Sample records for implementing action learning

  1. Collaborative action research: implementation of cooperative learning. (United States)

    Smith-Stoner, Marilyn; Molle, Mary E


    Nurse educators must continually improve their teaching skills through innovation. However, research about the process used by faculty members to transform their teaching methods is limited. This collaborative study uses classroom action research to describe, analyze, and address problems encountered in implementing cooperative learning in two undergraduate nursing courses. After four rounds of action and reflection, the following themes emerged: students did not understand the need for structured cooperative learning; classroom structure and seating arrangement influenced the effectiveness of activities; highly structured activities engaged the students; and short, targeted activities that involved novel content were most effective. These findings indicate that designing specific activities to prepare students for class is critical to cooperative learning. Copyright 2010, SLACK Incorporated.

  2. Workplace Learning by Action Learning: A Practical Example. (United States)

    Miller, Peter


    An action learning approach to help managers enhance learning capacity involved a performance management seminar, work by action learning sets, implementation of a new performance management instrument with mentoring by action learning facilitators, and evaluation. Survey responses from 392 participants revealed satisfaction with managerial…

  3. Action learning in undergraduate engineering thesis supervision

    Directory of Open Access Journals (Sweden)

    Brad Stappenbelt


    Full Text Available In the present action learning implementation, twelve action learning sets were conducted over eight years. The action learning sets consisted of students involved in undergraduate engineering research thesis work. The concurrent study accompanying this initiative, investigated the influence of the action learning environment on student approaches to learning and any accompanying academic, learning and personal benefits realised. The influence of preferred learning styles on set function and student adoption of the action learning process were also examined. The action learning environment implemented had a measurable significant positive effect on student academic performance, their ability to cope with the stresses associated with conducting a research thesis, the depth of learning, the development of autonomous learners and student perception of the research thesis experience. The present study acts as an addendum to a smaller scale implementation of this action learning approach, applied to supervision of third and fourth year research projects and theses, published in 2010.

  4. Action Learning in Undergraduate Engineering Thesis Supervision (United States)

    Stappenbelt, Brad


    In the present action learning implementation, twelve action learning sets were conducted over eight years. The action learning sets consisted of students involved in undergraduate engineering research thesis work. The concurrent study accompanying this initiative investigated the influence of the action learning environment on student approaches…

  5. Action learning in undergraduate engineering thesis supervision


    Stappenbelt, Brad


    In the present action learning implementation, twelve action learning sets were conducted over eight years. The action learning sets consisted of students involved in undergraduate engineering research thesis work. The concurrent study accompanying this initiative investigated the influence of the action learning environment on student approaches to learning and any accompanying academic, learning and personal benefits realised. The influence of preferred learning styles on set function and s...

  6. Learning from doing: the case for combining normalisation process theory and participatory learning and action research methodology for primary healthcare implementation research. (United States)

    de Brún, Tomas; O'Reilly-de Brún, Mary; O'Donnell, Catherine A; MacFarlane, Anne


    The implementation of research findings is not a straightforward matter. There are substantive and recognised gaps in the process of translating research findings into practice and policy. In order to overcome some of these translational difficulties, a number of strategies have been proposed for researchers. These include greater use of theoretical approaches in research focused on implementation, and use of a wider range of research methods appropriate to policy questions and the wider social context in which they are placed. However, questions remain about how to combine theory and method in implementation research. In this paper, we respond to these proposals. Focussing on a contemporary social theory, Normalisation Process Theory, and a participatory research methodology, Participatory Learning and Action, we discuss the potential of their combined use for implementation research. We note ways in which Normalisation Process Theory and Participatory Learning and Action are congruent and may therefore be used as heuristic devices to explore, better understand and support implementation. We also provide examples of their use in our own research programme about community involvement in primary healthcare. Normalisation Process Theory alone has, to date, offered useful explanations for the success or otherwise of implementation projects post-implementation. We argue that Normalisation Process Theory can also be used to prospectively support implementation journeys. Furthermore, Normalisation Process Theory and Participatory Learning and Action can be used together so that interventions to support implementation work are devised and enacted with the expertise of key stakeholders. We propose that the specific combination of this theory and methodology possesses the potential, because of their combined heuristic force, to offer a more effective means of supporting implementation projects than either one might do on its own, and of providing deeper understandings of

  7. Corticostriatal circuit mechanisms of value-based action selection: Implementation of reinforcement learning algorithms and beyond. (United States)

    Morita, Kenji; Jitsev, Jenia; Morrison, Abigail


    Value-based action selection has been suggested to be realized in the corticostriatal local circuits through competition among neural populations. In this article, we review theoretical and experimental studies that have constructed and verified this notion, and provide new perspectives on how the local-circuit selection mechanisms implement reinforcement learning (RL) algorithms and computations beyond them. The striatal neurons are mostly inhibitory, and lateral inhibition among them has been classically proposed to realize "Winner-Take-All (WTA)" selection of the maximum-valued action (i.e., 'max' operation). Although this view has been challenged by the revealed weakness, sparseness, and asymmetry of lateral inhibition, which suggest more complex dynamics, WTA-like competition could still occur on short time scales. Unlike the striatal circuit, the cortical circuit contains recurrent excitation, which may enable retention or temporal integration of information and probabilistic "soft-max" selection. The striatal "max" circuit and the cortical "soft-max" circuit might co-implement an RL algorithm called Q-learning; the cortical circuit might also similarly serve for other algorithms such as SARSA. In these implementations, the cortical circuit presumably sustains activity representing the executed action, which negatively impacts dopamine neurons so that they can calculate reward-prediction-error. Regarding the suggested more complex dynamics of striatal, as well as cortical, circuits on long time scales, which could be viewed as a sequence of short WTA fragments, computational roles remain open: such a sequence might represent (1) sequential state-action-state transitions, constituting replay or simulation of the internal model, (2) a single state/action by the whole trajectory, or (3) probabilistic sampling of state/action. Copyright © 2016. Published by Elsevier B.V.

  8. Implementing Experiential Action Learning in International Management Education: The Global Business Strategic (GLOBUSTRAT) Consulting Program (United States)

    Kamath, Shyam; Agrawal, Jagdish; Krickx, Guido


    This paper discusses the theoretical foundations and implementation challenges and outcomes of a unique "hands-on" global consulting program that is integrated into an international EMBA program for mid-career and senior American and European managers. It details the challenges for the integration of experiential action learning, double-loop…

  9. Robot soccer action selection based on Q learning

    Institute of Scientific and Technical Information of China (English)


    This paper researches robot soccer action selection based on Q learning . The robot learn to activate particular behavior given their current situation and reward signal. We adopt neural network to implementations of Q learning for their generalization properties and limited computer memory requirements

  10. Does Lean Production Sacrifice Learning in a Manufacturing Environment? An Action Learning Case Study. (United States)

    Scott, Fiona M.; Butler, Jim; Edwards, John


    An action learning program was implemented by a manufacturer using lean production practices. Action learning practices were accommodated during times of stability, but abandoned in times of crisis. The meaning of work in this organizational culture excluded all practices, such as reflection, that were not visible and targeted at immediate…

  11. Action Learning: Avoiding Conflict or Enabling Action (United States)

    Corley, Aileen; Thorne, Ann


    Action learning is based on the premise that action and learning are inextricably entwined and it is this potential, to enable action, which has contributed to the growth of action learning within education and management development programmes. However has this growth in action learning lead to an evolution or a dilution of Revan's classical…

  12. Task-Based Language Learning and Teaching: An Action-Research Study (United States)

    Calvert, Megan; Sheen, Younghee


    The creation, implementation, and evaluation of language learning tasks remain a challenge for many teachers, especially those with limited experience with using tasks in their teaching. This action-research study reports on one teacher's experience of developing, implementing, critically reflecting on, and modifying a language learning task…

  13. Cultivating collaborative improvement: an action learning approach

    NARCIS (Netherlands)

    Middel, H.G.A.; McNichols, Timothy


    The process of implementing collaborative initiatives across disparate members of supply networks is fraught with difficulties. One approach designed to tackle the difficulties of organisational change and interorganisational improvement in practice is 'action learning'. This paper examines the

  14. Community–University Partnerships: Using Participatory Action Learning and Action Research (PALAR

    Directory of Open Access Journals (Sweden)

    Judith Kearney


    Full Text Available This article positions participatory action learning and action research (PALAR as a preferred methodology for community-university partnerships to achieve a holistic outcome that benefits the common interest. Evidence for this claim is illustrated through case studies of two community engagement programs, one in South Africa and the other in Australia. The South African study explains how relationships, reflection and recognition (the three R’s of PALAR are important elements that promote a truly participatory approach to knowledge creation and practical improvement in social circumstances. The Australian study then highlights what can be achieved. It does this by showing the potential for PALAR participants to learn how to design and implement a community engagement program, and how to cascade their own learning into their community to improve educational opportunities. Both studies demonstrate PALAR’s potential to disrupt traditional understandings of the research process, particularly in terms of researcher–participant relationships. At the same time, both studies identify the challenges arising from the theoretical and practical implications of PALAR as an approach to community development. This article is therefore significant for universities and funding organisations engaging in community-based research and development through partnerships, specifically in contexts of disadvantage. Keywords: Participatory action learning and action research, PALAR, community development, community engagement, community partnerships, disadvantaged communities, higher education.

  15. What good are actions? Accelerating learning using learned action priors

    CSIR Research Space (South Africa)

    Rosman, Benjamin S


    Full Text Available The computational complexity of learning in sequential decision problems grows exponentially with the number of actions available to the agent at each state. We present a method for accelerating this process by learning action priors that express...

  16. Leading Change in Tissue Viability Best Practice: An Action Learning Programme for Link Nurse Practitioners (United States)

    Kellie, Jean; Henderson, Eileen; Milsom, Brian; Crawley, Hayley


    This account of practice reports on an action learning initiative designed and implemented in partnership between a regional NHS Acute Trust and a UK Business School. The central initiative was the implementation of an action learning programme entitled "Leading change in tissue viability best practice: a development programme for Link Nurse…

  17. Learning to Act: Qualitative Learning of Deterministic Action Models

    DEFF Research Database (Denmark)

    Bolander, Thomas; Gierasimczuk, Nina


    In this article we study learnability of fully observable, universally applicable action models of dynamic epistemic logic. We introduce a framework for actions seen as sets of transitions between propositional states and we relate them to their dynamic epistemic logic representations as action...... in the limit (inconclusive convergence to the right action model). We show that deterministic actions are finitely identifiable, while arbitrary (non-deterministic) actions require more learning power—they are identifiable in the limit. We then move on to a particular learning method, i.e. learning via update......, which proceeds via restriction of a space of events within a learning-specific action model. We show how this method can be adapted to learn conditional and unconditional deterministic action models. We propose update learning mechanisms for the afore mentioned classes of actions and analyse...

  18. Implementation of Collaborative Learning in Higher Education Environment


    Soetam Rizky Wicaksono


    The need of improvement in learning process, especially in higher education environment, has already begun a dilemma for many lecturers. Many experts has already agreed that one of the success factor in learning process improvement is creating collaboration among students. This pre-eliminary action research tried to implement collaborative learning from small groups using simple task and escalating into large group with more complicated collaborative framework. Although there is no quantific...

  19. Using teacher action research to promote constructivist learning ...

    African Journals Online (AJOL)

    Erna Kinsey

    2. To describe the learning environment of typical classrooms in. South African ... a more teacher-centred approach to more constructivist teaching ap- proaches and ... control over their lives within a framework promoted through action research ... cycles of questioning, planning, implementing, collecting data and reflecting ...

  20. Inquiring into the Dilemmas of Implementing Action Learning. Innovative Session 6. [Concurrent Innovative Session at AHRD Annual Conference, 2000. (United States)

    Yorks, Lyle; Dilworth, Robert L.; Marquardt, Michael J.; Marsick, Victoria; O'Neil, Judy

    Action learning is receiving increasing attention from human resource development (HRD) practitioners and the HRD management literature. Action learning has been characterized as follows: (1) working in small groups to take action on meaningful problems while seeking to learn from having taken the specified action lies at the foundation of action…

  1. Action Learning in China (United States)

    Marquardt, Michael J.


    Action learning was introduced into China less than 20 years ago, but has rapidly become a valuable tool for organizations seeking to solve problems, develop their leaders, and become learning organizations. This article provides an historical overview of action learning in China, its cultural underpinnings, and five case studies. It concludes…

  2. Action Research in a Business Classroom--Another Lens to Examine Learning (United States)

    Smith, Janice Witt; Clark, Gloria


    This research study looks at the implementation of an action research project within a blended learning human resource management class in employee and labor relations. The internal and external environment created conditions that converged in the Perfect Storm and resulted in an almost disastrous learning experience for faculty and students. What…

  3. Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning (United States)

    Shanks, Joyce


    The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

  4. Learning ActionScript 30

    CERN Document Server

    Shupe, Rich


    If you're new to ActionScript 3.0, or want to enhance your skill set, this bestselling book is the ideal guide. Designers, developers, and programmers alike will find Learning ActionScript 3.0 invaluable for navigating ActionScript 3.0's learning curve. You'll learn the language by getting a clear look at essential topics such as logic, event handling, displaying content, classes, and much more. Updated for Flash Professional CS5, this revised and expanded edition delivers hands-on exercises and full-color code samples to help you increase your abilities as you progress through the book. Top

  5. Introducere in Action Learning

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel

    In these years action learning has become an increasing aspect of qualifying in service training of teachers in Western European countries. In this article the model of action learning which has been developed by teachers at VIA University College and introduced to the teachers at the SCAN...

  6. Its All Action, Its All Learning: Action Learning in SMEs (United States)

    Clarke, Jean; Thorpe, Richard; Anderson, Lisa; Gold, Jeff


    Purpose: The purpose of this paper is to argue that action learning (AL) may provide a means of successfully developing small to medium-sized enterprises (SMEs). Design/methodology/approach: The literature around SME learning suggests a number of processes are important for SME learning which similarity, it is argued, are encompassed in AL. AL may…

  7. Statistical learning in social action contexts. (United States)

    Monroy, Claire; Meyer, Marlene; Gerson, Sarah; Hunnius, Sabine


    Sensitivity to the regularities and structure contained within sequential, goal-directed actions is an important building block for generating expectations about the actions we observe. Until now, research on statistical learning for actions has solely focused on individual action sequences, but many actions in daily life involve multiple actors in various interaction contexts. The current study is the first to investigate the role of statistical learning in tracking regularities between actions performed by different actors, and whether the social context characterizing their interaction influences learning. That is, are observers more likely to track regularities across actors if they are perceived as acting jointly as opposed to in parallel? We tested adults and toddlers to explore whether social context guides statistical learning and-if so-whether it does so from early in development. In a between-subjects eye-tracking experiment, participants were primed with a social context cue between two actors who either shared a goal of playing together ('Joint' condition) or stated the intention to act alone ('Parallel' condition). In subsequent videos, the actors performed sequential actions in which, for certain action pairs, the first actor's action reliably predicted the second actor's action. We analyzed predictive eye movements to upcoming actions as a measure of learning, and found that both adults and toddlers learned the statistical regularities across actors when their actions caused an effect. Further, adults with high statistical learning performance were sensitive to social context: those who observed actors with a shared goal were more likely to correctly predict upcoming actions. In contrast, there was no effect of social context in the toddler group, regardless of learning performance. These findings shed light on how adults and toddlers perceive statistical regularities across actors depending on the nature of the observed social situation and the

  8. Action learning: a tool for the development of strategic skills for Nurse Consultants? (United States)

    Young, Sarah; Nixon, Eileen; Hinge, Denise; McFadyen, Jan; Wright, Vanessa; Lambert, Pauline; Pilkington, Carolyn; Newsome, Christine


    This paper will discuss the process of action learning and the outcomes of using action learning as a tool to achieve a more strategic function from Nurse Consultant posts. It is documented that one of the most challenging aspect of Nurse Consultant roles, in terms of leadership, is the strategic contribution they make at a senior corporate Trust level, often across organizations and local health economies. A facilitated action learning set was established in Brighton, England, to support the strategic leadership development of eight nurse consultant posts across two NHS Trusts. Benefits to patient care, with regard to patient pathways and cross-organizational working, have been evident outcomes associated with the nurse consultant posts involved in the action learning set. Commitment by organizational nurse leaders is essential to address the challenges facing nurse consultants to implement change at strategic levels. The use of facilitated action learning had been a successful tool in developing the strategic skills of Nurse Consultant posts within this setting. Action learning sets may be successfully applied to a range of senior nursing posts with a strategic remit and may assist post holders in achieving better outcomes pertinent to their roles.

  9. Action learning in virtual higher education: applying leadership theory. (United States)

    Curtin, Joseph


    This paper reports the historical foundation of Northeastern University's course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author, questionnaire and survey results of students who evaluated the effectiveness of their application of leadership theories using VAL and insights believed to have been gained by the author administering VAL. Findings indicate most students thought applying leadership perspectives using AL was better than considering leadership perspectives not using AL. In addition as implemented in LDR 6100, more students evaluated VAL positively than did those who assessed VAL negatively.

  10. The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach (United States)

    Goodnough, Karen; Murphy, Elizabeth


    The purpose of this paper is to make sense of the professional learning of four teachers implementing a flipped classroom approach in their grade six mathematics class. The professional learning took place within a two-year Action Research (AR) project that engaged teachers in collaborative and iterative planning, implementation, observation and…

  11. How to learn action research

    DEFF Research Database (Denmark)

    Nielsen, Kurt Aagaard; Svensson, Lennart


    The authors suggest routines and educational structures that could improve a succesfull learning and education of action research.......The authors suggest routines and educational structures that could improve a succesfull learning and education of action research....

  12. Impairments in action-outcome learning in schizophrenia. (United States)

    Morris, Richard W; Cyrzon, Chad; Green, Melissa J; Le Pelley, Mike E; Balleine, Bernard W


    Learning the causal relation between actions and their outcomes (AO learning) is critical for goal-directed behavior when actions are guided by desire for the outcome. This can be contrasted with habits that are acquired by reinforcement and primed by prevailing stimuli, in which causal learning plays no part. Recently, we demonstrated that goal-directed actions are impaired in schizophrenia; however, whether this deficit exists alongside impairments in habit or reinforcement learning is unknown. The present study distinguished deficits in causal learning from reinforcement learning in schizophrenia. We tested people with schizophrenia (SZ, n = 25) and healthy adults (HA, n = 25) in a vending machine task. Participants learned two action-outcome contingencies (e.g., push left to get a chocolate M&M, push right to get a cracker), and they also learned one contingency was degraded by delivery of noncontingent outcomes (e.g., free M&Ms), as well as changes in value by outcome devaluation. Both groups learned the best action to obtain rewards; however, SZ did not distinguish the more causal action when one AO contingency was degraded. Moreover, action selection in SZ was insensitive to changes in outcome value unless feedback was provided, and this was related to the deficit in AO learning. The failure to encode the causal relation between action and outcome in schizophrenia occurred without any apparent deficit in reinforcement learning. This implies that poor goal-directed behavior in schizophrenia cannot be explained by a more primary deficit in reward learning such as insensitivity to reward value or reward prediction errors.

  13. Notes toward a Philosophy of Action Learning Research (United States)

    Coghlan, David; Coughlan, Paul


    The philosophical foundations of action learning research have not received a great deal of attention. In the context of action learning postgraduate and professional programmes in universities, articulation of a philosophy of action learning research seems timely and appropriate. This article explores a philosophy of action learning research,…

  14. The forgotten Elements of Action Learning

    DEFF Research Database (Denmark)

    Nunez, Heilyn Camacho; Aguirre, María

    reflections. Through his work Revans was claiming several times that action learning goes further than other training methods and that its central ideas had been misunderstood. (Revans, 1982, p.531) He was claiming the need to develop the whole person in all its dimensions. From this perspective the Alpha...... system of action learning, where you explore your values, should not be taken as a light activity. It is the essence of action learning, where the person can explore all the significant aspects of his complete development which includes these moral, ethical and spiritual aspects.......The aim of this article is to provide a discussion and description of some topics of action learning that are not so commonly discussed in the literature and that I have called ‘the forgotten elements of action learning’. Those elements are dealing with Revans’ moral, spiritual and ethical...

  15. Implementing a New Model for Teachers' Professional Learning in Papua New Guinea (United States)

    Honan, Eileen; Evans, Terry; Muspratt, Sandy; Paraide, Patricia; Reta, Medi; Baroutsis, Aspa


    This article reports on a study that investigates the possibilities of developing a professional learning model based on action research that could lead to sustained improvements in teaching and learning in schools in remote areas of Papua New Guinea. The issues related to the implementation of this model are discussed using a critical lens that…

  16. Implementing the Climate Action Plan | Climate Neutral Research Campuses | (United States)

    considerations for building a portfolio, including: Compatibility with organizational mission: All climate NREL Implementing the Climate Action Plan Implementing the Climate Action Plan When implementing climate action plans on research campuses, two important and related questions must be answered

  17. Unsupervised Learning of Action Primitives

    DEFF Research Database (Denmark)

    Baby, Sanmohan; Krüger, Volker; Kragic, Danica


    and scale, the use of the object can provide a strong invariant for the detection of motion primitives. In this paper we propose an unsupervised learning approach for action primitives that makes use of the human movements as well as the object state changes. We group actions according to the changes......Action representation is a key issue in imitation learning for humanoids. With the recent finding of mirror neurons there has been a growing interest in expressing actions as a combination meaningful subparts called primitives. Primitives could be thought of as an alphabet for the human actions....... In this paper we observe that human actions and objects can be seen as being intertwined: we can interpret actions from the way the body parts are moving, but as well from how their effect on the involved object. While human movements can look vastly different even under minor changes in location, orientation...

  18. Learning to understand others' actions. (United States)

    Press, Clare; Heyes, Cecilia; Kilner, James M


    Despite nearly two decades of research on mirror neurons, there is still much debate about what they do. The most enduring hypothesis is that they enable 'action understanding'. However, recent critical reviews have failed to find compelling evidence in favour of this view. Instead, these authors argue that mirror neurons are produced by associative learning and therefore that they cannot contribute to action understanding. The present opinion piece suggests that this argument is flawed. We argue that mirror neurons may both develop through associative learning and contribute to inferences about the actions of others.

  19. Early markers of ongoing action-effect learning

    Directory of Open Access Journals (Sweden)

    Hannes eRuge


    Full Text Available Acquiring knowledge about the relationship between stimulus conditions, one’s own actions, and the resulting consequences or effects, is one prerequisite for intentional action. Previous studies have shown that such contextualized associations between actions and their effects (S-R-E associations can be picked up very quickly. The present study examined how such weakly practiced associations might affect overt behavior during the process of initial learning and during subsequent retrieval, and how these two measures are inter-related. We examined incidental (S-R-E learning in the context of trial-and-error S-R learning and in the context of instruction-based S-R learning. Furthermore, as a control condition, common outcome (CO learning blocks were included in which all responses produced one common sound effect, hence precluding differential (S-R-E learning. Post-learning retrieval of R-E associations was tested by re-using previously produced sound effects as novel imperative stimuli combined with actions that were either compatible or incompatible with the previously encountered R-E mapping. The central result was that the size of the compatibility effect could be predicted by the size of relative response slowing during ongoing learning in the preceding acquisition phase, both in trial-and-error learning and in instruction-based learning. Importantly, this correlation was absent for the common outcome control condition, precluding accounts based on unspecific factors. Instead, the results suggest that differential outcomes are ‘actively’ integrated into action planning and that this takes additional planning time. We speculate that this might be especially true for weakly practiced (S-R-E associations before an initial goal-directed action mode transitions into a more stimulus-based action mode.

  20. Translating visual information into action predictions: Statistical learning in action and nonaction contexts. (United States)

    Monroy, Claire D; Gerson, Sarah A; Hunnius, Sabine


    Humans are sensitive to the statistical regularities in action sequences carried out by others. In the present eyetracking study, we investigated whether this sensitivity can support the prediction of upcoming actions when observing unfamiliar action sequences. In two between-subjects conditions, we examined whether observers would be more sensitive to statistical regularities in sequences performed by a human agent versus self-propelled 'ghost' events. Secondly, we investigated whether regularities are learned better when they are associated with contingent effects. Both implicit and explicit measures of learning were compared between agent and ghost conditions. Implicit learning was measured via predictive eye movements to upcoming actions or events, and explicit learning was measured via both uninstructed reproduction of the action sequences and verbal reports of the regularities. The findings revealed that participants, regardless of condition, readily learned the regularities and made correct predictive eye movements to upcoming events during online observation. However, different patterns of explicit-learning outcomes emerged following observation: Participants were most likely to re-create the sequence regularities and to verbally report them when they had observed an actor create a contingent effect. These results suggest that the shift from implicit predictions to explicit knowledge of what has been learned is facilitated when observers perceive another agent's actions and when these actions cause effects. These findings are discussed with respect to the potential role of the motor system in modulating how statistical regularities are learned and used to modify behavior.

  1. Skill Learning for Intelligent Robot by Perception-Action Integration: A View from Hierarchical Temporal Memory

    Directory of Open Access Journals (Sweden)

    Xinzheng Zhang


    Full Text Available Skill learning autonomously through interactions with the environment is a crucial ability for intelligent robot. A perception-action integration or sensorimotor cycle, as an important issue in imitation learning, is a natural mechanism without the complex program process. Recently, neurocomputing model and developmental intelligence method are considered as a new trend for implementing the robot skill learning. In this paper, based on research of the human brain neocortex model, we present a skill learning method by perception-action integration strategy from the perspective of hierarchical temporal memory (HTM theory. The sequential sensor data representing a certain skill from a RGB-D camera are received and then encoded as a sequence of Sparse Distributed Representation (SDR vectors. The sequential SDR vectors are treated as the inputs of the perception-action HTM. The HTM learns sequences of SDRs and makes predictions of what the next input SDR will be. It stores the transitions of the current perceived sensor data and next predicted actions. We evaluated the performance of this proposed framework for learning the shaking hands skill on a humanoid NAO robot. The experimental results manifest that the skill learning method designed in this paper is promising.

  2. Bring learning into action

    Directory of Open Access Journals (Sweden)

    Annemieke van den Berg


    Full Text Available Context: This critical reflection is about the positive effects for educational and research settings of participation in a two-day programme entitled ‘Using participatory action research and appreciative inquiry to research healthcare practice’. Aims: To reflect on the journey of positive developments in research and education that started with participation in this programme. Using Caring Conversations (Dewar, 2011 as a reflective framework of questions, this article discusses the journey in order to encourage others to consider the approach of appreciative inquiry to bring to life the concept of co-creation in research and education. Conclusions and implications for practice: Participation in this programme has led to the implementation of a variety of actions in educational and research settings. Central to all these actions is an appreciative approach to co-creation as a counterpart to today’s prevailing problem-based viewpoint. A possible factor behind these developments was the power of vulnerability experienced during the programme, a shared process of transformational learning. Implications for practice: This critical reflection: Provides an invitation to shift from a problem-based focus to a positive revolution Provides an appreciative reflective story about the power of vulnerability as an inspiration for others to move out of their comfort zone and seek to discover their own exceptionality Supports a shift from a facilitator-led to a co-creation approach in doing research and teaching with older adults

  3. Leadership development through action learning sets: an evaluation study. (United States)

    Walia, Surinder; Marks-Maran, Di


    This article examines the use of action learning sets in a leadership module delivered by a university in south east England. An evaluation research study was undertaking using survey method to evaluate student engagement with action learning sets, and their value, impact and sustainability. Data were collected through a questionnaire with a mix of Likert-style and open-ended questions and qualitative and quantitative data analysis was undertaken. Findings show that engagement in the action learning sets was very high. Action learning sets also had a positive impact on the development of leadership knowledge and skills and are highly valued by participants. It is likely that they would be sustainable as the majority would recommend action learning to colleagues and would consider taking another module that used action learning sets. When compared to existing literature on action learning, this study offers new insights as there is little empirical literature on student engagement with action learning sets and even less on value and sustainability. Copyright © 2014 Elsevier Ltd. All rights reserved.

  4. Mirroring "meaningful" actions: sensorimotor learning modulates imitation of goal-directed actions. (United States)

    Catmur, Caroline; Heyes, Cecilia


    Imitation is important in the development of social and technological skills throughout the lifespan. Experiments investigating the acquisition and modulation of imitation (and of its proposed neural substrate, the mirror neuron system) have produced evidence that the capacity for imitation depends on associative learning in which connections are formed between sensory and motor representations of actions. However, evidence that the development of imitation depends on associative learning has been found only for non-goal-directed actions. One reason for the lack of research on goal-directed actions is that imitation of such actions is commonly confounded with the tendency to respond in a spatially compatible manner. However, since the most prominent account of mirror neuron function, and hence of imitation, suggests that these cells encode goal-directed actions, it is important to establish whether sensorimotor learning can also modulate imitation of goal-directed actions. Experiment 1 demonstrated that imitation of goal-directed grasping can be measured while controlling for spatial compatibility, and Experiment 2 showed that this imitation effect can be modulated by sensorimotor training. Together these data support the hypothesis that the capacity for behavioural imitation, and the properties of the mirror neuron system, are constructed in the course of development through associative learning.

  5. Entrepreneurial learning requires action

    DEFF Research Database (Denmark)

    Brink, Tove; Madsen, Svend Ole


    that is enhanced by essential large-scale industry players and other SME managers are required to create action and value in learning. An open-mindedness to new learning approaches by SME managers and an open-mindedness to multi- and cross-disciplinary collaboration with SME managers by facilitators is required....

  6. Learning about goals : development of action perception and action control

    NARCIS (Netherlands)

    Verschoor, Stephan Alexander


    By using innovative paradigms, the present thesis provides convincing evidence that action-effect learning, and sensorimotor processes in general play a crucial role in the development of action- perception and production in infancy. This finding was further generalized to sequential action.

  7. Virtual Action Learning: Practices and Challenges (United States)

    Dickenson, Mollie; Burgoyne, John; Pedler, Mike


    This paper reports findings from research that set out to explore virtual action learning (VAL) as an emerging variety of action learning (AL). In bringing together geographically dispersed individuals within and across organizations, and possibly across time, VAL has obvious potential in both educational and commercial contexts. Whilst there is…

  8. CLEANing the Reward: Counterfactual Actions to Remove Exploratory Action Noise in Multiagent Learning (United States)

    HolmesParker, Chris; Taylor, Mathew E.; Tumer, Kagan; Agogino, Adrian


    Learning in multiagent systems can be slow because agents must learn both how to behave in a complex environment and how to account for the actions of other agents. The inability of an agent to distinguish between the true environmental dynamics and those caused by the stochastic exploratory actions of other agents creates noise in each agent's reward signal. This learning noise can have unforeseen and often undesirable effects on the resultant system performance. We define such noise as exploratory action noise, demonstrate the critical impact it can have on the learning process in multiagent settings, and introduce a reward structure to effectively remove such noise from each agent's reward signal. In particular, we introduce Coordinated Learning without Exploratory Action Noise (CLEAN) rewards and empirically demonstrate their benefits

  9. Indonesia and the BRICS: Implementing the BEPS Action Plan

    Directory of Open Access Journals (Sweden)

    Andrey Shelepov


    Full Text Available Tax base erosion and profit shifting (BEPS is a global problem. Finding solutions is a challenge for most countries. The global economic crisis led to a new environment and requirements for doing business. These requirements have been developed by two key international institutions: the Organisation for Economic Cooperation and Development (OECD and the Group of 20 (G20. This approach has engaged the developed and developing countries that are members of these institutions, as well as a significant number of partner countries. As a result, more than 100 countries have confirmed their commitment to the BEPS Action Plan. This article assesses the level of implementation of the BEPS Plan in Indonesia and in the BRICS countries of Brazil, Russia, India, China and South Africa. The author monitored their activities for 13 of the 15 actions (excluding Actions 11 and 15 and identifies several best practices that can be used by Russia. Monitoring considered implemented and planned actions, primarily amendments to and new norms in relevant national legislation, as well as the expected implementation time for all BEPS actions. In addition, the author assessed institutional environments created to implement the provisions of the Action Plan, consultation processes and mechanisms for informing stakeholders. Analysis shows that approaches to implementing the BEPS Action Plan differ among the six countries. Although several lag behind in terms of their implementation schedule, each country has demonstrated some efforts that can be considered best practices. Russia has succeeded the most in implementing the Action Plan

  10. Defining Success in Action Learning: An International Comparison (United States)

    Bong, Hyeon-Cheol; Cho, Yonjoo


    Purpose: The purpose of this paper was to explore how the two groups of action learning experts (Korean and non-Korean experts) define success of action learning to see whether there are any cultural differences. To this end, the authors conducted a total of 44 interviews with action learning experts around the world. Research questions guiding…

  11. Understanding the Causal Path between Action, Learning, and Solutions: Maximizing the Power of Action Learning to Achieve Great Results (United States)

    Leonard, H. Skipton


    Clients and practitioners alike are often confused about the ultimate purpose of action learning (AL). Because of the title of the method, many believe the primary goal of AL is to generate learning. This article clarifies the relationship between action, learning, and solutions. It also provides historical evidence to support the conclusion that…

  12. Action and Organizational Learning in an Elevator Company (United States)

    De Loo, Ivo


    Purpose: To highlight the relevance of management control in action learning programs that aim to foster organizational learning. Design/methodology/approach: Literature review plus case study. The latter consists of archival analysis and multiple interviews. Findings: When action learning programs are built around singular learning experiences,…

  13. Solving Wicked Problems through Action Learning (United States)

    Crul, Liselore


    This account of practice outlines the Oxyme Action Learning Program which was conducted as part of the Management Challenge in my final year of the MSc in Coaching and Behavioral Change at Henley Business School. The central research questions were: (1) how action learning can help to solve wicked problems and (2) what the effect of an action…

  14. Just do it: action-dependent learning allows sensory prediction.

    Directory of Open Access Journals (Sweden)

    Itai Novick

    Full Text Available Sensory-motor learning is commonly considered as a mapping process, whereby sensory information is transformed into the motor commands that drive actions. However, this directional mapping, from inputs to outputs, is part of a loop; sensory stimuli cause actions and vice versa. Here, we explore whether actions affect the understanding of the sensory input that they cause. Using a visuo-motor task in humans, we demonstrate two types of learning-related behavioral effects. Stimulus-dependent effects reflect stimulus-response learning, while action-dependent effects reflect a distinct learning component, allowing the brain to predict the forthcoming sensory outcome of actions. Together, the stimulus-dependent and the action-dependent learning components allow the brain to construct a complete internal representation of the sensory-motor loop.

  15. Safe or Unsafe? The Paradox of Action Learning (United States)

    Robertson, Jane; Bell, Diane


    Business Driven Action Learning (BDAL), as a learning philosophy that attempts to create real value for business is often used by executive education providers in their management development programmes. As the action learning facilitator, I found that the learning that took place during such a management development programme resulted in…

  16. Linking Action Learning and Inter-Organisational Learning: The Learning Journey Approach (United States)

    Schumacher, Thomas


    The article presents and illustrates the learning journey (LJ)--a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of…

  17. To Act and Learn: A Bakhtinian Exploration of Action Learning (United States)

    Gold, Jeff; Anderson, Lisa; Clarke, Jean; Thorpe, Richard


    This paper considers the work of the Russian social philosopher and cultural theorist, Mikhail Mikhailovich Bakhtin as a source of understanding for those involved in action learning. Drawing upon data gathered over two years during the evaluation of 20 action learning sets in the north of England, we will seek to work with the ideas of Bakhtin to…

  18. Weaving Action Learning into the Fabric of Manufacturing: The Impact of Humble Inquiry and Structured Reflection in a Cross-Cultural Context (United States)

    Luckman, Elizabeth A.


    This account of practice examines the implementation of and reactions to action learning through the Lean methodology in a unique, cross-cultural context. I review my time spent as a Lean coach; engaging with, training, and using action learning with employees in a garment manufacturing facility located in Bali, Indonesia. This research addresses…

  19. Lessons learned implementing environmental regulations at non-Department of Energy sites

    International Nuclear Information System (INIS)

    Craig, R.B.; Dippo, G.L.


    The Hazardous Waste Remedial Actions Program (HAZWRAP) has been involved in the implementation of environmental regulations at non-Department of Energy (DOE) facilities for > 5 years. If any common thread has been identified in working at these sites, it is that no two sites can be treated the same. Each site and its associated wastes, governing regulations, and environmental conditions are different. The list of technical lessons learned is long, and their applicability to other sites must be looked at for each specific case. That is far too large a task to undertake here. The most important lesson HAZWRAP learned is not technical. Implementing environmental regulations at non-DOE sites is not any different from implementing regulations or anything else done at DOE facilities. The key to success lies in quality, planning, and communication. Taking the time to implement a good quality program based on sound planning and open communication will ensure program success

  20. Analysis of Blended Learning Implementation on Waste Treatment Subjects in Agricultural Vocational School (United States)

    Sugiarti, Y.; Nurmayani, S.; Mujdalipah, S.


    Waste treatment is one of the productive subjects in vocational high school in programs of Agricultural Processing Technology which is one of the objectives learning has been assigned in graduate competency standards (SKL) of Vocational High School. Based on case studies that have been conducted in SMK Pertanian Pembangunan Negeri Lembang, waste treatment subjects had still use the lecture method or conventional method, and students are less enthusiastic in learning process. Therefore, the implementation of more interactive learning models such as blended learning with Edmodo is one of alternative models to resolve the issue. So, the purpose of this study is to formulate the appropriate learning syntax for the implementation of blended learning with Edmodo to agree the requirement characteristics of students and waste treatment subject and explain the learning outcome obtained by students in the cognitive aspects on the subjects of waste treatment. This research was conducted by the method of classroom action research (CAR) with a Mc. Tagart model. The result from this research is the implementation of blended learning with Edmodo on the subjects of waste treatment can improve student learning outcomes in the cognitive aspects with the maximum increase in the value of N-gain 0.82, as well as student learning completeness criteria reaching 100% on cycle 2. Based on the condition of subject research the formulation of appropriate learning syntax for implementation of blended learning model with Edmodo on waste treatment subject are 1) Self-paced learning, 2) Group networking, 3) Live Event- collaboration, 4) Association - communication, 5) Assessment - Performance material support. In summary, implementation of blended learning model with Edmodo on waste treatment subject can improve improve student learning outcomes in the cognitive aspects and conducted in five steps on syntax.

  1. Psychological Climates in Action Learning Sets: A Manager's Perspective (United States)

    Yeadon-Lee, Annie


    Action learning (AL) is often viewed as a process that facilitates professional learning through the creation of a positive psychological climate [Marquardt, M. J. 2000. "Action Learning and Leadership." "The Learning Organisation" 7 (5): 233-240; Schein, E. H. 1979. "Personal Change Through Interpersonal…

  2. Human reinforcement learning subdivides structured action spaces by learning effector-specific values. (United States)

    Gershman, Samuel J; Pesaran, Bijan; Daw, Nathaniel D


    Humans and animals are endowed with a large number of effectors. Although this enables great behavioral flexibility, it presents an equally formidable reinforcement learning problem of discovering which actions are most valuable because of the high dimensionality of the action space. An unresolved question is how neural systems for reinforcement learning-such as prediction error signals for action valuation associated with dopamine and the striatum-can cope with this "curse of dimensionality." We propose a reinforcement learning framework that allows for learned action valuations to be decomposed into effector-specific components when appropriate to a task, and test it by studying to what extent human behavior and blood oxygen level-dependent (BOLD) activity can exploit such a decomposition in a multieffector choice task. Subjects made simultaneous decisions with their left and right hands and received separate reward feedback for each hand movement. We found that choice behavior was better described by a learning model that decomposed the values of bimanual movements into separate values for each effector, rather than a traditional model that treated the bimanual actions as unitary with a single value. A decomposition of value into effector-specific components was also observed in value-related BOLD signaling, in the form of lateralized biases in striatal correlates of prediction error and anticipatory value correlates in the intraparietal sulcus. These results suggest that the human brain can use decomposed value representations to "divide and conquer" reinforcement learning over high-dimensional action spaces.

  3. Action Learning in ActionAid Nepal: A Case Study (United States)

    Lustig, Patricia; Rai, Deep Ranjani


    This article describes an example of how action learning was used as a framework for an organisational intervention to fundamentally change the organisational culture over a period of time. It also identifies our learning over that period of time and what worked well (and not so well) in an International Non-Governmental Organisation in Nepal.



    AKMAN, İbrahim; TURHAN, Çiğdem


    The growing popularity of the social networking siteshas presented new options for the development of learning and teachingenvironments to provide informal learning. In this study, the usage of socialnetworking sites for the purpose of learning and teaching has been analyzedusing the extended Theory of Reasoned Action (TRA) model. A survey has beenconducted to analyze the behavior in regard to the acceptance of social mediafor learning and teaching and the results were systematically analyzed...

  5. Developing an effective corrective action process : lessons learned from operating a confidential close call reporting system (United States)


    In 2007, the Federal Railroad Administration (FRA) launched : C3RS, the Confidential Close Call Reporting System, as a : demonstration project to learn how to facilitate the effective : reporting and implementation of corrective actions, and assess t...

  6. Action Learning Drives the Emerald Academy (United States)

    Nalborczyk, Sarah; Sandelands, Luke


    This account examines the action learning process adopted by Emerald Group Publishing Ltd., embedded in the organization through the in-company Emerald Academy. In case study format, the paper emphasizes that in order to align learning with organizational objectives joined up thinking and practice is needed beyond the learning and development…

  7. Action Learning as Relational Practice (United States)

    Boydell, Tom; Blantern, Chris


    In this paper we propose that all knowledge is made through social processes and is political (of the people involved). If one invests in a relational or historical ontology (a philosophical choice) there are implications for the way action learning is practiced. We illuminate some of these "relational practices". We purport that action learning…

  8. Diverse Strategies for Diverse Learners: Action Learning in a Hybrid Mode

    Directory of Open Access Journals (Sweden)

    Esmarie Strydom


    Full Text Available This paper describes an action research study during which a flexible or hybrid approach to delivering an Information and Communication Technology competency course is implemented in the preparation of student teachers. The course incorporates Web-based course-content delivery, face-to-face classroom meetings to satisfy the need for human interaction, a variety of assessment methods, as well as recognition of prior learning. The objectives are to accommodate learning diversity, make learning focused and achievable for each learner, allow for intervention if the learning outcomes are not met, and focus on and guide the learning process, i.e. teach learners how to learn. This paper reports on the perspectives and experiences of two groups of first year learners, namely student teachers who attended a hybrid ICT course and first year learners who attended an e-learning ICT course. It was found that the success rate of the hybrid mode ICT course was significantly higher than that of the similar e-learning ICT course. The hybrid mode ICT course also enabled the learners to become self-directed to a higher degree.

  9. Education tools for entrepreneurship creating an action-learning environment through educational learning tools

    CERN Document Server

    Gómez, Jaime; Vélez-Torres, Francisco; Rueda-Armengot, Carlos


    This book examines education in entrepreneurship through an action-learning environment that employs various education tools, technology tools and pedagogical methods being implemented into university curriculums around the world. Entrepreneurship in all of its aspects, connotations, and applications has undoubtedly become a major force for new and sustainable wealth creation in both emerging and developed economies. This notion has been encouraging universities to incorporate entrepreneurship-related competencies into the curriculums of almost all subjects, as researchers, educators, and administrators alike acknowledge that students must be fully engaged and prepared to thrive in a society increasingly defined by innovation. In this context, the primary challenge consists in how to inspire or work beyond the mental limits in the classroom; to determine which learning platforms are required or useful to unlock and stimulate creativity and eliminate the human aversion to failure. Featuring contributions and c...

  10. Reinforcement learning in continuous state and action spaces

    NARCIS (Netherlands)

    H. P. van Hasselt (Hado); M.A. Wiering; M. van Otterlo


    textabstractMany traditional reinforcement-learning algorithms have been designed for problems with small finite state and action spaces. Learning in such discrete problems can been difficult, due to noise and delayed reinforcements. However, many real-world problems have continuous state or action

  11. Challenges of Implementing Mobile Learning in Distance Learning ...

    African Journals Online (AJOL)

    Challenges of Implementing Mobile Learning in Distance Learning in Tanzania. ... A sample of 450 students were interviewed by using both questionnaire and ... the biggest advantage of M-learning technology- when used, is that it can be ...

  12. Human reinforcement learning subdivides structured action spaces by learning effector-specific values


    Gershman, Samuel J.; Pesaran, Bijan; Daw, Nathaniel D.


    Humans and animals are endowed with a large number of effectors. Although this enables great behavioral flexibility, it presents an equally formidable reinforcement learning problem of discovering which actions are most valuable, due to the high dimensionality of the action space. An unresolved question is how neural systems for reinforcement learning – such as prediction error signals for action valuation associated with dopamine and the striatum – can cope with this “curse of dimensionality...

  13. Civil Society, Adult Learning and Action in India. (United States)

    Tandon, Rajesh


    Five case studies of individual and collective learning projects in India demonstrate that (1) the impetus for civic action arises from local conditions; (2) transformative action requires sustained adult learning; and (3) civil society is a complex concept reflecting diverse priorities and perspectives. (SK)

  14. International experience in the implementation of the lessons learned from the Three Mile Island incident

    International Nuclear Information System (INIS)


    This document consists of two parts and an Appendix. Part I provides a summary of worldwide experiences and subsequent recommendations regarding the implementation of the Three Mile Island-Unit 2 incident lessons learned. Part II gives in a summary fashion, specific responses and actions of the mentioned countries and international organizations as categorized into ten (10) subject areas. The Appendix, on the other hand, contains examples of the experiences of Brazil, Germany (F.R.), Hungary, and the Philippines, on the implementation of TMI lessons learned. This document should be useful to countries with nuclear power development programmes in that it provides a means for comparison of their actions with others. For countries which are embarking on their first nuclear power project, the document should provide a useful reference for specific TMI-related issues that need to be considered in their nuclear programmes

  15. Cross-View Action Recognition via Transferable Dictionary Learning. (United States)

    Zheng, Jingjing; Jiang, Zhuolin; Chellappa, Rama


    Discriminative appearance features are effective for recognizing actions in a fixed view, but may not generalize well to a new view. In this paper, we present two effective approaches to learn dictionaries for robust action recognition across views. In the first approach, we learn a set of view-specific dictionaries where each dictionary corresponds to one camera view. These dictionaries are learned simultaneously from the sets of correspondence videos taken at different views with the aim of encouraging each video in the set to have the same sparse representation. In the second approach, we additionally learn a common dictionary shared by different views to model view-shared features. This approach represents the videos in each view using a view-specific dictionary and the common dictionary. More importantly, it encourages the set of videos taken from the different views of the same action to have the similar sparse representations. The learned common dictionary not only has the capability to represent actions from unseen views, but also makes our approach effective in a semi-supervised setting where no correspondence videos exist and only a few labeled videos exist in the target view. The extensive experiments using three public datasets demonstrate that the proposed approach outperforms recently developed approaches for cross-view action recognition.

  16. Implementation of local climate action plans

    DEFF Research Database (Denmark)

    Damsø, Tue Noa Jacques; Kjær, Tyge; Christensen, Thomas Budde


    The purpose of this article is to improve understanding of local climate action plans and their implementation and evaluation. It explores how goal definition and the choice of assessment metrics frame goal attainment and influence implementation behaviour. Using the Danish capital of Copenhagen...... a high overall implementation performance, both in terms of changes in energy supply and emission reductions, these metrics are only partially linked. It also shows that inconsistencies between the system scope of the base year emissions and goal attainment, due to the use of offsetting, may lead...

  17. Influence of Action-Effect Associations Acquired by Ideomotor Learning on Imitation (United States)

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


    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


    Directory of Open Access Journals (Sweden)

    Teddy Pawitra


    Full Text Available This paper expounds action learning for effective change leadership development using the learning-teaching helix as a paradigm for individual’s introspection. Which consists of five phases—Awareness phase (as certain your strengths and weaknesses. Alignment phase (identify your core competence. Action phase (synthesize your work, business and management skills, Adoption phase (becoming a leader and Assurance phase (excel as an educator cum coach. In addition, to succeed, the individual has to plan, strategize, prioritize and integrate. As a holistic manager the individual needs to think, feel and do to evolve from continuous action learning to the cycle of teaching for continuous innovation in organizational performance capabilities.

  19. Action Learning and Constructivist Grounded Theory: Powerfully Overlapping Fields of Practice (United States)

    Rand, Jane


    This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. "Action Learning and Organisation Development: Overlapping Fields of Practice." "Action Learning: Research and Practice" 8 (2): 93-102] article, which…

  20. Statistical learning of action: the role of conditional probability. (United States)

    Meyer, Meredith; Baldwin, Dare


    Identification of distinct units within a continuous flow of human action is fundamental to action processing. Such segmentation may rest in part on statistical learning. In a series of four experiments, we examined what types of statistics people can use to segment a continuous stream involving many brief, goal-directed action elements. The results of Experiment 1 showed no evidence for sensitivity to conditional probability, whereas Experiment 2 displayed learning based on joint probability. In Experiment 3, we demonstrated that additional exposure to the input failed to engender sensitivity to conditional probability. However, the results of Experiment 4 showed that a subset of adults-namely, those more successful at identifying actions that had been seen more frequently than comparison sequences-were also successful at learning conditional-probability statistics. These experiments help to clarify the mechanisms subserving processing of intentional action, and they highlight important differences from, as well as similarities to, prior studies of statistical learning in other domains, including language.

  1. Neural Behavior Chain Learning of Mobile Robot Actions

    Directory of Open Access Journals (Sweden)

    Lejla Banjanovic-Mehmedovic


    Full Text Available This paper presents a visual/motor behavior learning approach, based on neural networks. We propose Behavior Chain Model (BCM in order to create a way of behavior learning. Our behavior-based system evolution task is a mobile robot detecting a target and driving/acting towards it. First, the mapping relations between the image feature domain of the object and the robot action domain are derived. Second, a multilayer neural network for offline learning of the mapping relations is used. This learning structure through neural network training process represents a connection between the visual perceptions and motor sequence of actions in order to grip a target. Last, using behavior learning through a noticed action chain, we can predict mobile robot behavior for a variety of similar tasks in similar environment. Prediction results suggest that the methodology is adequate and could be recognized as an idea for designing different mobile robot behaviour assistance.

  2. Reinforcement Learning in Continuous Action Spaces

    NARCIS (Netherlands)

    Hasselt, H. van; Wiering, M.A.


    Quite some research has been done on Reinforcement Learning in continuous environments, but the research on problems where the actions can also be chosen from a continuous space is much more limited. We present a new class of algorithms named Continuous Actor Critic Learning Automaton (CACLA)

  3. Results of the implementation of a learning system with incidents in an radiotherapy department

    International Nuclear Information System (INIS)

    Radicchi, Lucas Augusto; Vilela, Ellen Pedroso Severino; Faustino, Fabio de Lima C.; Rodrigues, Fernanda Arantes C.; Gomes, Franciele N.; Souza, Guilherme Vicente de; Silva, Rose Marta S.; Toledo, Jose Carlos de


    An incident learning system (ILS) is an important tool for improving aspects of patient and staff safety. In radiation oncology, ILS has been implemented both at the institutional level as at the national level, allowing to share lessons learned from incidents that have already occurred. The objective of this study is to present the preliminary results of the ILS implemented in a radiation oncology department. In total, 128 incidents were reviewed by a multidisciplinary committee, and the professional groups that registered more were medical physicists, radiation oncologists and radiation therapists. In addition, incidents have occurred and have been detected mainly in the treatment step. The incident learning system proved to be an important process improvement tool, according to the results shown,the improvement actions proposed and the perception of the people involved. (author)

  4. Developing and Implementing a Citywide Asthma Action Plan: A Community Collaborative Partnership. (United States)

    Staudt, Amanda Marie; Alamgir, Hasanat; Long, Debra Lynn; Inscore, Stephen Curtis; Wood, Pamela Runge


    Asthma affects 1 in 10 children in the United States, with higher prevalence among children living in poverty. Organizations in San Antonio, Texas, partnered to design and implement a uniform, citywide asthma action plan to improve asthma management capacity in schools. The asthma action plan template was modified from that of the Global Initiative for Asthma. School personnel were trained in symptom recognition, actions to take, and use of equipment before the asthma action plan implementation. The annual Asthma Action Plan Summit was organized as a forum for school nurses, healthcare providers, and members of the community to exchange ideas and strategies on implementation, as well as to revise the plan. The asthma action plan was implemented in all 16 local school districts. Feedback received from school nurses suggests that the citywide asthma action plan resulted in improved asthma management and student health at schools. The evidence in this study suggests that community organizations can successfully collaborate to implement a citywide health initiative similar to the asthma action plan.

  5. Active Affordance Learning in Continuous State and Action Spaces

    NARCIS (Netherlands)

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


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

  6. 19 CFR 210.49 - Implementation of Commission action. (United States)


    ... 19 Customs Duties 3 2010-04-01 2010-04-01 false Implementation of Commission action. 210.49 Section 210.49 Customs Duties UNITED STATES INTERNATIONAL TRADE COMMISSION INVESTIGATIONS OF UNFAIR PRACTICES IN IMPORT TRADE ADJUDICATION AND ENFORCEMENT Determinations and Actions Taken § 210.49...

  7. Learning, Action and Solutions in Action Learning: Investigation of Facilitation Practice Using the Concept of Living Theories (United States)

    Sanyal, Chandana


    This paper explores the practice of action learning (AL) facilitation in supporting AL set members to address their 'messy' problems through a self-reflexive approach using the concept of 'living theory' [Whitehead, J., and J. McNiff. 2006. "Action Research Living Theory." London: Sage]. The facilitation practice is investigated through…

  8. Learning Visual Representations for Perception-Action Systems

    DEFF Research Database (Denmark)

    Piater, Justus; Jodogne, Sebastien; Detry, Renaud


    and RLJC, our second method learns structural object models for robust object detection and pose estimation by probabilistic inference. To these models, the method associates grasp experiences autonomously learned by trial and error. These experiences form a nonparametric representation of grasp success......We discuss vision as a sensory modality for systems that effect actions in response to perceptions. While the internal representations informed by vision may be arbitrarily complex, we argue that in many cases it is advantageous to link them rather directly to action via learned mappings....... These arguments are illustrated by two examples of our own work. First, our RLVC algorithm performs reinforcement learning directly on the visual input space. To make this very large space manageable, RLVC interleaves the reinforcement learner with a supervised classification algorithm that seeks to split...

  9. Entrepreneurial learning requires action on the meaning generated

    DEFF Research Database (Denmark)

    Brink, Tove; Madsen, Svend Ole


    Purpose: This paper reveals how managers of small- and medium-sized enterprises (SMEs) can utilise their participation in research-based training to enable innovation and growth. Design/methodology/approach: Action research and action learning from a longitudinal study of 10 SME managers...... in the wind turbine industry are conducted to reveal SME managers learning and the impact of the application of learning in the wind turbine industry. Findings: The findings of this study show that SME managers employ a practice-shaped holistic cross-disciplinary approach to learning. This learning approach...... is supported by theory dissemination and collaboration on the business challenges perceived. Open mindedness to new learning by SME managers and to cross-disciplinary collaboration with SME managers by university facilitators/ researchers is required. Research limitations/implications: The research...


    Directory of Open Access Journals (Sweden)

    Maria Kyrarini


    Full Text Available Robot learning from demonstration is a method which enables robots to learn in a similar way as humans. In this paper, a framework that enables robots to learn from multiple human demonstrations via kinesthetic teaching is presented. The subject of learning is a high-level sequence of actions, as well as the low-level trajectories necessary to be followed by the robot to perform the object manipulation task. The multiple human demonstrations are recorded and only the most similar demonstrations are selected for robot learning. The high-level learning module identifies the sequence of actions of the demonstrated task. Using Dynamic Time Warping (DTW and Gaussian Mixture Model (GMM, the model of demonstrated trajectories is learned. The learned trajectory is generated by Gaussian mixture regression (GMR from the learned Gaussian mixture model.  In online working phase, the sequence of actions is identified and experimental results show that the robot performs the learned task successfully.

  11. Science in Action: How Middle School Students Are Changing Their World through STEM Service-Learning Projects (United States)

    Newman, Jane L.; Dantzler, John; Coleman, April N.


    The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by…

  12. Learning to understand others' actions


    Press, Clare; Heyes, Cecilia; Kilner, James M.


    Despite nearly two decades of research on mirror neurons, there is still much debate about what they do. The most enduring hypothesis is that they enable ‘action understanding’. However, recent critical reviews have failed to find compelling evidence in favour of this view. Instead, these authors argue that mirror neurons are produced by associative learning and therefore that they cannot contribute to action understanding. The present opinion piece suggests that this argument is flawed. We a...

  13. Uncertainty in action-value estimation affects both action choice and learning rate of the choice behaviors of rats. (United States)

    Funamizu, Akihiro; Ito, Makoto; Doya, Kenji; Kanzaki, Ryohei; Takahashi, Hirokazu


    The estimation of reward outcomes for action candidates is essential for decision making. In this study, we examined whether and how the uncertainty in reward outcome estimation affects the action choice and learning rate. We designed a choice task in which rats selected either the left-poking or right-poking hole and received a reward of a food pellet stochastically. The reward probabilities of the left and right holes were chosen from six settings (high, 100% vs. 66%; mid, 66% vs. 33%; low, 33% vs. 0% for the left vs. right holes, and the opposites) in every 20-549 trials. We used Bayesian Q-learning models to estimate the time course of the probability distribution of action values and tested if they better explain the behaviors of rats than standard Q-learning models that estimate only the mean of action values. Model comparison by cross-validation revealed that a Bayesian Q-learning model with an asymmetric update for reward and non-reward outcomes fit the choice time course of the rats best. In the action-choice equation of the Bayesian Q-learning model, the estimated coefficient for the variance of action value was positive, meaning that rats were uncertainty seeking. Further analysis of the Bayesian Q-learning model suggested that the uncertainty facilitated the effective learning rate. These results suggest that the rats consider uncertainty in action-value estimation and that they have an uncertainty-seeking action policy and uncertainty-dependent modulation of the effective learning rate. © 2012 The Authors. European Journal of Neuroscience © 2012 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

  14. Business Action Learning Tasmania (BALT)--An Account of Practice (United States)

    Cother, Genevieve; Cother, Robert F.


    Business Action Learning Tasmania's (BALT) mission is self-reliant industry development, with diverse companies co-operating to improve their profitability, develop their people and grow the local economy. This is achieved through collaborative action learning, with companies working together on projects of vital importance and sharing the…

  15. Action Learning: How Learning Transfers from Entrepreneurs to Small Firms (United States)

    Jones, Karen; Sambrook, Sally A.; Pittaway, Luke; Henley, Andrew; Norbury, Heather


    This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in "action" in order to "learn" and that under certain conditions…


    International Nuclear Information System (INIS)

    Thacker, M. S.; Freshour, P.; McDonald, W.


    Valuable experience in environmental remediation was gained at Sandia National Laboratories/New Mexico (Sandia) by concurrently conducting Voluntary Corrective Actions (VCAs) at three Solid Waste Management Units (SWMUs). Sandia combined the planning, implementation, and reporting phases of three VCAs with the goal of realizing significant savings in both cost and schedule. The lessons learned through this process have been successfully implemented within the Sandia Environmental Restoration (ER) Project and could be utilized at other locations with multiple ER sites. All lessons learned resulted from successful teaming with the New Mexico Environment Department (NMED) Hazardous Waste Bureau (HWB), Sandia management, a Sandia risk assessment team, and Sandia waste management personnel. Specific lessons learned included the following: (1) potential efficiencies can be exploited by reprioritization and rescheduling of activities; (2) cost and schedule reductions can be realized by combining similar work at contiguous sites into a single effort; (3) working with regulators to develop preliminary remediation goals (PRGs) and gain regulatory acceptance for VCA planning prior to project initiation results in significant time savings throughout the remediation and permit modification processes; (4) effective and thoughtful contingency planning removes uncertainties and defrays costs so that projects can be completed without interruption; (5) timely collection of waste characterization samples allows efficient disposal of waste streams, and (6) concurrent reporting of VCA activities results in significant savings in time for the authors and reviewers

  17. Action Learning in Virtual Higher Education: Applying Leadership Theory (United States)

    Curtin, Joseph


    This paper reports the historical foundation of Northeastern University's course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author,…

  18. Implementation of a Proposed Model of a Constructivist Teaching-Learning Process – A Step Towards an Outcome Based Education in Chemistry Laboratory Instruction

    Directory of Open Access Journals (Sweden)

    Dr. Paz B. Reyes


    Full Text Available This study implemented the proposed model of a constructivist teachinglearning process and determined the extent by which the students manifested the institutional learning outcomes which include competency, credibility, commitment and collaboration. It also investigated if there was an improvement in the learning outcomes after the implementation of the constructivist teachinglearning process and determined the students’ acceptance of the constructivist teaching-learning process. Towards the end a plan of action was proposed to enhance the students’ manifestation of the institutional learning outcomes. It made use of the qualitative- quantitative method particularly the descriptive design. The results of the study revealed that the students manifest competency, credibility, commitment and collaboration as they accept positively the constructivist teaching-learning process in their chemistry laboratory subject. It can be deduced from the findings that the constructivist teaching-learning process improved the learning outcomes of the students. The use of the proposed plan of action is recommended for an effective chemistry laboratory instruction.

  19. Crossing the implementation chasm: a proposal for bold action. (United States)

    Lorenzi, Nancy M; Novak, Laurie L; Weiss, Jacob B; Gadd, Cynthia S; Unertl, Kim M


    As health care organizations dramatically increase investment in information technology (IT) and the scope of their IT projects, implementation failures become critical events. Implementation failures cause stress on clinical units, increase risk to patients, and result in massive costs that are often not recoverable. At an estimated 28% success rate, the current level of investment defies management logic. This paper asserts that there are "chasms" in IT implementations that represent risky stages in the process. Contributors to the chasms are classified into four categories: design, management, organization, and assessment. The American College of Medical Informatics symposium participants recommend bold action to better understand problems and challenges in implementation and to improve the ability of organizations to bridge these implementation chasms. The bold action includes the creation of a Team Science for Implementation strategy that allows for participation from multiple institutions to address the long standing and costly implementation issues. The outcomes of this endeavor will include a new focus on interdisciplinary research and an inter-organizational knowledge base of strategies and methods to optimize implementations and subsequent achievement of organizational objectives.

  20. Using the IGCRA (individual, group, classroom reflective action technique to enhance teaching and learning in large accountancy classes

    Directory of Open Access Journals (Sweden)

    Cristina Poyatos


    Full Text Available First year accounting has generally been perceived as one of the more challenging first year business courses for university students. Various Classroom Assessment Techniques (CATs have been proposed to attempt to enrich and enhance student learning, with these studies generally positioning students as learners alone. This paper uses an educational case study approach and examines the implementation of the IGCRA (individual, group, classroom reflective action technique, a Classroom Assessment Technique, on first year accounting students’ learning performance. Building on theoretical frameworks in the areas of cognitive learning, social development, and dialogical learning, the technique uses reports to promote reflection on both learning and teaching. IGCRA was found to promote feedback on the effectiveness of student, as well as teacher satisfaction. Moreover, the results indicated formative feedback can assist to improve the learning and learning environment for a large group of first year accounting students. Clear guidelines for its implementation are provided in the paper.

  1. Action Learning. A Guide for Professional, Management and Educational Development. Second Edition. (United States)

    McGill, Ian; Beaty, Liz

    Action learning is a process of learning and reflection that happens with the support of a group of colleagues ("set") working with real problems with the intention of getting things done. This guide is for those who want to practice action learning. It can be used to introduce the concepts of action learning to others and as a manual…

  2. Enhancing Care for Older People Living in Nursing Homes in Rural Australia Using Action Learning as a Catalyst for Change (United States)

    Penney, Wendy; Meyer, Julienne; Cash, Penny; Clinnick, Lisa; Martin, Louise


    The implementation of action learning workshops in three nursing homes in rural Victoria, Australia has been critical in the re-visioning of how care can be enhanced for residents. The workshops were designed with the intent of improving quality of care for residents by providing health care staff with opportunities to learn together and effect…

  3. Perceptual learning during action video game playing. (United States)

    Green, C Shawn; Li, Renjie; Bavelier, Daphne


    Action video games have been shown to enhance behavioral performance on a wide variety of perceptual tasks, from those that require effective allocation of attentional resources across the visual scene, to those that demand the successful identification of fleetingly presented stimuli. Importantly, these effects have not only been shown in expert action video game players, but a causative link has been established between action video game play and enhanced processing through training studies. Although an account based solely on attention fails to capture the variety of enhancements observed after action game playing, a number of models of perceptual learning are consistent with the observed results, with behavioral modeling favoring the hypothesis that avid video game players are better able to form templates for, or extract the relevant statistics of, the task at hand. This may suggest that the neural site of learning is in areas where information is integrated and actions are selected; yet changes in low-level sensory areas cannot be ruled out. Copyright © 2009 Cognitive Science Society, Inc.

  4. Improving 10th Graders’ English Communicative Competence Through the Implementation of the Task-Based Learning Approach

    Directory of Open Access Journals (Sweden)

    Ana Carolina Buitrago Campo


    Full Text Available This article reports the results of an action-research project focused on improving students’ communicative competence in English through the task-based learning approach. This study was conducted in a co-educational public school in Medellín (Colombia with thirty-four tenth graders. Actions implemented include the development of a series of tasks and the definition of four thematic units consistent with the syllabus and students’ interests and needs. The results evidence students’ significant improvements in their communicative competence in English. Findings also show that implementation of the task-based approach was affected by factors related to the teachers’ role and others related to students’ performance.

  5. Franchisees in Crisis: Using Action Learning to Self-Organise (United States)

    O'Donoghue, Carol


    The present article describes the use of action learning by a group of 30 franchisees to organise themselves and work through a period of upheaval and uncertainty when their parent company faced liquidation. Written from the perspective of one of the franchisees who found herself adopting action learning principles to facilitate the group, it…

  6. Action Learning--A Process Which Supports Organisational Change Initiatives (United States)

    Joyce, Pauline


    This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly…

  7. Learning about Learning: Action Learning in Times of Organisational Change (United States)

    Hill, Robyn


    This paper explores the conduct and outcomes of an action learning activity during a period of intense organisational change in a medium-sized vocational education and training organisation in Victoria, Australia. This organisation was the subject of significant change due to government-driven and statewide amalgamation, downsizing and sector…

  8. Facilitating organizational development through action learning : Some practical and theoretical considerations

    NARCIS (Netherlands)

    Donnenberg, O.; De Loo, I.G.M.


    Action learning programmes are supposed to result in both personal and organizational development. However, organizational development can be negligible because, as the term implies, a connection must be secured between what has been learned by action learning participants and other members of an

  9. Action Learning: Developing Critical Competencies for Knowledge Era Workers (United States)

    Robinson, Greg


    For most of the twentieth century, the goal in education was the generation and dissemination of information. With the rise of technology and unlimited access to information, it is the ability to apply knowledge and learn from experience that is the new priority for employee development. Action learning, with its emphasis on action and reflection,…

  10. Action Learning in an SME: Appetite Comes with Eating (United States)

    Hauser, Bernhard


    This account describes action learning in a small to medium-size enterprise (SME) that operates as a local power utility on an established market that is currently going through a process of radical transformation. The task of the action learning set was to improve the flow of information to employees about the evolving framework in which the…

  11. Assessing the value of action learning for social enterprises and charities


    Smith, Sue; Smith, Laurie


    In this paper we evaluate action learning for leaders of social enterprises and charities. Based on ethnographic research including participant observation, facilitator reflective diary notes and in-depth, qualitative interviews with participants of two action learning sets undertaken over eight months, analysed using Wenger et al.’s (2011) value creation framework, we show how the current and future value of action learning is perceived by the participants. We seek to give a deeper understan...

  12. Action Research as a Space for Transforming Learning Cultures

    Directory of Open Access Journals (Sweden)

    Elżbieta Wołodźko


    Full Text Available The article presents a three-year educational action research project on autonomous and reflective learning. Students and teachers, being actively engaged in many learning practices, were both participating in process(es of developing educational and research community. These interrelated processes framed a dynamic space for constructing and reconstructing the participants’ learning cultures. Thanks to linking educational and research aspects of students’ activity and to interpenetration of practice and reflection, action research generates particular conditions for learning cultures’ transformation, from “traditional” toward “new” ones, based on reflectivity, authenticity and empowerment. The dynamism of learning cultures was connected to various and conscious and reflective types of educational participation, which affected autonomy of studying (in its numerous dimensions and types, being in turn a constitutive element of participants’ learning cultures.

  13. E-learning implementation from strategic perspective

    DEFF Research Database (Denmark)

    Lin, Chih-Cheng; Ma, Zheng; Chang, Chi-Cheng


    are now facing the challenges of selecting and implementing the right e-learning solutions. In order to understand the entire process associated with e-learning implementation in higher institutes which has not yet been a linear process but came probably with top-down, bottom-up, or flowers blooming...... approach. However, the transform process is extremely complex. To make sense of this complexity, the authors adopted strategic IS management profile (Sabherwal et al., 2001) into the research. To explore this speculation, the research uses a qualitative constructivist approach. Based on an exhaustive case...... study of one higher institute's experience, the paper shows that maintaining the alignment is still a crucial issue but hard to achieve. The pressure of achieving alignment may be even more considerable with the implementation of e-learning systems....

  14. A Collaborative Action Research Approach to Professional Learning (United States)

    Bleicher, Robert E.


    The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR)…

  15. Critical Success Factor for Implementing Vocational Blended Learning (United States)

    Dewi, K. C.; Ciptayani, P. I.; Surjono, H. D.; Priyanto


    Blended learning provides many benefits to the flexibility of time, place and situation constraints. The research’s objectives was describing the factors that determine the successful implementation of blended learning in vocational higher education. The research used a qualitative approach, data collected through observations and interviews by questionnare based on the CSFs indicators refers to TAM and Kliger. Data analysis was inductive method. The result provided an illustration that the success of vocational blended learning implementation was largely determined by the selection of instructional models that are inline with learning achievement target. The effectiveness of blended learning required the existence of policy support, readiness of IT infrastructure. Changing lecturer’s culture by utilizing ICT can also encourage the accelerated process of successful implementation. It can concluded that determinant factor of successful implementation of blended learning in vocational education is determined by teacher’s ability in mastering the pedagogical knowledge of designing instructional models.

  16. Agroecology Education: Action-Oriented Learning and Research (United States)

    Lieblein, Geir; Breland, Tor Arvid; Francis, Charles; Ostergaard, Edvin


    Purpose: This article examines and evaluates the potential contributions from action learning and action research with stakeholders to higher education in agriculture and food systems. Design/Methodology/Approach: The research is based on our experiences over the past two decades of running PhD courses and an MSc degree programme in Agroecology in…

  17. Implementing E-Learning Designed Courses in General Education (United States)

    Nuangchalerm, Prasart; Sakkumduang, Krissada; Uhwha, Suleepornn; Chansirisira, Pacharawit


    The aim of this study is to implement e-learning designed course for general education. The study employed 3 phases for developing e-learning course: contextual study, designing, and implementing. Two courses general education, 217 undergraduate students are participated the study. Research tool consisted of interview about e-learning form and…

  18. Multidisciplinary and multisectoral coalitions as catalysts for action against antimicrobial resistance: Implementation experiences at national and regional levels. (United States)

    Joshi, Mohan P; Chintu, Chifumbe; Mpundu, Mirfin; Kibuule, Dan; Hazemba, Oliver; Andualem, Tenaw; Embrey, Martha; Phulu, Bayobuya; Gerba, Heran


    The multi-faceted complexities of antimicrobial resistance (AMR) require consistent action, a multidisciplinary approach, and long-term political commitment. Building coalitions can amplify stakeholder efforts to carry out effective AMR prevention and control strategies. We have developed and implemented an approach to help local stakeholders kick-start the coalition-building process. The five-step process is to (1) mobilise support, (2) understand the local situation, (3) develop an action plan, (4) implement the plan, and (5) monitor and evaluate. We first piloted the approach in Zambia in 2004, then used the lessons learned to expand it for use in Ethiopia and Namibia and to the regional level through the Ecumenical Pharmaceutical Network [EPN]. Call-to-action declarations and workshops helped promote a shared vision, resulting in the development of national AMR action plans, revision of university curricula to incorporate relevant topics, infection control activities, engagement with journalists from various mass media outlets, and strengthening of drug quality assurance systems. Our experience with the coalition-building approach in Ethiopia, Namibia, Zambia, and with the EPN shows that coalitions can form in a variety of ways with many different stakeholders, including government, academia, and faith-based organisations, to organise actions to preserve the effectiveness of existing antimicrobials and contain AMR.

  19. The Ontario Osteoporosis Strategy: implementation of a population-based osteoporosis action plan in Canada. (United States)

    Jaglal, S B; Hawker, G; Cameron, C; Canavan, J; Beaton, D; Bogoch, E; Jain, R; Papaioannou, A


    In the last decade, there have been a number of action plans published to highlight the importance of preventing osteoporosis and related fractures. In the province of Ontario Canada, the Ministry of Health provided funding for the Ontario Osteoporosis Strategy. The goal is to reduce morbidity, mortality, and costs from osteoporosis and related fractures through an integrated and comprehensive approach aimed at health promotion and disease management. This paper describes the components of the Ontario Osteoporosis Strategy and progress on implementation efforts as of March 2009. There are five main components: health promotion; bone mineral density testing, access, and quality; postfracture care; professional education; and research and evaluation. Responsibility for implementation of the initiatives within the components is shared across a number of professional and patient organizations and academic teaching hospitals with osteoporosis researchers. The lessons learned from each phase of the development, implementation, and evaluation of the Ontario Osteoporosis Strategy provides a tremendous opportunity to inform other jurisdictions embarking on implementing similar large-scale bone health initiatives.

  20. Determinants of bird conservation-action implementation and associated population trends of threatened species. (United States)

    Luther, David A; Brooks, Thomas M; Butchart, Stuart H M; Hayward, Matt W; Kester, Marieke E; Lamoreux, John; Upgren, Amy


    Conservation actions, such as habitat protection, attempt to halt the loss of threatened species and help their populations recover. The efficiency and the effectiveness of actions have been examined individually. However, conservation actions generally occur simultaneously, so the full suite of implemented conservation actions should be assessed. We used the conservation actions underway for all threatened and near-threatened birds of the world (International Union for Conservation of Nature Red List of Threatened Species) to assess which biological (related to taxonomy and ecology) and anthropogenic (related to geoeconomics) factors were associated with the implementation of different classes of conservation actions. We also assessed which conservation actions were associated with population increases in the species targeted. Extinction-risk category was the strongest single predictor of the type of conservation actions implemented, followed by landmass type (continent, oceanic island, etc.) and generation length. Species targeted by invasive nonnative species control or eradication programs, ex situ conservation, international legislation, reintroduction, or education, and awareness-raising activities were more likely to have increasing populations. These results illustrate the importance of developing a predictive science of conservation actions and the relative benefits of each class of implemented conservation action for threatened and near-threatened birds worldwide. © 2016 Society for Conservation Biology.

  1. Lifelong learning of human actions with deep neural network self-organization. (United States)

    Parisi, German I; Tani, Jun; Weber, Cornelius; Wermter, Stefan


    Lifelong learning is fundamental in autonomous robotics for the acquisition and fine-tuning of knowledge through experience. However, conventional deep neural models for action recognition from videos do not account for lifelong learning but rather learn a batch of training data with a predefined number of action classes and samples. Thus, there is the need to develop learning systems with the ability to incrementally process available perceptual cues and to adapt their responses over time. We propose a self-organizing neural architecture for incrementally learning to classify human actions from video sequences. The architecture comprises growing self-organizing networks equipped with recurrent neurons for processing time-varying patterns. We use a set of hierarchically arranged recurrent networks for the unsupervised learning of action representations with increasingly large spatiotemporal receptive fields. Lifelong learning is achieved in terms of prediction-driven neural dynamics in which the growth and the adaptation of the recurrent networks are driven by their capability to reconstruct temporally ordered input sequences. Experimental results on a classification task using two action benchmark datasets show that our model is competitive with state-of-the-art methods for batch learning also when a significant number of sample labels are missing or corrupted during training sessions. Additional experiments show the ability of our model to adapt to non-stationary input avoiding catastrophic interference. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All rights reserved.

  2. Implementation E-Learning among Jordanian School's Management (United States)

    Hamadin, Khaled


    This study is designed to determine the level of E-learning Implementation in Jordan schools management. The study also investigated the Implementation of secondary School management towards the use of e-learning. A survey research design was used. A questionnaire was adopted and sent to secondary School management (N = 250) in Jordan schools in…

  3. Learning, attentional control and action video games (United States)

    Green, C.S.; Bavelier, D.


    While humans have an incredible capacity to acquire new skills and alter their behavior as a result of experience, enhancements in performance are typically narrowly restricted to the parameters of the training environment, with little evidence of generalization to different, even seemingly highly related, tasks. Such specificity is a major obstacle for the development of many real-world training or rehabilitation paradigms, which necessarily seek to promote more general learning. In contrast to these typical findings, research over the past decade has shown that training on ‘action video games’ produces learning that transfers well beyond the training task. This has led to substantial interest among those interested in rehabilitation, for instance, after stroke or to treat amblyopia, or training for various precision-demanding jobs, for instance, endoscopic surgery or piloting unmanned aerial drones. Although the predominant focus of the field has been on outlining the breadth of possible action-game-related enhancements, recent work has concentrated on uncovering the mechanisms that underlie these changes, an important first step towards the goal of designing and using video games for more definite purposes. Game playing may not convey an immediate advantage on new tasks (increased performance from the very first trial), but rather the true effect of action video game playing may be to enhance the ability to learn new tasks. Such a mechanism may serve as a signature of training regimens that are likely to produce transfer of learning. PMID:22440805

  4. Lessons learned in CMAM implementation

    International Nuclear Information System (INIS)

    Dent, Nicky; Brown, Rebecca


    -going. Despite the need to adapt protocols and approaches to each specific context, there is a need for a common research agenda and sharing of what works and does not. Concerted efforts have been made to improve information-sharing and to draw on lessons learned to advance technical and organisational challenges. However many health workers have limited access to quality information due to barriers such as internet access and language. For example, one recent initiative identified less than 10% of resources are available in French, despite high caseloads of acute malnutrition in francophone West Africa. Key actions to address challenges in information-sharing include: -Improve availability of and access to translated information -Increase use of social media, e-learning and audio-visual materials for extended reach and use of information -Stimulate interactive dialogue and sharing between practitioners for improved problem solving and learning -Strengthen the collaboration between complementary initiatives. In one decade significant advances in the adaptation and implementation of community-based management of acute malnutrition approach have been made in various contexts, but challenges to quality service delivery, scale-up and sustainability remain. It is time to draw on what we know to support scale-up and have equitable access to treatment to the millions of children who still remain outside of existing services. (author)

  5. Mayan Children's Creation of Learning Ecologies by Initiative and Cooperative Action. (United States)

    de León, Lourdes


    This chapter examines Mayan children's initiatives in creating their own learning environments in collaboration with others as they engage in culturally relevant endeavors of family and community life. To this end, I carry out a fine-grained ethnographic and linguistic analysis of the interactional emergence of learning ecologies. Erickson defines learning ecology as a socioecological system where participants mutually influence one another through verbal and nonverbal actions, as well as through other forms of semiotic communication (2010, 254). In analyzing learning ecologies, I adopt a "theory of action" approach, taking into account multimodal communication (e.g., talk, gesture, gaze, body positioning), participants' sociospatial organization, embodied action, objects, tools, and other culturally relevant materials brought together to build action (Goodwin, 2000, 2013; Hutchins, 1995). I use microethnographic analysis (Erickson, 1992) to bring to the surface central aspects of children's agentive roles in learning through "cooperative actions" (Goodwin, 2013) and "hands-on" experience (Ingold, 2007) the skills of competent members of their community. I examine three distinct Learning Ecologies created by children's initiatives among the Mayan children that I observed: (i) children requesting guidance to collaborate in a task, (ii) older children working on their own initiative with subsequent monitoring and correction from competent members, and (iii) children with near competence in a task with occasional monitoring and no guidance. I argue that these findings enrich and add power to models of family- and community-based learning such as Learning by Observing and Pitching In (Rogoff, 2014). © 2015 Elsevier Inc. All rights reserved.

  6. Implementation of standards within eLearning information systems

    Directory of Open Access Journals (Sweden)

    Roman Malo


    Full Text Available Nowadays, eLearning standards' support within eLearning systems is much discussed problem. In this problem domain especially the reference model SCORM must be considered. This de-facto standard is a package of common standards and specifications used for the standardization of eLearning activities as eLearning content preparation, using e-course, communication etc. Implementation of standards itself is a process with great difficulty and time requests. Interesting and considerable approach to this problem is dividing all the process into several standalone and isolated steps focused on the individual segments of standards. This concept, in the paper described as 4-tier model of eLearning standards’ implementation, principally based upon the SCORM model enables sequential implementation of support for standards of eLearning metadata, eLearning content and also communication and navigation in e-courses. This possibility leads to portability and independence of result e-content. Discuss concept is a framework for standardization within eLearning subsystem of University Information System at Mendel University in Brno.

  7. Critical success factors for implementing healthcare e-Learning. (United States)

    Lee, Te-Shu; Kuo, Mu-Hsing; Borycki, Elizabeth M; Yunyong, David


    The use of e-Learning in educational institutes has rapidly increased along with the development of information and communication technology (ICT). In healthcare, more medical educators are using e-Learning to support their curriculum design, delivery and evaluation. However, no systematic work exists on characterizing a collective set of Critical Success Factors (CSFs) for implementing e-Learning in the healthcare education institutions. The aim of this paper is to study the CSFs of implementing healthcare e-Learning.

  8. Code-specific learning rules improve action selection by populations of spiking neurons. (United States)

    Friedrich, Johannes; Urbanczik, Robert; Senn, Walter


    Population coding is widely regarded as a key mechanism for achieving reliable behavioral decisions. We previously introduced reinforcement learning for population-based decision making by spiking neurons. Here we generalize population reinforcement learning to spike-based plasticity rules that take account of the postsynaptic neural code. We consider spike/no-spike, spike count and spike latency codes. The multi-valued and continuous-valued features in the postsynaptic code allow for a generalization of binary decision making to multi-valued decision making and continuous-valued action selection. We show that code-specific learning rules speed up learning both for the discrete classification and the continuous regression tasks. The suggested learning rules also speed up with increasing population size as opposed to standard reinforcement learning rules. Continuous action selection is further shown to explain realistic learning speeds in the Morris water maze. Finally, we introduce the concept of action perturbation as opposed to the classical weight- or node-perturbation as an exploration mechanism underlying reinforcement learning. Exploration in the action space greatly increases the speed of learning as compared to exploration in the neuron or weight space.

  9. 14 CFR 437.73 - Anomaly recording, reporting and implementation of corrective actions. (United States)


    ... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false Anomaly recording, reporting and implementation of corrective actions. 437.73 Section 437.73 Aeronautics and Space COMMERCIAL SPACE TRANSPORTATION... Requirements § 437.73 Anomaly recording, reporting and implementation of corrective actions. (a) A permittee...

  10. Leadership Development through Virtual Action Learning: An Evaluation (United States)

    Aspinwall, Kath; Pedler, Mike; Radcliff, Phil


    This paper presents a case study based on the evaluation of the two VAL (virtual action learning) sets. We report participants learning both leadership and the VAL process based on the basis of telephone interviews. We conclude that what is learned about leadership is connected with how learning takes place and suggest that the content and process…

  11. Collective action for implementation: a realist evaluation of organisational collaboration in healthcare. (United States)

    Rycroft-Malone, Jo; Burton, Christopher R; Wilkinson, Joyce; Harvey, Gill; McCormack, Brendan; Baker, Richard; Dopson, Sue; Graham, Ian D; Staniszewska, Sophie; Thompson, Carl; Ariss, Steven; Melville-Richards, Lucy; Williams, Lynne


    depending on attention to evaluation. These collaborations did not emerge from a vacuum, and they needed time to learn and develop. Their life cycle started with their position on collaboration, knowledge and implementation. More impactful attempts at collective action in implementation might be determined by the deliberate alignment of a number of features, including foundational relationships, vision, values, structures and processes and views about the nature of the collaboration and implementation.

  12. Discover collaboration: Collaborative learning from the implementation of a discovery system

    Directory of Open Access Journals (Sweden)

    Åsa Forsberg


    Full Text Available Background Lund University Library purchased and implemented a new discovery system in the end of 2011 and the beginning of 2012. Historically there has been no collaboration between the digital library unit and the pedagogical unit at the University Library. The conditions for the implementation were quite difficult; an extremely tight time frame, changes of the member of staff, high demands from the library network, a bad relation with current system supplier, a dependency of the current system and its functionalities. What to do? In order to reach trustworthiness and to make sure that we have a learning perspective in all the processes we initiated a close collaboration between the digital unit and the pedagogical unit and formed an implementation group. We also initiated a close and active collaboration between the implementation group and an expert group formed by members from the faculty libraries i.e. the super user group. Activities We had four workshops about pedagogical issues regarding discovery systems. The workshops turned out to be a forum for a dialogue between the digital library, the pedagogical unit and the teacher librarians. They resulted in an action plan which was integrated in the implementation process. We also invited colleagues to informal discussions about the pedagogical use of the discovery system. We encouraged all teaching librarians to share their educational materials on our intranet. Conclusion We found the collaborative strategy fruitful and not only did it result in a closer collaboration between the digital library and the pedagogical unit but also with the library network. Due to several reasons we conducted a new tender of a discovery system during 2012. The tender resulted in a new system with a different supplier. In the implementation started in the autumn 2012, we implemented the experiences and learnings gained by our previous implementation.

  13. Comparison as a Universal Learning Action (United States)

    Merkulova, T. V.


    This article explores "comparison" as a universal metasubject learning action, a key curricular element envisaged by the Russian Federal State Educational Standards. Representing the modern learner's fundamental pragmatic skill embedding such core capacities as information processing, critical thinking, robust decision-making, and…

  14. Action-outcome learning and prediction shape the window of simultaneity of audiovisual outcomes. (United States)

    Desantis, Andrea; Haggard, Patrick


    To form a coherent representation of the objects around us, the brain must group the different sensory features composing these objects. Here, we investigated whether actions contribute in this grouping process. In particular, we assessed whether action-outcome learning and prediction contribute to audiovisual temporal binding. Participants were presented with two audiovisual pairs: one pair was triggered by a left action, and the other by a right action. In a later test phase, the audio and visual components of these pairs were presented at different onset times. Participants judged whether they were simultaneous or not. To assess the role of action-outcome prediction on audiovisual simultaneity, each action triggered either the same audiovisual pair as in the learning phase ('predicted' pair), or the pair that had previously been associated with the other action ('unpredicted' pair). We found the time window within which auditory and visual events appeared simultaneous increased for predicted compared to unpredicted pairs. However, no change in audiovisual simultaneity was observed when audiovisual pairs followed visual cues, rather than voluntary actions. This suggests that only action-outcome learning promotes temporal grouping of audio and visual effects. In a second experiment we observed that changes in audiovisual simultaneity do not only depend on our ability to predict what outcomes our actions generate, but also on learning the delay between the action and the multisensory outcome. When participants learned that the delay between action and audiovisual pair was variable, the window of audiovisual simultaneity for predicted pairs increased, relative to a fixed action-outcome pair delay. This suggests that participants learn action-based predictions of audiovisual outcome, and adapt their temporal perception of outcome events based on such predictions. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

  15. Developing Transferable Management Skills through Action Learning (United States)

    Yeadon-Lee, Annie; Hall, Roger


    There has been increasing criticism of the relevance of the Master of Business Administration (MBA) degree in developing skills and competencies. Action learning, devised to address problem solving in the

  16. Learning, attentional control, and action video games. (United States)

    Green, C S; Bavelier, D


    While humans have an incredible capacity to acquire new skills and alter their behavior as a result of experience, enhancements in performance are typically narrowly restricted to the parameters of the training environment, with little evidence of generalization to different, even seemingly highly related, tasks. Such specificity is a major obstacle for the development of many real-world training or rehabilitation paradigms, which necessarily seek to promote more general learning. In contrast to these typical findings, research over the past decade has shown that training on 'action video games' produces learning that transfers well beyond the training task. This has led to substantial interest among those interested in rehabilitation, for instance, after stroke or to treat amblyopia, or training for various precision-demanding jobs, for instance, endoscopic surgery or piloting unmanned aerial drones. Although the predominant focus of the field has been on outlining the breadth of possible action-game-related enhancements, recent work has concentrated on uncovering the mechanisms that underlie these changes, an important first step towards the goal of designing and using video games for more definite purposes. Game playing may not convey an immediate advantage on new tasks (increased performance from the very first trial), but rather the true effect of action video game playing may be to enhance the ability to learn new tasks. Such a mechanism may serve as a signature of training regimens that are likely to produce transfer of learning. Copyright © 2012 Elsevier Ltd. All rights reserved.

  17. Using Relational Histogram Features and Action Labelled Data to Learn Preconditions for Means-End Actions

    DEFF Research Database (Denmark)

    Fichtl, Severin; Kraft, Dirk; Krüger, Norbert


    The outcome of many complex manipulation ac- tions is contingent on the spatial relationships among pairs of objects, e.g. if an object is “inside” or “on top” of another. Recognising these spatial relationships requires a vision system which can extract appropriate features from the vision input...... that capture and represent the spatial relationships in an easily accessible way. We are interested in learning to predict the success of “means end” actions that manipulate two objects at once, from exploratory actions, and the observed sensorimo- tor contingencies. In this paper, we use relational histogram...... features and illustrate their effect on learning to predict a variety of “means end” actions’ outcomes. The results show that our vision features can make the learning problem significantly easier, leading to increased learning rates and higher maximum performance. This work is in particular important...

  18. Factors influencing the implementation, adoption, use, sustainability and scalability of eLearning for family medicine specialty training: a systematic review protocol. (United States)

    Cotič, Živa; Rees, Rebecca; Wark, Petra A; Car, Josip


    In 2013, there was a shortage of approximately 7.2 million health workers worldwide, which is larger among family physicians than among specialists. eLearning could provide a potential solution to some of these global workforce challenges. However, there is little evidence on factors facilitating or hindering implementation, adoption, use, scalability and sustainability of eLearning. This review aims to synthesise results from qualitative and mixed methods studies to provide insight on factors influencing implementation of eLearning for family medicine specialty education and training. Additionally, this review aims to identify the actions needed to increase effectiveness of eLearning and identify the strategies required to improve eLearning implementation, adoption, use, sustainability and scalability for family medicine speciality education and training. A systematic search will be conducted across a range of databases for qualitative studies focusing on experiences, barriers, facilitators, and other factors related to the implementation, adoption, use, sustainability and scalability of eLearning for family medicine specialty education and training. Studies will be synthesised by using the framework analysis approach. This study will contribute to the evaluation of eLearning implementation, adoption, use, sustainability and scalability for family medicine specialty training and education and the development of eLearning guidelines for postgraduate medical education. PROSPERO

  19. Learning and exploration in action-perception loops. (United States)

    Little, Daniel Y; Sommer, Friedrich T


    Discovering the structure underlying observed data is a recurring problem in machine learning with important applications in neuroscience. It is also a primary function of the brain. When data can be actively collected in the context of a closed action-perception loop, behavior becomes a critical determinant of learning efficiency. Psychologists studying exploration and curiosity in humans and animals have long argued that learning itself is a primary motivator of behavior. However, the theoretical basis of learning-driven behavior is not well understood. Previous computational studies of behavior have largely focused on the control problem of maximizing acquisition of rewards and have treated learning the structure of data as a secondary objective. Here, we study exploration in the absence of external reward feedback. Instead, we take the quality of an agent's learned internal model to be the primary objective. In a simple probabilistic framework, we derive a Bayesian estimate for the amount of information about the environment an agent can expect to receive by taking an action, a measure we term the predicted information gain (PIG). We develop exploration strategies that approximately maximize PIG. One strategy based on value-iteration consistently learns faster than previously developed reward-free exploration strategies across a diverse range of environments. Psychologists believe the evolutionary advantage of learning-driven exploration lies in the generalized utility of an accurate internal model. Consistent with this hypothesis, we demonstrate that agents which learn more efficiently during exploration are later better able to accomplish a range of goal-directed tasks. We will conclude by discussing how our work elucidates the explorative behaviors of animals and humans, its relationship to other computational models of behavior, and its potential application to experimental design, such as in closed-loop neurophysiology studies.

  20. Learning and exploration in action-perception loops

    Directory of Open Access Journals (Sweden)

    Daniel Ying-Jeh Little


    Full Text Available Discovering the structure underlying observed data is a recurring problem in machine learning with important applications in neuroscience. It is also a primary function of the brain. When data can be actively collected in the context of a closed action-perception loop, behavior becomes a critical determinant of learning efficiency. Psychologists studying exploration and curiosity in humans and animals have long argued that learning itself is a primary motivator of behavior. However, the theoretical basis of learning-driven behavior is not well understood. Previous computational studies of behavior have largely focused on the control problem of maximizing acquisition of rewards and have treated learning the structure of data as a secondary objective. Here, we study exploration in the absence of external reward feedback. Instead, we take the quality of an agent's learned internal model to be the primary objective. In a simple probabilistic framework, we derive a Bayesian estimate for the amount of information about the environment an agent can expect to receive by taking an action, a measure we term the predicted information gain (PIG. We develop exploration strategies that approximately maximize PIG. One strategy based on value-iteration consistently learns faster, across a diverse range of environments, than previously developed reward-free exploration strategies. Psychologists believe the evolutionary advantage of learning-driven exploration lies in the generalized utility of an accurate internal model. Consistent with this hypothesis, we demonstrate that agents which learn more efficiently during exploration are later better able to accomplish a range of goal-directed tasks. We will conclude by discussing how our work elucidates the explorative behaviors of animals and humans, its relationship to other computational models of behavior, and its potential application to experimental design, such as in closed-loop neurophysiology studies.

  1. Blended Learning in Action: A Practical Guide toward Sustainable Change (United States)

    Tucker, Catlin R.; Wycoff, Tiffany; Green, Jason T.


    Blended learning has the power to reinvent education, but transitioning to a blended model is challenging. Blended learning requires a fundamentally new approach to learning as well as a new skillset for both teachers and school leaders. Loaded with research, examples, and resources, "Blended Learning in Action" demonstrates the…

  2. Transitioning to a More Sustainable Society: Unpacking the Role of the Learning-Action Nexus (United States)

    Moyer, Joanne M.; Sinclair, A. John; Quinn, Lisa


    In recent years, action on sustainability has been highly influential around the globe and many now recognize the importance of individual and social learning for inspiring action and achieving sustainability outcomes. Transformative learning theory has been criticized, however, for insufficient development of the link between learning and action.…

  3. Improving Student Learning Outcomes Marketing Strategy Lesson By Applying SFAE Learning Model

    Directory of Open Access Journals (Sweden)

    Winda Nur Rohmawati


    Full Text Available Research objectives for improving student learning outcomes on the subjects of marketing strategy through the implementation of model learning SFAE. This type of research this is a class action research using a qualitative approach which consists of two cycles with the subject Marketing X grade SMK YPI Darussalam 2 Cerme Gresik Regency. This research consists of four stages: (1 the Planning Act, (2 the implementation of the action, (3 observations (observation, and (4 Reflection. The result of the research shows that cognitive and affective learning outcomes of students have increased significantly.

  4. Competence-based multiple learning paths: on the road of implementation

    Directory of Open Access Journals (Sweden)

    María Dolores de Prada


    Full Text Available This article presents the results of an action-research implementation project based on a system that weaves together five different routes to facilitate the development of competences through the use of multiple learning paths for primary and secondary teachers. The first and initial results that the article deals with relate to the experience of math teachers for ages 11 to 14. Other levels and other fields are in the process of being developed. The article deals briefly with the justification, the background and the fundamental principles that underpin the research methodology and introduces a number of elements such as the method followed by the research, the resources and the materials used as well as the results obtained at the end of the second year of this experience. It also justifies the model chosen and the criteria and strategies selected for its reliability and verification. In addition, it provides significant elements of reflection about a number of burning issues: The development of a new profile of the “teacher” in a studentcentred system and the implementation system to be followed, the importance of multiple but integrated learning paths and the relevance as well as the reflection on real cases of competence evaluation.

  5. Switching Reinforcement Learning for Continuous Action Space (United States)

    Nagayoshi, Masato; Murao, Hajime; Tamaki, Hisashi

    Reinforcement Learning (RL) attracts much attention as a technique of realizing computational intelligence such as adaptive and autonomous decentralized systems. In general, however, it is not easy to put RL into practical use. This difficulty includes a problem of designing a suitable action space of an agent, i.e., satisfying two requirements in trade-off: (i) to keep the characteristics (or structure) of an original search space as much as possible in order to seek strategies that lie close to the optimal, and (ii) to reduce the search space as much as possible in order to expedite the learning process. In order to design a suitable action space adaptively, we propose switching RL model to mimic a process of an infant's motor development in which gross motor skills develop before fine motor skills. Then, a method for switching controllers is constructed by introducing and referring to the “entropy”. Further, through computational experiments by using robot navigation problems with one and two-dimensional continuous action space, the validity of the proposed method has been confirmed.

  6. Video Game Learning Dynamics: Actionable Measures of Multidimensional Learning Trajectories (United States)

    Reese, Debbie Denise; Tabachnick, Barbara G.; Kosko, Robert E.


    Valid, accessible, reusable methods for instructional video game design and embedded assessment can provide actionable information enhancing individual and collective achievement. Cyberlearning through game-based, metaphor-enhanced learning objects (CyGaMEs) design and embedded assessment quantify player behavior to study knowledge discovery and…

  7. Community Action Projects: Applying Biotechnology in the Real World (United States)

    Nguyen, Phuong D.; Siegel, Marcelle A.


    Project-based learning and action research are powerful pedagogies in improving science education. We implemented a semester-long course using project-based action research to help students apply biotechnology knowledge learned in the classroom to the real world. Students had several choices to make in the project: working individually or as a…


    Directory of Open Access Journals (Sweden)

    W. Sumarni


    Full Text Available This paper discusses the application of project-based learning (PBL to improve student’ psychomotor skills and concept understanding, as well as knowing what PBL contribution to the improvement of student’ psychomotor skills in chemistry learning. The study was conducted in three cycles. Each cycle consisted of planning, implementation, observation, and reflection steps. One set of data consists of student’ psychomotor skills assesment, student’ conceptual understanding and questionnaire responses were obtained from the action research. Learning process was performed in the eleventh grade students included 37 students (10 males and 27 females and 3 collaborators. The successful research was indicated by 85% of students achieve the mastery learning on concept understanding and well on psychomotor aspects. Data collection was performed using documentation method by questionnaire, observations, and tests. Data was analyzed quantitatively and qualitatively. The results show that all aspects of the psychomotor assessed include sets, mechanical response, complex response, adaptation, and origination were in high category. At the end of the lesson, the project assigned to students were evaluated jointly between teachers and students. The project results in the form of a series of distillation apparatus is applied to separate the natural compounds.

  9. Learning of spatial relationships between observed and imitated actions allows invariant inverse computation in the frontal mirror neuron system. (United States)

    Oh, Hyuk; Gentili, Rodolphe J; Reggia, James A; Contreras-Vidal, José L


    It has been suggested that the human mirror neuron system can facilitate learning by imitation through coupling of observation and action execution. During imitation of observed actions, the functional relationship between and within the inferior frontal cortex, the posterior parietal cortex, and the superior temporal sulcus can be modeled within the internal model framework. The proposed biologically plausible mirror neuron system model extends currently available models by explicitly modeling the intraparietal sulcus and the superior parietal lobule in implementing the function of a frame of reference transformation during imitation. Moreover, the model posits the ventral premotor cortex as performing an inverse computation. The simulations reveal that: i) the transformation system can learn and represent the changes in extrinsic to intrinsic coordinates when an imitator observes a demonstrator; ii) the inverse model of the imitator's frontal mirror neuron system can be trained to provide the motor plans for the imitated actions.

  10. Collaborative learning in higher education : design, implementation and evaluation of group learning activities

    NARCIS (Netherlands)

    Hei, de M.S.A.


    In higher education, group learning activities (GLAs) are frequently implemented in online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been

  11. Learning through Participatory Action Research for Community Ecotourism Planning. (United States)

    Guevara, Jose Roberto Q.


    Ecologically sound tourism planning and policy require an empowering community participation. The participatory action research model helps a community gain understanding of its social reality, learn how to learn, initiate dialog, and discover new possibilities for addressing its situation. (SK)

  12. Teachers' Reflections on Cooperative Learning: Issues of Implementation (United States)

    Gillies, Robyn M.; Boyle, Michael


    Cooperative learning (CL) is a well documented pedagogical practice that promotes academic achievement and socialization, yet many teachers struggle with implementing it in their classes. This study reports on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms. Data from the…

  13. Learning from Toyota: How Action Learning Can Foster Competitive Advantage in New Product Development (NPD) (United States)

    Fuchs, Barbara


    New product development and commercialization are essential to entrepreneurial growth and international competitiveness. Excellence in this area is strongly supported by individual and organizational learning efforts. By analyzing how Japanese car manufacturer Toyota organizes learning, this paper evaluates the potential of action learning to…

  14. Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes. (United States)

    Schoening, Anne M; Selde, M Susan; Goodman, Joely T; Tow, Joyce C; Selig, Cindy L; Wichman, Chris; Cosimano, Amy; Galt, Kimberly A


    This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.

  15. Multi-task learning with group information for human action recognition (United States)

    Qian, Li; Wu, Song; Pu, Nan; Xu, Shulin; Xiao, Guoqiang


    Human action recognition is an important and challenging task in computer vision research, due to the variations in human motion performance, interpersonal differences and recording settings. In this paper, we propose a novel multi-task learning framework with group information (MTL-GI) for accurate and efficient human action recognition. Specifically, we firstly obtain group information through calculating the mutual information according to the latent relationship between Gaussian components and action categories, and clustering similar action categories into the same group by affinity propagation clustering. Additionally, in order to explore the relationships of related tasks, we incorporate group information into multi-task learning. Experimental results evaluated on two popular benchmarks (UCF50 and HMDB51 datasets) demonstrate the superiority of our proposed MTL-GI framework.

  16. Learning a Mid-Level Representation for Multiview Action Recognition

    Directory of Open Access Journals (Sweden)

    Cuiwei Liu


    Full Text Available Recognizing human actions in videos is an active topic with broad commercial potentials. Most of the existing action recognition methods are supposed to have the same camera view during both training and testing. And thus performances of these single-view approaches may be severely influenced by the camera movement and variation of viewpoints. In this paper, we address the above problem by utilizing videos simultaneously recorded from multiple views. To this end, we propose a learning framework based on multitask random forest to exploit a discriminative mid-level representation for videos from multiple cameras. In the first step, subvolumes of continuous human-centered figures are extracted from original videos. In the next step, spatiotemporal cuboids sampled from these subvolumes are characterized by multiple low-level descriptors. Then a set of multitask random forests are built upon multiview cuboids sampled at adjacent positions and construct an integrated mid-level representation for multiview subvolumes of one action. Finally, a random forest classifier is employed to predict the action category in terms of the learned representation. Experiments conducted on the multiview IXMAS action dataset illustrate that the proposed method can effectively recognize human actions depicted in multiview videos.

  17. Advancing Continuous Predictive Analytics Monitoring: Moving from Implementation to Clinical Action in a Learning Health System. (United States)

    Keim-Malpass, Jessica; Kitzmiller, Rebecca R; Skeeles-Worley, Angela; Lindberg, Curt; Clark, Matthew T; Tai, Robert; Calland, James Forrest; Sullivan, Kevin; Randall Moorman, J; Anderson, Ruth A


    In the intensive care unit, clinicians monitor a diverse array of data inputs to detect early signs of impending clinical demise or improvement. Continuous predictive analytics monitoring synthesizes data from a variety of inputs into a risk estimate that clinicians can observe in a streaming environment. For this to be useful, clinicians must engage with the data in a way that makes sense for their clinical workflow in the context of a learning health system (LHS). This article describes the processes needed to evoke clinical action after initiation of continuous predictive analytics monitoring in an LHS. Copyright © 2018 Elsevier Inc. All rights reserved.

  18. Dissociable brain systems mediate vicarious learning of stimulus-response and action-outcome contingencies. (United States)

    Liljeholm, Mimi; Molloy, Ciara J; O'Doherty, John P


    Two distinct strategies have been suggested to support action selection in humans and other animals on the basis of experiential learning: a goal-directed strategy that generates decisions based on the value and causal antecedents of action outcomes, and a habitual strategy that relies on the automatic elicitation of actions by environmental stimuli. In the present study, we investigated whether a similar dichotomy exists for actions that are acquired vicariously, through observation of other individuals rather than through direct experience, and assessed whether these strategies are mediated by distinct brain regions. We scanned participants with functional magnetic resonance imaging while they performed an observational learning task designed to encourage either goal-directed encoding of the consequences of observed actions, or a mapping of observed actions to conditional discriminative cues. Activity in different parts of the action observation network discriminated between the two conditions during observational learning and correlated with the degree of insensitivity to outcome devaluation in subsequent performance. Our findings suggest that, in striking parallel to experiential learning, neural systems mediating the observational acquisition of actions may be dissociated into distinct components: a goal-directed, outcome-sensitive component and a less flexible stimulus-response component.

  19. Safe Exploration of State and Action Spaces in Reinforcement Learning


    Garcia, Javier; Fernandez, Fernando


    In this paper, we consider the important problem of safe exploration in reinforcement learning. While reinforcement learning is well-suited to domains with complex transition dynamics and high-dimensional state-action spaces, an additional challenge is posed by the need for safe and efficient exploration. Traditional exploration techniques are not particularly useful for solving dangerous tasks, where the trial and error process may lead to the selection of actions whose execution in some sta...

  20. Action Search: Learning to Search for Human Activities in Untrimmed Videos

    KAUST Repository

    Alwassel, Humam; Heilbron, Fabian Caba; Ghanem, Bernard


    Traditional approaches for action detection use trimmed data to learn sophisticated action detector models. Although these methods have achieved great success at detecting human actions, we argue that huge information is discarded when ignoring

  1. Intelligent fractions learning system: implementation

    CSIR Research Space (South Africa)

    Smith, Andrew C


    Full Text Available Conference Proceedings Paul Cunningham and Miriam Cunningham (Eds) IIMC International Information Management Corporation, 2011 ISBN: 978-1-905824-24-3 An Intelligent Fractions Learning System: Implementation Andrew Cyrus SMITH1, Teemu H. LAINE2 1CSIR... to fractions. Our aim with the current research project is to extend the existing UFractions learning system to incorporate automatic data capturing. ?Intelligent UFractions? allows a teacher to remotely monitor the children?s progress during...

  2. Implementing Cooperative Learning in Australian Primary Schools: Generalist Teachers' Perspectives (United States)

    Hennessey, Angela; Dionigi, Rylee A.


    To implement cooperative learning successfully in practice, teachers require knowledge of cooperative learning, its features and terms, and how it functions in classrooms. This qualitative study examined 12 Australian generalist primary teachers', understandings of cooperative learning and perceived factors affecting its implementation. Using…

  3. Explicit learning of arbitrary and non-arbitrary action-effect relations in adults and 4-year-olds

    Directory of Open Access Journals (Sweden)

    Stephan Alexander eVerschoor


    Full Text Available Ideomotor theories claim that carrying out a movement that produces a perceivable effect creates a bidirectional association between the two, which can be used by action control processes to retrieve the associated action by anticipating its outcome. Indeed, previous implicit-learning studies have shown that practice renders novel but action-contingent stimuli effective retrieval cues of the action they used to follow, suggesting that experiencing sequences of actions and effects creates bidirectional action-effect associations. We investigated whether action-effect associations are also acquired under explicit-learning conditions and whether familiar action-effect relations (such as between a trumpet and a trumpet sound are learned the same way as novel, arbitrary relations are. We also investigated whether these factors affect adults and 4-year-old children equally. Our findings suggest that explicit learning produces the same bidirectional action-effect associations as implicit learning does, that non-arbitrary relations improve performance without affecting learning per se, and that adults and young children show equivalent performance—apart from the common observation that children have greater difficulty to withstand stimulus-induced action tendencies.

  4. Developing Citizen Leaders through Action Learning (United States)

    Foley, Dolores


    This is an account of a programmer utilizing the application of action learning to the development of capacities of citizens. The Citizen Leadership for Democratic Governance is designed to equip citizens with the skills to get involved and handle the difficult tasks of governance in their communities in South Africa. After a history of apartheid…

  5. Integrating transformative learning and action learning approaches to enhance ethical leadership for supervisors in the hotel business

    Directory of Open Access Journals (Sweden)

    Boonyuen Saranya


    Full Text Available Ethical leadership is now increasingly focused in leadership development. The main purpose of this study is to explore two methods of adult learning, action learning and transformative learning, and to use the methods to enhance ethical leadership. Building ethical leadership requires an approach that focuses on personal values, beliefs, or frames of references, which is transformative learning. Transformative learning requires a series of meetings to conduct critical discourse and to follow up the learning of learners. By organizing such action learning, human resource developers can optimize their time and effort more effectively. The authors have created a comprehensive model to integrate the two learning approaches in a general way that focuses not only on ethical leadership, but also on all kinds of behavioral transformation in the workplace in the hotel business or even other types of business.

  6. Learning of Spatial Relationships between Observed and Imitated Actions allows Invariant Inverse Computation in the Frontal Mirror Neuron System (United States)

    Oh, Hyuk; Gentili, Rodolphe J.; Reggia, James A.; Contreras-Vidal, José L.


    It has been suggested that the human mirror neuron system can facilitate learning by imitation through coupling of observation and action execution. During imitation of observed actions, the functional relationship between and within the inferior frontal cortex, the posterior parietal cortex, and the superior temporal sulcus can be modeled within the internal model framework. The proposed biologically plausible mirror neuron system model extends currently available models by explicitly modeling the intraparietal sulcus and the superior parietal lobule in implementing the function of a frame of reference transformation during imitation. Moreover, the model posits the ventral premotor cortex as performing an inverse computation. The simulations reveal that: i) the transformation system can learn and represent the changes in extrinsic to intrinsic coordinates when an imitator observes a demonstrator; ii) the inverse model of the imitator’s frontal mirror neuron system can be trained to provide the motor plans for the imitated actions. PMID:22255261

  7. Un cas particulier du scénario dans l'apprentissage des langues : le labyrinthe (action maze Action Mazes: a special case of the scenario for language learning

    Directory of Open Access Journals (Sweden)

    Joseph Rézeau


    Full Text Available En didactique des langues l'approche actionnelle et les scénarios sont d'actualité, en lien avec les Tice (Technologies de l'Information et de la Communication pour l'Enseignement. Cependant, des activités de type labyrinthe (action mazes, courantes dans les années 1980 et souvent portées sur les micro-ordinateurs de l'époque, semblent quelque peu tombées dans l'oubli. Cet article entend montrer qu'il est relativement aisé de concevoir et de réaliser de telles activités sur une plateforme d'enseignement à distance telle que Moodle. Nous analyserons également l'impact d'une activité de type labyrinthe sur une population d'étudiants dans le cadre d'un enseignement d'anglais de type Lansad (langues pour spécialistes d'autres disciplines.The development of ICT in language teaching concurs with an interest in task-based approaches and scenarios. Surprisingly, however, such activities as "adventure games" and "action mazes" which were quite popular in CALL (Computer Assisted Language Learning in the 1980s seem to have fallen into oblivion. This article aims at demonstrating that it is relatively easy to design and implement "action mazes" on an LMS (Learning Management System such as Moodle. We shall then analyse the impact of an "action maze" learning activity on a population of students of ESP (English for Specific Purposes.

  8. Efficacy-Information for Implementing Learning in Construction (United States)

    Nesan, L. Jawahar


    This paper, while emphasizing the linkage between the concepts of "empowerment" and "learning", argues that empowerment provides the most appropriate base to effectively implement learning in construction organizations. It is argued that "efficacy-information", being a derivative of empowerment, helps influence…

  9. A reward optimization method based on action subrewards in hierarchical reinforcement learning. (United States)

    Fu, Yuchen; Liu, Quan; Ling, Xionghong; Cui, Zhiming


    Reinforcement learning (RL) is one kind of interactive learning methods. Its main characteristics are "trial and error" and "related reward." A hierarchical reinforcement learning method based on action subrewards is proposed to solve the problem of "curse of dimensionality," which means that the states space will grow exponentially in the number of features and low convergence speed. The method can reduce state spaces greatly and choose actions with favorable purpose and efficiency so as to optimize reward function and enhance convergence speed. Apply it to the online learning in Tetris game, and the experiment result shows that the convergence speed of this algorithm can be enhanced evidently based on the new method which combines hierarchical reinforcement learning algorithm and action subrewards. The "curse of dimensionality" problem is also solved to a certain extent with hierarchical method. All the performance with different parameters is compared and analyzed as well.

  10. Implementing and operating the Hanford Environmental Information System and applying it to the carbon tetrachloride expedited response action

    International Nuclear Information System (INIS)

    Cowley, P.J.; Last, G.V.; Schwab, M.R.; Rohay, V.J.


    To manage waste and perform environmental monitoring and restoration at the 1450-square kilometer (560-square mile) Hanford Site in southeastern Washington State, vast amounts of scientific and technical data are being generated from sampling. This paper provides an overview of the Hanford Environmental Information System (HEIS), a computerized system designed and implemented to manage the Site's environmental sampling data, lessons learned from putting HEIS into operation, and how HEIS is being applied to the carbon tetrachloride expedited response action being performed at the Site

  11. Patterns in Elementary School Students' Strategic Actions in Varying Learning Situations (United States)

    Malmberg, Jonna; Järvenoja, Hanna; Järvelä, Sanna


    This study uses log file traces to examine differences between high-and low-achieving students' strategic actions in varying learning situations. In addition, this study illustrates, in detail, what strategic and self-regulated learning constitutes in practice. The study investigates the learning patterns that emerge in learning situations…

  12. Developing Effective Corrective Action Plan in Krsko NPP

    International Nuclear Information System (INIS)

    Bach, Bruno; Cizmek, Rudi; Bozin, Bojan


    Experience shows that many events could have been prevented if lessons had been learned from previous incidents. Event reporting thus has become an increasingly important aspect of the operation and regulation of all safety-related and public health industries. Different industries such as aeronautics, chemicals, transport and of course nuclear depend on Operating Experience (OE) feedback programs to provide lessons learned about safety. The information available under an OE programme for these organizations comprises internal event reports and analysis and external operating experience including reports on low level events and near misses and other relevant operating performance information. The worldwide OE programme (such as WANO OE) in nuclear power plants provides opportunity to learn from events at other plants. In particular, it alerts plants to mistakes or events that have occurred at other nuclear power plants and enables them to take corrective actions to prevent similar occurrences at their own plant. The intent of the effective and efficient OE program is therefore to improve personnel/plant safety, reliability and commercial performance of the operating nuclear power plants. Such a programme ensures that operating experience is analysed, events important to safety are reviewed in depth, lessons learned are disseminated to the staff and to the relevant national and international organizations and corrective actions are effectively implemented. Learning and applying the lessons from operating experience is an integral part of station safety culture and is encouraged by managers throughout the top plant administrative programs and procedures. Krsko NPP is developed its own OE program by using the most relevant INPO/WANO/IAEA guidelines as well as its own knowledge, skills an operating practice. The OE is a part of the Corrective Action Program (CAP), which is among top management programs. The purpose of this article is to present a part of the Krško NPP

  13. Implementation of Blended Learning in Higher Learning Institutions: A Review of the Literature (United States)

    Ma'arop, Amrien Hamila; Embi, Mohamed Amin


    While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended…

  14. Practising What We Teach: Vocational Teachers Learn to Research through Applying Action Learning Techniques (United States)

    Lasky, Barbara; Tempone, Irene


    Action learning techniques are well suited to the teaching of organisation behaviour students because of their flexibility, inclusiveness, openness, and respect for individuals. They are no less useful as a tool for change for vocational teachers, learning, of necessity, to become researchers. Whereas traditional universities have always had a…

  15. A Framework for Hierarchical Perception-Action Learning Utilizing Fuzzy Reasoning. (United States)

    Windridge, David; Felsberg, Michael; Shaukat, Affan


    Perception-action (P-A) learning is an approach to cognitive system building that seeks to reduce the complexity associated with conventional environment-representation/action-planning approaches. Instead, actions are directly mapped onto the perceptual transitions that they bring about, eliminating the need for intermediate representation and significantly reducing training requirements. We here set out a very general learning framework for cognitive systems in which online learning of the P-A mapping may be conducted within a symbolic processing context, so that complex contextual reasoning can influence the P-A mapping. In utilizing a variational calculus approach to define a suitable objective function, the P-A mapping can be treated as an online learning problem via gradient descent using partial derivatives. Our central theoretical result is to demonstrate top-down modulation of low-level perceptual confidences via the Jacobian of the higher levels of a subsumptive P-A hierarchy. Thus, the separation of the Jacobian as a multiplying factor between levels within the objective function naturally enables the integration of abstract symbolic manipulation in the form of fuzzy deductive logic into the P-A mapping learning. We experimentally demonstrate that the resulting framework achieves significantly better accuracy than using P-A learning without top-down modulation. We also demonstrate that it permits novel forms of context-dependent multilevel P-A mapping, applying the mechanism in the context of an intelligent driver assistance system.

  16. Collaborative Action Research on Technology Integration for Science Learning (United States)

    Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua


    This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

  17. Organizational Support for Action Learning in South Korean Organizations (United States)

    Cho, Yonjoo; Egan, Toby


    The purpose of this study was (1) to examine the impact of organizational support on employee learning and performance and (2) to elaborate on the context of organizational support for action learning in South Korean organizations. For this inquiry, two central questions were posed: What are employee reactions to organizational support for action…

  18. Implementing a lessons learned process at Sandia National Laboratories

    Energy Technology Data Exchange (ETDEWEB)

    Fosshage, Erik D.; Drewien, Celeste A.; Eras, Kenneth; Hartwig, Ronald Craig; Post, Debra S.; Stoecker, Nora Kathleen


    The Lessons Learned Process Improvement Team was tasked to gain an understanding of the existing lessons learned environment within the major programs at Sandia National Laboratories, identify opportunities for improvement in that environment as compared to desired attributes, propose alternative implementations to address existing inefficiencies, perform qualitative evaluations of alternative implementations, and recommend one or more near-term activities for prototyping and/or implementation. This report documents the work and findings of the team.

  19. Making Facilitation Work: The Challenges on an International DBA Action Learning Set (United States)

    OFarrell, Jack


    This account relates my experiences as facilitator of an action learning set on a DBA cohort comprising international students and myself. It outlines the reasons for my selection as facilitator and describes my initial expectations and assumptions of action learning. I chart the difficulty in separating the 'what' of my own research from the…

  20. Defining Learning Space in a Serious Game in Terms of Operative and Resultant Actions (United States)

    Martin, Michael W.; Shen, Yuzhong


    This paper explores the distinction between operative and resultant actions in games, and proposes that the learning space created by a serious game is a function of these actions. Further, it suggests a possible relationship between these actions and the forms of cognitive load imposed upon the game player. Association of specific types of cognitive load with respective forms of actions in game mechanics also presents some heuristics for integrating learning content into serious games. Research indicates that different balances of these types of actions are more suitable for novice or experienced learners. By examining these relationships, we can develop a few basic principles of game design which have an increased potential to promote positive learning outcomes.

  1. New Jersey's experience with implementing Protective Action Guides during the 1988 Salem ingestion pathway exercise

    International Nuclear Information System (INIS)

    White, Duncan


    On November 30 and December 1, 1988, the New Jersey Department of Environmental Protection (DEP) and three other State agencies (Health, Agriculture and State Police) participated in the ingestion pathway portion of the 1988 Salem Nuclear Generating Station Emergency Exercise. The purpose of this phase of the exercise was to demonstrate the ingestion pathway components of the State's Radiological Emergency Response Plan (RERP) to the Federal Emergency Management Agency (FEMA). The intent of this paper is to provide a summary of difficulties and some lessons learned in implementing the DEP's ingestion pathway Protective Action Guides (PAGs) during the exercise as well as during the preparation of a total population dose estimate (TPDE)

  2. New Jersey's experience with implementing Protective Action Guides during the 1988 Salem ingestion pathway exercise

    Energy Technology Data Exchange (ETDEWEB)

    White, Duncan [New Jersey Department of Environmental Protection, Trenton, NJ (United States)


    On November 30 and December 1, 1988, the New Jersey Department of Environmental Protection (DEP) and three other State agencies (Health, Agriculture and State Police) participated in the ingestion pathway portion of the 1988 Salem Nuclear Generating Station Emergency Exercise. The purpose of this phase of the exercise was to demonstrate the ingestion pathway components of the State's Radiological Emergency Response Plan (RERP) to the Federal Emergency Management Agency (FEMA). The intent of this paper is to provide a summary of difficulties and some lessons learned in implementing the DEP's ingestion pathway Protective Action Guides (PAGs) during the exercise as well as during the preparation of a total population dose estimate (TPDE)

  3. Pilot implementations and learning in CSCW settings

    DEFF Research Database (Denmark)

    Hansen, Magnus


    Pilot implementations of new technology in organizations have been proposed as a promising approach to uncover emergent knowledge and learning of the specific work practices in which they are implemented. In this research proposal I will discuss how a participatory approach to evaluating CSCW...

  4. Captivate: Building Blocks for Implementing Active Learning (United States)

    Kitchens, Brent; Means, Tawnya; Tan, Yinliang


    In this study, the authors propose a set of key elements that impact the success of an active learning implementation: content delivery, active learning methods, physical environment, technology enhancement, incentive alignment, and educator investment. Through a range of metrics the authors present preliminary evidence that students in courses…

  5. Implementation of Multiple Intelligences Supported Project-Based Learning in EFL/ESL Classrooms (United States)

    Bas, Gokhan


    This article deals with the implementation of Multiple Intelligences supported Project-Based learning in EFL/ESL Classrooms. In this study, after Multiple Intelligences supported Project-based learning was presented shortly, the implementation of this learning method into English classrooms. Implementation process of MI supported Project-based…

  6. Collaborative Action Research on Technology Integration for Science Learning (United States)

    Wang, Chien-hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua


    This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies,…

  7. Finding minimal action sequences with a simple evaluation of actions (United States)

    Shah, Ashvin; Gurney, Kevin N.


    Animals are able to discover the minimal number of actions that achieves an outcome (the minimal action sequence). In most accounts of this, actions are associated with a measure of behavior that is higher for actions that lead to the outcome with a shorter action sequence, and learning mechanisms find the actions associated with the highest measure. In this sense, previous accounts focus on more than the simple binary signal of “was the outcome achieved?”; they focus on “how well was the outcome achieved?” However, such mechanisms may not govern all types of behavioral development. In particular, in the process of action discovery (Redgrave and Gurney, 2006), actions are reinforced if they simply lead to a salient outcome because biological reinforcement signals occur too quickly to evaluate the consequences of an action beyond an indication of the outcome's occurrence. Thus, action discovery mechanisms focus on the simple evaluation of “was the outcome achieved?” and not “how well was the outcome achieved?” Notwithstanding this impoverishment of information, can the process of action discovery find the minimal action sequence? We address this question by implementing computational mechanisms, referred to in this paper as no-cost learning rules, in which each action that leads to the outcome is associated with the same measure of behavior. No-cost rules focus on “was the outcome achieved?” and are consistent with action discovery. No-cost rules discover the minimal action sequence in simulated tasks and execute it for a substantial amount of time. Extensive training, however, results in extraneous actions, suggesting that a separate process (which has been proposed in action discovery) must attenuate learning if no-cost rules participate in behavioral development. We describe how no-cost rules develop behavior, what happens when attenuation is disrupted, and relate the new mechanisms to wider computational and biological context. PMID:25506326

  8. Sensitivity of the action observation network to physical and observational learning. (United States)

    Cross, Emily S; Kraemer, David J M; Hamilton, Antonia F de C; Kelley, William M; Grafton, Scott T


    Human motor skills can be acquired by observation without the benefit of immediate physical practice. The current study tested if physical rehearsal and observational learning share common neural substrates within an action observation network (AON) including premotor and inferior parietal regions, that is, areas activated both for execution and observation of similar actions. Participants trained for 5 days on dance sequences set to music videos. Each day they physically rehearsed one set of dance sequences ("danced"), and passively watched a different set of sequences ("watched"). Functional magnetic resonance imaging was obtained prior to and immediately following the 5 days of training. After training, a subset of the AON showed a degree of common activity for observational and physical learning. Activity in these premotor and parietal regions was sustained during observation of sequences that were danced or watched, but declined for unfamiliar sequences relative to the pretraining scan session. These imaging data demonstrate the emergence of action resonance processes in the human brain based on observational learning without physical practice and identify commonalities in the neural substrates for physical and observational learning.

  9. Systems Thinking, Lean Production and Action Learning (United States)

    Seddon, John; Caulkin, Simon


    Systems thinking underpins "lean" management and is best understood through action-learning as the ideas are counter-intuitive. The Toyota Production System is just that--a system; the failure to appreciate that starting-place and the advocacy of "tools" leads many to fail to grasp what is, without doubt, a significant…

  10. Utilizing Kolb’s Experiential Learning Theory to Implement a Golf Scramble


    Glenna G. Bower


    This study introduced how Kolb’s Experiential Learning Theory was used across the four-mode learning cycle of abstract conceptualization, active experimentation, concrete experience and reflective observation as a pedagogical tool for implementing a golf scramble. The primary research question was to see whether Kolb’s Experiential Learning Theory four-mode learning cycle was an effective means for implementing a the golf scramble. The participants of the experiential learning experience wer...

  11. Implementation of treat-to-target in rheumatoid arthritis through a Learning Collaborative: Rationale and design of the TRACTION trial. (United States)

    Solomon, Daniel H; Lee, Sara B; Zak, Agnes; Corrigan, Cassandra; Agosti, Jenifer; Bitton, Asaf; Harrold, Leslie; Losina, Elena; Lu, Bing; Pincus, Ted; Radner, Helga; Smolen, Josef; Katz, Jeffrey N; Fraenkel, Liana


    Treat-to-target (TTT) is a recommended strategy in the management of rheumatoid arthritis (RA), but various data sources suggest that its uptake in routine care in the US is suboptimal. Herein, we describe the design of a randomized controlled trial of a Learning Collaborative to facilitate implementation of TTT. We recruited 11 rheumatology sites from across the US and randomized them into the following two groups: one received the Learning Collaborative intervention in Phase 1 (month 1-9) and the second formed a wait-list control group to receive the intervention in Phase 2 (months 10-18). The Learning Collaborative intervention was designed using the Model for Improvement, consisting of a Change Package with corresponding principles and action phases. Phase 1 intervention practices had nine learning sessions, collaborated using a web-based tool, and shared results of plan-do-study-act cycles and monthly improvement metrics collected at each practice. The wait-list control group sites had no intervention during Phase 1. The primary trial outcome is the implementation of TTT as measured by chart review, comparing the differences from baseline to end of Phase 1, between intervention and control sites. All intervention sites remained engaged in the Learning Collaborative throughout Phase 1, with a total of 38 providers participating. The primary trial outcome measures are currently being collected by the study team through medical record review. If the Learning Collaborative is an effective means for improving implementation of TTT, this strategy could serve as a way of implementing disseminating TTT more widely. Copyright © 2016 Elsevier Inc. All rights reserved.

  12. Mentoring, coaching and action learning: interventions in a national clinical leadership development programme. (United States)

    McNamara, Martin S; Fealy, Gerard M; Casey, Mary; O'Connor, Tom; Patton, Declan; Doyle, Louise; Quinlan, Christina


    To evaluate mentoring, coaching and action learning interventions used to develop nurses' and midwives' clinical leadership competencies and to describe the programme participants' experiences of the interventions. Mentoring, coaching and action learning are effective interventions in clinical leadership development and were used in a new national clinical leadership development programme, introduced in Ireland in 2011. An evaluation of the programme focused on how participants experienced the interventions. A qualitative design, using multiple data sources and multiple data collection methods. Methods used to generate data on participant experiences of individual interventions included focus groups, individual interviews and nonparticipant observation. Seventy participants, including 50 programme participants and those providing the interventions, contributed to the data collection. Mentoring, coaching and action learning were positively experienced by participants and contributed to the development of clinical leadership competencies, as attested to by the programme participants and intervention facilitators. The use of interventions that are action-oriented and focused on service development, such as mentoring, coaching and action learning, should be supported in clinical leadership development programmes. Being quite different to short attendance courses, these interventions require longer-term commitment on the part of both individuals and their organisations. In using mentoring, coaching and action learning interventions, the focus should be on each participant's current role and everyday practice and on helping the participant to develop and demonstrate clinical leadership skills in these contexts. © 2014 John Wiley & Sons Ltd.

  13. Intrinsically motivated action-outcome learning and goal-based action recall: a system-level bio-constrained computational model. (United States)

    Baldassarre, Gianluca; Mannella, Francesco; Fiore, Vincenzo G; Redgrave, Peter; Gurney, Kevin; Mirolli, Marco


    Reinforcement (trial-and-error) learning in animals is driven by a multitude of processes. Most animals have evolved several sophisticated systems of 'extrinsic motivations' (EMs) that guide them to acquire behaviours allowing them to maintain their bodies, defend against threat, and reproduce. Animals have also evolved various systems of 'intrinsic motivations' (IMs) that allow them to acquire actions in the absence of extrinsic rewards. These actions are used later to pursue such rewards when they become available. Intrinsic motivations have been studied in Psychology for many decades and their biological substrates are now being elucidated by neuroscientists. In the last two decades, investigators in computational modelling, robotics and machine learning have proposed various mechanisms that capture certain aspects of IMs. However, we still lack models of IMs that attempt to integrate all key aspects of intrinsically motivated learning and behaviour while taking into account the relevant neurobiological constraints. This paper proposes a bio-constrained system-level model that contributes a major step towards this integration. The model focusses on three processes related to IMs and on the neural mechanisms underlying them: (a) the acquisition of action-outcome associations (internal models of the agent-environment interaction) driven by phasic dopamine signals caused by sudden, unexpected changes in the environment; (b) the transient focussing of visual gaze and actions on salient portions of the environment; (c) the subsequent recall of actions to pursue extrinsic rewards based on goal-directed reactivation of the representations of their outcomes. The tests of the model, including a series of selective lesions, show how the focussing processes lead to a faster learning of action-outcome associations, and how these associations can be recruited for accomplishing goal-directed behaviours. The model, together with the background knowledge reviewed in the paper

  14. Dynamic mesolimbic dopamine signaling during action sequence learning and expectation violation (United States)

    Collins, Anne L.; Greenfield, Venuz Y.; Bye, Jeffrey K.; Linker, Kay E.; Wang, Alice S.; Wassum, Kate M.


    Prolonged mesolimbic dopamine concentration changes have been detected during spatial navigation, but little is known about the conditions that engender this signaling profile or how it develops with learning. To address this, we monitored dopamine concentration changes in the nucleus accumbens core of rats throughout acquisition and performance of an instrumental action sequence task. Prolonged dopamine concentration changes were detected that ramped up as rats executed each action sequence and declined after earned reward collection. With learning, dopamine concentration began to rise increasingly earlier in the execution of the sequence and ultimately backpropagated away from stereotyped sequence actions, becoming only transiently elevated by the most distal and unexpected reward predictor. Action sequence-related dopamine signaling was reactivated in well-trained rats if they became disengaged in the task and in response to an unexpected change in the value, but not identity of the earned reward. Throughout training and test, dopamine signaling correlated with sequence performance. These results suggest that action sequences can engender a prolonged mode of dopamine signaling in the nucleus accumbens core and that such signaling relates to elements of the motivation underlying sequence execution and is dynamic with learning, overtraining and violations in reward expectation. PMID:26869075

  15. Exploring Constructivist Social Learning Practices in Aiding Russian-Speaking Teachers to Learn Estonian: An Action Research Approach (United States)

    Kiilo, Tatjana; Kutsar, Dagmar


    Based on appreciative inquiry and threshold concepts from an intercultural learning perspective, the article makes insights into the constructivist social learning practice of Estonian language learning amongst Russian-speaking teachers in Estonia. The application of educational action research methodology, more specifically that of Bridget…

  16. Hebbian learning and predictive mirror neurons for actions, sensations and emotions. (United States)

    Keysers, Christian; Gazzola, Valeria


    Spike-timing-dependent plasticity is considered the neurophysiological basis of Hebbian learning and has been shown to be sensitive to both contingency and contiguity between pre- and postsynaptic activity. Here, we will examine how applying this Hebbian learning rule to a system of interconnected neurons in the presence of direct or indirect re-afference (e.g. seeing/hearing one's own actions) predicts the emergence of mirror neurons with predictive properties. In this framework, we analyse how mirror neurons become a dynamic system that performs active inferences about the actions of others and allows joint actions despite sensorimotor delays. We explore how this system performs a projection of the self onto others, with egocentric biases to contribute to mind-reading. Finally, we argue that Hebbian learning predicts mirror-like neurons for sensations and emotions and review evidence for the presence of such vicarious activations outside the motor system.

  17. Facilitating the implementation and efficacy of health-promoting schools via an action-research approach in Taiwan. (United States)

    Chang, Fong-Ching; Liu, Chieh-Hsing; Liao, Li-Ling; Niu, Yu-Zhen; Cheng, Chi-Chia; Chou, Hsin-Pei; Chang, Tzu-Chau


    Taiwan launched its evidence-based health-promoting school (HPS) program via an action-research approach in 2010. The program featured a collaborative partnership between schools, local education authorities and university support networks. This study was focused on examining whether an HPS action-research approach was effective in advancing HPS implementation, perceived HPS impact and perceived HPS efficacy in Taiwan. In 2011, questionnaires were sent to 900 sample schools in Taiwan. A total of 621 schools returned the questionnaire, including 488 primary schools and 133 middle schools. The response rate was 69%. This study compared the difference in HPS implementation status, perceived HPS impact and perceived HPS efficacy between those schools that had implemented action-research HPS (138 schools) and those that had not (483 schools). The univariate analysis results indicated that the HPS implementation levels for components that included school health policies, physical environment, social environment, teaching activities and school-community relations were significantly higher in action-research schools than in non-action-research schools. Teachers in action-research schools reported significantly higher levels of HPS impact and HPS efficacy than non-action-research schools. The multivariate analysis results indicated that after controlling for school level and HPS funding, the HPS action-research approach was significantly positively related to greater levels of HPS implementation, perceived HPS impact and perceived HPS efficacy.

  18. Undergraduates' Implementations of Learning Stations as Their Service Learning among Elementary School Students (United States)

    Chien, Chin-Wen


    Service learning provides pre-service educators with a context for having hands-on field experience and also assists in understanding the theory and practice. This study discusses 7 undergraduates' implementations of learning stations as their service learning with 28 elementary school students. Through thematic data analysis of interviews,…

  19. Action learning as a form of management control : The case of a Dutch elevator company

    NARCIS (Netherlands)

    De Loo, I.G.M.


    Action learning has been proposed as both a problem-solving and organizational learning approach when organizations are faced with complex, unfamiliar problems for which no clear-cut solutions exist. Certainly when action learning participants are not intrinsically motivated to tackle these problems

  20. Achievement of learning outcome after implemented physical modules based on problem based learning (United States)

    Isna, R.; Masykuri, M.; Sukarmin


    Implementation of Problem BasedLearning (PBL) modules can grow the students' thinking skills to solve the problems in daily life and equip the students into higher education levels. The purpose of this research is to know the achievement of learning outcome after implementation physics module based on PBL in Newton,s Law of Gravity. This research method use the experimental method with posttest only group design. To know the achievement of student learning outcomes was analyzed using t test through application of SPSS 18. Based on research result, it is found that the average of student learning outcomes after appliying physics module based on PBL has reached the minimal exhaustiveness criteria. In addition, students' scientific attitudes also improved at each meeting. Presentation activities which contained at learning sync are also able to practice speaking skills and broaden their knowledge. Looking at some shortcomings during the study, it is suggested the issues raised into learning should be a problem close to the life of students so that, the students are more active and enthusiastic in following the learning of physics.

  1. Fostering Environmental Knowledge and Action through Online Learning Resources

    DEFF Research Database (Denmark)

    Maier, Carmen Daniela


    In order to secure correct understanding of environmental issues, to promote behavioral change and to encourage environmental action, more and more educational practices support and provide environmental programs. This article explores the design of online learning resources created for teachers...... and students by the GreenLearning environmental education program. The topic is approached from a social semiotic perspective. I conduct a multimodal analysis of the knowledge processes and the knowledge selection types that characterize the GreenLearning environmental education program and its online...

  2. Manipulatives Implementation For Supporting Learning Of Mathematics For Prospective Teachers (United States)

    Sulistyaningsih, D.; Mawarsari, V. D.; Hidayah, I.; Dwijanto


    Manipulatives are needed by teachers to facilitate students understand of mathematics which is abstract. As a prospective mathematics teacher, the student must have good skills in making manipulatives. Aims of this study is to describe the implementation of learning courses of manipulative workshop in mathematics education courses by lecturer at Universitas Muhammadiyah Semarang which includes the preparation of learning, general professional ability, the professional capacity specifically, ability of self-development, development class managing, planning and implementation of learning, a way of delivering the material, and evaluation of learning outcomes. Data collection techniques used were questionnaires, interviews, and observation. The research instrument consisted of a questionnaire sheet, sheet observation and interview guides. Validity is determined using data triangulation and triangulation methods. Data were analyzed using an interactive model. The results showed that the average value of activities in preparation for learning, fosters capabilities of general professional, specialized professional, self-development, manage the classroom, implementing the learning, how to deliver the material, and how to evaluate learning outcomes are 79%, 73%, 67%, 75%, 83%, 72%, 64%, and 54%, respectively


    Directory of Open Access Journals (Sweden)

    Vira V. Kotkova


    Full Text Available Ukrainian and foreign scientists’ views on the essence of blended learning are analyzed in the article. The author's definition of a blended learning course is presented. The process of such course designing is described according to target, motivational, substantive, operational and diagnostic components. Both the structure of the blended learning course implementation as well as students’ educational-cognitive activity distribution between classroom learning and distance course are shown. The problems for students, teachers, and educational institutions of blended courses effective implementation are summarized. Students’ academic performance of three years study is analyzed. The results of students’ questioning to determine their perception of blended learning course are described according to the following categories: the effectiveness of blended course, evaluation objectivity, motivation to study, the use of plagiarism in studies, understanding of blended learning course.

  4. E-Learning Implementation in Islamic Education Innovation

    Directory of Open Access Journals (Sweden)

    Andi Nurul Hidayat


    Full Text Available Rapid development of information technology has influenced various aspects of life including Islamic education, This requires Islamic education institutions to be able to anticipate the developments by practicing learners need-based learning programs.  One way to respond to information technology development is through implementation of e-learning in Islamic education context. Electronic Learning is a new way in teaching and learning process through the uses electronic media such as internet-based learning material.  It is expected e-learning system will be used more effective along with the development of technology and learning methods. The development of the E-learning system is also expected not only take into account the financial and profitability issues, but also learners psychological issues. This reaquires education institutions  to accommodate the different individual personalities and learning strategies.

  5. Metastructuration actions of management: critical for stakeholder intervention in IS/IT implementations

    NARCIS (Netherlands)

    Dr. Ben Fruytier; Benny de Waal; Ronald Batenburg


    Metastructuration actions (overarching activities from management that shape and align users’ activities of IS/IT use) are often advocated to improve the success of IS/IT implementation. But how can management support enhance the success of IS/IT by metastructuration actions, when they are dealing

  6. Implementing Collaborative Learning Methods in the Political Science Classroom (United States)

    Wolfe, Angela


    Collaborative learning is one, among other, active learning methods, widely acclaimed in higher education. Consequently, instructors in fields that lack pedagogical training often implement new learning methods such as collaborative learning on the basis of trial and error. Moreover, even though the benefits in academic circles are broadly touted,…

  7. Representation and Integration: Combining Robot Control, High-Level Planning, and Action Learning

    DEFF Research Database (Denmark)

    Petrick, Ronald; Kraft, Dirk; Mourao, Kira

    We describe an approach to integrated robot control, high-level planning, and action effect learning that attempts to overcome the representational difficulties that exist between these diverse areas. Our approach combines ideas from robot vision, knowledgelevel planning, and connectionist machine......-level action specifications, suitable for planning, from a robot’s interactions with the world. We present a detailed overview of our approach and show how it supports the learning of certain aspects of a high-level lepresentation from low-level world state information....... learning, and focuses on the representational needs of these components.We also make use of a simple representational unit called an instantiated state transition fragment (ISTF) and a related structure called an object-action complex (OAC). The goal of this work is a general approach for inducing high...

  8. Knocking Down Barriers: How California Superintendents Are Implementing Blended Learning (United States)

    Horn, Michael B.; Gu, Anna; Evans, Meg


    School districts across the United States are implementing blended learning to boost student achievement. The authors convened several California school district superintendents to answer the questions: "What are the barriers, real or perceived, to implementing blended learning in your district?" and "Have you found solutions to or…

  9. Beyond rational imitation: learning arbitrary means actions from communicative demonstrations. (United States)

    Király, Ildikó; Csibra, Gergely; Gergely, György


    The principle of rationality has been invoked to explain that infants expect agents to perform the most efficient means action to attain a goal. It has also been demonstrated that infants take into account the efficiency of observed actions to achieve a goal outcome when deciding whether to reenact a specific behavior or not. It is puzzling, however, that they also tend to imitate an apparently suboptimal unfamiliar action even when they can bring about the same outcome more efficiently by applying a more rational action alternative available to them. We propose that this apparently paradoxical behavior is explained by infants' interpretation of action demonstrations as communicative manifestations of novel and culturally relevant means actions to be acquired, and we present empirical evidence supporting this proposal. In Experiment 1, we found that 14-month-olds reenacted novel arbitrary means actions only following a communicative demonstration. Experiment 2 showed that infants' inclination to reproduce communicatively manifested novel actions is restricted to behaviors they can construe as goal-directed instrumental acts. The study also provides evidence that infants' reenactment of the demonstrated novel actions reflects epistemic motives rather than purely social motives. We argue that ostensive communication enables infants to represent the teleological structure of novel actions even when the causal relations between means and end are cognitively opaque and apparently violate the efficiency expectation derived from the principle of rationality. This new account of imitative learning of novel means shows how the teleological stance and natural pedagogy--two separate cognitive adaptations to interpret instrumental versus communicative actions--are integrated as a system for learning socially constituted instrumental knowledge in humans. Copyright © 2013 Elsevier Inc. All rights reserved.

  10. Action learning for health system governance: the reward and challenge of co-production. (United States)

    Lehmann, Uta; Gilson, Lucy


    Health policy and systems research (HPSR) is centrally concerned with people, their relationships and the actions and practices they can implement towards better health systems. These concerns suggest that HPS researchers must work in direct engagement with the practitioners and practice central to the inquiry, acknowledging their tacit knowledge and drawing it into generating new insights into health system functioning. Social science perspectives are of particular importance in this field because health policies and health systems are themselves social and political constructs. However, how can social science methodologies such as action research and narrative and appreciative enquiry enable such research, and how can methodologies from different disciplines be woven together to construct and make meaning of evidence for 'this' field? This article seeks to present 'methodological musings' on these points, to prompt wider discussion on the practice of HPSR. It draws on one long-term collaborative action learning research project being undertaken in Cape Town, South Africa. The District Innovation and Action Learning for Health System Development project is an action research partnership between two South African academic institutions and two health authorities focused, ultimately, on strengthening governance in primary health care.Drawing on this experience, the article considers three interrelated issues: The diversity and complexities of practitioner and research actors involved in co-producing HPSR; The nature of co-production and the importance of providing space to grapple across different systems of meaning;The character of evidence and data in co-production. There is much to be learnt from research traditions outside the health sector, but HPSR must work out its own practices--through collaboration and innovation among researchers and practitioners. In this article, we provide one set of experiences to prompt wider reflection and stimulate engagement on the

  11. Integrating transformative learning and action learning approaches to enhance ethical leadership for supervisors in the hotel business


    Boonyuen Saranya; Charungkaittikul Suwithida; Ratana-ubol Archanya


    Ethical leadership is now increasingly focused in leadership development. The main purpose of this study is to explore two methods of adult learning, action learning and transformative learning, and to use the methods to enhance ethical leadership. Building ethical leadership requires an approach that focuses on personal values, beliefs, or frames of references, which is transformative learning. Transformative learning requires a series of meetings to conduct critical discourse and to follow ...

  12. Implementation of standards within eLearning information systems


    Roman Malo


    Nowadays, eLearning standards' support within eLearning systems is much discussed problem. In this problem domain especially the reference model SCORM must be considered. This de-facto standard is a package of common standards and specifications used for the standardization of eLearning activities as eLearning content preparation, using e-course, communication etc. Implementation of standards itself is a process with great difficulty and time requests. Interesting and considerable approach to...

  13. EFL oral skills behaviour when implementing blended learning in a content-subject teachers’ professional development course

    Directory of Open Access Journals (Sweden)

    Natalia Sanchez Narvaez


    Full Text Available The increasing use of technology in educational settings (Murray, 2014; Zandi, Thang, & Krish, 2014 encourages teachers to refocus their professional development by centering their efforts on becoming proficient in the use of information and communication technologies (ICTs in language lessons (Chen, Chen, & Tsai, 2009. As such, this qualitative action research project intended to describe content-subject teachers’ EFL oral behavior when blended learning was implemented in a professional development course and to determine the influence of blended learning in EFL oral skill behavior. The participants were seven content-subject teachers from a private school in Huila, Colombia. Data were gathered via in-depth interviews, class observations, video recording analysis, teachers’ reflection, students’ artifacts, and a survey. Data were collected during the implementation of an English blended course in which 12 lessons were divided into six face-to-face sessions and six online meetings. The findings suggest that EFL oral skill behavior is connected with use of vocabulary, use of body language, pronunciation and intonation patterns, production of chunks of language, monitoring oral production and, motivation and engagement. In addition, blended learning influenced participants’ oral production.

  14. Recognizing human actions by learning and matching shape-motion prototype trees. (United States)

    Jiang, Zhuolin; Lin, Zhe; Davis, Larry S


    A shape-motion prototype-based approach is introduced for action recognition. The approach represents an action as a sequence of prototypes for efficient and flexible action matching in long video sequences. During training, an action prototype tree is learned in a joint shape and motion space via hierarchical K-means clustering and each training sequence is represented as a labeled prototype sequence; then a look-up table of prototype-to-prototype distances is generated. During testing, based on a joint probability model of the actor location and action prototype, the actor is tracked while a frame-to-prototype correspondence is established by maximizing the joint probability, which is efficiently performed by searching the learned prototype tree; then actions are recognized using dynamic prototype sequence matching. Distance measures used for sequence matching are rapidly obtained by look-up table indexing, which is an order of magnitude faster than brute-force computation of frame-to-frame distances. Our approach enables robust action matching in challenging situations (such as moving cameras, dynamic backgrounds) and allows automatic alignment of action sequences. Experimental results demonstrate that our approach achieves recognition rates of 92.86 percent on a large gesture data set (with dynamic backgrounds), 100 percent on the Weizmann action data set, 95.77 percent on the KTH action data set, 88 percent on the UCF sports data set, and 87.27 percent on the CMU action data set.

  15. Conservation Action Planning: Lessons learned from the St. Marys River watershed biodiversity conservation planning process (United States)

    Patterson, Tamatha A.; Grundel, Ralph


    Conservation Action Planning (CAP) is an adaptive management planning process refined by The Nature Conservancy (TNC) and embraced worldwide as the Open Standards for the Practice of Conservation. The CAP process facilitates open, multi-institutional collaboration on a common conservation agenda through organized actions and quantified results. While specifically designed for conservation efforts, the framework is adaptable and flexible to multiple scales and can be used for any collaborative planning effort. The CAP framework addresses inception; design and development of goals, measures, and strategies; and plan implementation and evaluation. The specific components of the CAP include defining the project scope and conservation targets; assessing the ecological viability; ascertaining threats and surrounding situation; identifying opportunities and designing strategies for action; and implementing actions and monitoring results. In 2007, TNC and a multidisciplinary graduate student team from the University of Michigan's School of Natural Resources and Environment initiated a CAP for the St. Marys River, the connecting channel between Lake Superior and Lake Huron, and its local watershed. The students not only gained experience in conservation planning, but also learned lessons that notably benefited the CAP process and were valuable for any successful collaborative effort—a dedicated core team improved product quality, accelerated the timeline, and provided necessary support for ongoing efforts; an academic approach in preparation for engagement in the planning process brought applicable scientific research to the forefront, enhanced workshop facilitation, and improved stakeholder participation; and early and continuous interactions with regional stakeholders improved cooperation and built a supportive network for collaboration.

  16. Remedial Action and Waste Disposal Project Manager's Implementing Instructions

    International Nuclear Information System (INIS)

    Dronen, V.R.


    These Project Manager's Implementing Instructions provide the performance standards required of all Environmental Restoration Contractor personnel in their work during operation and administration of the Remedial Action and Waste Disposal Project. The instructions emphasize technical competency, workplace discipline, and personal accountability to ensure a high level of safety and performance during operations activities

  17. Robots show us how to teach them: feedback from robots shapes tutoring behavior during action learning. (United States)

    Vollmer, Anna-Lisa; Mühlig, Manuel; Steil, Jochen J; Pitsch, Karola; Fritsch, Jannik; Rohlfing, Katharina J; Wrede, Britta


    Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction.

  18. U. S. Department of energy actions to ensure nuclear safety at its nuclear facilities in response to lessons being learned from the Fukushima dacha accident

    Energy Technology Data Exchange (ETDEWEB)

    Chung, Dae; O' Brien, James [U. S. Department of Energy, Washington (United States)


    The U. S. Department of Energy (DOE) has established a rigorous nuclear safety regulatory infrastructure for the protection of workers, the public, and the environment. An essential part of this infrastructure is a safety culture that promotes organizational learning and includes a commitment to safety by senior leaders that is demonstrated through their actions and behaviors. The tragic Fukushima Dacha accident presented an important challenge for DOE leaders to demonstrate a robust safety culture by critically examining the Department' s regulatory infrastructure and its implementation to ensure that appropriate safety provisions were in place. This paper discusses the actions DOE has taken to date in this regard and further planned action to ensure safety at DOE facilities in light of lessons being learned from the Fukushima Dacha accident.

  19. U. S. Department of energy actions to ensure nuclear safety at its nuclear facilities in response to lessons being learned from the Fukushima dacha accident

    International Nuclear Information System (INIS)

    Chung, Dae; O'Brien, James


    The U. S. Department of Energy (DOE) has established a rigorous nuclear safety regulatory infrastructure for the protection of workers, the public, and the environment. An essential part of this infrastructure is a safety culture that promotes organizational learning and includes a commitment to safety by senior leaders that is demonstrated through their actions and behaviors. The tragic Fukushima Dacha accident presented an important challenge for DOE leaders to demonstrate a robust safety culture by critically examining the Department' s regulatory infrastructure and its implementation to ensure that appropriate safety provisions were in place. This paper discusses the actions DOE has taken to date in this regard and further planned action to ensure safety at DOE facilities in light of lessons being learned from the Fukushima Dacha accident

  20. The Implementation of Aptitude Treatment Interaction (ATI to Improve Learning Motivation of Low Achievement Students

    Directory of Open Access Journals (Sweden)

    Syawal - Syawal


    Full Text Available This research was classroom action research, which aims at improving students' motivation of their poor performance through learning model Aptitude Treatment Interaction (ATI on VII.3 grade students of SMP Negeri 6 Parepare. Aptitude Treatment Interaction (ATI can serve individual student differences by adjusting treatment or learning method with students' abilities. The use of this model was emphasizing to create small groups of students that have achievement alike. Students with have low academic achievement based on test results and teacher interview will be grouped into one group and will be given preferential treatment by tutoring intensity rather than the group of high academic achievement. Subjects of this research were students of class VII.3 SMP Negeri 6 Parepare which is consist of 25 students. This research was conducted in two cycles. The procedure of this research involved four phases: (1 planning, (2 Implementation of action, (3 observation, (4 Reflection. The data collection was done by observation, tests, and questionnaires for each cycle after giving treatment through learning model Aptitude Treatment Interaction (ATI. Data collected were analyzed using quantitative and qualitative analysis. The results of this research indicate that the Aptitude Treatment Interaction (ATI can be an alternative method to improve learning motivation of low achievement students. The results of this research also showed that the Aptitude Treatment Interaction (ATI can be an alternative to problem-solving in the classroom, especially for low achievement students.

  1. Implementation of Service-Learning in Business Education: Issues and Challenges (United States)

    Poon, Patrick; Chan, Tsang Sing; Zhou, Lianxi


    This paper examines the issues and challenges in the implementation of service-learning in undergraduate business education. It also provides an assessment of the students' learning efficacy and outcomes over time through the service-learning participation. Service-learning is a pedagogical approach that integrates academic learning and community…

  2. Learning autonomy in writing class: Implementation of project-based learning in english for spesific purposes (United States)

    Ayu Sukerti, G. N.; Yuliantini, Ny


    This research was aimed to analyze students’ attitude on learning autonomy through the implementation of project-based learning (PBL). Writing has been considered one of the most difficult competencies to master as it incorporates several integrated language skills. Thus, teaching writing in English for Specific Class posts a huge challenge as students often feel discouraged by the complex series of processes involved in producing a well-structured piece of writing. This research implemented PBL as the learning model to boost students’ learning outcomes and construct self-directed learning. Participants were 25 second semester students enrolled in a three-year undergraduate program in Informatics Management. The implementation of PBL in writing class contributed real advantages since it allowed students to collaboratively arrange outline in order to produce individual drafts and final essays. The study revealed that students were able to be involved in a more deep and autonomous learning as they helped each other during group discussion. The students autonomously engaged in the completion of the project in a more positive attitude. They also acquired more knowledge in the aspect of grammar and learned how to use language in proper context based on the feedbacks they got during revising their writing.

  3. Reply : Collective Action and the Empirical Content of Stochastic Learning Models

    NARCIS (Netherlands)

    Macy, M.W.; Flache, A.


    We are grateful for the opportunity that Bendor, Diermeier, and Ting (hereafter BDT) have provided to address important questions about the empirical content of learning theoretic solutions to the collective action problem. They discuss two well-known classes of adaptive models— stochastic learning

  4. Learning to reach by reinforcement learning using a receptive field based function approximation approach with continuous actions. (United States)

    Tamosiunaite, Minija; Asfour, Tamim; Wörgötter, Florentin


    Reinforcement learning methods can be used in robotics applications especially for specific target-oriented problems, for example the reward-based recalibration of goal directed actions. To this end still relatively large and continuous state-action spaces need to be efficiently handled. The goal of this paper is, thus, to develop a novel, rather simple method which uses reinforcement learning with function approximation in conjunction with different reward-strategies for solving such problems. For the testing of our method, we use a four degree-of-freedom reaching problem in 3D-space simulated by a two-joint robot arm system with two DOF each. Function approximation is based on 4D, overlapping kernels (receptive fields) and the state-action space contains about 10,000 of these. Different types of reward structures are being compared, for example, reward-on- touching-only against reward-on-approach. Furthermore, forbidden joint configurations are punished. A continuous action space is used. In spite of a rather large number of states and the continuous action space these reward/punishment strategies allow the system to find a good solution usually within about 20 trials. The efficiency of our method demonstrated in this test scenario suggests that it might be possible to use it on a real robot for problems where mixed rewards can be defined in situations where other types of learning might be difficult.

  5. Book Review ~ Action learning: Images and pathways. Author: Robert L. Dilworth and Verna J. Willis

    Directory of Open Access Journals (Sweden)

    Reviewed by Patrick J. Fahy


    Full Text Available Action learning, as defined in this book, is “a process of reflecting on one’s work and beliefs in the supportive/ confrontational environment of one’s peers for the purpose of gaining new insights and resolving real business and community problems in real time” (p. 11. The claims made for action learning are impressive. Action learning: * Allows participants (who work in groups called sets to answer the question, “What is an honest man, and what do I need to do to become one?” (p. viii. * Is more than learning by doing, action learning “has the potential for putting control of lifelong learning directly in the hands of learners, in ways that alter their perceptions, amplify self-efficacy, and re-connect these individuals to spontaneous curiosity and confidence in the exercise of their own good judgment” (p. xi. * Is a “sleeping giant in the catalogue of individual and organizational change strategies” (p. xi. * Is believed to address the five most important needs facing organizations today: 1 problem-solving; 2 organizational learning; 3 leadership development; 4 professional growth; and 5 career development (p. xiii.

  6. Implementing the virtual reality learning environment: Second Life. (United States)

    Schmidt, Bonnie; Stewart, Stephanie


    Today, faculty members are challenged to find meaningful learning activities that enhance online nursing education. Second Life is an innovative Internet-based strategy that may be used to engage students in active learning. The authors discuss how this technology was implemented into an accelerated online nursing program.

  7. Human dorsal striatum encodes prediction errors during observational learning of instrumental actions. (United States)

    Cooper, Jeffrey C; Dunne, Simon; Furey, Teresa; O'Doherty, John P


    The dorsal striatum plays a key role in the learning and expression of instrumental reward associations that are acquired through direct experience. However, not all learning about instrumental actions require direct experience. Instead, humans and other animals are also capable of acquiring instrumental actions by observing the experiences of others. In this study, we investigated the extent to which human dorsal striatum is involved in observational as well as experiential instrumental reward learning. Human participants were scanned with fMRI while they observed a confederate over a live video performing an instrumental conditioning task to obtain liquid juice rewards. Participants also performed a similar instrumental task for their own rewards. Using a computational model-based analysis, we found reward prediction errors in the dorsal striatum not only during the experiential learning condition but also during observational learning. These results suggest a key role for the dorsal striatum in learning instrumental associations, even when those associations are acquired purely by observing others.

  8. Appreciation of a Child’s Journey: Implementation of a Cardiac Action Research Project

    Directory of Open Access Journals (Sweden)

    Kate Alexa Dengler


    Full Text Available The aim of this paper is to provide an overview of the phases of the action research process involved in developing, implementing, and evaluating the Heart Beads program. The aim of the project is to enrich the hospital experience of children with cardiac conditions. Heart Beads involves children receiving unique beads specific to each cardiac treatment, procedure or event in recognition of their experiences, and endurance. An action research approach, involving a partnership between clinicians and researchers and emphasising the involvement of patients and their families, was used to guide the Heart Beads program. The project followed the five phases of action research: identification, investigation, program development, implementation, and evaluation. Heart Beads began as a small project which continues to grow in popularity and significance with children at a tertiary paediatric hospital in Sydney, Australia. The program is now being implemented nationwide with the vision that all Australian children hospitalised with cardiac conditions can benefit from Heart Beads.

  9. Challenges of Implementing E-Learning in Kenya: A Case of Kenyan Public Universities (United States)

    Tarus, John K.; Gichoya, David; Muumbo, Alex


    In this paper, we discuss the challenges experienced by Kenyan public universities in implementation of e-learning and recommend possible solutions towards its successful implementation. In the last few years, most Kenyan public universities have adopted e-learning as a new approach to teaching and learning. However, the implementation challenges…

  10. Lessons Learned from Implementing National Nuclear Safety Knowledge Platforms

    International Nuclear Information System (INIS)

    Simo, A.


    The Integrated Nuclear Security Advisory Services (INSServ) took place in Cameroon from 21st to 25th April 2014 and the Integrated Regulatory Review Service (IRRS) from 12th to 21st October 2014. This was after the government requested the Director General of International Atomic Energy Agency (IAEA) through an official correspondence on 11th June 2013, for these missions. The main objective was to further improve the effectiveness of the Cameroon governmental, legal and regulatory framework for safety and security. Revision of the legal and regulatory framework so that all international safety and security standards are addressed in laws and statutes have been done with documents downloaded from Nuclear portal sites found in GNSSN. Establishment and implementation of integrated management systems by NRPA is being done with documentation under the National Nuclear Portal with lessons learned from the IAEA review missions. The regulatory documents have been uploaded on the platform and can be accessed through FNRBA and NRPA website ( UN organizations implementing projects in Cameroon are also linked to the platform. The action plans and progress reports for IAEA/AFRA projects are also available. Moreover, NRPA regulatory activities and licensing sources are available on this platform.

  11. Learning Sequences of Actions in Collectives of Autonomous Agents (United States)

    Turner, Kagan; Agogino, Adrian K.; Wolpert, David H.; Clancy, Daniel (Technical Monitor)


    In this paper we focus on the problem of designing a collective of autonomous agents that individually learn sequences of actions such that the resultant sequence of joint actions achieves a predetermined global objective. We are particularly interested in instances of this problem where centralized control is either impossible or impractical. For single agent systems in similar domains, machine learning methods (e.g., reinforcement learners) have been successfully used. However, applying such solutions directly to multi-agent systems often proves problematic, as agents may work at cross-purposes, or have difficulty in evaluating their contribution to achievement of the global objective, or both. Accordingly, the crucial design step in multiagent systems centers on determining the private objectives of each agent so that as the agents strive for those objectives, the system reaches a good global solution. In this work we consider a version of this problem involving multiple autonomous agents in a grid world. We use concepts from collective intelligence to design goals for the agents that are 'aligned' with the global goal, and are 'learnable' in that agents can readily see how their behavior affects their utility. We show that reinforcement learning agents using those goals outperform both 'natural' extensions of single agent algorithms and global reinforcement, learning solutions based on 'team games'.


    Directory of Open Access Journals (Sweden)

    Zoran Ivanovski


    Full Text Available This study presents new vision how to upgrade business higher education at the Faculty of Economics at University of Tourism and Management in Skopje (UTMS. This paper is result of analyses of best practices of leading higher education institutions as well authors experience in higher education and business education and practice. The UTMS is orientated to introduce best practices and objective standards in order to offer high-quality business education for its students. UTMS has mission for permanent implementation of quality improvement measures as a way to achieve high professional and academic standards and become part of prosperous and respective Universities. In order to achieve this goal, UTMS plan to use additional measures, outcomes assessment as a way to measure institutional effectiveness, as well as effective technique for identifying where changes and improvements are necessary. UTMS has developed Students Learning Outcomes Assessment Plan (SLOAP as a way to reach this goal.Based on permanent analysis of students needs as well as business sector suggestions about desirable level of knowledge, skills and competence of the students from Faculty of Economics, gained from conducted evaluations, UTMS decide to make additional improvement and development of business education. This process have 4 phases: 1 evaluation of students attitude towards curricula and the instructors efficiency, 2preparation of the SLOAP (Student Learning Outcomes Assessment Plan document, 3 implementation of two direct measures from the SLOAP through assessment analysis and action planning, and 4 monitoring changes and improvements made as a result of action planning.The first phase was completed in spring semester 2012, as well as second one with development of Comprehensive Exam and Capstone Course as direct measures. Complete SLOAP also has indirect measures like student satisfaction inventory, course evaluations, alumni, and employers’ surveys, and a

  13. Implementing Machine Learning in the PCWG Tool

    Energy Technology Data Exchange (ETDEWEB)

    Clifton, Andrew; Ding, Yu; Stuart, Peter


    The Power Curve Working Group ( is an ad-hoc industry-led group to investigate the performance of wind turbines in real-world conditions. As part of ongoing experience-sharing exercises, machine learning has been proposed as a possible way to predict turbine performance. This presentation provides some background information about machine learning and how it might be implemented in the PCWG exercises.

  14. Distinct prediction errors in mesostriatal circuits of the human brain mediate learning about the values of both states and actions: evidence from high-resolution fMRI. (United States)

    Colas, Jaron T; Pauli, Wolfgang M; Larsen, Tobias; Tyszka, J Michael; O'Doherty, John P


    Prediction-error signals consistent with formal models of "reinforcement learning" (RL) have repeatedly been found within dopaminergic nuclei of the midbrain and dopaminoceptive areas of the striatum. However, the precise form of the RL algorithms implemented in the human brain is not yet well determined. Here, we created a novel paradigm optimized to dissociate the subtypes of reward-prediction errors that function as the key computational signatures of two distinct classes of RL models-namely, "actor/critic" models and action-value-learning models (e.g., the Q-learning model). The state-value-prediction error (SVPE), which is independent of actions, is a hallmark of the actor/critic architecture, whereas the action-value-prediction error (AVPE) is the distinguishing feature of action-value-learning algorithms. To test for the presence of these prediction-error signals in the brain, we scanned human participants with a high-resolution functional magnetic-resonance imaging (fMRI) protocol optimized to enable measurement of neural activity in the dopaminergic midbrain as well as the striatal areas to which it projects. In keeping with the actor/critic model, the SVPE signal was detected in the substantia nigra. The SVPE was also clearly present in both the ventral striatum and the dorsal striatum. However, alongside these purely state-value-based computations we also found evidence for AVPE signals throughout the striatum. These high-resolution fMRI findings suggest that model-free aspects of reward learning in humans can be explained algorithmically with RL in terms of an actor/critic mechanism operating in parallel with a system for more direct action-value learning.

  15. Do action learning sets facilitate collaborative, deliberative learning?: A focus group evaluation of Graduate Entry Pre-registration Nursing (GEN) students' experience. (United States)

    Maddison, Charlotte; Strang, Gus


    The aim of this study was to investigate if by participating in action learning sets, Graduate Entry Pre-registration Nursing (GEN) students were able to engage in collaborative and deliberative learning. A single focus group interview involving eleven participants was used to collect data. Data analysis identified five themes; collaborative learning; reflection; learning through case study and problem-solving; communication, and rejection of codified learning. The themes are discussed and further analysed in the context of collaborative and deliberative learning. The evidence from this small scale study suggests that action learning sets do provide an environment where collaborative and deliberative learning can occur. However, students perceived some of them, particularly during year one, to be too 'teacher lead', which stifled learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

  16. The implementation of an elementary STEM learning team and the effect on teacher self-efficacy: An action research study (United States)

    Hernandez, Jennifer F.

    Science, technology, engineering, and math (STEM) education is part of a national movement to prepare students for the demands of a 21st century workforce. STEM uses an integrated, real-world problem solving approach to increase the levels of collaboration, communication, critical, and creative thinking in students. If expectations for students have increased to stay competitive in a global market, teachers must be equipped to meet the needs of the new 21st century learners in their classrooms. To that end, professional learning for educators is essential to ensure they are equipped with the tools necessary for success. While there are many approaches to teacher development, professional learning teams, based on the work of Garmston and Wellman, focus on teachers' instructional delivery, targeted student learning needs, planning, implementing new strategies, collaboration, and reflective dialogue. The purpose of the study is to improve instructional practice providing quality STEM instruction to students and increase teacher self-efficacy---a teachers' perception of his or her ability to instruct students in the STEM disciplines. Theoretical implications of a study on an elementary STEM learning team could affect the way schools deliver STEM professional learning opportunities to teachers and the way students are delivered a quality STEM education. Research has shown that Model I behavior would limit the change process of professional learning through a surface inspection of the issues; however model II behaviors would benefit the teachers, students and organization because teachers would be collaborating on specific objectives to develop a knowledge base and skill set to meet students' needs. Extending professional development by engaging stakeholders in a collaborative process to build model II behaviors will create an organizational structure that facilitates learning.

  17. Implementation of Transformative Sustainability Learning into Engineering Curricular

    Directory of Open Access Journals (Sweden)

    Yuliana Lavrysh


    Full Text Available Nowadays an engineering profession is the most promising in terms of sustainability. Yet, there is a question if higher educational establishments are ready and possess necessary resources to prepare graduates in a sufficient way to create a life-sustainable future. Therefore, universities recognize the education for sustainable development as an essential and timely process of engineering training. The paper presents the characteristics of transformative sustainability learning as a key factor of advanced life-learning engineering education. The analysis of theoretical background signifies that the transformative sustainability learning concept is based on the theory of person’s transformations depending on such personality traits as the life experience, cognitive development, and critical reflection skills which foster personality changes towards sustainability. Thus, we can state that transformative sustainability learning (TSL integrates such fields as transformative learning and Education for Sustainable Development and the combination impacts personal and societal transformations. This fact provides us with the opportunity to suggest the (TSL concepts implementation into engineering educational process as an approach that enhances students’ motivation to studying, understanding of sustainability issues and high order thinking skills. If students experience personality transformations, we can find out the pedagogical strategy attributed to these transformations. Having conducted interviews and observations the teaching process at the university, we outlined the most used TSL pedagogical strategies at technical university (placed-based, problem-based, enquiry and service learning assessed their efficacy, found out the barriers to successful implementation and suggested recommendations to overcome the barriers. Our paper demonstrates potential of TSL implementation as it not only benefits for students but also enhances sustainability

  18. Learning Evaluation: blending quality improvement and implementation research methods to study healthcare innovations. (United States)

    Balasubramanian, Bijal A; Cohen, Deborah J; Davis, Melinda M; Gunn, Rose; Dickinson, L Miriam; Miller, William L; Crabtree, Benjamin F; Stange, Kurt C


    In healthcare change interventions, on-the-ground learning about the implementation process is often lost because of a primary focus on outcome improvements. This paper describes the Learning Evaluation, a methodological approach that blends quality improvement and implementation research methods to study healthcare innovations. Learning Evaluation is an approach to multi-organization assessment. Qualitative and quantitative data are collected to conduct real-time assessment of implementation processes while also assessing changes in context, facilitating quality improvement using run charts and audit and feedback, and generating transportable lessons. Five principles are the foundation of this approach: (1) gather data to describe changes made by healthcare organizations and how changes are implemented; (2) collect process and outcome data relevant to healthcare organizations and to the research team; (3) assess multi-level contextual factors that affect implementation, process, outcome, and transportability; (4) assist healthcare organizations in using data for continuous quality improvement; and (5) operationalize common measurement strategies to generate transportable results. Learning Evaluation principles are applied across organizations by the following: (1) establishing a detailed understanding of the baseline implementation plan; (2) identifying target populations and tracking relevant process measures; (3) collecting and analyzing real-time quantitative and qualitative data on important contextual factors; (4) synthesizing data and emerging findings and sharing with stakeholders on an ongoing basis; and (5) harmonizing and fostering learning from process and outcome data. Application to a multi-site program focused on primary care and behavioral health integration shows the feasibility and utility of Learning Evaluation for generating real-time insights into evolving implementation processes. Learning Evaluation generates systematic and rigorous cross

  19. FPGA implementation of neuro-fuzzy system with improved PSO learning. (United States)

    Karakuzu, Cihan; Karakaya, Fuat; Çavuşlu, Mehmet Ali


    This paper presents the first hardware implementation of neuro-fuzzy system (NFS) with its metaheuristic learning ability on field programmable gate array (FPGA). Metaheuristic learning of NFS for all of its parameters is accomplished by using the improved particle swarm optimization (iPSO). As a second novelty, a new functional approach, which does not require any memory and multiplier usage, is proposed for the Gaussian membership functions of NFS. NFS and its learning using iPSO are implemented on Xilinx Virtex5 xc5vlx110-3ff1153 and efficiency of the proposed implementation tested on two dynamic system identification problems and licence plate detection problem as a practical application. Results indicate that proposed NFS implementation and membership function approximation is as effective as the other approaches available in the literature but requires less hardware resources. Copyright © 2016 Elsevier Ltd. All rights reserved.

  20. Promoting the translation of intentions into action by implementation intentions: Behavioral effects and physiological correlates

    Directory of Open Access Journals (Sweden)

    Frank eWieber


    Full Text Available The present review addresses the physiological correlates of planning effects on behavior. Although intentions to act qualify as predictors of behavior, accumulated evidence indicates that there is a substantial gap between even strong intentions and subsequent action. One effective strategy to reduce this intention-behavior gap is the formation of implementation intentions that specify when, where, and how to act on a given goal in an if-then format (If I encounter situation Y, then I will initiate action Z!. It has been proposed that implementation intentions render the mental representation of the situation highly accessible and establish a strong associative link between the mental representations of the situation and the action. These process assumptions have been examined in behavioral research, and in physiological research, a field that has begun to investigate the temporal dynamics of and brain areas involved in implementation intention effects. In the present review, we first summarize studies on the cognitive processes that are central to the strategic automation of action control by implementation intentions. We then examine studies involving critical samples with impaired self-regulation. Lastly, we review studies that have applied physiological measures such as heart rate, cortisol level, and eye movement, as well as electroencephalography (EEG and functional magnetic resonance imaging (fMRI studies on the neural correlates of implementation intention effects. In support of the assumed processes, implementation intentions increased goal attainment in studies on cognitive processes and in critical samples, modulated brain waves related to perceptual and decision processes, and generated less activity in brain areas associated with effortful action control. In our discussion, we reflect on the status quo of physiological research on implementation intentions, methodological and conceptual issues, related research, and propose future

  1. Learning Machines Implemented on Non-Deterministic Hardware


    Gupta, Suyog; Sindhwani, Vikas; Gopalakrishnan, Kailash


    This paper highlights new opportunities for designing large-scale machine learning systems as a consequence of blurring traditional boundaries that have allowed algorithm designers and application-level practitioners to stay -- for the most part -- oblivious to the details of the underlying hardware-level implementations. The hardware/software co-design methodology advocated here hinges on the deployment of compute-intensive machine learning kernels onto compute platforms that trade-off deter...

  2. Bourdieu's Habitus and Field: Implications on the Practice and Theory of Critical Action Learning (United States)

    Warwick, Rob; McCray, Janet; Board, Douglas


    This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular "habitus" which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part…

  3. "Knowing Is Not Enough; We Must Apply": Reflections on a Failed Action Learning Application (United States)

    Reese, Simon


    This paper reflects upon a sub-optimal action learning application with a strategic business re-design project. The objective of the project was to improve the long-term business performance of a subsidiary business and build the strategic plan. Action learning was introduced to aid the group in expanding their view of the real problems…

  4. Incorporating gender, equity, and human rights into the action planning process: moving from rhetoric to action

    Directory of Open Access Journals (Sweden)

    Sanjeev Sridharan


    Full Text Available Background: Mainstreaming of gender, equity, and human rights (GER is an important focus of the World Health Organization (WHO and other UN organizations. This paper explores the role of action plans in mainstreaming GER. This paper is informed by a theory-driven evaluation lens. Design: A theory of change framework explored the following seven dimensions of how action plans can implement mainstreaming of GER: awareness of the foundations of GER; understanding of context; planning to impact GER; implementation for GER; monitoring, evaluation, and learning; planning for sustainability; agenda setting and buy-in. The seven dimensions were used to analyze the action plans. Reviewers also explored innovations within each of the action plans for the seven dimensions. Results: GER mainstreaming is more prominent in the foundation, background, and planning components of the plan but becomes less so along the theory of change including implementation; monitoring and evaluation; sustainability; and agenda setting and buy-in. Conclusions: Our analysis demonstrates that much more can be done to incorporate GER considerations into the action planning process. Nine specific recommendations are identified for WHO and other organizations. A theory-driven approach as described in the paper is potentially helpful for developing clarity by which action plans can help with mainstreaming GER considerations.

  5. Processing of action- but not stimulus-related prediction errors differs between active and observational feedback learning. (United States)

    Kobza, Stefan; Bellebaum, Christian


    Learning of stimulus-response-outcome associations is driven by outcome prediction errors (PEs). Previous studies have shown larger PE-dependent activity in the striatum for learning from own as compared to observed actions and the following outcomes despite comparable learning rates. We hypothesised that this finding relates primarily to a stronger integration of action and outcome information in active learners. Using functional magnetic resonance imaging, we investigated brain activations related to action-dependent PEs, reflecting the deviation between action values and obtained outcomes, and action-independent PEs, reflecting the deviation between subjective values of response-preceding cues and obtained outcomes. To this end, 16 active and 15 observational learners engaged in a probabilistic learning card-guessing paradigm. On each trial, active learners saw one out of five cues and pressed either a left or right response button to receive feedback (monetary win or loss). Each observational learner observed exactly those cues, responses and outcomes of one active learner. Learning performance was assessed in active test trials without feedback and did not differ between groups. For both types of PEs, activations were found in the globus pallidus, putamen, cerebellum, and insula in active learners. However, only for action-dependent PEs, activations in these structures and the anterior cingulate were increased in active relative to observational learners. Thus, PE-related activity in the reward system is not generally enhanced in active relative to observational learning but only for action-dependent PEs. For the cerebellum, additional activations were found across groups for cue-related uncertainty, thereby emphasising the cerebellum's role in stimulus-outcome learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

  6. Explaining Groupware Implementation Through Group Learning

    NARCIS (Netherlands)

    Bondarouk, Tatiana; Sikkel, Nicolaas; Kosrow-Pour, M.

    Implementation of groupware tends to be an evolutionary process. We apply a theory of group learning as a framework to highlight relevant aspects of such a process. Here we present the results of a longitudinal case study to which this framework was applied. A human resource information system

  7. The Teacher's Role in Implementing Cooperative Learning in the Classroom.

    NARCIS (Netherlands)

    Gillies, R.; Ashman, A.; Terwel, J.


    The teacher’s role in implementing cooperative learning in the classroom provides a comprehensive overview of the theories, research outcomes, challenges and issues in guided cooperative learning. In many chapters there are clear guidelines and discussion about how cooperative learning practices can

  8. Implications of Incessant Strike Actions on the Implementation of Technical Education Programme in Nigeria (United States)

    Adavbiele, J. A.


    This paper was designed to x-ray the implications of incessant strike actions on the implementation of Technical education programme in Nigeria. The paper took an exploratory view on the concept of strike actions in Nigeria with particular references on notable strike actions that have occurred in Nigeria. The types of strike were explained and…

  9. Learning from Action Research about Science Teacher Preparation (United States)

    Mitchener, Carole P.; Jackson, Wendy M.


    In this article, we present a case study of a beginning science teacher's year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An…

  10. Implementing participatory action research in Lithuania: potential and challenges

    Directory of Open Access Journals (Sweden)

    Gabija Jarašiūnaitė


    Full Text Available Participatory action research is a quite new approach to research in Lithuania. The aim of an article was to disscuss the potential and challenges of participatory action research while implementing it in Lithuanian organizations. The qualitative approach was chosen for the study using the method of Focus groups. 20 researchers from social and biomedicine sciences from six institutions of High education in Lithuania participated in the study. The results of the study showed that participatory action reasearch is seen as an approach with many possibilities because of a wide range of used methods, constant interactions with research participants and the lenght of the research process. Researchers value the possibility to access organization at the begining, during research process and evaluate the effectiveness of the changes after the process. The research challenges are associated with the competence of a researcher including his/her sensitivity during process, ability to involve active participation of organization members in the ongoing process by creating safe and trusting environment. Some specific challenges associated with Lithuanian organizations are organizations‘ tiredness of researches and lack of faith of the benefits of researches because of some previous experiences. Keywords: Participatory Action Research, Organization, Lithuania.

  11. Action Search: Learning to Search for Human Activities in Untrimmed Videos

    KAUST Repository

    Alwassel, Humam


    Traditional approaches for action detection use trimmed data to learn sophisticated action detector models. Although these methods have achieved great success at detecting human actions, we argue that huge information is discarded when ignoring the process, through which this trimmed data is obtained. In this paper, we propose Action Search, a novel approach that mimics the way people annotate activities in video sequences. Using a Recurrent Neural Network, Action Search can efficiently explore a video and determine the time boundaries during which an action occurs. Experiments on the THUMOS14 dataset reveal that our model is not only able to explore the video efficiently but also accurately find human activities, outperforming state-of-the-art methods.

  12. Explaining IT Implementation Through Group Learning

    NARCIS (Netherlands)

    Bondarouk, Tatiana; Sikkel, Nicolaas


    Implementation of an IT system in an organization takes a certain amount of time. System usage becomes stable when users have appropriated the system and new work practices have been established. We propose a concept of group learning as a framework to highlight relevant aspects of such a process. A

  13. Accelerating Strategic Change Through Action Learning

    DEFF Research Database (Denmark)

    Younger, Jon; Sørensen, René; Cleemann, Christine


    Purpose – The purpose of this paper is to describe how a leading global company used action-learning based leadership development to accelerate strategic culture change. Design/methodology/approach – It describes the need for change, and the methodology and approach by which the initiative, Impact......, generated significant benefits. Findings – The initiative led to financial benefit, as well as measurable gains in customer centricity, collaboration, and innovation. It was also a powerful experience for participants in their journey as commercial leaders. Originality/value – Impact was created using...

  14. Design based action research in the world of robot technology and learning

    DEFF Research Database (Denmark)

    Majgaard, Gunver


    Why is design based action research method important in the world of robot technology and learning? The article explores how action research and interaction-driven design can be used in development of educational robot technological tools. The actual case is the development of “Fraction Battle......” which is about learning fractions in primary school. The technology is based on robot technology. An outdoor digital playground is taken into to the classroom and then redesigned. The article argues for interaction design takes precedence to technology or goal driven design for development...... of educational tools....

  15. Innovation in Construction: Learning Processes in implementing new Technologies

    DEFF Research Database (Denmark)

    Clausen, Lennie


    The article is concerned with the question: How do construction firms implement new technology on construction projects? A model of the implementation process is presented based on a review of the construction innovation literature, innovation theory, and organisational learning theories....

  16. Filling the Black Box of Implementation for Health-Promoting Schools (United States)

    Rowling, Louise; Samdal, Oddrun


    Purpose: Achieving organisational learning and greater specificity for implementation action for health-promoting schools requires detailed understanding of the necessary components. They include: preparing and planning for school development, policy and institutional anchoring, professional development and learning, leadership and management…

  17. The Implementation of Discovery Learning Method to Increase Learning Outcomes and Motivation of Student in Senior High School

    Directory of Open Access Journals (Sweden)

    Nanda Saridewi


    Full Text Available Based on data from the observation of high school students grade XI that daily low student test scores due to a lack of role of students in the learning process. This classroom action research aims to improve learning outcomes and student motivation through discovery learning method in colloidal material. This study uses the approach developed by Lewin consisting of planning, action, observation, and reflection. Data collection techniques used the questionnaires and ability tests end. Based on the research that results for students received a positive influence on learning by discovery learning model by increasing the average value of 74 students from the first cycle to 90.3 in the second cycle and increased student motivation in the form of two statements based competence (KD categories (sometimes on the first cycle and the first statement KD category in the second cycle. Thus the results of this study can be used to improve learning outcomes and student motivation

  18. The Impacts of Demographic Variables on Technological and Contextual Challenges of E-learning Implementation (United States)

    Aldowah, Hanan; Ghazal, Samar; Naufal Umar, Irfan; Muniandy, Balakrishnan


    Information technology has achieved robust growth which has made it possible for learning to occur quickly. The rapid development of information, communication and technologies (ICT) has initiated an unparalleled transformation in universities all over the world. This development of technology and learning is offering new techniques to represent knowledge, new practices, and new global communities of learners. As a result, today’s economic and social changes force universities to try to find new learning approaches and systems. E-learning seems to be an appropriate approach in this aspect. However, the implementation of e-learning systems in universities is not an easy task because of some challenges related to context, technology, and other challenges. This paper studied the impacts of demographic data and reported the critical points for the decision makers to consider when planning and implementing e-learning in universities. A quantitative approach was used to study the effects of technological and contextual challenges on e-learning implementation in which a questionnaire was used for the data collection. According to the findings of the study, the most important challenges of the implementation of e-learning are related either to organizational (Contextual) and technological (technical) issues. The demographic variables have been found to play a direct and indirect role with the technological and contextual challenges of implementing e-learning. This paper showed that there are some significant differences in the two challenges faced by instructors in terms of the demographic variables. The result revealed that some significant differences exist between demographic variables and the two challenges of e-learning in terms of gender, age, teaching experience, ICT experience and e-learning experience. However, there is no significant difference in terms of e-learning experience. The obtained data, from such study, can provide information about what academic

  19. Neurocognitive mechanisms underlying social learning in infancy: infants' neural processing of the effects of others' actions. (United States)

    Paulus, Markus; Hunnius, Sabine; Bekkering, Harold


    Social transmission of knowledge is one of the reasons for human evolutionary success, and it has been suggested that already human infants possess eminent social learning abilities. However, nothing is known about the neurocognitive mechanisms that subserve infants' acquisition of novel action knowledge through the observation of other people's actions and their consequences in the physical world. In an electroencephalogram study on social learning in infancy, we demonstrate that 9-month-old infants represent the environmental effects of others' actions in their own motor system, although they never achieved these effects themselves before. The results provide first insights into the neurocognitive basis of human infants' unique ability for social learning of novel action knowledge.

  20. Enhancing Community Service Learning Via Practical Learning Communities

    Directory of Open Access Journals (Sweden)

    Ilana Ronen


    Full Text Available The advantages of learning communities focused on analyzing social issues and educational repercussions in the field are presented in this study. The research examines the contribution of a learning community to enhancing student teachers' responsibility and their social involvement. The assumption was that participating in learning community would further implement student teachers' community social involvement while enhancing responsibility in their field of action. A questionnaire aimed to present the student teachers' attitudes involving all aspects of studying in the learning community and their social activity in the community was conducted. The findings pinpointed that there were positive contributions of the learning communities from a personal aspect such as developing self-learning, and learning about “me”, as well as broaden their teaching skills, through methodology for teacher training, and developing reflective thought. These insights can also be implemented in various educational frameworks and during service learning as part of teacher training.

  1. Blended Learning Implementation in “Guru Pembelajar” Program (United States)

    Mahdan, D.; Kamaludin, M.; Wendi, H. F.; Simanjuntak, M. V.


    The rapid development of information and communication technology (ICT), especially the internet, computers and communication devices requires the innovation in learning; one of which is Blended Learning. The concept of Blended Learning is the mixing of face-to-face learning models by learning online. Blended learning used in the learner teacher program organized by the Indonesian department of education and culture that a program to improve the competence of teachers, called “Guru Pembelajar” (GP). Blended learning model is perfect for learning for teachers, due to limited distance and time because online learning can be done anywhere and anytime. but the problems that arise from the implementation of this activity are many teachers who do not follow the activities because teachers, especially the elderly do not want to follow the activities because they cannot use computers and the internet, applications that are difficult to understand by participants, unstable internet connection in the area where the teacher lives and facilities and infrastructure are not adequate.

  2. An extreme case of action learning at BAT Niemeyer

    NARCIS (Netherlands)

    Eckstein, E.; Veenhoven, G.; De Loo, I.G.M.


    Becoming a 'winning organization' when one currently is an 'ugly ducking' can be a difficult and strenuous task. BAT Niemeyer in the Netherlands succeeded in making such a transformation over the course of four years. Action learning was used, among other methods, to steer part of this

  3. Agriscience Teachers' Implementation of Digital Game-based Learning in an Introductory Animal Science Course (United States)

    Webb, Angela W.; Bunch, J. C.; Wallace, Maria F. G.


    In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.

  4. An Implementation Study of the "Art in Action Program". Executive Summary (United States)

    Biag, Manuelito; Raab, Erin; Hofstedt, Mary


    Targeting students in grades K-8, Art in Action's program consists of 12 age-appropriate lessons per year led by parent and teacher volunteers. The curriculum is based on historically significant artists and their works of art. Through semi-structured discussions, students examine a variety of masterpieces, learning about the artist as well as…


    Directory of Open Access Journals (Sweden)

    Fauzi Miftakh


    Full Text Available This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1 the students‟ general attitudes toward the course, 2 the students‟ attitudes toward the implementation of teaching and learning and 3 the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.

  6. Implementation of Process Oriented Guided Inquiry Learning (POGIL) in Engineering (United States)

    Douglas, Elliot P.; Chiu, Chu-Chuan


    This paper describes implementation and testing of an active learning, team-based pedagogical approach to instruction in engineering. This pedagogy has been termed Process Oriented Guided Inquiry Learning (POGIL), and is based upon the learning cycle model. Rather than sitting in traditional lectures, students work in teams to complete worksheets…

  7. Implementing Peer Learning in Clinical Education: A Framework to Address Challenges In the "Real World". (United States)

    Tai, Joanna Hong Meng; Canny, Benedict J; Haines, Terry P; Molloy, Elizabeth K


    Phenomenon: Peer learning has many benefits and can assist students in gaining the educational skills required in future years when they become teachers themselves. Peer learning may be particularly useful in clinical learning environments, where students report feeling marginalized, overwhelmed, and unsupported. Educational interventions often fail in the workplace environment, as they are often conceived in the "ideal" rather than the complex, messy real world. This work sought to explore barriers and facilitators to implementing peer learning activities in a clinical curriculum. Previous peer learning research results and a matrix of empirically derived peer learning activities were presented to local clinical education experts to generate discussion around the realities of implementing such activities. Potential barriers and limitations of and strategies for implementing peer learning in clinical education were the focus of the individual interviews. Thematic analysis of the data identified three key considerations for real-world implementation of peer learning: culture, epistemic authority, and the primacy of patient-centered care. Strategies for peer learning implementation were also developed from themes within the data, focusing on developing a culture of safety in which peer learning could be undertaken, engaging both educators and students, and establishing expectations for the use of peer learning. Insights: This study identified considerations and strategies for the implementation of peer learning activities, which took into account both educator and student roles. Reported challenges were reflective of those identified within the literature. The resultant framework may aid others in anticipating implementation challenges. Further work is required to test the framework's application in other contexts and its effect on learner outcomes.

  8. Considerations for implementing an organizational lessons learned process.

    Energy Technology Data Exchange (ETDEWEB)

    Fosshage, Erik D


    This report examines the lessons learned process by a review of the literature in a variety of disciplines, and is intended as a guidepost for organizations that are considering the implementation of their own closed-loop learning process. Lessons learned definitions are provided within the broader context of knowledge management and the framework of a learning organization. Shortcomings of existing practices are summarized in an attempt to identify common pitfalls that can be avoided by organizations with fledgling experiences of their own. Lessons learned are then examined through a dual construct of both process and mechanism, with emphasis on integrating into organizational processes and promoting lesson reuse through data attributes that contribute toward changed behaviors. The report concludes with recommended steps for follow-on efforts.

  9. The Action Research Program: Experiential Learning in Systems-Based Practice for First-Year Medical Students. (United States)

    Ackerman, Sara L; Boscardin, Christy; Karliner, Leah; Handley, Margaret A; Cheng, Sarah; Gaither, Thomas W; Hagey, Jill; Hennein, Lauren; Malik, Faizan; Shaw, Brian; Trinidad, Norver; Zahner, Greg; Gonzales, Ralph


    Systems-based practice focuses on the organization, financing, and delivery of medical services. The American Association of Medical Colleges has recommended that systems-based practice be incorporated into medical schools' curricula. However, experiential learning in systems-based practice, including practical strategies to improve the quality and efficiency of clinical care, is often absent from or inconsistently included in medical education. A multidisciplinary clinician and nonclinician faculty team partnered with a cardiology outpatient clinic to design a 9-month clerkship for 1st-year medical students focused on systems-based practice, delivery of clinical care, and strategies to improve the quality and efficiency of clinical operations. The clerkship was called the Action Research Program. In 2013-2014, 8 trainees participated in educational seminars, research activities, and 9-week clinic rotations. A qualitative process and outcome evaluation drew on interviews with students, clinic staff, and supervising physicians, as well as students' detailed field notes. The Action Research Program was developed and implemented at the University of California, San Francisco, an academic medical center in the United States. All educational activities took place at the university's medical school and at the medical center's cardiology outpatient clinic. Students reported and demonstrated increased understanding of how care delivery systems work, improved clinical skills, growing confidence in interactions with patients, and appreciation for patients' experiences. Clinicians reported increased efficiency at the clinic level and improved performance and job satisfaction among medical assistants as a result of their unprecedented mentoring role with students. Some clinicians felt burdened when students shadowed them and asked questions during interactions with patients. Most student-led improvement projects were not fully implemented. The Action Research Program is a

  10. Action Plan and Timetable for the Implementation of the ERC's Recommendations

    CERN Document Server


    Following the External Review Committee's (ERC) Report (CERN/2444) and Council's statement after the discussions in the June 2002 Committees, the Management presents in this document an Action Plan and a time table, aiming at coherent detailing and implementation of the recommendations of the ERC.

  11. Action Plan and Timetable for the Implementation of the ERC's Recommendations

    CERN Document Server


    Following the External Review Committee's (ERC) Report (CERN/2444) and Council's statement after the discussions in the June 2002 Committees, the Management presents in this document an Action Plan and a time table, aiming at coherent detailing and implementation of the recommendations of the ERC

  12. Toward interdependence: Implementation of cooperative learning in primary schools

    NARCIS (Netherlands)

    Krol-Pot, K.


    The present dissertation concerns the implementation of cooperative learning in Dutch primary schools. The focus was on the process of implementation in four experimental schools and on the outcomes at the levels of the school, the teacher and the student. Chapters 1, 2, and 3 constitute the

  13. Associative vocabulary learning: development and testing of two paradigms for the (re-) acquisition of action- and object-related words. (United States)

    Freundlieb, Nils; Ridder, Volker; Dobel, Christian; Enriquez-Geppert, Stefanie; Baumgaertner, Annette; Zwitserlood, Pienie; Gerloff, Christian; Hummel, Friedhelm C; Liuzzi, Gianpiero


    Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning

  14. Think Pair Share (TPS as Method to Improve Student’s Learning Motivation and Learning Achievement

    Directory of Open Access Journals (Sweden)

    Hetika Hetika


    Full Text Available This research aims to find out the application of Think Pair Share (TPS learning method in improving learning motivation and learning achievement in the subject of Introduction to Accounting I of the Accounting Study Program students of Politeknik Harapan Bersama. The Method of data collection in this study used observation method, test method, and documentation method. The research instruments used observation sheet, questionnaire and test question. This research used Class Action Research Design which is an action implementation oriented research, with the aim of improving quality or problem solving in a group by carefully and observing the success rate due to the action. The method of analysis used descriptive qualitative and quantitative analysis method. The results showed that the application of Think Pair Share Learning (TPS Method can improve the Learning Motivation and Achievement. Before the implementation of the action, the obtained score is 67% then in the first cycle increases to 72%, and in the second cycle increasws to 80%. In addition, based on questionnaires distributed to students, it also increases the score of Accounting Learning Motivation where the score in the first cycle of 76% increases to 79%. In addition, in the first cycle, the score of pre test and post test of the students has increased from 68.86 to 76.71 while in the second cycle the score of pre test and post test of students has increased from 79.86 to 84.86.

  15. Systemwide Implementation of Project-Based Learning: The Philadelphia Approach (United States)

    Schwalm, Jason; Tylek, Karen Smuck


    Citywide implementation of project-based learning highlights the benefits--and the challenges--of promoting exemplary practices across an entire out-of-school time (OST) network. In summer 2009, the City of Philadelphia and its intermediary, the Public Health Management Corporation (PHMC), introduced project-based learning to a network of more…

  16. Realising the organisational learning opportunities

    International Nuclear Information System (INIS)

    Pomfret, D.G.; Bradford, S.T.


    An aspect of proactive safety management is learning lessons from unforeseen events. As BNFL has expanded and extended its nuclear services to many more sites, the potential for organisational learning has grown, but sharing through informal networking has become progressively harder. This potential problem has been solved by implementing formalised company-wide arrangements to turn incidents and accidents into organisational learning opportunities through a system called 'Learning from Experience' (LFE). LFE enables event causes and corrective actions to be identified and shared across all BNFL's sites, initially in the UK but ultimately throughout the world. The result is prevention of events having similar causes, and development of a learning culture which breaks down the barriers to adopting best practice'. Key aspects of the system are: Applying root cause analysis to all significant events; Logging all events, their causes and corrective actions onto a Company-wide database; Screening the database regularly by locally appointed Feedback Co-ordinators trained in identifying learning opportunities and knowledgeable of their own business area, and; Placing and tracking actions to prevent similar events at local Event Review Meetings. The paper describes the implementation and initial experience in operation of the LFE system, which is seen as a significant step towards becoming an expanding and learning company with no accidents or incidents. (author)

  17. Mechanisms of action of an implementation intervention in stroke rehabilitation: a qualitative interview study. (United States)

    Connell, Louise A; McMahon, Naoimh E; Tyson, Sarah F; Watkins, Caroline L; Eng, Janice J


    Despite best evidence demonstrating the effectiveness of increased intensity of exercise after stroke, current levels of therapy continue to be below those required to optimise motor recovery. We developed and tested an implementation intervention that aims to increase arm exercise in stroke rehabilitation. The aim of this study was to illustrate the use of a behaviour change framework, the Behaviour Change Wheel, to identify the mechanisms of action that explain how the intervention produced change. We implemented the intervention at three stroke rehabilitation units in the United Kingdom. A purposive sample of therapy team members were recruited to participate in semi-structured interviews to explore their perceptions of how the intervention produced change at their work place. Audio recordings were transcribed and imported into NVivo 10 for content analysis. Two coders separately analysed the transcripts and coded emergent mechanisms. Mechanisms were categorised using the Theoretical Domains Framework (TDF) (an extension of the Capability, Opportunity, Motivation and Behaviour model (COM-B) at the hub of the Behaviour Change Wheel). We identified five main mechanisms of action: 'social/professional role and identity', 'intentions', 'reinforcement', 'behavioural regulation' and 'beliefs about consequences'. At the outset, participants viewed the research team as an external influence for whom they endeavoured to complete the study activities. The study design, with a focus on implementation in real world settings, influenced participants' intentions to implement the intervention components. Monthly meetings between the research and therapy teams were central to the intervention and acted as prompt or reminder to sustain implementation. The phased approach to introducing and implementing intervention components influenced participants' beliefs about the feasibility of implementation. The Behaviour Change Wheel, and in particular the Theoretical Domains Framework

  18. An Extreme Case of Action Learning at BAT Niemeyer (United States)

    Eckstein, Emiel; Veenhoven, Gert; De Loo, Ivo


    Becoming a "winning organization" when one currently is an "ugly ducking" can be a difficult and strenuous task. BAT Niemeyer in the Netherlands succeeded in making such a transformation over the course of four years. Action learning was used, among other methods, to steer part of this transformation, in which employee…

  19. BDNF Val66Met Polymorphism Influences Visuomotor Associative Learning and the Sensitivity to Action Observation (United States)

    Taschereau-Dumouchel, Vincent; Hétu, Sébastien; Michon, Pierre-Emmanuel; Vachon-Presseau, Etienne; Massicotte, Elsa; De Beaumont, Louis; Fecteau, Shirley; Poirier, Judes; Mercier, Catherine; Chagnon, Yvon C.; Jackson, Philip L.


    Motor representations in the human mirror neuron system are tuned to respond to specific observed actions. This ability is widely believed to be influenced by genetic factors, but no study has reported a genetic variant affecting this system so far. One possibility is that genetic variants might interact with visuomotor associative learning to configure the system to respond to novel observed actions. In this perspective, we conducted a candidate gene study on the Brain-derived neurotrophic factor (BDNF) Val66Met polymorphism, a genetic variant linked to motor learning in regions of the mirror neuron system, and tested the effect of this polymorphism on motor facilitation and visuomotor associative learning. In a single-pulse TMS study carried on 16 Met (Val/Met and Met/Met) and 16 Val/Val participants selected from a large pool of healthy volunteers, Met participants showed significantly less muscle-specific corticospinal sensitivity during action observation, as well as reduced visuomotor associative learning, compared to Val homozygotes. These results are the first evidence of a genetic variant tuning sensitivity to action observation and bring to light the importance of considering the intricate relation between genetics and associative learning in order to further understand the origin and function of the human mirror neuron system. PMID:27703276

  20. The Implementation of C-ID, R2D2 Model on Learning Reading Comprehension (United States)

    Rayanto, Yudi Hari; Rusmawan, Putu Ngurah


    The purposes of this research are to find out, (1) whether C-ID, R2D2 model is effective to be implemented on learning Reading comprehension, (2) college students' activity during the implementation of C-ID, R2D2 model on learning Reading comprehension, and 3) college students' learning achievement during the implementation of C-ID, R2D2 model on…

  1. The layered learning practice model: Lessons learned from implementation. (United States)

    Pinelli, Nicole R; Eckel, Stephen F; Vu, Maihan B; Weinberger, Morris; Roth, Mary T


    Pharmacists' views about the implementation, benefits, and attributes of a layered learning practice model (LLPM) were examined. Eligible and willing attending pharmacists at the same institution that had implemented an LLPM completed an individual, 90-minute, face-to-face interview using a structured interview guide developed by the interdisciplinary study team. Interviews were digitally recorded and transcribed verbatim without personal identifiers. Three researchers independently reviewed preliminary findings to reach consensus on emerging themes. In cases where thematic coding diverged, the researchers discussed their analyses until consensus was reached. Of 25 eligible attending pharmacists, 24 (96%) agreed to participate. The sample was drawn from both acute and ambulatory care practice settings and all clinical specialty areas. Attending pharmacists described several experiences implementing the LLPM and perceived benefits of the model. Attending pharmacists identified seven key attributes for hospital and health-system pharmacy departments that are needed to design and implement effective LLPMs: shared leadership, a systematic approach, good communication, flexibility for attending pharmacists, adequate resources, commitment, and evaluation. Participants also highlighted several potential challenges and obstacles for organizations to consider before implementing an LLPM. According to attending pharmacists involved in an LLPM, successful implementation of an LLPM required shared leadership, a systematic approach, communication, flexibility, resources, commitment, and a process for evaluation. Copyright © 2016 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

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


    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.

  3. Action-Emotion Style, Learning Approach and Coping Strategies, in Undergraduate University Students

    Directory of Open Access Journals (Sweden)

    Jesús de la Fuente

    Full Text Available Action-Emotion Style (AES is an affective-motivational construct that describes the achievement motivation that is characteristic of students in their interaction with stressful situations. Using elements from the Type-A Behavior Pattern (TABP, characteristics of competitiveness and overwork occur in different combinations with emotions of impatience and hostility, leading to a classification containing five categories of action-emotion style (Type B, Impatient-hostile type, Medium type, Competitive-Overworking type and Type A. The objective of the present research is to establish how characteristics of action-emotion style relate to learning approach (deep and surface approaches and to coping strategies (emotion-focused and problem-focused. The sample was composed of 225 students from the Psychology degree program. Pearson correlation analyses, ANOVAs and MANOVAs were used. Results showed that competitiveness-overwork characteristics have a significant positive association with the deep approach and with problem-focused strategies, while impatience-hostility is thus related to surface approach and emotion-focused strategies. The level of action-emotion style had a significant main effect. The results verified our hypotheses with reference to the relationships between action-emotion style, learning approaches and coping strategies.

  4. Implementation of Evidence-Based Practice From a Learning Perspective. (United States)

    Nilsen, Per; Neher, Margit; Ellström, Per-Erik; Gardner, Benjamin


    For many nurses and other health care practitioners, implementing evidence-based practice (EBP) presents two interlinked challenges: acquisition of EBP skills and adoption of evidence-based interventions and abandonment of ingrained non-evidence-based practices. The purpose of this study to describe two modes of learning and use these as lenses for analyzing the challenges of implementing EBP in health care. The article is theoretical, drawing on learning and habit theory. Adaptive learning involves a gradual shift from slower, deliberate behaviors to faster, smoother, and more efficient behaviors. Developmental learning is conceptualized as a process in the "opposite" direction, whereby more or less automatically enacted behaviors become deliberate and conscious. Achieving a more EBP depends on both adaptive and developmental learning, which involves both forming EBP-conducive habits and breaking clinical practice habits that do not contribute to realizing the goals of EBP. From a learning perspective, EBP will be best supported by means of adaptive learning that yields a habitual practice of EBP such that it becomes natural and instinctive to instigate EBP in appropriate contexts by means of seeking out, critiquing, and integrating research into everyday clinical practice as well as learning new interventions best supported by empirical evidence. However, the context must also support developmental learning that facilitates disruption of existing habits to ascertain that the execution of the EBP process or the use of evidence-based interventions in routine practice is carefully and consciously considered to arrive at the most appropriate response. © 2017 Sigma Theta Tau International.

  5. Learning Multirobot Hose Transportation and Deployment by Distributed Round-Robin Q-Learning.

    Directory of Open Access Journals (Sweden)

    Borja Fernandez-Gauna

    Full Text Available Multi-Agent Reinforcement Learning (MARL algorithms face two main difficulties: the curse of dimensionality, and environment non-stationarity due to the independent learning processes carried out by the agents concurrently. In this paper we formalize and prove the convergence of a Distributed Round Robin Q-learning (D-RR-QL algorithm for cooperative systems. The computational complexity of this algorithm increases linearly with the number of agents. Moreover, it eliminates environment non sta tionarity by carrying a round-robin scheduling of the action selection and execution. That this learning scheme allows the implementation of Modular State-Action Vetoes (MSAV in cooperative multi-agent systems, which speeds up learning convergence in over-constrained systems by vetoing state-action pairs which lead to undesired termination states (UTS in the relevant state-action subspace. Each agent's local state-action value function learning is an independent process, including the MSAV policies. Coordination of locally optimal policies to obtain the global optimal joint policy is achieved by a greedy selection procedure using message passing. We show that D-RR-QL improves over state-of-the-art approaches, such as Distributed Q-Learning, Team Q-Learning and Coordinated Reinforcement Learning in a paradigmatic Linked Multi-Component Robotic System (L-MCRS control problem: the hose transportation task. L-MCRS are over-constrained systems with many UTS induced by the interaction of the passive linking element and the active mobile robots.

  6. Organising Collective Action for Effective Environmental Management and Social Learning in Wales (United States)

    Mills, Jane; Gibbon, David; Ingram, Julie; Reed, Matt; Short, Christopher; Dwyer, Janet


    The paper explored key factors that might lead to successful agri-environmental social learning and collective action in order to deliver landscape-scale resource management within agri-environment schemes. Using the theory of collective action as an analytical framework the paper examined findings from in-depth interviews with 20 members of two…

  7. Action Learning: A New Method to Increase Tractor Rollover Protective Structure (ROPS) Adoption (United States)

    Biddle, Elyce Anne; Keane, Paul R.


    Action Learning is a problem-solving process that is used in various industries to address difficult problems. This project applied Action Learning to a leading problem in agricultural safety. Tractor overturns are the leading cause of fatal injury to farmworkers. This cause of injury is preventable using rollover protective structures (ROPS), protective equipment that functions as a roll bar structure to protect the operator in the event of an overturn. For agricultural tractors manufactured after 1976 and employee operated, Occupational Safety and Health Administration (OSHA) regulation requires employers to equip them with ROPS and seat belts. By the mid-1980s, US tractor manufacturers began adding ROPS on all farm tractors over 20 horsepower sold in the United States ( However, many older tractors remain in use without ROPS, putting tractor operators at continued risk for traumatic injury and fatality. For many older tractor models ROPS are available for retrofit, but for a variety of reasons, tractor owners have not chosen to retrofit those ROPS. The National Institute for Occupational Safety and Health (NIOSH) attempted various means to ameliorate this occupational safety risk, including the manufacture of a low-cost ROPS for self-assembly. Other approaches address barriers to adoption. An Action Learning approach to increasing adoption of ROPS was followed in Virginia and New York, with mixed results. Virginia took action to increase the manufacturing and adoption of ROPS, but New York saw problems that would be insurmountable. Increased focus on team composition might be needed to establish effective Action Learning teams to address this problem. PMID:22994641

  8. Working Together: How Teachers Teach and Students Learn in Collaborative Learning Environments

    Directory of Open Access Journals (Sweden)

    Mary Burns


    Full Text Available Active Learning in Maths and Science (ALMS was a six-month face-to-face professional development program for middle school maths and science teachers carried out between June and November, 2010 in two Indian states. ALMS’s theory of action is grounded in the belief that collaborative learning serves as a “gateway” to learner-centered instruction. Designers theorized that this shift from individual to collaborative learning would redefine the teacher’s role; alter the teacher and student relationship; change teachers’ organizational, instructional and assessment practices; and begin to lay the groundwork for an eventual shift toward full learner-centered instruction. As this paper will discuss, this proposed theory of action was largely confirmed. Over 80 percent of teachers across the two states regularly implemented collaborative learning techniques and began the larger journey toward learner-centered instruction. This implementation also resulted in a number of benefits for students, including greater levels of engagement, increased confidence, and improved behavior. The research also suggests that when teachers see positive changes as a result of their actions, their deeply-held beliefs about traditional instruction may conflict with what they in fact witnessed in their classrooms. This is the beginning of the evolution of change.

  9. What can action learning offer a beleaguered system? A narrative representing the relationship. (United States)

    Traeger, James


    Purpose This is an attempt to write an account of action learning that is as close to the ground on which it was practised as the author can make it. In that sense, the reader can read what follows below as a kind of autoethnography, a "representation as relationship" as Gergen and Gergen (2002, p. 11) call it. This is because in the opportunity of telling a story about his practice as an action learning facilitator, the author hopes to evoke that which is more akin to the contactful environment of quality action learning than any amount of abstract theorising. Design/methodology/approach This is an example of "narrative inquiry", best judged, according to Sparkes (2002), in terms of the ability of such accounts to "contribute to sociological understanding in ways that, amongst others are self-knowing, self-respecting, self-sacrificing and self-luminous". Findings As the author re-tells this partial account, he has a sense of the massive wider structures around him, but all he can see in his dim lamp is the fleeting glimpse of the local strata. The author traces his hand along the seams, not intending to dig them out, but simply to witness them, or even, in a spirit of yearning, to give them a witnessing of themselves. Originality/value To the author, this is about portraying what action learning feels like, rather than thinks like, for his own and for the benefit of other practitioners.

  10. An Action Learning Project on Diversity: Pitfalls and Possibilities. (United States)

    Hite, Linda M.


    In a college course on diversity in the workplace, students' experiences with conducting a cultural audit of the university as a workplace illustrate the dilemmas that can arise when students conduct action research in a real client system. Despite the inherent problems, the project resulted in significant student learning about the subject and…

  11. Electronic audit and feedback intervention with action implementation toolbox to improve pain management in intensive care: protocol for a laboratory experiment and cluster randomised trial. (United States)

    Gude, Wouter T; Roos-Blom, Marie-José; van der Veer, Sabine N; de Jonge, Evert; Peek, Niels; Dongelmans, Dave A; de Keizer, Nicolette F


    Audit and feedback is often used as a strategy to improve quality of care, however, its effects are variable and often marginal. In order to learn how to design and deliver effective feedback, we need to understand their mechanisms of action. This theory-informed study will investigate how electronic audit and feedback affects improvement intentions (i.e. information-intention gap), and whether an action implementation toolbox with suggested actions and materials helps translating those intentions into action (i.e. intention-behaviour gap). The study will be executed in Dutch intensive care units (ICUs) and will be focused on pain management. We will conduct a laboratory experiment with individual ICU professionals to assess the impact of feedback on their intentions to improve practice. Next, we will conduct a cluster randomised controlled trial with ICUs allocated to feedback without or feedback with action implementation toolbox group. Participants will not be told explicitly what aspect of the intervention is randomised; they will only be aware that there are two variations of providing feedback. ICUs are eligible for participation if they submit indicator data to the Dutch National Intensive Care Evaluation (NICE) quality registry and agree to allocate a quality improvement team that spends 4 h per month on the intervention. All participating ICUs will receive access to an online quality dashboard that provides two functionalities: gaining insight into clinical performance on pain management indicators and developing action plans. ICUs with access to the toolbox can develop their action plans guided by a list of potential barriers in the care process, associated suggested actions, and supporting materials to facilitate implementation of the actions. The primary outcome measure for the laboratory experiment is the proportion of improvement intentions set by participants that are consistent with recommendations based on peer comparisons; for the randomised

  12. Using Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Club (United States)

    Hagenah, Sara

    This dissertation study investigates what happens when students participate in an afterschool science club designed around action-oriented science instruction, a set of curriculum design principles based on social justice pedagogy. Comprised of three manuscripts written for journal publication, the dissertation includes 1) Negotiating community-based action-oriented science teaching and learning: Articulating curriculum design principles, 2) Middle school girls' socio-scientific participation pathways in an afterschool science club, and 3) Laughing and learning together: Productive science learning spaces for middle school girls. By investigating how action-oriented science design principles get negotiated, female identity development in and with science, and the role of everyday social interactions as students do productive science, this research fills gaps in the understanding of how social justice pedagogy gets enacted and negotiated among multiple stakeholders including students, teachers, and community members along what identity development looks like across social and scientific activity. This study will be of interest to educators thinking about how to enact social justice pedagogy in science learning spaces and those interested in identity development in science.

  13. Learning to Recognize Actions From Limited Training Examples Using a Recurrent Spiking Neural Model (United States)

    Panda, Priyadarshini; Srinivasa, Narayan


    A fundamental challenge in machine learning today is to build a model that can learn from few examples. Here, we describe a reservoir based spiking neural model for learning to recognize actions with a limited number of labeled videos. First, we propose a novel encoding, inspired by how microsaccades influence visual perception, to extract spike information from raw video data while preserving the temporal correlation across different frames. Using this encoding, we show that the reservoir generalizes its rich dynamical activity toward signature action/movements enabling it to learn from few training examples. We evaluate our approach on the UCF-101 dataset. Our experiments demonstrate that our proposed reservoir achieves 81.3/87% Top-1/Top-5 accuracy, respectively, on the 101-class data while requiring just 8 video examples per class for training. Our results establish a new benchmark for action recognition from limited video examples for spiking neural models while yielding competitive accuracy with respect to state-of-the-art non-spiking neural models. PMID:29551962

  14. Developing, implementing and evaluating a simulation learning ...

    African Journals Online (AJOL)

    Background: The training of undergraduate midwifery students to identify and manage post-partum haemorrhage, is an essential skill in midwifery. Aim: The aim of this study was to develop, implement and evaluate a simulation learning package (SLP) on post-partum haemorrhage for undergraduate midwifery students ...

  15. E-learning implementation in superior technical educational system (United States)

    Musca, Gavril; Mihalache, Andrei; Musca, Elena


    E-learning methods apply to most modern and various domains but also represent a great tool for the mechanical educational system where there are a lot of sustained efforts for its implementation. Using, administrating and maintaining an e-learning system for a certain field of study requires knowledge related to computation system's utilization but also the understanding the working mechanisms behind it that allows the system to be fully customized in order to be perfect fitted to the user's needs and requirements. A Moodle based test is evaluated from several points of views such as coherence clarity, concise content, information synthesis capacity and the presentation mode which makes the difference between clear or fuzzy graphical representations or terms. The authors appreciate that the ability of managing information in real time by the professor is a decisive decision in order to successfully implement an e-learning web platform. Updating information and structuring trainee's activities from thoroughgoing study up to their individual proposals for conceived applications leads to a better understanding and practical knowledge of theory.

  16. Dimensions of organizational learning: contextual variables in companies under lean manufacturing implementation

    Directory of Open Access Journals (Sweden)

    Guilherme Luz Tortorella


    Full Text Available The Lean Production (LP is an approach that encompasses a variety of management practices to reduce losses and improve operational efficiency. Due to this fact, the ability to innovate, change and learn continuously presents itself as a key element in the implementation of the LP. Several contextual variables were mentioned in the literature as potential impediments to implementing lean. However, little is known about the influence of these variables on the dimensions of Organizational Learning (OL. This study aims to examine the relationship between six contextual variables and the frequency of occurrence of problems in companies that are implementing the LP. Furthermore, the identification of relevant relationships between dimensions of OL and contextual variables contribute to the identification of the contexts in which problems can be expected to occur. The sample contains thirteen companies implementing the LP. The results indicate that the same contextual variables, which are deemed as influential to implement LP, have a different influence on the ability of organizational learning.

  17. E-Learning: Its Implementation in Higher Institutions in Nigeria ...

    African Journals Online (AJOL)

    Advances in computer, communication and network technology have led to the evolution of new ways of learning generally grouped as, and termed e-learning. It is a name that came into existence not more than a decade ago though it was being implemented since the second half of the 20th century in its various sub forms.

  18. Implementation of 3D virtual learning environment to improve students’ cognitive achievement (United States)

    Rasim; Langi, A. Z. R.; Rosmansyah, Y.; Munir


    Virtual Learning Environment (VLE) has been widely used in assisting learning. This study aims to implement VLE-based learning in software engineering course. VLE provides many facilities for learning. In this research, VLE components used were presenter and quiz chair components. Evaluation results showed a significant difference from classical learning.

  19. Implementing Adaptive Educational Methods with IMS Learning Design

    NARCIS (Netherlands)

    Specht, Marcus; Burgos, Daniel


    Please, cite this publication as: Specht, M. & Burgos, D. (2006). Implementing Adaptive Educational Methods with IMS Learning Design. Proceedings of Adaptive Hypermedia. June, Dublin, Ireland. Retrieved June 30th, 2006, from

  20. The importance of sense of coherence when implementing blended learning environments

    DEFF Research Database (Denmark)

    Dau, Susanne


    Constraints in the implementation of models of blended learning can be explained by several causes, but in this paper, it is illustrated that lack of sense of coherence is a major factor of these constraints along with the referential whole of the perceived learning environments. The question...... examined is how activation of models of blended learning in undergraduate education for teacher and radiograph affects the knowledge development. The empirical data consists of data from surveys as well as focus group interviews and some observation studies. These data are analyzed and interpreted through...... a critical hermeneutical process of prefiguration, configuration and refiguration. The findings illustrate significant importance of sense of coherence among participants as a condition for implementing new designs and new learning environments....

  1. Lessons Learned From Implementation of Westinghouse Owners Group Risk-Informed Inservice Inspection Methodology for Piping

    International Nuclear Information System (INIS)

    Stevenson, Paul R.; Haessler, Richard L.; McNeill, Alex; Pyne, Mark A.; West, Raymond A.


    Risk-informed inservice inspection (ISI) programs have been in use for over seven years as an alternative to current regulatory requirements in the development and implementation of ISI programs for nuclear plant piping systems. Programs using the Westinghouse Owners Group (WOG) (now known as the Pressurized Water Reactor Owners Group - PWROG) risk-informed ISI methodology have been developed and implemented within the U.S. and several other countries. Additionally, many plants have conducted or are in the process of conducting updates to their risk-informed ISI programs. In the development and implementation of these risk-informed ISI programs and the associated updates to those programs, the following important lessons learned have been identified and are addressed. Concepts such as 'loss of inventory', which are typically not modeled in a plant's probabilistic risk assessment (PRA) model for all systems. The importance of considering operator actions in the identification of consequences associated with a piping failure and the categorization of segments as high safety significant (HSS) or low safety significant (LSS). The impact that the above considerations have had on the large early release frequency (LERF) and categorization of segments as HSS or LSS. The importance of automation. Making the update process more efficient to reduce costs associated with maintaining the risk-informed ISI program. The insights gained are associated with many of the steps in the risk-informed ISI process including: development of the consequences associated with piping failures, categorization of segments, structural element selection and program updates. Many of these lessons learned have impacted the results of the risk-informed ISI programs and have impacted the updates to those programs. This paper summarizes the lessons learned and insights gained from the application of the WOG risk-informed ISI methodology in the U.S., Europe and Asia. (authors)

  2. Experience of e-learning implementation through massive open online courses (United States)

    Ivleva, N. V.; Fibikh, E. V.


    E-learning is considered to be one of the most prospective directions in education development worldwide. To have a competitive advantage over other institutions offering a wide variety of educational services it is important to introduce information and communication technologies into the educational process to develop e-learning on the whole. The aim of the research is to reveal problems which prevent from full implementation of e-learning at the Reshetnev Siberian State Aerospace University (SibSAU) and to suggest ways on solving those problems through optimization of e-learning introduction process at the university by motivating students and teaching staff to participate in massive open online courses and formation of tailored platforms with the view to arrange similar courses at the premises of the university. The paper considers the introduction and development level of e-learning in Russia and at SibSAU particularly. It substantiates necessity to accelerate e-learning introduction process at an aerospace university as a base for training of highly-qualified specialists in the area of aviation, machine building, physics, info-communication technologies and also in other scientific areas within which university training is carried out. The paper covers SibSAU’s experience in e-learning implementation in the educational process through students and teaching staff participation in massive open online courses and mastering other up-to-date and trendy educational platforms and their usage in the educational process. Key words. E-learning, distance learning, online learning, massive open online course.


    Directory of Open Access Journals (Sweden)

    Salvetri Salvetri


    Full Text Available This study aims to overcome the lack of students’ history awareness through the application of local culture of Kenduri Sko as a learning resource. The research was conducted in class X IS 3 SMA Negeri 2 Kerinci. The method used is Classroom Action Research. The results showed that: (1 teachers have implemented learning in accordance with the design of learning; (2 learning history using local culture of Kenduri Sko as a learning resource has succeeded in increasing the awareness of learners' history that is knowledge and understanding of learners about cultural change, interest in history study, pride of local culture; (3 constraints faced by partner teachers is to measure the attitudes and behaviors of learners.

  4. Lifelong Learning: Concept, Policy, Instruments and Implementation

    Directory of Open Access Journals (Sweden)

    Metin TOPRAK


    Full Text Available European Union has started an education & training initiative under the umbrella of lifelong learning to achieve the 2020 Agenda targets. Th is initiative has nearly half of a century time horizon, and all designed policies and measures have been consolidated under this initiative. Turkish Education authorities have been monitoring this European eff ort closely and made important legal and institutional regulations in recent couple of years. Th is study examines the primary aspects of lifelong learning in detail: conceptual and philosophical background; recognition strategies; the place of formal, non-formal and informal learning in the lifelong learning approach; financing and measurement ways of lifelong learning; and variety of perspectives of international institutions. In addition, education and training strategy of the Europe’s 2020 vision of lifelong learning is also evaluated in detail. Th e human resources vision of the Europe considers education, occupation and economic activities together to allow authorities to plan the future of the European societies. Th e updating mechanisms of this approach are designed both domestically at national and internationally at European levels. It is concluded, in this study, that the lifelong learning policy and implementation of the Europe should be taken as benchmark.

  5. Action understanding and imitation learning in a robot-human task

    NARCIS (Netherlands)

    Erlhagen, W.; Mukovskiy, A.; Bicho, E.; Panin, G.; Kiss, C.; Knoll, A.; Schie, H.T. van; Bekkering, H.


    We report results of an interdisciplinary project which aims at endowing a real robot system with the capacity for learning by goal-directed imitation. The control architecture is biologically inspired as it reflects recent experimental findings in action observation/execution studies. We test its

  6. Resistance in Action Learning: Struggling with Self-Efficacy and the Social Self--and What about the Set Advisor? (United States)

    Burger, Ulrike


    This account of practice explores the concept of resistance in action learning. Resistance is conceptualized as an attempt of self-protection that is manifested in action learners' struggles with their sense of self-efficacy and their social Self. These struggles are an inherent part of the action learning process and may elicit defensive…

  7. The Coordination Dynamics of Observational Learning: Relative Motion Direction and Relative Phase as Informational Content Linking Action-Perception to Action-Production. (United States)

    Buchanan, John J


    The primary goal of this chapter is to merge together the visual perception perspective of observational learning and the coordination dynamics theory of pattern formation in perception and action. Emphasis is placed on identifying movement features that constrain and inform action-perception and action-production processes. Two sources of visual information are examined, relative motion direction and relative phase. The visual perception perspective states that the topological features of relative motion between limbs and joints remains invariant across an actor's motion and therefore are available for pickup by an observer. Relative phase has been put forth as an informational variable that links perception to action within the coordination dynamics theory. A primary assumption of the coordination dynamics approach is that environmental information is meaningful only in terms of the behavior it modifies. Across a series of single limb tasks and bimanual tasks it is shown that the relative motion and relative phase between limbs and joints is picked up through visual processes and supports observational learning of motor skills. Moreover, internal estimations of motor skill proficiency and competency are linked to the informational content found in relative motion and relative phase. Thus, the chapter links action to perception and vice versa and also links cognitive evaluations to the coordination dynamics that support action-perception and action-production processes.

  8. Beyond You and Me: Stories for Collective Action and Learning? Perspectives from an Action Research Project (United States)

    Gearty, Margaret


    This paper explores the combination of storytelling and reflective action research as a means to effect change and learning within and across communities and organizations. Taking the complex challenge of "pro-environmental behaviour change" as an example, the paper reflects on the experiences of a pilot project run for the UK government…

  9. Distributed learning process: principles of design and implementation

    Directory of Open Access Journals (Sweden)

    G. N. Boychenko


    Full Text Available At the present stage, broad information and communication technologies (ICT usage in educational practices is one of the leading trends of global education system development. This trend has led to the instructional interaction models transformation. Scientists have developed the theory of distributed cognition (Salomon, G., Hutchins, E., and distributed education and training (Fiore, S. M., Salas, E., Oblinger, D. G., Barone, C. A., Hawkins, B. L.. Educational process is based on two separated in time and space sub-processes of learning and teaching which are aimed at the organization of fl exible interactions between learners, teachers and educational content located in different non-centralized places.The purpose of this design research is to fi nd a solution for the problem of formalizing distributed learning process design and realization that is signifi cant in instructional design. The solution to this problem should take into account specifi cs of distributed interactions between team members, which becomes collective subject of distributed cognition in distributed learning process. This makes it necessary to design roles and functions of the individual team members performing distributed educational activities. Personal educational objectives should be determined by decomposition of team objectives into functional roles of its members with considering personal and learning needs and interests of students.Theoretical and empirical methods used in the study: theoretical analysis of philosophical, psychological, and pedagogical literature on the issue, analysis of international standards in the e-learning domain; exploration on practical usage of distributed learning in academic and corporate sectors; generalization, abstraction, cognitive modelling, ontology engineering methods.Result of the research is methodology for design and implementation of distributed learning process based on the competency approach. Methodology proposed by

  10. The TENCompetence Infrastructure: A Learning Network Implementation (United States)

    Vogten, Hubert; Martens, Harrie; Lemmers, Ruud

    The TENCompetence project developed a first release of a Learning Network infrastructure to support individuals, groups and organisations in professional competence development. This infrastructure Learning Network infrastructure was released as open source to the community thereby allowing users and organisations to use and contribute to this development as they see fit. The infrastructure consists of client applications providing the user experience and server components that provide the services to these clients. These services implement the domain model (Koper 2006) by provisioning the entities of the domain model (see also Sect. 18.4) and henceforth will be referenced as domain entity services.

  11. Challenges for Cooperative Learning Implementation: Reports from Elementary School Teachers (United States)

    Buchs, Céline; Filippou, Dimitra; Pulfrey, Caroline; Volpé, Yann


    Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to document these challenges at the elementary school level, drawing on teachers' beliefs regarding learning as well as the difficulties teachers report. Results indicate that the most frequent instructional strategies reported are…

  12. Implementing an Interdisciplinary Student Centric Approach to Work-Integrated Learning (United States)

    Marchioro, Gary; Ryan, Maria M.; Perkins, Tim


    This paper describes the implementation of an innovative approach to work-integrated learning using interdisciplinary projects within a university Faculty of Business. Further, it discusses the implementation of integrated and authentic assessments involving academic units in the marketing, urban planning and business communication disciplines.…

  13. Hebbian learning and predictive mirror neurons for actions, sensations and emotions


    Keysers, C.; Gazzola, Valeria


    Spike-timing-dependent plasticity is considered the neurophysiological basis of Hebbian learning and has been shown to be sensitive to both contingency and contiguity between pre- and postsynaptic activity. Here, we will examine how applying this Hebbian learning rule to a system of interconnected neurons in the presence of direct or indirect re-afference (e.g. seeing/hearing one's own actions) predicts the emergence of mirror neurons with predictive properties. In this framework, we analyse ...

  14. Collaborative action around implementation in Collaborations for Leadership in Applied Health Research and Care: towards a programme theory. (United States)

    Rycroft-Malone, Jo; Wilkinson, Joyce; Burton, Christopher R; Harvey, Gill; McCormack, Brendan; Graham, Ian; Staniszewska, Sophie


    In theory, greater interaction between researchers and practitioners should result in increased potential for implementation. However, we know little about whether this is the case, or what mechanisms might operate to make it happen. This paper reports findings from a study that is identifying and tracking implementation mechanisms, processes, influences and impacts in real time, over time in the Collaborations for Leadership in Applied Health Research and Care (CLAHRCs). This is a longitudinal, realist evaluation case study. The development of the conceptual framework and initial hypotheses involved literature reviewing and stakeholder consultation. Primary data were collected through interviews, observations and documents within three CLAHRCs, and analysed thematically against the framework and hypotheses. The first round of data collection shows that the mechanisms of collaborative action, relationship building, engagement, motivation, knowledge exchange and learning are important to the processes and outcomes of CLAHRCs' activity, including their capacity for implementation. These mechanisms operated in different contexts such as competing agendas, availability of resources and the CLAHRCs' brand. Contexts and mechanisms result in different impact, including the CLAHRCs' approach to implementation, quality of collaboration, commitment and ownership, and degree of sharing and managing knowledge. Emerging features of a middle range theory of implementation within collaboration include alignment in organizational structures and cognitive processes, history of partnerships, responsiveness and resilience in rapidly changing contexts. CLARHCs' potential to mobilize knowledge may be further realized by how they develop insights into their function as collaborative entities.

  15. Analysis of e-learning implementation readiness based on integrated elr model (United States)

    Adiyarta, K.; Napitupulu, D.; Rahim, R.; Abdullah, D.; Setiawan, MI


    E-learning nowadays has become a requirement for institutions to support their learning activities. To adopt e-learning, an institution requires a large strategy and resources for optimal application. Unfortunately, not all institutions that have used e-learning got the desired results or expectations. This study aims to identify the extent of the level of readiness of e-learning implementation in institution X. The degree of institutional readiness will determine the success of future e-learning utilization. In addition, institutional readiness measurement are needed to evaluate the effectiveness of strategies in e-learning development. The research method used is survey with questionnaire designed based on integration of 8 best practice ELR (e-learning readiness) model. The results showed that from 13 factors of integrated ELR model being measured, there are 3 readiness factors included in the category of not ready and needs a lot of work. They are human resource (2.57), technology skill (2.38) and content factors (2.41). In general, e-learning implementation in institutions is in the category of not ready but needs some of work (3.27). Therefore, the institution should consider which factors or areas of ELR factors are considered still not ready and needs improvement in the future.

  16. Criteria and foundations for the implementation of the Learning Resource Centers


    Raquel Zamora Fonseca


    Review the criteria and rationale basis for the implementation of research - library and learning resource centers. The analysis focused on the implementation of CRAIs in university libraries and organizational models that can take.

  17. Implementing a university e-learning strategy: levers for change within academic schools

    Directory of Open Access Journals (Sweden)

    Rhona Sharpe


    Full Text Available This paper describes the implementation of an e-learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school-based learning technologists and e-learning champions, supporting schools to write their own strategies, a pedagogical framework of engaging with e-learning, and curriculum development and evaluation of school-supported projects. It is clear that the implementation of the e-learning strategy has led to a large and increasing proportion of our students experiencing blended learning. In addition, there are initial indications that this has enhanced some learning and teaching processes. Where there has been sustainable embedding of effective e-learning, the following levers were identified as particularly important: flexibility in practices that allow schools to contextualise their plans for change, the facilitation of communities of key staff and creating opportunities for staff to voice and challenge their beliefs about e-learning.

  18. Five years of lesson modification to implement non-traditional learning sessions in a traditional-delivery curriculum: A retrospective assessment using applied implementation variables. (United States)

    Gleason, Shaun E; McNair, Bryan; Kiser, Tyree H; Franson, Kari L

    Non-traditional learning (NTL), including aspects of self-directed learning (SDL), may address self-awareness development needs. Many factors can impact successful implementation of NTL. To share our multi-year experience with modifications that aim to improve NTL sessions in a traditional curriculum. To improve understanding of applied implementation variables (some of which were based on successful SDL implementation components) that impact NTL. We delivered a single lesson in a traditional-delivery curriculum once annually for five years, varying delivery annually in response to student learning and reaction-to-learning results. At year 5, we compared student learning and reaction-to-learning to applied implementation factors using logistic regression. Higher instructor involvement and overall NTL levels predicted correct exam responses (p=0.0007 and ptraditional and highest overall NTL deliveries. Students rated instructor presentation skills and teaching methods higher when greater instructor involvement (pmethods were most effective when lower student involvement and higher technology levels (ptraditional-delivery curriculum, instructor involvement appears essential, while the impact of student involvement and educational technology levels varies. Copyright © 2017 Elsevier Inc. All rights reserved.

  19. The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning (United States)

    Mekarina, M.; Ningsih, Y. P.


    This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.

  20. Implementing Innovation: An Exploration of a Learning Management System Transition (United States)

    Strawser, Michael G.; Apostel, Shawn; O' Keefe, Moira; Simons, Crystal


    Learning management systems (LMS) are fixtures on higher education campuses. As LMS use continues to increase, faculty development professionals should consider how system use is encouraged and implemented on campus, especially amongst faculty. Using Ely's (1990) technology-specific conditions that facilitate the implementation of an innovation,…

  1. Optical implementations of associative networks with versatile adaptive learning capabilities. (United States)

    Fisher, A D; Lippincott, W L; Lee, J N


    Optical associative, parallel-processing architectures are being developed using a multimodule approach, where a number of smaller, adaptive, associative modules are nonlinearly interconnected and cascaded under the guidance of a variety of organizational principles to structure larger architectures for solving specific problems. A number of novel optical implementations with versatile adaptive learning capabilities are presented for the individual associative modules, including holographic configurations and five specific electrooptic configurations. The practical issues involved in real optical architectures are analyzed, and actual laboratory optical implementations of associative modules based on Hebbian and Widrow-Hoff learning rules are discussed, including successful experimental demonstrations of their operation.

  2. Practical iterative learning control with frequency domain design and sampled data implementation

    CERN Document Server

    Wang, Danwei; Zhang, Bin


    This book is on the iterative learning control (ILC) with focus on the design and implementation. We approach the ILC design based on the frequency domain analysis and address the ILC implementation based on the sampled data methods. This is the first book of ILC from frequency domain and sampled data methodologies. The frequency domain design methods offer ILC users insights to the convergence performance which is of practical benefits. This book presents a comprehensive framework with various methodologies to ensure the learnable bandwidth in the ILC system to be set with a balance between learning performance and learning stability. The sampled data implementation ensures effective execution of ILC in practical dynamic systems. The presented sampled data ILC methods also ensure the balance of performance and stability of learning process. Furthermore, the presented theories and methodologies are tested with an ILC controlled robotic system. The experimental results show that the machines can work in much h...

  3. Drivers and Effects of Enterprise Resource Planning Post-Implementation Learning (United States)

    Chang, Hsiu-Hua; Chou, Huey-Wen


    The use of enterprise resource planning (ERP) systems has grown enormously since 1990, but the failure to completely learn how to use them continues to produce disappointing results. Today's rapidly changing business environment and the integrative applications of ERP systems force users to continuously learn new skills after ERP implementation.…

  4. Project InterActions: A Multigenerational Robotic Learning Environment (United States)

    Bers, Marina U.


    This paper presents Project InterActions, a series of 5-week workshops in which very young learners (4- to 7-year-old children) and their parents come together to build and program a personally meaningful robotic project in the context of a multigenerational robotics-based community of practice. The goal of these family workshops is to teach both parents and children about the mechanical and programming aspects involved in robotics, as well as to initiate them in a learning trajectory with and about technology. Results from this project address different ways in which parents and children learn together and provide insights into how to develop educational interventions that would educate parents, as well as children, in new domains of knowledge and skills such as robotics and new technologies.

  5. Procuring a Sustainable Future: An Action Learning Approach to the Development and Modelling of Ethical and Sustainable Procurement Practices (United States)

    Boak, George; Watt, Peter; Gold, Jeff; Devins, David; Garvey, Robert


    This paper contributes to an understanding of the processes by which organisational actors learn how to affect positive and sustainable social change in their local region through action learning, action research and appreciative inquiry. The paper is based on a critically reflective account of key findings from an ongoing action research project,…

  6. Criteria and foundations for the implementation of the Learning Resource Centers

    Directory of Open Access Journals (Sweden)

    Raquel Zamora Fonseca


    Full Text Available Review the criteria and rationale basis for the implementation of research - library and learning resource centers. The analysis focused on the implementation of CRAIs in university libraries and organizational models that can take.

  7. Neural dynamics of learning sound-action associations.

    Directory of Open Access Journals (Sweden)

    Adam McNamara

    Full Text Available A motor component is pre-requisite to any communicative act as one must inherently move to communicate. To learn to make a communicative act, the brain must be able to dynamically associate arbitrary percepts to the neural substrate underlying the pre-requisite motor activity. We aimed to investigate whether brain regions involved in complex gestures (ventral pre-motor cortex, Brodmann Area 44 were involved in mediating association between novel abstract auditory stimuli and novel gestural movements. In a functional resonance imaging (fMRI study we asked participants to learn associations between previously unrelated novel sounds and meaningless gestures inside the scanner. We use functional connectivity analysis to eliminate the often present confound of 'strategic covert naming' when dealing with BA44 and to rule out effects of non-specific reductions in signal. Brodmann Area 44, a region incorporating Broca's region showed strong, bilateral, negative correlation of BOLD (blood oxygen level dependent response with learning of sound-action associations during data acquisition. Left-inferior-parietal-lobule (l-IPL and bilateral loci in and around visual area V5, right-orbital-frontal-gyrus, right-hippocampus, left-para-hippocampus, right-head-of-caudate, right-insula and left-lingual-gyrus also showed decreases in BOLD response with learning. Concurrent with these decreases in BOLD response, an increasing connectivity between areas of the imaged network as well as the right-middle-frontal-gyrus with rising learning performance was revealed by a psychophysiological interaction (PPI analysis. The increasing connectivity therefore occurs within an increasingly energy efficient network as learning proceeds. Strongest learning related connectivity between regions was found when analysing BA44 and l-IPL seeds. The results clearly show that BA44 and l-IPL is dynamically involved in linking gesture and sound and therefore provides evidence that one of

  8. Implementation of problem-based learning in geometry lessons (United States)

    Ahamad, S. N. S. H.; Li, H.-C.; Shahrill, M.; Prahmana, R. C. I.


    The aim of this study is twofold. Firstly, it aims to examine the effects of the Problem-Based Learning (PBL) approach on students’ performance in the learning of geometry. Secondly, it seeks to gain insights from the students regarding the implementation of PBL in geometry lessons. The participants were 22 students from one Year 10 class in a co-educational secondary school in Brunei Darussalam. A mixed method design was employed with data collected from the pre-, post- and retention tests, and interviews. The findings from this study revealed positive influences on students’ performance in learning geometry as gain and retention of knowledge was observed. Meanwhile, mixed responses from the interviews implied that in terms of 1) learning attitudes, students favoured the idea of independent learning but some critiqued that the process of PBL might be time-consuming; 2) learning difficulties, some students struggled in assimilating information leading to poor decision- making; and 3) knowledge and skills, some students believed to have nurtured some skills such as communication and research skills.

  9. Sensitivity of the Action Observation Network to Physical and Observational Learning

    NARCIS (Netherlands)

    Cross, E.S.; Kraemer, D.J.M.; Hamilton, A.F.D.C.; Kelley, W.M.; Grafton, S.T.


    Human motor skills can be acquired by observation without the benefit of immediate physical practice. The current study tested if physical rehearsal and observational learning share common neural substrates within an action observation network (AON) including premotor and inferior parietal regions,

  10. Action observation versus motor imagery in learning a complex motor task: a short review of literature and a kinematics study. (United States)

    Gatti, R; Tettamanti, A; Gough, P M; Riboldi, E; Marinoni, L; Buccino, G


    Both motor imagery and action observation have been shown to play a role in learning or re-learning complex motor tasks. According to a well accepted view they share a common neurophysiological basis in the mirror neuron system. Neurons within this system discharge when individuals perform a specific action and when they look at another individual performing the same or a motorically related action. In the present paper, after a short review of literature on the role of action observation and motor imagery in motor learning, we report the results of a kinematics study where we directly compared motor imagery and action observation in learning a novel complex motor task. This involved movement of the right hand and foot in the same angular direction (in-phase movement), while at the same time moving the left hand and foot in an opposite angular direction (anti-phase movement), all at a frequency of 1Hz. Motor learning was assessed through kinematics recording of wrists and ankles. The results showed that action observation is better than motor imagery as a strategy for learning a novel complex motor task, at least in the fast early phase of motor learning. We forward that these results may have important implications in educational activities, sport training and neurorehabilitation. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

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

    DEFF Research Database (Denmark)

    Rützou, C.


    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...

  12. Results of the implementation of a learning system with incidents in an radiotherapy department; Resultados da implementacao de um sistema de aprendizagem com incidentes em um Departamento de Radioterapia

    Energy Technology Data Exchange (ETDEWEB)

    Radicchi, Lucas Augusto; Vilela, Ellen Pedroso Severino; Faustino, Fabio de Lima C.; Rodrigues, Fernanda Arantes C.; Gomes, Franciele N.; Souza, Guilherme Vicente de; Silva, Rose Marta S. [Hospital de Cancer de Barretos, SP (Brazil); Toledo, Jose Carlos de [Universidade Federal de Sao Carlos (UFSCar), SP (Brazil)


    An incident learning system (ILS) is an important tool for improving aspects of patient and staff safety. In radiation oncology, ILS has been implemented both at the institutional level as at the national level, allowing to share lessons learned from incidents that have already occurred. The objective of this study is to present the preliminary results of the ILS implemented in a radiation oncology department. In total, 128 incidents were reviewed by a multidisciplinary committee, and the professional groups that registered more were medical physicists, radiation oncologists and radiation therapists. In addition, incidents have occurred and have been detected mainly in the treatment step. The incident learning system proved to be an important process improvement tool, according to the results shown,the improvement actions proposed and the perception of the people involved. (author)

  13. Implementation of Simulation Based-Concept Attainment Method to Increase Interest Learning of Engineering Mechanics Topic (United States)

    Sultan, A. Z.; Hamzah, N.; Rusdi, M.


    The implementation of concept attainment method based on simulation was used to increase student’s interest in the subjects Engineering of Mechanics in second semester of academic year 2016/2017 in Manufacturing Engineering Program, Department of Mechanical PNUP. The result of the implementation of this learning method shows that there is an increase in the students’ learning interest towards the lecture material which is summarized in the form of interactive simulation CDs and teaching materials in the form of printed books and electronic books. From the implementation of achievement method of this simulation based concept, it is noted that the increase of student participation in the presentation and discussion as well as the deposit of individual assignment of significant student. With the implementation of this method of learning the average student participation reached 89%, which before the application of this learning method only reaches an average of 76%. And also with previous learning method, for exam achievement of A-grade under 5% and D-grade above 8%. After the implementation of the new learning method (simulation based-concept attainment method) the achievement of Agrade has reached more than 30% and D-grade below 1%.

  14. Making Mobile Learning Work: Student Perceptions and Implementation Factors

    Directory of Open Access Journals (Sweden)

    Sharon W. Tabor


    Full Text Available Mobile devices are the constant companions of technology users of all ages. Studies show, however, that making calls is a minimal part of our engagement with today’s smart phones and that even texting has fallen off, leaving web browsing, gaming, and social media as top uses. A cross-disciplinary group of faculty at our university came together in the mLearning Scholars group to study the potential for using mobile devices for student learning. The group met bi-weekly throughout a semester and shared thoughts, ideas, resources, and examples, while experimenting with mobile learning activities in individual classes. This paper summarizes student perceptions and adoption intent for using mobile devices for learning, and discusses implementation issues for faculty in adding mobile learning to a college course. Outcomes reflect that mobile learning adoption is not a given, and students need help in using and understanding the value in using personal devices for learning activities.

  15. Proposed Food and Drug Administration protective action guides for human food and animal feed: methods and implementation

    International Nuclear Information System (INIS)

    Schmidt, G.D.; Shleien, B.; Chiacchierini, R.P.


    The Food and Drug Administration's proposed recommendations to State and local agencies provide guidance on appropriate planning actions necessary for evaluating and preventing radioactive contamination of foods and animal feeds and the control and use of such products should they become contaminated. This presentation will cover the recommendations on implementation of the Preventive and Emergency PAG's. These recommendations include (1) the use of 'Dietary Factors' to obtain PAG's for specific food items from the general guidance, (2) procedures to be used for radionuclide mixtures and other radionuclides, (3) field and laboratory methods for the measurement of the level of contamination in the event of an incident and, (4) protective actions to be implemented by State and local agencies to limit the radiation dose to the public. Specific protective actions which should be considered for implementation when the projected dose exceeds the Preventive PAG are given for application to pasture, milk, fruits and vegetables, and grains. At the Emergency PAG level, the protective action decision is whether condemnation or other disposition is appropriate. (author)

  16. Joint Facial Action Unit Detection and Feature Fusion: A Multi-conditional Learning Approach. (United States)

    Eleftheriadis, Stefanos; Rudovic, Ognjen; Pantic, Maja


    Automated analysis of facial expressions can benefit many domains, from marketing to clinical diagnosis of neurodevelopmental disorders. Facial expressions are typically encoded as a combination of facial muscle activations, i.e., action units. Depending on context, these action units co-occur in specific patterns, and rarely in isolation. Yet, most existing methods for automatic action unit detection fail to exploit dependencies among them, and the corresponding facial features. To address this, we propose a novel multi-conditional latent variable model for simultaneous fusion of facial features and joint action unit detection. Specifically, the proposed model performs feature fusion in a generative fashion via a low-dimensional shared subspace, while simultaneously performing action unit detection using a discriminative classification approach. We show that by combining the merits of both approaches, the proposed methodology outperforms existing purely discriminative/generative methods for the target task. To reduce the number of parameters, and avoid overfitting, a novel Bayesian learning approach based on Monte Carlo sampling is proposed, to integrate out the shared subspace. We validate the proposed method on posed and spontaneous data from three publicly available datasets (CK+, DISFA and Shoulder-pain), and show that both feature fusion and joint learning of action units leads to improved performance compared to the state-of-the-art methods for the task.

  17. Moving Science Off the ``Back Burner'': Meaning Making Within an Action Research Community of Practice (United States)

    Goodnough, Karen


    In this study, the participants conceptualized and implemented an action research project that focused on the infusion of inquiry principles into a neglected science curriculum. Specific objectives were to find (a) What factors challenge and support the evolution of an action research community of practice? (b) How are teachers’ beliefs about science teaching and learning transformed? and (c) How does teachers’ knowledge of curriculum, instruction, assessment, and student learning change as a result of learning within a community of practice? In this instrumental case study (Stake 2000, In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 435-454). Thousand Oaks, CA: Sage), a range of data collection sources and methods were adopted. Outcomes focus on how the design principles for cultivating a community of practice emerged in the action research group, as well as the types of teacher learning that occurred by engaging in action research.

  18. Pointer Animation Implementation at Development of Multimedia Learning of Java Programming (United States)

    Rusli, Muhammad; Atmojo, Yohanes Priyo


    This research represents the development research using the references of previous research results related to the development of interactive multimedia learning (learner controlled), specially about the effectiveness and efficiency of multimedia learning of a content that developed by pointer animation implementation showing the content in…

  19. A cooperative inquiry into action learning and praxis development in a community nursing module. (United States)

    Jenkins, Emrys R; Mabbett, Gaynor M; Surridge, Andrea G; Warring, Joanna; Gwynn, Elizabeth D


    As nurse lecturers we investigated practice development and action learning approaches aimed at enabling postregistration bachelor's- and master's-level nursing students (Community Health Studies, Nursing in the Home) to advance practice in the context of policy and professional developments. A patchwork text was used to assess summatively what students achieved (practice change/development) and how this was informed critically, via an extended epistemology. First-person inquiry supplemented by cooperative inquiry postcourse completion (including reflective discussions with 16 students and 16 practice mentors) were used to assist coresearcher constructions of meaning. A relational, tripartite approach to learning and assessment (students', teachers', and practice mentors' collective contributions) depends on continuing reflective attention. Action learning enhances interrelation of experience with dialectic thinking. The patchwork text functions to promote creative writing, evaluative thinking, and praxis development. Role modeling by all, being genuine and not just "talking" genuine, is challenging yet crucial if people are to function as mutual resources for learning.

  20. Implementation of Active Learning Method in Unit Operations II Subject


    Ma'mun, Sholeh


    ABSTRACT: Active Learning Method which requires students to take an active role in the process of learning in the classroom has been applied in Department of Chemical Engineering, Faculty of Industrial Technology, Islamic University of Indonesia for Unit Operations II subject in the Even Semester of Academic Year 2015/2016. The purpose of implementation of the learning method is to assist students in achieving competencies associated with the Unit Operations II subject and to help in creating...

  1. Hardware implementation of on -chip learning using re configurable FPGAS

    International Nuclear Information System (INIS)

    Kelash, H.M.; Sorour, H.S; Mahmoud, I.I.; Zaki, M; Haggag, S.S.


    The multilayer perceptron (MLP) is a neural network model that is being widely applied in the solving of diverse problems. A supervised training is necessary before the use of the neural network.A highly popular learning algorithm called back-propagation is used to train this neural network model. Once trained, the MLP can be used to solve classification problems. An interesting method to increase the performance of the model is by using hardware implementations. The hardware can do the arithmetical operations much faster than software. In this paper, a design and implementation of the sequential mode (stochastic mode) of backpropagation algorithm with on-chip learning using field programmable gate arrays (FPGA) is presented, a pipelined adaptation of the on-line back propagation algorithm (BP) is shown.The hardware implementation of forward stage, backward stage and update weight of backpropagation algorithm is also presented. This implementation is based on a SIMD parallel architecture of the forward propagation the diagnosis of the multi-purpose research reactor of Egypt accidents is used to test the proposed system

  2. Lessons Learned from Implementing E-Learning for the Education of Health Professionals in Resource-Constrained Countries (United States)

    Gupta, Manu; Marsden, Sophie; Oluka, Tony; Sharma, Reetu; Lucas, Henry


    The growing global demand for tertiary education has led to the increased use of e-learning approaches around the world. Demand has increased most rapidly in low and middle income countries (LMICs), which account for half of the students currently enrolled in higher educational institutions (HEIs). But the implementation of e-learning programmes…


    Directory of Open Access Journals (Sweden)

    Luis Eduardo Pérez Peregrino


    Full Text Available The research project TEACH-ME (Technology, Engineering Calculus and Hewlett-Packard Mobile Environment presents an educational proposal that seeks to innovate the teaching and learning processes of mathematics, Logic Basic Programming and Management of Information, through the introduction of collaborative working environments, in order to provide the integrated development of learning methodologies, enhancing cognitive abilities in their students. As a case study, it presents the results obtained when applying this project to students in their first semester at the Faculty of Engineering at “Corporación Universitaria Minuto de Dios” University, which introduces the use of tablet PCs from Hewlett Packard to support the teaching process. This article presents the process of implementing of the TEACH-ME Project, developed as an academic environment that has allowed the implementation processes of research on the impact of the application of information technologies and communication technologies to the higher education teaching. We will present the project background, what the implementation process has so far done, the impact obtained from the learning and teaching processes, the integration of technologies at an academic meeting who has helped carry out the project and, finally, the contributions of the Tablet PC to the teaching-learning process at the University.

  4. Spatial learning and memory in male mice with altered growth hormone action. (United States)

    Basu, Amrita; McFarlane, Hewlet G; Kopchick, John J


    Growth hormone (GH) has a significant influence on cognitive performance in humans and other mammals. To understand the influence of altered GH action on cognition, we assessed spatial learning and memory using a Barnes maze (BM) comparing twelve-month old, male, bovine GH (bGH) and GH receptor antagonist (GHA) transgenic mice and their corresponding wild type (WT) littermates. During the acquisition training period in the BM, bGH mice showed increased latency, traveled longer path lengths and made more errors to reach the target than WT mice, indicating significantly poorer learning. Short-term memory (STM) and long-term memory (LTM) trials showed significantly suppressed memory retention in bGH mice when compared to the WT group. Conversely, GHA mice showed significantly better learning parameters (latency, path length and errors) and increased use of an efficient search strategy than WT mice. Our study indicates a negative impact of GH excess and a beneficial effect of the inhibition of GH action on spatial learning and memory and, therefore, cognitive performance in male mice. Further research to elucidate GH's role in brain function will facilitate identifying therapeutic applications of GH or GHA for neuropathological and neurodegenerative conditions. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. Using a multi-state Learning Community as an implementation strategy for immediate postpartum long-acting reversible contraception. (United States)

    DeSisto, Carla L; Estrich, Cameron; Kroelinger, Charlan D; Goodman, David A; Pliska, Ellen; Mackie, Christine N; Waddell, Lisa F; Rankin, Kristin M


    Implementation strategies are imperative for the successful adoption and sustainability of complex evidence-based public health practices. Creating a learning collaborative is one strategy that was part of a recently published compilation of implementation strategy terms and definitions. In partnership with the Centers for Disease Control and Prevention and other partner agencies, the Association of State and Territorial Health Officials recently convened a multi-state Learning Community to support cross-state collaboration and provide technical assistance for improving state capacity to increase access to long-acting reversible contraception (LARC) in the immediate postpartum period, an evidence-based practice with the potential for reducing unintended pregnancy and improving maternal and child health outcomes. During 2015-2016, the Learning Community included multi-disciplinary, multi-agency teams of state health officials, payers, clinicians, and health department staff from 13 states. This qualitative study was conducted to better understand the successes, challenges, and strategies that the 13 US states in the Learning Community used for increasing access to immediate postpartum LARC. We conducted telephone interviews with each team in the Learning Community. Interviews were semi-structured and organized by the eight domains of the Learning Community. We coded transcribed interviews for facilitators, barriers, and implementation strategies, using a recent compilation of expert-defined implementation strategies as a foundation for coding the latter. Data analysis showed three ways that the activities of the Learning Community helped in policy implementation work: structure and accountability, validity, and preparing for potential challenges and opportunities. Further, the qualitative data demonstrated that the Learning Community integrated six other implementation strategies from the literature: organize clinician implementation team meetings, conduct

  6. Systematic implementation of evidence-based practice in a clinical nursing setting : a participatory action research project

    NARCIS (Netherlands)

    Sandra van der Loo; Gerrie Bours; Anna Beurskens; Albine Moser; Jolanda Friesen-Storms


    Aims and objectives: To describe the process of implementing evidence-based practice (EBP) in a clinical nursing setting. Background: EBP has become a major issue in nursing, it is insufficiently integrated in daily practice and its implementation is complex. Design: Participatory action

  7. Learning communities and overcoming poverty in Brazil

    Directory of Open Access Journals (Sweden)

    Tatiana Santos Pitanga


    Full Text Available Object: Brazil has implemented social programs to meet the Millennium Development Goals of reducing poverty and inequality. Despite the good results still there are ghettos and educational and social inequalities. Moreover Learning Communities are responding to these needs by promoting education based on successful actions scientifically proven of which promote educational change and social inclusion. The aim of this article is to highlight the characteristics of Learning Communities that allow overcoming poverty, and in this perspective, explain the implementation of the Learning Communities in Brazil and how, in this way, it is creating the conditions for effective overcoming give poverty and inequality in this country.Design / methodology: This article is based on documentary analysis of reports of the INCLUD-ED - the project on school education more scientific resources has been funded by the European Union, United Nations / ECLAC, Brazilian public agencies and websites of official institutions that promote Learning Communities in Brazil. Brazilian Institute of Geography and Statistics are also collected.Contributions and results: It highlights successful actions that contribute to overcoming poverty and social exclusion. Such actions are based on dialogic learning, democratic management and the formation of heterogeneous groups. It is observed that in Brazil are carrying out such actions and the ongoing expansion of the project in the country is creating the conditions for effective poverty reduction.Added value: This article reveals specific elements of overcoming poverty through education.

  8. Defining and comparing learning actions in two simulation modalities: students training on a latex arm and each other's arms. (United States)

    Ravik, Monika; Havnes, Anton; Bjørk, Ida Torunn


    To explore, describe and compare learning actions that nursing students used during peripheral vein cannulation training on a latex arm or each other's arms in a clinical skills centre. Simulation-based training is thought to enhance learning and transfer of learning from simulation to the clinical setting and is commonly recommended in nursing education. What students actually are doing during simulation-based training is, however, less explored. The analysis of learning actions used during simulation-based training could contribute to development and improvement of simulation as a learning strategy in nursing education. A qualitative explorative and descriptive research design, involving content analysis of video recordings, was used. Video-supported observation of nine nursing students practicing vein cannulation was conducted in a clinical skills centre in late 2012. The students engaged in various learning actions. Students training on a latex arm used a considerably higher number of learning actions relative to those training on each other's arms. In both groups, students' learning actions consisted mainly of seeking and giving support. The teacher provided students training on each other's arms with detailed feedback regarding insertion of the cannula into the vein, while those training on a latex arm received sparse feedback from the teacher and fellow students. The teacher played an important role in facilitating nursing students' practical skill learning during simulation. The provision of support from both teachers and students should be emphasised to ensure that nursing students' learning needs are met. This study suggest that student nurses may be differently and inadequately prepared in peripheral vein cannulation in two simulation modalities used in the academic setting; training on a latex arm and on each other's arms. © 2017 John Wiley & Sons Ltd.

  9. Implementing Moodle for e-learning for a successful knowledge management strategy

    Directory of Open Access Journals (Sweden)

    Dana Tessier


    Full Text Available A knowledge management strategy was implemented in a call centre organization. Part of this strategy included an e-learning tool ‘Moodle’ to support employee training and knowledge management (KM initiatives. The research looked at the ways in which the e-learning tool could be used to help successfully implement the knowledge management strategy – specifically, to improve knowledge transfer between employees, improve individual and organizational performance and have a better understanding of the critical success factors involved for the KM strategy. The study analyzed three different methods of knowledge transfer to determine which resulted in the highest frequency of use for the knowledge repository. The results showed that by using e-learning, the knowledge repository had a high frequency of use and this shows that e-learning was a successful method of knowledge transfer. To keep employees functioning at an optimal level, employers will need to ensure knowledge management, training, and performance management strategies are aligned, measurable and maximized.

  10. Learning in Neural Networks: VLSI Implementation Strategies (United States)

    Duong, Tuan Anh


    Fully-parallel hardware neural network implementations may be applied to high-speed recognition, classification, and mapping tasks in areas such as vision, or can be used as low-cost self-contained units for tasks such as error detection in mechanical systems (e.g. autos). Learning is required not only to satisfy application requirements, but also to overcome hardware-imposed limitations such as reduced dynamic range of connections.

  11. The costs and benefits of early action before Kyoto compliance

    International Nuclear Information System (INIS)

    Pan, Haoran; Regemorter, D. van


    Transaction costs have negative effects on emissions trading. Recent debates on the Kyoto Protocol have emphasized the potential threat of transaction costs to the implementation of emissions trading for the Protocol and consequently to the successful implementation of the Protocol. One way to suppress transaction costs is to use experience. In line with the EU Green Paper, we propose that an experimental early action before the Kyoto period could be helpful to reduce the transaction costs in emissions trading for the Kyoto compliance. However, because early action will incur additional costs, the final gain due to early action will be the cost-saving net of the costs of early action. This paper explores the relationship between the transaction costs in emissions trading and the early action effort to reduce transaction costs in the case of Kyoto Protocol. We find that in general early action can effectively offset transaction costs and thus are economically efficient. Only in the case of high transaction costs and constantly slow learning process, early action may become inefficient

  12. Twelve tips for implementing effective service learning. (United States)

    Playford, Denese; Bailey, Susan; Fisher, Colleen; Stasinska, Ania; Marshall, Lewis; Gawlinski, Michele; Young, Susan


    Service learning is an educational methodology that facilitates transformation of students' knowledge, attitudes and attitudes around holistic care through work with community organizations. To implement academically, defensible service learning requires faculty endorsement, consideration of course credit, an enthusiastic champion able to negotiate agreements with organizations, organizations' identification of their own projects so they are willing to both fund and supervise them, curricular underpinning that imparts the project skills necessary for success, embedding at a time when students' clinical identity is being formed, small packets of curriculum elements delivered "just in time" as students engage with their project, flexible online platform/s, assessment that is organically related to the project, providing cross cultural up-skilling, and focused on the students' responsibility for their own product. The result is a learning experience that is engaging for medical students, links the university to the community, and encourages altruism which is otherwise reported to decline through medical school.

  13. Differential, but not opponent, effects of L -DOPA and citalopram on action learning with reward and punishment. (United States)

    Guitart-Masip, Marc; Economides, Marcos; Huys, Quentin J M; Frank, Michael J; Chowdhury, Rumana; Duzel, Emrah; Dayan, Peter; Dolan, Raymond J


    Decision-making involves two fundamental axes of control namely valence, spanning reward and punishment, and action, spanning invigoration and inhibition. We recently exploited a go/no-go task whose contingencies explicitly decouple valence and action to show that these axes are inextricably coupled during learning. This results in a disadvantage in learning to go to avoid punishment and in learning to no-go to obtain a reward. The neuromodulators dopamine and serotonin are likely to play a role in these asymmetries: Dopamine signals anticipation of future rewards and is also involved in an invigoration of motor responses leading to reward, but it also arbitrates between different forms of control. Conversely, serotonin is implicated in motor inhibition and punishment processing. To investigate the role of dopamine and serotonin in the interaction between action and valence during learning.Methods We combined computational modeling with pharmacological manipulation in 90 healthy human volunteers, using levodopa and citalopram to affect dopamine and serotonin, respectively. We found that, after administration of levodopa,action learning was less affected by outcome valence when compared with the placebo and citalopram groups. This highlights in this context a predominant effect of levodopa in controlling the balance between different forms of control.Citalopram had distinct effects, increasing participants'tendency to perform active responses independent of outcome valence, consistent with a role in decreasing motor inhibition. Our findings highlight the rich complexities of the roles played by dopamine and serotonin during instrumental learning.

  14. Implementing Quality Service-Learning Programs in Community Colleges (United States)

    Vaknin, Lauren Weiner; Bresciani, Marilee J.


    This cross-case comparative study at Western Community College and the University of the Coast explored through a constructive lens the characteristics that lead to sustainable, high quality service-learning programs and how they are implemented at institutions of higher education. The researchers determined that both Western Community College and…

  15. Implementation of Gasing Learning in ARCS Learning Strategy to Enhance Students’ Motivation in 9th Grade of Indonesian Junior High-School

    Directory of Open Access Journals (Sweden)

    Pri Ariadi Cahya Dinata


    Full Text Available The lack of motivation will affect to the students’ learning outcomes. The research was conducted to enhance the students’ motivation with the Gasing learning in the ARCS learning strategy on the static and dynamic electricity. The specific objectives of this research was to describe effect of the gasing learning on the students' learning motivation. The research consisted of 3 cycles of Hopkin’s Classroom Action Research  Model. Each cycle consists of the plan, the action/the observation, and the reflective. The data of students learning motivation obtained by questionnaires and be analyzed with method of successive interval (MSI. The findings of the research are: (1 the result of questionnaire of ARCS motivation in cycle I was 3.71, cycle II was 3,80, and cycle III was 3,99. These results indicate an increase in student learning motivation; (2 The completeness of students’ learning outcomes in cycle I was 68,18%, in cycle II was 90,90%, and in cycle III was 100%. It can be concluded that the Gasing learning in ARCS strategy can enhances students’motivation on static and dinamic electricity in 9th grade of Indonesian Junior High-School. The Gasing learning can be an alternative for the teachers to enhance students’ motivation in learning physics through the provision of comic media and calculations without formulas.

  16. Programme Implementation in Social and Emotional Learning: Basic Issues and Research Findings (United States)

    Durlak, Joseph A.


    This paper discusses the fundamental importance of achieving quality implementation when assessing the impact of social and emotional learning interventions. Recent findings in implementation science are reviewed that include a definition of implementation, its relation to programme outcomes, current research on the factors that affect…

  17. Design and Implementation of a Cooperative Learning System for Digital Content Design Curriculum: Investigation on Learning Effectiveness and Social Presence (United States)

    Huang, Ming-Shang; Hsiao, Wei-Hung; Chang, Tsung-Sheng; Hu, Mei-Huei


    The purpose of this paper is to investigate the learning effectiveness of cooperative learning system based on social presence theory. We develop a web-based cooperative learning system which contains personal module, admin module, course module, communication module, and learning records module to support the implementation of cooperative…

  18. Data Wise in Action: Stories of Schools Using Data to Improve Teaching and Learning (United States)

    Boudett, Kathryn Parker, Ed.; Steele, Jennifer L., Ed.


    What does it look like when a school uses data wisely? "Data Wise in Action", a new companion and sequel to the bestselling "Data Wise", tells the stories of eight very different schools following the Data Wise process of using assessment results to improve teaching and learning. "Data Wise in Action" highlights the…

  19. Implementation and Results of a Learning Assistant Program (United States)

    Bogue, Thomas B.; Seeley, L.; Vokos, S.


    The Physics Department at Seattle Pacific University has recently completed a three-year CCLI grant to integrate Tutorials in Introductory Physics , Activity Based Physics , and Real Time Physics into our one-year introductory curriculum. One of the difficulties encountered in doing this at a small undergraduate university was the need for additional instructors. This need is met through the use of undergraduate learning assistants. The development of recruitment and implementation methods will be discussed, along with the advantages to physics education, and the challenges encountered. We will also discuss several strategies we have identified as critical to a successful learning assistant program.

  20. Analyzing the Role of Multi-level Learning in Implementing computerized HIS in Developing Countries

    DEFF Research Database (Denmark)

    Mengiste, Shegaw Anagaw


    This paper presents a perspective for looking at the development and implementation of large scale computerised HIS as a multi-level learning process. Drawing on the empirical evidences from the ongoing Health Information systems program ( HISP) initiatives on the development, customization...... and implementation of computerised HIS in Ethiopia, the paper analyses the learning mechanisms, learning outcomes and obstacles for learning at individual, group, and organizational levels. Empirical data on two distinct phases of software development and customization (District health Information Software (DHIS......) versions 1.3 and 2.0) are contrasted. More specifically, we tried to show the dynamics of learning and the specific learning mechanisms by analysing and contrasting the interaction between IS developers and public health care domain experts, technological capacity at individual, group, and organizational...

  1. Intuitive Action Set Formation in Learning Classifier Systems with Memory Registers

    NARCIS (Netherlands)

    Simões, L.F.; Schut, M.C.; Haasdijk, E.W.


    An important design goal in Learning Classifier Systems (LCS) is to equally reinforce those classifiers which cause the level of reward supplied by the environment. In this paper, we propose a new method for action set formation in LCS. When applied to a Zeroth Level Classifier System with Memory

  2. Implementation of Problem Based Learning among Nursing Students (United States)

    Hamdan, Abdul Rahim; Kwan, Chan Li; Khan, Aqeel; Ghafar, Mohamed Najib Abdul; Sihes, Ahmad Johari


    Critical thinking and effective problem solving skills have been regarded as an important element and as an educational outcome in professional nursing. The purpose of this study is to examine the implementation of Problem Based Learning (PBL) among nursing students. More specifically, it compares pretest and post test scores of the implementation…

  3. Implementation of a Framework for Collaborative Social Networks in E-Learning (United States)

    Maglajlic, Seid


    This paper describes the implementation of a framework for the construction and utilization of social networks in ELearning. These social networks aim to enhance collaboration between all E-Learning participants (i.e. both traineeto-trainee and trainee-to-tutor communication are targeted). E-Learning systems that include a so-called "social…

  4. The Implementation and Use of E-Learning in the Corporate University (United States)

    Macpherson, Allan; Homan, Gill; Wilkinson, Krystal


    Purpose: The use of e-learning in corporate universities enables access and broadens the curriculum. This paper assesses the use and implementation of e-learning through case material, and explores some of the challenges and emerging concerns. Design/methodology/approach: The paper reviews the corporate university concept and considers how an…

  5. Location Based Services for Outdoor Ecological Learning System: Design and Implementation (United States)

    Hsiao, Hsien-Sheng; Lin, Chih-Cheng; Feng, Ruei-Ting; Li, Kun Jing


    This paper aimed to demonstrate how location-based services were implemented in ubiquitous outdoor ecological learning system. In an elementary school in northern Taiwan, two fifth grade classes on an ecology project were randomly selected: The experimental group could access the ecological learning system on hand-held devices while the control…

  6. Like a Chameleon: A Beginning Teacher's Journey to Implement Active Learning (United States)

    Edwards, Susan


    The purpose of this study was to follow the learning trajectory of a beginning teacher attempting to implement active learning instructional methods in a middle grades classroom. The study utilized a qualitative case study methodological approach with the researcher in the role of participant observer. Three research questions were explored: the…

  7. Meta-Analysis of Jelajah Alam Sekitar (JAS) Approach Implementation in Learning Process (United States)

    Ngabekti, S.; Ridlo, S.; Peniati, E.; Martanto, R.


    The results of tracer studies on the approach of Jelajah Alam Sekitar (JAS) or environment exploring learning has been detected is used in eight provinces in Indonesia and studied in the learning begin primary school to college. Then, how the effectiveness of the implementation of the JAS approach in improving the learning process. This study uses…

  8. Two-step adaptive management for choosing between two management actions. (United States)

    Moore, Alana L; Walker, Leila; Runge, Michael C; McDonald-Madden, Eve; McCarthy, Michael A


    Adaptive management is widely advocated to improve environmental management. Derivations of optimal strategies for adaptive management, however, tend to be case specific and time consuming. In contrast, managers might seek relatively simple guidance, such as insight into when a new potential management action should be considered, and how much effort should be expended on trialing such an action. We constructed a two-time-step scenario where a manager is choosing between two possible management actions. The manager has a total budget that can be split between a learning phase and an implementation phase. We use this scenario to investigate when and how much a manager should invest in learning about the management actions available. The optimal investment in learning can be understood intuitively by accounting for the expected value of sample information, the benefits that accrue during learning, the direct costs of learning, and the opportunity costs of learning. We find that the optimal proportion of the budget to spend on learning is characterized by several critical thresholds that mark a jump from spending a large proportion of the budget on learning to spending nothing. For example, as sampling variance increases, it is optimal to spend a larger proportion of the budget on learning, up to a point: if the sampling variance passes a critical threshold, it is no longer beneficial to invest in learning. Similar thresholds are observed as a function of the total budget and the difference in the expected performance of the two actions. We illustrate how this model can be applied using a case study of choosing between alternative rearing diets for hihi, an endangered New Zealand passerine. Although the model presented is a simplified scenario, we believe it is relevant to many management situations. Managers often have relatively short time horizons for management, and might be reluctant to consider further investment in learning and monitoring beyond collecting data

  9. Two-step adaptive management for choosing between two management actions (United States)

    Moore, Alana L.; Walker, Leila; Runge, Michael C.; McDonald-Madden, Eve; McCarthy, Michael A


    Adaptive management is widely advocated to improve environmental management. Derivations of optimal strategies for adaptive management, however, tend to be case specific and time consuming. In contrast, managers might seek relatively simple guidance, such as insight into when a new potential management action should be considered, and how much effort should be expended on trialing such an action. We constructed a two-time-step scenario where a manager is choosing between two possible management actions. The manager has a total budget that can be split between a learning phase and an implementation phase. We use this scenario to investigate when and how much a manager should invest in learning about the management actions available. The optimal investment in learning can be understood intuitively by accounting for the expected value of sample information, the benefits that accrue during learning, the direct costs of learning, and the opportunity costs of learning. We find that the optimal proportion of the budget to spend on learning is characterized by several critical thresholds that mark a jump from spending a large proportion of the budget on learning to spending nothing. For example, as sampling variance increases, it is optimal to spend a larger proportion of the budget on learning, up to a point: if the sampling variance passes a critical threshold, it is no longer beneficial to invest in learning. Similar thresholds are observed as a function of the total budget and the difference in the expected performance of the two actions. We illustrate how this model can be applied using a case study of choosing between alternative rearing diets for hihi, an endangered New Zealand passerine. Although the model presented is a simplified scenario, we believe it is relevant to many management situations. Managers often have relatively short time horizons for management, and might be reluctant to consider further investment in learning and monitoring beyond collecting data

  10. Improved probabilistic inference as a general learning mechanism with action video games. (United States)

    Green, C Shawn; Pouget, Alexandre; Bavelier, Daphne


    Action video game play benefits performance in an array of sensory, perceptual, and attentional tasks that go well beyond the specifics of game play [1-9]. That a training regimen may induce improvements in so many different skills is notable because the majority of studies on training-induced learning report improvements on the trained task but limited transfer to other, even closely related, tasks ([10], but see also [11-13]). Here we ask whether improved probabilistic inference may explain such broad transfer. By using a visual perceptual decision making task [14, 15], the present study shows for the first time that action video game experience does indeed improve probabilistic inference. A neural model of this task [16] establishes how changing a single parameter, namely the strength of the connections between the neural layer providing the momentary evidence and the layer integrating the evidence over time, captures improvements in action-gamers behavior. These results were established in a visual, but also in a novel auditory, task, indicating generalization across modalities. Thus, improved probabilistic inference provides a general mechanism for why action video game playing enhances performance in a wide variety of tasks. In addition, this mechanism may serve as a signature of training regimens that are likely to produce transfer of learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

  11. Variables that impact the implementation of project-based learning in high school science (United States)

    Cunningham, Kellie

    Wagner and colleagues (2006) state the mediocrity of teaching and instructional leadership is the central problem that must be addressed if we are to improve student achievement. Educational reform efforts have been initiated to improve student performance and to hold teachers and school leaders accountable for student achievement (Wagner et al., 2006). Specifically, in the area of science, goals for improving student learning have led reformers to establish standards for what students should know and be able to do, as well as what instructional methods should be used. Key concepts and principles have been identified for student learning. Additionally, reformers recommend student-centered, inquiry-based practices that promote a deep understanding of how science is embedded in the everyday world. These new approaches to science education emphasize inquiry as an essential element for student learning (Schneider, Krajcik, Marx, & Soloway, 2002). Project-based learning (PBL) is an inquiry-based instructional approach that addresses these recommendations for science education reform. The objective of this research was to study the implementation of project-based learning (PBL) in an urban school undergoing reform efforts and identify the variables that positively or negatively impacted the PBL implementation process and its outcomes. This study responded to the need to change how science is taught by focusing on the implementation of project-based learning as an instructional approach to improve student achievement in science and identify the role of both school leaders and teachers in the creation of a school environment that supports project-based learning. A case study design using a mixed-method approach was used in this study. Data were collected through individual interviews with the school principal, science instructional coach, and PBL facilitator. A survey, classroom observations and interviews involving three high school science teachers teaching grades 9

  12. Using the Consolidated Framework for Implementation Research (CFIR) to produce actionable findings: a rapid-cycle evaluation approach to improving implementation. (United States)

    Keith, Rosalind E; Crosson, Jesse C; O'Malley, Ann S; Cromp, DeAnn; Taylor, Erin Fries


    Much research does not address the practical needs of stakeholders responsible for introducing health care delivery interventions into organizations working to achieve better outcomes. In this article, we present an approach to using the Consolidated Framework for Implementation Research (CFIR) to guide systematic research that supports rapid-cycle evaluation of the implementation of health care delivery interventions and produces actionable evaluation findings intended to improve implementation in a timely manner. To present our approach, we describe a formative cross-case qualitative investigation of 21 primary care practices participating in the Comprehensive Primary Care (CPC) initiative, a multi-payer supported primary care practice transformation intervention led by the Centers for Medicare and Medicaid Services. Qualitative data include observational field notes and semi-structured interviews with primary care practice leadership, clinicians, and administrative and medical support staff. We use intervention-specific codes, and CFIR constructs to reduce and organize the data to support cross-case analysis of patterns of barriers and facilitators relating to different CPC components. Using the CFIR to guide data collection, coding, analysis, and reporting of findings supported a systematic, comprehensive, and timely understanding of barriers and facilitators to practice transformation. Our approach to using the CFIR produced actionable findings for improving implementation effectiveness during this initiative and for identifying improvements to implementation strategies for future practice transformation efforts. The CFIR is a useful tool for guiding rapid-cycle evaluation of the implementation of practice transformation initiatives. Using the approach described here, we systematically identified where adjustments and refinements to the intervention could be made in the second year of the 4-year intervention. We think the approach we describe has broad

  13. Staying mindful in action

    DEFF Research Database (Denmark)

    Svalgaard, Lotte


    Action Learning is a well-proven method to integrate ‘task’ and ‘process’, as learning about team and self (process) takes place while delivering on a task or business challenge of real importance (task). An Action Lab® is an intensive Action Learning programme lasting for 5 days, which aims...... at balancing and integrating individual challenges and business challenges, as well as the ‘Action’ and the ‘Learning’ of Action Learning. However, in spite of the aspiration to balance and integrate ‘task’ and ‘process’, a tendency and a challenge is experienced: When deeply involved in delivering...... this tendency by sharing a study looking into what hinders and promotes mindful awareness on the process, while dealing with a business challenge in an Action Lab®. Drawing on the findings, the account of practice will share some recommendations for the Action Learning facilitator to take up the challenge...

  14. "Scaffolding" of Action Learning within a Part-Time Management Development Module (United States)

    Joesbury, Mark


    This Account of Practice describes the introduction and development of action learning within a level 5 module of "Communications at Work" delivered as part of a Business & Technology Education Council (BTEC) Professional Certificate in Management (CMS) between 2005/2006 and 2009/2010. This will commence with a personal narrative and…

  15. Methods for implementing revisions to emergency operating procedures. Final report

    International Nuclear Information System (INIS)

    Myers, L.B.; Bell, A.J.


    In response to the Three Mile Island (TMI) accident, the US Nuclear Regulatory Commission (NRC) has published the TMI Action Plan. The TMI Action Plan Item I.C.1 called for the upgrading of Emergency Operating Procedures (EOPs) at nuclear power plants. The program developed from this Action Plan item has resulted in utility efforts to: (1) revise EOPs; (2) train personnel in the use of the EOPs; and (3) implement the revised EOPs. The NRC supported the study presented in this report to identify factors which influence the effectiveness of training and implementation of revised EOPs. The NRC's major concern was the possible effects of negative transfer of training. The report includes a summary of existing methods for implementing revisions to procedures based on interviews of plant personnel, a review of the training literature applicable to the effect of previously learned procedures on the learning of and performance with revised procedures (i.e., negative transfer) and recommendations of methods and schedules for implementing revised EOPs. While the study found that the concern over negative transfer of training was not as great as anticipated, several recommendations were made. These include: (1) overtraining of operators to reduce the effect of observed negative transfer; and (2) implementation of the revised EOPs as soon as possible after training to minimize the time operators must rely upon the old EOPs after having been trained on the revised EOPs. The results of the study should be useful both to the utilities and the NRC in the development and review of EOP implementation programs

  16. Summary of Planned Implementation for the HTGR Lessons Learned Applicable to the NGNP

    International Nuclear Information System (INIS)

    Mckirdy, Ian


    This document presents a reconciliation of the lessons learned during a 2010 comprehensive evaluation of pertinent lessons learned from past and present high temperature gas-cooled reactors that apply to the Next Generation Nuclear Plant Project along with current and planned activities. The data used are from the latest Idaho National Laboratory research and development plans, the conceptual design report from General Atomics, and the pebble bed reactor technology readiness study from AREVA. Only those lessons related to the structures, systems, and components of the Next Generation Nuclear Plant (NGNP), as documented in the recently updated lessons learned report are addressed. These reconciliations are ordered according to plant area, followed by the affected system, subsystem, or component; lesson learned; and finally an NGNP implementation statement. This report (1) provides cross references to the original lessons learned document, (2) describes the lesson learned, (3) provides the current NGNP implementation status with design data needs associated with the lesson learned, (4) identifies the research and development being performed related to the lesson learned, and (5) summarizes with a status of how the lesson learned has been addressed by the NGNP Project.

  17. The Design of Video Games in the Implementation of Malay Language Learning among Foreign Students in an Institution of Higher Learning (United States)

    Rosman, Fuziah; Alias, Norlidah; Rahman, Mohd Nazri Abdul; Dewitt, Dorothy


    This study aims at reviewing the curriculum design by including video games in the implementation of the Malay language course at an Institute of Higher Learning. The objective of this study is to obtain expert opinion on the expected manner of implementation of video games in learning the Malay language. The Fuzzy Delphi technique (FDM) is used…

  18. Development and Implementation Costs of Student Learning Objectives: Considerations for TIF Grantees (United States)

    Fermanich, Mark; Carl, Brad; Finster, Matthew


    This brief explores the costs of developing and implementing Student Learning Objectives (SLOs) in order to help Teacher Incentive Fund (TIF) grantees interested in adopting SLOs anticipate and understand the costs of implementing them in a district or school. The brief focuses on the costs involved with the initial design and implementation of an…

  19. Representation Learning of Logic Words by an RNN: From Word Sequences to Robot Actions

    Directory of Open Access Journals (Sweden)

    Tatsuro Yamada


    Full Text Available An important characteristic of human language is compositionality. We can efficiently express a wide variety of real-world situations, events, and behaviors by compositionally constructing the meaning of a complex expression from a finite number of elements. Previous studies have analyzed how machine-learning models, particularly neural networks, can learn from experience to represent compositional relationships between language and robot actions with the aim of understanding the symbol grounding structure and achieving intelligent communicative agents. Such studies have mainly dealt with the words (nouns, adjectives, and verbs that directly refer to real-world matters. In addition to these words, the current study deals with logic words, such as “not,” “and,” and “or” simultaneously. These words are not directly referring to the real world, but are logical operators that contribute to the construction of meaning in sentences. In human–robot communication, these words may be used often. The current study builds a recurrent neural network model with long short-term memory units and trains it to learn to translate sentences including logic words into robot actions. We investigate what kind of compositional representations, which mediate sentences and robot actions, emerge as the network's internal states via the learning process. Analysis after learning shows that referential words are merged with visual information and the robot's own current state, and the logical words are represented by the model in accordance with their functions as logical operators. Words such as “true,” “false,” and “not” work as non-linear transformations to encode orthogonal phrases into the same area in a memory cell state space. The word “and,” which required a robot to lift up both its hands, worked as if it was a universal quantifier. The word “or,” which required action generation that looked apparently random, was represented as an

  20. Design and FPGA-implementation of multilayer neural networks with on-chip learning

    International Nuclear Information System (INIS)

    Haggag, S.S.M.Y


    Artificial Neural Networks (ANN) is used in many applications in the industry because of their parallel structure, high speed, and their ability to give easy solution to complicated problems. For example identifying the orange and apple in the sorting machine with neural network is easier than using image processing techniques to do the same thing. There are different software for designing, training, and testing the ANN, but in order to use the ANN in the industry, it should be implemented on hardware outside the computer. Neural networks are artificial systems inspired on the brain's cognitive behavior, which can learn tasks with some degree of complexity, such as signal processing, diagnosis, robotics, image processing, and pattern recognition. Many applications demand a high computing power and the traditional software implementation are not sufficient.This thesis presents design and FPGA implementation of Multilayer Neural Networks with On-chip learning in re-configurable hardware. Hardware implementation of neural network algorithm is very interesting due their high performance and they can easily be made parallel. The architecture proposed herein takes advantage of distinct data paths for the forward and backward propagation stages and a pipelined adaptation of the on- line backpropagation algorithm to significantly improve the performance of the learning phase. The architecture is easily scalable and able to cope with arbitrary network sizes with the same hardware. The implementation is targeted diagnosis of the Research Reactor accidents to avoid the risk of occurrence of a nuclear accident. The proposed designed circuits are implemented using Xilinx FPGA Chip XC40150xv and occupied 73% of Chip CLBs. It achieved 10.8 μs to take decision in the forward propagation compared with current software implemented of RPS which take 24 ms. The results show that the proposed architecture leads to significant speed up comparing to high end software solutions. On

  1. Enacting Change through Action Learning: Mobilizing and Managing Power and Emotion (United States)

    Conklin, James; Cohen-Schneider, Rochelle; Linkewich, Beth; Legault, Emma


    This paper reports on a study of how action learning facilitates the movement of knowledge between social contexts. The study involved a community organization that provides educational services related to aphasia and members of a complex continuing care (CCC) practice that received training from the agency. People with aphasia (PWA) (a disability…

  2. Bridging the Generation Gap: "Growing Golf" through an Action Learning Activity (United States)

    Elbert, Norb; Cumiskey, Kevin J.


    This paper describes an action learning simulation designed for a Professional Golf Management (PGM) program housed in a College of Business of a public university. The PGA Golf Management University Program, a 4.5- to 5-year college curriculum for aspiring PGA Professionals is offered at 19 PGA accredited universities nationwide. The program…

  3. The Implementation of Quality Management Initiatives in the Context of Organisational Learning. (United States)

    Roche, Evelyn


    An Irish company embarked on implementing a business excellence model and continuous improvement initiatives. Some employees' reluctance to participate impeded organizational learning, but the creation of a culture that encouraged, facilitated, and rewarded learning enabled movement toward excellence. (Contains 64 references.) (SK)

  4. A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education (United States)

    Graham, Charles R.; Woodfield, Wendy; Harrison, J. Buckley


    There has been rapid growth in blended learning implementation and research focused on course-level issues such as improved learning outcomes, but very limited research focused on institutional policy and adoption issues. More institutional-level blended learning research is needed to guide institutions of higher education in strategically…

  5. High Touch Approach and Its Relationship with Students’ Learning Outcomes at IAIN Bukittinggi

    Directory of Open Access Journals (Sweden)

    Darul Ilmi


    Full Text Available Learning without students’ center tends to create less passionate students in following the lecture. They tend to ignore their lecturer. They have less attention, and try to create ineffective conditions, therefore, the learning atmosphere will become less effective to achieve the intended goals.  The purpose of the research is to determine the process of learning, the implementation of High Touch approach, and factors that influence its implementation. Classroom action research approach was used at  department of mathematics which involve students who enroll at academic year 2016/2017 IAIN Bukittinggi. The research was done in two cycles in which one cycle conducted three meetings. The instruments used were observation, essay questions, and tasks given to students. The results show that there is an improvement in students’ participation and activeness in learning when their lecturer builds learning experience through reinforcement, affection, guide, directive action, and good modeling by student–center andself-learning activities, and independent learning skill orientations showed in cycle I and II. It implies that implementing high touch may lead students to be more active, creative, and fun in learning

  6. Action plan in response to March 1981 report to NFPQT Committee

    International Nuclear Information System (INIS)


    This plan of action has been prepared at the direction of the Acting Under Secretary in response to the report of the Nuclear Facilities Personnel Qualifications and Training (NFPQT) Committee on A Safety Assessment of Department of Energy Nuclear Reactors. Senior Department officials with Headquarters responsibilities for the safety of nuclear facilities owned by and operated for the Department have developed this plan with input from the operations office managers having operational responsibility for such facilities. A summary of the plan's objectives and a cross-reference to the findings of the NFPQT Committee Report is attached to the plan. Appendix A contains implementing actions and Appendix B contains a summary of actions responsive to lessons learned from the TMI accident that have been completed or are well underway. Although the plan is written in definitive language, the specific actions (such as organization realignments and proposals) will be subject to appropriate review and approval. Also, other adjustments may be required as the actions are implemented

  7. SOCAP: Lessons learned in applying SIPE-2 to the military operations crisis action planning domain (United States)

    Desimone, Roberto


    This report describes work funded under the DARPA Planning and Scheduling Initiative that led to the development of SOCAP (System for Operations Crisis Action Planning). In particular, it describes lessons learned in applying SIPE-2, the underlying AI planning technology within SOCAP, to the domain of military operations deliberate and crisis action planning. SOCAP was demonstrated at the U.S. Central Command and at the Pentagon in early 1992. A more detailed report about the lessons learned is currently being prepared. This report was presented during one of the panel discussions on 'The Relevance of Scheduling to AI Planning Systems.'

  8. Promoting autonomous learning in English through the implementation of Content and Language Integrated Learning (CLIL in science and maths subjects

    Directory of Open Access Journals (Sweden)

    Andriani Putu Fika


    Full Text Available Autonomous learning is a concept in which the learner has the ability to take charge of their own learning. It becomes a notable aspect that should be perceived by students. The aim of this research is for finding out the strategies used by grade two teachers in Bali Kiddy Primary School to promote autonomous learning in English through the implementation of Content and Language Integrated Learning in science and maths subjects. This study was designed in the form of descriptive qualitative study. The data were collected through observation, interview, and document study. The result of the study shows that there are some strategies of promoting autonomous learning in English through the implementation of CLIL in Science and Maths subjects. Those strategies are table of content training, questioning & presenting, journal writing, choosing activities, and using online activity. Those strategies can be adopted or even adapted as the way to promote autonomous learning in English subject.

  9. A Reinforcement Learning Model Equipped with Sensors for Generating Perception Patterns: Implementation of a Simulated Air Navigation System Using ADS-B (Automatic Dependent Surveillance-Broadcast) Technology. (United States)

    Álvarez de Toledo, Santiago; Anguera, Aurea; Barreiro, José M; Lara, Juan A; Lizcano, David


    Over the last few decades, a number of reinforcement learning techniques have emerged, and different reinforcement learning-based applications have proliferated. However, such techniques tend to specialize in a particular field. This is an obstacle to their generalization and extrapolation to other areas. Besides, neither the reward-punishment (r-p) learning process nor the convergence of results is fast and efficient enough. To address these obstacles, this research proposes a general reinforcement learning model. This model is independent of input and output types and based on general bioinspired principles that help to speed up the learning process. The model is composed of a perception module based on sensors whose specific perceptions are mapped as perception patterns. In this manner, similar perceptions (even if perceived at different positions in the environment) are accounted for by the same perception pattern. Additionally, the model includes a procedure that statistically associates perception-action pattern pairs depending on the positive or negative results output by executing the respective action in response to a particular perception during the learning process. To do this, the model is fitted with a mechanism that reacts positively or negatively to particular sensory stimuli in order to rate results. The model is supplemented by an action module that can be configured depending on the maneuverability of each specific agent. The model has been applied in the air navigation domain, a field with strong safety restrictions, which led us to implement a simulated system equipped with the proposed model. Accordingly, the perception sensors were based on Automatic Dependent Surveillance-Broadcast (ADS-B) technology, which is described in this paper. The results were quite satisfactory, and it outperformed traditional methods existing in the literature with respect to learning reliability and efficiency.

  10. Making Sense of Undergraduate Students' Reflections as They Learn through Writing an Action Research Proposal (United States)

    Maoto, S.


    This article explores learning opportunities offered by students' written reflections as they learn through writing an action research proposal. From tapping into students' reported struggles, I analysed data using three stages of qualitative data analysis: data reduction, data display, and conclusion drawing (Miles and Huberman 1994). It emerged…

  11. Mobile Learning as a Method of Ubiquitous Learning: Students' Attitudes, Readiness, and Possible Barriers to Implementation in Higher Education (United States)

    Alhassan, Riyadh


    The purpose of this study was to explore the attitudes and level of readiness, and possible barriers to implementing Mobile Learning as a part of ubiquitous learning. In addition, the study attempted to find out to what extent students are interested in mobile learning. It also aimed to answer the question regarding the readiness of college…

  12. Developing Ethics and Standards in Action Research

    Directory of Open Access Journals (Sweden)

    Ben Boog


    Full Text Available In a globalizing world, what role can social science research – particularly action research – play in order to address the risks of exclusion, poverty, social and physical insecurity and environmental deprivation? More specifically, how can this type of research be conducted in a participatory, responsible, transparent and scientific way? In other words: what about the ethics and standards in action research? This was the main focus of the World Congress on Action Research and Action Learning (August 2006 organized by the University of Groningen and the Higher Education Group of the Northern Netherlands. We begin by discussing the core characteristics of action research with reference to theory and practice. Reflection and action are key constituents of the process through the enactment of action research. The middle section draws upon the research findings presented at the congress and published in a book [B. Boog, J. Preece, M. Slagter and J. Zeelen (Eds. (2008 Towards Quality Improvement of Action Research. Developing Ethics and Standards, Rotterdam/Taipei: Sense Publishers]. Citing authors who contributed chapters to the book mentioned above, we analyze four important subthemes: ‘participation, power and rapport’; ‘quality of research and quality management’; ‘learning to solve your own problems in complex responsive social systems, and ‘heuristics (rules of thumb for action research practice’. Finally, we comment on possible quality improvements for action research. Our remarks relate to the problems of implementing the concept of participation, the ambition of action research to contribute to both knowledge production and social change and the need for systematic reconstruction (scientific validation of action research.

  13. Learning Sustainability Leadership: An Action Research Study of a Graduate Leadership Course (United States)

    Burns, Heather L.


    This study used action research methodology to examine the development of sustainability leadership in a graduate leadership course. The research investigated the impact of this leadership course, which was designed using transformative learning theory with attention to integrating thematic content, multiple and nondominant perspectives, a…

  14. Issues and challenges in implementing mobile learning in malaysian schools


    Mohamad, Mariam; Woollard, John


    This study describes the issues and challenges in implementing mobile learning via mobile phones to support English Language learning in Malaysian schools. The findings are drawn from interviews of English subject leaders, ICT subject leaders, head teachers and deputy head teachers from 4 schools in the United Kingdom. In addition, the study also describes the perspectives from the experts in education in Malaysia. They are English subject leaders, ICT subject leaders, head teachers, deputy h...

  15. With you or against you: social orientation dependent learning signals guide actions made for others. (United States)

    Christopoulos, George I; King-Casas, Brooks


    In social environments, it is crucial that decision-makers take account of the impact of their actions not only for oneself, but also on other social agents. Previous work has identified neural signals in the striatum encoding value-based prediction errors for outcomes to oneself; also, recent work suggests that neural activity in prefrontal cortex may similarly encode value-based prediction errors related to outcomes to others. However, prior work also indicates that social valuations are not isomorphic, with social value orientations of decision-makers ranging on a cooperative to competitive continuum; this variation has not been examined within social learning environments. Here, we combine a computational model of learning with functional neuroimaging to examine how individual differences in orientation impact neural mechanisms underlying 'other-value' learning. Across four experimental conditions, reinforcement learning signals for other-value were identified in medial prefrontal cortex, and were distinct from self-value learning signals identified in striatum. Critically, the magnitude and direction of the other-value learning signal depended strongly on an individual's cooperative or competitive orientation toward others. These data indicate that social decisions are guided by a social orientation-dependent learning system that is computationally similar but anatomically distinct from self-value learning. The sensitivity of the medial prefrontal learning signal to social preferences suggests a mechanism linking such preferences to biases in social actions and highlights the importance of incorporating heterogeneous social predispositions in neurocomputational models of social behavior. Published by Elsevier Inc.

  16. Preparing School Leaders: Action Research on the Leadership Study Group (United States)

    Kamler, Estelle


    This article reports an action research study that examined the Leadership Study Group, one learning activity designed to build knowledge and skills for aspiring school leaders and implemented in a six-credit introductory course for school leader certification. Through analysis of a variety of qualitative data collected over nine semesters, I…

  17. Post Fukushima Action – A perspective from the IAEA

    International Nuclear Information System (INIS)

    Caruso, Gustavo; Reitsma, Frederik


    Conclusion and Future Challenges: • How to keep the “Momentum on Nuclear Safety”; • With the implementation of the NSAP, Member States have systematically been more informed and actively involved in strengthening the Nuclear Safety framework; • The Fukushima Report is on track to be finalized by the end of 2014 and many lessons learned will be disseminated for further strengthening nuclear safety worldwide; • Continue to make significant progress in implementing the Action Plan . . . but more work still to be done!

  18. Anticipation of delayed action-effects: learning when an effect occurs, without knowing what this effect will be. (United States)

    Dignath, David; Janczyk, Markus


    According to the ideomotor principle, behavior is controlled via a retrieval of the sensory consequences that will follow from the respective movement ("action-effects"). These consequences include not only what will happen, but also when something will happen. In fact, recollecting the temporal duration between response and effect takes time and prolongs the initiation of the response. We investigated the associative structure of action-effect learning with delayed effects and asked whether participants acquire integrated action-time-effect episodes that comprise a compound of all three elements or whether they acquire separate traces that connect actions to the time until an effect occurs and actions to the effects that follow them. In three experiments, results showed that participants retrieve temporal intervals that follow from their actions even when the identity of the effect could not be learned. Furthermore, retrieval of temporal intervals in isolation was not inferior to retrieval of temporal intervals that were consistently followed by predictable action-effects. More specifically, when tested under extinction, retrieval of action-time and action-identity associations seems to compete against each other, similar to overshadowing effects reported for stimulus-response conditioning. Together, these results suggest that people anticipate when the consequences of their action will occur, independently from what the consequences will be.

  19. Improvements in Students' Understanding from Increased Implementation of Active Learning Strategies (United States)

    Hayes-Gehrke, Melissa N.; Prather, E. E.; Rudolph, A. L.; Collaboration of Astronomy Teaching Scholars CATS


    Many instructors are hesitant to implement active learning strategies in their introductory astronomy classrooms because they are not sure which techniques they should use, how to implement those techniques, and question whether the investment in changing their course will really bring the advertised learning gains. We present an example illustrating how thoughtful and systematic implementation of active learning strategies into a traditionally taught Astro 101 class can translate into significant increases in students' understanding. We detail the journey of one instructor, over several years, as she changes the instruction and design of her course from one that focuses almost exclusively on lecture to a course that provides an integrated use of several active learning techniques such as Lecture-Tutorials and Think-Pair-Share questions. The students in the initial lecture-only course achieved a low normalized gain score of only 0.2 on the Light and Spectroscopy Concept Inventory (LSCI), while the students in the re-designed learner-centered course achieved a significantly better normalized gain of 0.43. This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS), and Grant No. 0847170, a PAARE Grant for the Calfornia-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  20. Designing Internet Learning for Novice Users -Paper Based on a Action Research Project In India

    DEFF Research Database (Denmark)

    Purushothaman, Aparna


    The paper centre on an Action Research project undertaken in India for enabling the female students empowered through Internet use. The paper will discuss the design elements of Internet training for the first time users with limited Internet access based on Blooms Digital Taxonomy of Learning...... Domains.The paper also illustrates the identity formation of students, through learning to use Internet, using wengers social theory of learning with the empirical data....

  1. Asking the Right Questions: Action Learning and PMT 401 (United States)


    program aimed at improving leadership, critical thinking , problem solving and decision­making skills. Participants in this rigorous, in­residence...problem • Skill Development • Urgent and complex problems requiring unique systems thinking • Groups charged with implementing the solution as...most pressing organi­ zational issues: problem solving, organizational learning, team building, leadership development, and professional growth and

  2. Action Control, L2 Motivational Self System, and Motivated Learning Behavior in a Foreign Language Learning Context (United States)

    Khany, Reza; Amiri, Majid


    Theoretical developments in second or foreign language motivation research have led to a better understanding of the convoluted nature of motivation in the process of language acquisition. Among these theories, action control theory has recently shown a good deal of explanatory power in second language learning contexts and in the presence of…

  3. Action Learning on the Edge: Contributing to a Master's Programme in Human Resources for Health (United States)

    Edmonstone, John; Robson, Jean


    This account of practice describes the introduction of an accredited postgraduate management qualification which used action learning as a major contribution to a blended learning approach in a fragile cross-border setting on the edge of Europe. Conventional management education has frequently been challenged on the grounds of relevance, efficacy…

  4. Valenced action/inhibition learning in humans is modulated by a genetic variant linked to dopamine D2 receptor expression

    Directory of Open Access Journals (Sweden)

    Anni eRichter


    Full Text Available Motivational salience plays an important role in shaping human behavior, but recent studies demonstrate that human performance is not uniformly improved by motivation. Instead, action has been shown to dominate valence in motivated tasks, and it is particularly difficult for humans to learn the inhibition of an action to obtain a reward, but the neural mechanism behind this behavioral specificity is yet unclear. In all mammals, including humans, the monoamine neurotransmitter dopamine is particularly important in the neural manifestation of appetitively motivated behavior, and the human dopamine system is subject to considerable genetic variability. The well-studied TaqIA restriction fragment length polymorphism (rs1800497 has previously been shown to affect striatal dopamine metabolism. In this study we investigated a potential effect of this genetic variation on motivated action/inhibition learning. Two independent cohorts consisting of 87 and 95 healthy participants, respectively, were tested using the previously described valenced go/no-go learning paradigm in which participants learned the reward-associated no-go condition significantly worse than all other conditions. This effect was modulated by the TaqIA polymorphism, with carriers of the A1 allele showing a diminished learning-related performance enhancement in the rewarded no-go condition compared to the A2 homozygotes. This result highlights a modulatory role for genetic variability of the dopaminergic system in individual learning differences of action-valence interaction.

  5. The LEONARDO-DA-VINCI pilot project "e-learning-assistant" - Situation-based learning in nursing education. (United States)

    Pfefferle, Petra Ina; Van den Stock, Etienne; Nauerth, Annette


    E-learning will play an important role in the training portfolio of students in higher and vocational education. Within the LEONARDO-DA-VINCI action programme transnational pilot projects were funded by the European Union, which aimed to improve the usage and quality of e-learning tools in education and professional training. The overall aim of the LEONARDO-DA-VINCI pilot project "e-learning-assistant" was to create new didactical and technical e-learning tools for Europe-wide use in nursing education. Based on a new situation-oriented learning approach, nursing teachers enrolled in the project were instructed to adapt, develop and implement e- and blended learning units. According to the training contents nursing modules were developed by teachers from partner institutions, implemented in the project centers and evaluated by students. The user-package "e-learning-assistant" as a product of the project includes two teacher training units, the authoring tool "synapse" to create situation-based e-learning units, a student's learning platform containing blended learning modules in nursing and an open sourced web-based communication centre. Copyright 2009 Elsevier Ltd. All rights reserved.

  6. Implementation of a team-based learning course: Work required and perceptions of the teaching team. (United States)

    Morris, Jenny


    Team-based learning was selected as a strategy to help engage pre-registration undergraduate nursing students in a second-year evidence-informed decision making course. To detail the preparatory work required to deliver a team-based learning course; and to explore the perceptions of the teaching team of their first experience using team-based learning. Descriptive evaluation. Information was extracted from a checklist and process document developed by the course leader to document the work required prior to and during implementation. Members of the teaching team were interviewed by a research assistant at the end of the course using a structured interview schedule to explore perceptions of first time implementation. There were nine months between the time the decision was made to use team-based learning and the first day of the course. Approximately 60days were needed to reconfigure the course for team-based learning delivery, develop the knowledge and expertise of the teaching team, and develop and review the resources required for the students and the teaching team. This reduced to around 12days for the subsequent delivery. Interview data indicated that the teaching team were positive about team-based learning, felt prepared for the course delivery and did not identify any major problems during this first implementation. Implementation of team-based learning required time and effort to prepare the course materials and the teaching team. The teaching team felt well prepared, were positive about using team-based learning and did not identify any major difficulties. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  7. Business Simulation Exercises in Small Business Management Education: Using Principles and Ideas from Action Learning (United States)

    Gabrielsson, Jonas; Tell, Joakim; Politis, Diamanto


    Recent calls to close the rigour-relevance gap in business school education have suggested incorporating principles and ideas from action learning in small business management education. In this paper we discuss how business simulation exercises can be used as a platform to trigger students' learning by providing them with a platform where they…

  8. Action research as a means of course development in higher ...

    African Journals Online (AJOL)

    Action Research has been used in many fields of endeavour as a useful means of improving practice. This article describes how this methodology was used to develop a programme of language learning at the University of the Free State. The researcher was tasked with the development and implementation of an English ...

  9. Hanford Remedial Action Environmental Impact Statement, Richland, Washington. Implementation Plan

    International Nuclear Information System (INIS)


    This implementation plan was prepared in compliance in compliance with 10 CFR 1021. It includes the following sections: introduction; purpose and need for departmental action; scope, content, and alternatives for the HRA EIS; public participation process; schedule for preparation of the HRA EIS; anticipated environmental reviews and consultations; and contractor disclosure statement. The following appendices are also included: notice of intent, federal register notice for extension of public scoping period, proposed annotated outline for the draft HRA EIS, summary of final report for the Hanford Future Site Uses Working Group, and summary of comments and responses from the public scoping process

  10. Uranium Mill Tailings Remedial Action Project environmental protection implementation plan

    International Nuclear Information System (INIS)


    The Uranium Mill Tailings Remedial Action (UMTRA) Project Environmental Protection Implementation Plan (EPIP) has been prepared in accordance with the requirements of the U.S. Department of Energy (DOE) Order 5400.1. The UMTRA EPIP is updated annually. This version covers the time period of 9 November 1994, through 8 November 1995. Its purpose is to provide management direction to ensure that the UMTRA Project is operated and managed in a manner that will protect, maintain, and where necessary, restore environmental quality, minimize potential threats to public health and the environment, and comply with environmental regulations and DOE policies

  11. Uranium Mill Tailings Remedial Action Project environmental protection implementation plan

    Energy Technology Data Exchange (ETDEWEB)


    The Uranium Mill Tailings Remedial Action (UMTRA) Project Environmental Protection Implementation Plan (EPIP) has been prepared in accordance with the requirements of the U.S. Department of Energy (DOE) Order 5400.1. The UMTRA EPIP is updated annually. This version covers the time period of 9 November 1994, through 8 November 1995. Its purpose is to provide management direction to ensure that the UMTRA Project is operated and managed in a manner that will protect, maintain, and where necessary, restore environmental quality, minimize potential threats to public health and the environment, and comply with environmental regulations and DOE policies.

  12. Meta-analysis of Jelajah Alam Sekitar (JAS Approach Implementation in Learning Procces

    Directory of Open Access Journals (Sweden)

    S. Ngabekti


    Full Text Available The results of tracer studies on the approach of Jelajah Alam Sekitar (JAS or environment exploring learning has been detected is used in eight provinces in Indonesia and studied in the learning begin primary school to college. Then, how the effectiveness of the implementation of the JAS approach in improving the learning process. This study uses meta-analysis-data in the form of descriptive exploratory qualitative. Data was taken from the various thesis, and research faculty in the last 10 years. Data analysis was performed by calculating the percentage of the same findings for similar problems. The results showed a wide range of studies using different methods and approach such as qualitative descriptive, quasi-experimental, PTK and R and D to produce evidence that the approach JAS effective when applied in teaching, especially teaching biology in a variety of teaching materials. Various studies have shown the approach JAS managed to increase learning outcomes, can differentiate learning outcomes between treatment and control groups in which the treatment group had a mean score higher. Models/strategies/methods centered learning students are very relevant to implementation approach JAS making it seem more real, like a model of cooperative learning, think pair share, strategy role-playing, the investigation group, learning cycle 5e, hands-on activity, and so on, making it possible to continuously assessed and developed in the paradigm of competency-based curriculum developed.

  13. Universal Design for Learning and School Libraries: A Logical Partnership (United States)

    Robinson, David E.


    This article will explore the basic tenets of Universal Design for Learning (UDL) in relation to collaborative curriculum development and implementation; provide a case study examination of UDL principles in action; and suggest school library curricular activities that provide opportunities for multiple means of representation, action, and…

  14. [Hardware Implementation of Numerical Simulation Function of Hodgkin-Huxley Model Neurons Action Potential Based on Field Programmable Gate Array]. (United States)

    Wang, Jinlong; Lu, Mai; Hu, Yanwen; Chen, Xiaoqiang; Pan, Qiangqiang


    Neuron is the basic unit of the biological neural system. The Hodgkin-Huxley (HH) model is one of the most realistic neuron models on the electrophysiological characteristic description of neuron. Hardware implementation of neuron could provide new research ideas to clinical treatment of spinal cord injury, bionics and artificial intelligence. Based on the HH model neuron and the DSP Builder technology, in the present study, a single HH model neuron hardware implementation was completed in Field Programmable Gate Array (FPGA). The neuron implemented in FPGA was stimulated by different types of current, the action potential response characteristics were analyzed, and the correlation coefficient between numerical simulation result and hardware implementation result were calculated. The results showed that neuronal action potential response of FPGA was highly consistent with numerical simulation result. This work lays the foundation for hardware implementation of neural network.

  15. Promoting Action on Research Implementation in Health Services framework applied to TeamSTEPPS implementation in small rural hospitals. (United States)

    Ward, Marcia M; Baloh, Jure; Zhu, Xi; Stewart, Greg L

    A particularly useful model for examining implementation of quality improvement interventions in health care settings is the PARIHS (Promoting Action on Research Implementation in Health Services) framework developed by Kitson and colleagues. The PARIHS framework proposes three elements (evidence, context, and facilitation) that are related to successful implementation. An evidence-based program focused on quality enhancement in health care, termed TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety), has been widely promoted by the Agency for Healthcare Research and Quality, but research is needed to better understand its implementation. We apply the PARIHS framework in studying TeamSTEPPS implementation to identify elements that are most closely related to successful implementation. Quarterly interviews were conducted over a 9-month period in 13 small rural hospitals that implemented TeamSTEPPS. Interview quotes that were related to each of the PARIHS elements were identified using directed content analysis. Transcripts were also scored quantitatively, and bivariate regression analysis was employed to explore relationships between PARIHS elements and successful implementation related to planning activities. The current findings provide support for the PARIHS framework and identified two of the three PARIHS elements (context and facilitation) as important contributors to successful implementation. This study applies the PARIHS framework to TeamSTEPPS, a widely used quality initiative focused on improving health care quality and patient safety. By focusing on small rural hospitals that undertook this quality improvement activity of their own accord, our findings represent effectiveness research in an understudied segment of the health care delivery system. By identifying context and facilitation as the most important contributors to successful implementation, these analyses provide a focus for efficient and effective sustainment of Team

  16. Implementation of Learning Organization Components in Ardabil Social Security Hospital

    Directory of Open Access Journals (Sweden)

    Azadeh Zirak


    Full Text Available This study aimed to investigate the implementation of learning organization characteristics based on Marquardt systematic model in Ardabil Social Security Hospital. The statistical population of this research was 234 male and female employees of Ardabil Social Security Hospital. For data collection, Marquardt questionnaire was used in the present study which its validity and reliability had been confirmed. Statistical analysis of hypotheses based on independent samples t-test showed that learning organization characteristics were used more than average level in some subsystems of Marquardt model and there was a significant difference between current position and excellent position based on learning organization characteristic application. According to the research findings, more attention should be paid to the subsystems of learning organization establishment and balanced development of these subsystems.


    Directory of Open Access Journals (Sweden)

    Kadek Dodi Permana


    Full Text Available This study aims to improve the Information and Communications Technology (ICT learning outcomes of the students in SMA N 2 Singaraja through the learning model of Job sheet-based Student Team Achievement Division (STAD. This is a classroom action research. The data analysis reveals that learning outcomes in cycle I gain a mean score of 80. 51 and a classical provisions of 15%. There are three students who pass with a minimum score of 85 in cycle I. From these categories, the students’ learning outcomes in the first cycle have not met the criterion of 85%. The mean score of cycle II is 88. 57 and the classical provisions is 90%. In the second cycle, there are 18 students who gain a minimum score of 85. Based on the success criterion, a research study is successful if the minimum completeness criterion reaches 85 and the minimum classical completeness criterion reaches 85%. From the categories, the students’ learning outcomes have been successfully improved since the percentage of classical completeness in the second cycle has reached its expected results.

  18. Dissemination of an innovative mastery learning curriculum grounded in implementation science principles: a case study. (United States)

    McGaghie, William C; Barsuk, Jeffrey H; Cohen, Elaine R; Kristopaitis, Theresa; Wayne, Diane B


    Dissemination of a medical education innovation, such as mastery learning, from a setting where it has been used successfully to a new and different medical education environment is not easy. This article describes the uneven yet successful dissemination of a simulation-based mastery learning (SBML) curriculum on central venous catheter (CVC) insertion for internal medicine and emergency medicine residents across medical education settings. The dissemination program was grounded in implementation science principles. The article begins by describing implementation science which addresses the mechanisms of medical education and health care delivery. The authors then present a mastery learning case study in two phases: (1) the development, implementation, and evaluation of the SBML CVC curriculum at a tertiary care academic medical center; and (2) the dissemination of the SBML CVC curriculum to an academic community hospital setting. Contextual information about the drivers and barriers that affected the SBML CVC curriculum dissemination is presented. This work demonstrates that dissemination of mastery learning curricula, like all other medical education innovations, will fail without active educational leadership, personal contacts, dedication, hard work, rigorous measurement, and attention to implementation science principles. The article concludes by presenting a set of lessons learned about disseminating an SBML CVC curriculum across different medical education settings.

  19. Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning (United States)

    Yang, Eunah

    This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education.

  20. Elementary School-Wide Implementation of a Blended Learning Program for Reading Intervention (United States)

    Prescott, Jen Elise; Bundschuh, Kristine; Kazakoff, Elizabeth R.; Macaruso, Paul


    The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in…

  1. Leaders Behaving Badly: Using Power to Generate Undiscussables in Action Learning Sets (United States)

    Donovan, Paul Jeffrey


    "Undiscussables" are topics associated with threat or embarrassment that are avoided by groups, where that avoidance is also not discussed. Their deleterious effect on executive groups has been a point of discussion for several decades. More recently critical action learning (AL) has brought a welcome focus to power relations within AL…

  2. From Idea to Action: Promoting Responsible Management Education through a Semester-Long Academic Integrity Learning Project (United States)

    Lavine, Marc H.; Roussin, Christopher J.


    The authors describe a semester-long action-learning project where undergraduate or graduate management students learn about ethics, responsibility, and organizational behavior by examining the policy of their college or university that addresses academic integrity. Working in teams, students adopt a stakeholder management approach as they make…

  3. Learning Actions Models: Qualitative Approach

    DEFF Research Database (Denmark)

    Bolander, Thomas; Gierasimczuk, Nina


    In dynamic epistemic logic, actions are described using action models. In this paper we introduce a framework for studying learnability of action models from observations. We present first results concerning propositional action models. First we check two basic learnability criteria: finite ident...

  4. Effect of an educational game on university students' learning about action potentials. (United States)

    Luchi, Kelly Cristina Gaviao; Montrezor, Luís Henrique; Marcondes, Fernanda K


    The aim of this study was to evaluate the effect of an educational game that is used for teaching the mechanisms of the action potentials in cell membranes. The game was composed of pieces representing the intracellular and extracellular environments, ions, ion channels, and the Na + -K + -ATPase pump. During the game activity, the students arranged the pieces to demonstrate how the ions move through the membrane in a resting state and during an action potential, linking the ion movement with a graph of the action potential. To test the effect of the game activity on student understanding, first-year dental students were given the game to play at different times in a series of classes teaching resting membrane potential and action potentials. In all experiments, students who played the game performed better in assessments. According to 98% of the students, the game supported the learning process. The data confirm the students' perception, indicating that the educational game improved their understanding about action potentials. Copyright © 2017 the American Physiological Society.

  5. Learning Styles and Organisational Development in Practice

    DEFF Research Database (Denmark)

    Brix, Jacob; Lauridsen, Karen M.


    Issues of innovation and knowledge management are often treated from an organisational learning perspective. As a complement to this, there is a vast potential in the strategic enhancement of individual learning by implementing learning styles profiles and creating personal learning strategies...... for management and employees in a knowledge based organisation. Based on an action-research case study, we offer an example of how learning styles affects individual learning and thus personal knowledge creation in practice. The paper argues that innovation and knowledge management is enhanced and facilitated...... in practice by working with the learning styles of individuals and groups/teams....

  6. A continuous-time neural model for sequential action. (United States)

    Kachergis, George; Wyatte, Dean; O'Reilly, Randall C; de Kleijn, Roy; Hommel, Bernhard


    Action selection, planning and execution are continuous processes that evolve over time, responding to perceptual feedback as well as evolving top-down constraints. Existing models of routine sequential action (e.g. coffee- or pancake-making) generally fall into one of two classes: hierarchical models that include hand-built task representations, or heterarchical models that must learn to represent hierarchy via temporal context, but thus far lack goal-orientedness. We present a biologically motivated model of the latter class that, because it is situated in the Leabra neural architecture, affords an opportunity to include both unsupervised and goal-directed learning mechanisms. Moreover, we embed this neurocomputational model in the theoretical framework of the theory of event coding (TEC), which posits that actions and perceptions share a common representation with bidirectional associations between the two. Thus, in this view, not only does perception select actions (along with task context), but actions are also used to generate perceptions (i.e. intended effects). We propose a neural model that implements TEC to carry out sequential action control in hierarchically structured tasks such as coffee-making. Unlike traditional feedforward discrete-time neural network models, which use static percepts to generate static outputs, our biological model accepts continuous-time inputs and likewise generates non-stationary outputs, making short-timescale dynamic predictions. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

  7. How to build science-action partnerships for local land-use planning and management: lessons from Durban, South Africa

    Directory of Open Access Journals (Sweden)

    Jessica Cockburn


    Full Text Available The gap between scientific knowledge and implementation in the fields of biodiversity conservation, environmental management, and climate change adaptation has resulted in many calls from practitioners and academics to provide practical solutions responding effectively to the risks and opportunities of global environmental change, e.g., Future Earth. We present a framework to guide the implementation of science-action partnerships based on a real-world case study of a partnership between a local municipality and an academic institution to bridge the science-action gap in the eThekwini Municipal Area, South Africa. This partnership aims to inform the implementation of sustainable land-use planning, biodiversity conservation, environmental management, and climate change adaptation practice and contributes to the development of human capacity in these areas of expertise. Using a transdisciplinary approach, implementation-driven research is being conducted to develop several decision-making products to better inform land-use planning and management. Lessons learned through this partnership are synthesized and presented as a framework of enabling actions operating at different levels, from the individual to the interorganizational. Enabling actions include putting in place enabling organizational preconditions, assembling a functional well-structured team, and actively building interpersonal and individual collaborative capacity. Lessons learned in the case study emphasize the importance of building collaborative capacity and social capital, and paying attention to the process of transdisciplinary research to achieve more tangible science, management, and policy objectives in science-action partnerships. By documenting and reflecting on the process, this case study provides conceptual and practical guidance on bridging the science-action gap through partnerships.

  8. Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum.

    Directory of Open Access Journals (Sweden)

    Natasa M Milic

    Full Text Available Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face learning to further assess the potential value of web-based learning in medical statistics.This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545 the final exam of the obligatory introductory statistics course during 2013-14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course.Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001 and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023 with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p<0.001.This study provides empirical evidence to support educator decisions to implement different learning environments for teaching medical statistics to undergraduate medical students. Blended and on-site training formats led to similar knowledge acquisition; however, students with higher GPA preferred the technology assisted learning format. Implementation of blended learning approaches can be considered an attractive, cost-effective, and efficient alternative to traditional

  9. Conversations outside the Comfort Zone: Identity Formation in SME Manager Action Learning (United States)

    Anderson, Lisa; Gold, Jeff


    In this paper we consider the construction of narrative identity and particularly how managers of small businesses may construct new narrative identities within the activity of the action learning situation. We build on recent work to suggest that the "world" of managers can be explored through a consideration of Vygotsky's socio-cultural theory…

  10. Corrective agricultural actions: ecological bases and problems relating to their implementation

    International Nuclear Information System (INIS)

    Vandecasteele, C.M.; Burton, O.; Kirchmann, R.


    Several types of corrective actions. more or less scientific or empirical, were implemented aiming at limiting the contamination of products ingested by human population or animals. Although based on scientific reasons rather a significant number of measures seem to be inapplicable or too expensive to be put into effect in real situations. Generally, preference should be given to the corrective actions the application of which would imply not new technologies, requiring specific checking periods before becoming operative, but currently available materials and machines. Better results may be obtained often by resorting to combinations of measures ran either simultaneously or sequentially. The efficiency of directives may vary depending on the conditions of implementing and sometimes may be accompanied by undesirable side-effects. For instance, lime used in excess may entail precipitation of micro-nutrients and induce deficiencies in the plants and animals nourished with deficient forage; substantial fertilization of a semi-natural system may result in profound modifications of the ecosystems. It is worth noting that certain measures are irreversible or almost so and that the situation can be hardly restored if these measures were not rationally applied. The sections of the papers deal with: contamination direct and indirect of vegetation, the radioactivity transfer to animals, influence of chemical properties of the radionuclides, influence of chemical species, influence of alimentary regime, the species idiosyncrasy, physiological parameters, limiting the contamination of animal products and food processing

  11. The Implementation of Cumulative Learning Theory in Calculating Triangular Prism and Tube Volumes (United States)

    Muklis, M.; Abidin, C.; Pamungkas, M. D.; Masriyah


    This study aims at describing the application of cumulative learning theory in calculating the volume of a triangular prism and a tube as well as revealing the students’ responses toward the learning. The research method used was descriptive qualitative with elementary school students as the subjects of the research. Data obtained through observation, field notes, questionnaire, tests, and interviews. The results from the application of cumulative learning theory obtained positive students’ responses in following the learning and students’ learning outcomes was dominantly above the average. This showed that cumulative learning could be used as a reference to be implemented in learning, so as to improve the students’ achievement.

  12. Planning, implementation and analysis of an assessment method of an industrial engineering course grounded on problem based learning

    Directory of Open Access Journals (Sweden)

    Camila Pereira Pinto


    Full Text Available In a highly competitive market, companies need increasingly skilled human resources, especially when it comes to engineering. Universities, therefore, play an important role in this scenario, while training future professionals of the country. However, in this task, the institutions are faced with the challenge of attracting and working with young people of Generation Y, which have characteristics and needs that are not met by traditional teaching methods. Problem-Based Learning (PBL is an approach evolved in order to study and develop educational alternatives that meet the needs of businesses as well as the new student profile. In addition, actively teaching is not a simple task and becomes more complex when it refers to assess the knowledge gained through this method. Thus, this paper presents the planning, implementation and the assessment method adopted in a course of Industrial Engineering at the Federal University of Itajubá based on PBL. For this study it was adopted the action research method, in which the authors actively participated in all stages of the course, acting as facilitators in the course planning, implementation and monitoring. As a result, it is highlighted in this article, the benefits achieved by all involved through active learning, as well as the strengths and weaknesses of the method. Moreover, improvements are proposed for future courses.

  13. Designing Conservation Corridors in Production Landscapes: Assessment Methods, Implementation Issues, and Lessons Learned

    Directory of Open Access Journals (Sweden)

    Amanda T. Lombard


    Full Text Available Designing broad-scale conservation corridors has become increasingly common as a way of conducting an assessment for achieving targets for the representation and persistence of nature. However, since many of these corridors must traverse agricultural and other production landscapes, planning and implementation are not trivial tasks. Most approaches to conservation assessments in the dynamic world of production landscapes are data-intensive and analytically complex. However, in the real world, donor and other external requirements impose time and budget constraints, and dictate strong stakeholder involvement in the entire planning process. In order to accommodate this, assessments must be rapid, cheap, and the approach and products must be comprehensible and acceptable to stakeholders. Here we describe such an assessment aimed at identifying and implementing a network of conservation corridors in the Gouritz Initiative project domain of South Africa's Cape Floristic Region hotspot. We used empirical data and expert knowledge to identify a corridor network hypothesized to sustain key ecological and evolutionary processes. We also consulted experts to provide a spatially explicit assessment of the opportunity costs of conservation associated with agriculture, the predominant land use in the region. We used these products to identify categories of land requiring different actions and instruments to achieve conservation goals, thereby moving from the "where" to the "how" of conservation. This information was then fed into the collaborative strategy development process for the Gouritz Initiative. Our discussion emphasizes the lessons that we learnt from undertaking this assessment, particularly lessons regarding the implementation of the planning products. We conclude that at the outset of any planning project, a consensus on the vision must be achieved, a detailed social assessment of appropriate institutions must be undertaken, and a learning

  14. Learning in non-formal education: Is it "youthful" for youth in action? (United States)

    Norqvist, Lars; Leffler, Eva


    This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers and trainers, with the aim of deriving an understanding of learning in non-formal education. The research questions concerned learning, the recognition of learning and perspectives of usefulness. The study also examined the Youthpass documentation tool as a key to understanding the recognition of learning and to determine whether the learning was useful for learners (the volunteers). The findings and analysis offer several interpretations of learning, and the recognition of learning, which take place in non-formal education. The findings also revealed that it is complicated to divide learning into formal and non- formal categories; instead, non-formal education is useful for individual learners when both formal and non-formal educational contexts are integrated. As a consequence, the division of formal and non-formal (and possibly even informal) learning creates a gap which works against the development of flexible and interconnected education with ubiquitous learning and mobility within and across formal and non-formal education. This development is not in the best interests of learners, especially when seeking useful learning and education for youth (what the authors term "youthful" for youth in action).

  15. Concerns for the human element in implementing Protective Action Guidelines (PAGs)

    International Nuclear Information System (INIS)

    Mohseni, Aby; Jeffries, Aileen; Fedorchak, Paul


    Washington State has tested implementation of current ingestion PAGs at several drills and exercises. This testing has shown that protective action decisions cannot be based on computed projected doses (due to many assumptions involved). And so we recommend an alternative, simpler methodology based on the concentration of radionuclides in foods. Simplifying the process helps us to avoid confusing the public and to avoid problems that foster unintended public response. The purpose of the present paper is to describe three such problems, propose tentative solutions, and request federal assistance in arriving at a final resolution

  16. Concerns for the human element in implementing Protective Action Guidelines (PAGs)

    Energy Technology Data Exchange (ETDEWEB)

    Mohseni, Aby; Jeffries, Aileen; Fedorchak, Paul [Department of Health, Reactor Safety Section, WA (United States)


    Washington State has tested implementation of current ingestion PAGs at several drills and exercises. This testing has shown that protective action decisions cannot be based on computed projected doses (due to many assumptions involved). And so we recommend an alternative, simpler methodology based on the concentration of radionuclides in foods. Simplifying the process helps us to avoid confusing the public and to avoid problems that foster unintended public response. The purpose of the present paper is to describe three such problems, propose tentative solutions, and request federal assistance in arriving at a final resolution.

  17. Systematic implementation of evidence-based practice in a clinical nursing setting: a participatory action research project. (United States)

    Friesen-Storms, Jolanda H H M; Moser, Albine; van der Loo, Sandra; Beurskens, Anna J H M; Bours, Gerrie J J W


    To describe the process of implementing evidence-based practice in a clinical nursing setting. Evidence-based practice has become a major issue in nursing, it is insufficiently integrated into daily practice and its implementation is complex. Participatory action research. The main participants were nurses working in a lung unit of a rural hospital. A multi-method process of data collection was used during the observing, reflecting, planning and acting phases. Data were continuously gathered during a 24-month period from 2010 to 2012, and analysed using an interpretive constant comparative approach. Patients were consulted to incorporate their perspective. A best-practice mode of working was prevalent on the ward. The main barriers to the implementation of evidence-based practice were that nurses had little knowledge of evidence-based practice and a rather negative attitude towards it, and that their English reading proficiency was poor. The main facilitators were that nurses wanted to deliver high-quality care and were enthusiastic and open to innovation. Implementation strategies included a tailored interactive outreach training and the development and implementation of an evidence-based discharge protocol. The academic model of evidence-based practice was adapted. Nurses worked according to the evidence-based practice discharge protocol but barely recorded their activities. Nurses favourably evaluated the participatory action research process. Action research provides an opportunity to empower nurses and to tailor evidence-based practice to the practice context. Applying and implementing evidence-based practice is difficult for front-line nurses with limited evidence-based practice competencies. Adaptation of the academic model of evidence-based practice to a more pragmatic approach seems necessary to introduce evidence-based practice into clinical practice. The use of scientific evidence can be facilitated by using pre-appraised evidence. For clinical practice

  18. Exploring and Implementing Participatory Action Synthesis (United States)

    Wimpenny, Katherine; Savin-Baden, Maggi


    This article presents participatory action synthesis as a new approach to qualitative synthesis which may be used to facilitate the promotion and use of qualitative research for policy and practice. The authors begin by outlining different forms of qualitative research synthesis and then present participatory action synthesis, a collaborative…

  19. Model Pembelajaran Learning Cycle Kooperatif Tipe STAD untuk Meningkatkan KualitasProses dan Hasil Belajar

    Directory of Open Access Journals (Sweden)

    Umi Rochayati


    Full Text Available The researcher implemented the Student Centered Learning  with the following objectives: (1 to improve the achievementand the quality of the learning process inthe course of Electrical Installation and Machinery through the Cooperative Learning  cyclewith Student Teams Achievement Division (STAD; and (2 to describe the response of the students to the implemention. This study was conducted using the classroom action research approach in 2 cycles. Each cycle consisted of planning, action, observation, and reflection. The results showed: (1 the Cooperative Learning  cycle with STAD could improve the quality of the learning process, the students were not merely as the object but rather as the subject of the learning. The learning process comprised highly effective learning environment, interactive discussions, opinions sharing activities, motivation, cooperation and communication among the students. The improvement of the achievement was proved by the mean scores in the first and second cycle that were 69.05 and 76.25 respectively; and (2 the students’ feedbacksresulted from the closed questionnaire were 37.5% strongly agree and 62.5% agree to the implementation while from the open questionnaire,the feedbacks were 92.5% positive and 7.5% of the students said it was a waste of time.

  20. Learning from Action Evaluation of the Use of Multimedia Case Studies in Management Information Systems Courses (United States)

    Kawulich, Barbara B.


    This manuscript shares lessons learned from conducting an action evaluation of the use of multimedia case studies in Management Information Systems (MIS) courses. Three undergraduate MIS classes took part in the study. The purpose for using case studies in these classes was to teach students about the role of MIS in business. An action evaluation…

  1. Transforming Welfare Institutions through Action Research

    DEFF Research Database (Denmark)

    Andersen, John; Bilfeldt, Annette

    Abstract til ALARA 9th Action Learning Action Research and 13th Participatory Action Research World Congress, South Africa from 4 – 7 November 2015 Pretoria, Sydafrika......Abstract til ALARA 9th Action Learning Action Research and 13th Participatory Action Research World Congress, South Africa from 4 – 7 November 2015 Pretoria, Sydafrika...

  2. An analysis of teacher’s preparation in implementing 2013 revision edition curriculum on mathematics specialization learning (United States)

    Susilo, T.; Suryawan, A.


    This study aimed to determine the pedagogical competence of teachers, the readiness of planning and implementation of learning related to the implementation 2013 revised edition curriculum on mathematics specialization learning for senior high schools Wonogiri. Informants in this study there are 6 high school mathematics teachers X and XI class who teach in the school district Wonogiri. Data were collected using questionnaire method, interview, observation and documentation. Qualitative data analysis is done interactively through 4 paths: data collection, data reduction, data display, drawing conclusion. The results showed that high school mathematics teacher class X and XI in school district of Wonogiri City. The results show that most high school mathematics teachers in grade X and XI are ready to implement the 2013 revised edition curriculum and a few have not been able to implement due to internal or external factors. High school math teachers at Wonogiri district who are ready to face the 2013 revised edition curriculum have applied 10 teacher pedagogic competency indicators according to Regulation of the national education ministry Number 16 Year 2007 in learning. The readiness and implementation of mathematics learning is in line with the demands of the 2013 revised edition curriculum. Based on the teachers who are not ready, data on issues that arise in the implementation of the 2013 revised edition curriculum. Especially the problems in learning, namely mismatch of Core Competence (KI) and Basic Competence (KD) in teacher manual, material disregard in student handbook and lack of examples of problems that exist in teacher manual.

  3. The Effect of Implementing Instructional Coaching with Digital Learning on High School Math and Science (United States)

    McKaveney, Edward W.


    A number of national directives and successful case studies, focus on the need for change in teaching and learning, particularly emphasizing increasingly rigorous STEM learning tied to the use of ICT and digital tools for technological literacy and future workforce development. This action research study investigated the role of instructional…

  4. The Library's role and challenges in implementing an e-learning strategy: a case study from northern Australia. (United States)

    Ritchie, Ann


      The Northern Territory Department of Health and Families' (DHF) Library supports education programs for all staff. DHF is implementing an e-learning strategy, which may be viewed as a vehicle for coordinating the education function throughout the organisation.   The objective of this study is to explore the concept of e-learning in relation to the Library's role in implementing an organisation-wide e-learning strategy.   The main findings of a literature search about the effectiveness of e-learning in health professionals' education, and the responsibility and roles of health librarians in e-learning are described. A case study approach is used to outline the current role and future opportunities and challenges for the Library.   The case study presents the organisation's strategic planning context. Four areas of operational activity which build on the Library's current educational activities are suggested: the integration of library resources 'learning objects' within a Learning Management System; developing online health information literacy training programs; establishing a physical and virtual 'e-Learning Library/Centre'; developing collaborative partnerships, taking on new responsibilities in e-learning development, and creating a new e-learning librarian role.   The study shows that the Library's role is fundamental to developing the organisation's e-learning capacity and implementing an organisation-wide e-learning strategy. © 2010 The authors. Health Information and Libraries Journal © 2010 Health Libraries Group.

  5. Delivery 7 Report on the impact of conflicts/synergies and policy proposals for implementing the EU Action Plan in member states

    DEFF Research Database (Denmark)

    Beck, Anne-Marie Tyroll; Michelsen, Johannes

    This report on “Implementing the European Organic Action Plan in EU member states - stakeholders’ perceptions of implementation problems and coping strategies” recapitulates the results of a series of national workshops undertaken in winter/spring 2007. It brings together very different views...... and perceptions on organic action plans and possible evaluation methodologies and can be seen as ORGAP’s stakeholder oriented or public oriented step....

  6. Dynamic Boundaries of Action Based Learning: the Longitudinal Impact (Invited Paper

    Directory of Open Access Journals (Sweden)

    D. Song


    Full Text Available How do communities and group-based efforts create, learn and evolve? This paper argues that communities are dynamic, continuously creating connections through cyclical learning processes, regardless of how tight or loosely formulated group based efforts are (Hall et al. 2012. Learning cycles or epicycles processes are relevant for action-based investigation within organizational and social structures. The question of behaviors across boundaries or groups maybe influenced by their positioning within a larger adaptive system, including the type of focus, determined goals and the type of connections that have been developed over time (longitudinally. These types of community or group efforts can be described as autopoietic systems, which operate within larger adaptive societal webs (Nousala 2014. The learning methodologies involved in investigating these types of dynamic phenomena need themselves to be dynamic. These methods can be viewed through longitudinal cycles, (which are essentially feedback loops that include extensive reflective time lines, integration before repetition exposing these epicycles at work. The continuous recording of various processes through epicycles (which are the basis for learning cycles provide a means to "qualitatively measuring" change, which would normally go unseen (Hall et. al 2012; Hall et al. 2005; Nousala and Hall 2008; Wenger and Synder 2000; Garduno et al. 2015.

  7. Service-Learning Might Be the Key: Learning from the Challenges and Implementation Strategies in EFL Teacher Education in Oman (United States)

    Al Barwani, Thuwayba; Al-Mekhlafi, Abdo; Nagaratnam, Ramani Perur


    Service-learning, a major reform in higher education, is considered essential for developing citizenship for the 21st century. This paper reports a study aimed at investigating the problems and challenges faced when implementing service-learning in pre-service education of teachers of English as a Foreign Language (EFL) and carried out in the…

  8. Action Research to Improve the Learning Space for Diagnostic Techniques

    Directory of Open Access Journals (Sweden)

    Ellen Ariel


    Full Text Available The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of “knowledge” and “understanding.” The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001, it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed.

  9. Action Research to Improve the Learning Space for Diagnostic Techniques. (United States)

    Ariel, Ellen; Owens, Leigh


    The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of "knowledge" and "understanding." The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education.

  10. Insider Research as Part of a Master's Programme: Opportunities Lost and Found within Action Learning Sets (United States)

    Milano, Chloe; Lawless, Aileen; Eades, Elaine


    This account explores the role of action learning during and after an educational programme. We focus on the final stage of a master's programme and the insider research that is a key feature in many UK universities. Researching within one's own organization should lead to individual and organizational learning. However, there is relatively little…

  11. Design and Implementation of Mobile Blended Learning Model Based on WeChat Public Platform

    Directory of Open Access Journals (Sweden)

    Han Yanyan


    Full Text Available Merging together the ideas of mobile learning, blended learning and flipped classroom, a Mobile Blended Learning Model (MBLM is constructed. Based on WeChat Public Platform (WPP, MBLM can optimize the instructional process and improve the learning efficiency. A Mobile Blended Learning System(MBLS is implemented by using MBLM, and it is constructed by both WPP and auxiliary learning system which based on Java Web. This system has reasonable designed function, easy operation, and beautiful interface, so it can effectively promote the popularization of MBLM.

  12. The sign problem in real-time path integral simulations: Using the cumulant action to implement multilevel blocking

    International Nuclear Information System (INIS)

    Mak, C. H.


    A practical method to tackle the sign problem in real-time path integral simulations is proposed based on the multilevel blocking idea. The formulation is made possible by using a cumulant expansion of the action, which in addition to addressing the sign problem, provides an unbiased estimator for the action from a statistically noisy sample of real-time paths. The cumulant formulation also allows the analytical gradients of the action to be computed with little extra computational effort, and it can easily be implemented in a massively parallel environment.

  13. DAPs: Deep Action Proposals for Action Understanding

    KAUST Repository

    Escorcia, Victor; Caba Heilbron, Fabian; Niebles, Juan Carlos; Ghanem, Bernard


    action proposals from long videos. We show how to take advantage of the vast capacity of deep learning models and memory cells to retrieve from untrimmed videos temporal segments, which are likely to contain actions. A comprehensive evaluation indicates

  14. Catalyst Schools' Implementation of the Learning School Approach. Catalyst Schools Research Study Report (United States)

    Hammer, Patricia Cahape


    "Catalyst schools" were 28 elementary and secondary schools selected to participate in a pilot project begun in July 2014, which explored how best to support teacher professional learning through decentralization of decision making and implementation of the Learning School approach. The pilot project was the first phase in a statewide…

  15. When Will We Ever Learn? The After Action Review, Lessons Learned and the Next Steps in Training and Educating the Homeland Security Enterprise for the 21st Century (United States)


    such as emergent learning , experiential learning , and sense-making. It then ties these theories and concepts together into an emergency learning ...edition, loc. 3409–3414. 107 David Kolb , Experiential Learning : Experience as the Source of Learning and Development (Englewood Cliffs, NJ: Prentice...shows us that our theory needs developing again. And the process continues. Fundamental in the Kolb model is the role of action in any learning

  16. The Theory of Reasoned Action as Parallel Constraint Satisfaction: Towards a Dynamic Computational Model of Health Behavior


    Orr, Mark G.; Thrush, Roxanne; Plaut, David C.


    The reasoned action approach, although ubiquitous in health behavior theory (e.g., Theory of Reasoned Action/Planned Behavior), does not adequately address two key dynamical aspects of health behavior: learning and the effect of immediate social context (i.e., social influence). To remedy this, we put forth a computational implementation of the Theory of Reasoned Action (TRA) using artificial-neural networks. Our model re-conceptualized behavioral intention as arising from a dynamic constrain...

  17. "I Have No English Friends": Some Observations on the Practice of Action Learning with International Business Students (United States)

    Brook, Cheryl; Milner, Christopher


    This account reports on some experiences of facilitating action learning with international business students. Interest in international student learning and the international student experience is significant and increasing with a considerable range of literature on the subject. Some of this literature is concerned with the perceived…

  18. Implementing Team Based Learning in an Information Literacy Course

    Directory of Open Access Journals (Sweden)

    Marijn Post


    Full Text Available Introduction: Motivating students to improve their Information Literacy (IL skills can be a challenge. As a pilot, we implemented Team Based Learning (TBL in our IL lessons. TBL is an interactive learning approach based on the “flipped classroom” concept, offering students opportunities to gather skills via immediate feedback during individual and team activities. Moreover, TBL promises to be an attractive and activating way of learning. We were interested if TBL, A indeed activates students and B improves their IL skills more than with lectures and self-tuition. Methods: TBL was implemented in a first year bachelor IL course in the year 2015-2016. Student were asked to study three IL e-learning modules before class. The obtained knowledge was assessed individually during an Individual Readiness Assessment test (IRAT and in a team via a Team Readiness Assessment test (TRAT using “scratch and win cards”. After this, teams were given an IL case and the members had to come to a consensus about the best solution out of a couple options provided. Finally, students took a written exam, which was the same as used in this course in the year 2014-2015, when TBL was not applied yet. We compared the grades of the written exam between the two academic years using a Mann Whitney U test (P<0.05. Students’ opinion about TBL was polled using a 34 question student survey. Results: The mean written exam grades were significantly higher in the TBL year than in the preceding year without TBL (respectively, 7.6 ± 1.42 vs 6.5 ± 1.31, P<0.001. The student survey showed that students were positive about the IRATs and TRATs, but neutral about other TBL parts. Conclusion: TBL seems to be a good didactical method to motivate students and enhance their IL skills.

  19. Participatory action research: involving students in parent education. (United States)

    Fowler, Cathrine; Wu, Cynthia; Lam, Winsome


    Competition for scarce clinical placements has increased requiring new and innovative models to be developed to meet the growing need. A participatory action research project was used to provide a community nursing clinical experience of involvement in parent education. Nine Hong Kong nursing students self-selected to participate in the project to implement a parenting program called Parenting Young Children in a Digital World. Three project cycles were used: needs identification, skills development and program implementation. Students were fully involved in each cycle's planning, action and reflection phase. Qualitative and quantitative data were collected to inform the project. The overall outcome of the project was the provision of a rich and viable clinical placement experience that created significant learning opportunities for the students and researchers. This paper will explore the student's participation in this PAR project as an innovative clinical practice opportunity. Copyright © 2013 Elsevier Ltd. All rights reserved.

  20. The use of web2 tools in action research

    DEFF Research Database (Denmark)

    Kolbæk, Raymond; Steensgaard, Randi; Angel, Sanne


    . Furthermore we try to evidence-based the concept of "Sample handlings" and examines whether this concept can be used as a flexible methodological tool for developing workflow that promotes patient participation in their own rehabilitation. We use a action research design to identify actual problems, develop......, to test, evaluate and implement specific actions to promote patient participation in rehabilitation. Four nurses and four social and health assistants is having a "co-researcher" active role. The interaction with the researchers creates a reflexive and dynamic process with a learning and competence......Abstract Content: Major challenges occurs, when trying to implement research in clinical practice. In the West Danish Center for Spinal Cord Injury, we are doing a practice-based ph.d. project, that involves the practice field's own members as co-researchers. In the management of the project we use...

  1. A summary of lessons learned at the Shippingport Station Decommissioning Project (SSDP)

    International Nuclear Information System (INIS)

    Crimi, F.P.; Mullee, G.R.


    This paper describes the lessons learned from a management perspective during decommissioning. The lessons learned are presented in a chronological sequence during the life of the project up to the present time. The careful analysis of the lessons learned and the implementation of corresponding actions have contributed toward improving the effectiveness of decommissioning as time progresses. The lessons learned should be helpful in planning future decommissioning projects

  2. The Development of Professional Empowerment Program for Principals by Interorganizational Collaboration and Action Research

    Directory of Open Access Journals (Sweden)

    Peiying Chen


    Full Text Available As an action research approach through interorganizational collaboration, this study aims to develop an effective professional learning program for enhancing principals’ leadership. There are three phases in this research: program design, implementation, and feedback and reflection. With a comprehensive literature review and focus group interviews, key competences of leadership were identified. The program contents were designed through interorganizational collaboration between academics, local officers, experienced principals, and NGO practitioners. The program contains self-awareness and team building in the dark, leading for the future, curriculum and instructional leadership, systems thinking, Understanding by Design, framework and practice, and World Café dialogue. In Phase II, a four-day workshop program has been held twice in the summer of 2012. Learning feedback was posted on Facebook as informal formative evaluation during the implementation phase. In phase III, opinions and feedbacks from learners, external observers, and curriculum designers were collected to assess the effectiveness of the program. The challenges and revision ideas were proposed at the end of the paper. Through the cycle of “design-act-feedback-revision” of action research with interorganizational collaboration, the present professional development program for principals can be refined and better empower school leaders with new ways of situated learning, collaboration, and reflective thinking. Although this program has been implemented for a few times in the past two years, this paper only explained and discussed the merits and effects of the workshops implemented in the summer of 2012.

  3. Implementing CDIO project-based learning in training of Heat and Power engineers (United States)

    Boiko, E. A.; Shishmarev, P. V.; Karabarin, D. I.; Yanov, S. R.; Pikalova, A. A.


    This paper presents the experience and current results of CDIO standards implementation in training of bachelors in Heat and Power Engineering at Thermal Power Stations academic department in Siberian Federal University. It provides information on methodology of modernization of educational programs, curricula and programs of disciplines in transition to CDIO project-based learning technology. Preliminary assessment and analysis of lessons learned and scaling perspectives are given.

  4. Neuromorphic implementations of neurobiological learning algorithms for spiking neural networks. (United States)

    Walter, Florian; Röhrbein, Florian; Knoll, Alois


    The application of biologically inspired methods in design and control has a long tradition in robotics. Unlike previous approaches in this direction, the emerging field of neurorobotics not only mimics biological mechanisms at a relatively high level of abstraction but employs highly realistic simulations of actual biological nervous systems. Even today, carrying out these simulations efficiently at appropriate timescales is challenging. Neuromorphic chip designs specially tailored to this task therefore offer an interesting perspective for neurorobotics. Unlike Von Neumann CPUs, these chips cannot be simply programmed with a standard programming language. Like real brains, their functionality is determined by the structure of neural connectivity and synaptic efficacies. Enabling higher cognitive functions for neurorobotics consequently requires the application of neurobiological learning algorithms to adjust synaptic weights in a biologically plausible way. In this paper, we therefore investigate how to program neuromorphic chips by means of learning. First, we provide an overview over selected neuromorphic chip designs and analyze them in terms of neural computation, communication systems and software infrastructure. On the theoretical side, we review neurobiological learning techniques. Based on this overview, we then examine on-die implementations of these learning algorithms on the considered neuromorphic chips. A final discussion puts the findings of this work into context and highlights how neuromorphic hardware can potentially advance the field of autonomous robot systems. The paper thus gives an in-depth overview of neuromorphic implementations of basic mechanisms of synaptic plasticity which are required to realize advanced cognitive capabilities with spiking neural networks. Copyright © 2015 Elsevier Ltd. All rights reserved.

  5. Implementing Active Learning Reform in the Maldives: Challenges and Opportunities (United States)

    Di Biase, Rhonda


    Many countries are adopting child-centered active learning reforms as they strive to improve the quality of primary education. Consistent challenges can be found in the implementation of similar, global reforms. These issues are discussed here within the following framework: the cultural appropriateness of such reforms; the extent to which active…

  6. Implementing Team-Based Learning in Middle School Social Studies Classes (United States)

    Wanzek, Jeanne; Kent, Shawn C.; Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha


    The authors examined the effects of team-based learning (TBL) implemented in Grade 8 social studies classes on student content acquisition. Twenty-four classes were randomly assigned to treatment or comparison blocking on teacher. In the treatment classes teachers integrated TBL practices in the content instruction. The authors examined teacher…

  7. The Feasibility of E-Learning Implementation in an Iranian University (United States)

    Mirzamohammadi, M. H.


    The present research aimed to investigate the feasibility of e-learning implementation in an Iranian comprehensive university (included medical and non-medical fields) to provide appropriate solutions in this regard. To achieve this objective, seven research questions were formed. Surveying method was applied for data collection in this study.…

  8. VISIONS2 Learning for Life Initiative. Workplace Literacy Implementation Model. (United States)

    Walsh, Chris L.; Ferguson, Susan E.; Taylor, Mary Lou

    This document presents a model for implementing workplace literacy education that focuses on giving front-line workers or first-line workers basic skills instruction and an appreciation for lifelong learning. The introduction presents background information on the model, which was developed during a partnership between a technical college and an…

  9. Active-learning implementation in an advanced elective course on infectious diseases. (United States)

    Hidayat, Levita; Patel, Shreya; Veltri, Keith


    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.

  10. Priming a Pilot Implementation

    DEFF Research Database (Denmark)

    Hansen, Magnus; Ie Pedersen, Maria

    Abstract. We report on the initial findings of an action research study about effects specifications. It is a part of larger IS pilot implementation project conducted in the Danish healthcare sector. Through interviews and a workshop we have identified and specified the main effects that comprise...... the basis for the evaluation of the project. The study indicates that cross-organisational effects specifications cause a significant number of effects. To further prioritize these we argue that both interview and workshop must be facilitated as mutual learning processes between interviewer and interviewee....

  11. Implementing an Open Source Learning Management System: A Critical Analysis of Change Strategies (United States)

    Uys, Philip M.


    This paper analyses the change and innovation strategies that Charles Sturt University (CSU) used from 2007 to 2009 during the implementation and mainstreaming of an open source learning management system (LMS), Sakai, named locally as "CSU Interact". CSU was in January 2008 the first Australian University to implement an open source…

  12. The implementation of portfolio assessment by the educators on the mathematics learning process in senior high school (United States)

    Lestariani, Ida; Sujadi, Imam; Pramudya, Ikrar


    Portfolio assessment can shows the development of the ability of learners in a period through the work so that can be seen progress monitored learning of each learner. The purpose of research to describe and know the implementation of portfolio assessment on the mathematics learning process with the Senior High school math teacher class X as the subject because of the importance of applying the assessment for the progress of learning outcomes of learners. This research includes descriptive qualitative research type. Techniques of data collecting is done by observation method, interview and documentation. Data collection then validated using triangulation technique that is observation technique, interview and documentation. Data analysis technique is done by data reduction, data presentation and conclusion. The results showed that the steps taken by teachers in applying portfolio assessment obtained focused on learning outcomes. Student learning outcomes include homework and daily tests. Based on the results of research can be concluded that the implementation of portfolio assessment is the form of learning results are scored. Teachers have not yet implemented other portfolio assessment techniques such as student work.

  13. Machine learning action parameters in lattice quantum chromodynamics (United States)

    Shanahan, Phiala E.; Trewartha, Daniel; Detmold, William


    Numerical lattice quantum chromodynamics studies of the strong interaction are important in many aspects of particle and nuclear physics. Such studies require significant computing resources to undertake. A number of proposed methods promise improved efficiency of lattice calculations, and access to regions of parameter space that are currently computationally intractable, via multi-scale action-matching approaches that necessitate parametric regression of generated lattice datasets. The applicability of machine learning to this regression task is investigated, with deep neural networks found to provide an efficient solution even in cases where approaches such as principal component analysis fail. The high information content and complex symmetries inherent in lattice QCD datasets require custom neural network layers to be introduced and present opportunities for further development.

  14. The Application of Carousel Feedback and Round Table Cooperative Learning Models to Improve Student's Higher Order Thinking Skills (HOTS) and Social Studies Learning Outcomes (United States)

    Yusmanto, Harry; Soetjipto, Budi Eko; Djatmika, Ery Tri


    This Classroom Action Research aims to improve students' HOTS (High Order Thinking Skills) and Social Studies learning outcomes through the application of Carousel Feedback and Round Table cooperative learning methods. This study was based on a model proposed by Elliott and was implemented for three cycles. The subjects were 30 female students of…

  15. Rehabilitation in Madagascar: Challenges in implementing the World Health Organization Disability Action Plan. (United States)

    Khan, Fary; Amatya, Bhasker; Mannan, Hasheem; Burkle, Frederick M; Galea, Mary P


    To provide an update on rehabilitation in Madagascar by using local knowledge to outline the potential barriers and facilitators for implementation of the World Health Organization (WHO) Disability Action Plan (DAP). A 14-day extensive workshop programme (September-October 2014) was held at the University Hospital Antananarivo and Antsirabe, with the Department of Health Madagascar, by rehabilitation staff from Royal Melbourne Hospital, Australia. Attendees were rehabilitation professionals (n=29) from 3 main rehabilitation facilities in Madagascar, who identified various challenges faced in service provision, education and attitudes/approaches to people with disabilities. Their responses and suggested barriers/facilitators were recorded following consensus agreement, using objectives listed in the DAP. The barriers and facilitators outlined by participants in implementing the DAP objectives include: engagement of health professionals and institutions using a multi-sectoral approach, new partnerships, strategic collaboration, provision of technical assistance, future policy directions, and research and development. Other challenges for many basic policies included: access to rehabilitation services, geographical coverage, shortage of skilled work-force, limited info-technology systems; lack of care-models and facility/staff accreditation standards; limited health services infrastructure and "disconnect" between acute and community-based rehabilitation. The DAP summary actions were useful planning tools to improve access, strengthen rehabilitation services and community-based rehabilitation, and collate data for outcome research.

  16. Evaluation of the Implementation of Professional Learning Communities and the Impact on Student Achievement (United States)

    Bostic, Cristi M.


    This dissertation evaluated the implementation of professional learning communities in a large suburban school district in North Carolina. The presence of shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, supportive conditions for relationships, and supportive conditions for…

  17. Testing the feasibility of training peers with a spinal cord injury to learn and implement brief action planning to promote physical activity to people with spinal cord injury (United States)

    Gainforth, Heather L.; Latimer-Cheung, Amy E.; Davis, Connie; Casemore, Sheila; Martin Ginis, Kathleen A.


    Objective The present study tested the feasibility of training peers with spinal cord injury (SCI) to learn brief action planning (BAP), an application of motivational interviewing principles, to promote physical activity to mentees with SCI. Method Thirteen peers with SCI attended a half-day BAP workshop. Using a one-arm, pre-, post-test design, feasibility to learn BAP was assessed in terms of peers' (1) BAP and motivational interviewing spirit competence; (2) training satisfaction; and (3) motivations to use BAP as assessed by measures of the theory of planned behavior constructs. Measures were taken at baseline, immediately post-training, and 1 month follow up. Results Following the training, participants' BAP and motivational interviewing competence significantly increased (P's  2.27). Training satisfaction was very positive with all means falling above the scale midpoint. Participants' perceived behavioral control to use BAP increased from baseline to post (P  0.05). Conclusion Training peers with a SCI to learn to use BAP is feasible. Practical implications BAP is a tool that can be feasibly learned by peers to promote physical activity to their mentees. PMID:25429692

  18. Two Decades of E-Learning Policy Evolution at EU Level: Motivations, Institutions and Instruments (United States)

    Salajan, Florin D.; Roumell, Elizabeth A.


    This article records and documents the historical development of e-learning policies at EU level by conducting a discourse and content analysis of four key e-learning policy documents drafted and implemented by the European Commission over the past 20 years: "Learning in the Information Society: Action Plan for a European Education…

  19. A pilot study on implementation of an e-learning course for clinical education in oral medicine

    Directory of Open Access Journals (Sweden)

    Vlaho Brailo


    Full Text Available This study presents the process of implementing an e-learning course for clinical education in oral medicine and examines its impact on students’ knowledge and satisfaction. Thirty six (39.6% fifth-year undergraduate students participated in the study. Every week before their clinical practice, students studied relevant e-learning materials and completed an assessment test. At the end of the semester, students’ knowledge and attitudes towards e-learning were assessed by the knowledge test and anonymous questionnaire. Students who had access to the e-learning course had significantly better knowledge than students who did not have access to the e-learning course. Exposure to the e-learning course contributed to a better understanding of oral medicine curriculum, increased confidence with oral medicine patients and easier participation in oral medicine clinical practice. This study provided evidence that the e-learning can be implemented as a valuable adjunct to clinical education in oral medicine.

  20. Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment (United States)

    Buxton, Cory A.; Allexsaht-Snider, Martha; Kayumova, Shakhnoza; Aghasaleh, Rouhollah; Choi, Youn-Jeng; Cohen, Allan


    In this paper we use practice theory, with its focus on the interplay of structure and agency, to theorize about teacher engagement in professional learning and teacher enactment of pedagogical practices as an alternative to framing implementation research in terms of program adherence and fidelity of implementation. Practice theory allowed us to…

  1. Good Practices for Learning to Recognize Actions Using FV and VLAD. (United States)

    Wu, Jianxin; Zhang, Yu; Lin, Weiyao


    High dimensional representations such as Fisher vectors (FV) and vectors of locally aggregated descriptors (VLAD) have shown state-of-the-art accuracy for action recognition in videos. The high dimensionality, on the other hand, also causes computational difficulties when scaling up to large-scale video data. This paper makes three lines of contributions to learning to recognize actions using high dimensional representations. First, we reviewed several existing techniques that improve upon FV or VLAD in image classification, and performed extensive empirical evaluations to assess their applicability for action recognition. Our analyses of these empirical results show that normality and bimodality are essential to achieve high accuracy. Second, we proposed a new pooling strategy for VLAD and three simple, efficient, and effective transformations for both FV and VLAD. Both proposed methods have shown higher accuracy than the original FV/VLAD method in extensive evaluations. Third, we proposed and evaluated new feature selection and compression methods for the FV and VLAD representations. This strategy uses only 4% of the storage of the original representation, but achieves comparable or even higher accuracy. Based on these contributions, we recommend a set of good practices for action recognition in videos for practitioners in this field.

  2. Implementing Student-Centered Learning Practices in a Large Enrollment, Introductory Food Science and Human Nutrition Course (United States)

    Korte, Debra; Reitz, Nicholas; Schmidt, Shelly J.


    Informed by the latest research on how people learn, effective teachers address both aspects of the teaching-learning equation--they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of…

  3. Bayesian Network Constraint-Based Structure Learning Algorithms: Parallel and Optimized Implementations in the bnlearn R Package

    Directory of Open Access Journals (Sweden)

    Marco Scutari


    Full Text Available It is well known in the literature that the problem of learning the structure of Bayesian networks is very hard to tackle: Its computational complexity is super-exponential in the number of nodes in the worst case and polynomial in most real-world scenarios. Efficient implementations of score-based structure learning benefit from past and current research in optimization theory, which can be adapted to the task by using the network score as the objective function to maximize. This is not true for approaches based on conditional independence tests, called constraint-based learning algorithms. The only optimization in widespread use, backtracking, leverages the symmetries implied by the definitions of neighborhood and Markov blanket. In this paper we illustrate how backtracking is implemented in recent versions of the bnlearn R package, and how it degrades the stability of Bayesian network structure learning for little gain in terms of speed. As an alternative, we describe a software architecture and framework that can be used to parallelize constraint-based structure learning algorithms (also implemented in bnlearn and we demonstrate its performance using four reference networks and two real-world data sets from genetics and systems biology. We show that on modern multi-core or multiprocessor hardware parallel implementations are preferable over backtracking, which was developed when single-processor machines were the norm.


    Directory of Open Access Journals (Sweden)

    Levi Gimenez


    Full Text Available This article aims to present the implementation of zero-based budgeting in a rental service provider of cargo handling equipment using the action research methodology. The goal was to examine the possibility of concomitant use of this instrument in service providers in need of accurate information that enables targeting at the best result in a setting avid for quick decisions and actions. Action research was used as research method. It was concluded that it is suitable for this branch, confirming its position as a useful model for restructuring and cutting costs, improving operational and financial results, and as a factor improving organizational environment (behavioral aspects, indirectly creating value to stakeholders.

  5. Teacher collaboration and elementary science teaching: Using action research as a tool for instructional leadership (United States)

    Roberts, Sara Hayes

    The primary purpose of this action research study was to explore an elementary science program and find ways to support science education as an administrator of an elementary school. The study took place in a large suburban school system in the southeastern United States. Seven teachers at a small rural school volunteered to participate in the study. Each participant became an active member of the research by determining what changes needed to take place and implementing the lessons in science. The study was also focused on teacher collaboration and how it influenced the science instruction. The data collected included two interviews, ten observations of science lessons, the implementation of four science units, and informal notes from planning sessions over a five month period. The questions that guided this study focused on how teachers prepare to teach science through active learning and how instruction shifts due to teacher collaboration. Teachers were interviewed at the beginning of the study to gain the perceptions of the participants in the areas of (a) planning, (b) active learning, (c) collaboration, and (d) teaching science lessons. The teachers and principal then formed a research team that determined the barriers to teaching science according to the Standards, designed units of study using active learning strategies, and worked collaboratively to implement the units of study. The action research project reviewed the National Science Education Standards, the theory of constructivism, active learning and teacher collaboration as they relate to the actions taken by a group of teachers in an elementary school. The evidence from this study showed that by working together collaboratively and overcoming the barriers to teaching science actively, teachers feel more confident and knowledgeable about teaching the concepts.

  6. Social learning and energy systems: implementing a high energy saving goal in a residential area

    Energy Technology Data Exchange (ETDEWEB)

    Glad, Wiktoria (Linkoeping University, Department of Thematic Studies (Sweden))


    Generally, retrofitting existing housing stock is considered the area with the most energy-efficiency potential, since buildings last a long time and turnover is slow. This paper presents practice- based research into social learning in the domain of new energy systems in existing dwellings. A case study from Sweden is presented and analysed in relation to social learning. The methodology and data collection are guided by a 'thick description' approach that acknowledges the importance of putting human action in context. The theoretical framework chosen also stresses contexts, using social learning concepts from social shaping of technology (SST) theory. The energy systems as used and managed by professionals and tenants of this retrofitted housing project are the focus. I analyse three connected systems, i.e., the electricity, heating, and hot water system, all parts of a novel individual metering and debiting system installed during the retrofit. An overall goal of the retrofit was to reduce energy demand by 52 % which was achieved but not by the measures invested in. The delivery, metering, and debiting of the energy services are managed in-house by the housing company, but it is up to the tenants to reduce their energy demand. The housing company's technology and implementation policies were ambivalent and evolved in response to the needs of professionals and tenants. Statistics from the property owner's evaluation indicate that the project achieved its goal, but the figures hide that it might have been due to fewer flats, new tenants and new use of buildings

  7. Watershed planning, implementation and assessment: the May River Watershed Action Plan case study (United States)

    Kimberly W. Jones; Christopher L. Ellis; Jeremy S. Ritchie


    Prior to exponential growth in the early to mid-2000s, the Town of Bluffton, SC was one square mile; as of 2015, it is approximately 55 square miles. Associated with this growth was a shellfish harvesting closure for nearly onethird of the May River in 2009. The Town and its partners developed and began to implement the May River Watershed Action Plan in 2011. The plan...

  8. Leveraging the Zachman framework implementation using action - research methodology - a case study: aligning the enterprise architecture and the business goals (United States)

    Nogueira, Juan Manuel; Romero, David; Espadas, Javier; Molina, Arturo


    With the emergence of new enterprise models, such as technology-based enterprises, and the large quantity of information generated through technological advances, the Zachman framework continues to represent a modelling tool of great utility and value to construct an enterprise architecture (EA) that can integrate and align the IT infrastructure and business goals. Nevertheless, implementing an EA requires an important effort within an enterprise. Small technology-based enterprises and start-ups can take advantage of EAs and frameworks but, because these enterprises have limited resources to allocate for this task, an enterprise framework implementation is not feasible in most cases. This article proposes a new methodology based on action-research for the implementation of the business, system and technology models of the Zachman framework to assist and facilitate its implementation. Following the explanation of cycles of the proposed methodology, a case study is presented to illustrate the results of implementing the Zachman framework in a technology-based enterprise: PyME CREATIVA, using action-research approach.

  9. Risk Management by a Neoliberal State: Construction of New Knowledge through Lifelong Learning in Japan (United States)

    Ogawa, Akihiro


    This article examines the current developments in Japan's lifelong learning policy and practices. I argue that promoting lifelong learning is an action that manages the risks of governance for the neoliberal state. Implementing a new lifelong learning policy involves the employment of a political technique toward integrating the currently divided…

  10. An e-learning Programming Method And It's Implementation Based On Multimedia And Web

    International Nuclear Information System (INIS)

    Madenda, Sarifuddin; Tommy, F. R.


    New developments in information technology and telecommunication play an important rile in exchanging fast and accurate information which range from text, sound, graphic to video. These technologies seem to be very effective for Distance learning, Virtual University and E-learning. This paper presents an E-learning programming method and it's implementation based on multimedia and Web. An example of the study case corresponds to human organ, where the organ functions are presented as texts and sounds and the activities as graphic and video

  11. Formalized informal learning

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm


    and other relevant stakeholders, as well as participant observations in the classroom documented by thick descriptions, formal and informal interviews and focus group interviews. The aim of the study was to explore and identify relations between designs for teaching and learning and the students' learning......This paper presents findings from a large-scale longitudinal, qualitative study - Project ICT and Learning (PIL) - that engaged the participation of eight primary schools in Denmark, and was conducted between 2006 and 2008. The research design was based on action research, involving teachers...... of school subjects within defined learning goals and curricula, along with various implementations of ICT in the pedagogical everyday practice (Levinsen & Sørensen 2008). However, another research strand - the topic of this paper - emerged during the project's life cycle as a consequence of ongoing changes...

  12. Action Control, Motivated Strategies, and Integrative Motivation as Predictors of Language Learning Affect and the Intention to Continue Learning French (United States)

    MacIntyre, Peter D.; Blackie, Rebecca A.


    The present study examines the relative ability of variables from three motivational frameworks to predict four non-linguistic outcomes of language learning. The study examines Action Control Theory with its measures of (1) hesitation, (2) volatility and (3) rumination. The study also examined Pintrich's expectancy-value model that uses measures…

  13. Survey of e-learning implementation and faculty support strategies in a cluster of mid-European medical schools. (United States)

    Back, David Alexander; Behringer, Florian; Harms, Tina; Plener, Joachim; Sostmann, Kai; Peters, Harm


    The use of electronic learning formats (e-learning) in medical education is reported mainly from individual specialty perspectives. In this study, we analyzed the implementation level of e-learning formats and the institutional support structures and strategies at an institutional level in a cluster of mid-European medical schools. A 49-item online questionnaire was send to 48 medical schools in Austria, Germany and Switzerland using SurveyMonkey®. Data were collected between February and September of 2013 and analyzed using quantities, statistical and qualitative means. The response rate was 71 %. All schools had implemented e-learning, but mainly as an optional supplement to the curriculum. E-learning involved a wide range of formats across all disciplines. Online learning platforms were used by 97 % of the schools. Full-time e-learning staff was employed by 50 %, and these had a positive and significant effect on the presence of e-learning in the corresponding medical schools. In addition, 81 % offered training programs and qualifications for their teachers and 76 % awarded performance-oriented benefits, with 17 % giving these for e-learning tasks. Realization of e-learning offers was rewarded by 33 %, with 27 % recognizing this as part of the teaching load. 97 % would use curriculum-compatible e-learning tools produced by other faculties. While all participating medical schools used e-learning concepts, this survey revealed also a reasonable support by institutional infrastructure and the importance of staff for the implementation level of e-learning offerings. However, data showed some potential for increasing tangible incentives to motivate teachers to engage in further use of e-learning. Furthermore, the use of individual tools and the distribution of e-learning presentations in various disciplines were quite inhomogeneous. The willingness of the medical schools to cooperate should be capitalized for the future, especially concerning the provision of e-learning

  14. Implementation of K-Means Clustering Method for Electronic Learning Model (United States)

    Latipa Sari, Herlina; Suranti Mrs., Dewi; Natalia Zulita, Leni


    Teaching and Learning process at SMK Negeri 2 Bengkulu Tengah has applied e-learning system for teachers and students. The e-learning was based on the classification of normative, productive, and adaptive subjects. SMK Negeri 2 Bengkulu Tengah consisted of 394 students and 60 teachers with 16 subjects. The record of e-learning database was used in this research to observe students’ activity pattern in attending class. K-Means algorithm in this research was used to classify students’ learning activities using e-learning, so that it was obtained cluster of students’ activity and improvement of student’s ability. Implementation of K-Means Clustering method for electronic learning model at SMK Negeri 2 Bengkulu Tengah was conducted by observing 10 students’ activities, namely participation of students in the classroom, submit assignment, view assignment, add discussion, view discussion, add comment, download course materials, view article, view test, and submit test. In the e-learning model, the testing was conducted toward 10 students that yielded 2 clusters of membership data (C1 and C2). Cluster 1: with membership percentage of 70% and it consisted of 6 members, namely 1112438 Anggi Julian, 1112439 Anis Maulita, 1112441 Ardi Febriansyah, 1112452 Berlian Sinurat, 1112460 Dewi Anugrah Anwar and 1112467 Eka Tri Oktavia Sari. Cluster 2:with membership percentage of 30% and it consisted of 4 members, namely 1112463 Dosita Afriyani, 1112471 Erda Novita, 1112474 Eskardi and 1112477 Fachrur Rozi.

  15. Business Intelligence Basics: Multi-Modal Means of Analyzing Data Can Produce Actionable Results (United States)

    Mills, Lane


    School systems face many decisions in developing and maintaining learning environments that create success for all students. From district operations to the classroom, district leaders implement solutions and take action based on the information they have at hand. While there is no shortage of data, turning that data into useful information is as…

  16. Agriscience Teachers' Implementation of Digital Game-Based Learning in an Introductory Animal Science Course (United States)

    Webb, Angela W.; Bunch, J. C.; Wallace, Maria F.


    In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based…

  17. Design, Implementation and Evaluation of Innovative Science Teaching Strategies for Non-Formal Learning in a Natural History Museum (United States)

    Çil, Emine; Maccario, Nihal; Yanmaz, Durmus


    Background: Museums are useful educational resources in science teaching. Teaching strategies which promote hands-on activities, student-centred learning, and rich social interaction must be designed and implemented throughout the museum visit for effective science learning. Purpose: This study aimed to design and implement innovative teaching…

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

    Directory of Open Access Journals (Sweden)

    Carmen Luz Trujillo Becerra


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

  19. Updated action plan for the implementation of measures as a consequence of the Fukushima reactor accident

    International Nuclear Information System (INIS)


    The action plan of the German government concerning the measures following the Fukushima reactor accident include the decision on the future of nuclear power in Germany, safety analyses, investigations and measures for nuclear power plants in a national frame, investigations in an international frame, planning for the implementation of CNS (Convention on nuclear safety) topics 1-3, i.e. measures to increase the robustness in German nuclear power plants, and the planning of implementation of further measures (CNS topics 4-6).

  20. A systems approach to implementation of eLearning in medical education: five MEPI schools' journeys. (United States)

    Vovides, Yianna; Chale, Selamawit Bedada; Gadhula, Rumbidzayi; Kebaetse, Masego B; Nigussie, Netsanet Animut; Suleman, Fatima; Tibyampansha, Dativa; Ibrahim, Glory Ramadhan; Ntabaye, Moshi; Frehywot, Seble; Nkomazana, Oathokwa


    How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.