WorldWideScience

Sample records for incidental learning experiment

  1. Texture and flavour memory in foods : an incidental learning experiment

    NARCIS (Netherlands)

    Mojet, J.; Köster, E.P.

    2002-01-01

    Memory plays a major role in the formation of food expectations. How accessible and how accurate is incidentally acquired and stored product information? In the present experiment the memory for variations in texture (and flavour) was tested with a new and ecologically valid method. Subjects (N =

  2. Texture and flavour memory in foods : an incidental learning experiment

    NARCIS (Netherlands)

    Mojet, J.; Koster, E.P.

    2002-01-01

    Memory plays a major role in the formation of food expectations. How accessible and how accurate is incidentally acquired and stored product information? In the present experiment the memory for variations in texture (and flavour) was tested with a new and ecologically valid method. Subjects (N=69:

  3. Informal and Incidental Learning Experiences of African American Women That Shaped and Influenced Their Leadership Development and Style

    Science.gov (United States)

    Clark, Marilyn Ann

    2013-01-01

    The primary purpose of this study was to examine how African American women in corporations develop leadership and construct their leadership style through informal and incidental learning experiences. This study explored relationships between informal adult learning and career mapping processes of leadership for African American women. A…

  4. INCIDENTAL VOCABULARY LEARNING THROUGH READING

    OpenAIRE

    Holly Warzecha, M.A. TESOL

    2017-01-01

    The purpose of the following paper is to take a closer look at the benefits of incidental learning through reading, with a specific focus on vocabulary acquisition. The teaching of vocabulary has traditionally been an explicit process where the target vocabulary is taken out of context and taught separately. However, this kind of explicit teaching and learning may only take into account a form-meaning connection. Therefore, this paper explores research on incidental learning and specifically ...

  5. INCIDENTAL VOCABULARY LEARNING THROUGH READING

    Directory of Open Access Journals (Sweden)

    Holly Warzecha, M.A. TESOL

    2017-04-01

    Full Text Available The purpose of the following paper is to take a closer look at the benefits of incidental learning through reading, with a specific focus on vocabulary acquisition. The teaching of vocabulary has traditionally been an explicit process where the target vocabulary is taken out of context and taught separately. However, this kind of explicit teaching and learning may only take into account a form-meaning connection. Therefore, this paper explores research on incidental learning and specifically looks at what it takes to acquire new vocabulary incidentally through reading while considering the coverage rates of texts, how many words must be known already from the text, how many repetitions it takes to learn a word, types of texts that promote learning, and the effects of pairing students‘ reading with learner tasks. After reviewing many studies, it can be concluded that more reading is better. More specifically, extensive reading of chosen novels at an appropriate level and interest to the students showed important gains in vocabulary. In addition, readings that were supplemented with additional activities that focused on both form and meaning showed an even higher increase in word retention.

  6. Food memory and its relation with age and liking: An incidental learning experiment with children, young and elderly people

    NARCIS (Netherlands)

    Laureati, M.; Morin-Audebrand, L.; Pagliarini, E.; Sulmont-Rosse, C.; Köster, E.P.; Mojet, J.

    2008-01-01

    The present study compared incidental learning and food memory in children, young adults and elderly people for three sensory modalities (taste, texture and aroma). The relation of gender and liker-status (i.e. how much we like a product) with food memory was also investigated. Participants received

  7. Guidance of Spatial Attention by Incidental Learning and Endogenous Cuing

    Science.gov (United States)

    Jiang, Yuhong V.; Swallow, Khena M.; Rosenbaum, Gail M.

    2013-01-01

    Our visual system is highly sensitive to regularities in the environment. Locations that were important in one's previous experience are often prioritized during search, even though observers may not be aware of the learning. In this study we characterized the guidance of spatial attention by incidental learning of a target's spatial probability,…

  8. Food memory and its relation with age and liking: an incidental learning experiment with children, young and elderly people.

    Science.gov (United States)

    Laureati, M; Morin-Audebrand, L; Pagliarini, E; Sulmont-Rossé, C; Köster, E P; Mojet, J

    2008-09-01

    The present study compared incidental learning and food memory in children, young adults and elderly people for three sensory modalities (taste, texture and aroma). The relation of gender and liker-status (i.e. how much we like a product) with food memory was also investigated. Participants received a complete meal including a custard dessert used as target under incidental learning conditions. 24h later, participants were confronted with a series of samples consisting of the target and slightly modified versions of the target (distractors) and were unexpectedly asked to perform an "absolute memory" ("Did you eat this sample yesterday?") and a "relative memory" test ("Is the present sample less/equal/more pleasant than the one you ate yesterday?"). Participants also performed a hedonic and a discrimination test. Memory for the custard was poor and did not depend on age, but it was related to gender, and to how much participants liked the product. Females and high-likers outperformed males and low-likers in the absolute memory task, but they were not better in discriminating the products on both the hedonic and the perceptual dimension. Results also showed that, contrary to common belief, not all sensory aspects that can be discriminated in perception and in liking, are equally well remembered.

  9. Incidental learning in second language acquisition

    NARCIS (Netherlands)

    Hulstijn, J.H.; Chapelle, C.A.

    2013-01-01

    The term incidental learning is used, in applied linguistics, to refer to the acquisition of a word or expression without the conscious intention to commit the element to memory, such as "picking up" an unknown word from listening to someone or from reading a text.

  10. Incidental learning and memory for food varied in sweet taste in children

    NARCIS (Netherlands)

    Laureati, M.; Pagliarini, E.; Mojet, J.; Köster, E.P.

    2011-01-01

    This experiment investigated incidental learning and memory in children (age 7–10 years) for three different foods (fruit juice, fruit purée and biscuit), varied in sweetness. Children (N = 286) were exposed to three target foods and 24 h later their incidental learning was tested for one of the

  11. Incidental Vocabulary Learning in Second Language Acquisition: A Literature Review

    Directory of Open Access Journals (Sweden)

    Falcon Dario Restrepo Ramos

    2015-01-01

    Full Text Available This literature review aims to analyze previous studies that address the incidental learning of vocabulary in second language acquisition. The articles included in this literature review look into the understanding of vocabulary learning through incidental means, the relationship of reading and incidental vocabulary learning, and the strategies and tasks that promote the incidental learning of vocabulary. The findings show that L2 learners develop much of their vocabulary by incidental means through exposure to words in informative contexts. Moreover, this exposure is promoted by reading, and enhanced through multimodal glosses. Further research may focus on listening for higher lexical retention rates, the circumstances that allow incidental learning of multi-word phrases and collocations, and the use of technology-based methods for incidental vocabulary acquisition.

  12. Incidental Exposure and L3 Learning of Morphosyntax

    Science.gov (United States)

    Grey, Sarah; Williams, John N.; Rebuschat, Patrick

    2014-01-01

    Evidence of learning following incidental exposure has been found for aspects of nonnative syntax in adults (Rebuschat & Williams, 2006, 2012; Williams & Kuribara, 2008). However, little research has tested delayed effects of learning under an incidental condition or moved beyond word order. This study investigated learning of third…

  13. Fostering incidental experiences of nature through green infrastructure planning

    DEFF Research Database (Denmark)

    Beery, Thomas H; Raymond, Christopher M; Kyttä, Marketta

    2017-01-01

    Concern for a diminished human experience of nature and subsequent decreased human well-being is addressed via a consideration of green infrastructure's potential to facilitate unplanned or incidental nature experience. Incidental nature experience is conceptualized and illustrated in order...... to consider this seldom addressed aspect of human interaction with nature in green infrastructure planning. Special attention has been paid to the ability of incidental nature experience to redirect attention from a primary activity toward an unplanned focus (in this case, nature phenomena). The value...... of such experience for human well-being is considered. The role of green infrastructure to provide the opportunity for incidental nature experience may serve as a nudge or guide toward meaningful interaction. These ideas are explored using examples of green infrastructure design in two Nordic municipalities...

  14. Incidental Vocabulary Learning: A Semantic Field Approach

    Directory of Open Access Journals (Sweden)

    Parvaneh Khosravizadeh

    2011-10-01

    Full Text Available

    This study is an attempt to explore the difference between acquiring new words with different semantic fields to which they belong. In other words, the purpose of this study is to scrutinize the contribution of semantic field theory in learning new vocabulary items in an EFL setting. Thirty-eight students of three different levels of education took part in this research. They were exposed to some new words from four different semantic fields, and then they were tested on their acquisition of the words meaning. This exposure was through reading texts and the aim of reading was just comprehension, therefore the words were acquired incidentally. The outcome showed significant differences between groups with different levels of education regarding retention of words from different semantic fields.

  15. Mixed-Handedness Advantages in Episodic Memory Obtained under Conditions of Intentional Learning Extend to Incidental Learning

    Science.gov (United States)

    Christman, Stephen D.; Butler, Michael

    2011-01-01

    The existence of handedness differences in the retrieval of episodic memories is well-documented, but virtually all have been obtained under conditions of intentional learning. Two experiments are reported that extend the presence of such handedness differences to memory retrieval under conditions of incidental learning. Experiment 1 used Craik…

  16. Fostering incidental experiences of nature through green infrastructure planning.

    Science.gov (United States)

    Beery, Thomas H; Raymond, Christopher M; Kyttä, Marketta; Olafsson, Anton Stahl; Plieninger, Tobias; Sandberg, Mattias; Stenseke, Marie; Tengö, Maria; Jönsson, K Ingemar

    2017-11-01

    Concern for a diminished human experience of nature and subsequent decreased human well-being is addressed via a consideration of green infrastructure's potential to facilitate unplanned or incidental nature experience. Incidental nature experience is conceptualized and illustrated in order to consider this seldom addressed aspect of human interaction with nature in green infrastructure planning. Special attention has been paid to the ability of incidental nature experience to redirect attention from a primary activity toward an unplanned focus (in this case, nature phenomena). The value of such experience for human well-being is considered. The role of green infrastructure to provide the opportunity for incidental nature experience may serve as a nudge or guide toward meaningful interaction. These ideas are explored using examples of green infrastructure design in two Nordic municipalities: Kristianstad, Sweden, and Copenhagen, Denmark. The outcome of the case study analysis coupled with the review of literature is a set of sample recommendations for how green infrastructure can be designed to support a range of incidental nature experiences with the potential to support human well-being.

  17. Is Incidental Vocabulary Acquisition Feasible to EFL Learning?

    Science.gov (United States)

    Luo, Jian-ping

    2013-01-01

    For learning English as a foreign language, the efficiency of the approach of incidental vocabulary acquisition depends on the word frequency and text coverage. However, the statistics of English corpus reveals that English is a language that has a large vocabulary size but a low word frequency as well as text coverage, which is obviously not in…

  18. Task type and incidental L2 vocabulary learning: Repetition versus ...

    African Journals Online (AJOL)

    This study investigated the effect of task type on incidental L2 vocabulary learning. The different tasks investigated in this study differed in terms of repetition of encounters and task involvement load. In a within-subjects design, 72 Iranian learners of English practised 18 target words in three exercise conditions: three ...

  19. Incidental Learning of Geospatial Concepts across Grade Levels: Map Overlay

    Science.gov (United States)

    Battersby, Sarah E.; Golledge, Reginald G.; Marsh, Meredith J.

    2006-01-01

    In this paper, the authors evaluate map overlay, a concept central to geospatial thinking, to determine how it is naively and technically understood, as well as to identify when it is leaner innately. The evaluation is supported by results from studies at three grade levels to show the progression of incidentally learned geospatial knowledge as…

  20. PROMOTING INCIDENTAL VOCABULARY LEARNING THROUGH VERBAL DRAMATIZATION OF WORDS

    Directory of Open Access Journals (Sweden)

    Looi-Chin Ch’ng

    2014-12-01

    Full Text Available Despite the fact that explicit teaching of vocabulary is often practised in English as a Second Language (ESL classrooms, it has been proven to be rather ineffective, largely because words are not taught in context. This has prompted the increasing use of incidental vocabulary learning approach, which emphasises on repeated readings as a source for vocabulary learning. By adopting this approach, this study aims to investigate students’ ability in learning vocabulary incidentally via verbal dramatization of written texts. In this case, readers’ theatre (RT is used as a way to allow learners to engage in active reading so as to promote vocabulary learning. A total of 160 diploma students participated in this case study and they were divided equally into two groups, namely classroom reading (CR and RT groups. A proficiency test was first conducted to determine their vocabulary levels. Based on the test results, a story was selected as the reading material in the two groups. The CR group read the story through a normal reading lesson in class while the RT group was required to verbally dramatize the text through readers’ theatre activity. Then, a post-test based on vocabulary levels was carried out and the results were compared. The findings revealed that incidental learning was more apparent in the RT group and their ability to learn words from the higher levels was noticeable through higher accuracy scores. Although not conclusive, this study has demonstrated the potential of using readers’ theatre as a form of incidental vocabulary learning activity in ESL settings.

  1. Incidental Learning of Melodic Structure of North Indian Music.

    Science.gov (United States)

    Rohrmeier, Martin; Widdess, Richard

    2017-07-01

    Musical knowledge is largely implicit. It is acquired without awareness of its complex rules, through interaction with a large number of samples during musical enculturation. Whereas several studies explored implicit learning of mostly abstract and less ecologically valid features of Western music, very little work has been done with respect to ecologically valid stimuli as well as non-Western music. The present study investigated implicit learning of modal melodic features in North Indian classical music in a realistic and ecologically valid way. It employed a cross-grammar design, using melodic materials from two modes (rāgas) that use the same scale. Findings indicated that Western participants unfamiliar with Indian music incidentally learned to identify distinctive features of each mode. Confidence ratings suggest that participants' performance was consistently correlated with confidence, indicating that they became aware of whether they were right in their responses; that is, they possessed explicit judgment knowledge. Altogether our findings show incidental learning in a realistic ecologically valid context during only a very short exposure, they provide evidence that incidental learning constitutes a powerful mechanism that plays a fundamental role in musical acquisition. Copyright © 2016 Cognitive Science Society, Inc.

  2. A model of memory for incidental learning

    Science.gov (United States)

    Browse, Roger A.; Drewell, Lisa Y.

    2009-02-01

    This paper describes a radial basis memory system that is used to model the performance of human participants in a task of learning to traverse mazes in a virtual environment. The memory model is a multiple-trace system, in which each event is stored as a separate memory trace. In the modeling of the maze traversal task, the events that are stored as memories are the perceptions and decisions taken at the intersections of the maze. As the virtual agent traverses the maze, it makes decisions based upon all of its memories, but those that match best to the current perceptual situation, and which were successful in the past, have the greatest influence. As the agent carries out repeated attempts to traverse the same maze, memories of successful decisions accumulate, and performance gradually improves. The system uses only three free parameters, which most importantly includes adjustments to the standard deviation of the underlying Gaussian used as the radial basis function. It is demonstrated that adjustments of these parameters can easily result in exact modeling of the average human performance in the same task, and that variation of the parameters matches the variation in human performance. We conclude that human memory interaction that does not involve conscious memorization, as in learning navigation routes, may be much more primitive and simply explained than has been previously thought.

  3. Incidental experiences of affective coherence and incoherence influence persuasion.

    Science.gov (United States)

    Huntsinger, Jeffrey R

    2013-06-01

    When affective experiences are inconsistent with activated evaluative concepts, people experience what is called affective incoherence; when affective experiences are consistent with activated evaluative concepts, people experience affective coherence. The present research asked whether incidental feelings of affective coherence and incoherence would regulate persuasion. Experiences of affective coherence and incoherence were predicted and found to influence the processing of persuasive messages when evoked prior to receipt of such messages (Experiments 1 and 3), and to influence the confidence with which thoughts generated by persuasive messages were held when evoked after presentation of such messages (Experiments 2 and 3). These results extend research on affective coherence and incoherence by showing that they exert a broader impact on cognitive activity than originally assumed.

  4. Incidental Learning of Rewarded Associations Bolsters Learning on an Associative Task

    Science.gov (United States)

    Freedberg, Michael; Schacherer, Jonathan; Hazeltine, Eliot

    2016-01-01

    Reward has been shown to change behavior as a result of incentive learning (by motivating the individual to increase their effort) and instrumental learning (by increasing the frequency of a particular behavior). However, Palminteri et al. (2011) demonstrated that reward can also improve the incidental learning of a motor skill even when…

  5. Incidental Vocabulary Learning in Second Language Acquisition: A Literature Review (Aprendizaje incidental de vocabulario en la adquisición de una segunda lengua: una revisión de literatura)

    Science.gov (United States)

    Restrepo Ramos, Falcon Dario

    2015-01-01

    This literature review aims to analyze previous studies that address the incidental learning of vocabulary in second language acquisition. The articles included in this literature review look into the understanding of vocabulary learning through incidental means, the relationship of reading and incidental vocabulary learning, and the strategies…

  6. Attending Globally or Locally: Incidental Learning of Optimal Visual Attention Allocation

    Science.gov (United States)

    Beck, Melissa R.; Goldstein, Rebecca R.; van Lamsweerde, Amanda E.; Ericson, Justin M.

    2018-01-01

    Attention allocation determines the information that is encoded into memory. Can participants learn to optimally allocate attention based on what types of information are most likely to change? The current study examined whether participants could incidentally learn that changes to either high spatial frequency (HSF) or low spatial frequency (LSF)…

  7. Incidental Learning of Sound Categories is Impaired in Developmental Dyslexia

    Science.gov (United States)

    Gabay, Yafit; Holt, Lori L.

    2015-01-01

    Developmental dyslexia is commonly thought to arise from specific phonological impairments. However, recent evidence is consistent with the possibility that phonological impairments arise as symptoms of an underlying dysfunction of procedural learning. The nature of the link between impaired procedural learning and phonological dysfunction is unresolved. Motivated by the observation that speech processing involves the acquisition of procedural category knowledge, the present study investigates the possibility that procedural learning impairment may affect phonological processing by interfering with the typical course of phonetic category learning. The present study tests this hypothesis while controlling for linguistic experience and possible speech-specific deficits by comparing auditory category learning across artificial, nonlinguistic sounds among dyslexic adults and matched controls in a specialized first-person shooter videogame that has been shown to engage procedural learning. Nonspeech auditory category learning was assessed online via within-game measures and also with a post-training task involving overt categorization of familiar and novel sound exemplars. Each measure reveals that dyslexic participants do not acquire procedural category knowledge as effectively as age- and cognitive-ability matched controls. This difference cannot be explained by differences in perceptual acuity for the sounds. Moreover, poor nonspeech category learning is associated with slower phonological processing. Whereas phonological processing impairments have been emphasized as the cause of dyslexia, the current results suggest that impaired auditory category learning, general in nature and not specific to speech signals, could contribute to phonological deficits in dyslexia with subsequent negative effects on language acquisition and reading. Implications for the neuro-cognitive mechanisms of developmental dyslexia are discussed. PMID:26409017

  8. Neuronal oscillations reveal the processes underlying intentional compared to incidental learning in children and young adults.

    Directory of Open Access Journals (Sweden)

    Moritz Köster

    Full Text Available This EEG study investigated the neuronal processes during intentional compared to incidental learning in young adults and two groups of children aged 10 and 7 years. Theta (3-8 Hz and alpha (10-16 Hz neuronal oscillations were analyzed to compare encoding processes during an intentional and an incidental encoding task. In all three age groups, both encoding conditions were associated with an increase in event-related theta activity. Encoding-related alpha suppression increased with age. Memory performance was higher in the intentional compared to the incidental task in all age groups. Furthermore, intentional learning was associated with an improved encoding of perceptual features, which were relevant for the retrieval phase. Theta activity increased from incidental to intentional encoding. Specifically, frontal theta increased in all age groups, while parietal theta increased only in adults and older children. In younger children, parietal theta was similarly high in both encoding phases. While alpha suppression may reflect semantic processes during encoding, increased theta activity during intentional encoding may indicate perceptual binding processes, in accordance with the demands of the encoding task. Higher encoding-related alpha suppression in the older age groups, together with age differences in parietal theta activity during incidental learning in young children, is in line with recent theoretical accounts, emphasizing the role of perceptual processes in mnemonic processing in young children, whereas semantic encoding processes continue to mature throughout middle childhood.

  9. Incidental orthographic learning during a color detection task.

    Science.gov (United States)

    Protopapas, Athanassios; Mitsi, Anna; Koustoumbardis, Miltiadis; Tsitsopoulou, Sofia M; Leventi, Marianna; Seitz, Aaron R

    2017-09-01

    Orthographic learning refers to the acquisition of knowledge about specific spelling patterns forming words and about general biases and constraints on letter sequences. It is thought to occur by strengthening simultaneously activated visual and phonological representations during reading. Here we demonstrate that a visual perceptual learning procedure that leaves no time for articulation can result in orthographic learning evidenced in improved reading and spelling performance. We employed task-irrelevant perceptual learning (TIPL), in which the stimuli to be learned are paired with an easy task target. Assorted line drawings and difficult-to-spell words were presented in red color among sequences of other black-colored words and images presented in rapid succession, constituting a fast-TIPL procedure with color detection being the explicit task. In five experiments, Greek children in Grades 4-5 showed increased recognition of words and images that had appeared in red, both during and after the training procedure, regardless of within-training testing, and also when targets appeared in blue instead of red. Significant transfer to reading and spelling emerged only after increased training intensity. In a sixth experiment, children in Grades 2-3 showed generalization to words not presented during training that carried the same derivational affixes as in the training set. We suggest that reinforcement signals related to detection of the target stimuli contribute to the strengthening of orthography-phonology connections beyond earlier levels of visually-based orthographic representation learning. These results highlight the potential of perceptual learning procedures for the reinforcement of higher-level orthographic representations. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

  10. Incidental second language vocabulary learning from reading novels: a comparison of three mobile modes

    OpenAIRE

    Fisher, Tony; Sharples, Mike; Pemberton, Richard; Ogata, Hiroaki; Uosaki, Noriko; Edmonds, Phil; Hull, Anthony; Tschorn, Patrick

    2012-01-01

    This paper reports on a study in which incidental English vocabulary learning from three mobile modes (book, e-book and e-book with user modelling and adaptive vocabulary learning support) was investigated. The study employed a crossover design to test for vocabulary gain from reading three simplified English novels among a group of Japanese high school students, learning English as a second language. Small vocabulary gains were noted; however there was no significant difference between the m...

  11. The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students

    Science.gov (United States)

    Karakas, Ali; Sariçoban, Arif

    2012-01-01

    This study aimed to find out whether watching subtitled cartoons influences incidental vocabulary learning. The study was conducted with 42 first grade English Language Teaching (ELT) department students at the University of Mehmet Akif Ersoy, Burdur. To collect data from the subjects, a 5-point vocabulary knowledge scale was used and 18 target…

  12. The Role of Morphological Awareness in the Incidental Learning of Chinese Characters among CSL Learners

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    Zhang, Yanhui; Li, Ruyu

    2016-01-01

    This study investigates the role of morphological awareness in the incidental learning of Mandarin Chinese characters among Chinese as second language (CSL) learners. Participants of the study were 20 college-level international students, uniformly Thai in language background, enrolled to study CSL at Southwest University, Chongqing, China. The…

  13. Incidental Learning: A Brief, Valid Measure of Memory Based on the WAIS-IV Vocabulary and Similarities Subtests.

    Science.gov (United States)

    Spencer, Robert J; Reckow, Jaclyn; Drag, Lauren L; Bieliauskas, Linas A

    2016-12-01

    We assessed the validity of a brief incidental learning measure based on the Similarities and Vocabulary subtests of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV). Most neuropsychological assessments for memory require intentional learning, but incidental learning occurs without explicit instruction. Incidental memory tests such as the WAIS-III Symbol Digit Coding subtest have existed for many years, but few memory studies have used a semantically processed incidental learning model. We conducted a retrospective analysis of 37 veterans with traumatic brain injury, referred for outpatient neuropsychological testing at a Veterans Affairs hospital. As part of their evaluation, the participants completed the incidental learning tasks. We compared their incidental learning performance to their performance on traditional memory measures. Incidental learning scores correlated strongly with scores on the California Verbal Learning Test-Second Edition (CVLT-II) and Brief Visuospatial Memory Test-Revised (BVMT-R). After we conducted a partial correlation that controlled for the effects of age, incidental learning correlated significantly with the CVLT-II Immediate Free Recall, CVLT-II Short-Delay Recall, CVLT-II Long-Delay Recall, and CVLT-II Yes/No Recognition Hits, and with the BVMT-R Delayed Recall and BVMT-R Recognition Discrimination Index. Our incidental learning procedures derived from subtests of the WAIS-IV Edition are an efficient and valid way of measuring memory. These tasks add minimally to testing time and capitalize on the semantic encoding that is inherent in completing the Similarities and Vocabulary subtests.

  14. Distinct error-correcting and incidental learning of location relative to landmarks and boundaries.

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    Doeller, Christian F; Burgess, Neil

    2008-04-15

    Associative reinforcement provides a powerful explanation of learned behavior. However, an unproven but long-held conjecture holds that spatial learning can occur incidentally rather than by reinforcement. Using a carefully controlled virtual-reality object-location memory task, we formally demonstrate that locations are concurrently learned relative to both local landmarks and local boundaries but that landmark-learning obeys associative reinforcement (showing "overshadowing" and "blocking" or "learned irrelevance"), whereas boundary-learning is incidental, showing neither overshadowing nor blocking nor learned irrelevance. Crucially, both types of learning occur at similar rates and do not reflect differences in levels of performance, cue salience, or instructions. These distinct types of learning likely reflect the distinct neural systems implicated in processing of landmarks and boundaries: the striatum and hippocampus, respectively [Doeller CF, King JA, Burgess N (2008) Proc Natl Acad Sci USA 105:5915-5920]. In turn, our results suggest the use of fundamentally different learning rules by these two systems, potentially explaining their differential roles in procedural and declarative memory more generally. Our results suggest a privileged role for surface geometry in determining spatial context and support the idea of a "geometric module," albeit for location rather than orientation. Finally, the demonstration that reinforcement learning applies selectively to formally equivalent aspects of task-performance supports broader consideration of two-system models in analyses of learning and decision making.

  15. Incidental and intentional learning of verbal episodic material differentially modifies functional brain networks.

    Directory of Open Access Journals (Sweden)

    Marie-Therese Kuhnert

    Full Text Available Learning- and memory-related processes are thought to result from dynamic interactions in large-scale brain networks that include lateral and mesial structures of the temporal lobes. We investigate the impact of incidental and intentional learning of verbal episodic material on functional brain networks that we derive from scalp-EEG recorded continuously from 33 subjects during a neuropsychological test schedule. Analyzing the networks' global statistical properties we observe that intentional but not incidental learning leads to a significantly increased clustering coefficient, and the average shortest path length remains unaffected. Moreover, network modifications correlate with subsequent recall performance: the more pronounced the modifications of the clustering coefficient, the higher the recall performance. Our findings provide novel insights into the relationship between topological aspects of functional brain networks and higher cognitive functions.

  16. Incidental English Vocabulary Studying in L2 learning : A Study of Learning and Teaching English Vocabulary in a College in China

    OpenAIRE

    Wu, Linglin

    2009-01-01

    This study aims to investigate whether incidental methods are used in learning English vocabulary by non-English students at college in China, and in teaching English vocabulary by their oral English teachers. It also finds out what kinds of incidental strategies are used. Then based on the results of the investigation, this study puts forward some pedagogical implications for teachers.

  17. L1 AND L2 GLOSSES: THEIR EFFECTS ON INCIDENTAL VOCABULARY LEARNING

    OpenAIRE

    Makoto Yoshii

    2006-01-01

    This study examined the effectiveness of L1 and L2 glosses on incidental vocabulary learning in a multimedia environment. The investigation included the effects of additional pictorial cues in L1 and L2 glosses, and how these additions affect vocabulary learning. The analyses of a mixed design repeated measures 2 (L1, L2) X 2 (picture, no picture) X 2 (immediate test, delayed test) analysis of variance (ANOVA) indicated no significant differences between L1 and L2 glosses for definition-suppl...

  18. Defining the Parameters of Incidental Learning on a Serial Reaction Time (SRT) Task: Do Conscious Rules Apply?

    Science.gov (United States)

    Barker, Lynne A

    2012-12-17

    There is ongoing debate about the contribution of explicit processes to incidental learning, particularly attention, working memory and control mechanisms. Studies generally measure explicit process contributions to incidental learning by comparing dual- to single-task sequence learning on some variant of a Serial Reaction Time (SRT), usually adopting an auditory tone counting task as the secondary task/memory load. Few studies have used secondary working memory stimuli with the SRT task, those that have typically presented secondary stimuli, before, after or between primary task stimuli. Arguably, this design is problematic because participants may potentially "switch" attention between sequential stimulus sources limiting the potential of both tasks to simultaneously index shared cognitive resources. In the present study secondary Visual and Verbal, memory tasks were temporally synchronous and spatially embedded with the primary SRT task for Visual and Verbal dual-task conditions and temporally synchronous but spatially displaced for Visual-Spatial and Verbal-Spatial Above/Below conditions, to investigate modality specific contributions of visual, verbal and spatial memory to incidental and explicit sequence learning. Incidental learning scores were not different as an effect of condition but explicit scores were. Explicit scores significantly and incrementally diminished from the Single-task through Visual-Spatial Below conditions; percentage accuracy scores on secondary tasks followed a significant corresponding pattern suggesting an explicit learning/secondary memory task trade-off as memory demands of tasks increased across condition. Incidental learning boundary conditions are unlikely to substantially comprise working memory processes.

  19. L1 AND L2 GLOSSES: THEIR EFFECTS ON INCIDENTAL VOCABULARY LEARNING

    Directory of Open Access Journals (Sweden)

    Makoto Yoshii

    2006-09-01

    Full Text Available This study examined the effectiveness of L1 and L2 glosses on incidental vocabulary learning in a multimedia environment. The investigation included the effects of additional pictorial cues in L1 and L2 glosses, and how these additions affect vocabulary learning. The analyses of a mixed design repeated measures 2 (L1, L2 X 2 (picture, no picture X 2 (immediate test, delayed test analysis of variance (ANOVA indicated no significant differences between L1 and L2 glosses for definition-supply and recognition tasks and showed significant differences between picture (text-plus-picture and no-picture (text-only glosses for definition-supply test only. The results also revealed significant interaction effects between languages and tests indicating that L1 and L2 groups showed different patterns of vocabulary retention over time. Findings suggest that both L1 and L2 glosses are effective for incidental vocabulary learning, but long-term retention may differ between the two types; and that the effect of additional visual cues on vocabulary learning may rely on the nature of the tasks given.

  20. Incidental learning during rapid information processing on the symbol-digit modalities test.

    Science.gov (United States)

    Denney, Douglas R; Hughes, Abbey J; Elliott, Jacquelyn K; Roth, Alexandra K; Lynch, Sharon G

    2015-06-01

    The Symbol--Digit Modalities Test (SDMT) is widely used to assess processing speed in MS patients. We developed a computerized version of the SDMT (c-SDMT) that scored participants' performance during subintervals over the course of the usual 90-s time period and also added an incidental learning test (c-ILT) to assess how well participants learned the symbol-digit associations while completing the c-SDMT. Patients with MS (n = 65) achieved lower scores than healthy controls (n = 38) on both the c-SDMT and c-ILT, and the scores on the two tests were correlated. However, no increase in the rate of item completion occurred for either group over the course of the c-SDMT, and the difference between groups was the same during each subinterval. Therefore, it seems implausible that controls completed more items on the c-SDMT because they were more adept at learning the symbol-digit associations as the test ensued. Instead, MS patients' poorer incidental learning performance appears to reflect the greater attentional burden that tasks requiring rapid serial processing of information impose upon them. © The Author 2015. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  1. Incidental Vocabulary Learning Through Information-Loaded and Negotiation-Oriented Tasks

    Directory of Open Access Journals (Sweden)

    Roya Khoii

    2016-11-01

    Full Text Available The present study aimed to investigate the effects of implementing two innovative speaking tasks, namely, information-loaded and negotiation-oriented tasks, on the incidental vocabulary acquisition of advanced Iranian EFL learners. To this end, an experimental research was conducted in an English language institute with 30 homogeneous advanced EFL learners randomly divided into two experimental groups. Experimental group I performed some information-loaded tasks using thirty five texts as speaking aids for implementing multicultural experiences, and experimental group II performed some negotiation-oriented tasks utilizing seven argumentative sentences for each topic to promote divergent thinking processes. At the end of the treatment, a vocabulary post-test and a questionnaire were administered to measure the effects of the treatments on the students’ incidental vocabulary knowledge and attitude to the performed tasks in each group. The statistical analysis of the data revealed that the information-loaded tasks group had significantly outperformed the negotiation-oriented tasks group on the vocabulary post-test and had a significantly more positive attitude to the tasks they performed in their class. This study offers some implications for the development of a sizable and profound knowledge of vocabulary in an effortless and pleasant manner. It also fulfils the need of EFL teachers and material developers in their search for some effective activities and techniques that can help to improve EFL learners’ incidental vocabulary knowledge.

  2. Use of incidentally encoded memory from a single experience in cats.

    Science.gov (United States)

    Takagi, Saho; Tsuzuki, Mana; Chijiiwa, Hitomi; Arahori, Minori; Watanabe, Arii; Saito, Atsuko; Fujita, Kazuo

    2017-08-01

    We examined whether cats could retrieve and utilize incidentally encoded information from a single past event in a simple food-exploration task previously used for dogs (Fujita et al., 2012). In Experiment 1, cats were led to four open, baited containers and allowed to eat from two of them (Exposure phase). After a 15-min delay during which the cats were absent and all containers were replaced with empty ones, the cats were unexpectedly returned to the room and allowed to explore the containers (Test phase). Although the cats' first choice of container to visit was random, they explored containers from which they had not previously eaten for longer than those from which they did previously eat. In the Exposure phase of Experiment 2, two containers held food, one held a nonedible object, and the fourth was empty. Cats were allowed to eat from one of them. In the post-delay Test phase, the cats first visited the remaining baited-uneaten container significantly more often than chance and they spent more time exploring this container. Because the cats' behavior in the Test phase cannot be explained by association of the container with a pleasant experience (eating), the results suggest that cats retrieved and utilized "what" and "where" information from an incidentally encoded memory from a single experience. Copyright © 2017 Elsevier B.V. All rights reserved.

  3. One-Time Treatment for Incidental Vocabulary Learning: Call for Discontinuation. A Commentary on Ali Karakas and Arif Sariçoban's "The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students"

    Science.gov (United States)

    Bogdanov, Stan

    2013-01-01

    Incidental vocabulary learning has attracted a great deal of attention in ELT research. However, it is important that teacher and researcher exploitation of vocabulary developments be guided by more than replication of previous research designs. For conclusions based on empirical research to be valid, it is important to be clear about exactly what…

  4. Temporal Dynamics in Auditory Perceptual Learning: Impact of Sequencing and Incidental Learning

    Science.gov (United States)

    Church, Barbara A.; Mercado, Eduardo, III; Wisniewski, Matthew G.; Liu, Estella H.

    2013-01-01

    Training can improve perceptual sensitivities. We examined whether the temporal dynamics and the incidental versus intentional nature of training are important. Within the context of a birdsong rate discrimination task, we examined whether the sequencing of pretesting exposure to the stimuli mattered. Easy-to-hard (progressive) sequencing of…

  5. Effects of Gloss Type on Text Recall and Incidental Vocabulary Learning in Mobile-Assisted L2 Listening

    Science.gov (United States)

    Çakmak, Fidel; Erçetin, Gülcan

    2018-01-01

    This study investigates the effects of multimedia glosses on text recall and incidental vocabulary learning in a mobile-assisted L2 listening task. A total of 88 participants with a low level of proficiency in English were randomly assigned to one of four conditions that involved single channel (textual-only, pictorial-only) and dual-channel…

  6. Societal preferences for the return of incidental findings from clinical genomic sequencing: a discrete-choice experiment.

    Science.gov (United States)

    Regier, Dean A; Peacock, Stuart J; Pataky, Reka; van der Hoek, Kimberly; Jarvik, Gail P; Hoch, Jeffrey; Veenstra, David

    2015-04-07

    An important challenge with the application of next-generation sequencing technology is the possibility of uncovering incidental genomic findings. A paucity of evidence on personal utility for incidental findings has hindered clinical guidelines. Our objective was to estimate personal utility for complex information derived from incidental genomic findings. We used a discrete-choice experiment to evaluate participants' personal utility for the following attributes: disease penetrance, disease treatability, disease severity, carrier status and cost. Study participants were drawn from the Canadian public. We analyzed the data with a mixed logit model. In total, 1200 participants completed our questionnaire (available in English and French). Participants valued receiving information about high-penetrance disorders but expressed disutility for receiving information on low-penetrance disorders. The average willingness to pay was $445 (95% confidence interval [CI] $322-$567) to receive incidental findings in a scenario where clinicians returned information about high-penetrance, medically treatable disorders, but only 66% of participants (95% CI 63%-71%) indicated that they would choose to receive information in that scenario. On average, participants placed an important value ($725, 95% CI $600-$850) on having a choice about what type of findings they would receive, including receipt of information about high-penetrance, treatable disorders or receipt of information about high-penetrance disorders with or without available treatment. The predicted uptake of that scenario was 76% (95% CI 72%-79%). Most participants valued receiving incidental findings, but personal utility depended on the type of finding, and not all participants wanted to receive incidental results, regardless of the potential health implications. These results indicate that to maximize benefit, participant-level preferences should inform the decision about whether to return incidental findings. © 2015

  7. The change probability effect: incidental learning, adaptability, and shared visual working memory resources.

    Science.gov (United States)

    van Lamsweerde, Amanda E; Beck, Melissa R

    2011-12-01

    Statistical properties in the visual environment can be used to improve performance on visual working memory (VWM) tasks. The current study examined the ability to incidentally learn that a change is more likely to occur to a particular feature dimension (shape, color, or location) and use this information to improve change detection performance for that dimension (the change probability effect). Participants completed a change detection task in which one change type was more probable than others. Change probability effects were found for color and shape changes, but not location changes, and intentional strategies did not improve the effect. Furthermore, the change probability effect developed and adapted to new probability information quickly. Finally, in some conditions, an improvement in change detection performance for a probable change led to an impairment in change detection for improbable changes. Copyright © 2011 Elsevier Inc. All rights reserved.

  8. The Effect of Using Online Collaborative Tasks on Incidental Vocabulary Learning of Impulsive vs. Reflective Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Khalil Motallebzadeh

    2017-09-01

    Full Text Available Incidental vocabulary learning is one of the most significant sources of learning vocabulary for language learners Laufer  & Hulstjin, 2001. This study endeavored to investigate the effect of using online collaborative tasks on incidental vocabulary learning of impulsive vs. reflective Iranian EFL learners. To this end, Nelson vocabulary proficiency test was administered to 100 Iranian EFL learners as the homogeneity test and the pretest. Using random sampling procedure, 75 learners were selected as the main participants for this study. Kember, McKay, Sinclair and Wong (2008 reflective thinking questionnaire was administered to these learners, based on which they were distinguished based on their cognitive thinking styles, i.e., impulsivity and reflectivity. The participants were homogenously distributed into 3 main groups (impulsive experimental group, reflective experimental group, and the control group. All participants went through 4 weeks of treatment. Experimental groups were conducted using Telegram software and the control group was conducted in a classroom. The results of t-test after 4 weeks of treatment revealed that reflective learners benefited from online collaborative groups with regard to incidental vocabulary learning. The findings of the study are discussed in light of previous research.

  9. Incidental pulmonary embolism in cancer patients: clinical characteristics and outcome – a comprehensive cancer center experience

    Directory of Open Access Journals (Sweden)

    Abdel-Razeq H

    2011-03-01

    Full Text Available Hikmat N Abdel-Razeq1, Asem H Mansour2, Yousef M Ismael11Department of Internal Medicine, 2Department of Radiology, King Hussein Cancer Center, Amman, JordanBackground and objectives: Cancer patients undergo routine imaging studies much more than others. The widespread use of the recently introduced multi-detector CT scanners has resulted in an increasing number of incidentally diagnosed pulmonary embolism (PE in asymptomatic cancer patients. The significance and clinical outcome of such incidental PE is described.Methods: Both radiology department and hospital databases were searched for all cancer patients with a diagnosis of incidental PE. CT scans were performed using a 64-slice scanner with a 5.0 mm slice thickness.Results: During the study period, 34 patients with incidental PE were identified. The mean age (±SD was 57.7 (±12.4 years. All patients had active cancer, gastric, lung, colorectal, and lymphomas being the most frequent. Most patients had advanced-stage disease at the time of PE diagnosis; 26 (77% patients had stage IV, whereas only 3 patients had stages I or II disease. Twenty-seven (79% patients had their PE while undergoing active treatment with chemotherapy (68% or radiotherapy (12%; none, however, were on hormonal therapy. Most (74% patients had their PE diagnosed without history of recent hospital admission. Except for 5 (15%, all other patients were anticoagulated. With follow-up, 2 patients developed recurrent PE, 2 others had clinical and echocardiographic evidence of pulmonary hypertension, and 9 (26% died suddenly within 30 days of the diagnosis of incidental PE; 2 of these where among the 5 patients who were not anticoagulated.Conclusion: Incidental PE in cancer patients is increasingly encountered. Similar to symptomatic PE, many were diagnosed in patients with advanced stage disease and while undergoing active anti-cancer therapy. A significant percentage of patients had recurrent emboli, pulmonary hypertension

  10. The interprofessional learning experience

    DEFF Research Database (Denmark)

    Jakobsen, Flemming; Morcke, Anne Mette; Hansen, Torben Baek

    2017-01-01

    who worked in an interprofessional outpatient orthopaedic clinic from March 2015 to January 2016. The interviews were transcribed and analysed using systematic text condensation. The students’ self-reported learning experience in this outpatient clinic was characterised by direct patient contact...... we ensure that this shift maximises learning. The purpose of this article is to understand the authentic learning experience in an interprofessional outpatient clinic setting. We performed an exploratory case study with interviews of four nursing students, 13 medical students, and six staff members...... and by authentic, interprofessional, task-based learning, and a preference for indirect supervision when conducting uncomplicated patient consultations. The supervisors intended to create this interprofessional outpatient clinic experience by having a clear teaching approach based on adult learning principles...

  11. Task-based incidental vocabulary learning in L2 Arabic: The role of proficiency and task performance

    Directory of Open Access Journals (Sweden)

    Ayman A. Mohamed

    2016-03-01

    Full Text Available This study tests the claim that word learning in a second language are contingent upon a task’s involvement load (i.e. the amount of need, search, and evaluation it imposes, as proposed by Laufer and Hulstijn (2001. Fifty-three English-speaking learners of Arabic were assigned to one of three vocabulary learning tasks that varied in the degree of involvement: reading comprehension with glosses (low, fill-in-the-gap task (medium, and sentence writing (high. Ten words, selected based on a pretest, were targeted in the tasks. Results showed a main effect of task, with the sentence writing task yielding the highest rates of vocabulary learning, followed by the gap-fill task, and finally the reading comprehension task. A significant correlation was found between accuracy of performance across participants and their subsequent vocabulary acquisition in the immediate posttest. Within groups, only the performance of the writing group correlated significantly with their posttest scores. Results of the present study validate the hypothesis and point to multiple factors at play in incidental vocabulary acquisition. The study provides further arguments to refine the hypothesis and implement pedagogical practices that accommodate incidental learning in foreign language settings.

  12. Learning and Experience

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2017-01-01

    Abstract: This chapter introduces a psycho-societal approach to theorizing learning, combining a materialist theory of socialization with a hermeneutic interpretation methodology. The term "approach" indicates the intrinsic connection between theory, empirical research process and epistemic subject....... Learning is theorized as dynamic subjective experience of (socially situated) realities, counting on individual subjectivity as well as subjective aspects of social interaction. This psycho-societal theory of subjective experiences conceptualizes individual psychic development as interactional experience...... of societal relations, producing an inner psycho-dynamic as a conscious and unconscious individual resource in future life. The symbolization of immediate sensual experiences form an individual life experience of social integration, language use being the medium of collective, social experience (knowledge...

  13. Incidental learning of probability information is differentially affected by the type of visual working memory representation.

    Science.gov (United States)

    van Lamsweerde, Amanda E; Beck, Melissa R

    2015-12-01

    In this study, we investigated whether the ability to learn probability information is affected by the type of representation held in visual working memory. Across 4 experiments, participants detected changes to displays of coloured shapes. While participants detected changes in 1 dimension (e.g., colour), a feature from a second, nonchanging dimension (e.g., shape) predicted which object was most likely to change. In Experiments 1 and 3, items could be grouped by similarity in the changing dimension across items (e.g., colours and shapes were repeated in the display), while in Experiments 2 and 4 items could not be grouped by similarity (all features were unique). Probability information from the predictive dimension was learned and used to increase performance, but only when all of the features within a display were unique (Experiments 2 and 4). When it was possible to group by feature similarity in the changing dimension (e.g., 2 blue objects appeared within an array), participants were unable to learn probability information and use it to improve performance (Experiments 1 and 3). The results suggest that probability information can be learned in a dimension that is not explicitly task-relevant, but only when the probability information is represented with the changing dimension in visual working memory. (c) 2015 APA, all rights reserved).

  14. Game On! Young Learners' Incidental Language Learning of English Prior to Instruction

    Science.gov (United States)

    De Wilde, Vanessa; Eyckmans, June

    2017-01-01

    In this paper the incidental language acquisition of 11-year-old Flemish children (n = 30) who have not received any formal English instruction is investigated. The study looks into children's English proficiency and the learner characteristics that can be associated with it. In order to measure the children's English proficiency, a receptive…

  15. The effectiveness of extensive reading on EFL learners’ vocabulary learning: incidental versus intentional learning

    OpenAIRE

    Teng, Feng

    2015-01-01

    Forty-six students majoring in business English volunteered to take part in an extensive reading program. The learners were divided into two groups: EG, the experimental group, received instruction in methods of extensive reading plus explicit output-pushed activities, and CG, the control group, received instruction in methods of extensive reading only. This study measured the effects of extensive reading on EFL vocabulary learning, through the effects of the two different instruction methods...

  16. "Experience and Learning"

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2007-01-01

    concepts derived from European critical theory, subjectivity and experience, are briefly introduced with a view to their intellectual background. The chapter elaborates the implication of these concepts in relation to the understanding of emotional aspects of learning in everyday work life and in relation...... to the understanding of knowledge, based on examples from the author's research into professional learning (general practitioners). The pivotal role of language use and language socialisation is explained in brief, developing a psychodynamic complement to a language game concept of language use.......Taking it's point of departure in some critical remarks to some of the most important recent theorizing of learning in the workplace, this chapter presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based in life history research. Key...

  17. A citizen-centred approach to education in the smart city: incidental language learning for supporting the inclusion of recent migrants

    OpenAIRE

    Gaved, Mark; Jones, Ann; Kukulska-Hulme, Agnes; Scanlon, Eileen

    2012-01-01

    Smart cities are often developed in a top-down approach and designers may see citizens as bits within data flows. A more human-centred perspective would be to consider what the smart city might afford its citizens. A high speed, pervasive network infrastructure offers the opportunity for ubiquitous mobile learning to become a reality. The MASELTOV project sees the smart city as enabling technology enhanced incidental learning: unplanned or unintentional learning that takes place in everyday l...

  18. An experimental examination of catastrophizing-related interpretation bias for ambiguous facial expressions of pain using an incidental learning task

    Directory of Open Access Journals (Sweden)

    Ali eKHATIBI

    2014-09-01

    Full Text Available Individuals with pain-related concerns are likely to interpret ambiguous pain-related information in a threatening manner. It is unknown whether this interpretation bias also occurs for ambiguous pain-related facial expressions. This study examined whether individuals who habitually attach a catastrophic meaning to pain are characterized by negative interpretation bias for ambiguous pain-related facial expressions. Sixty-four female undergraduates completed an incidental learning task during which pictures of faces were presented, each followed by a visual target at one of two locations. Participants indicated target location by pressing one of two response keys. During the learning phase, happy and painful facial expressions predicted target location. During two test phases, morphed facial expressions of pain and happiness were added, equally often followed by a target at either location. Faster responses following morphs to targets at the location predicted by painful expressions compared to targets at the location predicted by happy expressions were taken to reflect pain-related interpretation bias. During one test phase, faces were preceded by either a safe or threatening context cue. High, but not low, pain-catastrophizers responded faster following morphs to targets at the location predicted by painful expressions than to targets at the other location (when participants were aware of the contingency between expression type and target location. When context cues were presented, there was no indication of interpretation bias. Participants were also asked to directly classify the facial expressions that were presented during the incidental learning task. Participants classified morphs more often as happy than as painful, independent of their level of pain catastrophizing. This observation is discussed in terms of differences between indirect and direct measures of interpretation bias.

  19. Incidental kidney stones: a single center experience with kidney donor selection.

    Science.gov (United States)

    Kim, Irene K; Tan, Jane C; Lapasia, Jessica; Elihu, Arvand; Busque, Stephan; Melcher, Marc L

    2012-01-01

    The presence of kidney stones has been a relative contraindication for living donation. With the widespread use of more sensitive imaging techniques as part of the routine living donor workup, kidney stones are more frequently detected, and their clinical significance in this setting is largely unknown. Records from 325 potential kidney donors who underwent MRA or CT-angiography were reviewed; 294 proceeded to donation. The prevalence of kidney stones found incidentally during donor evaluation was 7.4% (24 of 325). Sixteen donors with stones proceeded with kidney donation. All incidental calculi were nonobstructing and small (median 2 mm; range 1-9 mm). Eleven recipients were transplanted with allografts containing stones. One recipient developed symptomatic nephrolithasis after transplantation. This recipient was found to have newly formed stones secondary to hyperoxaluria, suggesting a recipient-driven propensity for stone formation. The remaining ten recipients have stable graft function, postoperative ultrasound negative for nephrolithiasis, and no sequelae from stones. No donor developed symptomatic nephrolithiasis following donation. Judicious use of allografts with small stones in donors with normal metabolic studies may be acceptable, and careful follow-up in recipients of such allografts is warranted. © 2011 John Wiley & Sons A/S.

  20. RoLo: A Dictionary Interface that Minimizes Extraneous Cognitive Load of Lookup and Supports Incidental and Incremental Learning of Vocabulary

    Science.gov (United States)

    Dang, Thanh-Dung; Chen, Gwo-Dong; Dang, Giao; Li, Liang-Yi; Nurkhamid

    2013-01-01

    Dictionary use can improve reading comprehension and incidental vocabulary learning. Nevertheless, great extraneous cognitive load imposed by the search process may reduce or even prevent the improvement. With the help of technology, dictionary users can now instantly access the meaning list of a searched word using a mouse click. However, they…

  1. Defining consciousness in the context of incidental sequence learning: theoretical considerations and empirical implications.

    Science.gov (United States)

    Rünger, Dennis; Frensch, Peter A

    2010-03-01

    The notion that sequential regularities can be learned implicitly without ensuing conscious knowledge has sparked off a prolific research program within cognitive psychology. However, there is continuing dissent among researchers about the very existence of the phenomenon. This is, at least in part, due to a failure to ground research on implicit sequence learning in conceptual definitions of "consciousness" and "conscious sequence knowledge." In this article the authors take up a definition of consciousness according to which conscious mental contents are characterized by their global availability to cognitive processes (e.g., Baars in: A cognitive theory of consciousness Cambridge University Press, 1988; in: In the theater of consciousness: the workspace of the mind Oxford University Press, 1997). It is argued that unlike recognition tests or generate tasks, verbal report is a sensitive and specific measure of conscious (i.e., globally available) sequence knowledge. Finally, it is shown that the choice between two commonly used measures of conscious sequence knowledge can profoundly affect the outcome of a sequence learning experiment.

  2. Mobile Assisted Language Learning Experiences

    Science.gov (United States)

    Kim, Daesang; Ruecker, Daniel; Kim, Dong-Joong

    2017-01-01

    The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students…

  3. Online incidental statistical learning of audiovisual word sequences in adults: a registered report.

    Science.gov (United States)

    Kuppuraj, Sengottuvel; Duta, Mihaela; Thompson, Paul; Bishop, Dorothy

    2018-02-01

    Statistical learning has been proposed as a key mechanism in language learning. Our main goal was to examine whether adults are capable of simultaneously extracting statistical dependencies in a task where stimuli include a range of structures amenable to statistical learning within a single paradigm. We devised an online statistical learning task using real word auditory-picture sequences that vary in two dimensions: (i) predictability and (ii) adjacency of dependent elements. This task was followed by an offline recall task to probe learning of each sequence type. We registered three hypotheses with specific predictions. First, adults would extract regular patterns from continuous stream (effect of grammaticality). Second, within grammatical conditions, they would show differential speeding up for each condition as a factor of statistical complexity of the condition and exposure. Third, our novel approach to measure online statistical learning would be reliable in showing individual differences in statistical learning ability. Further, we explored the relation between statistical learning and a measure of verbal short-term memory (STM). Forty-two participants were tested and retested after an interval of at least 3 days on our novel statistical learning task. We analysed the reaction time data using a novel regression discontinuity approach. Consistent with prediction, participants showed a grammaticality effect, agreeing with the predicted order of difficulty for learning different statistical structures. Furthermore, a learning index from the task showed acceptable test-retest reliability ( r  = 0.67). However, STM did not correlate with statistical learning. We discuss the findings noting the benefits of online measures in tracking the learning process.

  4. The Experience Learning in Kindergarten

    OpenAIRE

    KŘÍŽOVÁ, Marie

    2013-01-01

    The work focuses on the issue of experiential learning in the preschool age child. The aim is to create a program of experiential activities to be used in kindergarten. The theoretical part is characterized by the preschool child's experience and learning process, it describes the different kinds of learning, more specifically experiential learning and its features, and the conditions that are required for them to create at nursery school. It furhter includes paly and drama as fundamental met...

  5. Learning in cobweb experiments

    NARCIS (Netherlands)

    Hommes, C.H.; Sonnemans, J.H.; Tuinstra, J.; van de Velden, H.

    2007-01-01

    Different theories of expectation formation and learning usually yield different outcomes for realized market prices in dynamic models. The purpose of this paper is to investigate expectation formation and learning in a controlled experimental environment. Subjects are asked to predict the next

  6. Does experience imply learning?

    NARCIS (Netherlands)

    Anand, Jaideep; Mulotte, Louis; Ren, Charlotte R.

    Research traditionally uses experiential learning arguments to explain the existence of a positive relationship between repetition of an activity and performance. We propose an additional interpretation of this relationship in the context of discrete corporate development activities. We argue that

  7. Learning From Experience

    DEFF Research Database (Denmark)

    Visholm, Steen; Beck, Ulla Charlotte

    2014-01-01

    In this paper the learning concept of group relation's conferences are discussed. The authors have worked with group relations conferences (GRC) in different contexts for many years-mainly as a part of educational programmes for managers and consultants (OPU at IGA Copenhagen, MPO at Roskilde...

  8. Physical experience enhances science learning.

    Science.gov (United States)

    Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L

    2015-06-01

    Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.

  9. Learning Disability: Experience of Diagnosis

    Science.gov (United States)

    Kenyon, Elinor; Beail, Nigel; Jackson, Tom

    2014-01-01

    Studies have focused on the experience of diagnosis from the perspectives of parents of children with learning disabilities, but there has been limited methodologically rigorous investigation into the experience for the person themselves. Eight participants were recruited from a range of different backgrounds. Interviews were analysed using…

  10. Incidental Vocabulary Acquisition from Stories: Second and Fourth Graders Learn More from Listening than Reading

    Science.gov (United States)

    Suggate, Sebastian P.; Lenhard, Wolfgang; Neudecker, Elisabeth; Schneider, Wolfgang

    2013-01-01

    Both reading and language experiences contribute to vocabulary development, but questions remain as to what effect each has and when. This article investigates the effects that reading, telling and sharing a story have on vocabulary acquisition. Children (N = 37) were told nine stories in a randomized, single-blind and counterbalanced 2 × 3 mixed…

  11. Assessing student clinical learning experiences.

    Science.gov (United States)

    Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

    2017-08-01

    This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  12. Using the MoodleReader as an Extensive Reading Tool and Its Effect on Iranian EFL Students' Incidental Vocabulary Learning

    Science.gov (United States)

    Alavi, Sepideh; Keyvanshekouh, Afsaneh

    2012-01-01

    The present study focused on using the MoodleReader to promote extensive reading (ER) in an Iranian EFL context, emphasizing its effect on students' incidental vocabulary acquisition. Thirty eight Shiraz University sophomores were assigned to experimental and control groups. The experimental group used the MoodleReader for their ER program, while…

  13. Learning Experience with Virtual Worlds

    Science.gov (United States)

    Wagner, Christian

    2008-01-01

    Virtual worlds create a new opportunity to enrich the educational experience through media-rich immersive learning. Virtual worlds have gained notoriety in games such as World of Warcraft (WoW), which has become the most successful online game ever, and in "general purpose" worlds, such as Second Life (SL), whose participation levels (more than 10…

  14. Learning More Effectively from Experience

    Directory of Open Access Journals (Sweden)

    Ioan Fazey

    2005-12-01

    Full Text Available Developing the capacity for individuals to learn effectively from their experiences is an important part of building the knowledge and skills in organizations to do good adaptive management. This paper reviews some of the research from cognitive psychology and phenomenography to present a way of thinking about learning to assist individuals to make better use of their personal experiences to develop understanding of environmental systems. We suggest that adaptive expertise (an individual's ability to deal flexibly with new situations is particularly relevant for environmental researchers and practitioners. To develop adaptive expertise, individuals need to: (1 vary and reflect on their experiences and become adept at seeking out and taking different perspectives; and (2 become proficient at making balanced judgements about how or if an experience will change their current perspective or working representation of a social, economic, and biophysical system by applying principles of "good thinking." Such principles include those that assist individuals to be open to the possibility of changing their current way of thinking (e.g., the disposition to be adventurous and those that reduce the likelihood of making erroneous interpretations (e.g., the disposition to be intellectually careful. An example of applying some of the principles to assist individuals develop their understanding of a dynamically complex wetland system (the Macquarie Marshes in Australia is provided. The broader implications of individual learning are also discussed in relation to organizational learning, the role of experiential knowledge for conservation, and for achieving greater awareness of the need for ecologically sustainable activity.

  15. Clinical attachment: a learning experience

    African Journals Online (AJOL)

    2012-08-03

    Aug 3, 2012 ... A clinical attachment is an opportunity for doctors from South Sudan to experience the hospital and clinical practice in a setting different from their own. What they learn in the attachment will help them improve their medical practice on their return. I attended a clinical attachment in Oral and Maxillofacial ...

  16. Language experience changes subsequent learning

    Science.gov (United States)

    Onnis, Luca; Thiessen, Erik

    2013-01-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

  17. Language experience changes subsequent learning.

    Science.gov (United States)

    Onnis, Luca; Thiessen, Erik

    2013-02-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. Copyright © 2012 Elsevier B.V. All rights reserved.

  18. Dynamic Assessment of Incidental Vocabularies: A Case of Iranian ESP Learners

    OpenAIRE

    Sepideh Hanifi; Mahdi Nasiri; Hesamuddin Aliasin

    2016-01-01

    Dynamic assessment (DA), stemmed from both Vygotsky’s (1978) learning theory and Feuerstein’s (1979) theory of mediated learning experiences, is an alternative to static assessment. It focuses on both instruction and assessment aiming at promoting learning through mediation.  DA has been widely researched in different linguistic areas, but there is paucity of research on its practice in ESP contexts. Accordingly, this study investigated the effectiveness of DA on incidental vocabularies emerg...

  19. Adult Experience of Learning From Novels

    OpenAIRE

    Purdy, Martha Leete

    1998-01-01

    M. L. PURDY ABSTRACT The Adult Experience Of Learning From Novels Novel readers may not necessarily read with the primary intention of learning from their novels, but it is known that learning is frequently an outcome. Literature on novels describe their content as both factual and philosophical opportunities to learn but do not describe them in terms of adult learning theory. A study by Radway (1984) found that readers of formula romance have complex learn...

  20. Learning environment: assessing resident experience.

    Science.gov (United States)

    Byszewski, Anna; Lochnan, Heather; Johnston, Donna; Seabrook, Christine; Wood, Timothy

    2017-06-01

    Given their essential role in developing professional identity, academic institutions now require formal assessment of the learning environment (LE). We describe the experience of introducing a novel and practical tool in postgraduate programmes. The Learning Environment for Professionalism (LEP) survey, validated in the undergraduate setting, is relatively short, with 11 questions balanced for positive and negative professionalism behaviours. LEP is anonymous and focused on rotation setting, not an individual, and can be used on an iterative basis. We describe how we implemented the LEP, preliminary results, challenges encountered and suggestions for future application. Academic institutions now require formal assessment of the learning environment METHODS: The study was designed to test the feasibility of introducing the LEP in the postgraduate setting, and to establish the validity and the reliability of the survey. Residents in four programmes completed 187 ratings using LEP at the end of one of 11 rotations. The resident response rate was 87 per cent. Programme and rotation ratings were similar but not identical. All items rated positively (favourably), but displays of altruism tended to have lower ratings (meaning less desirable behaviour was witnessed), as were ratings for derogatory comments (again meaning that less desirable behaviour was witnessed). We have shown that the LEP is a feasible and valid tool that can be implemented on an iterative basis to examine the LE. Two LEP questions in particular, regarding derogatory remarks and demonstrating altruism, recorded the lowest scores, and these areas deserve attention at our institution. Implementation in diverse programmes is planned at our teaching hospitals to further assess reliability. This work may influence other postgraduate programmes to introduce this assessment tool. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  1. Prior Learning Experiences: Handbook for Portfolio Process. Alternative Learning Experiences.

    Science.gov (United States)

    Deiro, Judy

    This handbook presents information to aid students in applying for prior learning credit at Whatcom Community College (WCC). First, introductory material outlines the types of activities that may qualify a student for prior experiential learning credit and presents a flowchart illustrating the accrediting process. Next, a step-by-step guide is…

  2. Faculty Experiences in a Research Learning Community

    Science.gov (United States)

    Holmes, Courtney M.; Kozlowski, Kelly A.

    2014-01-01

    The current study examines the experiences of faculty in a research learning community developed to support new faculty in increasing scholarly productivity. A phenomenological, qualitative inquiry was used to portray the lived experiences of faculty within a learning community. Several themes were found including: accountability, belonging,…

  3. On the job learning: the intern experience

    OpenAIRE

    Benjamin, Joan

    2017-01-01

    Doctors in the first year of practice, (referred to as interns in Australia), identify the experience of caring for their patients and participating in the medical workplace as the most significant precipitator of learning. Curriculum frameworks provide detail about what is to be learned but do not define how the learning should take place. This study focuses on the ‘how and the why’ of intern learning on-the-job through phenomenographical research. Phenomenography allows us to hear the parti...

  4. Dynamic Assessment of Incidental Vocabularies: A Case of Iranian ESP Learners

    Directory of Open Access Journals (Sweden)

    Sepideh Hanifi

    2016-04-01

    Full Text Available Dynamic assessment (DA, stemmed from both Vygotsky’s (1978 learning theory and Feuerstein’s (1979 theory of mediated learning experiences, is an alternative to static assessment. It focuses on both instruction and assessment aiming at promoting learning through mediation.  DA has been widely researched in different linguistic areas, but there is paucity of research on its practice in ESP contexts. Accordingly, this study investigated the effectiveness of DA on incidental vocabularies emerging in technical reading textbooks, written for electronic engineering students. The study employed a quasi-experimental research design. Due to sample selection problems, an intact group of 25 BA electronic students were selected from the University of Zanjan. A pre-test was administered to check whether they had previous knowledge of the target words, incidentally acquired during the reading activity. As for the instrument stage, DA procedures were utilized in order to individualize participants’ assessment. Following DA implementation, a post-test similar in content to pre-test, was administered to the same participants. The significance of DA for the enhancement of incidental vocabularies was to make participants aware of the strategies of identifying, evaluating and monitoring vocabularies (Nassaji, 2003 through mediation process.  The results indicated that participants' incidental vocabulary learning promoted dramatically using DA, which employed structured hints for the mediation process.  The results of this study can inform both teachers and learners to provide a step by step procedure to promote both teaching and assessment of ESP learners' vocabulary. Keywords: Dynamic Assessment, Incidental Vocabulary Learning, ESP Learners, ZPD, mediation

  5. A Review of Effect of Different Tasks on Incidental Vocabulary Acquisition

    Science.gov (United States)

    Liu, Chen L.

    2015-01-01

    Studies of incidental vocabulary acquisition in second language learning have got more and more attention both at home and abroad. By first introducing the definition and theoretical foundations of incidental vocabulary acquisition, this paper reviews empirical studies of effect of different tasks on incidental vocabulary acquisition and points…

  6. Incidental renal neoplasms

    DEFF Research Database (Denmark)

    Rabjerg, Maj; Mikkelsen, Minne Nedergaard; Walter, Steen

    2014-01-01

    On the basis of associations between tumor size, pathological stage, histological subtype and tumor grade in incidentally detected renal cell carcinoma vs symptomatic renal cell carcinoma, we discussed the need for a screening program of renal cell carcinoma in Denmark. We analyzed a consecutive...... series of 204 patients with renal tumors in 2011 and 2012. The tumors were classified according to detection mode: symptomatic and incidental and compared to pathological parameters. Eighty-nine patients (44%) were symptomatic, 113 (55%) were incidental. Information was not available in two patients...

  7. Accounting Experiences in Collaborative Learning

    Science.gov (United States)

    Edmond, Tracie; Tiggeman, Theresa

    2009-01-01

    This paper discusses incorporating collaborative learning into accounting classes as a response to the Accounting Education Change Commission's call to install a more active student learner in the classroom. Collaborative learning requires the students to interact with each other and with the material within the classroom setting. It is a…

  8. Identifying different learning styles to enhance the learning experience.

    Science.gov (United States)

    Anderson, Irene

    2016-10-12

    Identifying your preferred learning style can be a useful way to optimise learning opportunities, and can help learners to recognise their strengths and areas for development in the way that learning takes place. It can also help teachers (educators) to recognise where additional activities are required to ensure the learning experience is robust and effective. There are several models available that may be used to identify learning styles. This article discusses these models and considers their usefulness in healthcare education. Models of teaching styles are also considered.

  9. Information literacy experiencies inside virtual learning environments

    Directory of Open Access Journals (Sweden)

    Patricia Hernández Salazar

    2016-03-01

    Full Text Available Objective. Suggest the use of virtual learning environments as an Information Literacy (IL alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases; phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

  10. Experience of cooperative learning in engineering

    Science.gov (United States)

    Maceiras, Rocio; Cancela, Angeles; Urréjola, Santiago; Sánchez, Angel

    2011-03-01

    The objective of this work is to share the authors' experience towards a different mode of teaching/learning method. Cooperative learning (Jigsaw) was employed on the University of Vigo's fourth-year engineering students. The results of the experience show that cooperative learning is quite a viable alternative to the classical way of lecturing at the university when the number of students is not too high. The authors' observation indicates that students did not show a lot of interest towards the new learning style but their resistance changed once they began the activity. The Jigsaw method has proved to be a useful tool for improving the learning process so that students have the opportunity to participate actively in the learning activities.

  11. Digital media Experiences for Visual Learning

    DEFF Research Database (Denmark)

    Buhl, Mie

    2013-01-01

    both possibilites of technology and the nature of the content it facilitates. the discussion comes in three parts: 1. the alteration of visual representations in contemporary teaching and learning brought about by digital interfaces, 2. the functions af visual experience in learning processes brought......Visual learning is a topic for didactic studies in all levels of educaion, brought about by an increasing use of digital meida- digital media give rise to discussions of how learning expereienes come about from various media ressources that generate new learning situations. new situations call...... for new tools and new theoretical approaches with which to understand them. the article argues that the current phase of social practices and technological development makes it difficult to disitnguish between experience with digital media and mediated experiences, because of the use of renegotiation og...

  12. Extending the experiences of learning games

    DEFF Research Database (Denmark)

    Henriksen, Thomas Duus

    2008-01-01

    The article addresses the question on whether learning games should be thought as realistic, content-rich and fun, based on the disadvantages that these follows these understandings, as well as addressing the advantages of their alternatives. From a discourse analytical perspective......, the opportunities held by other appraoches to 'participatory incentives, understanding of the learning process, and finally the quality of the experience offered by the game-based learning setting....

  13. Workplace Devaluation: Learning from Experience

    OpenAIRE

    Klunk, Clare Dvoranchik

    1999-01-01

    Many successful professionals, recognized for their experience, knowledge, competence and commitment to their field, experience a contradiction when they realize that their contributions are no longer valued by decision-makers in their organizations. Professionals, regardless of gender, position, education, race or profession, who experience workplace devaluation agree that this experience devalues their contributions and demeans their sense of self. This study illuminates the professio...

  14. Learning Process and Vocational Experience Attainments.

    Science.gov (United States)

    Colardyn, Danielle; White, Kathleen M.

    From a search of (mostly French) literature, a hypothesis was formulated that students with both academic training and work experience would solve a practical learning problem more easily than students with academic learning only. A study was conducted at the Conservatoire National des Arts et Metiers in Paris to test this hypothesis. Two groups,…

  15. Eye Tracking System for Enhanced Learning Experiences

    Science.gov (United States)

    Sungkur, R. K.; Antoaroo, M. A.; Beeharry, A.

    2016-01-01

    Nowadays, we are living in a world where information is readily available and being able to provide the learner with the best suited situations and environment for his/her learning experiences is of utmost importance. In most learning environments, information is basically available in the form of written text. According to the eye-tracking…

  16. Abstract: Improving Effectiveness of Student Learning Experiences ...

    African Journals Online (AJOL)

    Abstract: Improving Effectiveness of Student Learning Experiences during Clinical Rotations at Rwanda Military Hospital (RMH) ... These expectations included collaboration with the clinical instructors, ward staff nurses, and the HRH clinical mentors. The ward managers facilitated structured learning by assisting the ...

  17. Learning to forecast: Genetic algorithms and experiments

    NARCIS (Netherlands)

    Makarewicz, T.A.

    2014-01-01

    The central question that this thesis addresses is how economic agents learn to form price expectations, which are a crucial element of macroeconomic and financial models. The thesis applies a Genetic Algorithms model of learning to previous laboratory experiments, explaining the observed

  18. Effects of Spell Checkers on English as a Second Language Students' Incidental Spelling Learning: A Cognitive Load Perspective

    Science.gov (United States)

    Lin, Po-Han; Liu, Tzu-Chien; Paas, Fred

    2017-01-01

    Computer-based spell checkers help to correct misspells instantly. Almost all the word processing devices are now equipped with a spell-check function that either automatically corrects errors or provides a list of intended words. However, it is not clear on how the reliance on this convenient technological solution affects spelling learning.…

  19. Connecting Formal and Informal Learning Experiences

    Science.gov (United States)

    O'Mahony, Timothy Kieran

    The learning study reports on part of a larger project being lead by the author. In this dissertation I explore one goal of this project---to understand effects on student learning outcomes as a function of using different methods for connecting out-of-school experiential learning with formal school-based instruction. There is a long history of assuming that "experience is the best teacher"(e.g. Aristotle, 360 BC; Dewey, 1934; Kolb, 1997; Pliny, AD 77). As a practical geographer I endorsed that assumption throughout my teaching career, paying attention to local topography, physical features, and natural resources in the geographic hinterland. I was particularly interested in understanding the impact of the physical landscape on humankind, and reciprocally, noting humankind's widespread impressions on the natural world. Until I began this research project, I assumed that everyone else paid a similar attention to immediate surroundings. The work that I describe in this dissertation emerges out of a conviction that there are many degrees of truth to the idea that experience is a great teacher. Its effectiveness seems to depend on how one's "experience" is mediated, and how "learning from it" is defined. This motivated me to think about design principles for linking people's experiences to learning. I began to explore, experimentally, how I might enhance people's abilities to notice, represent, and discuss their experiences in order to better learn from them. This study investigated how different ways of connecting outdoor learning experiences to formal schooling impacts students' performance. I studied high-school students in outdoor settings as they engaged in evocative issues of learning pertaining to consequential everyday life encounters. Different kinds of "expert mediation" were introduced and tested as the students engaged in investigative activities around the science of dam removal and habitat restoration. I measured outcomes with the aid of pre- and

  20. Visuomotor learning by passive motor experience

    Directory of Open Access Journals (Sweden)

    Takashi eSakamoto

    2015-05-01

    Full Text Available Humans can adapt to unfamiliar dynamic and/or kinematic transformations through the active motor experience. Recent studies of neurorehabilitation using robots or brain-computer interface (BCI technology suggest that passive motor experience would play a measurable role in motor recovery, however our knowledge of passive motor learning is limited. To clarify the effects of passive motor experience on human motor learning, we performed arm reaching experiments guided by a robotic manipulandum. The results showed that the passive motor experience had an anterograde transfer effect on the subsequent motor execution, whereas no retrograde interference was confirmed in the ABA paradigm experiment. This suggests that the passive experience of the error between visual and proprioceptive sensations leads to the limited but actual compensation of behavior, although it is fragile and cannot be consolidated as a persistent motor memory.

  1. Crane. Incidental Classroom Instruction 20295

    Energy Technology Data Exchange (ETDEWEB)

    Reynolds, Richard Jennings [Los Alamos National Laboratory

    2016-04-01

    The purpose of this course is to introduce safe hoisting and rigging practices to personnel who are attempting to become LANL incidental crane operators and to review and refresh safe hoisting and rigging practices with existing incidental crane operators.

  2. Powerful Learning Experiences and Suzuki Music Teachers

    Science.gov (United States)

    Reuning-Hummel, Carrie; Meyer, Allison; Rowland, Gordon

    2016-01-01

    Powerful Learning Experiences (PLEs) of Suzuki music teachers were examined in this fifth study in a series. The definition of a PLE is: "Experiences that stand out in memory because of their high quality, their impact on one's thoughts and actions over time, and their transfer to a wide range of contexts and circumstances." Ten…

  3. Learning of the operative experience

    International Nuclear Information System (INIS)

    Garcia Perez, A. B.; Esteban, M. J.

    2008-01-01

    Operating experience is not new, in the most of the activities that we perform in our daily lives, we can find examples of how, using the knowledge that we acquired to develop a work and to solve problems, we can get an improvement or sounded benefit. (Author)

  4. The effects of incidentally learned temporal and spatial predictability on response times and visual fixations during target detection and discrimination.

    Science.gov (United States)

    Beck, Melissa R; Hong, S Lee; van Lamsweerde, Amanda E; Ericson, Justin M

    2014-01-01

    Responses are quicker to predictable stimuli than if the time and place of appearance is uncertain. Studies that manipulate target predictability often involve overt cues to speed up response times. However, less is known about whether individuals will exhibit faster response times when target predictability is embedded within the inter-trial relationships. The current research examined the combined effects of spatial and temporal target predictability on reaction time (RT) and allocation of overt attention in a sustained attention task. Participants responded as quickly as possible to stimuli while their RT and eye movements were measured. Target temporal and spatial predictability were manipulated by altering the number of: 1) different time intervals between a response and the next target; and 2) possible spatial locations of the target. The effects of target predictability on target detection (Experiment 1) and target discrimination (Experiment 2) were tested. For both experiments, shorter RTs as target predictability increased across both space and time were found. In addition, the influences of spatial and temporal target predictability on RT and the overt allocation of attention were task dependent; suggesting that effective orienting of attention relies on both spatial and temporal predictability. These results indicate that stimulus predictability can be increased without overt cues and detected purely through inter-trial relationships over the course of repeated stimulus presentations.

  5. The effects of incidentally learned temporal and spatial predictability on response times and visual fixations during target detection and discrimination.

    Directory of Open Access Journals (Sweden)

    Melissa R Beck

    Full Text Available Responses are quicker to predictable stimuli than if the time and place of appearance is uncertain. Studies that manipulate target predictability often involve overt cues to speed up response times. However, less is known about whether individuals will exhibit faster response times when target predictability is embedded within the inter-trial relationships. The current research examined the combined effects of spatial and temporal target predictability on reaction time (RT and allocation of overt attention in a sustained attention task. Participants responded as quickly as possible to stimuli while their RT and eye movements were measured. Target temporal and spatial predictability were manipulated by altering the number of: 1 different time intervals between a response and the next target; and 2 possible spatial locations of the target. The effects of target predictability on target detection (Experiment 1 and target discrimination (Experiment 2 were tested. For both experiments, shorter RTs as target predictability increased across both space and time were found. In addition, the influences of spatial and temporal target predictability on RT and the overt allocation of attention were task dependent; suggesting that effective orienting of attention relies on both spatial and temporal predictability. These results indicate that stimulus predictability can be increased without overt cues and detected purely through inter-trial relationships over the course of repeated stimulus presentations.

  6. Solar Week: Learning from Experience

    Science.gov (United States)

    Alexander, D.; Hauck, K.

    2003-12-01

    Solar Week is a week-long set of games and activities allowing students to interact directly with solar science and solar scientists. Solar Week was developed as a spin-off of the highly successful Yohkoh Public Outreach Project (YPOP). While YPOP provided access to solar images, movies and activities, the main goal of Solar Week was to enhance the participation of women, who are under-represented in the physical sciences. Solar Week achieves this by providing young women, primarily in grades 6-8, with access to role models in the sciences. The scientists participating in Solar Week are women from a variety of backgrounds and with a variety of scientific expertise. In this paper, our aim is to provide some insight into developing activity-based space science for the web and to discuss the lessons-learned from tailoring to a specific group of participants.

  7. Selective learning enabled by intention to learn in sequence learning.

    Science.gov (United States)

    Miyawaki, Kaori

    2012-01-01

    This study investigated whether a target sequence that people intend to learn is learned selectively when it is interleaved with another (non-target) sequence. Three experiments used a serial reaction time task in which different spatial and color stimuli occurred alternately. Each of the two interleaved sequences had structural regularity. Participants in an intentional learning group were instructed to learn the target (spatial) sequence whereas those in an incidental learning group were not. In Experiments 1 and 2 spatial and color sequences were correlated. Results showed that the intentional group learned the spatial sequence better than the incidental group and learned it independently of the color sequence, whereas the incidental group learned the two sequences as a combined sequence. In Experiment 3 the sequences were uncorrelated. Results showed that the intentional group was no longer superior in learning the spatial sequence. Findings indicate that the intention to learn a target sequence enables selective learning of it only when it is correlated with a non-target sequence.

  8. Learning from Experiments in Optimization

    DEFF Research Database (Denmark)

    Winthereik, Brit Ross; Jensen, Casper Bruun

    2017-01-01

    This article examines attempts by professionals in the Danish branch of the environmental NGO NatureAid to optimize their practice by developing a local standard. Describing these efforts as an experiment in optimization, we outline a post-critical alternative to critiques that centre on the redu......This article examines attempts by professionals in the Danish branch of the environmental NGO NatureAid to optimize their practice by developing a local standard. Describing these efforts as an experiment in optimization, we outline a post-critical alternative to critiques that centre...... on the reductive effects of management and audit. The notion that reduction is inherently negative fails to recognize that achieving specific forms of reduction is often the reflexive aim of standardization. Rather than resisting monitoring and evaluation, the environmental consultants we study try to create...... a system capable of constraining their work in the right way. Focusing on this experiment in optimization allows us to redescribe audit as a varied set of practices and aspirations, embedded in standards that generate relative, forms of organizational transparency and opacity. This offers a view...

  9. Investigation of learning and experience curves

    Energy Technology Data Exchange (ETDEWEB)

    Krawiec, F.; Thornton, J.; Edesess, M.

    1980-04-01

    The applicability of learning and experience curves for predicting future costs of solar technologies is assessed, and the major test case is the production economics of heliostats. Alternative methods for estimating cost reductions in systems manufacture are discussed, and procedures for using learning and experience curves to predict costs are outlined. Because adequate production data often do not exist, production histories of analogous products/processes are analyzed and learning and aggregated cost curves for these surrogates estimated. If the surrogate learning curves apply, they can be used to estimate solar technology costs. The steps involved in generating these cost estimates are given. Second-generation glass-steel and inflated-bubble heliostat design concepts, developed by MDAC and GE, respectively, are described; a costing scenario for 25,000 units/yr is detailed; surrogates for cost analysis are chosen; learning and aggregate cost curves are estimated; and aggregate cost curves for the GE and MDAC designs are estimated. However, an approach that combines a neoclassical production function with a learning-by-doing hypothesis is needed to yield a cost relation compatible with the historical learning curve and the traditional cost function of economic theory.

  10. Incidental acquisition of foreign language vocabulary through brief multi-modal exposure.

    Science.gov (United States)

    Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J

    2013-01-01

    First language acquisition requires relatively little effort compared to foreign language acquisition and happens more naturally through informal learning. Informal exposure can also benefit foreign language learning, although evidence for this has been limited to speech perception and production. An important question is whether informal exposure to spoken foreign language also leads to vocabulary learning through the creation of form-meaning links. Here we tested the impact of exposure to foreign language words presented with pictures in an incidental learning phase on subsequent explicit foreign language learning. In the explicit learning phase, we asked adults to learn translation equivalents of foreign language words, some of which had appeared in the incidental learning phase. Results revealed rapid learning of the foreign language words in the incidental learning phase showing that informal exposure to multi-modal foreign language leads to foreign language vocabulary acquisition. The creation of form-meaning links during the incidental learning phase is discussed.

  11. First year clinical tutorials: students' learning experience.

    Science.gov (United States)

    Burgess, Annette; Oates, Kim; Goulston, Kerry; Mellis, Craig

    2014-01-01

    Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and breadth of the students' learning experience is dependent upon the attitude of the clinical teacher, the structure of the tutorial, and the understanding of tutorial and learning objectives. This theory provides a useful framework to conceptualize how students' experience within their clinical tutorials impacts their knowledge, thinking, and learning. The study was conducted with one cohort (n=301) of students who had completed year 1 of the medical program at Sydney Medical School in 2013. All students were asked to complete a three-part questionnaire regarding their perceptions of their clinical tutor's attributes, the consistency of the tutor, and the best features of the tutorials and need for improvement. Both quantitative and qualitative data were collected and analyzed using descriptive statistics. The response rate to the questionnaire was 88% (265/301). Students perceived that their tutors displayed good communication skills and enthusiasm, encouraged their learning, and were empathetic toward patients. Fifty-two percent of students reported having the same communications tutor for the entire year, and 28% reported having the same physical examination tutor for the entire year. Students would like increased patient contact, greater structure within their tutorials, and greater alignment of teaching with the curriculum. Situated cognition theory provides a valuable lens to view students' experience of learning within the clinical environment. Our findings demonstrate students' appreciation of clinical tutors as role models, the need for consistency in feedback, the importance of structure within tutorials, and the need for tutors to have an understanding of the curriculum and learning objectives for each

  12. First year clinical tutorials: students’ learning experience

    Science.gov (United States)

    Burgess, Annette; Oates, Kim; Goulston, Kerry; Mellis, Craig

    2014-01-01

    Background Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and breadth of the students’ learning experience is dependent upon the attitude of the clinical teacher, the structure of the tutorial, and the understanding of tutorial and learning objectives. This theory provides a useful framework to conceptualize how students’ experience within their clinical tutorials impacts their knowledge, thinking, and learning. Methods The study was conducted with one cohort (n=301) of students who had completed year 1 of the medical program at Sydney Medical School in 2013. All students were asked to complete a three-part questionnaire regarding their perceptions of their clinical tutor’s attributes, the consistency of the tutor, and the best features of the tutorials and need for improvement. Both quantitative and qualitative data were collected and analyzed using descriptive statistics. Results The response rate to the questionnaire was 88% (265/301). Students perceived that their tutors displayed good communication skills and enthusiasm, encouraged their learning, and were empathetic toward patients. Fifty-two percent of students reported having the same communications tutor for the entire year, and 28% reported having the same physical examination tutor for the entire year. Students would like increased patient contact, greater structure within their tutorials, and greater alignment of teaching with the curriculum. Conclusion Situated cognition theory provides a valuable lens to view students’ experience of learning within the clinical environment. Our findings demonstrate students’ appreciation of clinical tutors as role models, the need for consistency in feedback, the importance of structure within tutorials, and the need for tutors to have an understanding of the

  13. Lessons Learned from Decontamination Experiences

    Energy Technology Data Exchange (ETDEWEB)

    Sorensen, JH

    2000-11-16

    This interim report describes a DOE project currently underway to establish what is known about decontamination of buildings and people and the procedures and protocols used to determine when and how people or buildings are considered ''clean'' following decontamination. To fulfill this objective, the study systematically examined reported decontamination experiences to determine what procedures and protocols are currently employed for decontamination, the timeframe involved to initiate and complete the decontamination process, how the contaminants were identified, the problems encountered during the decontamination process, how response efforts of agencies were coordinated, and the perceived social psychological effects on people who were decontaminated or who participated in the decontamination process. Findings and recommendations from the study are intended to aid decision-making and to improve the basis for determining appropriate decontamination protocols for recovery planners and policy makers for responding to chemical and biological events.

  14. Lessons Learned from the Clark Lake Experience

    Science.gov (United States)

    Erickson, W. C.

    2005-12-01

    It is often said that one learns by one's mistakes. Based upon this criterion, I can claim to have extensive knowledge of low frequency radio astronomy. In this paper I'll describe my experiences in this field in the hope that this may help people avoid a few pitfalls in the design and construction of the LWA. I'll also expand upon the title to include some early experiences before I began work at Clark Lake.

  15. A Smart Material Interfaces Learning Experience

    NARCIS (Netherlands)

    Minuto, A.; Pittarello, Fabio; Nijholt, Antinus

    2015-01-01

    This paper describes a learning experience held with a class of primary school children who were introduced to a novel class of resources, named smart materials, and the interfaces built with them (Smart Material Interfaces). The pupils were guided along a multidisciplinary educational path in which

  16. Learning with the ATLAS Experiment at CERN

    Science.gov (United States)

    Barnett, R. M.; Johansson, K. E.; Kourkoumelis, C.; Long, L.; Pequenao, J.; Reimers, C.; Watkins, P.

    2012-01-01

    With the start of the LHC, the new particle collider at CERN, the ATLAS experiment is also providing high-energy particle collisions for educational purposes. Several education projects--education scenarios--have been developed and tested on students and teachers in several European countries within the Learning with ATLAS@CERN project. These…

  17. Educators' experiences of inclusive learning contexts: An ...

    African Journals Online (AJOL)

    Our purpose in the research was to explore the experiences of educators in ordinary schools regarding the challenges experienced in inclusive learning contexts and to identify the competencies they used to deal with some of these challenges. A qualitative research design was chosen, using a case study. The study was ...

  18. Teachers' Teaching Experience and Students' Learning Outcomes ...

    African Journals Online (AJOL)

    This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the ...

  19. Examining learning achievement and experiences of science ...

    African Journals Online (AJOL)

    Erna Kinsey

    Problem-based learning (PBL) is a facilitation strategy that has the potential to put learners at the centre of activity and to make them accountable for their ... thinking much more than information that was read or told. Several functions are .... one of the questions in an attitude questionnaire completed by experi- mental group ...

  20. Workplace Stress and the Student Learning Experience

    Science.gov (United States)

    Stevenson, Anne; Harper, Sarah

    2006-01-01

    Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

  1. Teachers' Teaching Experience and Students' Learning Outcomes ...

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... Teachers' Teaching Experience and Students' Learning Outcomes in. Secondary Schools in Ondo State, igeria. Adeyemi, T. O.. Department of Educational Foundations & Management,. University of Ado- Ekiti, P. M. B 5363, Ado- Ekiti, Nigeria. E-mail:toade1957@yahoo.com. Abstract. This article examined ...

  2. Teachers' Teaching Experience and Students' Learning Outcomes ...

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... E-mail:toade1957@yahoo.com. Abstract. This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior ...

  3. Supporting learning experiences beyond the school context

    NARCIS (Netherlands)

    Rusman, Ellen

    2015-01-01

    In this workshop you’ll become familiar with two examples of how technology can support learning experiences that go beyond, but still connect to, the school context. The first example, called Elena, is for primary schools. The second example, called weSPOT, is for secondary schools. The Elena

  4. Didactic Experiments Suggest Enhanced Learning Outcomes

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet

    2011-01-01

    and presenting material in the language studied, just as they were encouraged to systematically use evaluation processes to enhance learning outcomes. Eventually, increased grade point averages suggested that the experiment was successful. The article also mentions subsequent revisions to the original format...... and points the way for further research....

  5. What Is It that Entrepreneurs Learn from Experience?

    Science.gov (United States)

    Martin, Frank; Smith, Ronnie

    2010-01-01

    The issue of whether or not entrepreneurs really learn from experience has been one of the key themes of entrepreneurship research. If they do learn from experience, what do they learn? The importance of knowledge and learning to the performance of a business has been highlighted by many authors, who emphasize the role of life cycle, learning from…

  6. Incidental emotions influence risk preference and outcome evaluation.

    Science.gov (United States)

    Zhao, Ding; Gu, Ruolei; Tang, Ping; Yang, Qiwei; Luo, Yue-Jia

    2016-10-01

    Incidental emotions, which are irrelevant to the current decision, play a significant role in the decision-making process. In this study, to investigate the influence of incidental emotions on behavioral, psychological, and electrophysiological responses in the process of decision making, participants were required to perform a monetary gambling task. During the selection stage, an emotional picture, which was chosen from the Chinese Affective Picture System and fell into one of three categories: negative, neutral, and positive, was presented between two alternatives (small/large amount of bet). The pictures were provided to induce incidental emotions. ERPs and self-rating emotional experiences to outcome feedback were recorded during the task. Behavioral results showed that positive incidental emotions elicited risk preference, but emotional experiences to outcome feedback were not influenced by incidental emotions. The feedback-related negativity amplitudes were larger in the positive emotion condition than in the negative and neutral emotion conditions for small outcomes (including wins and losses), whereas there was no difference between the three conditions for large outcomes. In addition, the amplitudes of P3 were reduced overall in the negative emotion condition. We suggest that incidental emotions have modulated both the option assessment stage (manifested in behavioral choices) and the outcome evaluation stage (manifested in ERP amplitudes) of decision making unconsciously (indicated by unchanged subjective emotional experiences). The current findings have expanded our understanding of the role of incidental emotion in decision making. © 2016 Society for Psychophysiological Research.

  7. Experience Effect in E-Learning Research

    Science.gov (United States)

    Wu, Bing; Xu, WenXia; Ge, Jun

    This study is a productivity review on the literature gleaned from SSCI, SCIE databases concerning experience in E-Learning research. The result indicates that the number of literature productions on experience effect in ELearning research is still growing from 2005. The main research development country is Croatia, and from the analysis of the publication year, the number of papers is increasing to the peaking in 2010. And the main source title is British Journal of Educational Technology. In addition the subject area concentrated on Education & Educational Research. Moreover the research focuses on are mainly survey research and empirical research, in order to explore experience effect in E-Learning research. Also the limitations and future research of these research were discussed, so that the direction for further research work can be exploited

  8. Virtual experiences in business administration learning

    Directory of Open Access Journals (Sweden)

    Jesse Alves Amâncio

    2007-09-01

    Full Text Available In Business Administration, the question about contents’ specialization has arisen, which would difficult the construction of student’s global view and promote detachment between those contents and their application, compromising his professional performance. Considering Theory of Experiential Learning KOLB, 1984 which relates concrete experience and abstract conceptualization, the overcoming of those problems is searched by using a free simulation software that provides a virtual environment for those experiences – in this case, for business plan formulation including all organizational aspects. This paper reports one of those experiences and highlights as important innovations: the appreciation of contents’ integration; the student’s active and critical participation; and the teacher’s essential role as a facilitator of all the process. The incorporation of a new didactical/technological resource to enhance Business Administration Teaching and Learning Process stands out as a contribution of this work.

  9. Active learning machine learns to create new quantum experiments.

    Science.gov (United States)

    Melnikov, Alexey A; Poulsen Nautrup, Hendrik; Krenn, Mario; Dunjko, Vedran; Tiersch, Markus; Zeilinger, Anton; Briegel, Hans J

    2018-02-06

    How useful can machine learning be in a quantum laboratory? Here we raise the question of the potential of intelligent machines in the context of scientific research. A major motivation for the present work is the unknown reachability of various entanglement classes in quantum experiments. We investigate this question by using the projective simulation model, a physics-oriented approach to artificial intelligence. In our approach, the projective simulation system is challenged to design complex photonic quantum experiments that produce high-dimensional entangled multiphoton states, which are of high interest in modern quantum experiments. The artificial intelligence system learns to create a variety of entangled states and improves the efficiency of their realization. In the process, the system autonomously (re)discovers experimental techniques which are only now becoming standard in modern quantum optical experiments-a trait which was not explicitly demanded from the system but emerged through the process of learning. Such features highlight the possibility that machines could have a significantly more creative role in future research.

  10. First year clinical tutorials: students’ learning experience

    Directory of Open Access Journals (Sweden)

    Burgess A

    2014-11-01

    Full Text Available Annette Burgess,1 Kim Oates,2 Kerry Goulston,2 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and breadth of the students' learning experience is dependent upon the attitude of the clinical teacher, the structure of the tutorial, and the understanding of tutorial and learning objectives. This theory provides a useful framework to conceptualize how students' experience within their clinical tutorials impacts their knowledge, thinking, and learning. Methods: The study was conducted with one cohort (n=301 of students who had completed year 1 of the medical program at Sydney Medical School in 2013. All students were asked to complete a three-part questionnaire regarding their perceptions of their clinical tutor's attributes, the consistency of the tutor, and the best features of the tutorials and need for improvement. Both quantitative and qualitative data were collected and analyzed using descriptive statistics. Results: The response rate to the questionnaire was 88% (265/301. Students perceived that their tutors displayed good communication skills and enthusiasm, encouraged their learning, and were empathetic toward patients. Fifty-two percent of students reported having the same communications tutor for the entire year, and 28% reported having the same physical examination tutor for the entire year. Students would like increased patient contact, greater structure within their tutorials, and greater alignment of teaching with the curriculum. Conclusion: Situated cognition theory provides a valuable lens to view students' experience of learning within the

  11. Mandatory urban rainwater harvesting: learning from experience.

    Science.gov (United States)

    Gabe, Jeremy; Trowsdale, Sam; Mistry, Diveshkumar

    2012-01-01

    Rainwater harvesting is effectively mandated in several urban areas of New Zealand. To understand the costs and benefits of rainwater harvesting from an end-user perspective, semistructured interviews were conducted with 14 homeowners in northern Auckland affected by these regulations. Residents report differences in four aspects of urban rainwater infrastructure - security of supply, water quality, the learning process and financial costs - that could represent key values for public acceptance. When responses are examined from the perspective of experience that has built empirical knowledge, participants explained how their satisfaction with rainwater harvesting increased over time. We hypothesise that for those lacking experience, urban rainwater consumption is a function of empirical knowledge and has initially rising marginal utility. Regulation that recognises the costs of social learning is likely to be a more effective pathway towards maximising the social benefits associated with integrated urban water management.

  12. Implicit and Explicit Cognitive Processes in Incidental Vocabulary Acquisition

    Science.gov (United States)

    Ender, Andrea

    2016-01-01

    Studies on vocabulary acquisition in second language learning have revealed that a large amount of vocabulary is learned without an overt intention, in other words, incidentally. This article investigates the relevance of different lexical processing strategies for vocabulary acquisition when reading a text for comprehension among 24 advanced…

  13. Field Trips as Valuable Learning Experiences in Geography Courses

    Science.gov (United States)

    Krakowka, Amy Richmond

    2012-01-01

    Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb's (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb's experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to…

  14. Incidental malignant periocular tumors

    Directory of Open Access Journals (Sweden)

    Thabit Odat

    2016-04-01

    Full Text Available AIM: To study the incidence, epidemiology, and clinical characteristics of incidental malignant periocular tumors at the royal medical services hospitals of Jordan.METHODS: Retrospective medical charts of 327 patients with malignant periocular tumor diagnosis at Jordan military hospitals between 2004 and 2015 were reviewed. Study variables included age, gender, city where patient lived, the presenting complaint(not caused by or related to tumor, clinical and histological diagnosis, size of the tumor, location, and surgical procedure.RESULTS:A total of 327 charts reviewed, 46(14.1%patients were found to have incidental malignant periocular tumor. Males where affected more than females with a ratio of 2:1. The average age was 66.39±10.59(22-83y. The most common presenting symptom or disease was blurring of vision secondary to cataract(44%, followed by combined cataract and other associated complaints such as epiphora in 21.7%.Preliminary clinical diagnosis corresponded with histological diagnosis in 95.7% of skin cancer. The average size of the lesions was 1.04×0.85 mm2(0.2×0.2-3.0×3.0 mm2. There was no significant relationship between the maximum diameter of the tumor and age of the patient,(P=0.105. The most frequent location of tumors was the lower eyelid(30.4%followed by the medial canthus(26.1%. The follow up period ranged between 6mo and 3y(average 9.3mo.CONCLUSION: Incidental malignant periocular malignant tumors were relatively common in this study, which urges excision of any suspicious lesion particularly young patients. A prospective study is needed to investigate the reasons why some patients neglect these lesions.

  15. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  16. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation...

  17. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    . The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised......This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation...

  18. Experimenting `learn by doing' and `learn by failing'

    Science.gov (United States)

    Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

    2015-01-01

    According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based experiential learning overlook daily difficulties, which play a central role in manufacturing systems. To fill the need of a game overcoming such lack of vision, an innovative game direct in-field, named Kart Factory, has been developed. Actual production shifts are simulated, while keeping all the elements peculiar to a real production set (i.e. complexity, effort, safety). The working environment is a real pedal car assembly department, the products to be assembled have relevant size and weight (i.e. up to 35 kg approximately), and the provided tools are real production equipment (e.g. keys, screwdrivers, trans-pallets, etc.). Due to the need to maximise the impact on students, a labour-intensive process characterises the production department. The whole training process is based on three educational principles: Experience Value Principle, Error Value Principle, and Team Value Principle. As the 'learn by doing' and 'learn by failing' are favoured, the theory follows the practice, while crating the willingness to 'do' instead of just designing or planning. The gathered data prove the Kart Factory's effectiveness in reaching a good knowledge of lean concepts, notwithstanding the students' initial knowledge level.

  19. Effect of sensory experience on motor learning strategy.

    Science.gov (United States)

    Zhou, Shou-Han; Oetomo, Denny; Tan, Ying; Mareels, Iven; Burdet, Etienne

    2015-02-15

    It is well known that the central nervous system automatically reduces a mismatch in the visuomotor coordination. Can the underlying learning strategy be modified by environmental factors or a subject's learning experiences? To elucidate this matter, two groups of subjects learned to execute reaching arm movements in environments with task-irrelevant visual cues. However, one group had previous experience of learning these movements using task-relevant visual cues. The results demonstrate that the two groups used different learning strategies for the same visual environment and that the learning strategy was influenced by prior learning experience. Copyright © 2015 the American Physiological Society.

  20. Everyday life; Lived Experiences and Designed Learning

    DEFF Research Database (Denmark)

    Vestbo, Michelle; Helms, Niels Henrik; Dræbel, Tania Aase

    Everyday life; Lived Experiences and Designed Learning: Students knowledge cultures and epistemic trajectories in a range of professional bachelor educations Helms, N.H., Vestbo, M., Steenfeldt, V.O., Dræbel, T.A., Hansen, T.A.E., Storm, H., and Schmidt, L.S.K. (University College Zealand...... of participating in study life. Inspired by sociological phenomenological approach, the study uses participant observations, interviews and a workshop to explore the life-worlds of daily living of students who train to become professionals of social education or nutrition and health education. The study...... and epistemic machines. In this panel, we will unfold three subprojects representing different educational contexts and research approaches: Lived experiences of clinical training Vibeke Østergaard Steenfeldt Within the framework of life world phenomenology, this study examines nursing students’ lived...

  1. Learning maternity: the experiences of rural nurses.

    Science.gov (United States)

    MacKinnon, Karen

    2010-03-01

    Two research studies explored rural nurses' experience with the provision of maternity care in rural British Columbia, Canada. Frontline nurses, managers, and health-care providers were interviewed and their practices observed. One of the main challenges identified by rural nurses was ensuring that a knowledgeable/skilled maternity or perinatal nurse was always available at the local hospital. Learning how to provide safe and supportive maternity care is difficult for nurses working in small rural hospitals today due to declining birth rates, increased workloads, and a decrease in opportunities for mentoring. Decisions about the allocation of time off and resources for rural nurses' continuing professional education (CPE) were structured by discourses of personal responsibility for "continuing competence." These institutional work processes increase the burden on rural nurses, negatively affecting their opportunities for CPE and their experiences of providing maternity care, with implications for both patient safety and nurse retention.

  2. A Comparison between Experienced and Novice Teachers in Using Incidental Focus on Form Techniques in EFL Classrooms

    Directory of Open Access Journals (Sweden)

    Yassamin Pouriran

    2012-11-01

    Full Text Available This paper reports the findings of an empirical study that explored whether EFL teachers’ use of incidental focus-on-form techniques was influenced by their level of experience. Also, it investigated the distribution of incidental focus on form types at intermediate level and they were coded based on Lyster and Ranta (1997 and Panova and Lyster (2002 models. Incidental focus on form occurs spontaneously, without prior intention during meaning-focused activities and targets a variety of linguistic items. Here specific forms are not intentionally focused on, but are attended to spontaneously by teachers and other learners within meaning-driven contexts. Six teachers (three experienced and three novice participated in this study. The data was drawn from transcripts of oral corrective feedback moves of six intact classes which were audio and video-recorded totaling 9 hours. A descriptive design which employed qualitative and quantitative data collection procedure was adopted. The results revealed that experienced teachers used incidental focus on form techniques more frequently than novice teachers. This study supports the notion that integrative activities which can integrate a focus on form into L2 communicative activities can contribute to learning a foreign language in terms of both accuracy and fluency.

  3. Alpbach Summer School - a unique learning experience

    Science.gov (United States)

    Kern, K.; Aulinas, J.; Clifford, D.; Krejci, D.; Topham, R.

    2011-12-01

    The Alpbach Summer School is a ten-day program that provides a unique opportunity for young european science and engineering students, both undergraduate and graduate, to learn how to approach the entire design process of a space mission. The theme of the 2010 Summer School was "New Space Missions to Understand Climate Change", a current, challenging, very broad and complex topic. The program was established more than 35 years ago and is organised in two interrelated parts: a series of lectures held by renowned experts in the field (in the case of this specific year, climate change and space engineering experts) that provides a technical and scientific background for the workshops that follow, the core of the Summer School. For the workshops the students are split into four international, interdisciplinary teams of about 15 students. In 2010 every team had to complete a number of tasks, four in total: (1) identify climate change research gaps and design a space mission that has not yet been flown or proposed, (2) define the science objectives and requirements of the mission, (3) design a spacecraft that meets the mission requirements, which includes spacecraft design and construction, payload definition, orbit calculations, but also the satellite launch, operation and mission costs and (4) write up a short mission proposal and present the results to an expert review panel. Achieving these tasks in only a few days in a multicultural, interdisciplinary team represents a major challenge for all participants and provides an excellent practical learning experience. Over the course of the program, students do not just learn facts about climate change and space engineering, but scientists also learn from engineers and engineers from scientists. The participants have to deepen their knowledge in an often unfamiliar field, develop organisational and team-work skills and work under pressure. Moreover, teams are supported by team and roving tutors and get the opportunity to

  4. Entrepreneurship Education: Insights into Students’ Learning Experience

    Directory of Open Access Journals (Sweden)

    Kaarthiyainy Supramaniam

    2012-12-01

    Full Text Available Entrepreneurship education is emerging as an important field that it is timely to closely examine the learning experiences of individuals who are immersed in a formal curriculum to inculcate entrepreneurship. There is a lack of insights into how the teaching methods adopted in the top-down approach affect students’ learning experiences. This paper adopts a case study approach in investigating an event organised by undergraduates at a Malaysian public university as universities in the local context heed the call to produce more entrepreneurs to spur socio-economic activities. Observations and interviews with the student leader and two other students, and their lecturers revealed that while the top-down approach preferred by the university in engaging students to spur them to become entrepreneurs has its merits, the response at the ground level revealed challenges that they faced in participating in the entrepreneurial event. Findings of the study underscore the importance of narrowing the gap between pedagogical prescriptivism and learner readiness to become entrepreneurs.

  5. Learning experience in endodontics: Brazilian students' perceptions.

    Science.gov (United States)

    Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

    2013-05-01

    Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

  6. Practical Applications and Experiences in K-20 Blended Learning Environments

    Science.gov (United States)

    Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

    2014-01-01

    Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

  7. The ICCE Framework: Framing Learning Experiences Afforded by Games

    Science.gov (United States)

    Foster, Aroutis; Shah, Mamta

    2015-01-01

    There is a need for game-based learning frameworks that provide a lens for understanding learning experiences afforded in digital games. These frameworks should aim to facilitate game analyses, identification of learning opportunities, and support for learner experiences. This article uses the inquiry, communication, construction, and expression…

  8. Learning experiences of physiotherapy students during primary ...

    African Journals Online (AJOL)

    While the PHC learning environment was rich and authentic, learning opportunities need to be optimised to enable students to fully reach the outcomes for the placements. Learning opportunities need to be crafted to foster collaborative learning, interdisciplinary learning, community engagement and empowerment.

  9. The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary.

    Science.gov (United States)

    Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J

    2015-01-01

    This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition.

  10. Incidental mood state before dissonance induction affects attitude change.

    Directory of Open Access Journals (Sweden)

    Marie-Amélie Martinie

    Full Text Available The way that incidental affect impacts attitude change brought about by controlled processes has so far been examined when the incidental affective state is generated after dissonance state induction. We therefore investigated attitude change when the incidental mood occurs prior to dissonance state induction. We expected a negative mood to induce systematic processing, and a positive mood to induce heuristic processing. Given that both systematic processing and attitude change are cognitively costly, we expected participants who experienced the dissonance state in a negative mood to have insufficient resources to allocate to attitude change. In our experiment, after mood induction (negative, neutral or positive, participants were divided into low-dissonance and high-dissonance groups. They then wrote a counterattitudinal essay. Analysis of their attitudes towards the essay topic indicated that attitude change did not occur in the negative incidental mood condition. Moreover, written productivity-one indicator of cognitive resource allocation-varied according to the type of incidental mood, and only predicted attitude change in the high-dissonance group. Our results suggest that incidental mood before dissonance induction influences the style of information processing and, by so doing, affects the extent of attitude change.

  11. Incidental mood state before dissonance induction affects attitude change.

    Science.gov (United States)

    Martinie, Marie-Amélie; Almecija, Yves; Ros, Christine; Gil, Sandrine

    2017-01-01

    The way that incidental affect impacts attitude change brought about by controlled processes has so far been examined when the incidental affective state is generated after dissonance state induction. We therefore investigated attitude change when the incidental mood occurs prior to dissonance state induction. We expected a negative mood to induce systematic processing, and a positive mood to induce heuristic processing. Given that both systematic processing and attitude change are cognitively costly, we expected participants who experienced the dissonance state in a negative mood to have insufficient resources to allocate to attitude change. In our experiment, after mood induction (negative, neutral or positive), participants were divided into low-dissonance and high-dissonance groups. They then wrote a counterattitudinal essay. Analysis of their attitudes towards the essay topic indicated that attitude change did not occur in the negative incidental mood condition. Moreover, written productivity-one indicator of cognitive resource allocation-varied according to the type of incidental mood, and only predicted attitude change in the high-dissonance group. Our results suggest that incidental mood before dissonance induction influences the style of information processing and, by so doing, affects the extent of attitude change.

  12. Feedback of safety - related operational experience: Lessons learned

    International Nuclear Information System (INIS)

    Elias, D.

    1997-01-01

    The presentation considers the following aspects of feedback of safety-related operational experience: lessons learned program, objectives, personnel characteristics; three types of documents for transmitting lessons learned issues

  13. Professional development in sport psychology : relating learning experiences to learning outcomes

    NARCIS (Netherlands)

    Hutter, R. I. (Vana); Oldenhof-Veldman, Tanja; Pijpers, J. R. (Rob); Oudejans, Raôul R.D.

    2017-01-01

    To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences

  14. Everyday life; Lived Experiences and Designed Learning

    DEFF Research Database (Denmark)

    Vestbo, Michelle; Helms, Niels Henrik; Dræbel, Tania Aase

    Everyday life; Lived Experiences and Designed Learning: Students knowledge cultures and epistemic trajectories in a range of professional bachelor educations Helms, N.H., Vestbo, M., Steenfeldt, V.O., Dræbel, T.A., Hansen, T.A.E., Storm, H., and Schmidt, L.S.K. (University College Zealand...... of participating in study life. Inspired by sociological phenomenological approach, the study uses participant observations, interviews and a workshop to explore the life-worlds of daily living of students who train to become professionals of social education or nutrition and health education. The study...... contributes to knowledge about how students attempt to turn their everyday life into a study life and which interruptions of the common-sense of their everyday-life this creates. The study gives insight into how the students in order to make sense of the experienced interruptions seek to establish social...

  15. Concept formation knowledge and experience in unsupervised learning

    CERN Document Server

    Fisher, Douglas H; Langley, Pat

    1991-01-01

    Concept Formation: Knowledge and Experience in Unsupervised Learning presents the interdisciplinary interaction between machine learning and cognitive psychology on unsupervised incremental methods. This book focuses on measures of similarity, strategies for robust incremental learning, and the psychological consistency of various approaches.Organized into three parts encompassing 15 chapters, this book begins with an overview of inductive concept learning in machine learning and psychology, with emphasis on issues that distinguish concept formation from more prevalent supervised methods and f

  16. Enhanced Experience Replay for Deep Reinforcement Learning

    Science.gov (United States)

    2015-11-01

    Reinforcement Learning Machine- learning algorithms can be broadly divided into “ supervised ” and “ unsupervised ” algorithms. Supervised algorithms rely on...other hand, unsupervised learning algorithms are more data-centric—usually trying to automatically find patterns or natural groupings in the data...Reinforcement learning is a particular unsupervised learning method that attempts to develop an optimal action policy by taking actions and observing

  17. Chain Experiment competition inspires learning of physics

    Science.gov (United States)

    Dziob, Daniel; Górska, Urszula; Kołodziej, Tomasz

    2017-05-01

    The Chain Experiment is an annual competition which originated in Slovenia in 2005 and later expanded to Poland in 2013. For the purpose of the event, each participating team designs and builds a contraption that transports a small steel ball from one end to the other. At the same time the constructed machine needs to use a number of interesting phenomena and physics laws. In the competition’s finale, all contraptions are connected to each other to form a long chain transporting steel balls. In brief, they are all evaluated for qualities such as: creativity and advance in theoretical background, as well as the reliability of the constructed machine to work without human help. In this article, we present the contraptions developed by students taking part in the competition in order to demonstrate the advance in theoretical basis together with creativity in design and outstanding engineering skills of its participants. Furthermore, we situate the Chain Experiment in the context of other group competitions, at the same time demonstrating that—besides activating numerous group work skills—it also improves the ability to think critically and present one’s knowledge to a broader audience. We discussed it in the context of problem based learning, gamification and collaborative testing.

  18. Teaching and Learning Science for Transformative, Aesthetic Experience

    Science.gov (United States)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-11-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

  19. Active Learning in Online Courses: An Examination of Students’ Learning Experience

    OpenAIRE

    Alex Koohang; Terry Smith; Johnathan Yerby; Kevin Floyd

    2012-01-01

    This study examines students’ perception toward their learning experience in an e-learning environment where active learning through regular and routine graded discussion activities/assignments is expected. Attention was given to the variables of age; gender; increased experience with online courses; and increased proficiency with the course management system. Gender was found to be a significant factor with regard to students’ perception toward their learning experience in online courses. Di...

  20. Alternative Learning Experiences: A Handbook for Contract Learning.

    Science.gov (United States)

    Deiro, Judy

    This workbook was designed to aid students at Whatcom Community College in writing learning contracts for independent study. The workbook first explains the purpose of the contract, which specifies what is to be learned, how the learning will take place, and the methods of evaluation to be used. Procedures, guidelines, and illustrations are then…

  1. Motivating students through positive learning experiences

    DEFF Research Database (Denmark)

    Lykke, Marianne; Coto Chotto, Mayela; Jantzen, Christian

    2015-01-01

    Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students’ emotional responses to and engagement in different learning designs. By comparing students’ reports on the experiential qualities...... of three different learning designs, their respective influence on students’ motivation for learning is discussed with the purpose of exploring the relationship between positive emotions, engagement and intrinsic motivation for learning. Our study thus aims at evaluating the motivational elements...... in the three learning designs. This experimental, controlled comparison study was conducted in an introductory computer programming course. The three learning designs were: 1. A classical teacher-lead course; 2. A problem based learning (PBL) course; and 3. A PBL course combined with the use of LEGO Mindstorms...

  2. Are Online Learners Frustrated with Collaborative Learning Experiences?

    Science.gov (United States)

    Capdeferro, Neus; Romero, Margarida

    2012-01-01

    Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners…

  3. Participation in Informal Science Learning Experiences: The Rich Get Richer?

    Science.gov (United States)

    DeWitt, Jennifer; Archer, Louise

    2017-01-01

    Informal science learning (ISL) experiences have been found to provide valuable opportunities to engage with and learn about science and, as such, form a key part of the STEM learning ecosystem. However, concerns remain around issues of equity and access. The Enterprising Science study builds upon previous research in this area and uses the…

  4. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

    In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

  5. Online Graduate Students' Perceptions of Best Learning Experiences

    Science.gov (United States)

    Holzweiss, Peggy C.; Joyner, Sheila A.; Fuller, Matthew B.; Henderson, Susan; Young, Robert

    2014-01-01

    The purpose of this study is to examine the perceptions of online master's students regarding their best learning experiences. The authors surveyed 86 graduate students concerning what helped them learn in the online environment. Results indicate that although graduate students learned using the same technological tools as undergraduates, they…

  6. Early clinical experience: do students learn what we expect?

    NARCIS (Netherlands)

    Helmich, E.; Bolhuis, S.; Laan, R.F.J.M.; Koopmans, R.T.C.M.

    2011-01-01

    CONTEXT: Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes.

  7. Early clinical experience : do students learn what we expect?

    NARCIS (Netherlands)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    CONTEXT Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes.

  8. Improving Learning Experiences through Gamification: A Case Study

    Science.gov (United States)

    Geelan, Benjamin; de Salas, Kristy; Lewis, Ian; King, Carolyn; Edwards, Dale; O'Mara, Aidan

    2015-01-01

    Gamified learning systems are becoming increasingly common within educational institutions, however there is a lack of understanding on the elements of gamification that influence, either positively or negatively, the learning experiences of students using these systems. This study examines an existing gamified learning tool implemented within an…

  9. Difficult contrasts: an analysis of phonemic distinctions in the English of young Norwegian learners seen against the backdrop of incidental foreign language learning

    Directory of Open Access Journals (Sweden)

    Kåre Nitter Rugesæter

    2014-09-01

    Full Text Available Norwegian children in the 21st century are quite massively exposed to English as an L2, primarily through subtitled television programmes, films and various computer-based activities. The article investigates to what extent this passive exposure influences their basic phonological competence in the L2 by analyzing their ability to actively distinguish between certain phoneme pairs in English which are considered difficult for Norwegian learners, mainly due to interference from the phonemic system in their L1. The data material was collected through 136 recordings of 11-16 year old pupils in ten Norwegian state schools. By comparing the results to similar studies made in Norway 20-35 years ago, at a time when young people's exposure to English was considerably more limited, the article discusses the effects of incidental foreign language acquisition on young people's L2 competence. The discussion is also placed in the light of recent, international research in this field. By critically investigating some of the findings of that research, the article furthermore attempts at problematizing the concept of L2 acquisition by focusing on the distinction between active and passive language competence. The findings indicate that basic L2 phonological competence is in no way automatically enhanced by passive exposure to the language. The article points to the necessity of structured teaching programmes to counterweight the complexity and variations in the L2 input that young people encounter in their media based exposure to the L2.

  10. Undergraduate engineering students' experiences of interdisciplinary learning: a phenomenographic perspective

    Science.gov (United States)

    Hsu, Ming-Chien

    Engineers are expected to work with people with different disciplinary knowledge to solve real-world problems that are inherently complex, which is one of the reasons that interdisciplinary learning has become a common pedagogical practice in engineering education. However, empirical evidence on the impact of interdisciplinary learning on undergraduates is lacking. Regardless of the differences in the scope of methods used to assess interdisciplinary learning, frameworks of interdisciplinary learning are imperative for developing attainable outcomes as well as interpreting assessment data. Existing models of interdisciplinary learning have been either conceptual or based on research faculty members' experiences rather than empirical data. The study addressed the gap by exploring the different ways that undergraduate engineering students experience interdisciplinary learning. A phenomenographic methodological framework was used to guide the design, data collection, and data analysis of the study. Twenty-two undergraduate engineering students with various interdisciplinary learning experiences were interviewed using semi-structured protocols. They concretely described their experiences and reflected meaning associated with those experiences. Analysis of the data revealed eight qualitatively different ways that students experience interdisciplinary learning, which include: interdisciplinary learning as (A) no awareness of differences, (B) control and assertion, (C) coping with differences, (D) navigating creative differences, (E) learning from differences, (F) bridging differences, (G) expanding intellectual boundaries, and (H) commitment to holistic perspectives. Categories D through H represent a hierarchical structure of increasingly comprehensive way of experiencing interdisciplinary learning. Further analysis uncovered two themes that varied throughout the categories: (i) engagement with differences and (ii) purpose and integration. Students whose experiences lie

  11. e-Learning Continuance Intention: Moderating Effects of User e-Learning Experience

    Science.gov (United States)

    Lin, Kan-Min

    2011-01-01

    This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The…

  12. Personalization and Contextualization of Learning Experiences based on Semantics

    Directory of Open Access Journals (Sweden)

    Nicola Capuano

    2014-04-01

    Full Text Available Context-aware e-learning is an educational model that foresees the selection of learning resources to make the e-learning content more relevant and suitable for the learner in his/her situation. The purpose of this paper is to demonstrate that an ontological approach can be used to define leaning contexts and to allow contextualizing learning experiences finding out relevant topics for each context. To do that, we defined a context model able to formally describe a learning context, an ontology-based model enabling the representation of a teaching domain (including context information and a methodology to generate personalized and context-aware learning experiences starting from them. Based on these theoretical components we improved an existing system for personalized e-learning with contextualisation features and experimented it with real users in two University courses. The results obtained from this experimentation have been compared with those achieved by similar systems.

  13. Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

    Science.gov (United States)

    Santos, Marc Ericson C.; Chen, Angie; Taketomi, Takafumi; Yamamoto, Goshiro; Miyazaki, Jun; Kato, Hirokazu

    2014-01-01

    Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore…

  14. Learning from Change: Issues and Experiences in Participatory ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation. Book cover Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation. Directeur(s) : Marisol Estrella, Jutta Blauert, Dindo Campilan, John Gaventa, Julian Gonsalves, Irene Guijt, Deb Johnson, and ...

  15. The Experience of Deep Learning by Accounting Students

    Science.gov (United States)

    Turner, Martin; Baskerville, Rachel

    2013-01-01

    This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how…

  16. Identifying Student Types in a Gamified Learning Experience

    Science.gov (United States)

    Barata, Gabriel; Gama, Sandra; Jorge, Joaquim; Gonçalves, Daniel

    2014-01-01

    Gamification of education is a recent trend, and early experiments showed promising results. Students seem not only to perform better, but also to participate more and to feel more engaged with gamified learning. However, little is known regarding how different students are affected by gamification and how their learning experience may vary. In…

  17. Murder They Wrote. A Cross-Curricular Cooperative Learning Experience.

    Science.gov (United States)

    Gaither, Linda

    This document contains a cross-curricular cooperative learning experience that is designed to give high school students career and technical educational experiences in the areas of forensic sciences and criminalistics by doing the forensic work to "solve" a fictitious murder. The activities included in the cooperative learning experience…

  18. The Design, Experience and Practice of Networked Learning

    DEFF Research Database (Denmark)

    . The Design, Experience and Practice of Networked Learning will prove indispensable reading for researchers, teachers, consultants, and instructional designers in higher and continuing education; for those involved in staff and educational development, and for those studying post graduate qualifications...... in learning and teaching. This, the second volume in the Springer Book Series on Researching Networked Learning, is based on a selection of papers presented at the 2012 Networked Learning Conference held in Maastricht, The Netherlands....

  19. Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

    OpenAIRE

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  20. An Experiment on How Adult Students Can Learn by Designing Engaging Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    worth investigating as a motivational learning strategy. As meaning can be constructed through the manipulation of materials, which facilitates reflection and new ways of thinking, the use of learning games in education is taken one step further into the building of learning games in collaborative......This article presents and discusses the first iteration of a design-based research experiment focusing on how to create a motivating gamified learning design, one that facilitates a deep learning process for adult students making their own learning games. Using games for learning has attracted...... attention from many teachers as well as researchers because of their promise to motivate students and provide them with deep learning experiences. Part of the young adult target group in our current case has motivational issues in the formal learning environment, and the use of learning games is therefore...

  1. Teachers' experiences of teaching in a blended learning environment.

    Science.gov (United States)

    Jokinen, Pirkko; Mikkonen, Irma

    2013-11-01

    This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

  2. Learning design thinking online : studying students' learning experience in shared virtual reality

    OpenAIRE

    Lau, Kung Wong

    2010-01-01

    Learning Design Thinking Online: Studying Students' Learning Experience in Shared Virtual Reality My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1...

  3. Experiences with E-learning in Ophthalmology

    OpenAIRE

    Bandhu, Seema Dutt; Raje, Swati

    2014-01-01

    Introduction: E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. Materials and Methods: E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthal...

  4. Early clinical experience: do students learn what we expect?

    Science.gov (United States)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    2011-07-01

    Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students (n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects

  5. Learning in Early Childhood: Experiences, Relationships and "Learning to Be"

    Science.gov (United States)

    Tayler, Collette

    2015-01-01

    Learning in the earliest stage of life--the infancy, toddlerhood and preschool period--is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience…

  6. Experiences with E-learning in Ophthalmology

    Directory of Open Access Journals (Sweden)

    Seema Dutt Bandhu

    2014-01-01

    Full Text Available Introduction: E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. Materials and Methods: E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthalmology. The topics were converted to web friendly format and used for teaching and evaluating. Feedback was taken from the students on completion of the term on their attitudes towards e-learning and their views on the scope of e-learning in medical education. Results: All the students agreed on the usefulness of e-learning in medical education. Eleven students (27.5% found the medium of e-learning to be interesting, 15 (37.5% considered it to be easy and accessible, 10 (25% found it to be fast and easy, 4 (10% considered it to be a medium which can give updated information. Twenty-three (57.5% students considered that e-learning should be a medium of instruction in all the subjects, 15 (37.5% students considered its usefulness in clinical subjects only. Twenty-eight students (70% desired that e-learning should be used to provide important notes, questions, MCQs on all topics. Conclusions: E-learning is well accepted as a medium of instruction by medical students.

  7. Experiences with E-learning in Ophthalmology.

    Science.gov (United States)

    Bandhu, Seema Dutt; Raje, Swati

    2014-07-01

    E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthalmology. The topics were converted to web friendly format and used for teaching and evaluating. Feedback was taken from the students on completion of the term on their attitudes towards e-learning and their views on the scope of e-learning in medical education. All the students agreed on the usefulness of e-learning in medical education. Eleven students (27.5%) found the medium of e-learning to be interesting, 15 (37.5%) considered it to be easy and accessible, 10 (25%) found it to be fast and easy, 4 (10%) considered it to be a medium which can give updated information. Twenty-three (57.5%) students considered that e-learning should be a medium of instruction in all the subjects, 15 (37.5%) students considered its usefulness in clinical subjects only. Twenty-eight students (70%) desired that e-learning should be used to provide important notes, questions, MCQs on all topics. E-learning is well accepted as a medium of instruction by medical students.

  8. Learning from experience in the context of work

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    ENGLISH SUMMARY My aim for this PhD study is to provide a deeper understanding of how to initiate and maintain learning from experience in the context of work. The development from an industrial-based economy to an information-based economy has increased the demand for employees to learn...... continuously, especially in fast-moving industries like high tech. This PhD study is placed in the research fields of organizational learning and organizational knowledge and explores organizational learning from a learning perspective. It looks into the development of an educational design for learning from...... experience in the context of work. The educational design is called Proactive Review (PR) and includes two opposite directions simultaneously, proactive, which entails looking ahead and review, which entails reflecting on the past. The subjects for learning in a PR may be any group of employees that have...

  9. Examining learning achievement and experiences of science ...

    African Journals Online (AJOL)

    Problem-based learning (PBL) is a facilitation strategy that has the potential to put learners at the centre of activity and to make them accountable for their own learning. However, the assumption is often made, during attempts to utilise PBL, that learners will acquire less information than learners who have been taught ...

  10. The Effectiveness of the Gesture-Based Learning System (GBLS and Its Impact on Learning Experience

    Directory of Open Access Journals (Sweden)

    Moamer Ali Shakroum

    2016-06-01

    Full Text Available Several studies and experiments have been conducted in recent years to examine the value and the advantage of using the Gesture-Based Learning System (GBLS.The investigation of the influence of the GBLS mode on the learning outcomes is still scarce. Most previous studies did not address more than one category of learning outcomes (cognitive, affective outcomes, etc. at the same time when used to understand the impact of GBLS. Moreover, none of these studies considered the difference in students’ characteristics such as learning styles and spatial abilities. Therefore, a comprehensive empirical research on the impact of the GBLS mode on learning outcomes is needed. The purpose of this paper is to fill in the gap and to investigate the effectiveness of the GBLS mode on learning using Technology Mediated Learning (TML models. This study revealed that the GBLS mode has greater positive impact on students’ learning outcomes (cognitive and affective outcomes when compared with other two learning modes that are classified as Computer Simulation Software Learning (CSSL mode and conventional learning mode. In addition, this study also found that the GBLS mode is capable of serving all students with different learning styles and spatial ability levels. The results of this study revealed that the GBLS mode outperformed the existing learning methods by providing a unique learning experience that considers the differences between students. The results have also shown that the Kinect user interface can create an interactive and an enjoyable learning experience.

  11. 25 CFR 700.199 - Incidental expenses.

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 2 2010-04-01 2010-04-01 false Incidental expenses. 700.199 Section 700.199 Indians THE... Expenses § 700.199 Incidental expenses. (a) Eligible costs. Subject to the limitations in paragraphs (b) and (c) of this section, the incidental expenses to be paid are those actually incurred by the...

  12. Teachers' professional learning goals in relation to teaching experience

    OpenAIRE

    Louws, Monika L.; van Veen, Klaas; Meirink, Jacobiene A.; van Driel, Jan H.

    2017-01-01

    In this study, we explored the relationships between teachers' self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers' professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience and subjects were interviewed. The results show different learning goals, related to communication and organisation, curriculum and instruction, in...

  13. Students' perceptions of a blended learning experience in dental education.

    Science.gov (United States)

    Varthis, S; Anderson, O R

    2018-02-01

    "Flipped" instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. The purpose of this study was to document dental students' perceptions of flipped-based blended learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated learning and social constructivism as a theoretical framework when blended learning is incorporated in dental curricula. Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the learning experience. Students reported positive perceptions of the blended learning, and the ICND analysis of their responses before and after the learning experience provided insights into their social (group-based) cognition about the learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. The students positively received blended learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the learning experience based on the pre- and post-Likert survey data. Self-regulated learning and social constructivism

  14. Mental models and learning from experience in nuclear power plants

    International Nuclear Information System (INIS)

    Carroll, J.S.

    1992-01-01

    This paper proposes that the improvement of plant functioning and the enhancement of safe performance depend greatly on the ability to interpret experience from within and outside the plant: Plants are learning organizations. The management of risk thus involves learning to identify and reduce entry into precursor situations and to recover rapidly from deficiencies. Various learning mechanisms exist that analyze plant incidents and disseminate this information inside plants, across plants, and worldwide, including, for example, various Institute of Nuclear Power Operations and International Atomic Energy Agency programs. Underlying these learning processes are plant employees' own understanding and interpretation of operational experience

  15. Experimenting on how to create a sustainable gamified learning design that supports adult students when learning through designing learning games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    digital learning games (small games) in cross‐disciplinary subject matters. The experiment has focused on creating a game‐based learning design that enables the students to implement the learning goals into their games, and on making the game design process motivating and engaging. Another focus...... of the study has been to create a sustainable learning design that supports the learning game design process and gives teachers the ability to evaluate whether the students have been successful in learning their subject matter through this learning game design process. The findings are that this initial......This paper presents and discusses the first iteration of a design‐based research experiment focusing on how to create an overall gamified learning design (big Game) facilitating the learning process for adult students by letting them be their own learning designers through designing their own...

  16. Learners' experiences of learning support in selected Western Cape schools

    Directory of Open Access Journals (Sweden)

    Olaniyi Bojuwoye

    2014-01-01

    Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

  17. IMS Learning Design: defining collaborative & multi-role learning experiences

    NARCIS (Netherlands)

    Tattersall, Colin

    2004-01-01

    This presentation was during the eLearning Results summit in Sestri Levante in May 2004. After introducing the central concepts of IMS LD, a worked example is taken to illustrate various aspects of the specifiction.

  18. Towards Wide Learning: Experiments in Healthcare

    OpenAIRE

    Banerjee, Snehasis; Chattopadhyay, Tanushyam; Biswas, Swagata; Banerjee, Rohan; Choudhury, Anirban Dutta; Pal, Arpan; Garain, Utpal

    2016-01-01

    In this paper, a Wide Learning architecture is proposed that attempts to automate the feature engineering portion of the machine learning (ML) pipeline. Feature engineering is widely considered as the most time consuming and expert knowledge demanding portion of any ML task. The proposed feature recommendation approach is tested on 3 healthcare datasets: a) PhysioNet Challenge 2016 dataset of phonocardiogram (PCG) signals, b) MIMIC II blood pressure classification dataset of photoplethysmogra...

  19. Study Abroad: Enhanced Learning Experience in Cultural Diversity

    Science.gov (United States)

    Jaoko, Japheth

    2010-01-01

    This paper examines how a study abroad experiential learning course in diversity provided a cultural immersion experience for a group of social work students from a small private university in central Kentucky. The students participated in a three-week international education experience in Kenya and reported this experience helped them become more…

  20. Enhancing the blended learning experience of Calculus I students

    Directory of Open Access Journals (Sweden)

    A. Al-Ghassani

    2015-08-01

    Full Text Available Blended Learning showed in the last two decades to be one of the effective ways in education and training. We illustrate our initiative experience with blended learning in the course Calculus I. The main goals we want to achieve are improving students understanding of the course concepts, increasing the level of uniformity in this multi-sections course and enhancing students blended learning experience online and offline. Consequently, this affects positively students' academic performance. We describe and discuss the results that we achieved and the challenges we encountered in view of the initiative aims and goals. The blended learning delivery methods were through Learning Management System (LMS as the online medium and through new offline activities inside and outside the classroom. The LMS we used is Moodle. We designed the resources and activities to cater for the learners different needs. The offline activities were chosen and designed to strengthen the weakness in students study skills based in our experience.

  1. Learning during Tourism: The Experience of Learning from the Tourist's Perspective

    Science.gov (United States)

    Van Winkle, Christine M.; Lagay, Katya

    2012-01-01

    The purpose of the research described in the paper was to explore the learning experience that occurs during leisure tourism from the tourist's perspective. Learning throughout the lifespan occurs in diverse contexts and travel presents a unique learning environment enabling both unplanned and planned opportunities. The Husserlian phenomenology…

  2. Are positive learning experiences levers for lifelong learning among low educated workers?van kennistekorten?

    NARCIS (Netherlands)

    Sanders, J.M.A.F.; Damen, M.A.W.; Dam, K. van

    2015-01-01

    Purpose Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach

  3. Making a Case for E - learning: Experiences in E-learning at ...

    African Journals Online (AJOL)

    It also established that e- learning can provide a horde of educational opportunities ranging from creating exciting and meaningful learning experiences for students to reinforcing understanding, increasing student interaction and engagement, stimulating self directed learning, to providing resources and supportive ...

  4. The Role of Repeated Exposure to Multimodal Input in Incidental Acquisition of Foreign Language Vocabulary.

    Science.gov (United States)

    Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J

    2014-12-01

    Prior research has reported incidental vocabulary acquisition with complete beginners in a foreign language (FL), within 8 exposures to auditory and written FL word forms presented with a picture depicting their meaning. However, important questions remain about whether acquisition occurs with fewer exposures to FL words in a multimodal situation and whether there is a repeated exposure effect. Here we report a study where the number of exposures to FL words in an incidental learning phase varied between 2, 4, 6, and 8 exposures. Following the incidental learning phase, participants completed an explicit learning task where they learned to recognize written translation equivalents of auditory FL word forms, half of which had occurred in the incidental learning phase. The results showed that participants performed better on the words they had previously been exposed to, and that this incidental learning effect occurred from as little as 2 exposures to the multimodal stimuli. In addition, repeated exposure to the stimuli was found to have a larger impact on learning during the first few exposures and decrease thereafter, suggesting that the effects of repeated exposure on vocabulary acquisition are not necessarily constant.

  5. The incidental binding of color and shape is insensitive to the perceptual load

    Directory of Open Access Journals (Sweden)

    Hugo Cezar Palhares Ferreira

    2016-01-01

    Full Text Available Abstract The binding of information in visual short-term memory may occur incidentally when irrelevant information for the task at hand is stored together with relevant information. We investigated the process of the incidental conjunction of color and shape (Exp1 and its potential association with the selection of relevant information to the memory task (Exp2. The results in Exp1 show that color and shape are incidentally and asymmetrically conjugated: color interferes with the recognition of shape; however, shape does not interfere with the recognition of color. In Exp2, we investigated whether an increase in perceptual load would eliminate the processing of irrelevant information. The results of this experiment show that even with a high perceptual load, the incidental conjunction is not affected, and color remains to interfere with shape recognition, suggesting that the incidental conjunction is an automatic process.

  6. Evoked prior learning experience and approach to learning as predictors of academic achievement.

    Science.gov (United States)

    Trigwell, Keith; Ashwin, Paul; Millan, Elena S

    2013-09-01

    In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. To investigate how students' evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self-efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. A 77-item questionnaire was used to gather students' self-report of their evoked prior experience (self-efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi-variable (structural equation modelling) methods. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi-variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self-efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was

  7. Exploring nursing students’ experience of peer learning in clinical practice

    Science.gov (United States)

    Ravanipour, Maryam; Bahreini, Masoud; Ravanipour, Masoumeh

    2015-01-01

    Background: Peer learning is an educational process wherein someone of the same age or level of experience level interacts with other students interested in the same topic. There is limited evidence specifically focusing on the practical use of peer learning in Iran. The aim of this study was to explore nursing students’ experiences of peer learning in clinical practice. Materials and Methods: A qualitative content analysis was conducted. Focus groups were used to find the students’ experiences about peerlearning. Twenty-eight baccalaureate nursing students at Bushehr University of Medical Sciences were selected purposively, and were arranged in four groups of seven students each. The focus group interviews were conducted using a semi-structured interview schedule. All interviews were tape-recorded, transcribed verbatim, and analyzed using conventional content analysis method. Results: The analysis identified four themes: Paradoxical dualism, peer exploitation, first learning efficacy, and socialization practice. Gained advantages and perceived disadvantages created paradoxical dualism, and peer exploitation resulted from peer selection and peer training. Conclusion: Nursing students reported general satisfaction concerning peer learning due to much more in-depth learning with little stress than conventional learning methods. Peer learning is a useful method for nursing students for practicing educational leadership and learning the clinical skills before they get a job. PMID:26097860

  8. Exploring nursing students' experience of peer learning in clinical practice.

    Science.gov (United States)

    Ravanipour, Maryam; Bahreini, Masoud; Ravanipour, Masoumeh

    2015-01-01

    Peer learning is an educational process wherein someone of the same age or level of experience level interacts with other students interested in the same topic. There is limited evidence specifically focusing on the practical use of peer learning in Iran. The aim of this study was to explore nursing students' experiences of peer learning in clinical practice. A qualitative content analysis was conducted. Focus groups were used to find the students' experiences about peerlearning. Twenty-eight baccalaureate nursing students at Bushehr University of Medical Sciences were selected purposively, and were arranged in four groups of seven students each. The focus group interviews were conducted using a semi-structured interview schedule. All interviews were tape-recorded, transcribed verbatim, and analyzed using conventional content analysis method. The analysis identified four themes: Paradoxical dualism, peer exploitation, first learning efficacy, and socialization practice. Gained advantages and perceived disadvantages created paradoxical dualism, and peer exploitation resulted from peer selection and peer training. Nursing students reported general satisfaction concerning peer learning due to much more in-depth learning with little stress than conventional learning methods. Peer learning is a useful method for nursing students for practicing educational leadership and learning the clinical skills before they get a job.

  9. Information Literacy (IL) learning experiences: A literature review ...

    African Journals Online (AJOL)

    This paper is a review of extant literature on information literacy. The study reports literature on IL learning experiences in institutions across the globe. It also discusses the spectrum of literacy to give information literacy a context. Furthermore, the paper presents an overview of IL learning initiatives in academic ...

  10. The "Tutorless" Design Studio: A Radical Experiment in Blended Learning

    Science.gov (United States)

    Hill, Glen Andrew

    2017-01-01

    This paper describes a pedagogical experiment in which a suite of novel blended learning strategies was used to replace the traditional role of design tutors in a first year architectural design studio. The pedagogical objectives, blended learning strategies and outcomes of the course are detailed. While the quality of the student design work…

  11. Optimising the Blended Learning Environment: The Arab Open University Experience

    Science.gov (United States)

    Hamdi, Tahrir; Abu Qudais, Mohammed

    2018-01-01

    This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face…

  12. Learning English: Experiences and Needs of Saudi Engineering Students

    Science.gov (United States)

    Unruh, Susan; Obeidat, Fayiz

    2015-01-01

    In this qualitative study, Saudi engineering students talk openly of their experiences learning English in the Kingdom of Saudi Arabia (KSA) and as university students in the United States (US). These students reported that they learned only the basics of vocabulary and grammar in KSA. Consequently, they came to the US with few English skills. In…

  13. Experiences of Chinese international students learning English at ...

    African Journals Online (AJOL)

    This article aims to provide insight into the experiences of Chinese international students in some South African tertiary institutions. The study investigates their successes and failures in endeavouring to learn English and the culture shock and 'learning shock' they endure when registering to study in an African country with ...

  14. Proactive Review – Improve Business Results by Learning from Experience

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2018-01-01

    and implemented in over 40 countries. This article explores how employees who solve a task together can learn from the experience and share this learning with relevant colleagues to improve work practices, services, and/or products. This article describes the format of Proactive Reviews, suggestions for starting...

  15. Experiences of Practice-Based Learning in Phenomenographic Perspective

    Science.gov (United States)

    Rovio-Johansson, Airi

    2018-01-01

    Purpose: The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach: The paper introduces the cooperation project between Tibro Training…

  16. The Complex Experience of Learning to Do Research

    Science.gov (United States)

    Emo, Kenneth; Emo, Wendy; Kimn, Jung-Han; Gent, Stephen

    2015-01-01

    This article examines how student learning is a product of the experiential interaction between person and environment. We draw from the theoretical perspective of complexity to shed light on the emergent, adaptive, and unpredictable nature of students' learning experiences. To understand the relationship between the environment and the student…

  17. Understanding Students' Experiences of Well-Being in Learning Environments

    Science.gov (United States)

    Stanton, Alisa; Zandvliet, David; Dhaliwal, Rosie; Black, Tara

    2016-01-01

    With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and…

  18. Student teachers' experiences of a learning programme based on ...

    African Journals Online (AJOL)

    The aim of this article is to explore student teachers' experiences of the content dimension of the essential features of technology and Technology Education in an OBE related learning programme. To achieve this, a learning programme was developed using criteria derived from these essential features. In gauging ...

  19. Sport students' perception of their learning experience: Amazing ...

    African Journals Online (AJOL)

    This study investigated the perceived learning experience regarding academic content-specific outcomes and learning of life skills as identified by sport curriculum students competing in an on-campus Ama-zing Race activity. The study was qualitative in nature and involved the participation of 99 undergraduate sport ...

  20. Higher Education Learning Experiences among Vietnamese Immigrant Women in Taiwan

    Science.gov (United States)

    Wu, Ya-Ling; Wu, Hsing-Chen

    2015-01-01

    Based on a sociocultural approach to adult learning and poststructural feminist theories, this study draws on interviews with 11 married Vietnamese women to explore the higher education learning experiences of Vietnamese immigrant women in Taiwan. On the basis of their husbands' permission and support, Vietnamese immigrant women embraced the…

  1. Student objectives and learning experiences in a global health elective.

    Science.gov (United States)

    Holmes, David; Zayas, Luis E; Koyfman, Alex

    2012-10-01

    International health electives offer unique experiences for medical students to develop clinical skills and cultural competencies in unique and diverse environments. Medical students have been increasingly pursuing these learning opportunities despite the challenges. However, their goals in pursuing these opportunities and the relation between their learning objectives and actual experiences have not been studied adequately. It is important to assess these programs based on student objectives and whether those objectives are met. Thirty-seven medical students from five cohorts at a US medical school completed pre-post questionnaires regarding their global health elective objectives and learning experiences. The questionnaires included mostly open-ended questions and a Likert-scale rating of their overall experience. Qualitative thematic analysis involved inductive coding and followed a content-driven immersion-crystallization approach. Quantitative program evaluation measures yielded descriptive statistics. Five general objectives and four types of learning experiences were identified. Student objectives were: (1) to observe the practice and organization of health care in another country; (2) improve medical/surgical skills; (3) improve language skills; (4) learn about another culture; and (5) deepen knowledge of infectious diseases. All of their objectives were achieved. Moreover, one learning theme, "self-reflection and personal growth," was not a student objective. Quantitative assessment showed that most students had a favorable elective experience. Program challenges were also identified. Students in a global health elective were able to fulfill self-identified learning objectives, while also gaining other unexpected yet important lessons. Students' learning objectives also should be considered in evaluating learning experiences in international health electives.

  2. Subtitles and language learning principles, strategies and practical experiences

    CERN Document Server

    Mariotti, Cristina; Caimi, Annamaria

    2014-01-01

    The articles collected in this publication combine diachronic and synchronic research with the description of updated teaching experiences showing the educational role of subtitled audiovisuals in various foreign language learning settings.

  3. Critical Thinking in Students' Service-Learning Experiences.

    Science.gov (United States)

    Sedlak, Carol A.; Doheny, Margaret O.; Anaya, Ella; Panthofer, Nancy

    2003-01-01

    Sought to describe the growth of 94 nursing students' critical thinking through service-learning experiences. Results revealed two major themes: development of both professional and community perspectives. (EV)

  4. Active Learning in Online Courses: An Examination of Students’ Learning Experience

    Directory of Open Access Journals (Sweden)

    Kevin Floyd

    2012-01-01

    Full Text Available This study examines students’ perception toward their learning experience inan e-learning environment where active learning through regular and routinegraded discussion activities/assignments is expected. Attention was given tothe variables of age; gender; increased experience with online courses; andincreased proficiency with the course management system. Gender was foundto be a significant factor with regard to students’ perception toward theirlearning experience in online courses. Discussion is carried out based on theresults of the study. The discussion then shifts to a focus upon strengtheningactive learning in online courses and common ways in which active learningcan be used effectively in online courses. Conclusions and recommendationsfor future research complete the paper.

  5. What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-01-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…

  6. Experimenting "Learn by Doing" and "Learn by Failing"

    Science.gov (United States)

    Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

    2015-01-01

    According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based…

  7. Building Corpus-Informed Word Lists for L2 Vocabulary Learning in Nine Languages

    Science.gov (United States)

    Charalabopoulou, Frieda; Gavrilidou, Maria; Kokkinakis, Sofie Johansson; Volodina, Elena

    2012-01-01

    Lexical competence constitutes a crucial aspect in L2 learning, since building a rich repository of words is considered indispensable for successful communication. CALL practitioners have experimented with various kinds of computer-mediated glosses to facilitate L2 vocabulary building in the context of incidental vocabulary learning. Intentional…

  8. MOOC Learning Experience Design: Issues and Challenges

    Science.gov (United States)

    Fournier, Hélène; Kop, Rita

    2015-01-01

    This paper will present current work on various frameworks that are aimed at guiding the research, development, and evaluation efforts around Massive Open Online Courses (MOOCs). Initiatives and activities, including current work by the National Research Council (NRC) in the context of Learning and Performance Support Systems and MOOCs, will be…

  9. Relationship between student preparedness, learning experiences ...

    African Journals Online (AJOL)

    Background. One of the more discernible needs that challenges universities is addressing the level of preparedness of students entering the higher education environment. Students expect to participate in active learning, while at the same time adopting a certain level of agency to successfully pass through higher ...

  10. University Academics' Experiences of Learning through Mentoring

    Science.gov (United States)

    Ambler, Trudy; Harvey, Marina; Cahir, Jayde

    2016-01-01

    The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one…

  11. Experiment in Collaborative Learning Network for Enhanced ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Since 1961, CUSO has sent approximately 11 000 Canadians abroad to work at the local level on various development issues. CUSO is now in the process of merging with Voluntary Services Overseas (VSO) Canada, and is seeking to validate the importance of knowledge sharing and collaborative learning in ...

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

    Science.gov (United States)

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

    2017-04-01

    Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. Copyright © 2016 Cognitive Science Society, Inc.

  13. Nursing student voices: reflections on an international service learning experience.

    Science.gov (United States)

    Main, E Eve; Garrett-Wright, Dawn; Kerby, Molly

    2013-01-01

    For the past decade participation in service and experiential learning in higher education has increased. The purpose of this study was to explore the lived experience of BSN and MSN students participating in a multidisciplinary service-learning course in a rural, underserved village in Belize. Researchers analyzed student journals utilizing qualitative data analysis techniques. There were eight consistent themes found in the student journals. The findings indicate that international service learning opportunities increase students' awareness of their place in a global society and the potential contribution they can make in society. For the past decade, service and experiential learning in higher education, including nursing education, has become increasingly important. Simply put, service and experiential learning combine community service activities with a student's academic study for the sole purpose of enriching the academic experience. As faculty, we feel the goal of baccalaureate and graduate nursing education is to produce an educated professional who will become a responsible citizen.

  14. Challenging clinical learning environments: experiences of undergraduate nursing students.

    Science.gov (United States)

    O'Mara, Linda; McDonald, Jane; Gillespie, Mary; Brown, Helen; Miles, Lynn

    2014-03-01

    Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed. Copyright © 2013 Elsevier Ltd. All rights reserved.

  15. Teachers' professional learning goals in relation to teaching experience

    NARCIS (Netherlands)

    Louws, Monika L.; van Veen, Klaas; Meirink, Jacobiene A.; van Driel, Jan H.

    2017-01-01

    In this study, we explored the relationships between teachers' self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers' professional development years of teaching experience are hardly taken into account.

  16. Teachers’ professional learning goals in relation to teaching experience

    NARCIS (Netherlands)

    Louws, Monika L.; van Veen, Klaas; Meirink, Jacobiene A.; van Driel, Jan H.

    2017-01-01

    In this study, we explored the relationships between teachers’ self-articulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers’ professional development years of teaching experience are hardly taken into account.

  17. Appraisal Systems in L2 vs. L3 Learning Experiences

    Science.gov (United States)

    Gabrys-Barker, Danuta

    2011-01-01

    This article offers a comment on the ways multilingual language users perceive their L2 and L3 learning experiences at the level of appraisals, that is, variables that "assign value to current stimuli based on past experience". In the theoretical part of the article the concept of appraisals is introduced and briefly outlined from the different…

  18. A small experiment in online learning | Ryan | South African Journal ...

    African Journals Online (AJOL)

    What constitutes successful practice for supervision of postgraduate students at an Open and Distance learning institution? In this article I describe a limited experiment in online teaching using a group of postgraduate students at the University of South Africa (Unisa). While the experiment has obvious limitations including ...

  19. Experiments as Liminal Learning Spaces in Leadership Development

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Meier, Frank; Tangkjær, Christian

    In this paper we address the question of what professional practitioner students learn from experiments in leadership development programs. Drawing from our own design and teaching in a leadership programme, we explore how certain models and frameworks become threshold concepts for students’ lear...... practical implications for using threshold concepts in designing experiments in leadership development education for professional practitioners.......In this paper we address the question of what professional practitioner students learn from experiments in leadership development programs. Drawing from our own design and teaching in a leadership programme, we explore how certain models and frameworks become threshold concepts for students...

  20. Management of intracranial incidental findings on brain MRI; Management intrakranieller Zufallsbefunde in der MRT-Bildgebung

    Energy Technology Data Exchange (ETDEWEB)

    Langner, S.; Buelow, R.; Kirsch, M. [University Medicine Greifswald (Germany). Inst. for Diagnostic Radiology and Neuroradiology; Fleck, S. [University Medicine Greifswald (Germany). Dept. of Neurosurgery; Angermaier, A. [University Medicine Greifswald (Germany). Dept. of Neurology

    2016-12-15

    The wider use of MRI for imaging of the head in both research and clinical practice has led to an increasing number of intracranial incidental findings. Most of these findings have no immediate medical consequences. Nevertheless, knowledge of common intracranial incidental findings and their clinical relevance is necessary to adequately discuss the findings with the patient. Based on the author's experiences from a large population-based study, the most common incidental MR findings in the brain will be presented, discussing their clinical relevance and giving recommendations for management according to the current literature and guidelines.

  1. Norwegian Nurses’ Experiences with Blended Learning: An Evaluation Study

    Directory of Open Access Journals (Sweden)

    Edda Johansen

    2012-11-01

    Full Text Available An increasing number of nurses undertake continuing education via information and communication technologies. Development of best practice, based on students’ own experiences, is vital in order to create the most effective learning environment. This paper describes the challenges to and facilitators of learning for a group of Norwegian nurses enrolled in a postgraduate course in wound management delivered by blended learning, which combines face-to-face and online components. Data was gathered through a focus group interview and inductive content analysis was used to identify themes emerging from the data. A number of both personal and academic facilitators, and challenges impacted on these adult learners. Technical and academic problems combined with a lack of time created a steep learning curve for these adult students. Valuable feedback, IT support at home and an increased competence eventually gave them a foundation for lifelong learning. Blended learning is an important way to offer postgraduate courses to give adults access to continuing educational programmes independent of geographical location. Both academic and personal challenges and facilitators should be taken into account when educators design blended learning courses in order to facilitate an effective learning environment for adults through the best blend of face-to-face and online learning.

  2. Promoting Academic Socialization through Service Learning Experiences

    Science.gov (United States)

    Behar-Horenstein, Linda S.; Isaac, Nadine; Southwell, Charisse N.; Hudson-Vassell, Michael E.; Niu, Lian; Pratto, Melissa; Roberts, Kellie W.; Wingfield, Robert J.; Wolfgang, Jeff D.; Zafar, Mueen A.

    2016-01-01

    This study explores the narratives of eight students who served as journal reviewers on a non-course-related service activity. The aim of this study was to develop an understanding of their experiences. The review board was multi-disciplinary in composition; the majority of its student and faculty members were from communities historically…

  3. "Earthquake!"--A Cooperative Learning Experience.

    Science.gov (United States)

    Hodder, A. Peter W.

    2001-01-01

    Presents an exercise designed as a team building experience for managers that can be used to demonstrate to science students the potential benefit of group decision-making. Involves the ranking of options for surviving a large earthquake. Yields quantitative measures of individual student knowledge and how well the groups function. (Author/YDS)

  4. Embryology teaching – improving the learning experience

    Directory of Open Access Journals (Sweden)

    Math NV

    2018-04-01

    Full Text Available Nikhil V Math, Michael Y MahgereftehFaculty of Medicine, Imperial College London, South Kensington Campus, London, UKWe read with great interest the article by Kazzazi and Bartlett1 regarding embryology teaching methods. While we commend their efforts regarding the condensing of teaching for medical students, we have highlighted the aspects which may be worth considering. The delivery of lectures including case studies is welcomed. Research has shown that not only student satisfaction but also knowledge gained is superior using an integrated teaching approach.2 While a wholly integrated approach also involves exposure to patients and problem-based learning,3 starting by integrating information in the classroom is a cornerstone to success.View the original paper by Kazzazi and Bartlett. 

  5. 78 FR 33357 - Takes of Marine Mammals Incidental to Specified Activities; Taking Marine Mammals Incidental to...

    Science.gov (United States)

    2013-06-04

    ... confidence in these values is unknown. Table 3--Marine Mammal Density Estimates Density Species (animals/km\\2... unintentional taking of marine animals occurring incidental to the shock testing which involved large explosives... Marine Mammals Incidental to Specified Activities; Taking Marine Mammals Incidental to Conducting...

  6. Improving the Learning Experience by Harnessing Digital Technology

    Directory of Open Access Journals (Sweden)

    Panagiota Koulouvari R.

    2012-02-01

    Full Text Available The paper will explore how a social media based E-learning 2.0 solution for formal learning (social IS can be implemented, focusing on the technology acceptance process. The paper aims to increase the knowledge on how the acceptance regarding social media based E-learning 2.0 information systems for formal learning can be increased and how the acceptance affects the social learning experience. To achieve this, the paper relies on both a qualitative and quantitative approach and is primarily inductive. The paper concludes that the acceptance cannot be seen as a linear process, as is common practice. Instead, one should see the process of acceptance as interlinked with the experience and external variables in a continuous process that can either ‘spiral’ upwards or downwards. Furthermore, the paper identifies the problem of innovation resistance. The paper then analyzes information gathered from industry experts, practitioners and a live case to find how one can improve acceptance and thereby the social learning experience. Once these variables have been identified the paper presents strategic advice. The paper ends by a discussion of the results, both regarding the impact and contrast to previous research as well as highlighting areas for further research

  7. Case study on perspicacity of collaborative learning experiences

    Science.gov (United States)

    Abdullah, Fadzidah; Majid, Noor Hanita Abdul; Numen, Ibrahim; Kesuma Azmin, Aida; Abd. Rahim, Zaiton; Denan, Zuraini; Emin Sisman, Muhammet

    2017-12-01

    In the attempt to relate to the architectural practice, architectural education today has augmented the development of collaborative learning environment in the campus scenario. Presently, collaborative work among students from the same program and university is considered common. Hence, attempts of collaboration is extended into having learning and teaching collaboration by means of inter-universities. The School of Architecture, at the International Islamic University Malaysia (IIUM) has explored into having collaboration across the continent with Fatih Sultan Mehmet Waqf University (FSMWU), among faculty members and students of the two (2) universities This paper explicates the empirical study on students’ perspicacity of their collaborative learning experiences; in term of effectiveness, generative behaviour, and teamwork. Survey with three (3) open-ended questions are distributed to students to express their opinions on learning collaboration that they have had during the execution of the Joint Summer School Program (JSSP). Feedback on their perspicacity is obtained and organised into numerical and understandable data display, using qualitative data processing software. Albeit the relevancy of collaborative learning, students gave both positive and negative feedbacks on their experiences. Suggestions are given to enhance the quality of collaborative learning experience for future development

  8. What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-08-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

  9. New tools for scientific learning in the EduSeis project: the e-learning experiment

    Directory of Open Access Journals (Sweden)

    A. Zollo

    2007-06-01

    Full Text Available The Educational Seismological Project (EduSeis is a scientific and educational project, the main aim of which is the development and implementation of new teaching methodologies in Earth Sciences, using seismology as a vehicle for scientific learning and awareness of earthquake risk. Within this framework, we have recently been experimenting with new learning and information approaches that are mainly aimed at a high school audience. In particular, we have designed, implemented and tested a model of an e-learning environment in a high school located in the surroundings of the Mt. Vesuvius volcano. The proposed e-learning model is built on the EduSeis concepts and educational materials (web-oriented, and is based on computer-supported collaborative learning. Ten teachers from different disciplines and fifty students at the I.T.I.S. “Majorana” technical high school (Naples have been taking part in a cooperative e-learning experiment in which the students have been working in small groups (communities. The learning process is assisted and supervised by the teachers. The evaluation of the results from this cooperative e-learning experiment has provided useful insights into the content and didactic value of the EduSeis modules and activities. The use of network utilities and the “Learning Community” approach promoted the exchange of ideas and expertises between students and teachers and allowed a new approach to the seismology teaching through a multidisciplinary study.

  10. Calibration Lessons Learned from Hyperion Experience

    Science.gov (United States)

    Casement, S.; Ho, K.; Sandor-Leahy, S.; Biggar, S.; Czapla-Myers, J.; McCorkel, J.; Thome, K.

    2009-12-01

    The use of hyperspectral imagers to provide climate-quality data sets, such as those expected from the solar reflective sensor on the Climate Absolute Radiance and Refractivity Observatory (CLARREO), requires stringent radiometric calibration requirements. These stringent requirements have been nearly met with broadband radiometers such as CERES, but high resolution spectrometers pose additional challenges. A review of the calibration processes for past space-based HSIs provide guidance on the calibration processes that will be needed for future sensors. In November 2000, the Earth Observer-1 (EO-1) platform was launched onboard a Boeing Delta II launch vehicle. The primary purpose of the EO-1 mission was to provide a technological testbed for spaceborne components. The platform has three sensors onboard, of which, the hyperspectral imager (HSI) Hyperion, is discussed here. The Hyperion sensor at the time had no comparable sensor in earth orbit, being the first grating-based, hyperspectral, civilian sensor in earth orbit. Ground and on-orbit calibration procedures including all cross-calibration activities have achieved an estimated instrument absolute radiometric error of 2.9% in the Visible channel (0.4 - 1.0 microns) and 3.4% in the shortwave infrared (SWIR, 0.9 - 2.5 microns) channel (EO-1/Hyperion Early Orbit Checkout Report Part II On-Orbit Performance Verification and Calibration). This paper describes the key components of the Hyperion calibration process that are applicable to future HSI missions. The pre-launch methods relied on then newly-developed, detector-based methods. Subsequent vicarious methods including cross-calibration with other sensors and the reflectance-based method showed significant differences from the prelaunch calibration. Such a difference demonstrated the importance of the vicarious methods as well as pointing to areas for improvement in the prelaunch methods. We also identify areas where lessons learned from Hyperion regarding

  11. Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

    Science.gov (United States)

    Balakrishnan, Vimala

    2014-01-01

    The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

  12. Foreign language learning experience, foreign language learning motivation and European multilingualism

    OpenAIRE

    Schröder, Konrad

    1991-01-01

    Foreign language learning experience, foreign language learning motivation and European multilingualism : an Irish approach with reference to findings in the Netherlands and the United Kingdom / Fionnuala Kennedy ; Konrad Schröder. - In: Fremdsprachen im europäischen Haus / hrsg. von Konrad Schröder. - Frankfurt am Main : Diesterweg, 1992. - S. 434-452. - (Die neueren Sprachen ; 91/4-5)

  13. Students' Learning Outcomes and Learning Experiences through Playing a Serious Educational Game

    Science.gov (United States)

    Cheng, Meng-Tzu; Annetta, Len

    2012-01-01

    This study attempted to examine students' learning outcomes and their learning experiences through playing a Serious Educational Game. A mixed-method research design was employed collecting both quantitative and qualitative data. A total of 98 middle-school students ranging from sixth to eighth grades participated through paper-and-pencil…

  14. Learning by Experience in a Standardized Testing Culture: Investigation of a Middle School Experiential Learning Program

    Science.gov (United States)

    Scogin, Stephen C.; Kruger, Christopher J.; Jekkals, Regan E.; Steinfeldt, Chelsea

    2017-01-01

    Standardized testing pressure sometimes discourages schools from broadly implementing experiential learning opportunities. However, some K-12 schools are challenging the trend with greater commitment to learning by experience. STREAM (science, technology, reading, engineering, arts, mathematics) school is a project-based program providing students…

  15. Content, Affective, and Behavioral Challenges to Learning: Students' Experiences Learning Statistics

    Science.gov (United States)

    McGrath, April L.

    2014-01-01

    This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty…

  16. eWorkbooks for Mathematics: Mapping the Independent Learning Experiences of Elementary Students with Learning Disabilities

    Science.gov (United States)

    Kaczorowski, Tara; Raimondi, Sharon

    2014-01-01

    In this paper, we describe a small case study exploring how four elementary students with mathematics learning disabilities utilized mobile technology (the eWorkbook) during core math instruction in a general education setting. The lead author designed the eWorkbook intervention to provide a flexible learning experience optimized for diverse…

  17. The integrated project as a learning experience

    Directory of Open Access Journals (Sweden)

    Maria Angeles Antequera

    2012-03-01

    Full Text Available Florida is a higher education centre specialising in technical and business training. Postgraduate programs, university qualifications, vocational training, secondary education, further education, occupational training and languages are taught at Florida. An educational model in accordance with the demands of the European Higher Education Area has been designed, focussing on teaching for professional competencies. We have chosen to use a methodology which promotes the development of skills and abilities, it promotes participation and it is student-centric as s/he must look for knowledge him/herself thus connecting the educational and the real world. In the different university degrees taught in our centre, each year the student carries out a project set in a real context which integrates specific competencies from the course subject and develops transversal competencies associated with the project which are the purpose of planning and progressive learning: team work, effective communication, conflict resolution, leadership skills, innovation and creativity. The IP counts for 25% of each course in terms of objectives, scheduling and final evaluation. The project grade is an individual grade for each student and is the same for all subjects which form part of the project.

  18. Student designed experiments to learn fluids

    Science.gov (United States)

    Stern, Catalina

    2013-11-01

    Lasers and high speed cameras are a wonderful tool to visualize the very complex behavior of fluids, and to help students grasp concepts like turbulence, surface tension and vorticity. In this work we present experiments done by physics students in their senior year at the School of Science of the National University of Mexico as a final project in the continuum mechanics course. Every semester, the students make an oral presentation of their work and videos and images are kept in the web page ``Pasión por los Fluidos''. I acknowledge support from the Physics Department of Facultad de Ciencias, Universidad Nacional Autónoma de México.

  19. Emotionalized learning experiences: Tapping into the affective domain.

    Science.gov (United States)

    Green, Zane Asher; Batool, Sadia

    2017-06-01

    The experimental study was undertaken to examine the effect of emotionalized learning experiences on the academic achievement of students at Preston University. The major objectives of the study were to identify the effect of teaching methods on students' academic achievement and to evaluate the relationship between affective learning conditions and students' academic achievement. Based on four intact semesters, the population of the study comprised 140 students from the Bachelors of Business Administration Program. The whole population was considered as the sample. The control group (28 students) was taught through the interactive lecture method, whereas, the experimental group 1 (35 students), experimental group 2 (46 students) and experimental group 3 (31 students) were taught through the activity method, reflective learning method and cooperative learning method respectively. Results indicated a significant difference between the pretest and posttest scores obtained in the achievement test as a result of the effect of teaching methods used for offering the emotionalized learning experiences. There was also a significant relationship between affective leaning conditions and students' academic achievement. Furthermore, it was found that students' academic achievement in the affective domain was highest with regard to workshops 1, 2 and 3. It was concluded that the emotionalized learning experiences offered to the students via the four teaching methods helped students in enhancing their knowledge, changing their attitudes and developing their skills with regard to living a happy, healthy and meaningful life. However, the reflective learning method proved to be the most suitable followed by the interactive lecture method, the cooperative learning method and the activity method. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Autosomal Dominant Polycystic Kidney Disease, incidental finding ...

    African Journals Online (AJOL)

    Introduction: Pre-existing renal lesions predispose kidneys to effects of otherwise insignificant blunt trauma, and may uncommonly present as an incidental finding in the workup of a suspected renal injury. Observation: This is a case report of a 28-year-old male diagnosed incidentally with Autosomal Dominant Polycystic ...

  1. Experience in Design and Learning Approaches – Enhancing the Framework for Experience

    Directory of Open Access Journals (Sweden)

    Merja L.M. Bauters

    2017-06-01

    Full Text Available In design and learning studies, an increasing amount of attention has been paid to experience. Many design approaches relate experience to embodiment and phenomenology. The growth in the number of applications that use the Internet of Things (IoT has shifted human interactions from mobile devices and computers to tangible, material things. In education, the pressure to learn and update skills and knowledge, especially in work environments, has underlined the challenge of understanding how workers learn from reflection while working. These directions have been fuelled by research findings in the neurosciences, embodied cognition, the extended phenomenological–cognitive system and the role of emotions in decision-making and meaning making. The perspective on experience in different disciplines varies, and the aim is often to categorise experience. These approaches provide a worthwhile view of the importance of experience in learning and design, such as the recent emphasis on conceptual and epistemological knowledge creation. In pragmatism, experience plays a considerable role in research, art, communication and reflection. Therefore, I rely on Peirce’s communicative theory of signs and Dewey’s philosophy of experience to examine how experience is connected to reflection and therefore how it is necessarily tangible.

  2. Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods

    Directory of Open Access Journals (Sweden)

    Jannicke Madeleine Baalsrud Hauge

    2015-02-01

    Full Text Available The challenge of delivering personalized learning experiences is often increased by the size of classrooms and online learning communities. Serious Games (SGs are increasingly recognized for their potential to improve education. However, the issues related to their development and their level of effectiveness can be seriously affected when brought too rapidly into growing online learning communities. Deeper insights into how the students are playing is needed to deliver a comprehensive and intelligent learning framework that facilitates better understanding of learners' knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper discusses current SOTA and aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model (ecosystem and architecture discussed in this paper aims to highlight the key considerations that may advance the current state of learning analytics, adaptive learning and SGs, by leveraging SGs as an suitable medium for gathering data and performing adaptations.

  3. Learning by experience on the example of mathematic pendulum

    Science.gov (United States)

    Horváth, Peter

    2017-01-01

    The very suitable topic for independent student activities is the investigation of factors influencing an oscillation period of the mathematic pendulum. The article describes the experience from particular lessons. Students themselves were discovering new facts. They learned about the physics practice of acquiring new knowledge. The knowledge quality and retention was compared between the experimental classes and classes with a traditional instruction one year after the experiment.

  4. Exploring reflective learning during the extended consumption of life experiences

    OpenAIRE

    Bosangit, Carmela; Demangeot, Catherine

    2016-01-01

    Purpose\\ud \\ud This study explores the potential for personal transformation resulting from reflective learning that occurs during the extended consumption of life experiences. Extended consumption refers to activities that consist in re-experiencing a life experience, for instance sharing stories/photographs or blogging.\\ud \\ud Methodology\\ud \\ud Using a directed qualitative content analysis, Hubbs and Brand's (2010) framework is applied to analyze the content of 19 travel blogs and develop ...

  5. Student experiences in undergraduate anatomy: An exploration of inquiry learning as an authentic experience

    Science.gov (United States)

    Anstey, Lauren M.

    Anatomy education is challenged to develop contemporary approaches to teaching and learning that move beyond factual recall to elicit from students meaningful and deep understandings of the discipline. Inquiry-based learning is one such pedagogy that involves students' active and increasingly independent investigation of questions and problems that are of interest to them. Because inquiry-based learning aims to encourage learners to draw upon wider contexts for learning and emphasizes the development of skills that extend beyond the confines of the classroom, there is a potential that students' experiences are authentic in nature. This study sought to explore undergraduate students' experiences of an Inquiry Project for learning anatomy. The project's aims were twofold. First, to document, describe, and explain the essence of students' experiences of engagement throughout the Inquiry Project, and second, to explore students' experiences as potentially reflective of authentic learning. A hermeneutic phenomenology and case study methodology was used to explore students' experiences of an Inquiry Project within a second-year undergraduate anatomy course at a mid-sized university in Ontario, Canada. Students (18) and facilitators (3) were observed during group work sessions and inquiry presentations, curricular documents and students' work were analyzed, and interviews were conducted. Data analysis sought to describe students' experiences and as a result, common meaningful themes of groups' and students' engagement were characterized. These results were then further analyzed through a theoretical framework of authentic learning, informed mainly by the Theory of Authentic Learning. While confirmatory and novel connections between factors were found to reflect Authentic Learning, five qualities of Authentic Inquiry Learning emerged from analysis of the data to represent how students' learning was neither solely authentic nor inquiry-based, but a hybrid of the two

  6. Developing meaningful learning experiences in palliative care nursing education.

    Science.gov (United States)

    Brajtman, Susan; Higuchi, Kathryn; Murray, Mary Ann

    2009-07-01

    To help nurses develop effective clinical decision-making skills, it is essential that palliative care education includes opportunities for undergraduate and practicing nurses to develop cognitive skills in addressing real-life clinical problems. This article describes the learning experiences within an elective nursing course designed to strengthen the clinical decision-making skills of students in the context of palliative care and interprofessional practice. A description of the course context, major learning assignment and evaluation rubic, and reflections on the learning process in terms of clinical decision-making and interprofessional practice provides an example of how meaningful learning opportunities can be used to prepare nurses for the challenges they will face as collaborative team members in their palliative clinical practice.

  7. How to explore learning as an occupational experience

    DEFF Research Database (Denmark)

    Lunn, Tine Bieber Kirkegaard; Sørensen, Marie-Louise; Østergaard, Amanda

    Recent years has proven strong intentions towards an occupation-based curriculum. Educating “specialists in doing” (2 p.95) sets the intention of making occupation the core assumption of occupational therapy, both in practice and in the curriculum. A gap has occurred between the means of teaching...... occupation as a theoretical concept, and learning and mastering occupation as a competence. We learn from doing, sharing the doing and developing skills through doing (1). How do we design the curriculum so that the students can embody the power and meaning of occupation? By rethinking curriculum we designed...... “Exploratorium of occupation”. A learning space to explore and do occupation. Students reflect and work on challenges, feelings, motivation, adaptation and adjustments to seek the potential of their chosen occupation. Experience is shared and participants will participate in exploring learning about occupation....

  8. The experience of learning Emotionally Focused Couples Therapy.

    Science.gov (United States)

    Sandberg, Jonathan G; Knestel, Andrea

    2011-10-01

    This study examined the process of learning Emotionally Focused Couples Therapy (EFT) as reported by 122 EFT therapists and therapists-in-training. Participants completed an online questionnaire assessing their experiences of learning EFT, with particular emphasis on EFT theory, alliance, interventions, perceived impact on clients, and impact on self. Findings suggest that therapists are drawn to the attachment-based model of EFT, appreciate the EFT framework and structure, that clients endorse the usefulness of the model and that learning the model has contributed to personal healing and improved relationships for the trainees. Results also show that the transition to EFT from another model can be taxing and requires time, support, and additional supervision/training to increase comfort level and competency with EFT. Nevertheless, results also highlight that learning EFT can be a rewarding and worthwhile endeavor. © 2011 American Association for Marriage and Family Therapy.

  9. Two approaches, one course: an experience in experiential learning.

    Science.gov (United States)

    Lien, Ashlee D; Hakim, Sharon M

    2013-01-01

    In universities where experiential learning is not the norm, introducing this style of learning into undergraduate courses can be an intimidating process for both instructors and students. Instructors are often unsure of how to manage student experiences in the community, while a significant number of students react with skepticism toward this new type of course, as well as concern about their instructor's changing expectations for their performance. The following is a reflection of our first 2 years of teaching undergraduate courses from a distinctly experiential learning approach. Qualitative data is used to highlight the parallel learning processes that occurred over the semester, for students as well as for us as instructors. Our biggest challenges are explored in detail, and advice to instructors contemplating adapting an experiential approach to their own courses is presented.

  10. Vaccination learning experiences of nursing students: a grounded theory study

    Directory of Open Access Journals (Sweden)

    Eshagh Ildarabadi

    2015-06-01

    Full Text Available Purpose: This study aimed to explore the experiences of nursing students being trained to perform vaccinations. Methods: The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin’s method of grounded theory. Results: A core category of experiential learning was identified, and the following eight subcategories were extracted: students’ enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students’ responsibility for learning, providing services, and learning outcomes. Conclusion: The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

  11. Providing Health Care Service-learning Experiences for IPPE Credit

    Directory of Open Access Journals (Sweden)

    Kassandra M. Bartelme

    2011-01-01

    Full Text Available Service-learning (SL provides an opportunity for students to learn personal and professional skills while providing a useful service to the community. Many pharmacy education programs use SL within their curriculum because of the benefits to the community, the faculty, the learning institution and the student(s. While SL has been used in schools/colleges of pharmacy for many years, SL that also fulfills IPPE requirements is newer. This paper seeks to promote the use of combined SL/IPPE experiences. It provides an example where students volunteered at federally qualified health centers and also reviews the ACPE Standards related to SL. Schools/colleges of pharmacy are encouraged to design mechanisms for students to participate in combined SL/IPPE experiences as part of their IPPE requirements.   Type: Idea Paper

  12. A qualitative study of constructive clinical learning experiences.

    Science.gov (United States)

    van der Hem-Stokroos, H H; Daelmans, H E M; van der Vleuten, C P M; Haarman, H J Th M; Scherpbier, A J J A

    2003-03-01

    Little is known about the effectiveness of clinical education. A more educational structure is considered to be potentially beneficial. The following structured components were added to a surgical clerkship: logbooks, an observed student-patient encounter, individual appraisals, feedback on patient notes, and (case) presentations by students. The authors organized two focus-group sessions in which 19 students participated to explore their perceptions about effective clinical learning experiences and the newly introduced structured components. The analysis of the transcripts showed that observation and constructive feedback are key features of clinical training. The structured activities were appreciated and the results show the direction to be taken for further improvement. Learning experiences depended vastly on individual clinicians' educational qualities. Students experienced being on call, assisting in theatre and time for self-study as instructive elements. Recommended clerkship components are: active involvement of students, direct observation, selection of teachers, a positive learning environment and time for self-study.

  13. The Learning Experience: Training Teachers Using Online Synchronous Environments

    Science.gov (United States)

    Woodcock, Stuart; Sisco, Ashley; Eady, Michelle

    2015-01-01

    This study examined the effectiveness of an online synchronous platform used for training preservice teachers. A blended learning approach was implemented. Fifty-three students participated in the course. Qualitative interview data and quantitative survey data were collected about students' experiences using the platform, and analyzed via thematic…

  14. Transformative Learning Experiences of International Graduate Students from Asian Countries

    Science.gov (United States)

    Kumi-Yeboah, Alex; James, Waynne

    2014-01-01

    This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants…

  15. How College Students Experience Intercultural Learning: Key Features and Approaches

    Science.gov (United States)

    King, Patricia M.; Perez, Rosemary J.; Shim, Woo-jeong

    2013-01-01

    Many colleges and universities in the United States aim to promote intercultural competence in their students. However, most research on this outcome has focused on the content of educational programs (what educators offer) rather than on how students experience intercultural learning. This qualitative inquiry from the Wabash National Study…

  16. Learning by Blundering Around Some Experiences in International Management

    OpenAIRE

    Singh J P

    1994-01-01

    Based upon the experiences of American Companies operating abroad the paper focuses on the issue of learning in management. It shows that costly mistakes can be avoided by looking at the blunders committed by others. It also aims at generating information about similar cases in India.

  17. Lessons about Learning: Comparing Learner Experiences with Language Research

    Science.gov (United States)

    Rowland, Luke

    2011-01-01

    This is an account of how one class of English language learners compared and contrasted their language learning experiences with English language teaching (ELT) research findings during a five-week Intensive Academic Preparation course at an Australian university. It takes as its starting point the fact that learners, unlike teachers and…

  18. The experience of applying academic service learning within the ...

    African Journals Online (AJOL)

    The experience of applying academic service learning within the discipline of speech pathology and audiology at a South African university. ... The argument put forward is that this type of pedagogy would appear to be applicable across a broad range of disciplines and represents one strategy for assisting higher education ...

  19. An exploration of students' experiences of Blended Learning in a ...

    African Journals Online (AJOL)

    For instance, there is a danger that it may further accentuate digital divide, marginalizing poorly resourced communities, and thus necessitates great caution in its implementation. This paper presents and discusses students' experiences of Blended Learning through their interaction with the adaptive medium WileyPLUS ...

  20. Freshmen Marketing: A First-Year Experience with Experiential Learning

    Science.gov (United States)

    Greene, Henry

    2011-01-01

    This paper describes an experiential learning activity designed for a New England university freshmen course, BUS101-Marketing First-Year Experience (FYE). The purpose of the activity is to teach basic principles of marketing, develop a general perspective of business, and provide FYE activities that facilitate the college transition. The specific…

  1. Predictors of site choice and eventual learning experiences in a ...

    African Journals Online (AJOL)

    To assess the effect of students' gender, race, place of birth and place of high school completion on their choice of training site location and to assess the extent to which the training programme enhanced students' learning experiences relevant to primary care across training sites. Methods. A survey design involving six ...

  2. Inequalities and Agencies in Workplace Learning Experiences: International Student Perspectives

    Science.gov (United States)

    Wall, Tony; Tran, Ly Thi; Soejatminah, Sri

    2017-01-01

    National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical…

  3. The potential of capstone learning experiences in addressing ...

    African Journals Online (AJOL)

    Current debates about legal education in South Africa have revealed the perception that the LLB curriculum does not adequately integrate various outcomes, ... learning experiences (collectively referred to as capstones) indicates that these curriculum devices as modes of instruction offer particular pedagogical advantages.

  4. Family experiences, the motivation for science learning and science ...

    African Journals Online (AJOL)

    Science education is particularly important for both developed and developing countries to promote technological development, global economic competition and economic growth. This study explored the relationship between family experiences, the motivation for science learning, and the science achievement of a group ...

  5. MACE – Enriching Architectural Learning Objects for Experience Multiplication.

    NARCIS (Netherlands)

    Stefaner, Moritz; Dalla Vechia, Eliza; Condotta, Massimo; Wolpers, Martin; Specht, Marcus; Apelt, Stefan; Duval, Erik

    2007-01-01

    Stefaner, M., Dalla Vecchia, E., Condotta, M., Wolpers, M., Specht, M., Apelt, M., Duval, E. (2007) MACE – Enriching Architectural Learning Objects for Experience Multiplication. In: Duval, E., Klamma, R., & Wolpers, M. (eds.) EC-TEL 2007. LNCS 4753; Berlin, Heidelberg: Springer; pp. 322-336.

  6. Achieving Digital Literacy through Game Development: An Authentic Learning Experience

    Science.gov (United States)

    Frydenberg, Mark

    2015-01-01

    Purpose: This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts,…

  7. Students’ Lived Experience of Project-Based Learning

    Directory of Open Access Journals (Sweden)

    Sandy Ferianda

    2017-07-01

    Full Text Available Inspired by personal experiences during the study time in the Graduate Program in English Language Studies (ELS Sanata Dharma University Yogyakarta, this research focused mainly on investigating the ELS students’ lived experience of project-based learning implemented by the ELS lecturers. This study employed hermeneutic phenomenology since it described and interpreted the meanings of ELS students lived experience. The participants of this study were the three ELS students considered to be illuminating from the three different streams batch of 2015. In this study we used one-on-one in depth interview to gain the data. The findings of this study consisted of four prefigured meanings and two emergent meanings namely a authentic learning, b learner autonomy, c cooperative learning, d multiple intelligences, e understanding others, and f personal development. The findings of this study gave implications not only to the ELS students and lecturers, but also to the audience. Lastly, recommendations were also addressed to the ELS students as their habit formation, to the ELS lecturers as their inputs to give more feedbacks to their students, and to the future researchers. Keywords: Lived experience, project-based learning.

  8. Influence of Teachers' Teaching Experience on Students' Learning ...

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... should encourage experienced teachers to stay on the job through the provision of incentives .... sampling technique. The instrument used to collect data was an inventory titled 'secondary schools teachers' teaching experience and students' learning .... Source: Statistics Division, Ministry of Education, Akure.

  9. What Do Students Experience as Peer Leaders of Learning Teams?

    Science.gov (United States)

    Johnson, Erik C.; Robbins, Brett A.; Loui, Michael C.

    2015-01-01

    In a course for engineering freshmen, peer leaders facilitated optional study sessions, which implemented peer-led team learning workshops. Some leaders were paid teaching assistants, but most were undergraduate volunteers. To understand the experiences of the peer leaders, we asked them to keep weekly reflective journals. By performing a basic…

  10. Learning Analytics as a Counterpart to Surveys of Student Experience

    Science.gov (United States)

    Borden, Victor M. H.; Coates, Hamish

    2017-01-01

    Analytics derived from the student learning environment provide new insights into the collegiate experience; they can be used as a supplement to or, to some extent, in place of traditional surveys. To serve this purpose, however, greater attention must be paid to conceptual frameworks and to advancing institutional systems, activating new…

  11. A Phenomenological Investigation of Women's Learning Experiences in Counselor Education

    Science.gov (United States)

    Meyers, Lindsay Pennell

    2016-01-01

    Counselor education pedagogy has not sufficiently recognized or incorporated current knowledge of gender differences and their potential impact on women's learning experiences. Instead, the body of research that addresses gender in counselor education refers to incorporating gender in the classroom as a topic of discussion rather than considering…

  12. Social Software: Participants' Experience Using Social Networking for Learning

    Science.gov (United States)

    Batchelder, Cecil W.

    2010-01-01

    Social networking tools used in learning provides instructional design with tools for transformative change in education. This study focused on defining the meanings and essences of social networking through the lived common experiences of 7 college students. The problem of the study was a lack of learner voice in understanding the value of social…

  13. Learning from Change: Issues and Experiences in Participatory ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Learning from Change provides an overview of the common themes and experiences in participatory approaches to monitoring and evaluation across different institutions and sectors. It is a compilation of selected case studies and discussions between practitioners, academics, donors, and policymakers in participatory ...

  14. Influence of Teachers' Teaching Experience on Students' Learning ...

    African Journals Online (AJOL)

    This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the ...

  15. Agoras: Towards Collaborative Game-Based Learning Experiences on Surfaces

    Science.gov (United States)

    Catala, Alejandro; Garcia-Sanjuan, Fernando; Pons, Patricia; Jaen, Javier; Mocholi, Jose A.

    2012-01-01

    Children nowadays consume and manage lots of interactive digital software. This makes it more interesting and powerful to use digital technologies and videogames supporting learning experiences. However, in general, current digital proposals lack of in-situ social interaction supporting natural exchange and discussion of ideas in the course of…

  16. Students' Experience of Problem-Based Learning in Virtual Space

    Science.gov (United States)

    Gibbings, Peter; Lidstone, John; Bruce, Christine

    2015-01-01

    This paper reports outcomes of a study focused on discovering qualitatively different ways students experience problem-based learning in virtual space. A well-accepted and documented qualitative research method was adopted for this study. Five qualitatively different conceptions are described, each revealing characteristics of increasingly complex…

  17. Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

    Directory of Open Access Journals (Sweden)

    Ying Adeline Ng Ling

    2017-01-01

    Full Text Available The increasingly tighter shift of socio-economic constraints on higher education sectors in the recent years has called for greater flexibilities in student learning experience both locally and abroad. To this end, we have recently implemented a Blended Learning Initiative in an attempt to provide better learning support and greater flexibility to our students. This initiative is also in line with the University’s aim of having 50% of our learning and teaching delivered on-line by 2020. In this report, we present our findings on academics and learners’ perceptions on the approach which were obtained through surveys. Results showed that blended learning approach was new to the academics and the factors for successful blended learning implementation were identified. Results also showed that learners appreciated the approach as it made learning more accessible and flexible. Furthermore, they also enjoyed the interesting online activities incorporated into their units. In addition, learners were also able to review and pace their own learning. They also perceived that they have the access to the resources and technical ability to cope with online learning materials and activities. Nonetheless, the survey also revealed that learners still prefer to have academics delivering information to them directly rather than a flipped classroom model. In conclusion, findings from this study provide insights that blended learning could be effective to supplement courses offered by the faculty.

  18. Concept-Based Learning in Clinical Experiences: Bringing Theory to Clinical Education for Deep Learning.

    Science.gov (United States)

    Nielsen, Ann

    2016-07-01

    Concept-based learning is used increasingly in nursing education to support the organization, transfer, and retention of knowledge. Concept-based learning activities (CBLAs) have been used in clinical education to explore key aspects of the patient situation and principles of nursing care, without responsibility for total patient care. The nature of best practices in teaching and the resultant learning are not well understood. The purpose of this multiple-case study research was to explore and describe concept-based learning in the context of clinical education in inpatient settings. Four clinical groups (each a case) were observed while they used CBLAs in the clinical setting. Major findings include that concept-based learning fosters deep learning, connection of theory with practice, and clinical judgment. Strategies used to support learning, major teaching-learning foci, and preconditions for concept-based teaching and learning will be described. Concept-based learning is promising to support integration of theory with practice and clinical judgment through application experiences with patients. [J Nurs Educ. 2016;55(7):365-371.]. Copyright 2016, SLACK Incorporated.

  19. Enhancing Quality Learning through Experiences of Research-Based Learning: Implications for Academic Development

    Science.gov (United States)

    Brew, Angela; Jewell, Evan

    2012-01-01

    Research into undergraduate research and inquiry in Australian universities was conducted during an Australian Learning and Teaching Council National Teaching Fellowship. In this paper we share experiences of this project as a student and an academic, reflecting on key challenges, including undergraduate research as an immersion experience for…

  20. Factors influencing incidental representation of previously unknown conservation features in marine protected areas.

    Science.gov (United States)

    Bridge, Tom C L; Grech, Alana M; Pressey, Robert L

    2016-02-01

    Spatially explicit information on species distributions for conservation planning is invariably incomplete; therefore, the use of surrogates is required to represent broad-scale patterns of biodiversity. Despite significant interest in the effectiveness of surrogates for predicting spatial distributions of biodiversity, few researchers have explored questions involving the ability of surrogates to incidentally represent unknown features of conservation interest. We used the Great Barrier Reef marine reserve network to examine factors affecting incidental representation of conservation features that were unknown at the time the reserve network was established. We used spatially explicit information on the distribution of 39 seabed habitats and biological assemblages and the conservation planning software Marxan to examine how incidental representation was affected by the spatial characteristics of the features; the conservation objectives (the minimum proportion of each feature included in no-take areas); the spatial configuration of no-take areas; and the opportunity cost of conservation. Cost was closely and inversely correlated to incidental representation. However, incidental representation was achieved, even in a region with only coarse-scale environmental data, by adopting a precautionary approach that explicitly considered the potential for unknown features. Our results indicate that incidental representation is enhanced by partitioning selection units along biophysical gradients to account for unknown within-feature variability and ensuring that no-take areas are well distributed throughout the region; by setting high conservation objectives that (in this case >33%) maximize the chances of capturing unknown features incidentally; and by carefully considering the designation of cost to planning units when using decision-support tools for reserve design. The lessons learned from incidental representation in the Great Barrier Reef have implications for

  1. Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment

    Science.gov (United States)

    Gong, Tao; Lam, Yau W.; Shuai, Lan

    2016-01-01

    Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages. PMID:28066281

  2. Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences

    Science.gov (United States)

    Peleg, Ran; Baram-Tsabari, Ayelet

    2017-12-01

    Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate (1) cognitive learning outcomes of the play, (2) how these outcomes interact with different viewing contexts and (3) experiential learning outcomes through the theatrical experience. The play `Robot and I', addressing principles in robotics, was commissioned by a science museum. Data consisted of 391 questionnaires and interviews with 47 children and 20 parents. Findings indicate that explicit but not implicit learning goals were decoded successfully. There was little synergy between learning outcomes of the play and an exhibition on robotics, demonstrating the effect of two different physical contexts. Interview data revealed that prior knowledge, experience and interest played a major role in children's understanding of the play. Analysis of the theatrical experience showed that despite strong identification with the child protagonist, children often doubted the protagonist's knowledge jeopardizing integration of scientific content. The study extends the empirical knowledge and theoretical thinking on museum theatre to better support claims of its virtues and respond to their criticism.

  3. Collaborative Online International Learning Experience in Practice Opportunities and Challenges

    Directory of Open Access Journals (Sweden)

    Marilu Marcillo

    2016-04-01

    Full Text Available Academic institutions of higher education, and especially Jesuit institutions, face the challenge of educating students who often face unique financial challenges. These challenges can have an impact on access to quality education and experience. Given our globalized environment, among these challenges is the opportunity for students to participate in a study-abroad experience while at the university. Today, through the use of technology it is possible for institutions of higher education to offer these collaborative learning experiences to those students who may not be able to travel. This paper will detail a pedagogical approach which emphasizes using collaborative online international engagement.

  4. How the machine learning conquers reconstruction in neutrino experiments

    CERN Multimedia

    CERN. Geneva

    2017-01-01

    An evolution from the purely algorithmic approaches towards the machine learning solutions started a few years ago in the neutrino experiments. Now, this process turns into a true boom, especially in the experiments based on the imaging technologies, such as LArTPC’s used in MicroBooNE and DUNE experiments or liquid scintillator detector implemented by the NOvA Collaboration. High resolution, image-like projections of events obtained with these detectors proved to be hard pattern recognition problems for the conventional reconstruction techniques. In the seminar, I will present why the neutrino events are so challenging and how the essential difficulties are now being attacked with the machine learning.

  5. Incidental versus non-incidental thyroid carcinoma: Clinical presentation, surgical management and prognosis.

    Science.gov (United States)

    González-Sánchez-Migallón, Elena; Flores-Pastor, Benito; Pérez-Guarinos, Carmen Victoria; Miguel-Perelló, Joana; Chaves-Benito, Asunción; Illán-Gómez, Fátima; Carrillo-Alcaraz, Andrés; Aguayo-Albasini, José Luis

    2016-11-01

    Thyroid cancer may be clinically evident as a tumor mass in the neck or as a histopathological incidental finding after thyroid surgery for an apparent benign condition. Our objective was to assess the differences in clinical signs, surgical management, and course between incidental and clinically diagnosed thyroid tumors. A retrospective study was conducted on patients operated on for benign or malignant thyroid disease from January 2000 to March 2014. Among the 1415 patients who underwent any thyroid surgery, 264 neoplasms were found, of which 170 were incidental. A comparison was made of incidental versus non-incidental carcinomas. Among incidental carcinomas, cases whose indication for surgery was Graves' disease were compared to those with multinodular goiter. Incidental carcinomas were in earlier stages and required less aggressive surgery. There were no differences in surgical complications between incidental and clinical tumors, but mortality and relapses were markedly higher in non-incidental cancers (4.4% vs 0% and 13.2% vs 4.8% respectively). Carcinomas developing on Graves' disease showed no differences from all other incidental tumors in terms of complications, mortality, or relapse after surgery. Early stage thyroid cancer has better survival and prognosis after surgical treatment. Copyright © 2016 SEEN. Publicado por Elsevier España, S.L.U. All rights reserved.

  6. Learning in repeated visual search

    OpenAIRE

    Hout, Michael C.; Goldinger, Stephen D.

    2010-01-01

    Visual search (e.g., finding a specific object in an array of other objects) is performed most effectively when people are able to ignore distracting nontargets. In repeated search, however, incidental learning of object identities may facilitate performance. In three experiments, with over 1,100 participants, we examined the extent to which search could be facilitated by object memory and by memory for spatial layouts. Participants searched for new targets (real-world, nameable objects) embe...

  7. Engineering students' experiences from physics group work in learning labs

    Science.gov (United States)

    Strøm Mellingsæter, Magnus

    2014-01-01

    Background: This paper presents a case study from a physics course at a Norwegian university college, investigating key aspects of a group-work project, so-called learning labs, from the participating students' perspective. Purpose: In order to develop these learning labs further, the students' perspective is important. Which aspects are essential for how the students experience the learning labs, and how do these aspects relate to the emergence of occurrences termed joint workspace, i.e. the maintenance of content-related dialogues within the group? Programme description: First year mechanical engineering students attended the learning labs as a compulsory part of the physics course. The student groups were instructed to solve physics problems using the interactive whiteboard and then submit their work as whiteboard files. Sample: One group of five male students was followed during their work in these learning labs through one term. Design and methods: Data were collected as video recordings and fieldwork observation. In this paper, a focus group interview with the students was the main source of analysis. The interpretations of the interview data were compared with the video material and the fieldwork observations. Results: The results show that the students' overall experience with the learning labs was positive. They did, however, point to internal aspects of conflicting common and personal goals, which led to a group-work dynamics that seemed to inhibit elaborate discussions and collaboration. The students also pointed to external aspects, such as a close temporal proximity between lectures and exercises, which also seemed to inhibit occurrences termed joint workspace. Conclusions: In order to increase the likelihood of a joint workspace throughout the term in the learning labs, careful considerations have to be made with regard to timing between lectures and exercises, but also with regard to raising the students' awareness about shared and personal goals.

  8. Nursing students experiences of learning about nursing through drama.

    Science.gov (United States)

    Arveklev, Susanna H; Berg, Linda; Wigert, Helena; Morrison-Helme, Morag; Lepp, Margret

    2018-01-01

    The ability to understand, interact and create a caring relationship with the patient is a core component in nursing. A shift in nursing education from traditional classroom teaching towards more experiential approaches should be encouraged as this will support learning that links theory with practice. The aim of this study was to describe nursing students' experiences of learning about nursing through drama. This qualitative study was conducted at a university in Sweden. Four focus group interviews were conducted with a total of 16 nursing students and the data was analyzed using a phenomenographic approach. Three themes with their attendant categories emerged through the analysis: "To explore the future professional self", "To develop an understanding of the patient perspective", and "To reflect on the nature of learning". In conclusion this study shows that the use of drama in nursing education can provide opportunities to explore interactions with others which can increase students' self-awareness and ability to reflect on their future professional identity. Acting in role as a patient can provide an opportunity to experience the patient perspective. Also clear was the importance of commitment and engagement of the students as a prerequisite for optimizing this form of learning experience through drama. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. CAPTCHA: Impact on User Experience of Users with Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Ruti Gafni

    2016-12-01

    Full Text Available CAPTCHA is one of the most common solutions to check if the user trying to enter a Website is a real person or an automated piece of software. This challenge-response test, implemented in many Internet Websites, emphasizes the gaps between accessibility and security on the Internet, as it poses an obstacle for the learning-impaired in the reading and comprehension of what is presented in the test. Various types of CAPTCHA tests have been developed in order to address accessibility and security issues. The objective of this study is to investigate how the differences between various CAPTCHA tests affect user experience among populations with and without learning disabilities. A questionnaire accompanied by experiencing five different tests was administered to 212 users, 60 of them with learning disabilities. Response rates for each test and levels of success were collected automatically. Findings suggest that users with learning disabilities have more difficulties in solving the tests, especially those with distorted texts, have more negative attitudes towards the CAPTCHA tests, but the response time has no statistical difference from users without learning disabilities. These insights can help to develop and implement solutions suitable for many users and especially for population with learning disabilities.

  10. Enhancing the learning experience of student radiographers with dyslexia

    Energy Technology Data Exchange (ETDEWEB)

    Foster, Irene [Cranfield University, Centre for Radiographic and Medical Studies, RMCS, Shrivenham, Swindon, SN6 8LA (United Kingdom)], E-mail: irene.foster@uwe.ac.uk

    2008-02-15

    Widening participation policies and increased awareness of dyslexia has resulted in a marked increase in the numbers of students with dyslexia being identified in higher education in recent years. This study was conducted to not only gain a greater understanding of teaching and learning strategies, but also provide opportunities for improved learning experiences and achievement of students who do not respond well to written forms of assessment. Although a small scale study, the outcomes demonstrate a useful pilot for future scrutiny and basis for further study.

  11. A Blended Learning Experience in Statistics for Psychology Students Using the Evaluation as a Learning Tool

    Directory of Open Access Journals (Sweden)

    Alberto VALENTÍN CENTENO

    2016-05-01

    Full Text Available Teaching statistics course Applied Psychology, was based on different teaching models that incorporate active teaching methodologies. In this experience have combined approaches that prioritize the use of ICT with other where evaluation becomes an element of learning. This has involved the use of virtual platforms to support teaching that facilitate learning and activities where no face-to-face are combined. The design of the components of the course is inspired by the dimensions proposed by Carless (2003 model. This model uses evaluation as a learning element. The development of this experience has shown how the didactic proposal has been positively interpreted by students. Students recognized that they had to learn and deeply understand the basic concepts of the subject, so that they can teach and assess their peers.

  12. Evaluation of a blended learning model in geriatric medicine: a successful learning experience for medical students.

    Science.gov (United States)

    Duque, Gustavo; Demontiero, Oddom; Whereat, Sarah; Gunawardene, Piumali; Leung, Oliver; Webster, Peter; Sardinha, Luis; Boersma, Derek; Sharma, Anita

    2013-06-01

    Despite the increasingly ageing population, teaching geriatric medicine at medical schools is a challenge due to the particularities of this subspecialty and the lack of student interest in this subject. We assessed a blended system that combines e-learning and person-to-person interaction. Our program offered the students a hands-on learning experience based on self-reflection, access to technology, interactive learning, frequent interaction with the multidisciplinary team, more exposure to patients, and regular feedback. Our results indicate that the students appreciate this system as a rich and effective learning experience demonstrated by their positive feedback and by their significant improvement in knowledge assessed at the end of their rotation. Implementing an interactive blended system is a beneficial approach to teaching geriatric medicine in medical schools and to motivating medical students' interest in this important medical subspecialty. © 2012 The Authors. Australasian Journal on Ageing © 2012 ACOTA.

  13. Self-willed learning: experiments in wild pedagogy

    Science.gov (United States)

    Jickling, Bob

    2015-03-01

    This paper is comprised of written text and photographs of wild experiences that relive a series of ontological experiments. The text represents reflections on these experiences. The photographs, artistic expressions of the same experiences, have been made with a homemade pinhole camera—without a lens and viewfinder—thus demanding special sensual presence during creation. The form of this experimental work is reminiscent of a lyric philosophy that seeks to engage the participant—reader of text and viewer of images—with these experiments. Component pairings are arranged for viewing with text on the left and photographs on the right. Together these parings invite participants to explore patterned resonances in the world. Implicit throughout are considerations of relationships between wildness, wild learning, and a form of wild pedagogy.

  14. Renal Myxoma, an Incidental Finding

    Directory of Open Access Journals (Sweden)

    Parth Thakker

    2017-07-01

    Full Text Available Myxomas are mesenchymal tumors commonly found in the heart and skin. Renal myxomas are rare, having only been documented 14 times. Our case is a 55-year-old woman who presented to our clinic after a right renal mass was incidentally found on CT. Evaluation with MRI showed a mass that appeared to arise from the supero-medial cortex of the right kidney. As the imaging was concerning for renal cell carcinoma, the patient underwent a partial nephrectomy. Microscopic examination showed a well-circumscribed mass with polygonal to spindle-shaped cells in a granular eosinophilic cytoplasm. Immunohistochemical staining for CD-10, Desmin, HMB-45, and Pankeratin were negative.

  15. How medical students learn ethics: an online log of their learning experiences.

    Science.gov (United States)

    Johnston, Carolyn; Mok, Jonathan

    2015-10-01

    Medical students experience ethics learning in a wide variety of formats, delivered not just through the taught curriculum. An audit of ethics learning was carried out at a medical school through a secure website over one academic year to determine the quantity and range of medical ethics learning in the undergraduate curriculum and compare this with topics for teaching described by the Institute of Medical Ethics (IME) (2010) and the General Medical Council's (GMC) Tomorrow's Doctors (2009). The online audit captured the participants' reflections on their learning experiences and the impact on their future practice. Results illustrate the opportunistic nature of ethics learning, especially in the clinical years, and highlight the reality of the hidden curriculum for medical students. Overall, the ethics learning was a helpful and positive experience for the participants and fulfils the GMC and IME curriculum requirements. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  16. Comparing supervised and unsupervised category learning.

    Science.gov (United States)

    Love, Bradley C

    2002-12-01

    Two unsupervised learning modes (incidental and intentional unsupervised learning) and their relation to supervised classification learning are examined. The approach allows for direct comparisons of unsupervised learning data with the Shepard, Hovland, and Jenkins (1961) seminal studies in supervised classification learning. Unlike supervised classification learning, unsupervised learning (especially under incidental conditions) favors linear category structures over compact nonlinear category structures. Unsupervised learning is shown to be multifaceted in that performance varies with task conditions. In comparison with incidental unsupervised learning, intentional unsupervised learning is more rule like, but is no more accurate. The acquisition and application of knowledge is also more laborious under intentional unsupervised learning.

  17. Risks and opportunities of virtual learning: the experience of UOC

    Directory of Open Access Journals (Sweden)

    Adela Ros Híjar

    2001-06-01

    Full Text Available In this article, I have tried to give answers to the question of what the risks and opportunities of virtual learning are. In this sense, the UOC's experience has been of great value to analyse several key issues such as the new ways of accessing quality education, the new ways of participation, the new values of educational processes as well as some of the structural factors on which e-learning is based, but which place its very model in jeopardy. Direct observation of some key processes as well as contact with the main actors (e.g. students, teachers and technicians have provided valuable information about some factors to consider when analysing the social implications of virtual learning.

  18. Neural network models of learning and categorization in multigame experiments

    Directory of Open Access Journals (Sweden)

    Davide eMarchiori

    2011-12-01

    Full Text Available Previous research has shown that regret-driven neural networks predict behavior in repeated completely mixed games remarkably well, substantially equating the performance of the most accurate established models of learning. This result prompts the question of what is the added value of modeling learning through neural networks. We submit that this modeling approach allows for models that are able to distinguish among and respond differently to different payoff structures. Moreover, the process of categorization of a game is implicitly carried out by these models, thus without the need of any external explicit theory of similarity between games. To validate our claims, we designed and ran two multigame experiments in which subjects faced, in random sequence, different instances of two completely mixed 2x2 games. Then, we tested on our experimental data two regret-driven neural network models, and compared their performance with that of other established models of learning and Nash equilibrium.

  19. Women's lived experiences of learning to live with osteoporosis

    DEFF Research Database (Denmark)

    Hansen, Carrinna A; Abrahamsen, Bo; Konradsen, Hanne

    2017-01-01

    BACKGROUND: A vast amount of literature exists concerning pharmaceutical adherence in osteoporosis. However, the process of learning to live with osteoporosis over time remains largely unknown. The purpose of this study was to gain a deeper understanding of the continued process of how women learn...... to live with osteoporosis. Our objective was to explore what characterizes women's experiences of living with osteoporosis during the first year after diagnosis, when patients are prescribed anti-osteoporotic treatment, without having experienced an osteoporotic fracture. METHODS: Forty-two narrative...... consisted of two sub-themes "taking the medication", and "discontinuing the medication". 2) "Daily life with osteoporosis", which was characterized by three sub-themes: "interpretation of symptoms", "interpretation of the scan results" and "lifestyle reflections". The results highlighted that learning...

  20. Creating meaningful learning experiences: Understanding students' perspectives of engineering design

    Science.gov (United States)

    Aleong, Richard James Chung Mun

    , relevance, and transfer. With this framework of student learning, engineering educators can enhance learning experiences by engaging all three levels of students' understanding. The curriculum studies orientation applied the three holistic elements of curriculum---subject matter, society, and the individual---to conceptualize design considerations for engineering curriculum and teaching practice. This research supports the characterization of students' learning experiences to help educators and students optimize their teaching and learning of design education.

  1. The Challenges to Connectivist Learning on Open Online Networks: Learning Experiences during a Massive Open Online Course

    Directory of Open Access Journals (Sweden)

    Rita Kop

    2011-03-01

    Full Text Available Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really? There are some challenges that might prevent learners from having a quality learning experience. This paper raises questions on levels of learner autonomy, presence, and critical literacies required in active connectivist learning.

  2. The learning experiences of Taiwanese nursing students studying in Australia.

    Science.gov (United States)

    Wang, Chiu-Wen; Singh, Charanjit; Bird, Beverly; Ives, Glenice

    2008-04-01

    Increasing numbers of international students from Asia are attracted to Australian higher education institutions. For many of these students, English is their second language (ESL). This article describes the experiences of 21 Taiwanese baccalaureate and graduate nursing students studying at Australian universities. Using a qualitative framework, semistructured interviews were conducted in the students'first language. The Chinese and English translations of the transcripts were analyzed using thematic content analysis. A picture emerges of Taiwanese nursing students who, despite obstacles, found a "joy of learning" in Australia. They developed strategies to overcome obstacles to their learning and advocated greater institutional and faculty support, including mentorship, for international students. The findings reinforce the unique difficulties ESL nursing students experience and highlight institutional and nursing faculties' responsibilities to develop a curriculum framework that addresses the language, pedagogical, academic, clinical, and sociocultural needs of this unique group of international students.

  3. Vocal learning is constrained by the statistics of sensorimotor experience.

    Science.gov (United States)

    Sober, Samuel J; Brainard, Michael S

    2012-12-18

    The brain uses sensory feedback to correct behavioral errors. Larger errors by definition require greater corrections, and many models of learning assume that larger sensory feedback errors drive larger motor changes. However, an alternative perspective is that larger errors drive learning less effectively because such errors fall outside the range of errors normally experienced and are therefore unlikely to reflect accurate feedback. This is especially crucial in vocal control because auditory feedback can be contaminated by environmental noise or sensory processing errors. A successful control strategy must therefore rely on feedback to correct errors while disregarding aberrant auditory signals that would lead to maladaptive vocal corrections. We hypothesized that these constraints result in compensation that is greatest for smaller imposed errors and least for larger errors. To test this hypothesis, we manipulated the pitch of auditory feedback in singing Bengalese finches. We found that learning driven by larger sensory errors was both slower than that resulting from smaller errors and showed less complete compensation for the imposed error. Additionally, we found that a simple principle could account for these data: the amount of compensation was proportional to the overlap between the baseline distribution of pitch production and the distribution experienced during the shift. Correspondingly, the fraction of compensation approached zero when pitch was shifted outside of the song's baseline pitch distribution. Our data demonstrate that sensory errors drive learning best when they fall within the range of production variability, suggesting that learning is constrained by the statistics of sensorimotor experience.

  4. Relative Preference and Localized Food Affect Predator Space Use and Consumption of Incidental Prey.

    Directory of Open Access Journals (Sweden)

    Tyler E Schartel

    Full Text Available Abundant, localized foods can concentrate predators and their foraging efforts, thus altering both the spatial distribution of predation risk and predator preferences for prey that are encountered incidentally. However, few investigations have quantified the spatial scale over which localized foods affect predator foraging behavior and consumption of incidental prey. In spring 2010, we experimentally tested how point-source foods altered how generalist predators (white-footed mice, Peromyscus leucopus utilized space and depredated two incidental prey items: almonds (Prunus dulcis; highly profitable and maple seeds (Acer saccharum; less profitable. We estimated mouse population densities with trapping webs, quantified mouse consumption rates of these incidental prey items, and measured local mouse activity with track plates. We predicted that 1 mouse activity would be elevated near full feeders, but depressed at intermediate distances from the feeder, 2 consumption of both incidental prey would be high near feeders providing less-preferred food and, 3 consumption of incidental prey would be contingent on predator preference for prey relative to feeders providing more-preferred food. Mouse densities increased significantly from pre- to post-experiment. Mean mouse activity was unexpectedly greatest in control treatments, particularly <15 m from the control (empty feeder. Feeders with highly preferred food (sunflower seeds created localized refuges for incidental prey at intermediate distances (15 to 25m from the feeder. Feeders with less-preferred food (corn generated localized high risk for highly preferred almonds <10 m of the feeder. Our findings highlight the contingent but predictable effects of locally abundant food on risk experienced by incidental prey, which can be positive or negative depending on both spatial proximity and relative preference.

  5. Learning experience using an app in Bachelor Degree

    Directory of Open Access Journals (Sweden)

    Marta Fossas-Olalla

    2017-06-01

    Full Text Available The goal of this paper is to expose the planning and implementation of a learning improvement app in subjects related to Operations Management in Bachelor`s Degrees. We show the experience of the app in two subjects, commenting on the differences, the difficulties encountered and the analysis of the results of a survey conducted to the students. This initiative arises from the experience of the Research Group on Production and Information and Communication Technologies (GIPTIC-UCM of the Complutense University of Madrid as a result of the participation in an Educational Innovation Project.

  6. High School Students' Experiences of Learning through Research on the Internet

    Science.gov (United States)

    Ellis, R. A.; Goodyear, P.; Bliuc, A.-M.; Ellis, M.

    2011-01-01

    One of the challenges that school educators face today is the need to integrate learning technologies into the learning experience in a meaningful and sustainable way. The current research focuses on how students' experience learning through new technologies in high schools across New South Wales, Australia, specifically when they learn by…

  7. An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

    Science.gov (United States)

    Lai, Chih-Hung; Chu, Chih-Ming; Liu, Hsiang-Hsuan; Yang, Shun-Bo; Chen, Wei-Hsuan

    2013-01-01

    This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The…

  8. Enhancing Student Success in Online Learning Experiences through the Use of Self-Regulation Strategies

    Science.gov (United States)

    Sharp, Laurie A.; Sharp, Jason H.

    2016-01-01

    Online learning experiences have greatly changed the landscape of instruction. Many courses in postsecondary environments incorporate some type of technological enhancement, which holds benefits for both postsecondary institutions and learners. However, online learning experiences require different pedagogical characteristics than traditional…

  9. Incidental papillary fibroelastoma of the tricuspid valve

    OpenAIRE

    Strecker, Thomas; Scheuermann, Sabine; Nooh, Ehab; Weyand, Michael; Agaimy, Abbas

    2014-01-01

    Primary cardiac tumors are very rare, papillary fibroelastoma (PFE) being the second most common benign tumor of the heart in previous series. However, as a consequence of increased imaging examinations, incidental PFE may represent the most common cardiac tumor. Their clinical presentation varies from incidental asymptomatic masses to severe life-threatening cardiovascular complications necessitating emergency surgery. Here we report the diagnostic evaluation and successful surgical resectio...

  10. Toward an Understanding of Incidental Input Enhancement in Computerized L2 Environments

    Science.gov (United States)

    Gascoigne, Carolyn

    2006-01-01

    Computers, computer programs, and other novel and vivid technological applications to language learning can unintentionally redirect attentional resources and therefore increase the salience of unplanned as well as targeted features. Incidental activities such as keyboarding (Henry, 1992), manipulation of a mouse (Meunier, 1996), and other…

  11. The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms

    NARCIS (Netherlands)

    Tammenga-Helmantel, Marjon; Arends, Enti; Canrinus, Esther

    This quasi-experimental study compares the effectiveness of deductive, inductive, implicit and incidental grammar instruction and investigates to what extent complexity influences these results. A total of 981 Dutch students in lower secondary education learning German, English or Spanish as a

  12. Fetal MRI: incidental findings in the mother

    Energy Technology Data Exchange (ETDEWEB)

    Abdullah, Selwan B. [University of Maryland Medical Center, Diagnostic Radiology and Nuclear Medicine, Baltimore, MD (United States); University of Minnesota, Medical School, Minneapolis, MN (United States); Dietz, Kelly R.; Holm, Tara L. [University of Minnesota, Department of Radiology, Minneapolis, MN (United States)

    2016-11-15

    Fetal magnetic resonance imaging (MRI) is a routinely used tool in prenatal diagnosis; however, there is a lack of studies evaluating incidental findings observed in the mother. This study describes and quantifies incidental findings observed in the mother during fetal MRI. We reviewed all fetal MRI studies at the University of Minnesota Medical Center from February 2008 to September 2014. Two pediatric radiologists retrospectively conducted a consensus evaluation. The maternal findings were categorized into neurologic, gynecologic, urinary, gastrointestinal and musculoskeletal. Hydronephrosis consistent with the stage of pregnancy was recorded but was not included as an abnormal finding. Abnormal findings were classified into three groups, depending on their clinical significance: level I (low), level II (medium) and level III (high). We evaluated 332 pregnant patients with a mean age of 29.3 years and a mean gestational age of 29 weeks. Of these, 55.4% had at least 1 incidental finding, for a total of 262 incidental maternal findings. Of the 262 abnormalities, 113 (43.1%) were neurologic, 69 were gynecologic (26.3%), 36 (13.7%) urinary, 24 (9.2%) gastrointestinal and 20 (7.6%) musculoskeletal. Of the 262 incidental findings, 237 (90.5%) were level I, 24 (9.2%) were level II and 1 (0.4%) was level III. Our results suggest that although the vast majority of incidental maternal findings are benign, more significant findings are still encountered and should be expected. (orig.)

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

    Science.gov (United States)

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

    2016-02-21

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

  14. Students' Perceptions of Online-Learning Quality Given Comfort, Motivation, Satisfaction, and Experience

    Science.gov (United States)

    Rodriguez, Michael C.; Ooms, Ann; Montañez, Marcel

    2008-01-01

    Understanding factors in successful online course experiences can provide suggestions for instructors and students to promote improved learning experiences. A survey of 700 students regarding perceptions of online-learning quality was analyzed with a structural equation model. For students with online-learning experience, comfort with technology…

  15. Experience gained from fires in nuclear power plants: Lessons learned

    International Nuclear Information System (INIS)

    2004-11-01

    In 1993, the IAEA launched a programme to assist Member States in improving fire safety in nuclear power plants (NPPs). The review of fire safety assessment in many plants has shown that fire is one of the most important risk contributors for NPPs. Moreover, operational experience has confirmed that many events have a similar root cause, initiation and development mechanism. Therefore, many States have improved the analysis of their operational experience and its feedback. States that operate NPPs play an important role in the effort to improve fire safety by circulating their experience internationally - this exchange of information can effectively prevent potential events. When operating experience is well organized and made accessible, it can feed an improved fire hazard assessment on a probabilistic basis. The practice of exchanging operational experience seems to be bearing fruit: serious events initiated by fire are on the decline at plants in operating States. However, to maximize this effort, means for communicating operational experience need to be continuously improved and the pool of recipients of operational experience data enlarged. The present publication is the third in a series started in 1998 on fire events, the first two were: Root Cause Analysis for Fire Events (IAEA-TECDOC-1112) and Use of Operational Experience in Fire Safety Assessment of Nuclear Power Plants (IAEA-TECDOC-1134). This TECDOC summarizes the experience gained and lessons learned from fire events at operating plants, supplemented by specific Member State experiences. In addition, it provides a possible structure of an international fire and explosion event database aimed at the analysis of experience from fire events and the evaluation of fire hazard. The intended readership of this is operators of plants and regulators. The present report includes a detailed analysis of the most recent events compiled with the IAEA databases and other bibliographic sources. It represents a

  16. Sustainable assessment of learning experiences based on projects

    Directory of Open Access Journals (Sweden)

    Ignacio TRAVERSO RIBÓN

    2016-05-01

    Full Text Available In a project-based learning experience, the detailed monitoring of the activities in which team members participate can be useful to evaluate their work. Using learning-oriented assessment procedures, supervisors can assess the teamwork abilities with a formative purpose. Evaluation strategies such as self-assessment, peer assessment and co-assessment are often used to make evaluation formative and sustainable. Conducting an assessment strategy is not easy for team members, since they need before to have a reasonable understanding of the evaluation process and criteria. This paper describes a learning-oriented evaluation methodology and an open data framework that can be applied to collaborative project settings. An evaluation rubric and a series of indicators that provide evidences about the developed skills have been elaborated and applied in a small-scale project-based course. Projects were managed and developed with the help of an open source software forge that contains a ticketing tool for planning and tracking of tasks, a version control repository to save the software outcomes, and using a wiki to host text deliverables. The experience provides evidences in favor of using the assessment method and open data framework to make teamwork evaluation more sustainable.

  17. Learning experiences for the transition to professional work

    Directory of Open Access Journals (Sweden)

    Leigh N. Wood

    2015-12-01

    Full Text Available A better educated workforce contributes to a more informed and tolerant society with higher economic output, and this is also associated with higher levels of personal health, interpersonal trust and civic and social engagement. Against this backdrop, the role of universities has expanded, as university learning has moved beyond providing an education to preparing students for leadership positions within society. This article examines the effectiveness of final-year learning experiences from the perception of recent graduates. The aim is to improve undergraduate curriculum to facilitate the transition to professional employment. An online quantitative and qualitative survey instrument was developed to investigate graduates’ perceptions of their different learning experiences and assessment types in their senior year. Four hundred and twelve alumni from five universities completed the survey. Our results indicate that graduates value case studies, group work and oral presentations, and that graduates rate lectures and guest lectures from practitioners as the least important in their transition to work. The results validate the use of graduate capability frameworks and mapping the development of the skills over the curriculum. These results are useful for curriculum designers to assist with designing programmes on the transition to professional work.

  18. Linking theory to practice in introductory practice learning experiences.

    Science.gov (United States)

    Fotheringham, Diane; Lamont, David; Macbride, Tamsin; MacKenzie, Laura

    2015-03-01

    Nurse educators internationally are challenged with finding a sufficient number of suitable practice learning experiences for student nurses. This paper reports on a study which aimed to evaluate the utilisation of specialised and highly technical environments ("new" environments) as first practice learning experiences for adult nursing students in the UK. A survey was conducted on 158 first year student nurses who were allocated to either "new" or "old" (those that have been traditionally used) environments. Data analysis was conducted using Mann-Whitney U test and exploratory factor analysis was performed. Results have demonstrated that all environments afford novice nurses the opportunity to observe or practice the essential skills of nursing. In addition, the "new" environments have revealed greater opportunity to observe and practice aspects of practice related to governance of care. This paper concludes that a nursing curriculum which makes clear association between the essential nature of nursing and practice based learning outcomes will help the student to appreciate contemporary nursing practice and to link nursing theory with practice. Further research is required to explain the observation that aspects of practice related to governance are more visible within highly technical areas of practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. Graduate nurses' learning trajectories and experiences of problem based learning: a focused ethnography study.

    Science.gov (United States)

    Spiers, J A; Williams, B; Gibson, B; Kabotoff, W; McIlwraith, D; Sculley, A; Richard, E

    2014-11-01

    Problem-based learning seeks to foster active, collaborative and self directed learning. It is increasingly utilized in health professional education; however, it is difficult to ascertain effectiveness. Empirically, student satisfaction does not match academic achievement but the reasons for this are unclear. To explore the experience trajectories and satisfaction of graduates who had completed an undergraduate problem-based learning nursing program. Qualitative focused ethnography using individual and group semi-structured interviews. Categories and themes were identified using inductive constant comparison. A comparative matrix analysis of differing levels of the two core processes illuminated specific experience profiles. Forty five program graduates who had graduated between one and nine years previously from a Western Canadian program offered at four academic sites. The sample was mostly female (n=37), aged 26-30 years (n=23) and graduated 5-8 years previously (n=20). Levels of satisfaction with the program varied markedly. Two core processes contributed to this: "understanding" and "valuing" problem-based learning. Specific experience profiles included: "Happy as fish in water" which represents those who understood and valued the approach, and flourished; "I'll do it but I won't like it" reflects those who understood and could adjust to the academic context but did not particularly value it; "I just want to be a nurse" characterized those who consistently disliked and resisted the process but endured in order to graduate. Each profile was characterized by attitudes, intentions, learning preferences and program satisfaction. We theorize an underlying mechanism explaining these diverse levels of satisfaction are differing orientations to studying. This approach to understanding how students typically approach learning is strongly linked to perceptions of academic quality and program satisfaction in higher education research, although it has been neglected in

  20. Professional Learning between Past Experience and Future Work

    DEFF Research Database (Denmark)

    Weber, Kirsten

    2010-01-01

    with experiences of care and social competences, based on family work, and just adding a limited practical training to work in each particular institution. Gradually some of these human services have improved their level of knowledge and service quality. The formation of professionalism goes through acknowledging......This paper is about learning, qualification and possible professionalization in human service work. With human services we primarily refer to work related to health care, child care, social work, and education. I present empirical findings from different phases of training and workplace experience...... reality as well as defensive “shyings-away”. It cannot be produced by a formal education alone, neither can it emerge from life experiences alone. In the development of research methodology we explore the interplay of regression and progression, the lifelong and everyday active functions of what was named...

  1. Incidental gallbladder cancer: what management?

    Directory of Open Access Journals (Sweden)

    Sidi Mohammed Bouchentouf

    2011-11-01

    Full Text Available Gallbladder cancer (GBC represents 3.8% of all gastrointestinal cancers and usually known to be of a poor prognosis. In 0.2–2.9% of cases, this cancer is found in cholecystectomy specimens. A better understanding of spread mode of this tumor helps a better surgical management. The aim of the present review is to underline the management of GBC based on the comprehension of risk factors and anatomic features. A Medline, PubMed database search was performed to identify articles published from 2000 to 2011 using the keywords ‘carcinoma of gallbladder’, ‘incidental gallbladder cancer’, ‘gallbladder neoplasm’ and ‘cholecystectomy’. Some pathological situations such as chronic lithiasis and biliopancreatic junction abnormalities have been clearly identified as predisposing to GBC. Laparoscopy increases peritoneal and parietal tumor dissemination, thus, it should not be performed when GBC is suspected. Most determinant prognostic factors are nodal, perineural and venous involvement, invasion of the cystic duct and the tumor differentiation. The simple cholecystectomy is sufficient for tumors classified as T1a; for other cancers exceeding the muscularis, radical re-resection is required due to the high risk of recurrence. This aggressive surgery improved the overall survival of patients. There is still no standard adjuvant treatment; patients should be included in prospective trials.

  2. Three clinical experiences with SNP array results consistent with parental incest: a narrative with lessons learned.

    Science.gov (United States)

    Helm, Benjamin M; Langley, Katherine; Spangler, Brooke; Vergano, Samantha

    2014-08-01

    Single nucleotide polymorphism microarrays have the ability to reveal parental consanguinity which may or may not be known to healthcare providers. Consanguinity can have significant implications for the health of patients and for individual and family psychosocial well-being. These results often present ethical and legal dilemmas that can have important ramifications. Unexpected consanguinity can be confounding to healthcare professionals who may be unprepared to handle these results or to communicate them to families or other appropriate representatives. There are few published accounts of experiences with consanguinity and SNP arrays. In this paper we discuss three cases where molecular evidence of parental incest was identified by SNP microarray. We hope to further highlight consanguinity as a potential incidental finding, how the cases were handled by the clinical team, and what resources were found to be most helpful. This paper aims to contribute further to professional discourse on incidental findings with genomic technology and how they were addressed clinically. These experiences may provide some guidance on how others can prepare for these findings and help improve practice. As genetic and genomic testing is utilized more by non-genetics providers, we also hope to inform about the importance of engaging with geneticists and genetic counselors when addressing these findings.

  3. Doctors' learning experiences in end-of-life care

    DEFF Research Database (Denmark)

    Fosse, Anette; Ruths, Sabine; Malterud, Kirsti

    2017-01-01

    Background: Doctors often find dialogues about death difficult. In Norway, 45% of deaths take place in nursing homes. Newly qualified medical doctors serve as house officers in nursing homes during internship. Little is known about how nursing homes can become useful sites for learning about end......-of-life care. The aim of this study was to explore newly qualified doctors’ learning experiences with end-of-life care in nursing homes, especially focusing on dialogues about death. Methods: House officers in nursing homes (n = 16) participated in three focus group interviews. Interviews were audiotaped....... Results: Newly qualified doctors explained how nursing home staff’s attitudes taught them how calmness and acceptance could be more appropriate than heroic action when death was imminent. Shifting focus from disease treatment to symptom relief was demanding, yet participants comprehended situations where...

  4. Introducing and adapting a novel method for investigating learning experiences in clinical learning environments.

    Science.gov (United States)

    Lachmann, Hanna; Ponzer, Sari; Johansson, Unn-Britt; Karlgren, Klas

    2012-09-01

    The Contextual Activity Sampling System (CASS) is a novel methodology designed for collecting data of on-going learning experiences through frequent sampling by using mobile phones. This paper describes how it for the first time has been introduced to clinical learning environments. The purposes of this study were to cross-culturally adapt the CASS tool and questionnaire for use in clinical learning environments, investigate whether the methodology is suitable for collecting data and how it is experienced by students. A study was carried out with 51 students who reported about their activities and experiences five times a day during a 2-week course on an interprofessional training ward. Interviews were conducted after the course. The study showed that CASS provided a range of detailed and interesting qualitative and quantitative data, which we would not have been able to collect using traditional methods such as post-course questionnaires or interviews. Moreover, the participants reported that CASS worked well, was easy to use, helped them structure their days and reflect on their learning activities. This methodology proved to be a fruitful way of collecting information about experiences, which could be useful for not only researchers but also students, teachers and course designers.

  5. Learning professional ethics: Student experiences in a health mentor program.

    Science.gov (United States)

    Langlois, Sylvia; Lymer, Erin

    2016-01-01

    The use of patient centred approaches to healthcare education is evolving, yet the effectiveness of these approaches in relation to professional ethics education is not well understood. The aim of this study was to explore the experiences and learning of health profession students engaged in an ethics module as part of a Health Mentor Program at the University of Toronto. Students were assigned to interprofessional groups representing seven professional programs and matched with a health mentor. The health mentors, individuals living with chronic health conditions, shared their experiences of the healthcare system through 90 minute semi-structured interviews with the students. Following the interviews, students completed self-reflective papers and engaged in facilitated asynchronous online discussions. Thematic analysis of reflections and discussions was used to uncover pertaining to student experiences and learning regarding professional ethics. Five major themes emerged from the data: (1) Patient autonomy and expertise in care; (2) ethical complexity and its inevitable reality in the clinical practice setting; (3) patient advocacy as an essential component of day-to-day practice; (4) qualities of remarkable clinicians that informed personal ideals for future practice; (5) patients' perspectives on clinician error and how they enabled suggestions for improving future practice. The findings of a study in one university context suggest that engagement with the health mentor narratives facilitated students' critical reflection related to their understanding of the principles of healthcare ethics.

  6. Problem based learning in mental health nursing: the students' experience.

    Science.gov (United States)

    Cooper, Carol; Carver, Neil

    2012-04-01

    Problem based learning (PBL) is well established within the field of health-care education for professionals worldwide, although little has been done to explore the experiences of students undertaking a PBL course in mental health nursing. Without firm evidence of the benefits of PBL, educationalists in mental health might be reluctant to view it as an option in curricula design. This U.K. study examined the experiences of pre-registration post-graduate mental health student nurses undertaking a 2-year educational course in which all teaching and assessment followed a PBL philosophy. Focus groups were used throughout the course to elicit in-depth qualitative data that was analysed by applying a constant comparative method. The analysis of the data uncovered the following broad themes: 'moves to autonomy, 'surviving the groups' and 'the impact of PBL'. The findings show that participants had mainly positive experiences and gained a range of study and interpersonal skills central to mental health nursing. Participants described initial anxieties resulting from engagement in PBL. However, they increasingly gained confidence in this approach, exercising increasing control over the PBL process. Despite this increased autonomy, participants continued to value the input of skilled facilitators. A recurring issue centred on the potential for interpersonal conflict within the student group and its impact on their learning. It is suggested that more research is needed examining the use of PBL in mental health nursing. © 2012 The Authors. International Journal of Mental Health Nursing © 2012 Australian College of Mental Health Nurses Inc.

  7. (Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

    Science.gov (United States)

    Smith, Shaunna

    2016-01-01

    This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…

  8. Cross-situational word learning is both implicit and strategic.

    Science.gov (United States)

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

    2014-01-01

    For decades, implicit learning researchers have examined a variety of cognitive tasks in which people seem to automatically extract structure from the environment. Similarly, recent statistical learning studies have shown that people can learn word-object mappings from the repeated co-occurrence of words and objects in individually ambiguous situations. In light of this, the goal of the present paper is to investigate whether adult cross-situational learners require an explicit effort to learn word-object mappings, or if it may take place incidentally, only requiring attention to the stimuli. In two implicit learning experiments with incidental tasks directing participants' attention to different aspects of the stimuli, we found evidence of learning, suggesting that cross-situational learning mechanisms can operate incidentally, without explicit effort. However, performance was superior under explicit study instructions, indicating that strategic processes also play a role. Moreover, performance under instruction to learn word meanings did not differ from performance at counting co-occurrences, which may indicate these tasks engage similar strategies.

  9. Reflections on the Final Year Learning Experience –Designing a Capstone Experience

    Directory of Open Access Journals (Sweden)

    Keith Thomas

    2013-05-01

    Full Text Available Cross-sector educational reform to be implemented in 2012 in Hong Kong (HK is intended principally to prepare students for the future workplace. One of the explicit requirements for the new four-year undergraduate curriculum is the inclusion of a capstone course for final year students. This paper explores the uptake and reported effect of the capstone- liked final year project using participating students’ experience (voice in existing undergraduate study programmes in the Chinese University of Hong Kong (CUHK. Semi-structured interviews were used to collect student feedback; findings revealed considerations in terms of the core design elements highlighted in literature. The paper highlights students’ lack of readiness to successful transition into the workplace, linked to the current academic focus of projects. A framework that includes learning activities preferred by students is proposed for the final year learning experience. Findings from this study will be useful for curriculum development and evaluation of the final-year curriculum.

  10. Newsvendor Problem Experiments: Riskiness of the Decisions and Learning by Experience

    Directory of Open Access Journals (Sweden)

    Victor Arshavskiy

    2014-05-01

    Full Text Available We describe the results of three controlled (multi–rounds experiments in which the players made decisions on purchasing products by fixed price and further selling under demand uncertainty. In our experiments we have introduced the competition; if a player has a lot of product ordered, he could win over buyers away from his competitor. We study the rationality of decisions and the learning by experience. Analysis shows that in each round the average decision of players was more aggressive (risky than the optimal decision obtained under the assumption that the players maximize the expected profit. But by the end of the experiments the variance of the individual decisions decreased, so the choice of decision was more confident and conscious.

  11. Experience and lessons learned from sewage sludge pyrolysis in Australia

    Energy Technology Data Exchange (ETDEWEB)

    Bridle, Trevor R.; Skrypski-Mantele, Stefan

    2003-07-01

    Management of sewage sludge via ''publicly acceptable'' methods is becoming increasingly difficult primarily due to health and environmental concerns with respect to reuse of the product in agriculture. Consequently thermal processes are gaining popularity with significantly increased interest being shown in pyrolysis and gasification processes, due to their ''non-incineration status''. One such process is the ENERSLUDGE(TM) technology which has been developed and commercialised by Environmental Solutions International Ltd (ESI). The world's first commercial ENERSLUDGE(TM) plant is located at the Subiaco Wastewater Treatment Plant (WWTP) that was handed over to the client, the Water Corporation of Western Australia in June 2001. Extensive design knowledge and operational experience has now been accumulated from this commercial pyrolysis facility and future applications of the technology will benefit immensely from the lessons learned and experience gained from this facility.

  12. Experience and grammatical agreement: statistical learning shapes number agreement production.

    Science.gov (United States)

    Haskell, Todd R; Thornton, Robert; Macdonald, Maryellen C

    2010-02-01

    A robust result in research on the production of grammatical agreement is that speakers are more likely to produce an erroneous verb with phrases such as the key to the cabinets, with a singular noun followed by a plural one, than with phrases such as the keys to the cabinet, where a plural noun is followed by a singular. These asymmetries are thought to reflect core language production processes. Previous accounts have attributed error patterns to a syntactic number feature present on plurals but not singulars. An alternative approach is presented in which a process similar to structural priming contributes to the error asymmetry via speakers' past experiences with related agreement constructions. A corpus analysis and two agreement production studies test this account. The results suggest that agreement production is shaped by statistical learning from past language experience. Implications for accounts of agreement are discussed. Copyright 2009 Elsevier B.V. All rights reserved.

  13. Gamification Experience in Secondary Education on Learning of Digital Systems

    Directory of Open Access Journals (Sweden)

    Jesús Carlos DÍEZ RIOJA

    2017-07-01

    Full Text Available Games have always been used in order to motivate learning at early ages. Nevertheless, during teen years, playing games have often been stigmatized as a waste of time. Thus, the phenomenon of gamification has become recently a methodological trend with a relevant presence in the classroom. In this paper, an analysis of previous work in gamification is performed in primary and secondary education. Next, the experience carried out at a secondary school in Barcelona is described where a program has been implemented ad hoc to teach, in a playful way, contents of digital systems in the context of the Industrial Technology course in secondary school. The results of the experience and the students’ opinion that have been positive are summarized in this paper.

  14. INSIGHTS ON WRITING AS EXPERIENCE AND LEARNING IN DISTANCE EDUCANTION

    Directory of Open Access Journals (Sweden)

    Ana Carolina de Oliveira Salgueiro de Moura

    2013-12-01

    Full Text Available This article discusses the writing as a way to contribute to learning processes in distance education. With this intention, it approaches the writing while experience as a process of conversation, a stir emotion which becomes language and generate structural changes, created by the conviviality of writing space and treat this process as autonomous and creative. Endless are the possibilities of the contexts of writing, but in this research the focus of analysis is the writings of the teacher-students of Specialization in Information and Communication Technologies in Education, which takes place by distance. It is used Qualitative Textual Analysis as a way to evidence the experience with writing of the teacher-students and is composed a metatext in which the encounters of those writings with the comprehensions woven by the authors are identified from the theoretical support that enables the explanatory argument of the analysis.

  15. Accreditation of Prior Experiential Learning as a Catalyst for Lifelong Learning: Analysis and Proposals Based on French Experiments

    Science.gov (United States)

    Sanseau, Pierre-Yves; Ansart, Sandrine

    2013-01-01

    In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis…

  16. Meaningful Learning with Mobile Devices: Pre-Service Class Teachers' Experiences of Mobile Learning in the Outdoors

    Science.gov (United States)

    Kärki, Tomi; Keinänen, Heli; Tuominen, Anu; Hoikkala, Marianna; Matikainen, Eila; Maijala, Hanna

    2018-01-01

    The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers' (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students' ratings for different attributes were analysed…

  17. Instant messaging and nursing students' clinical learning experience.

    Science.gov (United States)

    Pimmer, Christoph; Brühlmann, Florian; Odetola, Titilayo Dorothy; Dipeolu, Oluwafemi; Gröhbiel, Urs; Ajuwon, Ademola J

    2018-05-01

    Although learning in clinical settings is a key element of nursing education, for many learners these are challenging developmental contexts often marked by isolation and a lack of belongingness. Despite the massive appropriation of mobile instant messaging (MIM) platforms and the connective properties attendant to them, very little is known about their role in and impact on nursing students' clinical learning experiences. To address this gap, the study, which was part of a multinational research project on the use of mobile social media in health professions education in developing countries, examined the use of the instant messaging platform WhatsApp by nursing students during placements and potential associations with socio-professional indicators. The survey involved a total number of 196 nursing students from 5 schools in Oyo State, Nigeria. The findings suggest that students used WhatsApp relatively frequently and they perceived that this platform strongly enhanced their communication with other students and nurses. WhatsApp use during placements was positively associated with students' maintained social capital with peer students, the development of a professional identity, placement satisfaction and with reduced feelings of isolation from professional communities. The determinants that influenced WhatsApp use during placements were perceived usefulness and perceived ease of use. No associations were found between WhatsApp use during placement and age, attitude, subjective norms and placement duration. This study is one of the first of its kind that points to the relevance of mobile instant messaging as part of nursing students' (inter)personal learning environments in clinical settings and, particularly, in the development setting under investigation. Further research is needed to corroborate these findings, to enhance the understanding of the impact mechanisms, and to evaluate a more systematic use of MIM in clinical learning contexts. Copyright © 2018

  18. How and what do medical students learn in clerkships? Experience based learning (ExBL).

    Science.gov (United States)

    Dornan, Tim; Tan, Naomi; Boshuizen, Henny; Gick, Rachel; Isba, Rachel; Mann, Karen; Scherpbier, Albert; Spencer, John; Timmins, Elizabeth

    2014-12-01

    Clerkship education has been called a 'black box' because so little is known about what, how, and under which conditions students learn. Our aim was to develop a blueprint for education in ambulatory and inpatient settings, and in single encounters, traditional rotations, or longitudinal experiences. We identified 548 causal links between conditions, processes, and outcomes of clerkship education in 168 empirical papers published over 7 years and synthesised a theory of how students learn. They do so when they are given affective, pedagogic, and organisational support. Affective support comes from doctors' and many other health workers' interactions with students. Pedagogic support comes from informal interactions and modelling as well as doctors' teaching, supervision, and precepting. Organisational support comes from every tier of a curriculum. Core learning processes of observing, rehearsing, and contributing to authentic clinical activities take place within triadic relationships between students, patients, and practitioners. The phrase 'supported participation in practice' best describes the educational process. Much of the learning that results is too tacit, complex, contextualised, and individual to be defined as a set of competencies. We conclude that clerkship education takes place within relationships between students, patients, and doctors, supported by informal, individual, contextualised, and affective elements of the learned curriculum, alongside formal, standardised elements of the taught and assessed curriculum. This research provides a blueprint for designing and evaluating clerkship curricula as well as helping patients, students, and practitioners collaborate in educating tomorrow's doctors.

  19. Vividness of Visual Imagery and Incidental Recall of Verbal Cues, When Phenomenological Availability Reflects Long-Term Memory Accessibility

    OpenAIRE

    D’Angiulli, Amedeo; Runge, Matthew; Faulkner, Andrew; Zakizadeh, Jila; Chan, Aldrich; Morcos, Selvana

    2013-01-01

    The relationship between vivid visual mental images and unexpected recall (incidental recall) was replicated, refined and extended. In Experiment 1, participants were asked to generate mental images from imagery-evoking verbal-cues (controlled on several verbal properties) and then, on a trial-by-trial basis, rate the vividness of their images; thirty minutes later, participants were surprised with a task requiring free recall of the cues. Higher vividness ratings predicted better incidental ...

  20. Re-live and learn - Interlocutor-induced elicitation of phenomenal experiences in learning offline.

    Science.gov (United States)

    Schilhab, Theresa

    2015-12-01

    Contemporary neuroscience studies propose that sensory-motor experiences in the form of 're-enactments' or 'simulations' are significant to the individual's development of concepts and language use. To a certain extent, such studies align with non-Cartesian perspectives on situated cognition. Since perceptual activity is reflected neurally, however, the neural perspective of experiences and re-enactments allows us to distinguish between online and offline conditions within situated cognition, thereby addressing the extent to which direct experiences contribute to a particular learning episode. Whereas online situated cognition reflects the 'traditional' 4e's (minds as embodied, embedded, enacted, and extended) and focus is on cognitive processes confined to the individual, offline situated cognition introduces Others as significant contributors to cognitive processes in the individual. In this paper, I analyse how offline situated cognition entails a hitherto underdescribed but radical receptivity to the social world that works through language. Based on the unfolding of how we acquire the concepts of mental states as part of theory of mind, I establish that in the hands of interlocutors, words cultivate minds by first eliciting phenomenal sensations and then facilitating an association of these to experiences that originate with a different phenomenal content. Thus, I conclude both that phenomenal experiences online are central to conceptual learning offline through re-enactions and that Others are profoundly essential in forming cognising Selves. Copyright © 2015. Published by Elsevier Ltd.

  1. Undergraduate Student Self-Efficacy and Perceptions of Virtual World Learning Experience

    Science.gov (United States)

    Stanton, Lorraine May

    2017-01-01

    Virtual worlds are innovative teaching and learning methods that can provide immersive and engaging learning experiences (Lu, 2010). Though they have potential benefits, students sometimes experience a steep learning curve and discomfort with the technology (Warburton, 2009). This study explored how students in two American Studies classes using…

  2. Assessing the Unassessable: Making Learning Visible in Undergraduates' Experiences of Scientific Research

    Science.gov (United States)

    Wilson, Anna; Howitt, Susan; Higgins, Denise

    2016-01-01

    We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We…

  3. A Qualitative Investigation into the Experiences of Having a Parent with a Learning Disability

    Science.gov (United States)

    Hewitt, Olivia; Clarke, Angela

    2016-01-01

    Background: More people with a learning disability are becoming parents. Little is known about the lived experiences of the children who have a parent with a learning disability. Methods: This study uses interpretative phenomenological analysis (IPA) to understand the lived experiences of people who have a parent with a learning disability. Five…

  4. E-Learning and North-South collaboration: the experience of two ...

    African Journals Online (AJOL)

    Introduction: Distance learning (e-learning) can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground.

  5. The M-Learning Experience of Language Learners in Informal Settings

    Science.gov (United States)

    Sendurur, Emine; Efendioglu, Esra; Çaliskan, Neslihan Yondemir; Boldbaatar, Nomin; Kandin, Emine; Namazli, Sevinç

    2017-01-01

    This study is designed to understand the informal language learners' experiences of m-learning applications. The aim is two-folded: (i) to extract the reasons why m-learning applications are preferred and (ii) to explore the user experience of Duolingo m-learning application. We interviewed 18 voluntary Duolingo users. The findings suggest that…

  6. Exploring learning experiences of female adults in higher education ...

    African Journals Online (AJOL)

    Moreover, in a changing global economy, a redress and reform of higher education learning, dominated by a one for all education system in South Africa was needed, especially with the integration of technology. Keywords: Quality learning; technology learning; online learning; blended learning; higher education; adult ...

  7. The student fieldwork experience: influencing factors and implications for learning

    Science.gov (United States)

    Boyle, Alan; Stokes, Alison

    2010-05-01

    Fieldwork has always been a crucial component of undergraduate geoscience degrees, yet our understanding of the learning processes that operate in a field environment is limited. Learning is a complex process, and there is increasing interest in the role played in this process by the affective domain, in particular the link between affect (emotion and attitude) and cognition (understanding). This presentation covers two UK-based studies that investigated the impact of residential geoscience fieldwork on students' affective responses (e.g. feelings, attitudes, motivations), and their subsequent learning outcomes; student affective responses are thought to be linked to the adoption of effective approaches to learning. The first study involved ~300 students from 7 UK universities undertaking residential field classes in, geography, earth and environmental sciences (GEES disciplines). Mixed-format surveys applied before and after fieldwork demonstrated significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. The data were analysed for any subgroup differences (gender, age, previous experience) but the only significant difference concerned levels of anxiety amongst some groups of students prior to fieldwork. However, post fieldwork surveys showed that the field experience mitigated these anxieties; for most it was not as bad as they thought it would be. This study demonstrated that fieldwork generated positive attitudes amongst students to their subject of study as well as development of ‘soft' interpersonal skills. The second study collected qualitative and quantitative data from 62 students at a single UK university before, during and after a nine day geologic mapping-training field course, a style of fieldwork not surveyed in the first study. As with the first study, pre-field class positive affects became strengthened, while negative feelings and

  8. Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

    International Nuclear Information System (INIS)

    Georgiou, H; Sharma, M D

    2015-01-01

    Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures. (paper)

  9. Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

    Science.gov (United States)

    Georgiou, H.; Sharma, M. D.

    2015-01-01

    Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures.

  10. Injecting learning experience into geoethics for human and natural sustainability

    Science.gov (United States)

    Crookall, David

    2016-04-01

    Our early life experience has a strong influence on our actions in later life. Humans today are just starting to re-learn, collectively, how to treat Earth with the respect that it deserves and that is needed for our offspring to inherit a decent home. However, we still have a long way to go to instill in people at large the ethics, knowledge and skills necessary to ensure a healthy journey for humanity on spaceship. The experience of early upbringing, of schooling and of everyday life is probably the only path strong enough to develop in people a strong desire for ethical behaviour towards their environment. The problem is that the measures taken today to ensure the development of ethical behaviours in the population at large are woefully inadequate. At best, western school programmes contain a few lessons devoted to the environment, and even then they usually just pay lip service to the basics of the environment; they rarely aim to instill skills and knowledge in order to understand and care deeply for the environment. My presentation will suggest some practical ways to help communities build ethical frameworks and strategies to guide and generate tools, methods and activities that guide young people (pupils, students, scholars, researchers) to toward more ethical behaviours regarding their environment and their communities. Examples might include: - Developing geoethical dimensions of internships, in all areas; - Designing, testing and running simulation/games+debriefing providing a rich affective-cognitive context for grappling with geoethical problems- eg, FISH BANKS, KEEP COOL. - Pressuring governments to make geoethics, environmental care and climate change understanding central components of (almost) all educational programmes (in, eg, history, language, business, law, medicine, etc). - Subsidizing environmental-care summer schools for families and teachers at all levels. - Etc. One of my actions is founding a academic journal in the area, maybe with the

  11. Learning for Entrepreneurship in Heterogeneous Groups: Experiences From an International, Interdisciplinary Higher Education Student Program

    NARCIS (Netherlands)

    Lans, T.; Popov, V.; Oganisjana, K.; Täks, M.

    2013-01-01

    Although entrepreneurship education (EE) has gained popularity internationally, empirical work is scarce on the factors which influence the underlying learning process. This article presents the experiences of a European summer school where factors which contribute to entrepreneurial learning in

  12. Designing Learning Environments That Integrate Curricular and Cocurricular Experiences.

    Science.gov (United States)

    Schroeder, Charles C.; Hurst, James C.

    1996-01-01

    Uses different learning models to provide the conceptual framework for three interventions that illustrate methods for designing effective learning environments at the macroinstitutional and microinstitutional levels. (Author)

  13. Experience and lessons learned in the assessment of safety justifications for experiments mounted in research reactors

    International Nuclear Information System (INIS)

    Cox, R.F.

    1990-01-01

    Some experiments in research reactors are arguably a risky undertaking due to their uncertain outcome. The justifications for such experiments require careful assessment to validate their undertaking. The public, the operators and the installation itself must be safeguarded. Assessment of the potential risk is an acquired skill but in doing so the route can be eased by learning from the lessons experience can teach. This paper, essentially for the usage of safety managers, sets out some of the issues relating to the assessment process gained from our experience over a few tens of years in the assessment of experiments. Many of the conclusions reached may appear all too obvious viewed in retrospect, but they were not necessarily clear at the time. Those organizations setting up assessment teams may find some of the conclusions of value such that their proposed management system can embrace methodologies for assessment that can avoid or lessen the impact of some of the pitfalls we have tried to identify. Failure to recognise some of these points may run the risk of delayed clearances, dilated timescales and cost overruns. It is in the hope of reducing all these penalties that we offer our experiences

  14. States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit.

    Science.gov (United States)

    Gruber, Matthias J; Gelman, Bernard D; Ranganath, Charan

    2014-10-22

    People find it easier to learn about topics that interest them, but little is known about the mechanisms by which intrinsic motivational states affect learning. We used functional magnetic resonance imaging to investigate how curiosity (intrinsic motivation to learn) influences memory. In both immediate and one-day-delayed memory tests, participants showed improved memory for information that they were curious about and for incidental material learned during states of high curiosity. Functional magnetic resonance imaging results revealed that activity in the midbrain and the nucleus accumbens was enhanced during states of high curiosity. Importantly, individual variability in curiosity-driven memory benefits for incidental material was supported by anticipatory activity in the midbrain and hippocampus and by functional connectivity between these regions. These findings suggest a link between the mechanisms supporting extrinsic reward motivation and intrinsic curiosity and highlight the importance of stimulating curiosity to create more effective learning experiences. Copyright © 2014 Elsevier Inc. All rights reserved.

  15. Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school.

    Science.gov (United States)

    Ciraj, A M; Vinod, P; Ramnarayan, K

    2010-01-01

    Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills.

  16. Enhancing active learning in microbiology through case based learning: Experiences from an Indian medical school

    Directory of Open Access Journals (Sweden)

    Ciraj A

    2010-10-01

    Full Text Available Background: Case-based learning (CBL is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. Materials and Methods: CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. Results: In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Conclusion: Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills.

  17. THE VIRTUAL LEARNING ENVIRONMENTS IN VOCATIONAL EDUCATION: A REPORT OF BLENDED LEARNING EXPERIENCES

    Directory of Open Access Journals (Sweden)

    Paulo Roberto Prado Constantino

    2013-07-01

    Full Text Available This paper presents an experiment in uses of virtual learning environments (VLE in the vocational education, evaluated by the Educational Supervision of Vocational and Secondary Schools of Paula Souza Center. The experience occurred in Etec "Jacinto Ferreira de Sá", São Paulo, Brazil, between 2009 and 2011, where the reported activities were organized and developed in the degree of Music, with students of different ages. Using specifics instruments to qualitative research for data collection were selected class record books, the reports to the virtual environment, the records of the participants' personal reflections, interviews and examination of the minutes of class councils involved. The experience has served as a basis for replication in other contexts and vocational courses presented by the institution.

  18. Accelerating Innovation Through Coopetition: The Innovation Learning Network Experience.

    Science.gov (United States)

    McCarthy, Chris; Ford Carleton, Penny; Krumpholz, Elizabeth; Chow, Marilyn P

    Coopetition, the simultaneous pursuit of cooperation and competition, is a growing force in the innovation landscape. For some organizations, the primary mode of innovation continues to be deeply secretive and highly competitive, but for others, a new style of shared challenges, shared purpose, and shared development has become a superior, more efficient way of working to accelerate innovation capabilities and capacity. Over the last 2 decades, the literature base devoted to coopetition has gradually expanded. However, the field is still in its infancy. The majority of coopetition research is qualitative, primarily consisting of case studies. Few studies have addressed the nonprofit sector or service industries such as health care. The authors believe that this article may offer a unique perspective on coopetition in the context of a US-based national health care learning alliance designed to accelerate innovation, the Innovation Learning Network or ILN. The mission of the ILN is to "Share the joy and pain of innovation," accelerating innovation by sharing solutions, teaching techniques, and cultivating friendships. These 3 pillars (sharing, teaching, and cultivating) form the foundation for coopetition within the ILN. Through the lens of coopetition, we examine the experience of the ILN over the last 10 years and provide case examples that illustrate the benefits and challenges of coopetition in accelerating innovation in health care.

  19. The learning and mentoring experiences of Paralympic coaches.

    Science.gov (United States)

    Fairhurst, Katherine E; Bloom, Gordon A; Harvey, William J

    2017-04-01

    Participation in the Paralympic Games has grown substantially, yet the same growth and development has not occurred with empirical literature for coaching in disability sport. The purpose of the current study was to explore Paralympic coaches' perceptions of their learning and educational experiences, including their formal and informal mentoring opportunities. Six highly successful and experienced Paralympic coaches were individually interviewed in this qualitative study. The interview data were analyzed following Braun and Clarke's guidelines for thematic analysis. Results demonstrated that Paralympic coaches faced several challenges to acquire disability specific coaching knowledge and skills. These challenges led the participants to utilize an array of informal learning situations, such as actively seeking mentoring relationships when they first entered the field. After becoming expert coaches, they gave back to their sport by making mentoring opportunities available for aspiring coaches. The results of the current study address the value and importance of mentoring as a structured source of education and career development for aspiring Paralympic coaches. Crown Copyright © 2016. Published by Elsevier Inc. All rights reserved.

  20. Operational experience - Lessons learned from IRS-reports in Germany

    International Nuclear Information System (INIS)

    Wetzel, N.; Maqua, M.

    2005-01-01

    The international Incident Reporting System (IRS), jointly operated by IAEA and OECD-NEA, is a main source of safety significant findings and lessons learned of nuclear operating experience. GRS (Gesellschaft fuer Anlagen- und Reaktorsicherheit mbH) is a scientific-technical expert and research organisation. On Behalf of the Federal Minister of Environment, Nature Conservation and Reactor Safety (BMU), GRS provides the IRS officer. The evaluation of IRS-Reports and the dissemination of the main findings including the assessment of the relevance for German NPPs is task of GRS. The value of IRS is among experts undoubted. But nevertheless, the reporting to IRS decreases since some years. This presentation is aimed to show the support of IRS in strengthening the safety of German NPPs. The evaluation of IRS-Reports at GRS is three-fold. It comprises initial screening, quarterly and yearly reporting and the development of specific German Information Notices on safety significant events with direct applicability to German NPPs. Some examples of lessons learned from recent international events are discussed below. These examples shall demonstrate that the use of the IRS enhances significantly the knowledge on operational events. (author)

  1. What can we learn from the next generation of experiments

    International Nuclear Information System (INIS)

    Ross, G.G.

    This report considers the predictions of the standard SU(3) x SU(2) x U(1) model (the (3,2,1) model) and the crucial tests of the theory. Particular emphasis is placed on those predictions (such as those for intermediate vector bosons) which might be proved or disproved in the next few years. Alternatives to the standard model are discussed where they make new or different predictions. The author considers that evidence for these might come from the discovery of processes forbidden by the standard theory and non-accelerator experiments might be the best way to learn about such processes. The Grand Unified Theory is discussed with reference to the alternatives or modifications necessary to avoid the hierarchy problem. This leads to a consideration of supersymmetric, technicolour and constituent models, their predictions and the experimental searches for them

  2. Learning from traumatic experiences with brief eclectic psychotherapy for PTSD

    Directory of Open Access Journals (Sweden)

    Berthold P. R. Gersons

    2013-12-01

    Full Text Available Brief eclectic psychotherapy for PTSD (BEPP is an evidence-based therapeutic approach that combines and integrates elements from psychodynamic, cognitive-behavioral, and directive psychotherapy. Psychoeducation is done jointly with the patient and his or her partner. Exposure, a structured writing task, and memorabilia are used to help patients accessing, feeling and expressing their suppressed emotions related to the traumatic experience. In the domain of meaning stage, patients will learn how they and their view of the world have changed, and that they have become “sadder but wiser”. Much emphasis is put on the vulnerability of human beings. Finally, an individually tailored farewell ritual is done to end treatment, to reunite with loved ones, and to go on with life.For the abstract or full text in other languages, please see Supplementary files under Article Tools online

  3. Memory for Lectures: How Lecture Format Impacts the Learning Experience

    Science.gov (United States)

    Varao-Sousa, Trish L.; Kingstone, Alan

    2015-01-01

    The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms. PMID:26561235

  4. Business oriented educational experiments enhance active learning by engineering students

    DEFF Research Database (Denmark)

    Christiansen, Nynne Mia; Schjær-Jacobsen, Hans; Simon, Jens

    2012-01-01

    exploration symposium on bridging the gap between engineering education and business is proposed on the basis of the Copenhagen University College of Engineering (IHK) being involved in a DKK 50m ongoing project “Business Oriented Educational Experiments” financed by the Capital Region of Denmark...... and the European Social Fund. The project is carried out with other major educational institutions in the Copenhagen area and organized in five themes: 1) world class competences, 2) new interactions between education and business, 3) the experimenting organization, 4) education on demand, and 5) new career paths...... benefits from the CIE activities: Businesses execute innovative solutions, students practice active learning and build a platform for their future professional career, and professors leave the classrooms and get an opportunity to reality check their theories. CIE is operating on a network platform made up...

  5. Machine learning based global particle indentification algorithms at LHCb experiment

    CERN Multimedia

    Derkach, Denis; Likhomanenko, Tatiana; Rogozhnikov, Aleksei; Ratnikov, Fedor

    2017-01-01

    One of the most important aspects of data processing at LHC experiments is the particle identification (PID) algorithm. In LHCb, several different sub-detector systems provide PID information: the Ring Imaging CHerenkov (RICH) detector, the hadronic and electromagnetic calorimeters, and the muon chambers. To improve charged particle identification, several neural networks including a deep architecture and gradient boosting have been applied to data. These new approaches provide higher identification efficiencies than existing implementations for all charged particle types. It is also necessary to achieve a flat dependency between efficiencies and spectator variables such as particle momentum, in order to reduce systematic uncertainties during later stages of data analysis. For this purpose, "flat” algorithms that guarantee the flatness property for efficiencies have also been developed. This talk presents this new approach based on machine learning and its performance.

  6. Effects of Learning Experience on Forgetting Rates of Item and Associative Memories

    Science.gov (United States)

    Yang, Jiongjiong; Zhan, Lexia; Wang, Yingying; Du, Xiaoya; Zhou, Wenxi; Ning, Xueling; Sun, Qing; Moscovitch, Morris

    2016-01-01

    Are associative memories forgotten more quickly than item memories, and does the level of original learning differentially influence forgetting rates? In this study, we addressed these questions by having participants learn single words and word pairs once (Experiment 1), three times (Experiment 2), and six times (Experiment 3) in a massed…

  7. The Role of Experience: A Qualitative Study of Adult Learning in History Museums

    Science.gov (United States)

    Wilson, Melissa A.

    2013-01-01

    The problem to be investigated by this study is whether museum visitors' history content knowledge is enhanced by their museum experience and whether their lived experiences played a role in their learning. The study is based on the theories of experiential, informal and free-choice learning. A qualitative design examined the lived experiences of…

  8. Learning experience of linear endobronchial ultrasound among pulmonary trainees.

    Science.gov (United States)

    Wahidi, Momen M; Hulett, Cidney; Pastis, Nicholas; Shepherd, R Wesley; Shofer, Scott L; Mahmood, Kamran; Lee, Hans; Malhotra, Rajiv; Moser, Barry; Silvestri, Gerard A

    2014-03-01

    Linear endobronchial ultrasound (EBUS) allows real-time guidance of transbronchial needle aspiration of thoracic structures and has become an increasingly important diagnostic tool for chest physicians. Little has been published about the learning experience of operators with this technology. The purpose of this study was to define the learning experience of EBUS-guided transbronchial needle aspiration (EBUS-TBNA) among pulmonary trainees. This was a multicenter cohort study of fellows in pulmonary medicine over the first 2 years of their training. Prior to performing EBUS-TBNA, all participants had to complete 30 conventional bronchoscopies, an EBUS-specific didactic curriculum, and a simulation session with a plastic airway model. Each consecutive EBUS procedure was scored with a checklist that evaluated the ability to pass a bronchoscope through vocal cords, identify the appropriate node for sampling, acquire adequate ultrasound images, guide the bronchoscopy team through the technical steps of EBUS-TBNA, and obtain adequate tissue samples. Thirteen pulmonary trainees from three training programs were enrolled in the study and were observed over a 2-year period. The majority of trainees were able to perform all essential steps of EBUS-TBNA and obtain adequate tissue after performing an average of 13 (95% CI, 7-16) procedures. Pulmonary trainees needed an average of 13 procedures to achieve first independent successful performance of EBUS-TBNA following a training protocol that included a didactic curriculum and simulation-based practice. Our findings could guide pulmonary fellowship directors in planning EBUS training and establishing a reasonable juncture to assess EBUS skills with validated assessment tools.

  9. Learning with Smartphones: Students' Lived Experience of Using Smartphones

    Science.gov (United States)

    Chan, Nee Nee; Walker-Gleaves, Alan; Remedios, Richard

    2013-01-01

    With its wide-ranging applications and multiple features, the smartphone is propelling a new way of learning "on the fly". Mobile learning is more than simply learning with certain types of digital technologies: through everyday practices of using the smartphone, learning can take place in formal and informal settings and in the boundary…

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

    Science.gov (United States)

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

    2017-01-01

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

  11. The Role of Orthotactic Probability in Incidental and Intentional Vocabulary Acquisition L1 and L2

    Science.gov (United States)

    Bordag, Denisa; Kirschenbaum, Amit; Rogahn, Maria; Tschirner, Erwin

    2017-01-01

    Four experiments were conducted to examine the role of orthotactic probability, i.e. the sequential letter probability, in the early stages of vocabulary acquisition by adult native speakers and advanced learners of German. The results show different effects for orthographic probability in incidental and intentional vocabulary acquisition: Whereas…

  12. 78 FR 19652 - Takes of Marine Mammals Incidental to Specified Activities; Office of Naval Research Acoustic...

    Science.gov (United States)

    2013-04-02

    ...), but because of ecological or physiological requirements, many marine animals may need to remain in... Marine Mammals Incidental to Specified Activities; Office of Naval Research Acoustic Technology Experiments in the Western North Pacific Ocean AGENCY: National Marine Fisheries Service (NMFS), National...

  13. Changes in the incidental context impacts search but not loading of the motor buffer.

    NARCIS (Netherlands)

    Magnuson, Curt E.; Wright, David L.; Verwey, Willem B.

    2004-01-01

    During a retention test, a change in the nature of the incidental contextual information present during training can have a deleterious impact on response selection by not activating particular subsets of information in memory that help direct the retrieval process. The present experiment addressed

  14. Online Library of Scientific Models, A New Way to Teach, Learn, and Share Learning Experience

    Directory of Open Access Journals (Sweden)

    Hatem H. Elrefaei

    2008-05-01

    Full Text Available While scientific models are usually communicated in paper format, the need to reprogram every model by every user results in a huge loss of efforts, time and money, hence lengthening the educational and research developing cycle and loosing the learning experience and expertise gained by every user. We demonstrate a new portal www.imodelit.com that hosts a library of scientific models for electrical engineers in the form of java applets. They are all conformal, informative, with strong input and output filing system. The software design allows a fast developing cycle and it represents a strong infrastructure that can be shared by researchers to develop their own applets to be posted on the library. We aim for a community based library of scientific models that enhances the e-learning process for engineering students.

  15. Bridging Learning Communities Through Experiential Learning with GIST: 2Y College Experience

    Science.gov (United States)

    Sorey, N.; Phillips, C. D.

    2017-12-01

    This study reviews successes of community engagement through experiential learning with GIST across academic disciplines that leverage topics with technology and community relationships throughout a two-year campus and the community at large. This approach allowed for a diversification of populations reached through college student engagement and community outreach efforts. Technological frameworks and development of best practice resources to support students and faculty were shown to increase the capacity for undergraduate research experiences, K12 short course offerings during the summer, and the formation of a STEM-focused student organization. The RSO has participated in activities that include educational technology development, participating in the growth and development of the area's maker movement community, and geoscience outreach and education. Development of the program thus far and lessons learned have resulted in a proposal for an areal-based informal pathway linking the K12 community to area colleges by integrating geoscience outreach with GIST through the maker movement.

  16. Learning from Teen Childbearing Experiences of Close Friends: Evidence using Miscarriages as a Natural Experiment

    OpenAIRE

    Olga Yakusheva; Jason Fletcher

    2015-01-01

    We examine peer effects in teen childbearing among close friends, using miscarriages as a natural experiment. We use 775 women from the core sample of Add Health who had a friend with a teen pregnancy. We find a sizable negative treatment effect: a close friend’s teen birth is associated with a 6 percentage point reduction in the likelihood of own teen pregnancy and childbearing. There is evidence that this effect operates through a learning mechanism by changing beliefs regarding early chi...

  17. Incidental Education (for Women) in Rural Communities.

    Science.gov (United States)

    Crosby, Valmai

    The Country Women's Association (CWA) is a nationwide Australian group that started in the 1920s in response to isolated women's need to socialize. The group's activities have expanded greatly over time. It distributes essential food and clothing to needy rural families, and its extensive involvement in incidental education for women includes…

  18. Incidental cancer in multinodular goitre post thyroidectomy

    African Journals Online (AJOL)

    anterior neck mass, but other nodules may be detected incidentally during radiological evaluation of the neck. ..... Our 5.7% false-negative rate for FNAB in detecting cancer is similar to the findings of Rumstadt et al. ... our institution most of these cases are treated medically with antithyroid medication followed by radioactive.

  19. Incidental fear cues increase monetary loss aversion.

    Science.gov (United States)

    Schulreich, Stefan; Gerhardt, Holger; Heekeren, Hauke R

    2016-04-01

    In many everyday decisions, people exhibit loss aversion-a greater sensitivity to losses relative to gains of equal size. Loss aversion is thought to be (at least partly) mediated by emotional--in particular, fear-related--processes. Decision research has shown that even incidental emotions, which are unrelated to the decision at hand, can influence decision making. The effect of incidental fear on loss aversion, however, is thus far unclear. In two studies, we experimentally investigated how incidental fear cues, presented during (Study 1) or before (Study 2) choices to accept or reject mixed gambles over real monetary stakes, influence monetary loss aversion. We find that the presentation of fearful faces, relative to the presentation of neutral faces, increased risk aversion-an effect that could be attributed to increased loss aversion. The size of this effect was moderated by psychopathic personality: Fearless dominance, in particular its interpersonal facet, but not self-centered impulsivity, attenuated the effect of incidental fear cues on loss aversion, consistent with reduced fear reactivity. Together, these results highlight the sensitivity of loss aversion to the affective context. (c) 2016 APA, all rights reserved).

  20. Students' Reflections on the Relationships between Safe Learning Environments, Learning Challenge and Positive Experiences of Learning in a Simulated GP Clinic

    Science.gov (United States)

    Young, J. E.; Williamson, M. I.; Egan, T. G.

    2016-01-01

    Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students'…

  1. Exploring body-anchored and experience-based learning in a community of practice

    DEFF Research Database (Denmark)

    Stelter, Reinhard

    2008-01-01

    The article aims to integrate body-anchored and experience-based learning in the theoretical concept of learning in a community of practice. Present moment, epoché, intentional orientation and meaning making are introduced as the four basic premises for body-anchored and experience-based learning...... as the outflow of speech acts, originally based on embodied and experience-based knowledge....

  2. Simulated learning environment experience in nursing students for paediatric practice.

    Science.gov (United States)

    Mendoza-Maldonado, Yessy; Barría-Pailaquilén, René Mauricio

    2018-03-24

    The training of health professionals requires the acquisition of clinical skills in a safe and efficient manner, which is facilitated by a simulated learning environment (SLE). It is also an efficient alternative when there are limitations for clinical practice in certain areas. This paper shows the work undertaken in a Chilean university in implementing paediatric practice using SLE. Over eight days, the care experience of a hospitalized infant was studied applying the nursing process. The participation of a paediatrician, resident physician, nursing technician, and simulated user was included in addition to the use of a simulation mannequin and equipment. Simulation of care was integral and covered interaction with the child and family and was developed in groups of six students by a teacher. The different phases of the simulation methodology were developed from a pedagogical point of view. The possibility of implementing paediatric clinical practice in an efficient and safe way was confirmed. The experience in SLE was highly valued by the students, allowing them to develop different skills and abilities required for paediatric nursing through simulation. Copyright © 2018 Elsevier España, S.L.U. All rights reserved.

  3. Cyber Bullying and Traumatic Experiences: The Impact on Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Agathi Stathopoulou

    2018-03-01

    Full Text Available The aim of our research is to investigate the effects of traumatic experiences that teens with learning disorders had to go through. The sample of our study is consisted of 160 high school students who were referred in a web line evaluation form, due to low school performance. The research tool that was used was ACHENBACH’s self-report questionnaire for children and teenagers and more specifically the subscales for anxiety-depression and depression-withdrawal. Frequencies, percentages of responses and means have been calculated. An analysis of variance (one way anova to assess the differences in the averages of students' responses to the variable "experiencing a traumatic event" was also performed. The results showed that there are significant differences in the level of statistical significance p <0,01 between the means of students who say they have experienced a traumatic event and those who report that they haven’t. Particularly decisive traumatic experience for the students' mentality seems to be the in-school violence received by students and the death of a loved one. Application features that have to do with the cyber bulling are also presented briefly. 

  4. Comfort and experience with online learning: trends over nine years and associations with knowledge.

    Science.gov (United States)

    Cook, David A; Thompson, Warren G

    2014-07-01

    Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Each year from 2003-2011 we conducted a prospective trial of online learning. As part of each year's study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning.

  5. Team-based learning, a learning strategy for clinical reasoning, in students with problem-based learning tutorial experiences.

    Science.gov (United States)

    Okubo, Yumiko; Ishiguro, Naoko; Suganuma, Taiyo; Nishikawa, Toshio; Takubo, Toshio; Kojimahara, Noriko; Yago, Rie; Nunoda, Shinichi; Sugihara, Shigetaka; Yoshioka, Toshimasa

    2012-05-01

    Acquiring clinical reasoning skills in lectures may be difficult, but it can be learnt through problem-solving in the context of clinical practice. Problem finding and solving are skills required for clinical reasoning; however, students who underwent problem-based learning (PBL) still have difficulty in acquiring clinical reasoning skills. We hypothesized that team-based learning (TBL), a learning strategy that provides the opportunity to solve problems by repeatedly taking tests, can enhance the clinical reasoning ability in medical students with PBL experiences during the pre-clinical years. TBL courses were designed for 4(th) year students in a 6-year program in 2008, 2009, and 2010. TBL individual scores, consisting of a combination of individual and group tests, were compared with scores of several examinations including computer-based testing (CBT), an original examination assessing clinical reasoning ability (problem-solving ability test; P-SAT), term examinations, and Objective Structured Clinical Examination (OSCE). CBT, OSCE and P-SAT scores were compared with those of students who learned clinical reasoning only through PBL tutorials in 2005, 2006, and 2007 (non-TBL students). Individual TBL scores of students did not correlate with scores of any other examination. Assessments on clinical reasoning ability, such as CBT, OSCE, and P-SAT scores, were significantly higher in TBL students compared with non-TBL students. Students found TBL to be effective, particularly in areas of problem solving by both individuals and teams, and feedback from specialists. In conclusion, TBL for clinical reasoning is useful in improving clinical reasoning ability in students with PBL experiences with limited clinical exposure.

  6. Lessons learned from operating experience, maintenance procedures and training measures

    International Nuclear Information System (INIS)

    Guttner, K.; Gronau, D.

    2003-01-01

    Training programmes for nuclear facility personnel as a result of the developing phase of SAT have to be approved in the subsequent implementation and evaluation phases with the consequence of several feedback activities in the whole training process. The effectiveness of this procedure has to be evaluated especially with respect to an improvement of safety culture, shorter outage times or better plant performance, resulting in a smaller number of incidents due to human failures. The first two arguments are directly connected with all types of maintenance work in a nuclear power plant and the related preparatory training measures. The reduction of incidents due to human failures is the result of different influences, i.e. training of the operational as well as of the maintenance personnel together with changes of the operating procedures or system design. Though an evaluation of the training process should always be based on a clear definition of criteria by which the fulfilment of the learning objectives can be measured directly, the real effectiveness of training is proven by the behaviour and attitude of the personnel which can only be taken from indirect indicators. This is discussed in more detail for some examples being partly related to the above mentioned arguments. An excellent plant performance, representing a general objective of all activities, can be analysed by the changed number and reasons of incidents in a plant during its operation time. Two further examples are taken from the reactor service field where there is a tendency to reduce the individual dose rates by changed devices and/or procedures as an output from training experience with mockups. Finally the rationalisation of refresher training for operational personnel by the use of interactive teaching programs (Computer Based Training - CBT) is presented which integrate learning objectives together with a test module. (author)

  7. Blogs as a Representation of Student Experiences in a Service Learning Course

    Science.gov (United States)

    Gerstenblatt, Paula

    2014-01-01

    Research on service learning has demonstrated positive outcomes in several areas of student learning; however, there is a scarcity of research examining the lived experiences of students. This study consisted of seventeen students from two cohorts enrolled in a service learning class working in a rural town. The current study suggests the…

  8. The Lived Experience of a Doctoral Student: The Process of Learning and Becoming

    Science.gov (United States)

    Callary, Betina; Werthner, Penny; Trudel, Pierre

    2012-01-01

    The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this…

  9. From Playing to Designing: Enhancing Educational Experiences with Location-Based Mobile Learning Games

    Science.gov (United States)

    Edmonds, Roger; Smith, Simon

    2017-01-01

    This paper presents research into the benefits and implementation strategies of integrating location-based mobile learning games in higher education courses to enhance educational experiences. Two approaches were studied: learning by playing, and learning by designing. In the first, games were developed for undergraduate courses in four discipline…

  10. Sampling Memories: Using Hip-Hop Aesthetics to Learn from Urban Schooling Experiences

    Science.gov (United States)

    Petchauer, Emery

    2012-01-01

    This article theorizes and charts the implementation of a learning activity designed from the hip-hop aesthetic of sampling. The purpose of this learning activity was to enable recent urban school graduates to reflect upon their previous schooling experiences as a platform for future learning in higher education. This article illustrates what…

  11. Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

    Science.gov (United States)

    Anslow, Katharine

    2014-01-01

    This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

  12. Building a Learning Experience: What Do Learners' Online Interaction Data Imply?

    Science.gov (United States)

    Kokoç, Mehmet; Altun, Arif

    2016-01-01

    It is still under debate whether learners' interaction data within e-learning and/or open learning environments could be considered as reflections of their learning experiences to be effective or not. Therefore, it is meaningful to explore the nature of these interactions and to make meaningful conclusions. This study aims to explore what the…

  13. Harnessing ICT Potential: The Adoption and Analysis of ICT Systems for Enhancing the Student Learning Experience

    Science.gov (United States)

    Dawson, Shane; Heathcote, Liz; Poole, Gary

    2010-01-01

    Purpose: This paper aims to examine how effective higher education institutions have been in harnessing the data capture mechanisms from their student information systems, learning management systems and communication tools for improving the student learning experience and informing practitioners of the achievement of specific learning outcomes.…

  14. Understanding the Nature of Learners' Out-of-Class Language Learning Experience with Technology

    Science.gov (United States)

    Lai, Chun; Hu, Xiao; Lyu, Boning

    2018-01-01

    Out-of-class learning with technology comprises an essential context of second language development. Understanding the nature of out-of-class language learning with technology is the initial step towards safeguarding its quality. This study examined the types of learning experiences that language learners engaged in outside the classroom and the…

  15. Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

    Science.gov (United States)

    Dole, Sharon F.; Bloom, Lisa A.; Doss, Kristy Kowalske

    2016-01-01

    This article reports the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on in-service teachers' conceptions of experiential learning. Participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL, and an experiential component in which they…

  16. Lifting off the Ground to Return Anew: Mediated Praxis, Transformative Learning, and Social Design Experiments

    Science.gov (United States)

    Gutierrez, Kris D.; Vossoughi, Shirin

    2010-01-01

    This article examines a praxis model of teacher education and advances a new method for engaging novice teachers in reflective practice and robust teacher learning. Social design experiments--cultural historical formations designed to promote transformative learning for adults and children--are organized around expansive notions of learning and…

  17. A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection

    Science.gov (United States)

    Mat-jizat, Jessnor Elmy; Khalid, Khalizul

    2016-01-01

    The aim of this study was to explore students' experience and reflection in doing a Service Learning project as part of their course work. The Service Learning project allows the students to practice their knowledge of raising capital through crowdfunding, and at the same time situates them in an environment where they could learn from the…

  18. How to Design and Conduct Self-Directed Learning Experiences

    Science.gov (United States)

    Harrison, Roger

    1978-01-01

    Traditional educational design methods take little account of individual learner's needs and learning processes. Effective design involves overcoming internal forces that oppose the educator's learning goals. Self-directed learning principles and practices work selectively with the learner's own needs and motives, strengthening confidence and…

  19. Online Independent Vocabulary Learning Experience of Hong Kong University Students

    Science.gov (United States)

    Tang, Eunice; Chung, Edsoulla; Li, Eddy; Yeung, Steven

    2016-01-01

    In response to the limited vocabulary size of its undergraduates, an independent vocabulary learning platform, VLearn was designed and launched in a university in Hong Kong. As an e-learning environment that supports self-directed vocabulary learning of Chinese learners, the primary aim of VLearn is to equip users with appropriate knowledge and…

  20. The Experience of Contrasting Learning Styles, Learning Preferences, and Personality Types in the Community College English Classroom

    Science.gov (United States)

    Lawrence, William K.

    2014-01-01

    This study focuses on the classroom experiences of students who identify themselves as learning best as reflective-observers (Assimilators) in contrast to those who learn best as active- experimenters (Accommodators), with additional consideration for their self-identified personality type (introvert vs. extrovert) as well as one of the VARK…

  1. Lessons Learned from Missing Flooding Barriers Operating Experience

    International Nuclear Information System (INIS)

    Simic, Z.; Veira, M. P.

    2016-01-01

    time or they do not provide sufficient instructions. Most of the events are related to deficiencies discovered during walk-down, review, maintenance and sometimes to incidents. Perhaps these lessons learned from recent events could help filling the missing gap to have most complete flooding protection. This paper presents results from the most recent activity related to the operational experience feedback for the nuclear power plant safety in the EC JRC Clearinghouse. (author).

  2. Achieving meaningful learning in health information management students: the importance of professional experience.

    Science.gov (United States)

    Marks, Anne; McIntosh, Jean

    Learning is a complex process, not merely a transfer of information from teacher to student. for learning to be meaningful, students need to adopt a deep approach, and in the case of vocational students, to be given the opportunity to learn experientially. Health information management is a practice profession for which students are educated through theory at university and professional experience in the workplace. This article discusses how, through the process of experiential learning, professional experience can promote reflective thinking and thus deep learning, that is, the ability to integrate theory and practice, as well as professional and personal development in health information management students.

  3. Learning pathways during clinical placement of physiotherapy students: a Malaysian experience of using learning contracts and reflective diaries

    Directory of Open Access Journals (Sweden)

    Ayiesah Ramli

    2013-07-01

    Full Text Available Purpose: Learning contracts and reflective diaries are educational tools that have been recently introduced to physiotherapy students from Malaysia during clinical education. It is unclear how students perceive the experience of using a learning contract and reflective diary. This study explores the learning pathways of the students after using a learning contract and a reflective diary for the first time in their clinical placement. Methods: A total of 26 final-year physiotherapy students completed a learning contract and a reflective diary during clinical placements. Two researchers explored the data qualitatively by the thematic content analysis method using NVivo. Results: A total of four and six main learning themes were identified from the data of the students through a learning contract and reflective diary. Conclusion: These learning themes reflected the views of the students about what they have considered to be important learning pathways during their clinical placements. They give valuable insights into the experiences and opinions of students during their clinical education process, which should be useful for enhancing teaching and learning methods in physiotherapy education.

  4. A Peer-Assisted Learning Experience in Computer Programming Language Learning and Developing Computer Programming Skills

    Science.gov (United States)

    Altintas, Tugba; Gunes, Ali; Sayan, Hamiyet

    2016-01-01

    Peer learning or, as commonly expressed, peer-assisted learning (PAL) involves school students who actively assist others to learn and in turn benefit from an effective learning environment. This research was designed to support students in becoming more autonomous in their learning, help them enhance their confidence level in tackling computer…

  5. Researching Design, Experience and Practice of Networked Learning

    DEFF Research Database (Denmark)

    Hodgson, Vivien; de Laat, Maarten; McConnell, David

    2014-01-01

    and final section draws attention to a growing topic of interest within networked learning: that of networked learning in informal practices. In addition, we provide a reflection on the theories, methods and settings featured in the networked learning research of the chapters. We conclude the introduction...... by discussing four main themes that have emerged from our reading of the chapters and which we believe are important in taking forward the theory of networked learning. They are as follows: practice as epistemology; the coupling of learning contexts (the relationship and connection of learning contexts......In the introductory chapter, we explore how networked learning has developed in recent years by summarising and discussing the research presented in the chapters of the book. The chapters are structured in three sections, each highlighting a particular aspect of practice. The first section focuses...

  6. E-learning in radiology: an Italian multicentre experience.

    Science.gov (United States)

    Carriero, A; Bonomo, L; Calliada, F; Campioni, P; Colosimo, C; Cotroneo, A; Cova, M; Ettorre, G C; Fugazzola, C; Garlaschi, G; Macarini, L; Mascalchi, M; Meloni, G B; Midiri, M; Mucelli, R Pozzi; Rossi, C; Sironi, S; Torricelli, P; Beomonte, B Zobel; Zompatori, M; Zuiani, C

    2012-12-01

    overcoming all barriers, and technology is also having a positive impact on the approach to teaching. Our multicentre teaching experience merits the following considerations: the quality of the teaching product was certified by the students' judgements of its didactic content and the quality of reception; the economic cost of the teaching had a minimal impact on the post-graduate schools (€ 18 per lesson). In terms of breaking down national barriers, it is to be hoped that the coordination and integration of diagnostic imaging e-learning projects, with the participation of post-graduate schools in different European countries, can be developed not only in a spirit of "cultural sharing" and the exchange of teaching experiences. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  7. E-learning in radiology: An Italian multicentre experience

    International Nuclear Information System (INIS)

    Carriero, A.; Bonomo, L.; Calliada, F.; Campioni, P.; Colosimo, C.; Cotroneo, A.; Cova, M.; Ettorre, G.C.; Fugazzola, C.; Garlaschi, G.; Macarini, L.

    2012-01-01

    the band speed and technology of the Internet connection. Conclusions: Technological evolution is overcoming all barriers, and technology is also having a positive impact on the approach to teaching. Our multicentre teaching experience merits the following considerations: the quality of the teaching product was certified by the students’ judgements of its didactic content and the quality of reception; the economic cost of the teaching had a minimal impact on the post-graduate schools (€ 18 per lesson). In terms of breaking down national barriers, it is to be hoped that the coordination and integration of diagnostic imaging e-learning projects, with the participation of post-graduate schools in different European countries, can be developed not only in a spirit of “cultural sharing” and the exchange of teaching experiences.

  8. E-learning in radiology: An Italian multicentre experience

    Energy Technology Data Exchange (ETDEWEB)

    Carriero, A., E-mail: profcarriero@virgilio.it [Istituto di Radiologia Diagnostica ed Interventistica, AOU Maggiore della Carità, Corso Mazzini 18, 28100 Novara (Italy); Bonomo, L., E-mail: lbonomo@rm.unicatt.it [Istituto di Radiologia, Università Cattolica del S.Cuore, Largo Gemelli 8, 00168 Roma (Italy); Calliada, F., E-mail: f.calliada@smatteo.pv.it [Istituto di Radiologia c/o IRCCS Policlinico San Matteo Ospedale Generale Regionale, Piazzale Golgi 27100, Pavia (Italy); Campioni, P., E-mail: paolo.campioni@unife.it [Dipartimento di Scienze Chirurgiche, Radiologiche e Anestesiologiche, Sezione di Diagnostica per Immagini, Università di Ferrara Corso della Giovecca No. 203, 44100, Ferrara (Italy); Colosimo, C., E-mail: colosimo@rm.unicatt.it [Istituto di Radiologia, Università Cattolica del S.Cuore, Largo Gemelli 8, 00168 Roma (Italy); Cotroneo, A., E-mail: ar.cotroneo@rad.unich.it [Istituto di Radiologia, Università degli Studi Di Chieti (Italy); Cova, M., E-mail: cova@gnbts.univ.trieste.it [UCO di Radiologia, Ospedale di Cattinara, Strada di Fiume 447, 34149 Trieste (Italy); Ettorre, G.C., E-mail: g.ettorre@unict.it [Dip. Materno-Infantile e Scienze Radiologiche, Az. Ospedaliero-Universitaria Policlinico, Via S. Sofia 86, 95123 Catania (Italy); Fugazzola, C., E-mail: carlo.fugazzola@uninsubria.it [Dipartimento di Radiologia Ospedale Di Circolo, Viale Borri, No. 57, 21100, Varese (Italy); Garlaschi, G., E-mail: giacomog@unige.it [Dipartimento di Medicina interna e Specialità mediche (DIMI) Via L.B. Alberti, 4, 16132 Genova (Italy); Macarini, L., E-mail: l.macarini@unifg.it [Radiologia Universitaria Ospedali Riuniti di Foggia, Viale Pinto, No. 1, 71100, Foggia (Italy); and others

    2012-12-15

    the band speed and technology of the Internet connection. Conclusions: Technological evolution is overcoming all barriers, and technology is also having a positive impact on the approach to teaching. Our multicentre teaching experience merits the following considerations: the quality of the teaching product was certified by the students’ judgements of its didactic content and the quality of reception; the economic cost of the teaching had a minimal impact on the post-graduate schools (€ 18 per lesson). In terms of breaking down national barriers, it is to be hoped that the coordination and integration of diagnostic imaging e-learning projects, with the participation of post-graduate schools in different European countries, can be developed not only in a spirit of “cultural sharing” and the exchange of teaching experiences.

  9. Deep Learning in Flavour Tagging at the ATLAS experiment

    CERN Document Server

    Lanfermann, Marie Christine; The ATLAS collaboration

    2017-01-01

    A novel higher-level flavour tagging algorithm called DL1 has been developed using a neural network at the ATLAS experiment at the CERN Large Hadron Collider. We have investigated the potential of Deep Learning in flavour tagging using inputs from lower-level taggers. A systematic grid search over architectures and the training hyperparameter space is presented. In this novel neural network approach, the training is performed on multiple output nodes, which provides a highly flexible tagger. The DL1 studies presented show that the obtained neural network improves discrimination against both $light-flavour$-jets and $c$-jets, and also provides a better performing $c$-tagger. The performance for arbitrary background mixtures can be adjusted after the training according to the to the needs of the physics analysis. The resulting DL1 tagger is described and a detailed set of performance plots presented, obtained from simulated $t\\overline{t}$ events at $\\sqrt(s)$=13 TeV and the Run-2 data taking conditions where t...

  10. Experiences with Learning Management Systems in 113 European Institutions

    Directory of Open Access Journals (Sweden)

    Morten Flate Paulsen

    2003-10-01

    Full Text Available This article presents the major findings from six regional analyses conducted within the framework of the European Web-edu project (http://www.nettskolen.com/in_english/webedusite/index.html. It analyses the experiences of European institutions with the Learning Management Systems that they have purchased or developed themselves. Data was collected from in-depth interviews with 113 European experts, usually the systems managers in the institutions, in 17 countries. The analyses of the interviews revealed as many as 52 different commercial and 35 self-developed LMS systems. The article presents the data from these interviews and includes a series of important findings from the study. One conclusion is that there is a host of commercial and self-developed systems that seem to work satisfactorily in various educational institutions throughout Europe. The systems are not able to handle all the functions the institutions want, and they can be improved in many ways. But most systems encountered in the analyses seem to be good enough for handling online education successfully. Another conclusion is that the European market is not dominated by the American LMS systems. In countries that do not use English as the first language, locally developed LMS systems have successfully ousted the American products. Remarkably, a large number of the LMS systems used in Europe are commercial systems developed locally, or self-developed systems built by the institutions.

  11. Light: an experiments based learning approach with primary school children

    Science.gov (United States)

    Abreu, Cátia; Noversa, Silvana; Varela, Paulo; Costa, Manuel F.

    2014-07-01

    A pedagogical intervention project was carried out at a primary school in the municipality of Vila Verde, Braga in Portugal. In a class of the 3rd grade, composed of 16 students, a practice of inquiry-based science teaching was implemented, addressing the curricular topic "Light Experiments". Various experimental activities were planned within this topic, including: What is light? How does light travel? Does light travel through every material? How is light reflected by a mirror? This project adopted an action research methodology and had as its main objectives: a) to promote a practical and experimental approach to the science component of the Environmental Studies curricular area; b) to describe the scientific meaning construction process inherent to the topics addressed in the classroom with the children, c) to assess the learning steps and children' achievements. Class diaries were prepared, based on field notes and audio recordings taken in the classroom. Through the analysis of the class diary concerning the topic "materials that let light travel through them" we intend to illustrate the process of construction of scientific meanings promoted in the classroom with our approach.

  12. Experiments on Supervised Learning Algorithms for Text Categorization

    Science.gov (United States)

    Namburu, Setu Madhavi; Tu, Haiying; Luo, Jianhui; Pattipati, Krishna R.

    2005-01-01

    Modern information society is facing the challenge of handling massive volume of online documents, news, intelligence reports, and so on. How to use the information accurately and in a timely manner becomes a major concern in many areas. While the general information may also include images and voice, we focus on the categorization of text data in this paper. We provide a brief overview of the information processing flow for text categorization, and discuss two supervised learning algorithms, viz., support vector machines (SVM) and partial least squares (PLS), which have been successfully applied in other domains, e.g., fault diagnosis [9]. While SVM has been well explored for binary classification and was reported as an efficient algorithm for text categorization, PLS has not yet been applied to text categorization. Our experiments are conducted on three data sets: Reuter's- 21578 dataset about corporate mergers and data acquisitions (ACQ), WebKB and the 20-Newsgroups. Results show that the performance of PLS is comparable to SVM in text categorization. A major drawback of SVM for multi-class categorization is that it requires a voting scheme based on the results of pair-wise classification. PLS does not have this drawback and could be a better candidate for multi-class text categorization.

  13. Deep Learning in Flavour Tagging at the ATLAS experiment

    CERN Document Server

    Lanfermann, Marie Christine; The ATLAS collaboration

    2017-01-01

    A novel higher-level flavour tagging algorithm called DL1 has been developed using a neural network at the ATLAS experiment at the CERN Large Hadron Collider. We have investigated the potential of Deep Learning in flavour tagging using higher-level inputs from lower-level physics-motivated taggers. A systematic grid search over architectures and the training hyperparameter space is presented. In this novel neural network approach, the jet flavours are treated on an equal footing while training with multiple output nodes, which provides a highly flexible tagger. The DL1 studies presented show that the obtained neural network improves discrimination against both light-jets and c-jets, and also provides a novel c-tagging possibility. The performance for arbitrary background mixtures can be fine-tuned after the training by using iso-efficiency lines of constant signal efficiency, according to the to the needs of the physics analysis. The resulting DL1 tagger is described and a detailed set of performance plots pr...

  14. Strategy of nuclear power technology: learn from Korea experience

    International Nuclear Information System (INIS)

    Sriyana; Nurlaila

    2003-01-01

    Technology is one of the economic and social elements which play an important role in modernization process. When modernity ideas come into society, technology will become fundamental prerequisite for the shake of its form of modem economic social system of the society. Therefore, various effort modernize society involve program of transfer technology in main agenda. Purpose of this study is to choose a process of technology transfer and according to be able to reach for technological ability of nuclear power self-reliance. This research is conducted by study of existing literature, namely learn from experience of Korea which have succeeded to develop nuclear energy technology with self-reliance. While this research scope is to describe the process of technology transfer and according to be able to reach for technological ability of nuclear energy self-reliance. This study conclude that program of technology transfer have to start since nuclear power development pre-project period, project construction of NPP period and also in operation period. To reach for technological ability of self-reliance require to be done by long-term program and require to be build by several units which last for a transfer of technology. Government Commitment to have important role also have to be strong to push the happening of technology transfer. Institutions in concerned should have to be clear and hold responsible according to its interest. National industries as executor of technology transfer require to be given by larger ones opportunity in course of transfer this technology. (author)

  15. The effect of practical experience on perceptions of assessment authenticity, study approach and learning outcome

    NARCIS (Netherlands)

    Gulikers, J.T.M.; Kester, L.; Kirschner, P.A.; Bastiaens, Th.J.

    2008-01-01

    Does authentic assessment or the perception of it affect how students study and learn? Does practical experience affect how assessment authenticity is perceived? And does practical experience influence how an authentic assessment affects student learning? Mixed methods design yielded insight into

  16. Ninth Graders' Learning Interests, Life Experiences and Attitudes towards Science & Technology

    Science.gov (United States)

    Chang, Shu-Nu; Yeung, Yau-Yuen; Cheng, May Hung

    2009-01-01

    Students' learning interests and attitudes toward science have both been studied for decades. However, the connection between them with students' life experiences about science and technology has not been addressed much. The purpose of this study is to investigate students' learning interests and life experiences about science and technology, and…

  17. The Necessity of Teaching for Aesthetic Learning Experiences in Undergraduate General Education Science

    Science.gov (United States)

    Biscotte, Stephen

    2015-01-01

    Students should have aesthetic experiences to be fully engaged in science learning at any level. A general education science instructor can foster opportunities for aesthetic educative learning experiences enabling student growth. Drawing on the work of John Dewey and expanding on others in the field, Uhrmacher identifies the characteristics of…

  18. Measuring Choice to Participate in Optional Science Learning Experiences during Early Adolescence

    Science.gov (United States)

    Sha, Li; Schunn, Christian; Bathgate, Meghan

    2015-01-01

    Cumulatively, participation in optional science learning experiences in school, after school, at home, and in the community may have a large impact on student interest in and knowledge of science. Therefore, interventions can have large long-term effects if they change student choice preferences for such optional science learning experiences. To…

  19. Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University

    Science.gov (United States)

    Hajhashemi, Karim; Caltabiano, Nerina; Anderson, Neil; Tabibzadeh, Seyed Asadollah

    2018-01-01

    This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are…

  20. Integration of Experience API Into CDET’s E-Learning

    Science.gov (United States)

    2016-06-01

    hse_ethesis_12435.pdf Kuhlmann, T. (2009, May 19). Are your e- learning courses pushed or pulled? [ Blog post]. Retrieved from http://blogs.articulate.com/rapid...Sener, J. (2015, July 15). Updated e- learning definitions [ Blog post]. Retrieved from http://onlinelearningconsortium.org/updated-e- learning ...EXPERIENCE API INTO CDET’S E- LEARNING by Clayton C. MacAloney June 2016 Thesis Advisor: Man-Tak Shing Co-Advisor: Arijit Das THIS PAGE

  1. Professors' and students' perceptions and experiences of computational simulations as learning tools

    Science.gov (United States)

    Magana de Leon, Alejandra De Jesus

    Computational simulations are becoming a critical component of scientific and engineering research, and now are becoming an important component for learning. This dissertation provides findings from a multifaceted research study exploring the ways computational simulations have been perceived and experienced as learning tools by instructors and students. Three studies were designed with an increasing focus on the aspects of learning and instructing with computational simulation tools. Study One used a student survey with undergraduate and graduate students whose instructors enhanced their teaching using online computational tools. Results of this survey were used to identify students' perceptions and experiences with these simulations as learning tools. The results provided both an evaluation of the instructional design and an indicator of which instructors were selected in Study Two. Study Two used a phenomenographic research design resulting in a two dimensional outcome space with six qualitatively different ways instructors perceived their learning outcomes associated with using simulation tools as part of students' learning experiences. Results from this work provide a framework for identifying major learning objectives to promote learning with computational simulation tools. Study Three used a grounded theory methodology to expand on instructors' learning objectives to include their perceptions of formative assessment and pedagogy. These perceptions were compared and contrasted with students' perceptions associated with learning with computational tools. The study is organized around three phases and analyzed as a collection of case studies focused on the instructors and their students' perceptions and experiences of computational simulations as learning tools. This third study resulted in a model for using computational simulations as learning tools. This model indicates the potential of integrating the computational simulation tools into formal learning

  2. Exploring the learnings derived from catalytic experiences in a leadership context

    OpenAIRE

    Daphna S. Horowitz; René van Eeden

    2015-01-01

    Orientation: Personal leadership comprises self-awareness, authenticity, inspiration and passion. The concept of personal leadership was explored together with its relationship with leadership-related learnings derived from a catalytic experience. Research purpose: The objective of the study was to explore the leadership-related learnings derived from a catalytic experience and any connection between these learnings, personal leadership and leadership in an organisational context. Mot...

  3. Incidental Cardiac Findings on Thoracic Imaging.

    LENUS (Irish Health Repository)

    Kok, Hong Kuan

    2013-02-07

    The cardiac structures are well seen on nongated thoracic computed tomography studies in the investigation and follow-up of cardiopulmonary disease. A wide variety of findings can be incidentally picked up on careful evaluation of the pericardium, cardiac chambers, valves, and great vessels. Some of these findings may represent benign variants, whereas others may have more profound clinical importance. Furthermore, the expansion of interventional and surgical practice has led to the development and placement of new cardiac stents, implantable pacemaker devices, and prosthetic valves with which the practicing radiologist should be familiar. We present a collection of common incidental cardiac findings that can be readily identified on thoracic computed tomography studies and briefly discuss their clinical relevance.

  4. A Video-Based CALL Program for Proficient and Less-Proficient L2 Learners' Comprehension Ability, Incidental Vocabulary Acquisition

    Science.gov (United States)

    Lin, Lu-Fang

    2010-01-01

    This study investigates first whether news video in a computer-assisted language learning (CALL) program can foster second language (L2) comprehension and incidental acquisition of adjectives, nouns, and verbs. Second, this study examines the relationship between the participants' vocabulary acquisition and their video comprehension. The…

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

    Science.gov (United States)

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

    2014-01-01

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

  6. Incidental Anterior Cruciate Ligament Calcification: Case Report.

    Science.gov (United States)

    Hayashi, Hisami; Fischer, Hans

    2016-03-01

    The calcification of knee ligaments is a finding noted only in a handful of case reports. The finding of an anterior cruciate ligament calcification has been reported once in the literature. Comparable studies involving the posterior cruciate ligament, medial collateral ligament and an ossicle within the anterior cruciate ligament are likewise discussed in reports of symptomatic patients. We report a case of incidentally discovered anterior cruciate ligament calcification. We discuss the likely etiology and clinical implications of this finding.

  7. Learning motor skills from algorithms to robot experiments

    CERN Document Server

    Kober, Jens

    2014-01-01

    This book presents the state of the art in reinforcement learning applied to robotics both in terms of novel algorithms and applications. It discusses recent approaches that allow robots to learn motor skills and presents tasks that need to take into account the dynamic behavior of the robot and its environment, where a kinematic movement plan is not sufficient. The book illustrates a method that learns to generalize parameterized motor plans which is obtained by imitation or reinforcement learning, by adapting a small set of global parameters, and appropriate kernel-based reinforcement learning algorithms. The presented applications explore highly dynamic tasks and exhibit a very efficient learning process. All proposed approaches have been extensively validated with benchmarks tasks, in simulation, and on real robots. These tasks correspond to sports and games but the presented techniques are also applicable to more mundane household tasks. The book is based on the first author’s doctoral thesis, which wo...

  8. Chemical and nuclear emergencies: Interchanging lessons learned from planning and accident experience

    International Nuclear Information System (INIS)

    Adler, V.; Sorensen, J.H.; Rogers, G.O.

    1989-01-01

    Because the goal of emergency preparedness for both chemical and nuclear hazards is to reduce human exposure to hazardous materials, this paper examines the interchange of lessons learned from emergency planning and accident experience in both industries. While the concerns are slightly different, sufficient similarity is found for each to draw implications from the others experience. Principally the chemical industry can learn from the dominant planning experience associated with nuclear power plants, while the nuclear industry can chiefly learn from the chemical industry's accident experience. 23 refs

  9. Self-supervised learning as an enabling technology for future space exploration robots: ISS experiments on monocular distance learning

    Science.gov (United States)

    van Hecke, Kevin; de Croon, Guido C. H. E.; Hennes, Daniel; Setterfield, Timothy P.; Saenz-Otero, Alvar; Izzo, Dario

    2017-11-01

    Although machine learning holds an enormous promise for autonomous space robots, it is currently not employed because of the inherent uncertain outcome of learning processes. In this article we investigate a learning mechanism, Self-Supervised Learning (SSL), which is very reliable and hence an important candidate for real-world deployment even on safety-critical systems such as space robots. To demonstrate this reliability, we introduce a novel SSL setup that allows a stereo vision equipped robot to cope with the failure of one of its cameras. The setup learns to estimate average depth using a monocular image, by using the stereo vision depths from the past as trusted ground truth. We present preliminary results from an experiment on the International Space Station (ISS) performed with the MIT/NASA SPHERES VERTIGO satellite. The presented experiments were performed on October 8th, 2015 on board the ISS. The main goals were (1) data gathering, and (2) navigation based on stereo vision. First the astronaut Kimiya Yui moved the satellite around the Japanese Experiment Module to gather stereo vision data for learning. Subsequently, the satellite freely explored the space in the module based on its (trusted) stereo vision system and a pre-programmed exploration behavior, while simultaneously performing the self-supervised learning of monocular depth estimation on board. The two main goals were successfully achieved, representing the first online learning robotic experiments in space. These results lay the groundwork for a follow-up experiment in which the satellite will use the learned single-camera depth estimation for autonomous exploration in the ISS, and are an advancement towards future space robots that continuously improve their navigation capabilities over time, even in harsh and completely unknown space environments.

  10. Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading.

    Science.gov (United States)

    Joseph, Holly S S L; Wonnacott, Elizabeth; Forbes, Paul; Nation, Kate

    2014-10-01

    We know that from mid-childhood onwards most new words are learned implicitly via reading; however, most word learning studies have taught novel items explicitly. We examined incidental word learning during reading by focusing on the well-documented finding that words which are acquired early in life are processed more quickly than those acquired later. Novel words were embedded in meaningful sentences and were presented to adult readers early (day 1) or later (day 2) during a five-day exposure phase. At test adults read the novel words in semantically neutral sentences. Participants' eye movements were monitored throughout exposure and test. Adults also completed a surprise memory test in which they had to match each novel word with its definition. Results showed a decrease in reading times for all novel words over exposure, and significantly shorter [corrected] total reading times at test for early than late novel words. Early-presented novel words were also remembered better in the offline test. Our results show that order of presentation influences processing time early in the course of acquiring a new word, consistent with partial and incremental growth in knowledge occurring as a function of an individual's experience with each word. Crown Copyright © 2014. Published by Elsevier B.V. All rights reserved.

  11. Long-term Engagement in Authentic Research with NASA (LEARN): Lessons Learned from an Innovative Model for Teacher Research Experiences

    Science.gov (United States)

    Pippin, M. R.; Kollmeyer, R.; Joseph, J.; Yang, M. M.; Omar, A. H.; Harte, T.; Taylor, J.; Lewis, P. M.; Weisman, A.; Hyater-Adams, S.

    2013-12-01

    The NASA LEARN Project is an innovative program that provides long-term immersion in the practice of atmospheric science for middle and high school in-service teachers. Working alongside NASA scientists and using authentic NASA Science Mission Directorate (SMD) Research and Analysis (R&A) related and mission-based research data, teachers develop individual research topics of interest during two weeks in the summer while on-site at NASA Langley. With continued, intensive mentoring and guidance of NASA scientists, the teachers further develop their research throughout the academic year through virtual group meetings and data team meetings mirroring scientific collaborations. At the end of the first year, the LEARN teachers present scientific posters. During summer 2013, Cohort 1 (7 teachers) presented posters at an open session and discussed their research topics with Cohort 2 (6 teachers) and science and educator personnel at Langley. The LEARN experience has had such an impact that 6 teachers from Cohort 1 have elected to continue a second year of research working alongside Cohort 2 and LEARN scientists. In addition, Cohort 1 teachers have brought their LEARN experiences back to their classrooms in a variety of ways. The LEARN project evaluation has provided insights into the outcomes of this research experience for teachers and particularly effective program elements. In particular, the LEARN evaluation has focused on how an extended research experience for teachers spanning a full year influences teacher views of science and classroom integration of scientific principles. Early findings indicate that teachers' perceptions of the scientific enterprise have changed, and that LEARN provided substantial resources to help them take real-world research to their students. Teachers also valued the teamwork and cohort approach. In addition, the LEARN evaluation focuses on the experiences of scientists involved in the LEARN program and how their experiences working with

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

    Directory of Open Access Journals (Sweden)

    Eucebious Lekalakala-Mokgele

    2015-03-01

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

  13. Teachers' self-directed learning and teaching experience : What, how, and why teachers want to learn

    NARCIS (Netherlands)

    Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

    2017-01-01

    This study focused on teachers' self-directed learning; a concept derived from adult learning theories that accommodates for the idea that teachers formulate their own learning needs and consequently direct their learning. Teachers from 11 Dutch secondary schools (N = 309) were asked about their

  14. Teachers' self-directed learning and teaching experience : What, how, and why teachers want to learn

    NARCIS (Netherlands)

    Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

    This study focused on teachers' self-directed learning; a concept derived from adult learning theories that accommodates for the idea that teachers formulate their own learning needs and consequently direct their learning. Teachers from 11 Dutch secondary schools (N = 309) were asked about their

  15. The experiences of supporting learning in pairs of nursing students in clinical practice.

    Science.gov (United States)

    Holst, Hanna; Ozolins, Lise-Lotte; Brunt, David; Hörberg, Ulrica

    2017-09-01

    The purpose of this study is to describe how supervisors experience supporting nursing students' learning in pairs on a Developing and Learning Care Unit in Sweden. The present study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenology. A total of 25 lifeworld interviews were conducted with supervisors who had supervised pairs of students. The findings reveal how supervisors support students' learning in pairs through a reflective approach creating learning space in the encounter with patients, students and supervisors. Supervisors experience a movement that resembles balancing between providing support in learning together and individual learning. The findings also highlight the challenge in supporting both the pairs of students and being present in the reality of caring. In conclusion, the learning space has the potential of creating a relative level of independency in the interaction between pairs of students and their supervisor when the supervisor strives towards a reflective approach. Copyright © 2017 Elsevier Ltd. All rights reserved.

  16. Q-learning with Experience Replay in a Dynamic Environment

    NARCIS (Netherlands)

    Pieters, Mathijs; Wiering, Marco

    2016-01-01

    Most research in reinforcement learning has focused on stationary environments. In this paper, we propose several adaptations of Q-learning for a dynamic environment, for both single and multiple agents. The environment consists of a grid of random rewards, where every reward is removed after a

  17. Capturing Teachers' Experience of Learning Design through Case Studies

    Science.gov (United States)

    Masterman, Elizabeth; Jameson, Jill; Walker, Simon

    2009-01-01

    This article distinguishes three dimensions to learning design: a technological infrastructure, a conceptual framework for practice that focuses on the creation of structured sequences of learning activities, and a way to represent and share practice through the use of mediating artefacts. Focusing initially on the second of these dimensions, the…

  18. The Learning Community Experience: Cultivating a Residual Worldview

    Science.gov (United States)

    McDowell Marinchak, Christina L.; DeIuliis, David

    2013-01-01

    In this essay, we conceptualize first-year learning communities as worldviews that, during the first year and residually in subsequent years, allow students to recognize and engage difference and acknowledge and articulate their biases. Students who take part in a learning community have an opportunity to develop the biases and presuppositions of…

  19. The Experience of Assessing Out-of-School Learning Environments

    Science.gov (United States)

    Kiriktas, Halit; Eslek, Sinan

    2017-01-01

    This study aimed to investigate out-of-school learning environments within the borders of the province of Izmir in terms of various parameters. With this purpose, the researchers developed the "Out-Of-School Learning Environments Assessment Survey." The study used the screening model, which is a descriptive research method. In the scope…

  20. Trainee Teachers' e-Learning Experiences of Computer Play

    Science.gov (United States)

    Wright, Pam

    2009-01-01

    Pam Wright highlights the role of technology in providing situated learning opportunities for preservice teachers to explore the role commercial computer games may have in primary education. In a study designed to assess the effectiveness of an online unit on gaming incorporated into a course on learning technologies, Wright found that thoughtful…

  1. Engineering Students' Experiences from Physics Group Work in Learning Labs

    Science.gov (United States)

    Mellingsaeter, Magnus Strøm

    2014-01-01

    Background: This paper presents a case study from a physics course at a Norwegian university college, investigating key aspects of a group-work project, so-called learning labs, from the participating students' perspective. Purpose: In order to develop these learning labs further, the students' perspective is important. Which aspects are essential…

  2. Flexible Learning Options: The Experiences and Perceptions of Regional Youth

    Science.gov (United States)

    Msapenda, Vanessa; Hudson, Cate

    2013-01-01

    Over the past few decades a variety of alternative or re-entry educational programs have been developed in Australia as an approach to address early school leaving and promote engagement with learning. In South Australia, one of the largest initiatives has been the implementation of Flexible Learning Programs (FLPs) as part of the State…

  3. 78 FR 24161 - Takes of Marine Mammals Incidental to Specified Activities; Navy Training Conducted at the Silver...

    Science.gov (United States)

    2013-04-24

    ... animal's hearing threshold will recover over time (Southall et al. 2007). Since marine mammals depend on... experiment (Finneran et al. 2002). However, in order for marine mammals to experience TTS or PTS, the animals... Marine Mammals Incidental to Specified Activities; Navy Training Conducted at the Silver Strand Training...

  4. Automation and Control Learning Environment with Mixed Reality Remote Experiments Architecture

    Directory of Open Access Journals (Sweden)

    Frederico M. Schaf

    2007-05-01

    Full Text Available This work aims to the use of remotely web-based experiments to improve the learning process of automation and control systems theory courses. An architecture combining virtual learning environments, remote experiments, students guide and experiments analysis is proposed based on a wide state of art study. The validation of the architecture uses state of art technologies and new simple developed programs to implement the case studies presented. All implementations presented use an internet accessible virtual learning environment providing educational resources, guides and learning material to create a distance learning course associated with the remote mixed reality experiment. This work is part of the RExNet consortium, supported by the European Alfa project.

  5. Learning in repeated visual search.

    Science.gov (United States)

    Hout, Michael C; Goldinger, Stephen D

    2010-07-01

    Visual search (e.g., finding a specific object in an array of other objects) is performed most effectively when people are able to ignore distracting nontargets. In repeated search, however, incidental learning of object identities may facilitate performance. In three experiments, with over 1,100 participants, we examined the extent to which search could be facilitated by object memory and by memory for spatial layouts. Participants searched for new targets (real-world, nameable objects) embedded among repeated distractors. To make the task more challenging, some participants performed search for multiple targets, increasing demands on visual working memory (WM). Following search, memory for search distractors was assessed using a surprise two-alternative forced choice recognition memory test with semantically matched foils. Search performance was facilitated by distractor object learning and by spatial memory; it was most robust when object identity was consistently tied to spatial locations and weakest (or absent) when object identities were inconsistent across trials. Incidental memory for distractors was better among participants who searched under high WM load, relative to low WM load. These results were observed when visual search included exhaustive-search trials (Experiment 1) or when all trials were self-terminating (Experiment 2). In Experiment 3, stimulus exposure was equated across WM load groups by presenting objects in a single-object stream; recognition accuracy was similar to that in Experiments 1 and 2. Together, the results suggest that people incidentally generate memory for nontarget objects encountered during search and that such memory can facilitate search performance.

  6. Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students.

    Science.gov (United States)

    González, Hilda Leonor; Palencia, Alberto Pardo; Umaña, Luis Alfredo; Galindo, Leonor; Villafrade M, Luz Adriana

    2008-12-01

    Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience on meaningful learning during the cardiovascular module of a medical physiology course at Universidad Autónoma de Bucaramanga. This research was based on the ideas of David Ausubel (meaningful learning), Joseph Novak (concept maps), and Reuven Feuerstein (mediated learning experience). Students were randomly allocated to either an intervention group (mediated learning experience articulated with concept mapping) or a control group (traditional methodology). The intervention group constructed concept maps related to cardiovascular physiology and used them to solve problems related to this subject. The control group attended traditional discussion sessions and problem-solving sessions. All students were evaluated with two types of exams: problem-solving and multiple-choice exams. The intervention group performed significantly better on the problem-solving exams, but the difference was not significant in the multiple-choice exam. It was concluded that intervention promoted meaningful learning that allowed the students to transfer this knowledge to solve problems. The implemented strategy had a greater impact on the students who came into the study with the lowest cognitive competence, possibly because they were empowered by the intervention.

  7. Blocking incidental frustration during bargaining.

    Science.gov (United States)

    Vargas, Maria Esperanza S; Brown, Anna-Leigh; Durkee, Cassandra M; Sim, Hoeun

    2018-02-08

    The current study examined the effects of an intervention aimed at blocking the transfer of frustration from a previous experience (i.e. recall task) to a subsequent and unrelated task (i.e. ultimatum bargaining task). Participants who went through the intervention were more likely to accept unfair offers in the ultimatum bargaining task than those who did not go through the intervention. These results show that participants who were blocked from transferring their feelings of frustration from the recall task to the subsequent bargaining task (no-transfer condition) more likely accepted unfair offers than those who inadvertently transferred their feelings of frustration (transfer condition). The effect of conditions on accept-reject decisions in the ultimatum bargaining was mediated by reported feelings of frustration.

  8. Learning to fly? First experiences on team learning of Icaros cooperative

    Science.gov (United States)

    Juvonen, Pasi

    2013-05-01

    Icaros is an information technology (IT) cooperative that was originally owned by 11 IT degree programme students of Saimaa University of Applied Sciences. This article describes experiences and challenges of team building of these students who are called 'teampreneurs' during their first year as team entrepreneurs. The findings provided here are based on theme-based interviews and direct observations. The team learning experiences gained during their first year were related to lack of risks and challenges in team building. Previous studies related to team development suggest that cooperation and conflict, and also openness and confrontation, are essential elements for team development. Based on the findings, teampreneurs of Icaros were avoiding confrontation and conflict. These facts inhibited their development to a potential team and they were stuck in the pseudo-team stage with several parallel challenges. Later, after four teampreneurs decided to leave the Icaros cooperative, it created a crisis within the team and the Icaros was able to further develop as a team. The results suggest that team building needs lots of time and patience and cannot be hurried. Furthermore, the role of team coach is crucial in supporting the teampreneurs to confront their challenges related to relationships between each other within the team.

  9. Natural language processing of radiology reports for the detection of thromboembolic diseases and clinically relevant incidental findings.

    Science.gov (United States)

    Pham, Anne-Dominique; Névéol, Aurélie; Lavergne, Thomas; Yasunaga, Daisuke; Clément, Olivier; Meyer, Guy; Morello, Rémy; Burgun, Anita

    2014-08-07

    Natural Language Processing (NLP) has been shown effective to analyze the content of radiology reports and identify diagnosis or patient characteristics. We evaluate the combination of NLP and machine learning to detect thromboembolic disease diagnosis and incidental clinically relevant findings from angiography and venography reports written in French. We model thromboembolic diagnosis and incidental findings as a set of concepts, modalities and relations between concepts that can be used as features by a supervised machine learning algorithm. A corpus of 573 radiology reports was de-identified and manually annotated with the support of NLP tools by a physician for relevant concepts, modalities and relations. A machine learning classifier was trained on the dataset interpreted by a physician for diagnosis of deep-vein thrombosis, pulmonary embolism and clinically relevant incidental findings. Decision models accounted for the imbalanced nature of the data and exploited the structure of the reports. The best model achieved an F measure of 0.98 for pulmonary embolism identification, 1.00 for deep vein thrombosis, and 0.80 for incidental clinically relevant findings. The use of concepts, modalities and relations improved performances in all cases. This study demonstrates the benefits of developing an automated method to identify medical concepts, modality and relations from radiology reports in French. An end-to-end automatic system for annotation and classification which could be applied to other radiology reports databases would be valuable for epidemiological surveillance, performance monitoring, and accreditation in French hospitals.

  10. Experience and Cultural Learning in Global Business Contexts

    DEFF Research Database (Denmark)

    Søderberg, Anne-Marie

    2017-01-01

    . Learners in today’s global business (school) world are more culturally diverse, and the potential of the increasing number of bi-cultural and bi-lingual students and managers as boundary-spanners must be considered. Recent empirical studies of face-to-face and virtual global collaboration show that cross...... divides. This chapter discusses a number of issues in relation to cultural learning processes in global business contexts: various concepts of learning, different approaches to cross-cultural competence training of future global leaders, and various learning contexts in management education and training...

  11. Outcomes of the patients diagnosed incidentally appendicitis during cesarean section.

    Science.gov (United States)

    Kulhan, Mehmet; Kulhan, Nur Gozde; Nayki, Umit; Nayki, Cenk; Ulug, Pasa; Ata, Nahit; Toklucu, Hulya

    2017-01-01

    Appendicitis is the most common condition leading to an intraabdominal operation for a non obstetric problem in pregnancy and diagnosis of appendicitis is complicated by the physiologic and anatomic changes that occur during pregnancy. Although a surgical procedure carries the risk of fetal loss or preterm delivery, delay in diagnosis also increases the risk of complications in both mother and fetus. In this report we present our experience and analyze clinical characteristic and the pregnancy outcomes of appendicitis diagnosed incidentally during cesarean in the third trimester. The study population consisted of 23 pregnant women who were diagnosed incidentally with appendicitis during cesarean at Erzincan University Hospital between 2015 and 2016. Appendectomy was performed on 23 patients during a caesarean section performed for any reason. The mean dia-meter of appendix was 7.82 ± 1.85 mm. The mean operation time was 67.39 ± 18.94 SD and antibiotic therapy was given to all patients. Postoperative complications were noted in 4 (17.4%) patients. Wound infection was seen in 4 (17.4%) patients, the other 19 patients revealed no postoperative complications. The mean of APGAR score of newborns in the postoperative period was 8.26 ± 0.86 SD and no complications were observed in both mothers and newborns. Histopathology of the specimen confirmed acute appendicitis in 23 (100%) cases. Acute appendicitis is a challenging diagnosis in the pregnant patient; however, early surgical intervention should be performed with any suspicion. The type of surgery depends on the surgeon's preference and experience.

  12. Word learning in adults with second language experience: Effects of phonological and referent familiarity

    Science.gov (United States)

    Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

    2014-01-01

    Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar vs. unfamiliar referents, and whether successful word-learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically-familiar novel words (constructed using English sounds) or phonologically-unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition-task. A median-split procedure identified high-ability and low-ability word-learners in each condition, and the two groups were compared on measures of second-language experience. Results Findings suggest that the ability to accurately match newly-learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: Where phonologically-unfamiliar novel words were paired with familiar referents. Conclusions Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents, and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults. PMID:22992709

  13. Word learning in adults with second-language experience: effects of phonological and referent familiarity.

    Science.gov (United States)

    Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

    2013-04-01

    The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically familiar novel words (constructed using English sounds) or phonologically unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition task. A median-split procedure identified high-ability and low-ability word learners in each condition, and the two groups were compared on measures of second-language experience. Findings suggest that the ability to accurately match newly learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: in which phonologically unfamiliar novel words were paired with familiar referents. Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults.

  14. Students' experiences of blended learning across a range of postgraduate programmes.

    Science.gov (United States)

    Smyth, Siobhan; Houghton, Catherine; Cooney, Adeline; Casey, Dympna

    2012-05-01

    The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education. Copyright © 2011 Elsevier Ltd. All rights reserved.

  15. Active-learning physics experiments using the Tarzan Swing

    Science.gov (United States)

    Trout, K. P.; Gaston, Charles A.

    2001-03-01

    By reversing the conventional laboratory sequences, the Tarzan Swing engages and excites students, improving learning and retention. Problems are solved theoretically, then solutions are verified physically. Failure engenders reanalysis; success brings cheers. Students work overtime eagerly to achieve that success.

  16. Musical journey: a virtual world gamification experience for music learning

    OpenAIRE

    Gomes, José; Figueiredo, Mauro; Amante, Lúcia

    2014-01-01

    Games are an integral part of the learning process of humans, in particular for children, who exploit the imagery as an intrinsic part of their lives. Features from games have been successfully implemented as a means to captivate and motivate students to perform learning at various levels of education in traditional schools. This paper presents a virtual world – Musical Journey – representing the Aesthetic Periods of Music History. This virtual environment allows students to freely explore an...

  17. First year clinical tutorials: students’ learning experience

    OpenAIRE

    Burgess, Annette; Oates,R Kim; Goulston,Kerry; Mellis,Craig

    2014-01-01

    Annette Burgess,1 Kim Oates,2 Kerry Goulston,2 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and ...

  18. Developing Teachers’ Competences for Designing Inclusive Learning Experiences

    OpenAIRE

    Baldiris Navarro, Silvia Margarita; Zervas, Panagiotis; Fabregat Gesa, Ramon; Sampson, Demetrios G.

    2016-01-01

    Inclusive education, namely the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide. In order to address this issue, a widely used framework has been developed, namely the Universal Design for Learning (UDL), which aims to provide specific educational design guidelines to ensure accessibility of all learner types to the learning environment. On the other hand, nowadays teachers are provided with ample ...

  19. Comfort and experience with online learning: trends over nine years and associations with knowledge

    Science.gov (United States)

    2014-01-01

    Background Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Methods Each year from 2003–2011 we conducted a prospective trial of online learning. As part of each year’s study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. Results 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Conclusions Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning. PMID:24985690

  20. Competency Testing for Pediatric Cardiology Fellows Learning Transthoracic Echocardiography: Implementation, Fellow Experience, and Lessons Learned.

    Science.gov (United States)

    Levine, Jami C; Geva, Tal; Brown, David W

    2015-12-01

    There is currently great interest in measuring trainee competency at all levels of medical education. In 2007, we implemented a system for assessing cardiology fellows' progress in attaining imaging skills. This paradigm could be adapted for use by other cardiology programs. Evaluation consisted of a two-part exercise performed after years 1 and 2 of pediatric cardiology training. Part 1: a directly observed evaluation of technical skills as fellows imaged a normal subject (year 1) and a patient with complex heart disease (year 2). Part 2: fellows interpreted and wrote reports for two echocardiograms illustrating congenital heart disease. These were graded for accuracy and facility with communicating pertinent data. After 5 years of testing, fellows were surveyed about their experience. In 5 years, 40 fellows were tested at least once. Testing identified four fellows who underperformed on the technical portion and four on the interpretive portion. Surveys were completed by 33 fellows (83 %). Most (67 %) felt that intermittent observation by faculty was inadequate for assessing skills and that procedural volume was a poor surrogate for competency (58 %). Posttest feedback was constructive and valuable for 90, and 70 % felt the process helped them set goals for skill improvement. Overall, fellows felt this testing was fair and should continue. Fellow performance and responses identified programmatic issues that were creating barriers to learning. We describe a practical test to assess competency for cardiology fellows learning echocardiography. This paradigm is feasible, has excellent acceptance among trainees, and identifies trainees who need support. Materials developed could be easily adapted to help track upcoming ACGME-mandated metrics.

  1. Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom.

    Science.gov (United States)

    Green, Rebecca D; Schlairet, Maura C

    2017-02-01

    Nurse educators rely on the tenets of educational theory and evidence-based education to promote the most effective curriculum and facilitate the best outcomes. The flipped classroom model, in which students assume personal responsibility for knowledge acquisition in a highly engaging and interactive environment, supports self-directed learning and the unique needs of clinical education. To understand how students perceived their experiences in the flipped classroom and how students' learning dispositions were affected by the flipped classroom experience. A phenomenological approach was used to gain deeper understanding about students' perspectives, perceptions and subjective experiences of the flipped classroom model. The focus of the study was on characteristics of student learning. Fourteen Bachelors of Science of Nursing (BSN) students at a regional university in the southeastern United States. Using data transcribed from face-to-face, semi-structured interviews, experiential themes were extracted from the qualitative data (student-reported experiences, attributes, thoughts, values, and beliefs regarding teaching and learning in the context of their experience of the flipped classroom) using Graneheim's and Lundman's (2004) guidelines; and were coded and analyzed within theoretical categories based on pedagogical, andragogical or heutagogical learning dispositions. Experiential themes that emerged from students' descriptions of their experiences in the flipped classroom included discernment, challenge, relevance, responsibility, and expertise. The flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

  2. Measuring User Experience of the Student-Centered e-Learning Environment

    Science.gov (United States)

    Santoso, Harry B.; Schrepp, Martin; Isal, R. Yugo Kartono; Utomo, Andika Yudha; Priyogi, Bilih

    2016-01-01

    The aim of the current study is to develop an adapted version of User Experience Questionnaire (UEQ) and evaluate a learning management system. Although there is a growing interest on User Experience, there are still limited resources (i.e. measurement tools or questionnaires) available to measure user experience of any products, especially…

  3. Engaging Youth in Underserved Communities through Digital-Mediated Arts Learning Experiences for Community Inquiry

    Science.gov (United States)

    Lin, Ching-Chiu; Bruce, Bertram C.

    2013-01-01

    Learning for underserved youth is integral to social progress. Yet, too often, young people experience disconnects between their educational experiences and both individual and community needs. Arts can help these youth recover a unity through collective action in the community. Drawing from the experiences of a 4-year interdisciplinary research…

  4. The Socio-Cultural and Learning Experiences of Music Students in a British University

    Science.gov (United States)

    Dibben, Nicola

    2006-01-01

    Research into student experience in Higher Education has largely focused on students' role as learners. However, the student experience encompasses a much wider range of behaviours and beliefs than can be captured through a focus on teaching and learning alone. I report the findings of a research project which explored student experience in the…

  5. 78 FR 52135 - Takes of Marine Mammals Incidental to Specified Activities; Taking Marine Mammals Incidental To...

    Science.gov (United States)

    2013-08-22

    ...--Marine Mammal Density Estimates Density Species (animals/km \\2\\) Bottlenose dolphin \\1\\ 0.455 Atlantic... criteria and thresholds in a final rule on the unintentional taking of marine animals occurring incidental... analysis assumed the marine species populations were 100 percent small animals. The criterion with the...

  6. 77 FR 65059 - Takes of Marine Mammals Incidental to Specified Activities; Taking Marine Mammals Incidental to...

    Science.gov (United States)

    2012-10-24

    ... harassment, small numbers of nine species of marine mammals incidental to in-ice marine seismic surveys in..., by harassment, from ION's in-ice seismic survey will have a negligible impacton the affected species... whales and other marine mammal species in the Beaufort and Chukchi Seas during ION's in-ice seismic...

  7. 76 FR 62378 - Takes of Marine Mammals Incidental to Specified Activities; Taking Marine Mammals Incidental to...

    Science.gov (United States)

    2011-10-07

    ....noaa.gov/publications/tm/tm210/ . The West Indian manatee (Trichechus manatus) is managed by the U.S... populations of marine mammals that are expected to be present in the action area. The Incidental Take... mammal populations; (iii) results of the monitoring program, including numbers by species/stock of any...

  8. 77 FR 72327 - Takes of Marine Mammals Incidental to Specified Activities; Taking Marine Mammals Incidental to...

    Science.gov (United States)

    2012-12-05

    ... DEPARTMENT OF COMMERCE National Oceanic and Atmospheric Administration RIN 0648-XC283 Takes of...), National Oceanic and Atmospheric Administration (NOAA), Commerce. ACTION: Notice; issuance of an incidental... State Parks). Once a particular study has ended, the respective sampling equipment is removed. No trash...

  9. Comparing AACSB Faculty and Student Online Learning Experiences: Changes between 2000 and 2006

    Directory of Open Access Journals (Sweden)

    Melody W. Alexander, Ph.D.

    2009-01-01

    Full Text Available This study identified and compared the online learning experiences of faculty and students in 2006 and compared results with those found in 2000. Data were collected from faculty and students participating in online learning courses at AACSB accredited business colleges in the United States. The findings indicate that (a although faculty and students in both 2000 and 2006 reported satisfaction with the online learning experience, students in 2006 reported significantly higher satisfaction levels than did faculty for online administrative support (b while faculty and students in both 2000 and 2006 reported few serious concerns with online learning courses, there were differences relating to the concerns noted in 2000, and (c although faculty and students in 2000 and 2006 agreed that two important motivating factors for enrolling in online learning courses were flexibility and increased learning opportunities. There were several directional changes between faculty and students perceptions of motivational factors in 2006 when compared to 2000.

  10. E-LEARNING SYSTEM DEVELOPMENT IN ACCORDANCE WITH THE REQUIREMENTS OF EFQUEL: VYATKA STATE UNIVERSITY EXPERIENCE

    Directory of Open Access Journals (Sweden)

    Elena Syrtsova

    2017-06-01

    Full Text Available The article is devoted to the study of various aspects of development and implementation of e-learning at higher education institutions. This system has been created according to the main approaches and criteria used by the European Foundation for quality assurance of e-learning (EFQUEL. The article presents the main results of the experiment on Vyatka State University's e-learning system development. The article reveals the feasibility of the development of e-learning in the region. The authors consider three main strategies of implementation of e-learning system at Vyatka State University. The authors substantiate the choice of the most effective and promising strategy of them based on the analysis and considering the peculiarities of the university and the region. In the article, the fundamental results of the experiment and description of the stages of the implementation of e-learning system are presented.

  11. Leading the Proverbial Thirsty Horse to Water: ESL Learners’ Experience with Language Learning Contracts

    Directory of Open Access Journals (Sweden)

    Normah Ismail

    2012-12-01

    Full Text Available There is agreement among language educators that the process of language teaching and learning should aim to develop autonomous language learners. While the advantages of autonomy seem to be quite obvious, fostering autonomy in practice can prove to be difficult for some language learners. This paper describes the use of learning contracts as a strategy for enhancing learner autonomy among a group of ESL learners in a Malaysian university. Through learners’ account of their experiences with the contracts, the study concludes that the learning contract has potential use for language learning and that learners’ positive learning experience remains the key to the success of any endeavour seeking to promote learner autonomy. The paper ends with some implications for teachers and learners who wish to use the contracts as a strategy for language teaching and learning.

  12. Integrating Remote Labs into Personal Learning Environments - Experiential Learning with Tele-operated Experiments and E-portfolios

    Directory of Open Access Journals (Sweden)

    Claudius Terkowsky

    2013-02-01

    Full Text Available The use of laboratories in Higher Engineering Education is an adequate opportunity to implement forms of experiential learning like problem-based or research-based learning into manufacturing technology. The introduction of remote laboratories gives students the opportunity to do self-directed research and by that having their own and unique learning experiences. Recently finished research projects, e.g. the PeTEX project, implemented research-based learning by deploying real laboratory equipment without being physically in the laboratory but by accessing it via the Internet. One essential question in this context is on the one hand how the student can document his/her own learning processes and how the teacher can guide the student through these processes on the other hand. The proposed solution in this paper is a personal learning environment that integrates a remote lab and an e-portfolio system. E-portfolios enable the student to individually and collectively document and reflect what he/she has been doing and to share his/her outcomes with others. The paper outlines the important role that e-portfolios can play as personal learning environments to experience remote laboratory work and to foster creative attitudes.

  13. FORUM: Affective Learning. Students' Affective Learning as Affective Experience: Significance, Reconceptualization, and Future Directions

    Science.gov (United States)

    Bolkan, San

    2015-01-01

    The mission of "Communication Education" is to publish the best research on communication and learning. Researchers study the communication-learning interface in many ways, but a common approach is to explore how instructor and student communication can lead to better learning outcomes. Although scholars have long classified learning…

  14. Students' Approaches to Learning and Their Experiences of the Teaching-Learning Environment in Different Disciplines

    Science.gov (United States)

    Parpala, Anna; Lindblom-Ylanne, Sari; Komulainen, Erkki; Litmanen, Topi; Hirsto, Laura

    2010-01-01

    Background: There is evidence of disciplinary variation in students' approaches to learning. Furthermore, previous research has shown that students' approaches are related to their perceptions of the learning environment. Aim: The overall objective of the study was to analyse combinations of approaches to learning among undergraduates in different…

  15. Exploring Students' Experiences in First-Year Learning Communities from a Situated Learning Perspective

    Science.gov (United States)

    Priest, Kerry L.; Saucier, Donald A.; Eiselein, Gregory

    2016-01-01

    This study looked to situated learning (Lave & Wenger, 1991) in order to explore students' participation in the social practices of first-year learning communities. Wenger's (1998) elaboration on "communities of practice" provides insight into how such participation transforms learners. These perspectives frame learning as a…

  16. Motivating Students through Positive Learning Experiences: A Comparison of Three Learning Designs for Computer Programming Courses

    Science.gov (United States)

    Lykke, Marianne; Coto, Mayela; Jantzen, Christian; Mora, Sonia; Vandel, Niels

    2015-01-01

    Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students' emotional responses to and engagement in different learning designs. By comparing students' reports on the experiential qualities of three different learning designs, their…

  17. Problem-based learning in Guyana: a nursing education experiment.

    Science.gov (United States)

    O'Connor, J; Carr, A

    2012-09-01

    This paper invites the reader into sharing a journey of change through a new curriculum grounded in a problem-based learning (PBL) approach to education in the first year of a diploma nursing programme in Guyana. In Guyana, students are trained using traditional teaching methods: lectures and a single, often outdated, text. The authors had been dissatisfied previously with their students' knowledge retention, critical thinking skills and application abilities. The authors became advocates for change through the introduction of a PBL approach in nursing education within their school. PBL is quite different from 'problem solving', and the goal of learning is not to solve the problem, which has been presented. Rather, the problem is used to help students identify their own learning needs as they attempt to understand the problem, to pull together, synthesize and apply information to the problem, and to begin to work effectively to learn from group members as well as tutors. Students met in small groups to identify the problem; explore their pre-existing knowledge; generate hypotheses and possible mechanisms; and identify learning issues. Students in their first exposure to self-directed, small group learning can immediately thrive as active learners with minimal guidance and support. The programme was evaluated with the admission and scoring of homework/exams based on the school syllabus for the individual courses; and continual small group oral as well as a final written qualitative evaluation. Specific positive and negative learning factors are addressed. © 2011 The Authors. International Nursing Review © 2011 International Council of Nurses.

  18. An Incidentally Detected Right Ventricular Pseudoaneurysm

    Directory of Open Access Journals (Sweden)

    Vamsi C. Gaddipati

    2017-01-01

    Full Text Available Ventricular pseudoaneurysm is an uncommon, potentially fatal complication that has been associated with myocardial infarction, cardiac surgery, chest trauma, and infectious processes. Diagnosis can be challenging, as cases are rare and slowly progressing and typically lack identifiable features on clinical presentation. As a result, advanced imaging techniques have become the hallmark of identification. Ahead, we describe a patient who presents with acute decompensated heart failure and was incidentally discovered to have a large right ventricular pseudoaneurysm that developed following previous traumatic anterior rib fracture.

  19. Private Arbitration of Incidental Public Law Issues

    DEFF Research Database (Denmark)

    Werlauff, Erik

    2009-01-01

     The article discusses the incidental public law issues which can arise in an arbitration case, e.g. concerning power, heating, natural gas and other public facility legislation, national or Community legal restrictive trade practices law, and rules on state administration approval of the terms...... by arbitration, and where the award is nullifiable only if its findings are in violation of public policy, the ordre public. The article relies on UNCITRAL's Model Arbitration Law, the new Danish arbitration act (DAA), national European case law, and literature and case law of the European Court....

  20. 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)

    2016-07-01

    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)