater activity of certain parts of the right hemisphere being a shared neuronal correlate of creativity and positive schizotypy.

The Interplay of Students' Motivational Orientations, Their Chemistry Achievements and Their Perception of Learning within the Hands-On Approach to Visible Spectrometry

Science.gov (United States)

Jurisevic, Mojca; Vrtacnik, Margareta; Kwiatkowski, Marek; Gros, Natasa

2012-01-01

The purpose of the study was to determine the relationship between students' motivational orientations and their chemistry achievements and perception of learning within the original case of the hands-on approach to visible spectrometry. A total of 295 students from Polish and Slovenian vocational and technical high schools participated in the…

A Qualitative Research on Active Learning Practices in Pre-School Education

Science.gov (United States)

Pekdogan, Serpil; Kanak, Mehmet

2016-01-01

In educational environments prepared based on the active learning method, children learn with interest and pleasure, doing and experiencing, and directly through their own experiences. Considering the contributions of the active learning method and the educational environments designed based on it to children's development, it can be said that…

Complex Hand Dexterity: A Review of Biomechanical Methods for Measuring Musical Performance

Directory of Open Access Journals (Sweden)

Cheryl Diane Metcalf

2014-05-01

Full Text Available Complex hand dexterity is fundamental to our interactions with the physical, social and cultural environment. Dexterity can be an expression of creativity and precision in a range of activities, including musical performance. Little is understood about complex hand dexterity or how virtuoso expertise is acquired, due to the versatility of movement combinations available to complete any given task. This has historically limited progress of the field because of difficulties in measuring movements of the hand. Recent developments in methods of motion capture and analysis mean it is now possible to explore the intricate movements of the hand and fingers. These methods allow us insights into the neurophysiological mechanisms underpinning complex hand dexterity and motor learning. They also allow investigation into the key factors that contribute to injury, recovery and functional compensation.The application of such analytical techniques within musical performance provides a multidisciplinary framework for purposeful investigation into the process of learning and skill acquisition in instrumental performance. These highly skilled manual and cognitive tasks present the ultimate achievement in complex hand dexterity. This paper will review methods of assessing instrumental performance in music, focusing specifically on biomechanical measurement and the associated technical challenges faced when measuring highly dexterous activities.

Hand activities in infantile masturbation: a video analysis of 13 cases.

Science.gov (United States)

Hansen, Jonas Kjeldbjerg; Balslev, Thomas

2009-11-01

Infantile masturbation is considered a variant of normal behaviour. The abrupt and spontaneous onset, altered sensorium and autonomic phenomena during episodes may suggest an epileptic fit. Therefore, children with infantile masturbation are often admitted to hospital and undergo unnecessary tests. The purpose of the present study was to provide a detailed description of hand activities in infantile masturbation. The authors reviewed video recordings of 2 boys and 11 girls with infantile masturbation. Position, movements and activities of hands and fingers during episodes were registered. Five patterns of hand activities were registered: Fisting (four infants), grasping of toys, furniture or clothing (ten infants), chorea-like "piano playing" hand movements (two infants), pressure over the diaper/genital region (one infant) and bimanual manipulation of items (four infants). Fisting was primarily observed in the younger infants, and bimanual manipulation was primarily seen in the older infants. Recognizing one or more of the five distinct patterns of hand activities in infantile masturbation may help establishing the diagnosis.

Understanding Human Hand Gestures for Learning Robot Pick-and-Place Tasks

Directory of Open Access Journals (Sweden)

Hsien-I Lin

2015-05-01

Full Text Available Programming robots by human demonstration is an intuitive approach, especially by gestures. Because robot pick-and-place tasks are widely used in industrial factories, this paper proposes a framework to learn robot pick-and-place tasks by understanding human hand gestures. The proposed framework is composed of the module of gesture recognition and the module of robot behaviour control. For the module of gesture recognition, transport empty (TE, transport loaded (TL, grasp (G, and release (RL from Gilbreth's therbligs are the hand gestures to be recognized. A convolution neural network (CNN is adopted to recognize these gestures from a camera image. To achieve the robust performance, the skin model by a Gaussian mixture model (GMM is used to filter out non-skin colours of an image, and the calibration of position and orientation is applied to obtain the neutral hand pose before the training and testing of the CNN. For the module of robot behaviour control, the corresponding robot motion primitives to TE, TL, G, and RL, respectively, are implemented in the robot. To manage the primitives in the robot system, a behaviour-based programming platform based on the Extensible Agent Behavior Specification Language (XABSL is adopted. Because the XABSL provides the flexibility and re-usability of the robot primitives, the hand motion sequence from the module of gesture recognition can be easily used in the XABSL programming platform to implement the robot pick-and-place tasks. The experimental evaluation of seven subjects performing seven hand gestures showed that the average recognition rate was 95.96%. Moreover, by the XABSL programming platform, the experiment showed the cube-stacking task was easily programmed by human demonstration.

Trends in Research on Writing as a Learning Activity

Directory of Open Access Journals (Sweden)

Perry D. Klein

2016-02-01

Full Text Available This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC movement emphasized domain-general approaches to WTL. Much recent research is consistent with the Writing in the Disciplines (WID movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

Predictors of stenosing tenosynovitis in the hand and hand-related activity limitations in patients with rheumatoid arthritis.

NARCIS (Netherlands)

Ursum, J.; Horsten, N.C.; Hoeksma, A.F.; Dijkmans, B.A.; Knol, D.L.; Schaardenburg, D. van; Dekker, J.; Roorda, L.D.

2011-01-01

Objectives: To identify early predictors of stenosing tenosynovitis in the hand and hand-related activity limitations in patients with rheumatoid arthritis (RA). Design: A longitudinal study of an inception cohort. Setting: A large outpatient clinic. Participants: Consecutive patients who attended

What's Up in the Atmosphere? Exploring How Aerosols Impact Sky Color Through Hands-on Activities with Elementary GLOBE

Science.gov (United States)

Damadeo, K.; Taylor, J.

2015-12-01

What color is the sky today? The GLOBE Kids - Anita, Simon, and Dennis want to know why the sky isn't always the same shade of blue and sometimes isn't even blue. Through the new Elementary GLOBE Aerosols Storybook and Learning Activities, the GLOBE Kids learn that there's a lot more than air in the atmosphere, which can affect the colors we see in the sky. There are four hands-on activities in this unit: 1) Sky Observers - Students make observations of the sky, record their findings and share their observation reports with their peers. The activity promotes active observation and recording skills to help students observe sky color, and recognize that sky color changes; 2) Why (Not) So Blue? - Students make predictions about how drops of milk will affect color and visibility in cups of water representing the atmosphere to help them understand that aerosols in the atmosphere have an effect on sky conditions, including sky color and visibility. The activity also introduces the classification categories for daytime sky color and visibility; 3) See the Light - Students use prisms and glue sticks to explore the properties of light. The activity demonstrates that white light is made up of seven colors that represent different wavelengths, and illustrates why the sky is blue during the day and red at sunset; 4) Up in the Air - Students work in groups to make an aerosol sampler, a simple adhesive tool that allows students to collect data and estimate the extent of aerosols present at their school, understanding that, in fact, there are particles in the air we breathe. NGSS Alignment includes: Disciplinary Core Ideas- ESS2.D: Weather and Climate, ESS3.C: Human Impacts on Earth Systems, PS4.B: Electromagnetic Radiation, ESS3.A: Natural Resources; Science and Engineering Practices- Asking Questions and Defining Problems, Planning and Carrying Out an Investigation, Analyzing and Interpreting Data, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating

The Influence of Problem Based Learning Model toward Students’ Activities and Learning Outcomes on Financial Management Subject

Directory of Open Access Journals (Sweden)

Han Tantri Hardini

2016-12-01

Full Text Available This research aims to know the influence of problem based learning model toward students’ activities and achievement on Financial Management subject for undergraduate program students of Accounting Education. It was a quantitative research that used true experimental design. Samples of this study were undergraduate program students of Accounting Education in the year of 2014. Class A were control class and class B were experimental class. Data were analyzed by using t-test in order to determine the differences of learning outcomes between control class and experimental class. Then, questionnaires were distributed to gather students’ activities information in their students’ learning model. Findings show that there is an influence of Problem Based Learning model toward students’ activities and learning outcomes on Financial Management subject for undergraduate program students of Accounting Education since t-count ≥ t-table. It is 6.120 ≥ 1.9904. Students’ learning activities with Problem Based Learning model are better than students who are taught by conventional learning model.

Adapting a successful inquiry-based immersion program to create an Authentic, Hands- on, Field based Curriculum in Environmental Science at Barnard College

Science.gov (United States)

Kenna, T. C.; Pfirman, S.; Mailloux, B. J.; Martin, S.; Kelsey, R.; Bower, P.

2008-12-01

Adapting a successful inquiry-based immersion program to create an Authentic, Hands-on, Field based Curriculum in Environmental Science at Barnard College T. C. Kenna, S. Pfirman, B. J. Mailloux, M. Stute, R. Kelsey, and P. Bower By adapting a successful inquiry-based immersion program (SEA semester) to the typical college format of classes, we are improving the technical and quantitative skills of undergraduate women and minorities in environmental science and improving their critical thinking and problem-solving by exposing our students to open-ended real-world environmental issues. Our approach uses the Hudson River Estuary as a natural laboratory. In a series of hands-on inquiry-based activities, students use advanced equipment to collect data and samples. Each class session introduces new analytical and data analysis techniques. All classes have the connecting theme of the river. Working with real data is open-ended. Our major findings as indicated by surveys as well as journaling throughout the semester are that the field- based experience significantly contributed to student learning and engagement. Journaling responses indicated that nearly all students discussed the importance and excitement of an authentic research experience. Some students were frustrated with data irregularities, uncertainty in methods and data, and the general challenge of a curriculum with inherent ambiguity. The majority were satisfied with the aims of the course to provide an integrative experience. All students demonstrated transfer of learned skills. This project has had a significant impact on our undergraduate female students: several students have pursued senior thesis projects stemming from grant activities, stating that the field activities were the highlight of their semester. Some students love the experience and want more. Others decide that they want to pursue a different career. All learn how science is conducted and have a better foundation to understand concepts such

Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

Science.gov (United States)

Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

2015-01-01

Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201

Predictors of Stenosing Tenosynovitis in the Hand and Hand-Related Activity Limitations in Patients With Rheumatoid Arthritis

NARCIS (Netherlands)

Ursum, J.; Horsten, N.C.; Hoeksma, A.F.; Dijkmans, B.A.C.; Knol, D.L.; van Schaardenburg, D.; Dekker, J.; Roorda, L.D.

2011-01-01

Ursum J, Horsten NC, Hoeksma AF, Dijkmans BA, Knol DL, van Schaardenburg D, Dekker J, Roorda LD. Predictors of stenosing tenosynovitis in the hand and hand-related activity limitations in patients with rheumatoid arthritis. Objectives To identify early predictors of stenosing tenosynovitis in the

An Analysis of Learning Activities in a Technology Education Textbook for Teachers : Learning Process Based on Contents Framework and Learning Scene to Develop Technological Literacy

OpenAIRE

Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

2014-01-01

This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...

Active Learning Through Discussion in E-Learning

OpenAIRE

Daru Wahyuningsih

2016-01-01

Active learning is generally made by a lecturer in learning face to face. In the face to face learning, lecturer can implement a variety of teaching methods to make students actively involved in learning. This is different from learning that is actuating in e-learning. The main characteristic of e-learning is learning that can take place anytime and anywhere. Special strategies are needed so that lecturer can make students play an active role in the course of e-learning. Research in order to ...

Action Research Using Entomological Research to Promote Hands-On Science Inquiry in a High-Poverty, Midwest Urban High School

Science.gov (United States)

Stockmann, Dustin

The purpose of this mixed-methods action research study was to examine to what extent entomological research can promote students' hands-on learning in a high-poverty, urban, secondary setting. In reviewing the literature, the researcher was not able to find a specific study that investigated how entomological research could promote the hands-on learning of students. The researcher did find evidence that research on learning in a secondary setting was important to student growth. It should also be noted that support was established for the implementation of hands-on science inquiry in the classroom setting. The study's purpose was to aid educators in their instruction by combining research-based strategies and hands-on science inquiry. The surveys asked 30 students to rate their understanding of three basic ideas. These core ideas were entomological research, hands-on science inquiry, and urban studies. These core ideas provided the foundation for the study. The questionnaires were based on follow-up ideas from the surveys. Two interview sessions were used to facilitate this one-on-one focus. Because the study included only 30 student participants, its findings may not be totally replicable. Further study investigating the links between entomological research and hands-on science learning in an urban environment is needed.

E-learning may improve adherence to alcohol-based hand rubbing: a cohort study

DEFF Research Database (Denmark)

Laustsen, Sussie; Bibby, Bo Martin; Kristensen, Brian

2009-01-01

BACKGROUND: Since 2004, we have promoted alcohol-based hand rubbing (HR) with an e-learning program (ELP) among hospital staff. This study sought to determine whether an ELP improves adherence to correct HR. METHODS: This was a cohort study of staff members at Aarhus University Hospital, Skejby, ...

Faculty Workshops for Teaching Information Assurance through Hands-On Exercises and Case Studies

Science.gov (United States)

Yuan, Xiaohong; Williams, Kenneth; Yu, Huiming; Rorrer, Audrey; Chu, Bei-Tseng; Yang, Li; Winters, Kathy; Kizza, Joseph

2017-01-01

Though many Information Assurance (IA) educators agree that hands-on exercises and case studies improve student learning, hands-on exercises and case studies are not widely adopted due to the time needed to develop them and integrate them into curricula. Under the support of the National Science Foundation (NSF) Scholarship for Service program, we…

Lending the brain a hand : The influence of motor activation on language processing and language learning

NARCIS (Netherlands)

J.A. de Nooijer (Jacqueline)

2015-01-01

markdownabstractAbstract The goals of this dissertation were (1) to investigate what gesture instructions (observation, imitation, or enactment) are most effective for improving verb learning in primary school children, and whether these gestures are equally effective for learning verbs from

Hand hygiene in reducing transient flora on the hands of healthcare workers: an educational intervention.

Science.gov (United States)

Kapil, R; Bhavsar, H K; Madan, M

2015-01-01

Hand hygiene has now been recognised as one of the most effective intervention to control the transmission of infections in a hospital and education is an important tool to ensure its implementation. In order to convince the users and as a part of education, it is important to generate evidence on the role of hand hygiene in reducing the bacterial flora on their hands. The present study was undertaken in a tertiary care hospital to demonstrate the presence of bacterial flora on the hands of healthcare workers (HCW) in different categories, to teach them proper hand hygiene technique using alcohol-based hand rub and determine the outcome for reduction of bacteria. A total sample size of 60 subjects including resident doctors, medical students, nurses and hospital attendants were included in the study after obtaining informed consent. Each person was educated on the technique of hand hygiene with alcohol-based hand rub and hand impressions were cultured before and after hand hygiene. All the subjects were also given a questionnaire to assess their perception on hand hygiene. The WHO posters on proper hand hygiene were displayed in the appropriate areas of the hospital in addition, as an educational tool. Majority (42 out of 60) of the HCWs had bacterial count up to 100 colonies or more on both hands before the application of hand rub while working in the hospital. After use of alcohol hand rub with a proper hand hygiene technique, it was found that the percentage reduction was 95-99% among doctors and nurses, 70% among hospital attendants and 50% among sanitary attendants. Staphylococcus aureus was present on the hands of eight persons of which three were methicillin-resistant Staphylococcus aureus. The study demonstrates that transient bacteria are present on the hands of HCWs but majority could be removed by proper hand hygiene, which needs continuous education to be effective. It also shows that active education by demonstrating the proper hand hygiene technique

The Rubber Hand Illusion paradigm as a sensory learning process in patients with schizophrenia.

Science.gov (United States)

Lev-Ari, L; Hirschmann, S; Dyskin, O; Goldman, O; Hirschmann, I

2015-10-01

The Rubber Hand Illusion (RHI) has previously been used to depict the hierarchy between visual, tactile and perceptual stimuli. Studies on schizophrenia inpatients (SZs) have found mixed results in the ability to first learn the illusion, and have yet to explain the learning process involved. This study's aim was two-fold: to examine the learning process of the RHI in SZs and healthy controls over time, and to better understand the relationship between psychotic symptoms and the RHI. Thirty schizophrenia inpatients and 30 healthy controls underwent five different trials of the RHI over a two-week period. As has been found in previous studies, SZs felt the initial illusion faster than healthy controls did, but their learning process throughout the trials was inconsistent. Furthermore, for SZs, no correlations between psychotic symptoms and the learning of the illusion emerged. Healthy individuals show a delayed reaction to first feeling the illusion (due to latent inhibition), but easily learn the illusion over time. For SZs, both strength of the illusion and the ability to learn the illusion over time are inconsistent. The cognitive impairment in SZ impedes the learning process of the RHI, and SZs are unable to utilize the repetition of the process as healthy individuals can. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Comparing Machine Learning Classifiers and Linear/Logistic Regression to Explore the Relationship between Hand Dimensions and Demographic Characteristics.

Science.gov (United States)

Miguel-Hurtado, Oscar; Guest, Richard; Stevenage, Sarah V; Neil, Greg J; Black, Sue

2016-01-01

Understanding the relationship between physiological measurements from human subjects and their demographic data is important within both the biometric and forensic domains. In this paper we explore the relationship between measurements of the human hand and a range of demographic features. We assess the ability of linear regression and machine learning classifiers to predict demographics from hand features, thereby providing evidence on both the strength of relationship and the key features underpinning this relationship. Our results show that we are able to predict sex, height, weight and foot size accurately within various data-range bin sizes, with machine learning classification algorithms out-performing linear regression in most situations. In addition, we identify the features used to provide these relationships applicable across multiple applications.

Effect of task-oriented activities on hand functions, cognitive functions and self-expression of elderly patients with dementia.

Science.gov (United States)

Son, Bo-Young; Bang, Yo-Soon; Hwang, Min-Ji; Oh, Eun-Ju

2017-08-01

[Purpose] This study investigates the effects of task-oriented activities on hand function, cognitive function, and self-expression of the elderly with dementia, and then identify the influencing factors on self-expression in sub-factors of dependent variables. [Subjects and Methods] Forty elderly persons were divided into two groups: intervention group (n=20) and control group (n=20). The interventions were applied to the subjects 3 times a week, 50 minutes per each time, for a total of five weeks. We measured the jamar hand dynamometer test for grip strength, the jamar hydraulic pinch gauge test for prehension test, nine-hole pegboard test for coordination test, and Loewenstein Occupational Therapy Cognitive Assessment-Geriatric Population for cognitive function, and self-expression rating scale for self-expression test. [Results] The task-oriented activities promoted hand function, cognitive function (visual perception, spatial perception, visuomotor organization, attention & concentration) and self-expression of the elderly with early dementia, and the factors influencing the self-expression were cognitive function (visual perception) and hand function (coordination). The study showed that the task-oriented program enabled self-expression by improving hand function and cognitive function. [Conclusion] This study suggested that there should be provided the task-oriented program for prevention and treatment of the elderly with early dementia in the clinical settings and it was considered that results have a value as basic data that can be verified relationship of hand function, cognitive function, and self-expression.

Multiscale Convolutional Neural Networks for Hand Detection

Directory of Open Access Journals (Sweden)

Shiyang Yan

2017-01-01

Full Text Available Unconstrained hand detection in still images plays an important role in many hand-related vision problems, for example, hand tracking, gesture analysis, human action recognition and human-machine interaction, and sign language recognition. Although hand detection has been extensively studied for decades, it is still a challenging task with many problems to be tackled. The contributing factors for this complexity include heavy occlusion, low resolution, varying illumination conditions, different hand gestures, and the complex interactions between hands and objects or other hands. In this paper, we propose a multiscale deep learning model for unconstrained hand detection in still images. Deep learning models, and deep convolutional neural networks (CNNs in particular, have achieved state-of-the-art performances in many vision benchmarks. Developed from the region-based CNN (R-CNN model, we propose a hand detection scheme based on candidate regions generated by a generic region proposal algorithm, followed by multiscale information fusion from the popular VGG16 model. Two benchmark datasets were applied to validate the proposed method, namely, the Oxford Hand Detection Dataset and the VIVA Hand Detection Challenge. We achieved state-of-the-art results on the Oxford Hand Detection Dataset and had satisfactory performance in the VIVA Hand Detection Challenge.

The Effect of Active Learning Approach on Attitudes of 7th Grade Students

Science.gov (United States)

Demirci, Cavide

2017-01-01

Active learning is a student's active impact on learning and a student's involvement in the learning process which allows students to focus on creating knowledge with an emphasis on skills such as analytical thinking, problem-solving and meta-cognitive activities that develop students' thinking. The main purpose of this study is to determine…

Learning sequences on the subject of energy. Secondary school stage 1. Lernsequenzen zum Thema Energie. Sekundarstufe 1

Energy Technology Data Exchange (ETDEWEB)

1986-01-01

The ten learning sequences follow on one another. Each picks on a particular aspect from the energy field. The subject notebooks are self-contained and can therefore be used independently. Apart from actual data and energy-related information, the information for the teacher contains: - proposals for teaching - suggestions for further activities - sample solutions for the pupil's sheets - references to the literature and media. The worksheets for the pupils are different; it should be possible to use the learning sequences in all classes of secondary school stage 1. The multicoloured foils for projectors should motivate, on the one hand, and on the other hand should help to check the results of learning.

Introducing computational thinking through hands-on projects using R with applications to calculus, probability and data analysis

Science.gov (United States)

Benakli, Nadia; Kostadinov, Boyan; Satyanarayana, Ashwin; Singh, Satyanand

2017-04-01

The goal of this paper is to promote computational thinking among mathematics, engineering, science and technology students, through hands-on computer experiments. These activities have the potential to empower students to learn, create and invent with technology, and they engage computational thinking through simulations, visualizations and data analysis. We present nine computer experiments and suggest a few more, with applications to calculus, probability and data analysis, which engage computational thinking through simulations, visualizations and data analysis. We are using the free (open-source) statistical programming language R. Our goal is to give a taste of what R offers rather than to present a comprehensive tutorial on the R language. In our experience, these kinds of interactive computer activities can be easily integrated into a smart classroom. Furthermore, these activities do tend to keep students motivated and actively engaged in the process of learning, problem solving and developing a better intuition for understanding complex mathematical concepts.

Learning of serial digits leads to frontal activation in functional MR imaging.

Science.gov (United States)

Karakaş, Hakki Muammer; Karakaş, Sirel

2006-03-01

Clinical studies have shown that performance on the serial digit learning test (SDLT) is dependent upon the mesial temporal lobes, which are responsible for learning and its consolidation. However, an effective SDLT performance is also dependent upon sequencing, temporal ordering, and the utilization of mnemonic strategies. All of these processes are among the functions of the frontal lobes; in spite of this, the relationship between SDLT performance and the frontal lobes has not been demonstrated with previously used mapping techniques. The aim of this study was to investigate the areas of the brain that are activated by SDLT performance. Ten healthy, right handed volunteers (mean age, 20.1 years; SD: 3.3) who had 12 years of education were studied with a 1.0 T MR imaging scanner. BOLD (blood oxygen level dependent) contrast and a modified SDLT were used. Activated loci were automatically mapped using a proportional grid. In learning, the most consistent activation was observed in B-a-7 of the right (80%) and the left hemispheres (50%). In recall, the most consistent activation was observed in B-a-7 of the right hemisphere (60%). Activations were observed in 2.5+/-0.97 Talairach volumes in learning, whereas they encompassed 1.7+/-0.95 volumes in recall. The difference between both phases (learning and recall) regarding total activated volume was significant (p SDLT performance was not related to learning or to recall, but to a function that is common to both of these cognitive processes. A candidate for this common factor may be the executive functions, which also include serial position processing and temporal ordering.

Neurofeedback fMRI-mediated learning and consolidation of regional brain activation during motor imagery

Science.gov (United States)

Yoo, Seung-Schik; Lee, Jong-Hwan; O’Leary, Heather; Panych, Lawrence P.; Jolesz, Ferenc A.

2009-01-01

We report the long-term effect of real-time functional MRI (rtfMRI) training on voluntary regulation of the level of activation from a hand motor area. During the performance of a motor imagery task of a right hand, blood-oxygenation-level-dependent (BOLD) signal originating from a primary motor area was presented back to the subject in real-time. Demographically matched individuals also received the same procedure without valid feedback information. Followed by the initial rtfMRI sessions, both groups underwent two-week long, daily-practice of the task. Off-line data analysis revealed that the individuals in the experimental group were able to increase the level of BOLD signal from the regulatory target to a greater degree compared to the control group. Furthermore, the learned level of activation was maintained after the two-week period, with the recruitment of additional neural circuitries such as the hippocampus and the limbo-thalamo-cortical pathway. The activation obtained from the control group, in the absence of proper feedback, was indifferent across the training conditions. The level of BOLD activity from the target regulatory region was positively correlated with a self evaluative score within the experimental group, while the majority of control subjects had difficulty adopting a strategy to attain the desired level of functional regulation. Our results suggest that rtfMRI helped individuals learn how to increase region-specific cortical activity associated with a motor imagery task, and the level of increased activation in motor areas was consolidated after the two-week self-practice period, with the involvement of neural circuitries implicated in motor skill learning. PMID:19526048

Multisensory Integration in the Virtual Hand Illusion with Active Movement.

Science.gov (United States)

Choi, Woong; Li, Liang; Satoh, Satoru; Hachimura, Kozaburo

2016-01-01

Improving the sense of immersion is one of the core issues in virtual reality. Perceptual illusions of ownership can be perceived over a virtual body in a multisensory virtual reality environment. Rubber Hand and Virtual Hand Illusions showed that body ownership can be manipulated by applying suitable visual and tactile stimulation. In this study, we investigate the effects of multisensory integration in the Virtual Hand Illusion with active movement. A virtual xylophone playing system which can interactively provide synchronous visual, tactile, and auditory stimulation was constructed. We conducted two experiments regarding different movement conditions and different sensory stimulations. Our results demonstrate that multisensory integration with free active movement can improve the sense of immersion in virtual reality.

Learning through hand- or typewriting influences visual recognition of new graphic shapes: behavioral and functional imaging evidence.

Science.gov (United States)

Longcamp, Marieke; Boucard, Céline; Gilhodes, Jean-Claude; Anton, Jean-Luc; Roth, Muriel; Nazarian, Bruno; Velay, Jean-Luc

2008-05-01

Fast and accurate visual recognition of single characters is crucial for efficient reading. We explored the possible contribution of writing memory to character recognition processes. We evaluated the ability of adults to discriminate new characters from their mirror images after being taught how to produce the characters either by traditional pen-and-paper writing or with a computer keyboard. After training, we found stronger and longer lasting (several weeks) facilitation in recognizing the orientation of characters that had been written by hand compared to those typed. Functional magnetic resonance imaging recordings indicated that the response mode during learning is associated with distinct pathways during recognition of graphic shapes. Greater activity related to handwriting learning and normal letter identification was observed in several brain regions known to be involved in the execution, imagery, and observation of actions, in particular, the left Broca's area and bilateral inferior parietal lobules. Taken together, these results provide strong arguments in favor of the view that the specific movements memorized when learning how to write participate in the visual recognition of graphic shapes and letters.

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

Science.gov (United States)

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

How an active-learning class influences physics self-efficacy in pre-service teachers

Science.gov (United States)

Gaffney, Jon D. H.; Housley Gaffney, Amy L.; Usher, Ellen L.; Mamaril, Natasha A.

2013-01-01

Education majors in an inquiry-based physics content course were asked to reflect on the ways the course affected their self-efficacy for completing physics tasks, such as creating a circuit. Responses were coded according to the contributor of the influence and whether that influence was positive or negative. The group learning structure, hands-on activities in the class, and the constructed repertoire of science knowledge, processes, and activities, were all reported to be positive influences on self-efficacy, whereas the influence of the instructor was mixed. Overall, students' responses indicated both a desire for more guidance and lecture and an appreciation for their ability to construct their own understanding through the class activities.

Doing physical activity – not learning

DEFF Research Database (Denmark)

Jensen, Jens-Ole

2017-01-01

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.......g. Biesta, 2010; Standal, 2015) I will argue that the focus on learning outcome and effects on physical activity has gone too far in order to reach the objectives. If the notion of ‘keeping pupils physically active’ is understood as a representation of the core quality of physical activity, it seems...

Multisensory Integration in the Virtual Hand Illusion with Active Movement

Directory of Open Access Journals (Sweden)

Woong Choi

2016-01-01

Full Text Available Improving the sense of immersion is one of the core issues in virtual reality. Perceptual illusions of ownership can be perceived over a virtual body in a multisensory virtual reality environment. Rubber Hand and Virtual Hand Illusions showed that body ownership can be manipulated by applying suitable visual and tactile stimulation. In this study, we investigate the effects of multisensory integration in the Virtual Hand Illusion with active movement. A virtual xylophone playing system which can interactively provide synchronous visual, tactile, and auditory stimulation was constructed. We conducted two experiments regarding different movement conditions and different sensory stimulations. Our results demonstrate that multisensory integration with free active movement can improve the sense of immersion in virtual reality.

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

Science.gov (United States)

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649

Motor skill changes and neurophysiologic adaptation to recovery-oriented virtual rehabilitation of hand function in a person with subacute stroke: a case study.

Science.gov (United States)

Fluet, Gerard G; Patel, Jigna; Qiu, Qinyin; Yarossi, Matthew; Massood, Supriya; Adamovich, Sergei V; Tunik, Eugene; Merians, Alma S

2017-07-01

The complexity of upper extremity (UE) behavior requires recovery of near normal neuromuscular function to minimize residual disability following a stroke. This requirement places a premium on spontaneous recovery and neuroplastic adaptation to rehabilitation by the lesioned hemisphere. Motor skill learning is frequently cited as a requirement for neuroplasticity. Studies examining the links between training, motor learning, neuroplasticity, and improvements in hand motor function are indicated. This case study describes a patient with slow recovering hand and finger movement (Total Upper Extremity Fugl-Meyer examination score = 25/66, Wrist and Hand items = 2/24 on poststroke day 37) following a stroke. The patient received an intensive eight-session intervention utilizing simulated activities that focused on the recovery of finger extension, finger individuation, and pinch-grasp force modulation. Over the eight sessions, the patient demonstrated improvements on untrained transfer tasks, which suggest that motor learning had occurred, as well a dramatic increase in hand function and corresponding expansion of the cortical motor map area representing several key muscles of the paretic hand. Recovery of hand function and motor map expansion continued after discharge through the three-month retention testing. This case study describes a neuroplasticity based intervention for UE hemiparesis and a model for examining the relationship between training, motor skill acquisition, neuroplasticity, and motor function changes. Implications for rehabilitation Intensive hand and finger rehabilitation activities can be added to an in-patient rehabilitation program for persons with subacute stroke. Targeted training of the thumb may have an impact on activity level function in persons with upper extremity hemiparesis. Untrained transfer tasks can be utilized to confirm that training tasks have elicited motor learning. Changes in cortical motor maps can be used to document

Does transcranial direct current stimulation affect the learning of a fine sequential hand motor skill with motor imagery?

NARCIS (Netherlands)

Sobierajewicz, Jagna; Jaskowski, Wojciech; van der Lubbe, Robert Henricus Johannes

2017-01-01

Learning a fine sequential hand motor skill, comparable to playing the piano or learning to type, improves not only due to physical practice, but also due to motor imagery. Previous studies revealed that transcranial direct current stimulation (tDCS) and motor imagery independently affect motor

Face-to-Face Activities in Blended Learning

DEFF Research Database (Denmark)

Kjærgaard, Annemette

While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

Teaching and Learning Hand in Hand: Adaptive Teaching and Self-Regulated Learning

Science.gov (United States)

Randi, Judi

2017-01-01

This article presents case studies of two novice teachers and their mentors who, without formal knowledge of self-regulation theory, established a classroom environment that promoted self-regulated learning. This case was drawn from a larger descriptive study of novice teachers learning to integrate a student-centered visual literacy instructional…

Student perceptions and effectiveness of an innovative learning tool: Anatomy Glove Learning System.

Science.gov (United States)

Lisk, Kristina; McKee, Pat; Baskwill, Amanda; Agur, Anne M R

2015-01-01

A trend in anatomical education is the development of alternative pedagogical approaches to replace or complement experiences in a cadaver laboratory; however, empirical evidence on their effectiveness is often not reported. This study aimed to evaluate the effectiveness of Anatomy Glove Learning System (AGLS), which enables students to learn the relationship between hand structure and function by drawing the structures onto a worn glove with imprinted bones. Massage therapy students (n = 73) were allocated into two groups and drew muscles onto either: (1) the glove using AGLS instructional videos (3D group); or (2) paper with palmar/dorsal views of hand bones during an instructor-guided activity (2D group). A self-confidence measure and knowledge test were completed before, immediately after, and one-week following the learning conditions. Self-confidence of hand anatomy in the 3D group gradually increased (3.2/10, 4.7/10, and 4.8/10), whereas self-confidence in the 2D group began to decline one-week later (3.2/10, 4.4/10, and 3.9/10). Knowledge of hand anatomy improved in both groups immediately after learning, (P learning tool (mean = 8.6 ± 2.2). This study provides evidence demonstrating that AGLS and the traditional 2D learning approach are equally effective in promoting students' self-confidence and knowledge of hand anatomy. © 2014 American Association of Anatomists.

Learning to live with a hand nerve disorder: A constructed grounded theory.

Science.gov (United States)

Ashwood, Mark; Jerosch-Herold, Christina; Shepstone, Lee

2017-11-29

Grounded theory. The broader perspective of health offered by the World Health Organization's International Classification of Functioning, Disability and Health has had a significant bearing on how we view the measurement of health outcomes after surgical or therapy interventions for peripheral nerve disorders affecting the hand. The value of the patient's perspective is now recognized and outcomes which reflect this are being advocated in the clinical management and support of this population. This qualitative study sought to explore the lived experience of a hand nerve disorder and in particular the impact on body structure/function, activities, and participation. In depth, one-to-one interviews with 14 people with a range of hand nerve disorders were conducted. Constructivist grounded theory methods were used to collect and analyze the data. Patients were also given the option of taking photographs to visually represent what it is like to live with a nerve disorder, to bring with them for discussion during the interview. The impact of hand nerve disorders forms part of a wider narrative on adaptation. A process of "struggling" and then "overcoming" was experienced. This was followed by an interior aspect of adaptation described as "accepting." This gave rise to participants "transforming," being changed as a result of the journey that they had been on. This study provides an explanatory theory on the adaptive process following a hand nerve disorder which may inform future patient-therapist interactions. Copyright © 2017 Hanley & Belfus. Published by Elsevier Inc. All rights reserved.

The Impact of Peer Review on Creative Self-Efficacy and Learning Performance in Web 2.0 Learning Activities

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Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung

2016-01-01

Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…

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

Directory of Open Access Journals (Sweden)

Alanah Mitchell

2017-01-01

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

Sleeping on the rubber-hand illusion: Memory reactivation during sleep facilitates multisensory recalibration.

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Honma, Motoyasu; Plass, John; Brang, David; Florczak, Susan M; Grabowecky, Marcia; Paller, Ken A

2016-01-01

Plasticity is essential in body perception so that physical changes in the body can be accommodated and assimilated. Multisensory integration of visual, auditory, tactile, and proprioceptive signals contributes both to conscious perception of the body's current state and to associated learning. However, much is unknown about how novel information is assimilated into body perception networks in the brain. Sleep-based consolidation can facilitate various types of learning via the reactivation of networks involved in prior encoding or through synaptic down-scaling. Sleep may likewise contribute to perceptual learning of bodily information by providing an optimal time for multisensory recalibration. Here we used methods for targeted memory reactivation (TMR) during slow-wave sleep to examine the influence of sleep-based reactivation of experimentally induced alterations in body perception. The rubber-hand illusion was induced with concomitant auditory stimulation in 24 healthy participants on 3 consecutive days. While each participant was sleeping in his or her own bed during intervening nights, electrophysiological detection of slow-wave sleep prompted covert stimulation with either the sound heard during illusion induction, a counterbalanced novel sound, or neither. TMR systematically enhanced feelings of bodily ownership after subsequent inductions of the rubber-hand illusion. TMR also enhanced spatial recalibration of perceived hand location in the direction of the rubber hand. This evidence for a sleep-based facilitation of a body-perception illusion demonstrates that the spatial recalibration of multisensory signals can be altered overnight to stabilize new learning of bodily representations. Sleep-based memory processing may thus constitute a fundamental component of body-image plasticity.

H2Oh!: Classroom demonstrations and activities for improving student learning of water concepts

Science.gov (United States)

Chan-Hilton, A.; Neupauer, R. M.; Burian, S. J.; Lauer, J. W.; Mathisen, P. P.; Mays, D. C.; Olson, M. S.; Pomeroy, C. A.; Ruddell, B. L.; Sciortino, A.

2012-12-01

Research has shown that the use of demonstrations and hands-on activities in the classroom enhances student learning. Students learn more and enjoy classes more when visual and active learning are incorporated into the lecture. Most college-aged students prefer visual modes of learning, while most instruction is conducted in a lecture, or auditory, format. The use of classroom demonstrations provides opportunities for incorporating visual and active learning into the classroom environment. However, while most instructors acknowledge the benefits of these teaching methods, they typically do not have the time and resources to develop and test such activities and to develop plans to incorporate them into their lectures. Members of the Excellence in Water Resources Education Task Committee of the Environmental and Water Resources Institute (EWRI) of the American Society of Civil Engineers (ASCE) have produced a publication that contains a collection of activities aimed to foster excellence in water resources and hydrology education and improve student learning of principles. The book contains forty-five demonstrations and activities that can be used in water-related classes with topics in fluid mechanics, hydraulics, surface water hydrology, groundwater hydrology, and water quality. We present examples of these activities, including topics such as conservation of momentum, buoyancy, Bernoulli's principle, drag force, pipe flow, watershed delineation, reservoir networks, head distribution in aquifers, and molecular diffusion in a porous medium. Unlike full laboratory exercises, these brief demonstrations and activities (most of which take less than fifteen minutes) can be easily incorporated into classroom lectures. For each demonstration, guidance for preparing and conducting the activity, along with a brief overview of the principles that are demonstrated, is provided. The target audience of the activities is undergraduate students, although the activities also may be

eLearning Hands-On: Blending Interactive eLearning with Practical Engineering Laboratory

Science.gov (United States)

Kiravu, Cheddi; Yanev, Kamen M.; Tunde, Moses O.; Jeffrey, Anna M.; Schoenian, Dirk; Renner, Ansel

2016-01-01

Purpose: Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal.…

The cortical activation pattern by a rehabilitation robotic hand: a functional NIRS study.

Science.gov (United States)

Chang, Pyung-Hun; Lee, Seung-Hee; Gu, Gwang Min; Lee, Seung-Hyun; Jin, Sang-Hyun; Yeo, Sang Seok; Seo, Jeong Pyo; Jang, Sung Ho

2014-01-01

Clarification of the relationship between external stimuli and brain response has been an important topic in neuroscience and brain rehabilitation. In the current study, using functional near infrared spectroscopy (fNIRS), we attempted to investigate cortical activation patterns generated during execution of a rehabilitation robotic hand. Ten normal subjects were recruited for this study. Passive movements of the right fingers were performed using a rehabilitation robotic hand at a frequency of 0.5 Hz. We measured values of oxy-hemoglobin (HbO), deoxy-hemoglobin (HbR) and total-hemoglobin (HbT) in five regions of interest: the primary sensory-motor cortex (SM1), hand somatotopy of the contralateral SM1, supplementary motor area (SMA), premotor cortex (PMC), and prefrontal cortex (PFC). HbO and HbT values indicated significant activation in the left SM1, left SMA, left PMC, and left PFC during execution of the rehabilitation robotic hand (uncorrected, p < 0.01). By contrast, HbR value indicated significant activation only in the hand somatotopic area of the left SM1 (uncorrected, p < 0.01). Our results appear to indicate that execution of the rehabilitation robotic hand could induce cortical activation.

Excellence in Physics Education Award Talk: Sharing Active Learning Strategies in the Developed and Developing Worlds

Science.gov (United States)

Sokoloff, David

2010-02-01

Since the first series of National Microcomputer Based Laboratory (MBL) Institutes for Teachers of Physics in Summer, 1987, the Activity Based Physics Group (ABP) has presented numerous professional development institutes and workshops to thousands of high school, college and university faculty, sponsored by National Science Foundation, U.S. Department of Education, Howard Hughes Medical Institute and others. An overview of these programs and details of our instructional strategies will be presented. Some common features of these include: (1) motivating participants through introduction to active learning research literature, including exposure to conceptual evaluations and student learning gains in traditional and active learning courses, (2) exposing participants to active learning strategies through intensive hands-on work using classroom tested curricular materials, (3) relying on these materials to enhance teacher knowledge and correct misconceptions---when necessary, (4) providing opportunities to practice active learning instruction with other participants and (5) distributing or facilitating procurement of equipment and supplies needed to get started. Recently, ABP group members have been working with physics educators from other countries to introduce active learning strategies in the developing world. New programs such as Active Learning in Optics and Photonics (ALOP, UNESCO) and Physware (ICTP/UNESCO/IUPAP), that support active learning using low-cost equipment, have been developed for this purpose. To date, ALOP workshops have been presented to over 500 secondary and college faculty in Ghana, Tunisia, Morocco, India, Tanzania, Brazil, Mexico, Zambia, Cameroon, Colombia, Nepal and Chile, and the ALOP Training Manual has been translated into French and Spanish. The first Physware workshop, held at ICTP in Trieste in 2009, had 32 participants most of whom were from developing countries in Africa, Asia and South America. These programs will be described. )

Grip Strength Survey Based on Hand Tool Usage

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Erman ÇAKIT

2016-12-01

Full Text Available Hand grip strength is broadly used for performing tasks involving equipment in production and processing activities. Most professionals in this field rely on grip strength to perform their tasks. There were three main aims of this study: i determining various hand grip strength measurements for the group of hand tool users, ii investigating the effects of height, weight, age, hand dominance, body mass index, previous Cumulative Trauma Disorder (CTD diagnosis, and hand tool usage experience on hand grip strength, and iii comparing the obtained results with existing data for other populations. The study groups comprised 71 healthy male facility workers. The values of subjects’ ages was observed between 26 and 74 years. The data were statistically analyzed to assess the normality of data and the percentile values of grip strength. The results of this study demonstrate that there were no significance differences noted between dominant and non-dominant hands. However, there were highly significant differences between the CTD group and the other group. Hand grip strength for the dominant hand was positively correlated to height, weight, and body mass index, and negatively correlated to age and tool usage experience. Hand dominance, height, weight, body mass index, age and tool usage experience should be considered when establishing normal values for grip strength.

HSCI2014: booklet of the 11th International Conference on Hands-on Science

OpenAIRE

Costa, Manuel F. M., ed. lit.; Pombo, José Miguel Marques, ed. lit.; Vázquez Dorrío, José Benito, ed. lit.; International Conference on Hands-on Science, 11, Aveiro, 2014

2014-01-01

The core topic of the 11th Hands-on Science Conference is "Science Education with and for Society" As we all know it is the Society that sets the requirements rules and procedures of Education. It is Society that defines what citizens must learn in what concern either concepts and or competencies, and how this learning can, must in fact…, take place. Society is the ensemble of all of us citizens and of all the structures tangible and intangible we create and created along the y...

KEEFEKTIFAN MODEL PBL DENGAN MIND MAP MELALUI HANDS ON ACTIVITY TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA

Directory of Open Access Journals (Sweden)

Istika Ramadhani

2015-08-01

Full Text Available Penelitian ini bertujuan untuk mengetahui keefektifan pembelajaran model PBL dengan mind map melalui hands on activity terhadap kemampuan berpikir kreatif siswa. Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri 7 Semarang Tahun Ajaran 2014/2015. Pemilihan sampel dengan menggunakan cluster random sampling, diperoleh siswa kelas VII G sebagai kelas eksperimen1, kelas VII E sebagai kelas eksperimen 2, dan kelas VII C sebagai kelas kontrol. Kelas eksperimen 1 diberikan pembelajaran model PBL dengan mind map melalui hands on activity, kelas eksperimen 2 diberikan pembelajaran model PBL dengan mind map, dan kelas kontrol diberikan pembelajaran model ekspositori. Instrumen penelitian yang digunakan adalah tes kemampuan berpikir kreatif dan lembar pengamatan aktivitas siswa. Data dianalisis dengan uji proporsi, uji beda rata dengan anava, uji lanjut LSD, dan uji regresi. Hasil penelitian adalah (1 kemampuan berpikir kreatif siswa pada kelas eksperimen 1 dapat mencapai kriteria ketuntasan belajar; (2 kemampuan berpikir kreatif siswa pada kelas eksperimen 2 dapat mencapai kriteria ketuntasan belajar; (3 terdapat perbedaan kemampuan berpikir kreatif antara siswa pada kelas eksperimen 1, eksperimen 2, dan kelas kontrol. (4 terdapat pengaruh positif dari aktivitas belajar siswa pada kelas eksperimen 1 terhadap kemampuan berpikir kreatif siswa

Synaptic and functional linkages between spinal premotor interneurons and hand-muscle activity during precision grip

Directory of Open Access Journals (Sweden)

Tomohiko eTakei

2013-04-01

Full Text Available Grasping is a highly complex movement that requires the coordination of a number of hand joints and muscles. Previous studies showed that spinal premotor interneurons (PreM-INs in the primate cervical spinal cord have divergent synaptic effects on hand motoneurons and that they might contribute to hand-muscle synergies. However, the extent to which these PreM-IN synaptic connections functionally contribute to modulating hand-muscle activity is not clear. In this paper, we explored the contribution of spinal PreM-INs to hand-muscle activation by quantifying the synaptic linkage (SL and functional linkage (FL of the PreM-INs with hand-muscle activities. The activity of 23 PreM-INs was recorded from the cervical spinal cord (C6–T1, with EMG signals measured simultaneously from hand and arm muscles in two macaque monkeys performing a precision grip task. Spike-triggered averages (STAs of rectified EMGs were compiled for 456 neuron–muscle pairs; 63 pairs showed significant post-spike effects (i.e., SL. Conversely, 231 of 456 pairs showed significant cross-correlations between the IN firing rate and rectified EMG (i.e., FL. Importantly, a greater proportion of the neuron–muscle pairs with SL showed FL (43/63 pairs, 68% compared with the pairs without SL (203/393, 52%, and the presence of SL was significantly associated with that of FL. However, a significant number of pairs had SL without FL (SL∩!FL, n = 20 or FL without SL (!SL∩FL, n = 203, and the proportions of these incongruities exceeded the number expected by chance. These results suggested that spinal PreM-INs function to significantly modulate hand-muscle activity during precision grip, but the contribution of other neural structures is also needed to recruit an adequate combination of hand-muscle motoneurons.

The Effect of Antibacterial Formula Hand Cleaners on the Elimination of Microbes on Hands

Science.gov (United States)

Coleman, J. R.

2002-05-01

: The purpose of this project is to find out which one of the antibacterial hand cleanser (antibacterial bar soap, antibacterial liquid hand soap, and liquid hand sanitizer) is more effective in eliminating microbes. If antibacterial- formula liquid hand soap is used on soiled hands, then it will be more effective in eliminating microbes. Germs are microorganisms that cause disease and can spread from person-to-person. Bacteria are a kind of microbe, an example of which is Transient Flora that is often found on hands. Hand washing prevents germs from spreading to others. During the procedure, swabs were used to take samples before and after the soiled hands had been washed with one of the antibacterial hand cleansers. Nutrient Easygel was poured into petri dishes to harden for 1 day, and then samples were swabbed on the gel. The Petri dishes were placed in an incubator for 24 hours, and then data was recorded accordingly. The antibacterial liquid hand soap was sufficient in eliminating the majority of bacteria. The hands had 65% of the bacteria on them, and after the liquid hand soap was used only 37% of the bacteria remained.

The Healthy Heart Race: A Short-Duration, Hands-on Activity in Cardiovascular Physiology for Museums and Science Festivals

Science.gov (United States)

Pressley, Thomas A.; Limson, Melvin; Byse, Miranda; Matyas, Marsha Lakes

2011-01-01

The "Healthy Heart Race" activity provides a hands-on demonstration of cardiovascular function suitable for lay audiences. It was field tested during the United States of America Science and Engineering Festival held in Washington, DC, in October 2010. The basic equipment for the activity consisted of lengths of plastic tubing, a hand…

Using a Hands-On Hydrogen Peroxide Decomposition Activity to Teach Catalysis Concepts to K-12 Students

Science.gov (United States)

Cybulskis, Viktor J.; Ribeiro, Fabio H.; Gounder, Rajamani

2016-01-01

A versatile and transportable laboratory apparatus was developed for middle and high school (6th-12th grade) students as part of a hands-on outreach activity to estimate catalytic rates of hydrogen peroxide decomposition from oxygen evolution rates measured by using a volumetric displacement method. The apparatus was constructed with inherent…

Deep learning with convolutional neural networks: a resource for the control of robotic prosthetic hands via electromyography

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Manfredo Atzori

2016-09-01

Full Text Available Motivation: Natural control methods based on surface electromyography and pattern recognition are promising for hand prosthetics. However, the control robustness offered by scientific research is still not sufficient for many real life applications and commercial prostheses are in the best case capable to offer natural control for only a few movements. Objective: In recent years deep learning revolutionized several fields of machine learning, including computer vision and speech recognition. Our objective is to test its capabilities for the natural control of robotic hands via surface electromyography by providing a baseline on a large number of intact and amputated subjects. Methods: We tested convolutional networks for the classification of an average of 50 hand movements in 67 intact subjects and 11 hand amputated subjects. The simple architecture of the neural network allowed to make several tests in order to evaluate the effect of pre-processing, layer architecture, data augmentation and optimization. The classification results are compared with a set of classical classification methods applied on the same datasets.Results: The classification accuracy obtained with convolutional neural networks using the proposed architecture is higher than the average results obtained with the classical classification methods but lower than the results obtained with the best reference methods in our tests. Significance: The results show that convolutional neural networks with a very simple architecture can produce accuracy comparable to the average classical classification methods. They show that several factors (including pre-processing, the architecture of the net and the optimization parameters can be fundamental for the analysis of surface electromyography data. Finally, the results suggest that deeper and more complex networks may increase dexterous control robustness, thus contributing to bridge the gap between the market and scientific research

The Effectiveness of WhatsApp Mobile Learning Activities Guided by Activity Theory on Students' Knowledge Management

Science.gov (United States)

Barhoumi, Chokri

2015-01-01

This research paper explores the effectiveness of using mobile technologies to support a blended learning course titled Scientific Research Methods in Information Science. Specifically, it discusses the effects of WhatsApp mobile learning activities guided by activity theory on students' knowledge Management (KM). During the 2014 academic year,…

Hands-on optics: an informal science education initiative

Science.gov (United States)

Johnson, Anthony M.; Pompea, Stephen M.; Arthurs, Eugene G.; Walker, Constance E.; Sparks, Robert T.

2007-09-01

The project is collaboration between two scientific societies, the Optical Society of America (OSA) and SPIE - The International Society for Optical Engineering and the National Optical Astronomy Observatory (NOAO). The program is designed to bring science education enrichment to thousands of underrepresented middle school students in more than ten states, including female and minority students, who typically have not been the beneficiaries of science and engineering resources and investments. HOO provides each teacher with up to six activity modules, each containing enough materials for up to 30 students to participate in 6-8 hours of hands-on optics-related activities. Sample activities, developed by education specialists at NOAO, include building kaleidoscopes and telescopes, communicating with a beam of light, and a hit-the-target laser beam challenge. Teachers engage in two days of training and, where possible, are partnered with a local optics professional (drawn from the local rosters of SPIE and OSA members) who volunteers to spend time with the teacher and students as they explore the module activities. Through these activities, students gain experience and understanding of optics principles, as well as learning the basics of inquiry, critical thinking, and problem solving skills involving optics, and how optics interfaces with other disciplines. While the modules were designed for use in informal after- school or weekend sessions, the number of venues has expanded to large and small science centers, Boys and Girls Clubs, Girl Scouts, summer camps, family workshops, and use in the classroom.

Exploring the Extreme: High Performance Learning Activities in Mathematics, Science and Technology. An Educator's Guide. EG-2002-10-001-DFRC

Science.gov (United States)

Dana, Judi; Kock, Meri; Lewis, Mike; Peterson, Bruce; Stowe, Steve

2010-01-01

The many activities contained in this teaching guide emphasize hands-on involvement, prediction, data collection and interpretation, teamwork, and problem solving. The guide also contains background information about aeronautical research that can help students learn how airplanes fly. Following the background sections are a series of activities…

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

Science.gov (United States)

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

2015-01-01

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

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.

Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students.

Science.gov (United States)

Schmidt, Henk G; Cohen-Schotanus, Janke; Arends, Lidia R

2009-03-01

We aimed to study the effects of active-learning curricula on graduation rates of students and on the length of time needed to graduate. Graduation rates for 10 generations of students enrolling in the eight Dutch medical schools between 1989 and 1998 were analysed. In addition, time needed to graduate was recorded. Three of the eight schools had curricula emphasising active learning, small-group instruction and limited numbers of lectures; the other five had conventional curricula to varying degrees. Overall, the active-learning curricula graduated on average 8% more students per year, and these students graduated on average 5 months earlier than their colleagues from conventional curricula. Four hypotheses potentially explaining the effect of active learning on graduation rate and study duration were considered: (i) active-learning curricula promote the social and academic integration of students; (ii) active-learning curricula attract brighter students; (iii) active-learning curricula retain more poor students, and (iv) the active engagement of students with their study required by active-learning curricula induces better academic performance and, hence, lower dropout rates. The first three hypotheses had to be rejected. It was concluded that the better-learning hypothesis provides the most parsimonious account for the data.

The leading hand in bimanual activities - A search for more valid handedness items.

Science.gov (United States)

Olsson, Bo; Kirchengast, Sylvia

2016-11-01

The aim of this pilot study is to test a new approach to handedness assessment based on the concept of the leading hand. A well-established graphomotor performance test of handedness (H-D-T) and a new test according on the concept of the leading hand were undertaken by 41 Viennese schoolchildren between 6 and 8 years of age. The new test is based on in vivo observations of bimanual activities. In detail the test battery consisted of 8 fine motor leading hand items. Participants had to open and close four small objects (one tube, three small bottles) in order to observe twisting movements and four small objects (2 matchboxes, 2 small brushes) in order to observe back-and-forth movements. It turned out that the leading hand does not correlate with the hand dominance in a graphomotor test to the degree that the handedness in unimanual items has been found to do and that right leading hand scores in bimanual items are encountered significantly less often than right hand scores in a graphomotor test. The findings of the present study suggest that tests of the leading hand in vivo may contribute to a higher validity of the assessment of handedness in examinations of the lateralization of higher cortical functions.

Associations of work activities requiring pinch or hand grip or exposure to hand-arm vibration with finger and wrist osteoarthritis

DEFF Research Database (Denmark)

Hammer, Paula E C; Shiri, Rahman; Kryger, Ann I

2014-01-01

OBJECTIVE: We systematically reviewed the epidemiologic evidence linking finger and wrist osteoarthritis (OA) with work activities requiring pinch or hand grip or exposure to hand-arm vibration (HAV). METHODS: PubMed and Embase databases were searched up to June 2013. We selected studies assessing...

Recognizing the Operating Hand and the Hand-Changing Process for User Interface Adjustment on Smartphones.

Science.gov (United States)

Guo, Hansong; Huang, He; Huang, Liusheng; Sun, Yu-E

2016-08-20

As the size of smartphone touchscreens has become larger and larger in recent years, operability with a single hand is getting worse, especially for female users. We envision that user experience can be significantly improved if smartphones are able to recognize the current operating hand, detect the hand-changing process and then adjust the user interfaces subsequently. In this paper, we proposed, implemented and evaluated two novel systems. The first one leverages the user-generated touchscreen traces to recognize the current operating hand, and the second one utilizes the accelerometer and gyroscope data of all kinds of activities in the user's daily life to detect the hand-changing process. These two systems are based on two supervised classifiers constructed from a series of refined touchscreen trace, accelerometer and gyroscope features. As opposed to existing solutions that all require users to select the current operating hand or confirm the hand-changing process manually, our systems follow much more convenient and practical methods and allow users to change the operating hand frequently without any harm to the user experience. We conduct extensive experiments on Samsung Galaxy S4 smartphones, and the evaluation results demonstrate that our proposed systems can recognize the current operating hand and detect the hand-changing process with 94.1% and 93.9% precision and 94.1% and 93.7% True Positive Rates (TPR) respectively, when deciding with a single touchscreen trace or accelerometer-gyroscope data segment, and the False Positive Rates (FPR) are as low as 2.6% and 0.7% accordingly. These two systems can either work completely independently and achieve pretty high accuracies or work jointly to further improve the recognition accuracy.

The Effects of Industrial Protective Gloves and Hand Skin Temperatures on Hand Grip Strength and Discomfort Rating.

Science.gov (United States)

Ramadan, Mohamed Z

2017-12-04

Daily working activities and functions require a high contribution of hand and forearm muscles in executing grip force. To study the effects of wearing different gloves on grip strength, under a variety of hand skin temperatures, an assessment of the maximum grip strength was performed with 32 healthy male workers with a mean age (standard deviation) of 30.44 (5.35) years wearing five industrial gloves at three hand skin temperatures. Their ages and anthropometric characteristics including body mass index (BMI), hand length, hand width, hand depth, hand palm, and wrist circumference were measured. The hand was exposed to different bath temperatures (5 °C, 25 °C, and 45 °C) and hand grip strength was measured using a Jamar hydraulic hand dynamometer with and without wearing the gloves (chemical protection glove, rubber insulating glove, anti-vibration impact glove, cotton yarn knitted glove, and RY-WG002 working glove). The data were analyzed using the Shapiro-Wilk test, Pearson correlation coefficient, Tukey test, and analysis of variance (ANOVA) of the within-subject design analysis. The results showed that wearing gloves significantly affected the maximum grip strength. Wearing the RY-WG002 working glove produced a greater reduction on the maximum grip when compared with the bare hand, while low temperatures (5 °C) had a significant influence on grip when compared to medium (25 °C) and high (45 °C) hand skin temperatures. In addition, participants felt more discomfort in both environmental extreme conditions. Furthermore, they reported more discomfort while wearing neoprene, rubber, and RY-WG002 working gloves.

Embedding Hands-On Mini Laboratory Experiences in a Core Undergraduate Fluid Mechanics Course: A Pilot Study

Science.gov (United States)

Han, Duanduan; Ugaz, Victor

2017-01-01

Three self-contained mini-labs were integrated into a core undergraduate fluid mechanics course, with the goal of delivering hands-on content in a manner scalable to large class sizes. These mini-labs supported learning objectives involving friction loss in pipes, flow measurement, and centrifugal pump analysis. The hands-on experiments were…

Student Learning through Hands-On Industry Projects

Science.gov (United States)

Acheson, Lingma Lu

2014-01-01

Learning is most effective when accompanied by doing. If someone desires to become a baseball player, being told how to play the game, watching others play and even understanding the rules of the game are mostly ineffective if the individual never "swings the bat". This paper outlines the implementation of this method (swinging the bat)…

Association between blood cholinesterase activity, organophosphate pesticide residues on hands, and health effects among chili farmers in Ubon Ratchathani Province, northeastern Thailand

Science.gov (United States)

Nganchamung, Thitirat; Robson, Mark G; Siriwong, Wattasit

Use of pesticides has been documented to lead to several adverse health effects. Farmers are likely to be exposed to pesticides through dermal exposure as a result of mixing, loading, and spraying. Organophosphate pesticides (OPs) are widely used in most of the agricultural areas throughout Thailand. OPs are cholinesterase inhibitors and blood cholinesterase activity is used as a biomarker of OP effects. This study aims to determine the association between blood cholinesterase activity and organophosphate pesticide residues on chili farmer’s hands and their adverse health effects. Ninety chili farmers directly involved with pesticide applications (e.g. mixing, loading, spraying) were recruited and were interviewed face to face. Both enzymes, erythrocyte acetylcholinesterase (AChE) and plasma cholinesterase (PChE), were tested with the EQM Test-mate Cholinesterase Test System (Model 400). Hand wipe samples were used for collecting residues on both hands and OP residues for chlorpyrifos and profenofos were quantified using gas chromatography equipped with a flame photometric detector (GC-FPD). The average activity (±SD) of AChE and PChE was 2.73 (±0.88) and 1.58 (±0.56) U/mL, respectively. About 80.0% of the participants had detectable OP residues on hands. The median residues of chlorpyrifos and profenofos were found to be 0.02 and 0.03 mg/kg/two hands, respectively. Half of participants reported having some acute health symptoms within 48 hours after applying pesticides. When adjusted for gender, number of years working in chili farming, and frequency of pesticide use, AChE activity (Adjusted OR = 0.03, 95%CI: 0.01-0.13) and detected OP residues on hands (Adjusted OR = 0.15, 95%CI: 0.02-0.95) were significantly associated with having health effects, but no significant association was found in PChE activity (Adjusted OR = 2.09, 95%CI: 0.63-6.99). This study suggests that regular monitoring for blood cholinesterase and effective interventions to reduce pesticide

Active Learning Using Hint Information.

Science.gov (United States)

Li, Chun-Liang; Ferng, Chun-Sung; Lin, Hsuan-Tien

2015-08-01

The abundance of real-world data and limited labeling budget calls for active learning, an important learning paradigm for reducing human labeling efforts. Many recently developed active learning algorithms consider both uncertainty and representativeness when making querying decisions. However, exploiting representativeness with uncertainty concurrently usually requires tackling sophisticated and challenging learning tasks, such as clustering. In this letter, we propose a new active learning framework, called hinted sampling, which takes both uncertainty and representativeness into account in a simpler way. We design a novel active learning algorithm within the hinted sampling framework with an extended support vector machine. Experimental results validate that the novel active learning algorithm can result in a better and more stable performance than that achieved by state-of-the-art algorithms. We also show that the hinted sampling framework allows improving another active learning algorithm designed from the transductive support vector machine.

Human Driving Forces and Their Impacts on Land Use/Land Cover. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

Science.gov (United States)

Moser, Susanne

This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module explains that land use/cover change has occurred at all times in all…

[Disinfection efficacy of hand hygiene based on chlorhexidine gluconate content and usage of alcohol-based hand-rubbing solution].

Science.gov (United States)

Tanaka, Ippei; Watanabe, Kiyoshi; Nakaminami, Hidemasa; Azuma, Chihiro; Noguchi, Norihisa

2014-01-01

Recently, the procedure for surgical hand hygiene has been switching to a two-stage method and hand-rubbing method from the traditional hand-scrubbing method. Both the two-stage and hand-rubbing methods use alcohol-based hand-rubbing after hand washing. The former requires 5 min of antiseptic hand washing, and the latter 1 min of nonantiseptic hand washing. For a prolonged bactericidal effect in terms of surgical hand hygiene, chlorhexidine gluconate (CHG) has been noted due to its residual activity. However, no detailed study comparing the disinfection efficacy and prolonged effects according to different contents of CHG and the usage of alcohol-based hand-rubbing has been conducted. The glove juice method is able to evaluate disinfection efficacy and prolonged effects of the disinfectants more accurately because it can collect not only transitory bacteria but also normal inhabitants on hands. In the present study, we examined the disinfection efficacy and prolonged effects on alcohol-based hand-rubbing containing CHG by six hand-rubbing methods and three two-stage methods using the glove juice method. In both methods, 3 mL (one pump dispenser push volume) alcohol-based hand-rubbing solution containing 1% (w/v) CHG showed the highest disinfection efficacy and prolonged effects, and no significant difference was found between the hand-rubbing and two-stage methods. In the two methods of hand hygiene, the hand-rubbing method was able to save time and cost. Therefore, the data strongly suggest that the hand-rubbing method using a one pump dispenser push volume of alcohol-based hand-rubbing solution containing 1% (w/v) CHG is suitable for surgical hand hygiene.

Evolution of Various Library Instruction Strategies: Using Student Feedback to Create and Enhance Online Active Learning Assignments

Directory of Open Access Journals (Sweden)

Marcie Lynne Jacklin

2013-06-01

Full Text Available This case study traces the evolution of library assignments for biological science students from paper-based workbooks in a blended (hands-on workshop to blended learning workshops using online assignments to online active learning modules which are stand-alone without any face-to-face instruction. As the assignments evolved to adapt to online learning supporting materials in the form of PDFs (portable document format, screen captures and screencasting were embedded into the questions as teaching moments to replace face-to-face instruction. Many aspects of the evolution of the assignment were based on student feedback from evaluations, input from senior lab demonstrators and teaching assistants, and statistical analysis of the students’ performance on the assignment. Advantages and disadvantages of paper-based and online assignments are discussed. An important factor for successful online learning may be the ability to get assistance.

Developing an Innovative and Creative Hands-on Lean Six Sigma Manufacturing Experiments for Engineering Education

Directory of Open Access Journals (Sweden)

I. Badawi

2016-12-01

Full Text Available The goal of this study was to develop an innovative and creative hands-on project based on Lean Six Sigma experiments for engineering education at the College of Engineering at the University of Hail. The exercises were designed using junction box assembly to meet the following learning outcomes: 1-to provide students with solid experience on waste elimination and variation reduction and 2-to engage students in exercises related to assembly line mass production and motion study. To achieve these objectives, students were introduced to the principles of Lean manufacturing and Six Sigma through various pedagogical activities such as classroom instruction, laboratory experiments, hands-on exercises, and interactive group work. In addition, Minitab 17 statistical package and Quality Companion 3 software were used to facilitate The Lean Six Sigma exercises. The software application and hands-on manufacturing assembly were found to be extremely valuable in giving students the chance to identify which variables to control in order to minimize variation and eliminate waste. This research was funded by a grant from the Deanship of Academic Research at University of Hail for project number E-26-IC, and under the umbrella of Ministry of Education within the framework of the National Initiative on Creativity and Innovation in Saudi Universities at University of Hail.

Brain activation patterns resulting from learning letter forms through active self-production and passive observation in young children

Directory of Open Access Journals (Sweden)

Alyssa J Kersey

2013-09-01

Full Text Available Although previous literature suggests that writing practice facilitates neural specialization for letters, it is unclear if this facilitation is driven by the perceptual feedback from the act of writing or the actual execution of the motor act. The present study addresses this issue by measuring the change in BOLD signal in response to hand-printed letters, unlearned cursive letters, and cursive letters that 7 year-old children learned actively, by writing, and passively, by observing an experimenter write. Brain activation was assessed using fMRI while perceiving letters – in both cursive and manuscript forms. Results showed that active training led to increased recruitment of the sensori-motor network associated with letter perception as well as the insula and claustrum, but passive observation did not. This suggests that perceptual networks for newly learned cursive letters are driven by motor execution rather than by perceptual feedback.

The Effects of Industrial Protective Gloves and Hand Skin Temperatures on Hand Grip Strength and Discomfort Rating

Directory of Open Access Journals (Sweden)

Mohamed Z. Ramadan

2017-12-01

Full Text Available Daily working activities and functions require a high contribution of hand and forearm muscles in executing grip force. To study the effects of wearing different gloves on grip strength, under a variety of hand skin temperatures, an assessment of the maximum grip strength was performed with 32 healthy male workers with a mean age (standard deviation of 30.44 (5.35 years wearing five industrial gloves at three hand skin temperatures. Their ages and anthropometric characteristics including body mass index (BMI, hand length, hand width, hand depth, hand palm, and wrist circumference were measured. The hand was exposed to different bath temperatures (5 °C, 25 °C, and 45 °C and hand grip strength was measured using a Jamar hydraulic hand dynamometer with and without wearing the gloves (chemical protection glove, rubber insulating glove, anti-vibration impact glove, cotton yarn knitted glove, and RY-WG002 working glove. The data were analyzed using the Shapiro–Wilk test, Pearson correlation coefficient, Tukey test, and analysis of variance (ANOVA of the within-subject design analysis. The results showed that wearing gloves significantly affected the maximum grip strength. Wearing the RY-WG002 working glove produced a greater reduction on the maximum grip when compared with the bare hand, while low temperatures (5 °C had a significant influence on grip when compared to medium (25 °C and high (45 °C hand skin temperatures. In addition, participants felt more discomfort in both environmental extreme conditions. Furthermore, they reported more discomfort while wearing neoprene, rubber, and RY-WG002 working gloves.

Recognizing the Operating Hand and the Hand-Changing Process for User Interface Adjustment on Smartphones

Directory of Open Access Journals (Sweden)

Hansong Guo

2016-08-01

Full Text Available As the size of smartphone touchscreens has become larger and larger in recent years, operability with a single hand is getting worse, especially for female users. We envision that user experience can be significantly improved if smartphones are able to recognize the current operating hand, detect the hand-changing process and then adjust the user interfaces subsequently. In this paper, we proposed, implemented and evaluated two novel systems. The first one leverages the user-generated touchscreen traces to recognize the current operating hand, and the second one utilizes the accelerometer and gyroscope data of all kinds of activities in the user’s daily life to detect the hand-changing process. These two systems are based on two supervised classifiers constructed from a series of refined touchscreen trace, accelerometer and gyroscope features. As opposed to existing solutions that all require users to select the current operating hand or confirm the hand-changing process manually, our systems follow much more convenient and practical methods and allow users to change the operating hand frequently without any harm to the user experience. We conduct extensive experiments on Samsung Galaxy S4 smartphones, and the evaluation results demonstrate that our proposed systems can recognize the current operating hand and detect the hand-changing process with 94.1% and 93.9% precision and 94.1% and 93.7% True Positive Rates (TPR respectively, when deciding with a single touchscreen trace or accelerometer-gyroscope data segment, and the False Positive Rates (FPR are as low as 2.6% and 0.7% accordingly. These two systems can either work completely independently and achieve pretty high accuracies or work jointly to further improve the recognition accuracy.

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

Science.gov (United States)

Sesen, Burcin Acar; Tarhan, Leman

2011-01-01

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

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…

STEM learning activity among home-educating families

Science.gov (United States)

Bachman, Jennifer

2011-12-01

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

The cortical activation pattern by a rehabilitation robotic hand : A functional NIRS study

Directory of Open Access Journals (Sweden)

Pyung Hun eChang

2014-02-01

Full Text Available Introduction: Clarification of the relationship between external stimuli and brain response has been an important topic in neuroscience and brain rehabilitation. In the current study, using functional near infrared spectroscopy (fNIRS, we attempted to investigate cortical activation patterns generated during execution of a rehabilitation robotic hand. Methods: Ten normal subjects were recruited for this study. Passive movements of the right fingers were performed using a rehabilitation robotic hand at a frequency of 0.5 Hz. We measured values of oxy-hemoglobin(HbO, deoxy-hemoglobin(HbR and total-hemoglobin(HbT in five regions of interest: the primary sensory-motor cortex (SM1, hand somatotopy of the contralateral SM1, supplementary motor area (SMA, premotor cortex (PMC, and prefrontal cortex (PFC. Results: HbO and HbT values indicated significant activation in the left SM1, left SMA, left PMC, and left PFC during execution of the rehabilitation robotic hand(uncorrected, pConclusions: Our results appear to indicate that execution of the rehabilitation robotic hand could induce cortical activation.

Calculator-Controlled Robots: Hands-On Mathematics and Science Discovery

Science.gov (United States)

Tuchscherer, Tyson

2010-01-01

The Calculator Controlled Robots activities are designed to engage students in hands-on inquiry-based missions. These activities address National science and technology standards, as well as specifically focusing on mathematics content and process standards. There are ten missions and three exploration extensions that provide activities for up to…

Group-Based Active Learning of Classification Models.

Science.gov (United States)

Luo, Zhipeng; Hauskrecht, Milos

2017-05-01

Learning of classification models from real-world data often requires additional human expert effort to annotate the data. However, this process can be rather costly and finding ways of reducing the human annotation effort is critical for this task. The objective of this paper is to develop and study new ways of providing human feedback for efficient learning of classification models by labeling groups of examples. Briefly, unlike traditional active learning methods that seek feedback on individual examples, we develop a new group-based active learning framework that solicits label information on groups of multiple examples. In order to describe groups in a user-friendly way, conjunctive patterns are used to compactly represent groups. Our empirical study on 12 UCI data sets demonstrates the advantages and superiority of our approach over both classic instance-based active learning work, as well as existing group-based active-learning methods.

Active Learning in the Middle Grades

Science.gov (United States)

Edwards, Susan

2015-01-01

What is active learning and what does it look like in the classroom? If students are participating in active learning, they are playing a more engaged role in the learning process and are not overly reliant on the teacher (Bransford, Brown, & Cocking, 2003; Petress, 2008). The purpose of this article is to propose a framework to describe and…

The mobile GeoBus outreach project: hands-on Earth and Mars activities for secondary schools in the UK

Science.gov (United States)

Robinson, Ruth; Pike, Charlotte; Roper, Kathryn

2015-04-01

GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary schools by providing teaching resources that are not readily available to educators, to inspire young learners by incorporating new science research outcomes in teaching activities, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Just under 35,000 pupils have been involved in practical hands-on Earth science learning activities since the project began in 2012, including many in remote and disadvantaged regions. The resources that GeoBus brings to schools include all the materials and equipment needed to run 50 - 80 minute workshops, and half- or whole-day Enterprise Challenges and field excursions. Workshops are aimed at a class of up to 30 pupils and topics include minerals, rocks, fossils, geological time, natural resources, climate change, volcanoes, earthquakes, and geological mapping. As with all GeoBus activities, the inclusion of equipment and technology otherwise unavailable to schools substantially increases the engagement of pupils in workshops. Field excursions are increasingly popular, as many teachers have little or no field trainng and feel unable to lead this type of activity. The excursions comprise half or full day sessions for up to 30 pupils and are tailored to cover the local geology or geomorphology. Enterprise Challenge are half or full day sessions for up to 100 pupils. Topics include "Journey to Mars", "Scotland's Rocks", "Drilling for Oil", and "Renewable Energy". Both of the energy Enterprise Challenges were designed to incorporates ideas and

Exploring the role of hand gestures in learning novel phoneme contrasts and vocabulary in a second language

Science.gov (United States)

Kelly, Spencer D.; Hirata, Yukari; Manansala, Michael; Huang, Jessica

2014-01-01

Co-speech hand gestures are a type of multimodal input that has received relatively little attention in the context of second language learning. The present study explored the role that observing and producing different types of gestures plays in learning novel speech sounds and word meanings in an L2. Naïve English-speakers were taught two components of Japanese—novel phonemic vowel length contrasts and vocabulary items comprised of those contrasts—in one of four different gesture conditions: Syllable Observe, Syllable Produce, Mora Observe, and Mora Produce. Half of the gestures conveyed intuitive information about syllable structure, and the other half, unintuitive information about Japanese mora structure. Within each Syllable and Mora condition, half of the participants only observed the gestures that accompanied speech during training, and the other half also produced the gestures that they observed along with the speech. The main finding was that participants across all four conditions had similar outcomes in two different types of auditory identification tasks and a vocabulary test. The results suggest that hand gestures may not be well suited for learning novel phonetic distinctions at the syllable level within a word, and thus, gesture-speech integration may break down at the lowest levels of language processing and learning. PMID:25071646

Relationship between touch sensation of the affected hand and performance of valued activities in individuals with chronic stroke.

Science.gov (United States)

Hill, Valerie A; Fisher, Thomas; Schmid, Arlene A; Crabtree, Jeffrey; Page, Stephen J

2014-01-01

To investigate the association between touch sensation of the affected hand and performance and satisfaction with performance of valued activities in individuals with chronic stroke. Using a cross-sectional study design, this study correlated factors related to hand sensation and activity performance in individuals with chronic stroke. The Touch Test Evaluators and Canadian Occupational Performance Measure (COPM) were used. Correlations were used to determine the relationships between touch sensation of the affected hand and individuals' performance and satisfaction with performance of valued activities. There was a good to excellent relationship between sensation and performance and satisfaction with performance of valued activities for individuals with intact touch sensation of the affected hand who scored higher on the COPM. There was little to no relationship between touch sensation of the affected hand and performance of valued activities for individuals with impaired sensation. This is the first study to relate touch sensation of the affected hand and performance and satisfaction with performance of valued activities in individuals with stroke. The findings suggest that rehabilitation therapists need to continue to address sensory function in evaluation and intervention as it relates to performance in valued activities. This study serves as a foundation for future research in sensation and performance of valued activities in individuals with chronic stroke.

Recognizing the Operating Hand and the Hand-Changing Process for User Interface Adjustment on Smartphones †

Science.gov (United States)

Guo, Hansong; Huang, He; Huang, Liusheng; Sun, Yu-E

2016-01-01

As the size of smartphone touchscreens has become larger and larger in recent years, operability with a single hand is getting worse, especially for female users. We envision that user experience can be significantly improved if smartphones are able to recognize the current operating hand, detect the hand-changing process and then adjust the user interfaces subsequently. In this paper, we proposed, implemented and evaluated two novel systems. The first one leverages the user-generated touchscreen traces to recognize the current operating hand, and the second one utilizes the accelerometer and gyroscope data of all kinds of activities in the user’s daily life to detect the hand-changing process. These two systems are based on two supervised classifiers constructed from a series of refined touchscreen trace, accelerometer and gyroscope features. As opposed to existing solutions that all require users to select the current operating hand or confirm the hand-changing process manually, our systems follow much more convenient and practical methods and allow users to change the operating hand frequently without any harm to the user experience. We conduct extensive experiments on Samsung Galaxy S4 smartphones, and the evaluation results demonstrate that our proposed systems can recognize the current operating hand and detect the hand-changing process with 94.1% and 93.9% precision and 94.1% and 93.7% True Positive Rates (TPR) respectively, when deciding with a single touchscreen trace or accelerometer-gyroscope data segment, and the False Positive Rates (FPR) are as low as 2.6% and 0.7% accordingly. These two systems can either work completely independently and achieve pretty high accuracies or work jointly to further improve the recognition accuracy. PMID:27556461

A four-dimensional virtual hand brain-machine interface using active dimension selection.

Science.gov (United States)

Rouse, Adam G

2016-06-01

Brain-machine interfaces (BMI) traditionally rely on a fixed, linear transformation from neural signals to an output state-space. In this study, the assumption that a BMI must control a fixed, orthogonal basis set was challenged and a novel active dimension selection (ADS) decoder was explored. ADS utilizes a two stage decoder by using neural signals to both (i) select an active dimension being controlled and (ii) control the velocity along the selected dimension. ADS decoding was tested in a monkey using 16 single units from premotor and primary motor cortex to successfully control a virtual hand avatar to move to eight different postures. Following training with the ADS decoder to control 2, 3, and then 4 dimensions, each emulating a grasp shape of the hand, performance reached 93% correct with a bit rate of 2.4 bits s(-1) for eight targets. Selection of eight targets using ADS control was more efficient, as measured by bit rate, than either full four-dimensional control or computer assisted one-dimensional control. ADS decoding allows a user to quickly and efficiently select different hand postures. This novel decoding scheme represents a potential method to reduce the complexity of high-dimension BMI control of the hand.

Active Learning in Engineering Education: A (Re)Introduction

Science.gov (United States)

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

2017-01-01

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

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

Science.gov (United States)

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

2011-03-01

Academic activity during internship is essentially practical and ward rounds are traditionally considered the cornerstone of clinical education. However, the efficacy and effectiveness of ward rounds for learning purposes have been under-investigated and it is necessary to assess alternative educational paradigms for this activity. This study aimed to compare the educational effectiveness of ward rounds conducted with two different learning methodologies. Student subjects were first tested on 30 true/false questions to assess their initial degree of knowledge on pneumonia and diarrhoea. Afterwards, they attended ward rounds conducted using an active and a traditional learning methodology. The participants were submitted to a second test 48hours later in order to assess knowledge acquisition and were asked to answer two questions about self-directed learning and their opinions on the two learning methodologies used. Seventy-two medical students taking part in a paediatric clinic rotation were enrolled. The active methodology proved to be more effective than the traditional methodology for the three outcomes considered: knowledge acquisition (33 students [45.8%] versus 21 students [29.2%]; p=0.03); self-directed learning (38 students [52.8%] versus 11 students [15.3%]; pmethods (61 students [84.7%] versus 38 students [52.8%]; ptraditional methodology in a ward-based context. This study seems to be valuable in terms of the new evidence it demonstrates on learning methodologies in the context of the ward round. © Blackwell Publishing Ltd 2011.

Active learning methods for interactive image retrieval.

Science.gov (United States)

Gosselin, Philippe Henri; Cord, Matthieu

2008-07-01

Active learning methods have been considered with increased interest in the statistical learning community. Initially developed within a classification framework, a lot of extensions are now being proposed to handle multimedia applications. This paper provides algorithms within a statistical framework to extend active learning for online content-based image retrieval (CBIR). The classification framework is presented with experiments to compare several powerful classification techniques in this information retrieval context. Focusing on interactive methods, active learning strategy is then described. The limitations of this approach for CBIR are emphasized before presenting our new active selection process RETIN. First, as any active method is sensitive to the boundary estimation between classes, the RETIN strategy carries out a boundary correction to make the retrieval process more robust. Second, the criterion of generalization error to optimize the active learning selection is modified to better represent the CBIR objective of database ranking. Third, a batch processing of images is proposed. Our strategy leads to a fast and efficient active learning scheme to retrieve sets of online images (query concept). Experiments on large databases show that the RETIN method performs well in comparison to several other active strategies.

Effect of clinical parameters on the control of myoelectric robotic prosthetic hands.

Science.gov (United States)

Atzori, Manfredo; Gijsberts, Arjan; Castellini, Claudio; Caputo, Barbara; Hager, Anne-Gabrielle Mittaz; Elsig, Simone; Giatsidis, Giorgio; Bassetto, Franco; Müller, Henning

2016-01-01

Improving the functionality of prosthetic hands with noninvasive techniques is still a challenge. Surface electromyography (sEMG) currently gives limited control capabilities; however, the application of machine learning to the analysis of sEMG signals is promising and has recently been applied in practice, but many questions still remain. In this study, we recorded the sEMG activity of the forearm of 11 male subjects with transradial amputation who were mentally performing 40 hand and wrist movements. The classification performance and the number of independent movements (defined as the subset of movements that could be distinguished with >90% accuracy) were studied in relationship to clinical parameters related to the amputation. The analysis showed that classification accuracy and the number of independent movements increased significantly with phantom limb sensation intensity, remaining forearm percentage, and temporal distance to the amputation. The classification results suggest the possibility of naturally controlling up to 11 movements of a robotic prosthetic hand with almost no training. Knowledge of the relationship between classification accuracy and clinical parameters adds new information regarding the nature of phantom limb pain as well as other clinical parameters, and it can lay the foundations for future "functional amputation" procedures in surgery.

A Learning Activity Design Framework for Supporting Mobile Learning

Directory of Open Access Journals (Sweden)

Jalal Nouri

2016-01-01

Full Text Available This article introduces the Learning Activity Design (LEAD framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL. The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

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.

The influence of extracurricular activities on middle school students' science learning in China

Science.gov (United States)

Zhang, Danhui; Tang, Xing

2017-07-01

Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science achievement. Structural equation modelling was used to investigate the influence of students' self-chosen and school-organised extracurricular activities on science achievement through mediating interests and the academic self-concept. Chi-square tests were used to determine whether there was an opportunity gap in the student's engagement in extracurricular activities. The students' volunteer and school-organised participation in extracurricular science activities had a positive and indirect influence on their science achievement through the mediating variables of their learning interests and academic self-concept. However, there were opportunity gaps between different groups of students in terms of school location, family background, and especially the mother's education level. Students from urban areas with better-educated mothers or higher socioeconomic status are more likely to access diverse science-related extracurricular activities.

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

Science.gov (United States)

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

2016-02-03

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

TH-E-201-02: Hands-On Physics Teaching of Residents in Diagnostic Radiology

Energy Technology Data Exchange (ETDEWEB)

Zhang, J. [University of Kentucky (United States)

2016-06-15

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.

TH-E-201-02: Hands-On Physics Teaching of Residents in Diagnostic Radiology

International Nuclear Information System (INIS)

Zhang, J.

2016-01-01

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program. The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant

Iterative co-creation for improved hand hygiene and aseptic techniques in the operating room: experiences from the safe hands study.

Science.gov (United States)

Erichsen Andersson, Annette; Frödin, Maria; Dellenborg, Lisen; Wallin, Lars; Hök, Jesper; Gillespie, Brigid M; Wikström, Ewa

2018-01-04

Hand hygiene and aseptic techniques are essential preventives in combating hospital-acquired infections. However, implementation of these strategies in the operating room remains suboptimal. There is a paucity of intervention studies providing detailed information on effective methods for change. This study aimed to evaluate the process of implementing a theory-driven knowledge translation program for improved use of hand hygiene and aseptic techniques in the operating room. The study was set in an operating department of a university hospital. The intervention was underpinned by theories on organizational learning, culture and person centeredness. Qualitative process data were collected via participant observations and analyzed using a thematic approach. Doubts that hand-hygiene practices are effective in preventing hospital acquired infections, strong boundaries and distrust between professional groups and a lack of psychological safety were identified as barriers towards change. Facilitated interprofessional dialogue and learning in "safe spaces" worked as mechanisms for motivation and engagement. Allowing for the free expression of different opinions, doubts and viewing resistance as a natural part of any change was effective in engaging all professional categories in co-creation of clinical relevant solutions to improve hand hygiene. Enabling nurses and physicians to think and talk differently about hospital acquired infections and hand hygiene requires a shift from the concept of one-way directed compliance towards change and learning as the result of a participatory and meaning-making process. The present study is a part of the Safe Hands project, and is registered with ClinicalTrials.gov (ID: NCT02983136 ). Date of registration 2016/11/28, retrospectively registered.

Do International Students Appreciate Active Learning in Lectures?

Directory of Open Access Journals (Sweden)

Mauricio Marrone

2018-03-01

Full Text Available Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.

Teaching with Dogs: Learning about Learning through Hands-on Experience in Dog Training

Science.gov (United States)

McConnell, Bridget L.

2016-01-01

This paper summarizes a pilot study of an experiential learning technique that was designed to give undergraduate students a greater understanding of the principles and theories of learning and behavior, which is traditionally taught only in a lecture-based format. Students were assigned the role of a dog trainer, and they were responsible for…

The Use of Molecular Modeling as "Pseudoexperimental" Data for Teaching VSEPR as a Hands-On General Chemistry Activity

Science.gov (United States)

Martin, Christopher B.; Vandehoef, Crissie; Cook, Allison

2015-01-01

A hands-on activity appropriate for first-semester general chemistry students is presented that combines traditional VSEPR methods of predicting molecular geometries with introductory use of molecular modeling. Students analyze a series of previously calculated output files consisting of several molecules each in various geometries. Each structure…

Effect of hand sanitizer location on hand hygiene compliance.

Science.gov (United States)

Cure, Laila; Van Enk, Richard

2015-09-01

Hand hygiene is the most important intervention to prevent infection in hospitals. Health care workers should clean their hands at least before and after contact with patients. Hand sanitizer dispensers are important to support hand hygiene because they can be made available throughout hospital units. The aim of this study was to determine whether the usability of sanitizer dispensers correlates with compliance of staff in using the sanitizer in a hospital. This study took place in a Midwest, 404-bed, private, nonprofit community hospital with 15 inpatient care units in addition to several ambulatory units. The usability and standardization of sanitizers in 12 participating inpatient units were evaluated. The hospital measured compliance of staff with hand hygiene as part of their quality improvement program. Data from 2010-2012 were analyzed to measure the relationship between compliance and usability using mixed-effects logistic regression models. The total usability score (P = .0046), visibility (P = .003), and accessibility of the sanitizer on entrance to the patient room (P = .00055) were statistically associated with higher observed compliance rates. Standardization alone showed no significant impact on observed compliance (P = .37). Hand hygiene compliance can be influenced by visibility and accessibility of dispensers. The sanitizer location should be part of multifaceted interventions to improve hand hygiene. Copyright © 2015 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

Science.gov (United States)

Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive learning hypothesis, the learners who received

The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project

Science.gov (United States)

Beichner, Robert J.

2011-04-01

How do you keep a classroom of 100 undergraduates actively learning? Can students practice communication and teamwork skills in a large class? How do you boost the performance of underrepresented groups? The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project has addressed these concerns. Because of their inclusion in a leading introductory physics textbook, project materials are used by more than 1/3 of all science, math, and engineering majors nationwide. The room design and pedagogy have been adopted at more than 100 leading institutions across the country. Physics, chemistry, math, astronomy, biology, engineering, earth sciences, and even literature classes are currently being taught this way. Educational research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. We promote active learning in a redesigned classroom for 100 students or more. (Of course, smaller classes can also benefit.) Class time is spent primarily on "tangibles" and "ponderables"--hands-on activities, simulations, and interesting questions. Nine students sit in three teams at round tables. Instructors circulate and engage in Socratic dialogues. The setting looks like a banquet hall, with lively interactions nearly all the time. Hundreds of hours of classroom video and audio recordings, transcripts of numerous interviews and focus groups, data from conceptual learning assessments (using widely-recognized instruments in a pretest/posttest protocol), and collected portfolios of student work are part of our rigorous assessment effort. Our findings (based on data from over 16,000 students collected over five years as well as replications at adopting sites) can be summarized as the following: 1) Female failure rate is 1/5 of previous levels, even though more is demanded of students. 2) Minority failure rate is 1/4 that seen in traditionally taught courses. 3) At-risk students are more

An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

Science.gov (United States)

Balasubramanian, R.

2007-12-01

Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

New frontiers in the rubber hand experiment: when a robotic hand becomes one's own.

Science.gov (United States)

Caspar, Emilie A; De Beir, Albert; Magalhaes De Saldanha Da Gama, Pedro A; Yernaux, Florence; Cleeremans, Axel; Vanderborght, Bram

2015-09-01

The rubber hand illusion is an experimental paradigm in which participants consider a fake hand to be part of their body. This paradigm has been used in many domains of psychology (i.e., research on pain, body ownership, agency) and is of clinical importance. The classic rubber hand paradigm nevertheless suffers from limitations, such as the absence of active motion or the reliance on approximate measurements, which makes strict experimental conditions difficult to obtain. Here, we report on the development of a novel technology-a robotic, user- and computer-controllable hand-that addresses many of the limitations associated with the classic rubber hand paradigm. Because participants can actively control the robotic hand, the device affords higher realism and authenticity. Our robotic hand has a comparatively low cost and opens up novel and innovative methods. In order to validate the robotic hand, we have carried out three experiments. The first two studies were based on previous research using the rubber hand, while the third was specific to the robotic hand. We measured both sense of agency and ownership. Overall, results show that participants experienced a "robotic hand illusion" in the baseline conditions. Furthermore, we also replicated previous results about agency and ownership.

Effects of electromyography-driven robot-aided hand training with neuromuscular electrical stimulation on hand control performance after chronic stroke.

Science.gov (United States)

Rong, Wei; Tong, Kai Yu; Hu, Xiao Ling; Ho, Sze Kit

2015-03-01

An electromyography-driven robot system integrated with neuromuscular electrical stimulation (NMES) was developed to investigate its effectiveness on post-stroke rehabilitation. The performance of this system in assisting finger flexion/extension with different assistance combinations was evaluated in five stroke subjects. Then, a pilot study with 20-sessions training was conducted to evaluate the training's effectiveness. The results showed that combined assistance from the NMES-robot could improve finger movement accuracy, encourage muscle activation of the finger muscles and suppress excessive muscular activities in the elbow joint. When assistances from both NMES and the robot were 50% of their maximum assistances, finger-tracking performance had the best results, with the lowest root mean square error, greater range of motion, higher voluntary muscle activations of the finger joints and lower muscle co-contraction in the finger and elbow joints. Upper limb function improved after the 20-session training, indicated by the increased clinical scores of Fugl-Meyer Assessment, Action Research Arm Test and Wolf Motor Function Test. Muscle co-contraction was reduced in the finger and elbow joints reflected by the Modified Ashworth Scale. The findings demonstrated that an electromyography-driven NMES-robot used for chronic stroke improved hand function and tracking performance. Further research is warranted to validate the method on a larger scale. Implications for Rehabilitation The hand robotics and neuromuscular electrical stimulation (NMES) techniques are still separate systems in current post-stroke hand rehabilitation. This is the first study to investigate the combined effects of the NMES and robot on hand rehabilitation. The finger tracking performance was improved with the combined assistance from the EMG-driven NMES-robot hand system. The assistance from the robot could improve the finger movement accuracy and the assistance from the NMES could reduce the

Active Learning with Statistical Models.

Science.gov (United States)

1995-01-01

Active Learning with Statistical Models ASC-9217041, NSF CDA-9309300 6. AUTHOR(S) David A. Cohn, Zoubin Ghahramani, and Michael I. Jordan 7. PERFORMING...TERMS 15. NUMBER OF PAGES Al, MIT, Artificial Intelligence, active learning , queries, locally weighted 6 regression, LOESS, mixtures of gaussians...COMPUTATIONAL LEARNING DEPARTMENT OF BRAIN AND COGNITIVE SCIENCES A.I. Memo No. 1522 January 9. 1995 C.B.C.L. Paper No. 110 Active Learning with

Learning outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

OpenAIRE

Piyaluk Wongsri; Prasart Nuangchalerm

2010-01-01

Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade students who were organized between socioscientific issues-based learning and conventional learning activities. Approach: The samples used in research we...

An Infant Development-inspired Approach to Robot Hand-eye Coordination

Directory of Open Access Journals (Sweden)

Fei Chao

2014-02-01

Full Text Available This paper presents a novel developmental learning approach for hand-eye coordination in an autonomous robotic system. Robotic hand-eye coordination plays an important role in dealing with real-time environments. Under the approach, infant developmental patterns are introduced to build our robot's learning system. The method works by first constructing a brain-like computational structure to control the robot, and then by using infant behavioural patterns to build a hand-eye coordination learning algorithm. This work is supported by an experimental evaluation, which shows that the control system is implemented simply, and that the learning approach provides fast and incremental learning of behavioural competence.

Brain activation in motor sequence learning is related to the level of native cortical excitability.

Directory of Open Access Journals (Sweden)

Silke Lissek

Full Text Available Cortical excitability may be subject to changes through training and learning. Motor training can increase cortical excitability in motor cortex, and facilitation of motor cortical excitability has been shown to be positively correlated with improvements in performance in simple motor tasks. Thus cortical excitability may tentatively be considered as a marker of learning and use-dependent plasticity. Previous studies focused on changes in cortical excitability brought about by learning processes, however, the relation between native levels of cortical excitability on the one hand and brain activation and behavioral parameters on the other is as yet unknown. In the present study we investigated the role of differential native motor cortical excitability for learning a motor sequencing task with regard to post-training changes in excitability, behavioral performance and involvement of brain regions. Our motor task required our participants to reproduce and improvise over a pre-learned motor sequence. Over both task conditions, participants with low cortical excitability (CElo showed significantly higher BOLD activation in task-relevant brain regions than participants with high cortical excitability (CEhi. In contrast, CElo and CEhi groups did not exhibit differences in percentage of correct responses and improvisation level. Moreover, cortical excitability did not change significantly after learning and training in either group, with the exception of a significant decrease in facilitatory excitability in the CEhi group. The present data suggest that the native, unmanipulated level of cortical excitability is related to brain activation intensity, but not to performance quality. The higher BOLD mean signal intensity during the motor task might reflect a compensatory mechanism in CElo participants.

Teachers' Perspectives on Online Virtual Labs vs. Hands-On Labs in High School Science

Science.gov (United States)

Bohr, Teresa M.

This study of online science teachers' opinions addressed the use of virtual labs in online courses. A growing number of schools use virtual labs that must meet mandated laboratory standards to ensure they provide learning experiences comparable to hands-on labs, which are an integral part of science curricula. The purpose of this qualitative case study was to examine teachers' perceptions of the quality and effectiveness of high school virtual labs. The theoretical foundation was constructivism, as labs provide student-centered activities for problem solving, inquiry, and exploration of phenomena. The research questions focused on experienced teachers' perceptions of the quality of virtual vs. hands-on labs. Data were collected through survey questions derived from the lab objectives of The Next Generation Science Standards . Eighteen teachers rated the degree of importance of each objective and also rated how they felt virtual labs met these objectives; these ratings were reported using descriptive statistics. Responses to open-ended questions were few and served to illustrate the numerical results. Many teachers stated that virtual labs are valuable supplements but could not completely replace hands-on experiences. Studies on the quality and effectiveness of high school virtual labs are limited despite widespread use. Comprehensive studies will ensure that online students have equal access to quality labs. School districts need to define lab requirements, and colleges need to specify the lab experience they require. This study has potential to inspire positive social change by assisting science educators, including those in the local school district, in evaluating and selecting courseware designed to promote higher order thinking skills, real-world problem solving, and development of strong inquiry skills, thereby improving science instruction for all high school students.

Active-constructive-interactive: a conceptual framework for differentiating learning activities.

Science.gov (United States)

Chi, Michelene T H

2009-01-01

Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited. Copyright © 2009 Cognitive Science Society, Inc.

Automatic Earthquake Detection by Active Learning

Science.gov (United States)

Bergen, K.; Beroza, G. C.

2017-12-01

In recent years, advances in machine learning have transformed fields such as image recognition, natural language processing and recommender systems. Many of these performance gains have relied on the availability of large, labeled data sets to train high-accuracy models; labeled data sets are those for which each sample includes a target class label, such as waveforms tagged as either earthquakes or noise. Earthquake seismologists are increasingly leveraging machine learning and data mining techniques to detect and analyze weak earthquake signals in large seismic data sets. One of the challenges in applying machine learning to seismic data sets is the limited labeled data problem; learning algorithms need to be given examples of earthquake waveforms, but the number of known events, taken from earthquake catalogs, may be insufficient to build an accurate detector. Furthermore, earthquake catalogs are known to be incomplete, resulting in training data that may be biased towards larger events and contain inaccurate labels. This challenge is compounded by the class imbalance problem; the events of interest, earthquakes, are infrequent relative to noise in continuous data sets, and many learning algorithms perform poorly on rare classes. In this work, we investigate the use of active learning for automatic earthquake detection. Active learning is a type of semi-supervised machine learning that uses a human-in-the-loop approach to strategically supplement a small initial training set. The learning algorithm incorporates domain expertise through interaction between a human expert and the algorithm, with the algorithm actively posing queries to the user to improve detection performance. We demonstrate the potential of active machine learning to improve earthquake detection performance with limited available training data.

Hydroponic Garden Promotes Hands-on Learning, Healthy Eating

Science.gov (United States)

Anderson, Melinda; Swafford, Melinda

2011-01-01

The Carl D. Perkins Career Technical Improvement Act of 2006 encourages integration of academic instruction to improve student learning, impact employment skills of students, and enhance problem-solving skills by using authentic real-world situations. Academic integration is accomplished by integrating concepts of English, math, science,…

Are students' impressions of improved learning through active learning methods reflected by improved test scores?

Science.gov (United States)

Everly, Marcee C

2013-02-01

To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

The double-loop feedback for active learning with understanding

DEFF Research Database (Denmark)

Christensen, Hans Peter

2004-01-01

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

Chaotic....!! Active and Engaged. Effects of an active learning classroom on student retention and engagement.

Science.gov (United States)

Palsole, S.; Serpa, L. F.

2014-12-01

Scientific literacy has been defined as the foremost challenge of this decade (AAAS, 2012). The Geological Society of American in its position statement postis that due to the systemic nature of the discipline of earth science, it is the most effective way to engage students in STEM disciplines. Given that the most common place for exposure to earth sciences is at the freshman level for non majors, we decided to transform a freshman introductory geology course to an active, student centered course, using an inquiry based approach. Our focus was to ensure the students saw the earth sciences as broadly applicative field, and not an esoteric science. To achieve this goal, we developed a series of problems that required the students to apply the concepts acquired through their self guided learning into the different topics of the course. This self guided learning took the form of didactic content uploaded into the learning management system (the various elements used to deliver the content were designed video clips, short text based lectures, short formative assessments, discussion boards and other web based discovery exercises) with the class time devoted to problem solving. A comparison of student performance in the active learning classroom vs. a traditional classroom as measured on a geoscience concept inventory (the questions were chosen by a third party who was not teaching either courses) showed that the the students in the active learning classroom scored 10% higher on the average in comparison to the traditional class. In addition to this heightened performance, the students in the active classroom also showed a higher degree of content retention 8 weeks after the semester had ended. This session will share the design process, some exercises and efficacy data collected.

Observing and Understanding an On-Line Learning Activity: A Model-Based Approach for Activity Indicator Engineering

Science.gov (United States)

Djouad, Tarek; Mille, Alain

2018-01-01

Although learning indicators are now properly studied and published, it is still very difficult to manage them freely within most distance learning platforms. As all activity indicators need to collect and analyze properly traces of the learning activity, we propose to use these traces as a starting point for a platform independent Trace…

Hand biometric recognition based on fused hand geometry and vascular patterns.

Science.gov (United States)

Park, GiTae; Kim, Soowon

2013-02-28

A hand biometric authentication method based on measurements of the user's hand geometry and vascular pattern is proposed. To acquire the hand geometry, the thickness of the side view of the hand, the K-curvature with a hand-shaped chain code, the lengths and angles of the finger valleys, and the lengths and profiles of the fingers were used, and for the vascular pattern, the direction-based vascular-pattern extraction method was used, and thus, a new multimodal biometric approach is proposed. The proposed multimodal biometric system uses only one image to extract the feature points. This system can be configured for low-cost devices. Our multimodal biometric-approach hand-geometry (the side view of the hand and the back of hand) and vascular-pattern recognition method performs at the score level. The results of our study showed that the equal error rate of the proposed system was 0.06%.

Developing metacognition: a basis for active learning

NARCIS (Netherlands)

Vos, Henk; de Graaff, E.

2004-01-01

The reasons to introduce formats of Active Learning in Engineering (ALE) like project work, problem based learning, use of cases, etc., are mostly based on practical experience and sometimes from applied research on teaching and learning. Such research shows that students learn more and different

Learning Design of Problem Based Learning Model Based on Recommendations of Sintax Study and Contents Issues on Physics Impulse Materials with Experimental Activities

Directory of Open Access Journals (Sweden)

Kristia Agustina

2017-08-01

Full Text Available This study aims to design learning Problem Based Learning Model based on syntax study recommendations and content issues on Physics Impulse materials through experiments. This research is a development research with Kemp model. The reference for making the learning design is the result of the syntax study and the content of existing PBL implementation problems from Agustina research. This instructional design is applied to the physics material about Impulse done through experimental activity. Limited trials were conducted on the SWCU Physics Education Study Program students group Salatiga, while the validity test was conducted by high school teachers and physics education lecturers. The results of the trial evaluation are limited and the validity test is used to improve the designs that have been made. The conclusion of this research is the design of learning by using PBL model on Impuls material by referring the result of syntax study and the problem content of existing PBL implementation can be produced by learning activity designed in laboratory experiment activity. The actual problem for Impuls material can be used car crash test video at factory. The results of validation tests and limited trials conducted by researchers assessed that the design of learning made by researchers can be used with small revisions. Suggestions from this research are in making learning design by using PBL model to get actual problem can by collecting news that come from newspaper, YouTube, internet, and television.

Minimax bounds for active learning

NARCIS (Netherlands)

Castro, R.M.; Nowak, R.

2008-01-01

This paper analyzes the potential advantages and theoretical challenges of "active learning" algorithms. Active learning involves sequential sampling procedures that use information gleaned from previous samples in order to focus the sampling and accelerate the learning process relative to "passive

Hands-on-Science: Using Education Research to Construct Learner-Centered Classes

Science.gov (United States)

Ludwig, R. R.; Chimonidou, A.; Kopp, S.

2014-07-01

Research into the process of learning, and learning astronomy, can be informative for the development of a course. Students are better able to incorporate and make sense of new ideas when they are aware of their own prior knowledge (Resnick et al. 1989; Confrey 1990), have the opportunity to develop explanations from their own experience in their own words (McDermott 1991; Prather et al. 2004), and benefit from peer instruction (Mazur 1997; Green 2003). Students in astronomy courses often have difficulty understanding many different concepts as a result of difficulties with spatial reasoning and a sense of scale. The Hands-on-Science program at UT Austin incorporates these research-based results into four guided-inquiry, integrated science courses (50 students each). They are aimed at pre-service K-5 teachers but are open to other majors as well. We find that Hands-on-Science students not only attain more favorable changes in attitude towards science, but they also outperform students in traditional lecture courses in content gains. Workshop Outcomes: Participants experienced a research-based, guided-inquiry lesson about the motion of objects in the sky and discussed the research methodology for assessing students in such a course.

Active Learning Using Arbitrary Binary Valued Queries

Science.gov (United States)

1990-10-01

active learning in the sense that the learner has complete choice in the information received. Specifically, we allow the learner to ask arbitrary yes...no questions. We consider both active learning under a fixed distribution and distribution-free active learning . In the case of active learning , the...a concept class is actively learnable iff it is finite, so that active learning is in fact less powerful than the usual passive learning model. We

The Will to Touch: David Copperfield’s Hand

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Pamela K. Gilbert

2014-10-01

Full Text Available In the nineteenth century, touch was considered to be a more privileged sense than has been generally noted, and the hand was pre-eminently the site of active touching. The hand comes newly to rival the face in descriptive significance in mid-nineteenth-century fiction, and reflects contemporary notions of the role of touch in the exercise of the will and the development of the sensorium. This article explores medical and philosophical understandings of embodied touch within the period, and examines why the hand emerged as a focal point for scientific, poetic, and popular discussion. Such scientists as Charles Bell, Herbert Spencer, and Alexander Bain tend to work within two paradigms: the hand as a site of sensory input that forms a conduit between inner and outer worlds, and the hand as an instrument of the will. The article explores Dickens's use of these ideas about touch and development in his 1850 'Bildungsroman', 'David Copperfield'. David struggles to establish his proper status as a middle-class male, in part by learning to use his hands to impose his own will and to resist the dominance of inappropriate others through touch.

Early intensive hand rehabilitation after spinal cord injury ("Hands On": a protocol for a randomised controlled trial

Directory of Open Access Journals (Sweden)

Hsueh Ya-Seng

2011-01-01

Full Text Available Abstract Background Loss of hand function is one of the most devastating consequences of spinal cord injury. Intensive hand training provided on an instrumented exercise workstation in conjunction with functional electrical stimulation may enhance neural recovery and hand function. The aim of this trial is to compare usual care with an 8-week program of intensive hand training and functional electrical stimulation. Methods/design A multicentre randomised controlled trial will be undertaken. Seventy-eight participants with recent tetraplegia (C2 to T1 motor complete or incomplete undergoing inpatient rehabilitation will be recruited from seven spinal cord injury units in Australia and New Zealand and will be randomised to a control or experimental group. Control participants will receive usual care. Experimental participants will receive usual care and an 8-week program of intensive unilateral hand training using an instrumented exercise workstation and functional electrical stimulation. Participants will drive the functional electrical stimulation of their target hands via a behind-the-ear bluetooth device, which is sensitive to tooth clicks. The bluetooth device will enable the use of various manipulanda to practice functional activities embedded within computer-based games and activities. Training will be provided for one hour, 5 days per week, during the 8-week intervention period. The primary outcome is the Action Research Arm Test. Secondary outcomes include measurements of strength, sensation, function, quality of life and cost effectiveness. All outcomes will be taken at baseline, 8 weeks, 6 months and 12 months by assessors blinded to group allocation. Recruitment commenced in December 2009. Discussion The results of this trial will determine the effectiveness of an 8-week program of intensive hand training with functional electrical stimulation. Trial registration NCT01086930 (12th March 2010 ACTRN12609000695202 (12th August 2009

Early intensive hand rehabilitation after spinal cord injury ("Hands On"): a protocol for a randomised controlled trial.

Science.gov (United States)

Harvey, Lisa A; Dunlop, Sarah A; Churilov, Leonid; Hsueh, Ya-Seng Arthur; Galea, Mary P

2011-01-17

Loss of hand function is one of the most devastating consequences of spinal cord injury. Intensive hand training provided on an instrumented exercise workstation in conjunction with functional electrical stimulation may enhance neural recovery and hand function. The aim of this trial is to compare usual care with an 8-week program of intensive hand training and functional electrical stimulation. A multicentre randomised controlled trial will be undertaken. Seventy-eight participants with recent tetraplegia (C2 to T1 motor complete or incomplete) undergoing inpatient rehabilitation will be recruited from seven spinal cord injury units in Australia and New Zealand and will be randomised to a control or experimental group. Control participants will receive usual care. Experimental participants will receive usual care and an 8-week program of intensive unilateral hand training using an instrumented exercise workstation and functional electrical stimulation. Participants will drive the functional electrical stimulation of their target hands via a behind-the-ear bluetooth device, which is sensitive to tooth clicks. The bluetooth device will enable the use of various manipulanda to practice functional activities embedded within computer-based games and activities. Training will be provided for one hour, 5 days per week, during the 8-week intervention period. The primary outcome is the Action Research Arm Test. Secondary outcomes include measurements of strength, sensation, function, quality of life and cost effectiveness. All outcomes will be taken at baseline, 8 weeks, 6 months and 12 months by assessors blinded to group allocation. Recruitment commenced in December 2009. The results of this trial will determine the effectiveness of an 8-week program of intensive hand training with functional electrical stimulation. NCT01086930 (12th March 2010)ACTRN12609000695202 (12th August 2009).

Detection of pathogenic micro-organisms on children's hands and toys during play.

Science.gov (United States)

Martínez-Bastidas, T; Castro-del Campo, N; Mena, K D; Castro-del Campo, N; León-Félix, J; Gerba, C P; Chaidez, C

2014-06-01

This study aimed to determine if the children's leisure activities impact the presence of pathogens on their hands and toys. To assess the microbiological hazard in playground areas, a pilot study that included 12 children was conducted. We then conducted an intervention study; children's hands and toys were washed before playing. Faecal coliforms, pathogenic bacteria and Giardia lamblia were quantified by membrane filtration, selective media and flotation techniques, respectively; rotavirus, hepatitis A and rhinovirus by RT-PCR. Pilot study results revealed faecal contamination on children's hands and toys after playing on sidewalks and in public parks. Pathogenic bacteria, hepatitis A and G. lamblia on children's hands were also found. In the intervention study, Staphylococcus aureus and Klebsiella pneumoniae were found on children's hands at concentrations up to 2·5 × 10(4) and 1 × 10(4) CFU hands(-1), respectively. E. coli and Kl. pneumoniae were detected on toys (2·4 × 10(3) and 2·7 × 10(4) CFU toy(-1), respectively). Salmonella spp, Serratia spp and G. lamblia cysts were also present on toys. Children's play activities influence microbial presence on hands and toys; the transfer seems to occur in both ways. Control strategy needs to be implemented to protect children from infectious diseases. © 2014 The Society for Applied Microbiology.

Control of a Supernumerary Robotic Hand by Foot: An Experimental Study in Virtual Reality.

Science.gov (United States)

Abdi, Elahe; Burdet, Etienne; Bouri, Mohamed; Bleuler, Hannes

2015-01-01

In the operational theater, the surgical team could highly benefit from a robotic supplementary hand under the surgeon's full control. The surgeon may so become more autonomous; this may reduce communication errors with the assistants and take over difficult tasks such as holding tools without tremor. In this paper, we therefore examine the possibility to control a third robotic hand with one foot's movements. Three experiments in virtual reality were designed to assess the feasibility of this control strategy, the learning curve of the subjects in different tasks and the coordination of foot movements with the two natural hands. Results show that the limbs are moved simultaneously, in parallel rather than serially. Participants' performance improved within a few minutes of practice without any specific difficulty to complete the tasks. Subjective assessment by the subjects indicated that controlling a third hand by foot has been easy and required only negligible physical and mental efforts. The sense of ownership was reported to improve through the experiments. The mental burden was not directly related to the level of motion required by a task, but depended on the type of activity and practice. The most difficult task was moving two hands and foot in opposite directions. These results suggest that a combination of practice and appropriate tasks can enhance the learning process for controlling a robotic hand by foot.

Control of a Supernumerary Robotic Hand by Foot: An Experimental Study in Virtual Reality.

Directory of Open Access Journals (Sweden)

Elahe Abdi

Full Text Available In the operational theater, the surgical team could highly benefit from a robotic supplementary hand under the surgeon's full control. The surgeon may so become more autonomous; this may reduce communication errors with the assistants and take over difficult tasks such as holding tools without tremor. In this paper, we therefore examine the possibility to control a third robotic hand with one foot's movements. Three experiments in virtual reality were designed to assess the feasibility of this control strategy, the learning curve of the subjects in different tasks and the coordination of foot movements with the two natural hands. Results show that the limbs are moved simultaneously, in parallel rather than serially. Participants' performance improved within a few minutes of practice without any specific difficulty to complete the tasks. Subjective assessment by the subjects indicated that controlling a third hand by foot has been easy and required only negligible physical and mental efforts. The sense of ownership was reported to improve through the experiments. The mental burden was not directly related to the level of motion required by a task, but depended on the type of activity and practice. The most difficult task was moving two hands and foot in opposite directions. These results suggest that a combination of practice and appropriate tasks can enhance the learning process for controlling a robotic hand by foot.

Comprehensive bactericidal activity of an ethanol-based hand gel in 15 seconds

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Kampf Günter

2008-01-01

Full Text Available Abstract Background Some studies indicate that the commonly recommended 30 s application time for the post contamination treatment of hands may not be necessary as the same effect may be achieved with some formulations in a shorter application time such as 15 s. Method We evaluated the bactericidal activity of an ethanol-based hand gel (Sterillium® Comfort Gel within 15 s in a time-kill-test against 11 Gram-positive, 16 Gram-negative bacteria and 11 emerging bacterial pathogens. Each strain was evaluated in quadruplicate. Results The hand gel (85% ethanol, w/w was found to reduce all 11 Gram-positive and all 16 Gram-negative bacteria by more than 5 log10 steps within 15 s, not only against the ATCC test strains but also against corresponding clinical isolates. In addition, a log10 reduction > 5 was observed against all tested emerging bacterial pathogens. Conclusion The ethanol-based hand gel was found to have a broad spectrum of bactericidal activity in only 15 s which includes the most common species causing nosocomial infections and the relevant emerging pathogens. Future research will hopefully help to find out if a shorter application time for the post contamination treatment of hands provides more benefits or more risks.

Co-regulated expression of HAND2 and DEIN by a bidirectional promoter with asymmetrical activity in neuroblastoma

Directory of Open Access Journals (Sweden)

Berthold Frank

2009-04-01

Full Text Available Abstract Background HAND2, a key regulator for the development of the sympathetic nervous system, is located on chromosome 4q33 in a head-to-head orientation with DEIN, a recently identified novel gene with stage specific expression in primary neuroblastoma (NB. Both genes are expressed in primary NB as well as most NB cell lines and are separated by a genomic sequence of 228 bp. The similar expression profile of both genes suggests a common transcriptional regulation mediated by a bidirectional promoter. Results Northern Blot analysis of DEIN and HAND2 in 20 primary NBs indicated concurrent expression levels of the two genes, which was confirmed by microarray analysis of 236 primary NBs (Pearson's correlation coefficient r = 0.65. While DEIN expression in the latter cohort was associated with stage 4S (p = 0.02, HAND2 expression was not associated with tumor stage. In contrast, both HAND2 and DEIN transcript levels were highly associated with age at diagnosis DEIN orientation, an average 3.4 fold increase in activity was observed as compared to the promoterless vector, whereas an average 15.4 fold activation was detected in HAND2 orientation. The presence of two highly conserved putative regulatory elements, one of which was shown to enhance HAND2 expression in branchial arches previously, displayed weak repressor activity for both genes. Conclusion HAND2 and DEIN represent a gene pair that is tightly linked by a bidirectional promoter in an evolutionary highly conserved manner. Expression of both genes in NB is co-regulated by asymmetrical activity of this promoter and modulated by the activity of two cis-regulatory elements acting as weak repressors. The concurrent quantitative and tissue specific expression of HAND2 and DEIN suggests a functional link between both genes.

Discovering SQL A Hands-On Guide for Beginners

CERN Document Server

Kriegel, Alex

2011-01-01

Teaching the SQL skills that businesses demand when hiring programmers If you're a SQL beginner, you don't just want to learn SQL basics, you also want to get some practical SQL skills you can use in the job market. This book gives you both. Covering the basics through intermediate topics with clear explanations, hands-on exercises, and helpful solutions, this book is the perfect introduction to SQL. Topics include both the current SQL:2008 standards, the upcoming SQL:2011 standards, and also how to use SQL against current releases of the most popular commercial SQL databases, such as Oracle,

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity.

Science.gov (United States)

MacDougall, Conan

2017-03-25

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity ("flower diagrams"). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students.

Hand Biometric Recognition Based on Fused Hand Geometry and Vascular Patterns

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Park, GiTae; Kim, Soowon

2013-01-01

A hand biometric authentication method based on measurements of the user's hand geometry and vascular pattern is proposed. To acquire the hand geometry, the thickness of the side view of the hand, the K-curvature with a hand-shaped chain code, the lengths and angles of the finger valleys, and the lengths and profiles of the fingers were used, and for the vascular pattern, the direction-based vascular-pattern extraction method was used, and thus, a new multimodal biometric approach is proposed. The proposed multimodal biometric system uses only one image to extract the feature points. This system can be configured for low-cost devices. Our multimodal biometric-approach hand-geometry (the side view of the hand and the back of hand) and vascular-pattern recognition method performs at the score level. The results of our study showed that the equal error rate of the proposed system was 0.06%. PMID:23449119

Influence of Action-Effect Associations Acquired by Ideomotor Learning on Imitation

Science.gov (United States)

Bunlon, Frédérique; Marshall, Peter J.; Quandt, Lorna C.; Bouquet, Cedric A.

2015-01-01

According to the ideomotor theory, actions are represented in terms of their perceptual effects, offering a solution for the correspondence problem of imitation (how to translate the observed action into a corresponding motor output). This effect-based coding of action is assumed to be acquired through action-effect learning. Accordingly, performing an action leads to the integration of the perceptual codes of the action effects with the motor commands that brought them about. While ideomotor theory is invoked to account for imitation, the influence of action-effect learning on imitative behavior remains unexplored. In two experiments, imitative performance was measured in a reaction time task following a phase of action-effect acquisition. During action-effect acquisition, participants freely executed a finger movement (index or little finger lifting), and then observed a similar (compatible learning) or a different (incompatible learning) movement. In Experiment 1, finger movements of left and right hands were presented as action-effects during acquisition. In Experiment 2, only right-hand finger movements were presented during action-effect acquisition and in the imitation task the observed hands were oriented orthogonally to participants’ hands in order to avoid spatial congruency effects. Experiments 1 and 2 showed that imitative performance was improved after compatible learning, compared to incompatible learning. In Experiment 2, although action-effect learning involved perception of finger movements of right hand only, imitative capabilities of right- and left-hand finger movements were equally affected. These results indicate that an observed movement stimulus processed as the effect of an action can later prime execution of that action, confirming the ideomotor approach to imitation. We further discuss these findings in relation to previous studies of action-effect learning and in the framework of current ideomotor approaches to imitation. PMID:25793755

Cross-Platform Learning: On the Nature of Children's Learning from Multiple Media Platforms

Science.gov (United States)

Fisch, Shalom M.

2013-01-01

It is increasingly common for an educational media project to span several media platforms (e.g., TV, Web, hands-on materials), assuming that the benefits of learning from multiple media extend beyond those gained from one medium alone. Yet research typically has investigated learning from a single medium in isolation. This paper reviews several…

Effect of Auditory Constraints on Motor Learning Depends on Stage of Recovery Post Stroke

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Viswanath eAluru

2014-06-01

Full Text Available In order to develop evidence-based rehabilitation protocols post stroke, one must first reconcile the vast heterogeneity in the post-stroke population and develop protocols to facilitate motor learning in the various subgroups. The main purpose of this study is to show that auditory constraints interact with the stage of recovery post stroke to influence motor learning. We characterized the stages of upper limb recovery using task-based kinematic measures in twenty subjects with chronic hemiparesis, and used a bimanual wrist extension task using a custom-made wrist trainer to facilitate learning of wrist extension in the paretic hand under four auditory conditions: 1 without auditory cueing; 2 to non-musical happy sounds; 3 to self-selected music; and 4 to a metronome beat set at a comfortable tempo. Two bimanual trials (15 s each were followed by one unimanual trial with the paretic hand over six cycles under each condition. Clinical metrics, wrist and arm kinematics and electromyographic activity were recorded. Hierarchical cluster analysis with the Mahalanobis metric based on baseline speed and extent of wrist movement stratified subjects into three distinct groups which reflected their stage of recovery: spastic paresis, spastic co-contraction, and minimal paresis. In spastic paresis, the metronome beat increased wrist extension, but also increased muscle co-activation across the wrist. In contrast, in spastic co-contraction, no auditory stimulation increased wrist extension and reduced co-activation. In minimal paresis, wrist extension did not improve under any condition. The results suggest that auditory task constraints interact with stage of recovery during motor learning after stroke, perhaps due to recruitment of distinct neural substrates over the course of recovery. The findings advance our understanding of the mechanisms of progression of motor recovery and lay the foundation for personalized treatment algorithms post stroke.

The Influence of Extracurricular Activities on Middle School Students' Science Learning in China

Science.gov (United States)

Zhang, Danhui; Tang, Xing

2017-01-01

Informal science learning has been found to have effects on students' science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science…

Civic Education and Deeper Learning. Deeper Learning Research Series

Science.gov (United States)

Levine, Peter; Kawashima-Ginsberg, Kei

2015-01-01

This report proposes that the turn toward deeper learning in education reform should go hand in hand with a renewed emphasis on high-quality civics education. Not only does deeper learning have great potential to promote civic outcomes and strengthen our democracy but, at the same time, civic education exemplifies deeper learning, in that it…

A simple wavelength division multiplexing system for active learning teaching

Science.gov (United States)

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

2009-06-01

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

Robotic set-up to quantify hand-eye behavior in motor execution and learning of children with autism spectrum disorder.

Science.gov (United States)

Casellato, Claudia; Gandolla, Marta; Crippa, Alessandro; Pedrocchi, Alessandra

2017-07-01

Autism spectrum disorder (ASD) is a multifaceted neurodevelopmental disorder characterized by a persistence of social and communication impairment, and restricted and repetitive behaviors. However, motor disorders have also been described, but not objectively assessed. Most studies showed inefficient eye-hand coordination and motor learning in children with ASD; in other experiments, mechanisms of acquisition of internal models in self-generated movements appeared to be normal in autism. In this framework, we have developed a robotic protocol, recording gaze and hand data during upper limb tasks, in which a haptic pen-like handle is moved along specific trajectories displayed on the screen. The protocol includes trials of reaching under a perturbing force field and catching moving targets, with or without visual availability of the whole path. We acquired 16 typically-developing scholar-age children and one child with ASD as a case study. Speed-accuracy tradeoff, motor performance, and gaze-hand spatial coordination have been evaluated. Compared to typically developing peers, in the force field sequence, the child with ASD showed an intact but delayed learning, and more variable gazehand patterns. In the catching trials, he showed less efficient movements, but an intact capability of exploiting the available a-priori plan. The proposed protocol represents a powerful tool, easily tunable, for quantitative (longitudinal) assessment, and for subject-tailored training in ASD.

Training hydrologists to be ecohydrologists: A 'how-you-can-do-it' example leveraging an active learning environment

Science.gov (United States)

Lyon, Steve W.; Walter, M. Todd; Jantze, Elin J.; Archibald, Josephine A.

2015-04-01

Structuring an education strategy capable of addressing the various spheres of ecohydrology is difficult due to the inter-disciplinary and cross-disciplinary nature of this emergent field. Clearly, there is a need for such strategies to accommodate more progressive educational concepts while highlighting a skills-based education. To demonstrate a possible way to develop courses that include such concepts, we offer a case-study or a 'how-you-can-do-it' example from an ecohydrology course recently co-taught by teachers from Stockholm University and Cornell University at Stockholm University's Navarino Environmental Observatory (NEO) in Costa Navarino, Greece. This course focused on introducing hydrology Master's students to some of the central concepts of ecohydrology while at the same time supplying process-based understanding relevant for characterizing evapotranspiration. As such, the main goal of the course was to explore central theories in ecohydrology and their connection to plant-water interactions and the water cycle in a semiarid environment. In addition to presenting this roadmap for ecohydrology course development, we explore the utility and effectiveness of adopting active teaching and learning strategies drawing from the suite of learn-by-doing, hands-on, and inquiry-based techniques in such a course. We test a gradient of 'activeness' across a sequence of three teaching and learning activities. Our results indicate that there was a clear advantage for utilizing active learning techniques in place of traditional lecture-based styles. In addition, there was a preference among the student towards the more 'active' techniques. This demonstrates the added value of incorporating even the simplest active learning approaches in our ecohydrology (or general) teaching.

Training hydrologists to be ecohydrologists: A ';how-you-can-do-it' example leveraging an active learning environment

Science.gov (United States)

Lyon, S. W.; Walter, M. T.; Jantze, E. J.; Archibald, J. A.

2013-12-01

Structuring an education strategy capable of addressing the various spheres of ecohydrology is difficult due to the inter-disciplinary and cross-disciplinary nature of this emergent field. Clearly, there is a need for such strategies to accommodate more progressive educational concepts while highlighting a skills-based education. To demonstrate a possible way to develop courses that include such concepts, we offer a case-study or a ';how-you-can-do-it' example from an ecohydrology course recently co-taught by teachers from Stockholm University and Cornell University at Stockholm University's Navarino Environmental Observatory (NEO) in Costa Navarino, Greece. This course focused on introducing hydrology Master's students to some of the central concepts of ecohydrology while at the same time supplying process-based understanding relevant for characterizing evapotranspiration. As such, the main goal of the course was to explore central theories in ecohydrology and their connection to plant-water interactions and the water cycle in a semiarid environment. In addition to presenting this roadmap for ecohydrology course development, we explore the utility and effectiveness of adopting active teaching and learning strategies drawing from the suite of learn-by-doing, hands-on, and inquiry-based techniques in such a course. We test a gradient of ';activeness' across a sequence of three teaching and learning activities. Our results indicate that there was a clear advantage for utilizing active learning techniques in place of traditional lecture-based styles. In addition, there was a preference among the student towards the more ';active' techniques. This demonstrates the added value of incorporating even the simplest active learning approaches in our ecohydrology (or general) teaching.

Using Oceanography to Support Active Learning

Science.gov (United States)

Byfield, V.

2012-04-01

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

Simple Activities for Powerful Impact

Science.gov (United States)

LaConte, K.; Shupla, C. B.; Dusenbery, P.; Harold, J. B.; Holland, A.

2016-12-01

STEM education is having a transformational impact on libraries across the country. The STAR Library Education Network (STAR_Net) provides free Science-Technology Activities & Resources that are helping libraries to engage their communities in STEM learning experiences. Hear the results of a national 2015 survey of library and STEM professionals and learn what STEM programming is currently in place in public libraries and how libraries approach and implement STEM programs. Experience hands-on space science activities that are being used in library programs with multiple age groups. Through these hands-on activities, learners explore the nature of science and employ science and engineering practices, including developing and using models, planning and carrying out investigations, and engaging in argument from evidence (NGSS Lead States, 2013). Learn how STAR_Net can help you print (free!) mini-exhibits and educator guides. Join STAR_Net's online community and access STEM resources and webinars to work with libraries in your local community.

Strategies for active learning in online continuing education.

Science.gov (United States)

Phillips, Janet M

2005-01-01

Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.

Hand, Foot, and Mouth Disease (HFMD)

Science.gov (United States)

... feature story, podcast, and other CDC resources about personal hygiene... Prevention People infected with hand, foot, and mouth ... these countries can protect themselves by practicing good personal hygiene. Learn more . To learn more about outbreaks occurring ...

A Hands-on Physical Analog Demonstration of Real-Time Volcano Deformation Monitoring with GNSS/GPS

Science.gov (United States)

Jones, J. R.; Schobelock, J.; Nguyen, T. T.; Rajaonarison, T. A.; Malloy, S.; Njinju, E. A.; Guerra, L.; Stamps, D. S.; Glesener, G. B.

2017-12-01

Teaching about volcano deformation and how scientists study these processes using GNSS/GPS may present some challenge since the volcanoes and/or GNSS/GPS equipment are not quite accessible to most teachers. Educators and curriculum materials specialists have developed and shared a number of activities and demonstrations to help students visualize volcanic processes and ways scientist use GNSS/GPS in their research. From resources provided by MEDL (the Modeling and Educational Demonstrations Laboratory) in the Department of Geosciences at Virginia Tech, we combined multiple materials and techniques from these previous works to produce a hands-on physical analog model from which students can learn about GNSS/GPS studies of volcano deformation. The model functions as both a qualitative and quantitative learning tool with good analogical affordances. In our presentation, we will describe multiple ways of teaching with the model, what kinds of materials can be used to build it, and ways we think the model could be enhanced with the addition of Vernier sensors for data collection.

Assessing Student Behaviors and Motivation for Actively Learning Biology

Science.gov (United States)

Moore, Michael Edward

Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.

Mapping of olfactory memory circuits: region-specific c-fos activation after odor-reward associative learning or after its retrieval.

Science.gov (United States)

Tronel, Sophie; Sara, Susan J

2002-01-01

Although there is growing knowledge about intracellular mechanisms underlying neuronal plasticity and memory consolidation and reconsolidation after retrieval, information concerning the interaction among brain areas during formation and retrieval of memory is relatively sparse and fragmented. Addressing this question requires simultaneous monitoring of activity in multiple brain regions during learning, the post-acquisition consolidation period, and retrieval and subsequent reconsolidation. Immunoreaction to the immediate early gene c-fos is a powerful tool to mark neuronal activation of specific populations of neurons. Using this method, we are able to report, for the first time, post-training activation of a network of closely related brain regions, particularly in the frontal cortex and the basolateral amygdala (BLA), that is specific to the learning of an odor-reward association. On the other hand, retrieval of a well-established associative memory trace does not seem to differentially activate the same regions. The amygdala, in particular, is not engaged after retrieval, whereas the lateral habenula (LHab) shows strong activation that is restricted to animals having previously learned the association. Although intracellular mechanisms may be similar during consolidation and reconsolidation, this study indicates that different brain circuits are involved in the two processes, at least with respect to a rapidly learned olfactory task.

Interactive and Hands-on Methods for Professional Development of Undergraduate Researchers

Science.gov (United States)

Pressley, S. N.; LeBeau, J. E.

2016-12-01

Professional development workshops for undergraduate research programs can range from communicating science (i.e. oral, technical writing, poster presentations), applying for fellowships and scholarships, applying to graduate school, and learning about careers, among others. Novel methods of presenting the information on the above topics can result in positive outcomes beyond the obvious of transferring knowledge. Examples of innovative methods to present professional development information include 1) An interactive session on how to write an abstract where students are given an opportunity to draft an abstract from a short technical article, followed by discussion amongst a group of peers, and comparison with the "published" abstract. 2) Using the Process Oriented Guided Inquiry Learning (POGIL) method to evaluate and critique a research poster. 3) Inviting "experts" such as a Fulbright scholar graduate student to present on applying for fellowships and scholarships. These innovative methods of delivery provide more hands-on activities that engage the students, and in some cases (abstract writing) provide practice for the student. The methods also require that students develop team work skills, communicate amongst their peers, and develop networks with their cohort. All of these are essential non-technical skills needed for success in any career. Feedback from students on these sessions are positive and most importantly, the students walk out of the session with a smile on their face saying how much fun it was. Evaluating the impact of these sessions is more challenging and under investigation currently.

Active Learning with Irrelevant Examples

Science.gov (United States)

Wagstaff, Kiri; Mazzoni, Dominic

2009-01-01

An improved active learning method has been devised for training data classifiers. One example of a data classifier is the algorithm used by the United States Postal Service since the 1960s to recognize scans of handwritten digits for processing zip codes. Active learning algorithms enable rapid training with minimal investment of time on the part of human experts to provide training examples consisting of correctly classified (labeled) input data. They function by identifying which examples would be most profitable for a human expert to label. The goal is to maximize classifier accuracy while minimizing the number of examples the expert must label. Although there are several well-established methods for active learning, they may not operate well when irrelevant examples are present in the data set. That is, they may select an item for labeling that the expert simply cannot assign to any of the valid classes. In the context of classifying handwritten digits, the irrelevant items may include stray marks, smudges, and mis-scans. Querying the expert about these items results in wasted time or erroneous labels, if the expert is forced to assign the item to one of the valid classes. In contrast, the new algorithm provides a specific mechanism for avoiding querying the irrelevant items. This algorithm has two components: an active learner (which could be a conventional active learning algorithm) and a relevance classifier. The combination of these components yields a method, denoted Relevance Bias, that enables the active learner to avoid querying irrelevant data so as to increase its learning rate and efficiency when irrelevant items are present. The algorithm collects irrelevant data in a set of rejected examples, then trains the relevance classifier to distinguish between labeled (relevant) training examples and the rejected ones. The active learner combines its ranking of the items with the probability that they are relevant to yield a final decision about which item

Electromyography data for non-invasive naturally-controlled robotic hand prostheses.

Science.gov (United States)

Atzori, Manfredo; Gijsberts, Arjan; Castellini, Claudio; Caputo, Barbara; Hager, Anne-Gabrielle Mittaz; Elsig, Simone; Giatsidis, Giorgio; Bassetto, Franco; Müller, Henning

2014-01-01

Recent advances in rehabilitation robotics suggest that it may be possible for hand-amputated subjects to recover at least a significant part of the lost hand functionality. The control of robotic prosthetic hands using non-invasive techniques is still a challenge in real life: myoelectric prostheses give limited control capabilities, the control is often unnatural and must be learned through long training times. Meanwhile, scientific literature results are promising but they are still far from fulfilling real-life needs. This work aims to close this gap by allowing worldwide research groups to develop and test movement recognition and force control algorithms on a benchmark scientific database. The database is targeted at studying the relationship between surface electromyography, hand kinematics and hand forces, with the final goal of developing non-invasive, naturally controlled, robotic hand prostheses. The validation section verifies that the data are similar to data acquired in real-life conditions, and that recognition of different hand tasks by applying state-of-the-art signal features and machine-learning algorithms is possible.

Taking a Step Back: Learning without the Facilitator on Solo Activities

Science.gov (United States)

Williams, Andy

2012-01-01

The purpose of this study is to report on the nature of student learning resulting from an open facilitation approach to solo activities. Three key moments of facilitator intervention were identified at which the facilitator was encouraged to take a step back from directing the experience. They are the pre-activity brief, the mid-activity visit…

Resource Letter ALIP-1: Active-Learning Instruction in Physics

Science.gov (United States)

Meltzer, David E.; Thornton, Ronald K.

2012-06-01

This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

Inquiry-based Laboratory Activities on Drugs Analysis for High School Chemistry Learning

Science.gov (United States)

Rahmawati, I.; Sholichin, H.; Arifin, M.

2017-09-01

Laboratory activity is an important part of chemistry learning, but cookbook instructions is still commonly used. However, the activity with that way do not improve students thinking skill, especially students creativity. This study aims to improve high school students creativity through inquiry-based laboratory on drugs analysis activity. Acid-base titration is used to be method for drugs analysis involving a color changing indicator. The following tools were used to assess the activity achievement: creative thinking test on acid base titration, creative attitude and action observation sheets, questionnaire of inquiry-based lab activities, and interviews. The results showed that the inquiry-based laboratory activity improving students creative thinking, creative attitude and creative action. The students reacted positively to this teaching strategy as demonstrated by results from questionnaire responses and interviews. This result is expected to help teachers to overcome the shortcomings in other laboratory learning.

The International Active Learning Space

DEFF Research Database (Denmark)

Manners, Ian James

2015-01-01

-Danish students receive the basic international and intercultural skills and knowledge they need in current society. The English-language masters’ seminars I teach at the Department of Political Science are international in terms of students and teacher, but they are also Active Learning seminars......-Danish students (and sometimes teachers) rarely speak to each other or learn each other’s names. In the international AL spaces I create, students must work together on joint tasks which require interaction to address tasks and integration in order to benefit from the multinational activity groups. Planning AL...... that complete the seminar soon become vocal advocates of international AL. Ultimately, enriching student learning through immersing Danish and international students in an international AL space is, for me, the best way of ensuring an internationalised learning outcome, rather than just international mobility....

Use of a machine learning algorithm to classify expertise: analysis of hand motion patterns during a simulated surgical task.

Science.gov (United States)

Watson, Robert A

2014-08-01

To test the hypothesis that machine learning algorithms increase the predictive power to classify surgical expertise using surgeons' hand motion patterns. In 2012 at the University of North Carolina at Chapel Hill, 14 surgical attendings and 10 first- and second-year surgical residents each performed two bench model venous anastomoses. During the simulated tasks, the participants wore an inertial measurement unit on the dorsum of their dominant (right) hand to capture their hand motion patterns. The pattern from each bench model task performed was preprocessed into a symbolic time series and labeled as expert (attending) or novice (resident). The labeled hand motion patterns were processed and used to train a Support Vector Machine (SVM) classification algorithm. The trained algorithm was then tested for discriminative/predictive power against unlabeled (blinded) hand motion patterns from tasks not used in the training. The Lempel-Ziv (LZ) complexity metric was also measured from each hand motion pattern, with an optimal threshold calculated to separately classify the patterns. The LZ metric classified unlabeled (blinded) hand motion patterns into expert and novice groups with an accuracy of 70% (sensitivity 64%, specificity 80%). The SVM algorithm had an accuracy of 83% (sensitivity 86%, specificity 80%). The results confirmed the hypothesis. The SVM algorithm increased the predictive power to classify blinded surgical hand motion patterns into expert versus novice groups. With further development, the system used in this study could become a viable tool for low-cost, objective assessment of procedural proficiency in a competency-based curriculum.

Active Learning: The Importance of Developing a Comprehensive Measure

Science.gov (United States)

Carr, Rodney; Palmer, Stuart; Hagel, Pauline

2015-01-01

This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National…

Active and Passive Technology Integration: A Novel Approach for Managing Technology's Influence on Learning Experiences in Context-Aware Learning Spaces

Science.gov (United States)

Laine, Teemu H.; Nygren, Eeva

2016-01-01

Technology integration is the process of overcoming different barriers that hinder efficient utilisation of learning technologies. The authors divide technology integration into two components based on technology's role in the integration process. In active integration, the technology integrates learning resources into a learning space, making it…

International academic service learning: lessons learned from students' travel experiences of diverse cultural and health care practices in morocco.

Science.gov (United States)

Kaddoura, Mahmoud; Puri, Aditi; Dominick, Christine A

2014-01-01

Academic service learning (ASL) is an active teaching-learning approach to engage students in meaningful hands-on activities to serve community-based needs. Nine health professions students from a private college and a private university in the northeastern United States volunteered to participate in an ASL trip to Morocco. The participants were interviewed to reflect on their experiences. This article discusses the lessons learned from students' ASL experiences regarding integrating ASL into educational programs. The authors recommend a paradigm shift in nursing and dental hygiene curricula to appreciate diversity and promote cultural competency, multidisciplinary teamwork, and ethics-based education. Copyright 2014, SLACK Incorporated.

Active Learning by Querying Informative and Representative Examples.

Science.gov (United States)

Huang, Sheng-Jun; Jin, Rong; Zhou, Zhi-Hua

2014-10-01

Active learning reduces the labeling cost by iteratively selecting the most valuable data to query their labels. It has attracted a lot of interests given the abundance of unlabeled data and the high cost of labeling. Most active learning approaches select either informative or representative unlabeled instances to query their labels, which could significantly limit their performance. Although several active learning algorithms were proposed to combine the two query selection criteria, they are usually ad hoc in finding unlabeled instances that are both informative and representative. We address this limitation by developing a principled approach, termed QUIRE, based on the min-max view of active learning. The proposed approach provides a systematic way for measuring and combining the informativeness and representativeness of an unlabeled instance. Further, by incorporating the correlation among labels, we extend the QUIRE approach to multi-label learning by actively querying instance-label pairs. Extensive experimental results show that the proposed QUIRE approach outperforms several state-of-the-art active learning approaches in both single-label and multi-label learning.

StreamAR: incremental and active learning with evolving sensory data for activity recognition

OpenAIRE

Abdallah, Z.; Gaber, M.; Srinivasan, B.; Krishnaswamy, S.

2012-01-01

Activity recognition focuses on inferring current user activities by leveraging sensory data available on today’s sensor rich environment. Supervised learning has been applied pervasively for activity recognition. Typical activity recognition techniques process sensory data based on point-by-point approaches. In this paper, we propose a novel cluster-based classification for activity recognition Systems, termed StreamAR. The system incorporates incremental and active learning for mining user ...

Active learning in practice: Implementation of the principles of active learning in an engineering course

DEFF Research Database (Denmark)

Rützou, C.

2017-01-01

The most common form of teaching is still the form where a teacher presents the subject of the lecture to a listening audience. During teaching history this has proved to be an effective way of teaching, however the probability of students being inactive is high and the learning outcome may...... through the same curriculum as usual during a term? • Will Active Learning reduce failure rate? • Will Active Learning give a higher learning outcome than traditional teaching? This paper deals with the results of this experiment, answers the mentioned questions and presents a way to implement Active...

Lectures Abandoned: Active Learning by Active Seminars

DEFF Research Database (Denmark)

Christensen, Henrik Bærbak; Corry, Aino Vonge

2012-01-01

Traditional lecture-based courses are widely criticised for be- ing less eective in teaching. The question is of course what should replace the lectures and various active learning tech- niques have been suggested and studied. In this paper, we report on our experiences of redesigning a software ......- tive seminars as a replacement of traditional lectures, an activity template for the contents of active seminars, an ac- count on how storytelling supported the seminars, as well as reports on our and the students' experiences....

Active learning: a step towards automating medical concept extraction.

Science.gov (United States)

Kholghi, Mahnoosh; Sitbon, Laurianne; Zuccon, Guido; Nguyen, Anthony

2016-03-01

This paper presents an automatic, active learning-based system for the extraction of medical concepts from clinical free-text reports. Specifically, (1) the contribution of active learning in reducing the annotation effort and (2) the robustness of incremental active learning framework across different selection criteria and data sets are determined. The comparative performance of an active learning framework and a fully supervised approach were investigated to study how active learning reduces the annotation effort while achieving the same effectiveness as a supervised approach. Conditional random fields as the supervised method, and least confidence and information density as 2 selection criteria for active learning framework were used. The effect of incremental learning vs standard learning on the robustness of the models within the active learning framework with different selection criteria was also investigated. The following 2 clinical data sets were used for evaluation: the Informatics for Integrating Biology and the Bedside/Veteran Affairs (i2b2/VA) 2010 natural language processing challenge and the Shared Annotated Resources/Conference and Labs of the Evaluation Forum (ShARe/CLEF) 2013 eHealth Evaluation Lab. The annotation effort saved by active learning to achieve the same effectiveness as supervised learning is up to 77%, 57%, and 46% of the total number of sequences, tokens, and concepts, respectively. Compared with the random sampling baseline, the saving is at least doubled. Incremental active learning is a promising approach for building effective and robust medical concept extraction models while significantly reducing the burden of manual annotation. © The Author 2015. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Student's Reflections on Their Learning and Note-Taking Activities in a Blended Learning Course

Science.gov (United States)

Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

2016-01-01

Student's emotional aspects are often discussed in order to promote better learning activity in blended learning courses. To observe these factors, course participant's self-efficacy and reflections upon their studies were surveyed, in addition to the surveying of the metrics of student's characteristics during a Bachelor level credit course.…

Robot hands and extravehicular activity

Science.gov (United States)

Marcus, Beth

1987-01-01

Extravehicular activity (EVA) is crucial to the success of both current and future space operations. As space operations have evolved in complexity so has the demand placed on the EVA crewman. In addition, some NASA requirements for human capabilities at remote or hazardous sites were identified. One of the keys to performing useful EVA tasks is the ability to manipulate objects accurately, quickly and without early or excessive fatigue. The current suit employs a glove which enables the crewman to perform grasping tasks, use tools, turn switches, and perform other tasks for short periods of time. However, the glove's bulk and resistance to motion ultimately causes fatigue. Due to this limitation it may not be possible to meet the productivity requirements that will be placed on the EVA crewman of the future with the current or developmental Extravehicular Mobility Unit (EMU) hardware. In addition, this hardware will not meet the requirements for remote or hazardous operations. In an effort to develop ways for improving crew productivity, a contract was awarded to develop a prototype anthromorphic robotic hand (ARH) for use with an extravehicular space suit. The first step in this program was to perform a a design study which investigated the basic technology required for the development of an ARH to enhance crew performance and productivity. The design study phase of the contract and some additional development work is summarized.

The effect of image quality, repeated study, and assessment method on anatomy learning.

Science.gov (United States)

Fenesi, Barbara; Mackinnon, Chelsea; Cheng, Lucia; Kim, Joseph A; Wainman, Bruce C

2017-06-01

The use of two-dimensional (2D) images is consistently used to prepare anatomy students for handling real specimen. This study examined whether the quality of 2D images is a critical component in anatomy learning. The visual clarity and consistency of 2D anatomical images was systematically manipulated to produce low-quality and high-quality images of the human hand and human eye. On day 0, participants learned about each anatomical specimen from paper booklets using either low-quality or high-quality images, and then completed a comprehension test using either 2D images or three-dimensional (3D) cadaveric specimens. On day 1, participants relearned each booklet, and on day 2 participants completed a final comprehension test using either 2D images or 3D cadaveric specimens. The effect of image quality on learning varied according to anatomical content, with high-quality images having a greater effect on improving learning of hand anatomy than eye anatomy (high-quality vs. low-quality for hand anatomy P = 0.018; high-quality vs. low-quality for eye anatomy P = 0.247). Also, the benefit of high-quality images on hand anatomy learning was restricted to performance on short-answer (SA) questions immediately after learning (high-quality vs. low-quality on SA questions P = 0.018), but did not apply to performance on multiple-choice (MC) questions (high-quality vs. low-quality on MC questions P = 0.109) or after participants had an additional learning opportunity (24 hours later) with anatomy content (high vs. low on SA questions P = 0.643). This study underscores the limited impact of image quality on anatomy learning, and questions whether investment in enhancing image quality of learning aids significantly promotes knowledge development. Anat Sci Educ 10: 249-261. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Introduction of active learning method in learning physiology by MBBS students.

Science.gov (United States)

Gilkar, Suhail Ahmad; Lone, Shabiruddin; Lone, Riyaz Ahmad

2016-01-01

Active learning has received considerable attention over the past several years, often presented or perceived as a radical change from traditional instruction methods. Current research on learning indicates that using a variety of teaching strategies in the classroom increases student participation and learning. To introduce active learning methodology, i.e., "jigsaw technique" in undergraduate medical education and assess the student and faculty response to it. This study was carried out in the Department of Physiology in a Medical College of North India. A topic was chosen and taught using one of the active learning methods (ALMs), i.e., jigsaw technique. An instrument (questionnaire) was developed in English through an extensive review of literature and was properly validated. The students were asked to give their response on a five-point Likert scale. The feedback was kept anonymous. Faculty also provided their feedback in a separately provided feedback proforma. The data were collected, compiled, and analyzed. Of 150 students of MBBS-first year batch 2014, 142 participated in this study along with 14 faculty members of the Physiology Department. The majority of the students (>90%) did welcome the introduction of ALM and strongly recommended the use of such methods in teaching many more topics in future. 100% faculty members were of the opinion that many more topics shall be taken up using ALMs. This study establishes the fact that both the medical students and faculty want a change from the traditional way of passive, teacher-centric learning, to the more active teaching-learning techniques.

Cross-platform learning: on the nature of children's learning from multiple media platforms.

Science.gov (United States)

Fisch, Shalom M

2013-01-01

It is increasingly common for an educational media project to span several media platforms (e.g., TV, Web, hands-on materials), assuming that the benefits of learning from multiple media extend beyond those gained from one medium alone. Yet research typically has investigated learning from a single medium in isolation. This paper reviews several recent studies to explore cross-platform learning (i.e., learning from combined use of multiple media platforms) and how such learning compares to learning from one medium. The paper discusses unique benefits of cross-platform learning, a theoretical mechanism to explain how these benefits might arise, and questions for future research in this emerging field. Copyright © 2013 Wiley Periodicals, Inc., A Wiley Company.

MO-AB-210-00: Diagnostic Ultrasound Imaging Quality Control and High Intensity Focused Ultrasound Therapy Hands-On Workshop

International Nuclear Information System (INIS)

2015-01-01

The goal of this ultrasound hands-on workshop is to demonstrate advancements in high intensity focused ultrasound (HIFU) and to demonstrate quality control (QC) testing in diagnostic ultrasound. HIFU is a therapeutic modality that uses ultrasound waves as carriers of energy. HIFU is used to focus a beam of ultrasound energy into a small volume at specific target locations within the body. The focused beam causes localized high temperatures and produces a well-defined regions of necrosis. This completely non-invasive technology has great potential for tumor ablation and targeted drug delivery. At the workshop, attendees will see configurations, applications, and hands-on demonstrations with on-site instructors at separate stations. The involvement of medical physicists in diagnostic ultrasound imaging service is increasing due to QC and accreditation requirements. At the workshop, an array of ultrasound testing phantoms and ultrasound scanners will be provided for attendees to learn diagnostic ultrasound QC in a hands-on environment with live demonstrations of the techniques. Target audience: Medical physicists and other medical professionals in diagnostic imaging and radiation oncology with interest in high-intensity focused ultrasound and in diagnostic ultrasound QC. Learning Objectives: Learn ultrasound physics and safety for HIFU applications through live demonstrations Get an overview of the state-of-the art in HIFU technologies and equipment Gain familiarity with common elements of a quality control program for diagnostic ultrasound imaging Identify QC tools available for testing diagnostic ultrasound systems and learn how to use these tools List of supporting vendors for HIFU and diagnostic ultrasound QC hands-on workshop: Philips Healthcare Alpinion Medical Systems Verasonics, Inc Zonare Medical Systems, Inc Computerized Imaging Reference Systems (CIRS), Inc. GAMMEX, Inc., Cablon Medical BV Steffen Sammet: NIH/NCI grant 5R25CA132822, NIH/NINDS grant 5R25NS

MO-AB-210-00: Diagnostic Ultrasound Imaging Quality Control and High Intensity Focused Ultrasound Therapy Hands-On Workshop

Energy Technology Data Exchange (ETDEWEB)

NONE

2015-06-15

The goal of this ultrasound hands-on workshop is to demonstrate advancements in high intensity focused ultrasound (HIFU) and to demonstrate quality control (QC) testing in diagnostic ultrasound. HIFU is a therapeutic modality that uses ultrasound waves as carriers of energy. HIFU is used to focus a beam of ultrasound energy into a small volume at specific target locations within the body. The focused beam causes localized high temperatures and produces a well-defined regions of necrosis. This completely non-invasive technology has great potential for tumor ablation and targeted drug delivery. At the workshop, attendees will see configurations, applications, and hands-on demonstrations with on-site instructors at separate stations. The involvement of medical physicists in diagnostic ultrasound imaging service is increasing due to QC and accreditation requirements. At the workshop, an array of ultrasound testing phantoms and ultrasound scanners will be provided for attendees to learn diagnostic ultrasound QC in a hands-on environment with live demonstrations of the techniques. Target audience: Medical physicists and other medical professionals in diagnostic imaging and radiation oncology with interest in high-intensity focused ultrasound and in diagnostic ultrasound QC. Learning Objectives: Learn ultrasound physics and safety for HIFU applications through live demonstrations Get an overview of the state-of-the art in HIFU technologies and equipment Gain familiarity with common elements of a quality control program for diagnostic ultrasound imaging Identify QC tools available for testing diagnostic ultrasound systems and learn how to use these tools List of supporting vendors for HIFU and diagnostic ultrasound QC hands-on workshop: Philips Healthcare Alpinion Medical Systems Verasonics, Inc Zonare Medical Systems, Inc Computerized Imaging Reference Systems (CIRS), Inc. GAMMEX, Inc., Cablon Medical BV Steffen Sammet: NIH/NCI grant 5R25CA132822, NIH/NINDS grant 5R25NS

Instructional Utility and Learning Efficacy of Common Active Learning Strategies

Science.gov (United States)

McConell, David A.; Chapman, LeeAnna; Czaijka, C. Douglas; Jones, Jason P.; Ryker, Katherine D.; Wiggen, Jennifer

2017-01-01

The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…

Determination of calcium in foot, hand and vertebrae of man by neutron activation

International Nuclear Information System (INIS)

Zajchik, V.E.; Kondrashev, A.E.; Dubrovin, A.P.; Korelo, A.M.; Morukov, B.V.; Orlov, O.I.

1990-01-01

Methods and devices for in vivo neutron activation determination of calcium content in human foot, hand and vertebrae were developed. It is ascertained that calcium content in skeleton is subjected to seasonal cyclicity. Bones of foot have the minimum content of the element in winter-spring period and the maximum one in summer-autumn period. For vertebrae and hand the inverse dependence is characteristic. Average level of seasonal variations in calcium content in the bones of hand and vertebrae is 10-11%, that of foot - 18-19%. Amplitudes of seasonal variations in the content of calcium in vertebrae, hand and foot are interrelated. 5 refs.; 1 tab

Active Learning and Teaching: Improving Postsecondary Library Instruction.

Science.gov (United States)

Allen, Eileen E.

1995-01-01

Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

Physical activity, sleep pattern and energy expenditure in double-handed offshore sailing.

Science.gov (United States)

Galvani, C; Ardigò, L P; Alberti, M; Daniele, F; Capelli, C

2015-12-01

The aim of the present study was to quantify total energy expenditure, activity energy expenditure and time spent at three levels of physical activity (low, moderate, high intensity) in four two-person crews during a 500-mile double-handed sailing regatta. Physical activity intensity and energy expenditure were assessed during a 500-nautical-mile double-handed offshore competition in eight male sailors (46.3±3.4 years; 180±13 cm; 85.4±12.5 kg). During the whole regatta, they wore an activity monitor that estimated energy expenditure and minutes spent at each level of intensity (sedentary, 6.0 METs). The sailors spent longer periods (Penergy expenditure was 14.26±1.89 MJ/day and the activity energy expenditure was 5.06±1.42 MJ/day. Activity energy expenditure was significantly correlated with total sleep time, boat speed, and distance covered each day (Penergy expenditure was more likely a consequence of the short and rare periods of sleep during the competition rather than of the bouts of moderate and vigorous physical activities.

UNESCO active learning approach in optics and photonics leads to significant change in Morocco

Science.gov (United States)

Berrada, K.; Channa, R.; Outzourhit, A.; Azizan, M.; Oueriagli, A.

2014-07-01

There are many difficulties in teaching science and technology in developing countries. Several different teaching strategies have to be applied in these cases. More specifically, for developing countries competencies in teaching science in the introductory classroom has attracted much attention. As a specific example we will consider the Moroccan system. In most developing countries everything is moving so slowly that the progress stays static for development. Also, any change needs time, effort and engagement. In our case we discovered that many teachers feel uncomfortable when introducing new teaching methods and evaluation in classes at introductory physics. However, the introduction of an Active Learning in our curricula showed difficulties that students have in understanding physics and especially concepts. Students were interested in having Active Learning courses much more than passive and traditional ones. Changing believes on physical phenomena and reality of the world students become more attractive and their way of thinking Science changed. The main philosophy of fostering modern hands-on learning techniques -adapted to local needs and availability of teaching resources- is elaborated. The Active Learning program provides the teachers with a conceptual evaluation instrument, drawn from relevant physics education research, giving teachers an important tool to measure student learning. We will try to describe the UNESCO Chair project in physics created in 2010 at Cadi Ayyad University since our first experience with UNESCO ALOP program. Many efforts have been done so far and the project helps now to develop more national and international collaborations between universities and Regional Academies of Education and Training. As a new result of these actions and according to our local needs, the translation of the ALOP program into Arabic is now available under the auspice of UNESCO and encouragement of international partners SPIE, ICTP, ICO and OSA.

A Career Guidance Curriculum for Ninth Grade Students. Occupational Cluster Learning Activities. Business-Environmental. Part 1 of 2. Ninth Grade Guidance Project. Project Duration: July 16, 1979, to June 30, 1980.

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Cape May County Vocational Schools, NJ.

This first of two parts presents learning activities for four occupational clusters of a ninth-grade cluster program. It contains theory and hands-on activities that explore the occupational requirements and working environment of these areas to help students make intelligent decisions of possible career choices based on levels of interest and…

Hands-On Surgical Training Workshop: an Active Role-Playing Patient Education for Adolescents.

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Wongkietkachorn, Apinut; Boonyawong, Pangpoom; Rhunsiri, Peera; Tantiphlachiva, Kasaya

2017-09-01

Most patient education involves passive learning. To improve patient education regarding surgery, an active learning workshop-based teaching method is proposed. The objective of this study was to assess level of patient surgical knowledge, achievement of workshop learning objectives, patient apprehension about future surgery, and participant workshop satisfaction after completing a surgical training workshop. A four-station workshop (surgical scrub, surgical suture, laparoscopic surgery, and robotic surgery) was developed to teach four important components of the surgical process. Healthy, surgery-naive adolescents were enrolled to attend this 1-h workshop-based training program. Training received by participants was technically and procedurally identical to training received by actual surgeons. Pre- and post-workshop questionnaires were used to assess learning outcomes. There were 1312 participants, with a mean age 15.9 ± 1.1 years and a gender breakdown of 303 males and 1009 females. For surgical knowledge, mean pre-workshop and post-workshop scores were 6.1 ± 1.5 and 7.5 ± 1.5 (out of 10 points), respectively (p education is an effective way to improve understanding of surgery-related processes. This teaching method may also decrease apprehension that patients or potential patients harbor regarding a future surgical procedure.

Cooperative activity and its potential for learning in tertiary education

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Cirila Peklaj

2007-01-01

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

Premotor activations in response to visually presented single letters depend on the hand used to write: a study on left-handers.

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Longcamp, Marieke; Anton, Jean-Luc; Roth, Muriel; Velay, Jean-Luc

2005-01-01

In a previous fMRI study on right-handers (Rhrs), we reported that part of the left ventral premotor cortex (BA6) was activated when alphabetical characters were passively observed and that the same region was also involved in handwriting [Longcamp, M., Anton, J. L., Roth, M., & Velay, J. L. (2003). Visual presentation of single letters activates a premotor area involved in writing. NeuroImage, 19, 1492-1500]. We therefore suggested that letter-viewing may induce automatic involvement of handwriting movements. In the present study, in order to confirm this hypothesis, we carried out a similar fMRI experiment on a group of left-handed subjects (Lhrs). We reasoned that if the above assumption was correct, visual perception of letters by Lhrs might automatically activate cortical motor areas coding for left-handed writing movements, i.e., areas located in the right hemisphere. The visual stimuli used here were either single letters, single pseudoletters, or a control stimulus. The subjects were asked to watch these stimuli attentively, and no response was required. The results showed that a ventral premotor cortical area (BA6) in the right hemisphere was specifically activated when Lhrs looked at letters and not at pseudoletters. This right area was symmetrically located with respect to the left one activated under the same circumstances in Rhrs. This finding supports the hypothesis that visual perception of written language evokes covert motor processes. In addition, a bilateral area, also located in the premotor cortex (BA6), but more ventrally and medially, was found to be activated in response to both letters and pseudoletters. This premotor region, which was not activated correspondingly in Rhrs, might be involved in the processing of graphic stimuli, whatever their degree of familiarity.

Effects of image-based and text-based active learning exercises on student examination performance in a musculoskeletal anatomy course.

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Gross, M Melissa; Wright, Mary C; Anderson, Olivia S

2017-09-01

Research on the benefits of visual learning has relied primarily on lecture-based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text-based and image-based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text-based and image-based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in-class exercises. Students also rated the helpfulness and difficulty of the in-class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image-based exercises were significantly less demanding, less hard and required less effort than text-based exercises (P active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444-455. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences

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Benjamin L. Wiggins

2017-05-01

Full Text Available STEM classrooms (science, technology, engineering, and mathematics in postsecondary education are rapidly improved by the proper use of active learning techniques. These techniques occupy a descriptive spectrum that transcends passive teaching toward active, constructive, and, finally, interactive methods. While aspects of this framework have been examined, no large-scale or actual classroom-based data exist to inform postsecondary education STEM instructors about possible learning gains. We describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive in this ecological classroom environment. Students in interactive classrooms demonstrate significantly improved learning outcomes relative to students in constructive classrooms. This improvement in learning is relatively subtle; similar experimental designs without repeated measures would be unlikely to have the power to observe this significance. We discuss the importance of seemingly small learning gains that might propagate throughout a course or departmental curriculum, as well as improvements with the necessity for faculty to develop and implement similar activities.

Using IMS Learning Design to model collaborative learning activities

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Tattersall, Colin

2006-01-01

IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

Effect of Child Centred Methods on Teaching and Learning of Science Activities in Pre-Schools in Kenya

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Andiema, Nelly C.

2016-01-01

Despite many research studies showing the effectiveness of teacher application of child-centered learning in different educational settings, few studies have focused on teaching and learning activities in Pre-Schools. This research investigates the effect of child centered methods on teaching and learning of science activities in preschools in…

Create a good learning environment and motivate active learning enthusiasm

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Bi, Weihong; Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Liu, Qiang; Jin, Wa

2017-08-01

In view of the current poor learning initiative of undergraduates, the idea of creating a good learning environment and motivating active learning enthusiasm is proposed. In practice, the professional tutor is allocated and professional introduction course is opened for college freshman. It can promote communication between the professional teachers and students as early as possible, and guide students to know and devote the professional knowledge by the preconceived form. Practice results show that these solutions can improve the students interest in learning initiative, so that the active learning and self-learning has become a habit in the classroom.

How a smiley protects health: A pilot intervention to improve hand hygiene in hospitals by activating injunctive norms through emoticons

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Tsivrikos, Dimitrios; Dollinger, Daniel; Lermer, Eva

2018-01-01

Hand hygiene practice in hospitals is unfortunately still widely insufficient, even though it is known that transmitting pathogens via hands is the leading cause of healthcare-associated infections. Previous research has shown that improving knowledge, providing feedback on past behaviour and targeting social norms are promising approaches to improve hand hygiene practices. The present field experiment was designed to direct people on when to perform hand hygiene and prevent forgetfulness. This intervention is the first to examine the effect of inducing injunctive social norms via an emoticon-based feedback system on hand hygiene behaviour. Electronic monitoring and feedback devices were installed in hospital patient rooms on top of hand-rub dispensers, next to the doorway, for a period of 17 weeks. In the emoticon condition, screens at the devices activated whenever a person entered or exited the room. Before using the alcohol-based hand-rub dispenser, a frowny face was displayed, indicating that hand hygiene should be performed. If the dispenser was subsequently used, this picture changed to a smiley face to positively reinforce the correct behaviour. Hand hygiene behaviour in the emoticon rooms significantly outperformed the behaviour in three other tested conditions. The strong effect in this field experiment indicates that activating injunctive norms may be a promising approach to improve hand hygiene behaviour. Theoretical and practical implications of these findings are discussed. PMID:29782516

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

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Gemma Tur

2015-01-01

Full Text Available This paper presents research focused on the educational experience of students using the microblogging platform Twitter for debate activities in three groups in different teacher education programmes at the University of the Balearic Islands, Spain. The implementation of this technology-based task in a face-to-face class was introduced as an innovative experience as a way of enhancing student learning and fostering participation in the context of formal learning. The educational objectives of these activities, besides working on the topics of the debate, were to empower student teachers’ Personal Learning Environments, engage student participation and enhance their use of social media and mobile devices for learning. Student perceptions were assessed by means of a questionnaire completed by them at the end of the courses. Tweets related to the debate were also collected in order to obtain some statistical data on student participation. Data collected allowed the researchers to observe student teacher engagement with the use of Twitter for the debate activity and its impact on their learning and understanding of the debate topic. Results also showed positive perceptions towards the use of social media in education and students’ willingness for future use, learning opportunities from Twitter and the use of mobile technology were also envisioned. Finally, conclusions argue the implications for practice of the current study and highlight some issues for further research, such as the exploration of new and innovative uses for teachers’ professional development and the empowerment of new activities and habits in learning on the move.

Ability of Hand Hygiene Interventions Using Alcohol-Based Hand Sanitizers and Soap To Reduce Microbial Load on Farmworker Hands Soiled during Harvest.

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de Aceituno, Anna Fabiszewski; Bartz, Faith E; Hodge, Domonique Watson; Shumaker, David J; Grubb, James E; Arbogast, James W; Dávila-Aviña, Jorgé; Venegas, Fabiola; Heredia, Norma; García, Santos; Leon, Juan S

2015-11-01

Effective hand hygiene is essential to prevent the spread of pathogens on produce farms and reduce foodborne illness. The U.S. Food and Drug Administration Food Safety Modernization Act Proposed Rule for Produce Safety recommends the use of soap and running water for hand hygiene of produce handlers. The use of alcohol-based hand sanitizer (ABHS) may be an effective alternative hygiene intervention where access to water is limited. There are no published data on the efficacy of either soap or ABHS-based interventions to reduce microbial contamination in agricultural settings. The goal of this study was to assess the ability of two soap-based (traditional or pumice) and two ABHS-based (label-use or two-step) hygiene interventions to reduce microbes (coliforms, Escherichia coli, and Enterococcus spp.) and soil (absorbance of hand rinsate at 600 nm [A600]) on farmworker hands after harvesting produce, compared with the results for a no-hand-hygiene control. With no hand hygiene, farmworker hands were soiled (median A600, 0.48) and had high concentrations of coliforms (geometric mean, 3.4 log CFU per hand) and Enterococcus spp. (geometric mean, 5.3 log CFU per hand) after 1 to 2 h of harvesting tomatoes. Differences in microbial loads in comparison to the loads in the control group varied by indicator organism and hygiene intervention (0 to 2.3 log CFU per hand). All interventions yielded lower concentrations of Enterococcus spp. and E. coli (P hands (P hand washing with soap at reducing indicator organisms on farmworker hands. Based on these results, ABHS is an efficacious hand hygiene solution for produce handlers, even on soiled hands.

Using mockups for hands-on training

International Nuclear Information System (INIS)

Morris, A.R.

1991-01-01

The presentation of Using Mockups for Hands-on Training will be a slide presentation showing slides of mockups that are used by the Westinghouse Hanford Company in Maintenance Training activities. This presentation will compare mockups to actual plant equipment. It will explain the advantages and disadvantages of using mockups. The presentation will show students using the mockups in the classroom environment and slides of the actual plant equipment. The presentation will discuss performance-based training. This part of the presentation will show slides of students doing hands-on training on aerial lifts, fork trucks, and crane and rigging applications. Also shown are mockups that are used for basic hydraulics; hydraulic torquing; refrigeration and air conditioning; valve seat repair; safety relief valve training; and others. The presentation will discuss functional duplicate equipment and simulated nonfunctional equipment. The presentation will discuss the acquisition of mockups from spare parts inventory or from excess parts inventory. The presentation will show attendees how the mockups are used to enhance the training of the Hanford Site employees and how similar mockups could be used throughout the nuclear industry

Faculty Perceptions about Barriers to Active Learning

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Michael, Joel

2007-01-01

Faculty may perceive many barriers to active learning in their classrooms. Four groups of participants in a faculty development workshop were asked to list their perceived barriers to active learning. Many of the problems identified were present on more than one list. The barriers fall into three categories: student characteristics, issues…

GeoMapApp Learning Activities: Enabling the democratisation of geoscience learning

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Goodwillie, A. M.; Kluge, S.

2011-12-01

GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.

Teacher feedback during active learning: current practices in primary schools.

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van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

2013-06-01

Feedback is one of the most powerful tools, which teachers can use to enhance student learning. It appears difficult for teachers to give qualitatively good feedback, especially during active learning. In this context, teachers should provide facilitative feedback that is focused on the development of meta-cognition and social learning. The purpose of the present study is to contribute to the existing knowledge about feedback and to give directions to improve teacher feedback in the context of active learning. The participants comprised 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh, or eighth grade of 13 Dutch primary schools. A total of 1,465 teacher-student interactions were examined. Video observations were made of active learning lessons in the domain of environmental studies. A category system was developed based on the literature and empirical data. Teacher-student interactions were assessed using this system. Results. About half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. Therefore, giving feedback during active learning seems to be an important topic for teachers' professional development. © 2012 The British Psychological Society.

Assessing Students' Learning of Internal Controls: Closing the Loop

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Amer, T. S.; Mohrweis, Lawrence C.

2009-01-01

This study describes the multifaceted components of an assessment process. The paper explains a novel approach in which an advisory council participated in a "fun," hands-on activity to rank-order learning outcomes. The top ranked learning competency, as identified by the advisory council, was the need for students to gain a better…

Manifold Regularized Experimental Design for Active Learning.

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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.

Effect of hand sanitizer on the performance of fingermark detection techniques.

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Chadwick, Scott; Neskoski, Melissa; Spindler, Xanthe; Lennard, Chris; Roux, Claude

2017-04-01

Hand sanitizers have seen a rapid increase in popularity amongst the general population and this increased use has led to the belief that hand sanitizers may have an effect on subsequent fingermark detection. Based on this hypothesis, three alcoholic and two non-alcoholic hand sanitizers were evaluated to determine the effect they had on the detection of fingermarks deposited after their use. The following fingermark detection methods were applied: 1,2-indanedione-zinc, ninhydrin, physical developer (porous substrate); and cyanoacrylate, rhodamine 6G, magnetic powder (non-porous substrate). Comparison between hand sanitized fingermarks and non-hand sanitized fingermarks showed that the alcohol-based hand sanitizers did not result in any visible differences in fingermark quality. The non-alcoholic hand sanitizers, however, improved the quality of fingermarks developed with 1,2-indanedione-zinc and ninhydrin, and marginally improved those developed with magnetic powder. Different parameters, including time since hand sanitizer application prior to fingermark deposition and age of deposited mark, were tested to determine the longevity of increased development quality. The non-alcoholic hand sanitized marks showed no decrease in quality when aged for up to two weeks. The time since sanitizer application was determined to be an important factor that affected the quality of non-alcoholic hand sanitized fingermarks. It was hypothesized that the active ingredient in non-alcoholic hand sanitizers, benzalkonium chloride, is responsible for the increase in fingermark development quality observed with amino acid reagents, while the increased moisture content present on the ridges resulted in better powdered fingermarks. Copyright © 2017 Elsevier B.V. All rights reserved.

An Active Learning Activity to Reinforce the Design Components of the Corticosteroids.

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Slauson, Stephen R; Mandela, Prashant

2018-02-05

Despite the popularity of active learning applications over the past few decades, few activities have been reported for the field of medicinal chemistry. The purpose of this study is to report a new active learning activity, describe participant contributions, and examine participant performance on the assessment questions mapped to the objective covered by the activity. In this particular activity, students are asked to design two novel corticosteroids as a group (6-8 students per group) based on the design characteristics of marketed corticosteroids covered in lecture coupled with their pharmaceutics knowledge from the previous semester and then defend their design to the class through an interactive presentation model. Although class performance on the objective mapped to this material on the assessment did not reach statistical significance, use of this activity has allowed fruitful discussion of misunderstood concepts and facilitated multiple changes to the lecture presentation. As pharmacy schools continue to emphasize alternative learning pedagogies, publication of previously implemented activities demonstrating their use will help others apply similar methodologies.

Active learning for noisy oracle via density power divergence.

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Sogawa, Yasuhiro; Ueno, Tsuyoshi; Kawahara, Yoshinobu; Washio, Takashi

2013-10-01

The accuracy of active learning is critically influenced by the existence of noisy labels given by a noisy oracle. In this paper, we propose a novel pool-based active learning framework through robust measures based on density power divergence. By minimizing density power divergence, such as β-divergence and γ-divergence, one can estimate the model accurately even under the existence of noisy labels within data. Accordingly, we develop query selecting measures for pool-based active learning using these divergences. In addition, we propose an evaluation scheme for these measures based on asymptotic statistical analyses, which enables us to perform active learning by evaluating an estimation error directly. Experiments with benchmark datasets and real-world image datasets show that our active learning scheme performs better than several baseline methods. Copyright © 2013 Elsevier Ltd. All rights reserved.

Effect of electronic real-time prompting on hand hygiene behaviors in health care workers.

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Pong, Steven; Holliday, Pamela; Fernie, Geoff

2018-03-02

Poor hand hygiene by health care workers is a major cause of nosocomial infections. This research evaluated the ability of an electronic monitoring system with real-time prompting capability to change hand hygiene behaviors. Handwashing activity was measured by counting dispenser activations on a single nursing unit before, during, and after installation of the system. The effect of changing the prompt duration on hand hygiene performance was determined by a cluster-randomized trial on 3 nursing units with 1 acting as control. Sustainability of performance and participation was observed on 4 nursing units over a year. All staff were eligible to participate. Between June 2015 and December 2016, a total of 459,376 hand hygiene opportunities and 330,740 handwashing events from 511 staff members were recorded. Dispenser activation counts were significantly influenced by use of the system (χ 2 [3] = 75.76; P Hand hygiene performance dropped from 62.61% to 24.94% (odds ratio, 0.36; 95% confidence interval, 0.34-0.38) when the prompting feature was removed. Staff participation had a negative trajectory of -0.72% (P Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

Module for Learning Integral Calculus with Maple: Lecturers' Views

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Awang, Tuan Salwani; Zakaria, Effandi

2012-01-01

Engineering technology students can attain a meaningful mathematics learning if they are allowed to actively participate in hands-on activities. However, the current dissemination of knowledge in the classroom still focuses on teacher-centered paradigm of teaching. A study to explore lecturers' views regarding a newly developed integral calculus…

Empathy and feedback processing in active and observational learning.

Science.gov (United States)

Rak, Natalia; Bellebaum, Christian; Thoma, Patrizia

2013-12-01

The feedback-related negativity (FRN) and the P300 have been related to the processing of one's own and other individuals' feedback during both active and observational learning. The aim of the present study was to elucidate the role of trait-empathic responding with regard to the modulation of the neural correlates of observational learning in particular. Thirty-four healthy participants completed an active and an observational learning task. On both tasks, the participants' aim was to maximize their monetary gain by choosing from two stimuli the one that showed the higher probability of reward. Participants gained insight into the stimulus-reward contingencies according to monetary feedback presented after they had made an active choice or by observing the choices of a virtual partner. Participants showed a general improvement in learning performance on both learning tasks. P200, FRN, and P300 amplitudes were larger during active, as compared with observational, learning. Furthermore, nonreward elicited a significantly more negative FRN than did reward in the active learning task, while only a trend was observed for observational learning. Distinct subcomponents of trait cognitive empathy were related to poorer performance and smaller P300 amplitudes for observational learning only. Taken together, both the learning performance and event-related potentials during observational learning are affected by different aspects of trait cognitive empathy, and certain types of observational learning may actually be disrupted by a higher tendency to understand and adopt other people's perspectives.

The Effects of Learning Activities Corresponding with Students’ Learning Styles on Academic Success and Attitude within the Scope of Constructivist Learning Approach: The Case of the Concepts of Function and Derivative

Directory of Open Access Journals (Sweden)

Kemal Özgen

2014-04-01