Authentic assessment For autonomous learning

NARCIS (Netherlands)

Vinke, A.A.; Hummels, C.C.M.

2010-01-01

Industrial Design at Eindhoven University of Technology focuses on designing intelligent systems, products and related services for societal transformation. Our holistic and integrative approach to learning clearly shows in the end-ofterm assessments. Students are not assessed at the level of

Integrating Concept Mapping into Information Systems Education for Meaningful Learning and Assessment

Science.gov (United States)

Wei, Wei; Yue, Kwok-Bun

2017-01-01

Concept map (CM) is a theoretically sound yet easy to learn tool and can be effectively used to represent knowledge. Even though many disciplines have adopted CM as a teaching and learning tool to improve learning effectiveness, its application in IS curriculum is sparse. Meaningful learning happens when one iteratively integrates new concepts and…

Exploring Moodle Functionality for Managing Open Distance Learning E-Assessments

Directory of Open Access Journals (Sweden)

Indira KONERU

2017-10-01

Full Text Available Current and emerging technologies enable Open Distance Learning (ODL institutions integrate e-Learning in innovative ways and add value to the existing teaching-learning and assessment processes. ODL e-Assessment systems have evolved from Computer Assisted / Aided Assessment (CAA systems through intelligent assessment and feedback systems. E-Assessment (electronic assessment connotes using electronic technology and tools to design and administer assessments, collect and store students’ assessment evidences, grade performance, provide feedback and generate reports. The widely recognized advantages of e-Assessment over traditional, paper-based assessment include: lower long term costs, instant feedback to students, greater flexibility with respect to location and timing, improved reliability with machine marking, improved impartiality, and enhanced question styles that incorporate interactivity and multimedia. The advent of Learning Management Systems (LMS, such as Moodle (Modular Object-Oriented Dynamic Learning Environment paved the way for integrated advanced services for: interactive dialogue, controlling knowledge at different stages of distance process and e-Assessment systems. Moodle provides the complete integrated environment for handling all aspects of e-Assessment from authoring questions through to reports for course teams (Butcher, 2008. This study explores how Moodle functionality: supports diagnostic, formative, summative and competency-based assessments and facilitates ODL institutions design, administer and manage e-Assessments.

Integration of a framework with a learning management system for detection, assessment and assistance of university students with reading difficulties

Directory of Open Access Journals (Sweden)

Carolina Mejía Corredor

2015-12-01

Full Text Available Rev.esc.adm.neg Dyslexia is a common learning disability in Spanish-speaking university students, and requires special attention from higher educational institutions in order to support affected individuals during their learning process. In previous studies, a framework to detect, assess and assist university students with reading difficulties related to dyslexia was developed. In this paper, the integration of this framework with a Learning Management System (LMS is presented. Two case studies were performed to test the functionality and the usability of this integration. The first case study was carried out with 20 students, while the second one with four teachers. The results show that both students and teachers were satisfied with the integration performed in Moodle.ce, among others.

Assessment for Learning as Support for Student Self-Regulation

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Heritage, Margaret

2018-01-01

Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

Assessing Readiness for Integration of Electronic Learning into Business Education Programmes in Tertiary Institutions in Ebonyi State

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Nwagwu, Lazarus; Azih, Nonye

2015-01-01

The study was conducted to assess readiness for integration of electronic learning into business education programmes in tertiary institutions in Ebonyi State. Two research questions and two hypotheses guided the study. The population was 37 business education lecturers and 748 Business Education Students in tertiary institutions that offer…

Kinespell: Kinesthetic Learning Activity and Assessment in a Digital Game-Based Learning Environment

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Cariaga, Ada Angeli; Salvador, Jay Andrae; Solamo, Ma. Rowena; Feria, Rommel

Various approaches in learning are commonly classified into visual, auditory and kinesthetic (VAK) learning styles. One way of addressing the VAK learning styles is through game-based learning which motivates learners pursue knowledge holistically. The paper presents Kinespell, an unconventional method of learning through digital game-based learning. Kinespell is geared towards enhancing not only the learner’s spelling abilities but also the motor skills through utilizing wireless controllers. It monitors player’s performance through integrated assessment scheme. Results show that Kinespell may accommodate the VAK learning styles and is a promising alternative to established methods in learning and assessing students’ performance in Spelling.

Innovative Assessment Paradigm to Enhance Student Learning in Engineering Education

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El-Maaddawy, Tamer

2017-01-01

Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering…

Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

Directory of Open Access Journals (Sweden)

Inga Glogger

2013-01-01

Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

Integration of problem-based learning and innovative technology into a self-care course.

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McFalls, Marsha

2013-08-12

To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

Formative Assessment Design for PDA Integrated Ecology Observation

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Hung, Pi-Hsia; Lin, Yu-Fen; Hwang, Gwo-Jen

2010-01-01

Ubiquitous computing and mobile technologies provide a new perspective for designing innovative outdoor learning experiences. The purpose of this study is to propose a formative assessment design for integrating PDAs into ecology observations. Three learning activities were conducted in this study. An action research approach was applied to…

Implementing an Interdisciplinary Student Centric Approach to Work-Integrated Learning

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

2014-01-01

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

Interactive radiological anatomy eLearning solution for first year medical students: Development, integration, and impact on learning.

Science.gov (United States)

Webb, Alexandra Louise; Choi, Sunhea

2014-01-01

A technology enhanced learning and teaching (TELT) solution, radiological anatomy (RA) eLearning, composed of a range of identification-based and guided learning activities related to normal and pathological X-ray images, was devised for the Year 1 nervous and locomotor course at the Faculty of Medicine, University of Southampton. Its effectiveness was evaluated using a questionnaire, pre- and post-tests, focus groups, summative assessment, and tracking data. Since introduced in 2009, a total of 781 students have used RA eLearning, and among them 167 Year 1 students in 2011, of whom 116 participated in the evaluation study. Students enjoyed learning (77%) with RA eLearning, found it was easy to use (81%) and actively engaged them in their learning (75%), all of which were associated to the usability, learning design of the TELT solution and its integration in the curriculum; 80% of students reported RA eLearning helped their revision of anatomy and 69% stated that it facilitated their application of anatomy in a clinical context, both of which were associated with the benefits offered by the learning and activities design. At the end of course summative assessment, student knowledge of RA eLearning relevant topics (mean 80%; SD ±16) was significantly better as compared to topics not relevant to RA eLearning (mean 63%; SD ±15) (mean difference 18%; 95% CI 15% to 20%; P < 0.001). A well designed and integrated TELT solution can be an efficient method for facilitating the application, integration, and contextualization of anatomy and radiology to create a blended learning environment. © 2013 American Association of Anatomists.

Outcomes-Based Assessment and Learning: Trialling Change in a Postgraduate Civil Engineering Course

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El-Maaddawy, Tamer; Deneen, Christopher

2017-01-01

This paper aims to demonstrate how assessment tasks can function within an outcomes-based learning framework to evaluate student attainment of learning outcomes. An outcomes-based learning framework designed to integrate teaching, learning, and assessment activities was developed and implemented in a civil engineering master-level course. The…

Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching-learning Task.

Science.gov (United States)

Takeuchi, Naoyuki; Mori, Takayuki; Suzukamo, Yoshimi; Izumi, Shin-Ichi

2016-01-01

Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching-learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher-student pairs in total ( N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching-learning task. Two sessions, each including a triplet of a 30-s teaching-learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching-learning state. Changes in the teachers' left PFC activity between the first and second session positively correlated with those observed in students ( r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one's own teaching and the student's understanding ( β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching-learning state. The left PFC of teachers may be involved in integrating information regarding one's own teaching process and the student's learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher-student interactions may be useful in the field of educational neuroscience.

Multimodal integration in statistical learning

DEFF Research Database (Denmark)

Mitchell, Aaron; Christiansen, Morten Hyllekvist; Weiss, Dan

2014-01-01

, we investigated the ability of adults to integrate audio and visual input during statistical learning. We presented learners with a speech stream synchronized with a video of a speaker’s face. In the critical condition, the visual (e.g., /gi/) and auditory (e.g., /mi/) signals were occasionally...... facilitated participants’ ability to segment the speech stream. Our results therefore demonstrate that participants can integrate audio and visual input to perceive the McGurk illusion during statistical learning. We interpret our findings as support for modality-interactive accounts of statistical learning.......Recent advances in the field of statistical learning have established that learners are able to track regularities of multimodal stimuli, yet it is unknown whether the statistical computations are performed on integrated representations or on separate, unimodal representations. In the present study...

Factors Influencing Learning Environments in an Integrated Experiential Program

Science.gov (United States)

Koci, Peter

The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning

Science Integrating Learning Objectives: A Cooperative Learning Group Process

Science.gov (United States)

Spindler, Matt

2015-01-01

The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives…

Revisiting Organisational Learning in Integrated Care.

Science.gov (United States)

Nuño-Solinís, Roberto

2017-08-11

Progress in health care integration is largely linked to changes in processes and ways of doing. These changes have knowledge management and learning implications. For this reason, the use of the concept of organisational learning is explored in the field of integrated care. There are very limited contributions that have connected the fields of organisational learning and care integration in a systematic way, both at the theoretical and empirical level. For this reason, hybridization of both perspectives still provides opportunities for understanding care integration initiatives from a research perspective as well as potential applications in health care management and planning.

Key steps for integrating a basic science throughout a medical school curriculum using an e-learning approach.

Science.gov (United States)

Dubois, Eline Agnès; Franson, Kari Lanette

2009-09-01

Basic sciences can be integrated into the medical school curriculum via e-learning. The process of integrating a basic science in this manner resembles a curricular change. The change usually begins with an idea for using e-learning to teach a basic science and establishing the need for the innovation. In the planning phase, learning outcomes are formulated and a prototype of the program is developed based on the desired requirements. A realistic concept is formed after considering the limitations of the current institute. Next, a project team is assembled to develop the program and plan its integration. Incorporation of the e-learning program is facilitated by a well-developed and communicated integration plan. Various course coordinators are contacted to determine content of the e-learning program as well as establish assessment. Linking the e-learning program to existing course activities and thereby applying the basic science into the clinical context enhances the degree of integration. The success of the integration is demonstrated by a positive assessment of the program including favourable cost-benefit analysis and improved student performance. Lastly, when the program becomes institutionalised, continuously updating content and technology (when appropriate), and evaluating the integration contribute to the prolonged survival of the e-learning program.

Transdisciplinary knowledge integration : cases from integrated assessment and vulnerability assessment

NARCIS (Netherlands)

Hinkel, J.

2008-01-01

Keywords: climate change, integrated assessment, knowledge integration, transdisciplinary research, vulnerability, vulnerability assessment.
This thesis explores how transdisciplinary knowledge integration can be facilitated in the context of integrated assessments and vulnerability

Application of Model Project Based Learning on Integrated Science in Water Pollution

Science.gov (United States)

Yamin, Y.; Permanasari, A.; Redjeki, S.; Sopandi, W.

2017-09-01

The function of this research was to analyze the influence model Project Based Learning (PjBl) on integrated science about the concept mastery for junior high school students. Method used for this research constitutes the quasi of experiment method. Population and sample for this research are the students junior high school in Bandung as many as two classes to be experiment and control class. The instrument that used for this research is the test concept mastery, assessment questionnaire of product and the questionnaire responses of the student about learning integrated science. Based on the result of this research get some data that with accomplishment the model of PjBl. Learning authority of integrated science can increase the concept mastery for junior high school students. The highest increase in the theme of pollution water is in the concept of mixtures and the separation method. The students give a positive response in learning of integrated science for the theme of pollution of the water used model PjBL with questionnaire of the opinion aspect in amount of 83.5%, the anxiety of the students in amount of 95.5%, the profit learning model of PjBL in amount of 96.25% and profit learning of integrated science in amount of 95.75%.

Assessing Performance and Learning in Interprofessional Health Care Teams.

Science.gov (United States)

Ekmekci, Ozgur; Sheingold, Brenda; Plack, Margaret; LeLacheur, Susan; Halvaksz, Jennifer; Lewis, Karen; Schlumpf, Karen; Greenberg, Larrie

2015-01-01

Teamwork has become an integral part of health care delivery. Such emphasis on teamwork has generated the need to systematically measure and improve the learning and performance of health care teams. The purpose of this study was to develop a comprehensive assessment instrument, the Interprofessional Education and Practice Inventory (IPEPI), to evaluate learning and performance in interprofessional health care teams. The 12-month study commenced in three 4-month phases: (1) a panel of 25 national and international experts participated in the Delphi process to identify factors influencing team learning and team performance; (2) the research team analyzed the findings from the two Delphi rounds to develop the IPEPI; and (3) a cohort of 27 students at the university engaged in clinical simulations to test and refine the IPEPI. Findings suggest key factors that significantly influence team learning and performance include whether the group is able to foster a climate of mutual respect, adopt effective communication strategies, develop a sense of trust, and invite contributions from others. Additionally, in assessing organizational factors, participants indicated those factors that significantly influence team learning and performance include whether the organization is patient-centered, creates a culture of safety (not blame), and supports individual and team learning. These findings highlight the critical role assessment plays in enhancing not just interprofessional education or interprofessional practice, but in essence advancing interprofessional education and practice--which requires an integrated examination of how health care professionals learn and perform in teams.

Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program.

Science.gov (United States)

Prescott, William Allan; Woodruff, Ashley; Prescott, Gina M; Albanese, Nicole; Bernhardi, Christian; Doloresco, Fred

2016-12-25

Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions. Assessment. The mean numeric grades of students in the intervention group were higher than those of students in the traditional group (PA1 course: 92.2±3.1 vs 90.0±4.3; and PA2 course: 90.3±4.9 vs 85.8±4.2). Eighty-six percent of the students in the intervention group agreed that the instructional methodologies used in this course facilitated understanding of the material. Conclusion. The blended-learning model was associated with improved academic performance and was well-received by students.

Service-learning in nursing: Integrating student learning and ...

African Journals Online (AJOL)

Service-learning in nursing: Integrating student learning and community-based service experience through reflective practice. ... the students' reflective journals, group project reports and a focus-group discussion as the primary data sources.

Taking Stock: Existing Resources for Assessing a New Vision of Science Learning

Science.gov (United States)

Alonzo, Alicia C.; Ke, Li

2016-01-01

A new vision of science learning described in the "Next Generation Science Standards"--particularly the science and engineering practices and their integration with content--pose significant challenges for large-scale assessment. This article explores what might be learned from advances in large-scale science assessment and…

Learning to Learn: towards a Relational and Transformational Model of Learning for Improved Integrated Care Delivery

Directory of Open Access Journals (Sweden)

John Diamond

2013-06-01

Full Text Available Health and social care systems are implementing fundamental changes to organizational structures and work practices in an effort to achieve integrated care. While some integration initiatives have produced positive outcomes, many have not. We reframe the concept of integration as a learning process fueled by knowledge exchange across diverse professional and organizational communities. We thus focus on the cognitive and social dynamics of learning in complex adaptive systems, and on learning behaviours and conditions that foster collective learning and improved collaboration. We suggest that the capacity to learn how to learn shapes the extent to which diverse professional groups effectively exchange knowledge and self-organize for integrated care delivery.

Learning, assessment and professional identity development in public health training.

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Wood, Annette

2016-06-01

Professional identity formation is important for new recruits to training programmes. The integration of the accumulation of knowledge and assessment is a key aspect in its acquisition. This study assessed this interaction in Public Health Training in one English region. Semi-structured interviews were held with 15 registrars from the West Midlands Public Health Training Programme. Pre-interview questionnaires gathered background information. A thematic content analysis approach was taken. There was a lack of integration between academic and workplace learning, the professional examination process and professional identity development. Registrars considered sitting the examination and their workplace learning as two parallel processes. Passing the examination was considered a key part in the early development of a professional identity but this was replaced by the opinions of others by the third year of training. Having a Masters' in Public Health was less important but played a different role in their perceived acceptance by the wider Public Health workforce. The lack of integration between assessment and learning seemed to have a detrimental effect on professional identity development. A review of how these two aspects might combine in a more positive manner is needed.

Review of Statistical Learning Methods in Integrated Omics Studies (An Integrated Information Science).

Science.gov (United States)

Zeng, Irene Sui Lan; Lumley, Thomas

2018-01-01

Integrated omics is becoming a new channel for investigating the complex molecular system in modern biological science and sets a foundation for systematic learning for precision medicine. The statistical/machine learning methods that have emerged in the past decade for integrated omics are not only innovative but also multidisciplinary with integrated knowledge in biology, medicine, statistics, machine learning, and artificial intelligence. Here, we review the nontrivial classes of learning methods from the statistical aspects and streamline these learning methods within the statistical learning framework. The intriguing findings from the review are that the methods used are generalizable to other disciplines with complex systematic structure, and the integrated omics is part of an integrated information science which has collated and integrated different types of information for inferences and decision making. We review the statistical learning methods of exploratory and supervised learning from 42 publications. We also discuss the strengths and limitations of the extended principal component analysis, cluster analysis, network analysis, and regression methods. Statistical techniques such as penalization for sparsity induction when there are fewer observations than the number of features and using Bayesian approach when there are prior knowledge to be integrated are also included in the commentary. For the completeness of the review, a table of currently available software and packages from 23 publications for omics are summarized in the appendix.

FORMATIVE ASSESSMENT IN DISTANCE EDUCATION: ENHANCING LEARNING THROUGH DIARIES

Directory of Open Access Journals (Sweden)

Christiane Heemann

2015-12-01

Full Text Available Assessment integrates the teaching and learning process and always has room for discussion in educational processes, requiring technical preparation and observation capacity from those involved. According to Perrenoud (2014, assessment for learning is a mediator in the process of curriculum construction and is closely related to the management of learning by the students. Assessment methods occupy a very important space in the pedagogical practices since assessment cannot be an act that expresses only a quantitative and formal concept. In Distance Education (DE, formative assessment also needs to be prioritized and avoid traditional evaluation which is performed through multiple-choice tests with self-correction. The use of diaries in Distance Education maintains the focus on the evaluation process and not only on the product, configuring itself as a permanent orientation of learning, both for the teacher and for the student, who jointly assume reciprocal commitments. This article presents an experiment conducted with diaries on an undergraduate course offered by Universidade Aberta do Brasil (UAB as a means of formative assessment in Distance Education.

The Effect of Integrated Learning-Teaching Approach on Reading Comprehension and Narration Skills

Directory of Open Access Journals (Sweden)

Ergün Hamzadayı

2010-12-01

Full Text Available This study investigated the effects of integrated learning-teaching approach on reading comprehension and narration skills. Considerations regarding how to overcome difficulties in the teaching of Turkish language through multi-theoretical perspectives have resulted in this approach to come into the existence. For the purpose of forming theoretical foundations of the research, behaviourist, cognitive and constructivist learning theories with their philosophical foundations were introduced, their principals and assumptions with regard to instructional design were compared, and their strengths and weakness were delineated. These considerations were then associated with the components of Turkish language program (content, objectives, teaching strategies and methods, assessment and that paved way for “integrative learning and teaching approach” to come into being. This study aimed to investigate whether there is a significant difference between the performance of the experimental group students who were exposed to integrative learning and teaching approach and that of control group students who were not exposed to integrative learning and teaching approach in terms of reading comprehension and written expression skills in Turkish language

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment

Science.gov (United States)

Shepard, L. A.; Penuel, W. R.; Pellegrino, J. W.

2018-01-01

To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research-based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning--such as self-regulation, self-efficacy, sense of belonging, and…

Integrating Adaptive Games in Student-Centered Virtual Learning Environments

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del Blanco, Angel; Torrente, Javier; Moreno-Ger, Pablo; Fernandez-Manjon, Baltasar

2010-01-01

The increasing adoption of e-Learning technology is facing new challenges, such as how to produce student-centered systems that can be adapted to each student's needs. In this context, educational video games are proposed as an ideal medium to facilitate adaptation and tracking of students' performance for assessment purposes, but integrating the…

Academic performance and perception of learning following a peer coaching teaching and assessment strategy.

Science.gov (United States)

Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger

2016-03-01

Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.

Measuring Knowledge Integration Learning of Energy Topics: A Two-Year Longitudinal Study

Science.gov (United States)

Liu, Ou Lydia; Ryoo, Kihyun; Linn, Marcia C.; Sato, Elissa; Svihla, Vanessa

2015-01-01

Although researchers call for inquiry learning in science, science assessments rarely capture the impact of inquiry instruction. This paper reports on the development and validation of assessments designed to measure middle-school students' progress in gaining integrated understanding of energy while studying an inquiry-oriented curriculum. The…

Integrated assessment briefs

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-04-01

Integrated assessment can be used to evaluate and clarify resource management policy options and outcomes for decision makers. The defining characteristics of integrated assessment are (1) focus on providing information and analysis that can be understood and used by decision makers rather than for merely advancing understanding and (2) its multidisciplinary approach, using methods, styles of study, and considerations from a broader variety of technical areas than would typically characterize studies produced from a single disciplinary standpoint. Integrated assessment may combine scientific, social, economic, health, and environmental data and models. Integrated assessment requires bridging the gap between science and policy considerations. Because not everything can be valued using a single metric, such as a dollar value, the integrated assessment process also involves evaluating trade-offs among dissimilar attributes. Scientists at Oak Ridge National Laboratory (ORNL) recognized the importance and value of multidisciplinary approaches to solving environmental problems early on and have pioneered the development of tools and methods for integrated assessment over the past three decades. Major examples of ORNL`s experience in the development of its capabilities for integrated assessment are given.

Information Technology Integration in Higher Education: A Novel Approach for Impact Assessment

Directory of Open Access Journals (Sweden)

Abdulkareem Al-Alwani

2014-12-01

Full Text Available In the current technological world of Information services, academic systems are also in the process of adapting information technology solutions. Information systems vary for different applications and specifically in academia domain, a range of information systems are available for different institutions worldwide. Integration of e-learning can optimize implementation of computer-based and computer-assisted educational processes at all levels. Therefore it is imperative to assess and evaluate integration of these information systems because they have serious impact on e-learning processes. In this study an instrument survey is presented for evaluating integration of information technology systems and practices in an educational environment. Survey is constructed using descriptive questions related to information technology tools to assess qualitative impact and usage of such tools. Critical feedback, analysis and suggestions from 25 educationists played a pivotal role in finalizing proposed survey questionnaire. A subsequent test evaluation by teachers and students is also carried out to assess adequate utilization of information systems in Yanbu University College. The results showed that feedback using this survey can help in identifying technological gaps and facilitate effective integration of information technology in an educational environment. Survey instrument proposed in this research can greatly enhance integration of IT tools as it can identify shortcomings by collecting statistical data from feedback of both faculty and students. Solution to these problems is deterministic and can be easily implemented to optimize overall performance of e-learning systems.

Assessment is for learning: Supporting feedback

OpenAIRE

McLaren, Susan

2012-01-01

This paper describes an action research, school situated project conducted withpartnership funding from Learning and Teaching Scotland, Scottish QualificationsAuthority and Becta, the UK government’s agency for communications technology in education. Based on e-scape (e-solutions for creative assessment in portfolio environments), developed by Goldsmiths, University of London, the Scottish project focussed on integrating innovative methods of capturing evidence of creative performance with pr...

Towards professionalism in music: self-assessed learning strategies of conservatory music students

OpenAIRE

Virkkula, Esa; Nissilä, Säde-Pirkko

2017-01-01

One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in...

A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

Science.gov (United States)

Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

Lessons learned and new challenges for integrated assessment under the National Environmental Policy Act

Energy Technology Data Exchange (ETDEWEB)

Carnes, S.A.; Reed, R.M.

1995-12-31

One of the first government-sponsored demands for integrated assessment to support decision making in the United States is embodied in the National Environmental Policy Act of 1969 (NEPA). Over the past 25 years, Oak Ridge National Laboratory (ORNL) has supported federal agencies` in evaluating health and environmental impacts as required by NEPA. Many of ORNL`s efforts have focused on complex, programmatic assessments that break new ground and require and integrate expertise from a wide range of technical disciplines. Examples of ORNL projects that illustrate the use of integrated assessment approaches include environmental documentation for: (1) the Department of the Army`s Chemical Stockpile Disposal Program, (2) the Federal Energy Regulatory Commission`s licensing activities related to the Owens River Basin in eastern California and along a 500-mile reach of the upper Ohio River, and (3) the Nuclear Regulatory Commission`s decision regarding restart of the undamaged reactor (Unit 1) at Three Mile Island. Our discussion of these examples illustrates successful integrated assessment approaches and identifies new challenges facing integrated assessment activities.

Moving interprofessional learning forward through formal assessment.

Science.gov (United States)

Stone, Judy

2010-04-01

There is increasing agreement that graduates who finish tertiary education with the full complement of skills and knowledge required for their designated profession are not 'work-ready' unless they also acquire interpersonal, collaborative practice and team-working capabilities. Health workers are unable to contribute to organisational culture in a positive way unless they too attain these capabilities. These capabilities have been shown to improve health care in terms of patient safety, worker satisfaction and health service efficiency. Given the importance of interprofessional learning (IPL) which seeks to address these capabilities, why is IPL not consistently embedded into the education of undergraduates, postgraduates and vocationally qualified personnel through formal assessment? This paper offers an argument for the formal assessment of IPL. It illustrates how the interests of the many stakeholders in IPL can benefit from, and contribute to, the integration of IPL into mainstream professional development and tertiary education. It offers practical examples of assessment in IPL which could drive learning and offer authentic, contextual teaching and learning experiences to undergraduates and health workers alike. Assessment drives learning and without formal assessment IPL will continue to be viewed as an optional topic of little relative importance for learners. In order to make the next step forward, IPL needs to be recognised and endorsed through formal assessment, both at the tertiary education level and within the workplace environment. This is supported by workforce initiatives and tertiary education policy which can be used to specify the capabilities or generic skills necessary for effective teamwork and collaborative practice.

An Integrated Dictionary-Learning Entropy-Based Medical Image Fusion Framework

Directory of Open Access Journals (Sweden)

Guanqiu Qi

2017-10-01

Full Text Available Image fusion is widely used in different areas and can integrate complementary and relevant information of source images captured by multiple sensors into a unitary synthetic image. Medical image fusion, as an important image fusion application, can extract the details of multiple images from different imaging modalities and combine them into an image that contains complete and non-redundant information for increasing the accuracy of medical diagnosis and assessment. The quality of the fused image directly affects medical diagnosis and assessment. However, existing solutions have some drawbacks in contrast, sharpness, brightness, blur and details. This paper proposes an integrated dictionary-learning and entropy-based medical image-fusion framework that consists of three steps. First, the input image information is decomposed into low-frequency and high-frequency components by using a Gaussian filter. Second, low-frequency components are fused by weighted average algorithm and high-frequency components are fused by the dictionary-learning based algorithm. In the dictionary-learning process of high-frequency components, an entropy-based algorithm is used for informative blocks selection. Third, the fused low-frequency and high-frequency components are combined to obtain the final fusion results. The results and analyses of comparative experiments demonstrate that the proposed medical image fusion framework has better performance than existing solutions.

Implementing and Assessing Inquiry-Based Learning through the CAREER Award

Science.gov (United States)

Brudzinski, M. R.

2011-12-01

In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make many adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome, both for instructors and students, such that a stepwise approach to this transformation is likely to be more manageable. In this session, I will describe a series of tools to promote inquiry-based learning that I am helping to implement and assess in classroom courses and student research projects. I will demonstrate the importance of integrating with existing institutional initiatives as well as recognizing how student development plays a key role in student engagement. Some of the features I will highlight include: defining both student learning outcomes and student development outcomes, converting content training to be self-directed and asynchronous, utilizing conceptests to help students practice thinking like scientists, and employing both objective pre/post assessment and student self-reflective assessment. Lastly, I will reflect on how the well-defined goal of teaching and research integration in the CAREER award solicitation resonated with me even as an undergraduate and helped inspire my early career.

The Effects of Integrating Social Learning Environment with Online Learning

Science.gov (United States)

Raspopovic, Miroslava; Cvetanovic, Svetlana; Medan, Ivana; Ljubojevic, Danijela

2017-01-01

The aim of this paper is to present the learning and teaching styles using the Social Learning Environment (SLE), which was developed based on the computer supported collaborative learning approach. To avoid burdening learners with multiple platforms and tools, SLE was designed and developed in order to integrate existing systems, institutional…

Integration of e-learning outcomes into work processes

Directory of Open Access Journals (Sweden)

Kerstin Grundén

2011-07-01

Full Text Available Three case studies of in-house developed e-learning education in public organizations with different pedagogical approaches are used as a starting point for discussion regarding the implementation challenges of e-learning at work. The aim of this article is to contribute to the understanding of integrating mechanisms of e-learning outcomes into work processes in large, public organizations. The case studies were analyzed from a socio-cultural perspective using the MOA-model as a frame of reference. Although the pedagogical approaches for all of the cases seemed to be relevant and most of the learners showed overall positive attitudes towards the courses, there were problems with integration of the e-learning outcomes into work processes. There were deficiencies in the adaption of the course contents to the local educational needs. There was also a lack of adjusting the local work organization and work routines in order to facilitate the integration of the e-learning outcomes into the work processes. A lack of local management engagement affected the learners’ motivation negatively. Group discussions in local work groups facilitated the integration of the e-learning outcomes. Much of the difficulties of integrating e-learning outcomes into work processes in big organizations are related to the problems with adjusting centrally developed e-learning courses to local needs and a lack of co-operation among among the developers (often IT-professionals and the Human Resources Department of the organizations.

Assessment of work-integrated learning: comparison of the usage of a grading rubric by supervising radiographers and teachers

Energy Technology Data Exchange (ETDEWEB)

Kilgour, Andrew J, E-mail: akilgour@csu.edu.au [Charles Sturt University, Wagga Wagga, NSW (Australia); Kilgour, Peter W [Avondale College of Higher Education, Cooranbong, NSW (Australia); Gerzina, Tania [Dental Educational Research, Faculty of Dentistry, Jaw Function and Orofacial Pain Research Unit, Westmead Centre for Oral Health, C24- Westmead Hospital, The University of Sydney, Sydney, NSW, 2006 (Australia); Christian, Beverly [Avondale College of Higher Education, Cooranbong, NSW (Australia); Charles Sturt University, Wagga Wagga, NSW (Australia)

2014-02-15

Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, pre-service teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students’ work during WIL placement by assessors. After ∼12 months of implementation of the rubrics, assessors’ reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different

Assessment of work-integrated learning: comparison of the usage of a grading rubric by supervising radiographers and teachers

Energy Technology Data Exchange (ETDEWEB)

Kilgour, Andrew J, E-mail: akilgour@csu.edu.au [Charles Sturt University, Wagga Wagga, NSW (Australia); Kilgour, Peter W [Avondale College of Higher Education, Cooranbong, NSW (Australia); Gerzina, Tania [Dental Educational Research, Faculty of Dentistry, Jaw Function and Orofacial Pain Research Unit, Westmead Centre for Oral Health, C24- Westmead Hospital, The University of Sydney, Sydney, NSW, 2006 (Australia); Christian, Beverly [Avondale College of Higher Education, Cooranbong, NSW (Australia); Charles Sturt University, Wagga Wagga, NSW (Australia)

2014-02-15

Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, pre-service teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students’ work during WIL placement by assessors. After ∼12 months of implementation of the rubrics, assessors’ reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different

Assessment of work-integrated learning: comparison of the usage of a grading rubric by supervising radiographers and teachers

International Nuclear Information System (INIS)

Kilgour, Andrew J; Kilgour, Peter W; Gerzina, Tania; Christian, Beverly

2014-01-01

Introduction: Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers. Methods: WIL placement assessment practices in two programmes, pre-service teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of Health Sciences, University of Sydney, NSW), were compared with a view to comparing assessment strategies across these two different educational domains. Educators (course coordinators) responsible for teaching professional development placements of teacher trainees and diagnostic radiography students developed a standards-based grading rubric designed to guide assessment of students’ work during WIL placement by assessors. After ∼12 months of implementation of the rubrics, assessors’ reaction to the effectiveness and usefulness of the grading rubric was determined using a specially created survey form. Data were collected over the period from March to June 2011. Quantitative and qualitative data found that assessors in both programmes considered the grading rubric to be a vital tool in the assessment process, though teacher supervisors were more positive about the benefits of its use than the radiographer supervisors. Results: Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of the provision of supervisor feedback. The use of assessment grading rubrics is of benefit to assessors in WIL placements from two very different

LearnWeb 2.0. Integrating Social Software for Lifelong Learning.

NARCIS (Netherlands)

Marenzi, Ivana; Demidova, Elena; Nejdl, Wolfgang

2008-01-01

Marenzi, I., Demidova, E., & Nejdl, W. (2008). LearnWeb 2.0. Integrating Social Software for Lifelong Learning. Proceedings of the ED-Media 2008. World Conference on Educational Multimedia, Hypermedia & Telecommunications. June, 30 - July, 4, 2008, Austria, Vienna.

Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills.

Science.gov (United States)

Roh, Young Sook; Kim, Sang Suk

2015-07-01

Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, Plearning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning.

Integrated assessment of global climate change with learning-by-doing and energy-related research and development

International Nuclear Information System (INIS)

Mueller-Fuerstenberger, Georg; Stephan, Gunter

2007-01-01

This paper presents a small-scale version of an Integrated Assessment Model (IAM) of global climate change, which is based on a global, regionally differentiated computable general equilibrium (CGE) model with endogenous technological change. This model can be viewed as a basic framework for analyzing a broad range of economic issues related to climate change, in particular since technological change is represented in two ways: on the one hand, there is learning-by-doing (LbD) in non-fossil energy supply technologies, and on the other hand there is research and development (R and D)-driven energy-saving technical progress in production. Computational experiments are added for illustrating the role of technological innovation in a world both with and without cooperation in the solution of the global climate problem

CopperCore Service Integration, Integrating IMS Learning Design and IMS Question and Test Interoperability

NARCIS (Netherlands)

Vogten, Hubert; Martens, Harrie; Nadolski, Rob; Tattersall, Colin; Van Rosmalen, Peter; Koper, Rob

2006-01-01

Vogten, H., Martens, H., Nadolski, R., Tattersall, C., Rosmalen, van, P., Koper, R., (2006). CopperCore Service Integration, Integrating IMS Learning Design and IMS Question and Test Interoperability. Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp.

Curating Work-Integrated Learning: "Taking Care" of Disciplinary Heritage, Local Institutional Contexts and Wellbeing via the Open Educational Resources Movement

Science.gov (United States)

Simpson, Maree Donna; Twist, Teresa

2016-01-01

Work-integrated learning (WIL) has become commonplace in many higher education institutions across Australia. Similarly, there has been rapid integration of digital technologies for supporting teaching, learning and assessment in this domain. In the rush to address associated challenges within the sector--such as massification, limited placements,…

Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic

Directory of Open Access Journals (Sweden)

Jennifer Jenson

2016-03-01

Full Text Available n this study, we examine what and how intermediate age students learned from playing in a health-focused game-based digital learning environment, Epidemic. Epidemic is a playful interactive environment designed to deliver factual knowledge, invite critical understanding, and encourage effective self-care practices in dealing with viral contagious diseases, using a social networking interface to integrate both serious games and game-like multimodal design projects. Epidemic invites a playful approach to its deadly serious core concern – communicable disease – in order to see what happens when students are encouraged to critically approach information from multiple or contradictory perspectives. To identify what participants learned while interacting within Epidemic, we deployed two instructional and assessment models, noting the differences each instructional approach could potentially make, and what approach to assessment might help us evaluate game-based learning. We found that each approach provided importantly different perspectives on what and how students learned, and on the very meaning of student success. Recognizing that traditional assessment tools based in print-cultural literacy may prove increasingly ill-suited for assessing emergent multimodal literacies in game-based learning environments, this study seeks to contribute to a growing body of work on the development of novel assessments for learning.

Assessment in Open and Distance Learning System (ODL: A Challenge

Directory of Open Access Journals (Sweden)

S. V. S. Chaudhary

2013-09-01

Full Text Available Assessment is an integral part of the learning process. The traditional practice of assessment has changed to meet the need of the contemporary society. In this paper assessment strategies used in Open and Distance Education are discussed and constructive suggestions are given to meet the challenges of assessment. Recently we experience a paradigm shift in assessment both in face-to-face and ODL system. Content-based testing has shifted to performance-based assessment. Assessment is no longer used for grading and certification, rather it has linked with learning and skill development of the students. Instead of a single paper pencil test, a variety of techniques and methods are being increasingly conducted. In this context assessment in the ODL system has adopted a new shape to provide better assessment judgments to its students and at the same time helping teachers and administrators. Coping with the changing scenario in ODL we face challenges addressed extensively in this article.

An Integrated Playful Music Learning Solution

DEFF Research Database (Denmark)

Jensen, Karl Kristoffer; Frimodt-Møller, Søren

2015-01-01

This paper presents an integrated solution using IT technologies to help a (young) musician learn a piece of music, or learn how to play an instru- ment. The rehearsal process is organized in sequences, consisting of various ac- tivities to be 'passed'. Several games are investigated that help...

Multimedia Based E-learning : Design and Integration of Multimedia Content in E-learning

Directory of Open Access Journals (Sweden)

Abdulaziz Omar Alsadhan

2014-05-01

Full Text Available The advancement in multimedia and information technologies also have impacted the way of imparting education. This advancement has led to rapid use of e learning systems and has enabled greater integration of multimedia content into e learning systems. This paper present a model for development of e learning systems based on multimedia content. The model is called “Multimedia based e learning” and is loosely based on waterfall software development model. This model consists of three distinct phases; Multimedia Content Modelling, Multimedia content Development, Multimedia content Integration. These three phases are further sub divided into 7 different activities which are analysis, design, technical requirements, content development, content production & integration, implementation and evaluation. This model defines a general framework that can be applied for the development of e learning systems across all disciplines and subjects.

A Look at Relationships (Part I: Supporting Theories of STEM Integrated Learning Environment in a Classroom - A Historical Approach

Directory of Open Access Journals (Sweden)

Tomoki Saito

2016-04-01

Full Text Available In this article, the authors address STEM pedagogies that relate to “integration” issues and to their implementation. Referring to past discussions on transdisciplinary teaching and learning (“transdisciplinarity”, the authors claim that STEM integration might lead to synergy between each of four disciplines, and the interaction of those learnings might have mutual benefits as well as disadvantages. Hence, although educators often find it difficult to leave discrete disciplines in which they studied, learning in an integrated environment that focuses on student-centered learning, could or should differ from teaching in traditional classes. Learning in the STEM Integrated Learning Environment has certain features: 1 learning is not necessarily included in and assessed by disciplines as in traditional classes; 2 learning within and across networks of learners has relationships beyond STEM disciplines; and 3 thus, the environment would be structured by vectors of those relationships. If so, teachers are expected to prepare for interactions among STEM areas of learning.

Technology Integration through Professional Learning Community

Science.gov (United States)

Cifuentes, Lauren; Maxwell, Gerri; Bulu, Sanser

2011-01-01

We describe efforts to build a learning community to support technology integration in three rural school districts and the contributions of various program strategies toward teacher growth. The Stages of Adoption Inventory, classroom observations, the Questionnaire for Technology Integration, interviews, STAR evaluation surveys, a survey of…

Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches

Science.gov (United States)

Wang, Victor C. X.

2010-01-01

As adult learners and educators pioneer the use of technology in the new century, attention has been focused on developing strategic approaches to effectively integrate adult learning and technology in different learning environments. "Integrating Adult Learning and Technologies for Effective Education: Strategic Approaches" provides innovative…

Learning STEM Through Integrative Visual Representations

Science.gov (United States)

Virk, Satyugjit Singh

Previous cognitive models of memory have not comprehensively taken into account the internal cognitive load of chunking isolated information and have emphasized the external cognitive load of visual presentation only. Under the Virk Long Term Working Memory Multimedia Model of cognitive load, drawing from the Cowan model, students presented with integrated animations of the key neural signal transmission subcomponents where the interrelationships between subcomponents are visually and verbally explicit, were hypothesized to perform significantly better on free response and diagram labeling questions, than students presented with isolated animations of these subcomponents. This is because the internal attentional cognitive load of chunking these concepts is greatly reduced and hence the overall cognitive load is less for the integrated visuals group than the isolated group, despite the higher external load for the integrated group of having the interrelationships between subcomponents presented explicitly. Experiment 1 demonstrated that integrating the subcomponents of the neuron significantly enhanced comprehension of the interconnections between cellular subcomponents and approached significance for enhancing comprehension of the layered molecular correlates of the cellular structures and their interconnections. Experiment 2 corrected time on task confounds from Experiment 1 and focused on the cellular subcomponents of the neuron only. Results from the free response essay subcomponent subscores did demonstrate significant differences in favor of the integrated group as well as some evidence from the diagram labeling section. Results from free response, short answer and What-If (problem solving), and diagram labeling detailed interrelationship subscores demonstrated the integrated group did indeed learn the extra material they were presented with. This data demonstrating the integrated group learned the extra material they were presented with provides some initial

Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration

NARCIS (Netherlands)

Vogten, Hubert; Martens, Harrie; Nadolski, Rob; Tattersall, Colin; Van Rosmalen, Peter; Koper, Rob

2006-01-01

Please, cite this publication as: Vogten, H., Martens, H., Nadolski, R., Tattersall, C., van Rosmalen, P., & Koper, R. (2006). Integrating IMS Learning Design and IMS Question and Test Interoperability using CopperCore Service Integration. Proceedings of International Workshop in Learning Networks

The "proactive" model of learning: Integrative framework for model-free and model-based reinforcement learning utilizing the associative learning-based proactive brain concept.

Science.gov (United States)

Zsuga, Judit; Biro, Klara; Papp, Csaba; Tajti, Gabor; Gesztelyi, Rudolf

2016-02-01

Reinforcement learning (RL) is a powerful concept underlying forms of associative learning governed by the use of a scalar reward signal, with learning taking place if expectations are violated. RL may be assessed using model-based and model-free approaches. Model-based reinforcement learning involves the amygdala, the hippocampus, and the orbitofrontal cortex (OFC). The model-free system involves the pedunculopontine-tegmental nucleus (PPTgN), the ventral tegmental area (VTA) and the ventral striatum (VS). Based on the functional connectivity of VS, model-free and model based RL systems center on the VS that by integrating model-free signals (received as reward prediction error) and model-based reward related input computes value. Using the concept of reinforcement learning agent we propose that the VS serves as the value function component of the RL agent. Regarding the model utilized for model-based computations we turned to the proactive brain concept, which offers an ubiquitous function for the default network based on its great functional overlap with contextual associative areas. Hence, by means of the default network the brain continuously organizes its environment into context frames enabling the formulation of analogy-based association that are turned into predictions of what to expect. The OFC integrates reward-related information into context frames upon computing reward expectation by compiling stimulus-reward and context-reward information offered by the amygdala and hippocampus, respectively. Furthermore we suggest that the integration of model-based expectations regarding reward into the value signal is further supported by the efferent of the OFC that reach structures canonical for model-free learning (e.g., the PPTgN, VTA, and VS). (c) 2016 APA, all rights reserved).

Integrating self-regulated learning and discovery learning into English lesson plan

Directory of Open Access Journals (Sweden)

Sayukti Ni Kadek Heny

2018-01-01

Full Text Available The notion of learner-centeredness has been embedded in the National Curriculum of Indonesia, 2013 Curriculum. However, most of the teachers seem to be hardly acquainted with the concept of Self-Regulated Learning (SRL and discovery learning in the lesson planning. Considering the phenomenon, this study intends to explore the concept of Self-Regulated Learning in the lesson plan of English subject for a tenth-grade level by employing a qualitative design with data obtained from a teacher-made lesson plan and a semi-structured interview. The researcher used content analysis to analyze the lesson plan. Meanwhile, the qualitative data from interview result were preceded through a coding sheet and transcribed modified figure. The findings revealed an integration of SRL cyclical phase and discovery learning in the teacher-made lesson plan. Based on the discussion, the results need to be applied in a considerably large context, in order to see thoroughly dynamic integration between Self-Regulated Learning model, lesson planning and the concept of learner autonomy.

The effectiveness of integration of virtual patients in a collaborative learning activity.

Science.gov (United States)

Marei, Hesham F; Donkers, Jeroen; Van Merrienboer, Jeroen J G

2018-05-07

Virtual patients (VPs) have been recently integrated within different learning activities. To compare between the effect of using VPs in a collaborative learning activity and using VPs in an independent learning activity on students' knowledge acquisition, retention and transfer. For two different topics, respectively 82 and 76 dental students participated in teaching, learning and assessment sessions with VPs. Students from a female campus and from a male campus have been randomly assigned to condition (collaborative and independent), yielding four experimental groups. Each group received a lecture followed by a learning session using two VPs per topic. Students were administrated immediate and delayed written tests as well as transfer tests using two VPs to assess their knowledge in diagnosis and treatment. For the treatment items of the immediate and delayed written tests, females outperformed males in the collaborative VP group but not in the independent VP group. On the female campus, the use of VPs in a collaborative learning activity is more effective than its use as an independent learning activity in enhancing students' knowledge acquisition and retention. However, the collaborative use of VPs by itself is not enough to produce consistent results across different groups of students and attention should be given to all the factors that would affect students' interaction.

Informed consent to healthcare interventions in people with learning disabilities--an integrative review.

Science.gov (United States)

Goldsmith, Lesley; Skirton, Heather; Webb, Christine

2008-12-01

This paper is a report of an integrative review of informed consent to healthcare interventions in people with learning disabilities. Consent to treatment lies at the heart of the relationship between patient and healthcare professional. In order for people with learning disabilities to have equity of access to health care, they need to be able to give informed consent to health interventions--or be assessed as incompetent to give consent. The British Nursing Index (BNI), CINAHL, MEDLINE, Social Care Online, ERIC and ASSIA and PsycINFO databases were searched using the search terms: Consent or informed choice or capacity or consent to treat* or consent to examin* AND Learning disab* or intellectual* disab* or mental* retard* or learning difficult* or mental* handicap*. The search was limited to papers published in English from January 1990 to March 2007. An integrative review was conducted and the data analysed thematically. Twenty-two studies were reviewed. The main themes identified were: life experience, interaction between healthcare professionals and participants, ability to consent, and psychometric variables. A consensus seemed to emerge that capacity to consent is greater in people with higher cognitive ability and verbal skills, but that the attitudes and behaviour of healthcare professionals was also a crucial factor. The findings support use of the functional approach to assessing mental capacity for the purpose of obtaining informed consent. Future research into informed consent in people with learning disabilities is needed using real life situations rather than hypothetical vignettes.

Faith-Learning Integration, Critical Thinking Skills, and Student Development in Christian Education

Science.gov (United States)

Bailey, Karl G. D.

2012-01-01

Although the integration of faith and learning presupposes a learner, little theoretical work has addressed the role of students in faith-learning integration. Moreover, many students perceive faith-learning integration to be the work of teachers and institutions, suggesting that for learners, integration is a passive experience. This theoretical…

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model.

Science.gov (United States)

De Leeuw, R A; Westerman, Michiel; Nelson, E; Ket, J C F; Scheele, F

2016-07-08

E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model. Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance. This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

Assessing Teachers' Perception on Integrating ICT in Teaching-Learning Process: The Case of Adwa College

Science.gov (United States)

Gebremedhin, Mewcha Amha; Fenta, Ayele Almaw

2015-01-01

Rapid growth and improvement in ICT have led to the diffusion of technology in education. The purpose of this study is to investigate teachers' perception on integrating ICT in teaching-learning process. The research questions sought to measure teachers' software usage as well as other instructional tools and materials, preferences for…

Beyond Measurement-Driven Instruction: Achieving Deep Learning Based on Constructivist Learning Theory, Integrated Assessment, and a Flipped Classroom Approach

Science.gov (United States)

Bernauer, James A.; Fuller, Richard G.

2017-01-01

The authors focus on the critical role of assessment within a flipped classroom environment where instruction is based on constructivist learning theory and where desired student outcomes are at the higher levels of Bloom's Taxonomy. While assessment is typically thought of in terms of providing summative measures of performance or achievement, it…

Integrated approaches to perceptual learning.

Science.gov (United States)

Jacobs, Robert A

2010-04-01

New technologies and new ways of thinking have recently led to rapid expansions in the study of perceptual learning. We describe three themes shared by many of the nine articles included in this topic on Integrated Approaches to Perceptual Learning. First, perceptual learning cannot be studied on its own because it is closely linked to other aspects of cognition, such as attention, working memory, decision making, and conceptual knowledge. Second, perceptual learning is sensitive to both the stimulus properties of the environment in which an observer exists and to the properties of the tasks that the observer needs to perform. Moreover, the environmental and task properties can be characterized through their statistical regularities. Finally, the study of perceptual learning has important implications for society, including implications for science education and medical rehabilitation. Contributed articles relevant to each theme are summarized. Copyright © 2010 Cognitive Science Society, Inc.

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

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Laine, Teemu H.; Nygren, Eeva

2016-01-01

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

Experiential Learning in Accounting Work-Integrated Learning: A Three-Way Partnership

Science.gov (United States)

Elijido-Ten, Evangeline; Kloot, Louise

2015-01-01

Purpose: Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context.…

Learning word meanings: Overnight integration and study modality effects

NARCIS (Netherlands)

Ven, F. van der; Takashima, A.; Segers, P.C.J.; Verhoeven, L.T.W.

2015-01-01

According to the complementary learning systems (CLS) account of word learning, novel words are rapidly acquired (learning system 1), but slowly integrated into the mental lexicon (learning system 2). This two-step learning process has been shown to apply to novel word forms. In this study, we

Unconscious learning processes: mental integration of verbal and pictorial instructional materials.

Science.gov (United States)

Kuldas, Seffetullah; Ismail, Hairul Nizam; Hashim, Shahabuddin; Bakar, Zainudin Abu

2013-12-01

This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

Nurses' barriers to learning: an integrative review.

Science.gov (United States)

Santos, Marion C

2012-07-01

This integrative review of the literature describes nurses' barriers to learning. Five major themes emerged: time constraints, financial constraints, workplace culture, access/relevance, and competency in accessing electronic evidence-based practice literature. The nurse educator must address these barriers for the staff to achieve learning and competency.

Assessing Assessment: In Pursuit of Meaningful Learning

Science.gov (United States)

Rootman-le Grange, Ilse; Blackie, Margaret A. L.

2018-01-01

The challenge of supporting the development of meaningful learning is prevalent in chemistry education research. One of the core activities used in the learning process is assessments. The aim of this paper is to illustrate how the semantics dimension of Legitimation Code Theory can be a helpful tool to critique the quality of assessments and…

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

Directory of Open Access Journals (Sweden)

Reza Karimi, RPh, PhD

2011-01-01

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

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

Directory of Open Access Journals (Sweden)

Reza Karimi

2011-01-01

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

Preferences for Deep-Surface Learning: A Vocational Education Case Study Using a Multimedia Assessment Activity

Science.gov (United States)

Hamm, Simon; Robertson, Ian

2010-01-01

This research tests the proposition that the integration of a multimedia assessment activity into a Diploma of Events Management program promotes a deep learning approach. Firstly, learners' preferences for deep or surface learning were evaluated using the revised two-factor Study Process Questionnaire. Secondly, after completion of an assessment…

Integrative and Deep Learning through a Learning Community: A Process View of Self

Science.gov (United States)

Mahoney, Sandra; Schamber, Jon

2011-01-01

This study investigated deep learning produced in a community of general education courses. Student speeches on liberal education were analyzed for discovering a grounded theory of ideas about self. The study found that learning communities cultivate deep, integrative learning that makes the value of a liberal education relevant to students.…

Big Data X-Learning Resources Integration and Processing in Cloud Environments

Directory of Open Access Journals (Sweden)

Kong Xiangsheng

2014-09-01

Full Text Available The cloud computing platform has good flexibility characteristics, more and more learning systems are migrated to the cloud platform. Firstly, this paper describes different types of educational environments and the data they provide. Then, it proposes a kind of heterogeneous learning resources mining, integration and processing architecture. In order to integrate and process the different types of learning resources in different educational environments, this paper specifically proposes a novel solution and massive storage integration algorithm and conversion algorithm to the heterogeneous learning resources storage and management cloud environments.

Negotiating the use of formative assessment for learning in an era of accountability testing

Science.gov (United States)

Yin, Xinying

The purpose of this collaborative action research was to understand how science educators can negotiate the tension between integrating formative assessment (FA) for students' learning and meeting the need for standardized summative assessment (testing) from a critical perspective. Using formative assessment in the era of accountability testing was a process in which the science educators identified the ways that the standardized testing system constrained the teacher's use of FA to improve students' learning, sought solutions to overcome the obstacles and came to understand how FA can be utilized to neutralize the power relationship between the institutional requirement and classroom teaching and learning. The challenge of doing FA under the pressure of standardized testing mainly lie in two dimensions: one was the demand of teaching all the desired standard-based content to all students in a limited amount of time and the sufficient time and flexibility required by doing FA to improve students' understanding, the other was the different levels of knowledge and forms of knowledge representation on FA and tests. The negotiation of doing FA for teaching standards and preparing students for tests entailed six aspects for the collaborative team, including clarifying teaching objectives, reconstructing instructional activities, negotiating with time constraints, designing effective FA activities, attending to students' needs in doing FA, and modifying end-of-unit tests to better assess the learning goals. As the teacher's instructional goals evolved to be more focused on conceptual understanding of standards and more thorough understanding for less activities, she perceived doing FA for learning and preparing students for standardized tests as more congruent. By integrating both divergent and convergent FA into instruction as well as modifying tests to be more aligned with standards, students' learning were enhanced and they were also being prepared for tests. This

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

Directory of Open Access Journals (Sweden)

Motoyasu Honma

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

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

Science.gov (United States)

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

2014-01-01

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

Integrated Model for E-Learning Acceptance

Science.gov (United States)

Ramadiani; Rodziah, A.; Hasan, S. M.; Rusli, A.; Noraini, C.

2016-01-01

E-learning is not going to work if the system is not used in accordance with user needs. User Interface is very important to encourage using the application. Many theories had discuss about user interface usability evaluation and technology acceptance separately, actually why we do not make it correlation between interface usability evaluation and user acceptance to enhance e-learning process. Therefore, the evaluation model for e-learning interface acceptance is considered important to investigate. The aim of this study is to propose the integrated e-learning user interface acceptance evaluation model. This model was combined some theories of e-learning interface measurement such as, user learning style, usability evaluation, and the user benefit. We formulated in constructive questionnaires which were shared at 125 English Language School (ELS) students. This research statistics used Structural Equation Model using LISREL v8.80 and MANOVA analysis.

"Wide-Awake Learning": Integrative Learning and Humanities Education

Science.gov (United States)

Booth, Alan

2011-01-01

This article reviews the development of integrative learning and argues that it has an important role to play in broader conceptions of the undergraduate curriculum recently advanced in the UK. It suggests that such a focus might also provide arts and humanities educators with a hopeful prospect in difficult times: a means by which the distinctive…

Assessing learning at the workplace

NARCIS (Netherlands)

Evers, Arnoud

2018-01-01

• Defining learning at the workplace • Assessing learning at the workplace • Facilitating learning at the workplace: - Structure - Culture - Leadership - Personal factors • Conclusions • Discussion

Integrated learning through student goal development.

Science.gov (United States)

Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.

Science.gov (United States)

Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

Integrating Diversity Education and Service Learning: A 15+ Year Journey Continues

Science.gov (United States)

Womble, Myra N.; Adams, Elaine

2016-01-01

This paper reports the 15+ year journey undertaken by university faculty to integrate service learning with diversity education. It has taken the faculty from its initial integration of academic community learning and diversity education in 1999 to its current course offering in 2015. The purpose of this integration has remained the same, to…

An Approach for Integrating Toxicogenomic Data in Risk Assessment: The Dibutyl Phthalate Case Study

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An approach for evaluating and integrating genomic data in chemical risk assessment was developed based on the lessons learned from performing a case study for the chemical dibutyl phthalate. A case study prototype approach was first developed in accordance with EPA guidance and ...

A learning collaborative of CMHCs and CHCs to support integration of behavioral health and general medical care.

Science.gov (United States)

Vannoy, Steven D; Mauer, Barbara; Kern, John; Girn, Kamaljeet; Ingoglia, Charles; Campbell, Jeannie; Galbreath, Laura; Unützer, Jürgen

2011-07-01

Integration of general medical and mental health services is a growing priority for safety-net providers. The authors describe a project that established a one-year learning collaborative focused on integration of services between community health centers (CHCs) and community mental health centers (CMHCs). Specific targets were treatment for general medical and psychiatric symptoms related to depression, bipolar disorder, alcohol use disorders, and metabolic syndrome. This observational study used mixed methods. Quantitative measures included 15 patient-level health indicators, practice self-assessment of resources and support for chronic disease self-management, and participant satisfaction. Sixteen CHC-CMHC pairs were selected for the learning collaborative series. One pair dropped out because of personnel turnover. All teams increased capacity on one or more patient health indicators. CHCs scored higher than CMHCs on support for chronic disease self-management. Participation in the learning collaborative increased self-assessment scores for CHCs and CMHCs. Participant satisfaction was high. Observations by faculty indicate that quality improvement challenges included tracking patient-level outcomes, workforce issues, and cross-agency communication. Even though numerous systemic barriers were encountered, the findings support existing literature indicating that the learning collaborative is a viable quality improvement approach for enhancing integration of general medical and mental health services between CHCs and CMHCs. Real-world implementation of evidence-based guidelines presents challenges often absent in research. Technical resources and support, a stable workforce with adequate training, and adequate opportunities for collaborator communications are particular challenges for integrating behavioral and general medical services across CHCs and CMHCs.

Joining the Pieces: Using Concept Maps for Integrated Learning and Assessment in an Introductory Management Course

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Connolly, Heather; Spiller, Dorothy

2016-01-01

This paper reports on and evaluates the use of concept mapping as a learning tool in a large first year Management course. The goal was to help students make personal sense of course learning and to build their understanding of links and relationships between key course ideas. Concept mapping was used for three summative assessment pieces,…

Learning Radiology in an Integrated Problem-Based Learning (PBL ...

African Journals Online (AJOL)

Background: The Faculty of Medicine (FoM) has been training health professions in Uganda since 1924. Five years ago, it decided to change the undergraduate curriculum from traditional to Problem Based Learning (PBL) and adopted the SPICES model. Radiology was integrated into the different courses throughout the 5 ...

Integrated Assessment of Prevention and Restoration Actions to Combat Desertification

Science.gov (United States)

Bautista, S.; Orr, B. J.; Vallejo, R.

2009-12-01

Recent advances in desertification and land degradation research have provided valuable conceptual and analytical frameworks, degradation indicators, assessment tools and surveillance systems with respect to desertification drivers, processes, and impacts. These findings, together with stakeholders’ perceptions and local/regional knowledge, have helped to define and propose measures and strategies to combat land degradation. However, integrated and comprehensive assessment and evaluation of prevention and restoration strategies and techniques to combat desertification is still lacking, and knowledge on the feasibility and cost-effectiveness of the proposed strategies over a wide range of environmental and socio-economic conditions is very scarce. To address this challenge, we have launched a multinational project (PRACTICE - Prevention and Restoration Actions to Combat Desertification. An Integrated Assessment), funded by the European Commission, in order to link S & T advances and traditional knowledge on prevention and restoration practices to combat desertification with sound implementation, learning and adaptive management, knowledge sharing, and dissemination of best practices. The key activities for pursuing this goal are (1) to establish a platform and information system of long-term monitoring sites for assessing sustainable management and actions to combat desertification, (2) to define an integrated protocol for the assessment of these actions, and (3) to link project assessment and evaluation with training and education, adaptive management, and knowledge sharing and dissemination through a participatory approach involving scientists, managers, technicians, financial officers, and members of the public who are/were impacted by the desertification control projects. Monitoring sites are distributed in the Mediterranean Europe (Greece, Italy, Spain, and Portugal), Africa (Morocco, Namibia, South Africa), Middle East (Israel), China, and South and North

Technical Evaluation Report 29: Integrated Learning Management Systems

Directory of Open Access Journals (Sweden)

Linda Schwartz

2004-04-01

Full Text Available Four integrated learning management packages were reviewed: CentraOne, IntraLearn, Lyceum, and Silicon Chalk. These products provide different combinations of synchronous and asynchronous tools. The current report examines the products in relation to their specific value for distance educators and students.

Curriculum learning designs: teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning.

Science.gov (United States)

Fitzgerald, Les; Wong, Pauline; Hannon, John; Solberg Tokerud, Marte; Lyons, Judith

2013-10-01

Innovative curriculum designs are vital for effective learning in contemporary nursing education where traditional modes of delivery are not adequate to meet the learning needs of postgraduate students. This instance of postgraduate teaching in a distributed learning environment offered the opportunity to design a flexible learning model for teaching advanced clinical skills. To present a sustainable model for flexible learning that enables specialist nurses to gain postgraduate qualifications without on-campus class attendance by teaching and assessing clinical health care skills in an authentic workplace setting. An action research methodology was used to gather evidence and report on the process of curriculum development of a core unit, Comprehensive Health Assessment (CHA), within 13 different postgraduate speciality courses. Qualitative data was collected from 27 teaching academics, 21 clinical specialist staff, and 7 hospital managers via interviews, focus groups and journal reflections. Evaluations from the initial iteration of CHA from 36 students were obtained. Data was analyzed to develop and evaluate the curriculum design of CHA. The key factors indicated by participants in the curriculum design process were coordination and structuring of teaching and assessment; integration of content development; working with technologies, balancing specialities and core knowledge; and managing induction and expectations. A set of recommendations emerged as a result of the action research process. These included: a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template for content authors; and the inclusion of synchronous communication for real-time online tutoring. The highlight of the project was that it built curriculum design capabilities of clinicians and students which can sustain this alternative model of online

Validity in assessment of prior learning

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Aarkrog, Vibe

2015-01-01

, the article discusses the need for specific criteria for assessment. The reliability and validity of the assessment procedures depend on whether the competences are well-defined, and whether the teachers are adequately trained for the assessment procedures. Keywords: assessment, prior learning, adult...... education, vocational training, lifelong learning, validity...

Academic integrity in the online learning environment for health sciences students.

Science.gov (United States)

Azulay Chertok, Ilana R; Barnes, Emily R; Gilleland, Diana

2014-10-01

The online learning environment not only affords accessibility to education for health sciences students, but also poses challenges to academic integrity. Technological advances contribute to new modes of academic dishonesty, although there may be a lack of clarity regarding behaviors that constitute academic dishonesty in the online learning environment. To evaluate an educational intervention aimed at increasing knowledge and improving attitudes about academic integrity in the online learning environment among health sciences students. A quasi-experimental study was conducted using a survey of online learning knowledge and attitudes with strong reliability that was developed based on a modified version of a previously developed information technology attitudes rating tool with an added knowledge section based on the academic integrity statement. Blended-learning courses in a university health sciences center. 355 health sciences students from various disciplines, including nursing, pre-medical, and exercise physiology students, 161 in the control group and 194 in the intervention group. The survey of online learning knowledge and attitudes (SOLKA) was used in a pre-post test study to evaluate the differences in scores between the control group who received the standard course introduction and the intervention group who received an enhanced educational intervention about academic integrity during the course introduction. Post-intervention attitude scores were significantly improved compared to baseline scores for the control and intervention groups, indicating a positive relationship with exposure to the information, with a greater improvement among intervention group participants (pacademic integrity in the online environment. Emphasis should be made about the importance of academic integrity in the online learning environment in preparation for professional behavior in the technologically advancing health sciences arena. Copyright © 2013 Elsevier Ltd. All

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

Science.gov (United States)

Underwood, Sonia M.; Matz, Rebecca L.; Posey, Lynmarie A.; Carmel, Justin H.; Caballero, Marcos D.; Fata-Hartley, Cori L.; Ebert-May, Diane; Jardeleza, Sarah E.; Cooper, Melanie M.

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not. PMID:27606671

Visual Learning in Application of Integration

Science.gov (United States)

Bt Shafie, Afza; Barnachea Janier, Josefina; Bt Wan Ahmad, Wan Fatimah

Innovative use of technology can improve the way how Mathematics should be taught. It can enhance student's learning the concepts through visualization. Visualization in Mathematics refers to us of texts, pictures, graphs and animations to hold the attention of the learners in order to learn the concepts. This paper describes the use of a developed multimedia courseware as an effective tool for visual learning mathematics. The focus is on the application of integration which is a topic in Engineering Mathematics 2. The course is offered to the foundation students in the Universiti Teknologi of PETRONAS. Questionnaire has been distributed to get a feedback on the visual representation and students' attitudes towards using visual representation as a learning tool. The questionnaire consists of 3 sections: Courseware Design (Part A), courseware usability (Part B) and attitudes towards using the courseware (Part C). The results showed that students demonstrated the use of visual representation has benefited them in learning the topic.

Scene recognition based on integrating active learning with dictionary learning

Science.gov (United States)

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

2018-04-01

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

Integrated inspection of services for people with learning disabilities in Scotland: the way forward?

Directory of Open Access Journals (Sweden)

Martin Campbell

2007-10-01

Full Text Available Purpose: The article summarises the process and the results of the first, integrated inspection of managed care services for people with learning disabilities in Scotland. The multi-agency model used was developed to be congruent with the existing performance inspection models, used by single agency inspection. The inspection activities and main outcomes are described, and suggestions are made for improvements. Context of case: In 2006 an inspection model was devised to assess the quality of health, social services and education services for people with learning disabilities in one geographical area of Scotland, as a precursor to a programme of inspections nationally. The first joint, integrated inspection of all services for people with learning disabilities in Scotland took place in June 2006, and the report was published in March 2007. This was the first multi-agency inspection of its kind in the UK, and the first to involve carers and people with learning disabilities on the inspection team. Data sources: A number of data sources were used to check existing practice against agreed Quality Outcome indicators. Primary sources of data were social work records, health records, education records, staff surveys, carer surveys, interviews with staff, family carers and people with learning disabilities, and self evaluations completed by the services being inspected. Eleven different domains, each with sub-indicators were investigated. Case description: This paper summarises the process of an integrated, multi-agency inspection, how the inspection activities were conducted and the main findings of this inspection. Practical improvements to the process are suggested, and these may be of use to other services and inspectorates. Conclusions and discussion: The integrated inspection was a qualified success. Most major objectives were achieved. The sharing of data amongst inspection agencies, establishing the level of commitment to integrated inspection

STEM Integration in Middle School Life Science: Student Learning and Attitudes

Science.gov (United States)

Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-08-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.

Perceptions of Career Development Learning and Work-Integrated Learning in Australian Higher Education

Science.gov (United States)

McIlveen, Peter; Brooks, Sally; Lichtenberg, Anna; Smith, Martin; Torjul, Peter; Tyler, Joanne

2011-01-01

This paper is a report on the perceived correspondence between career development learning and work-integrated learning programs that were delivered by career services in Australian higher education institutions. The study entailed a questionnaire survey of representatives of university career services. The questionnaire dealt with the extent to…

Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students

Directory of Open Access Journals (Sweden)

Esa Virkkula

2017-09-01

Full Text Available One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt. Direct and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed. In this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.

Buried Waste Integrated Demonstration lessons learned: 1993 technology demonstrations

International Nuclear Information System (INIS)

Kostelnik, K.M.; Owens, K.J.

1994-01-01

An integrated technology demonstration was conducted by the Buried Waste Integrated Demonstration (BWID) at the Idaho National Engineering Laboratory Cold Test Pit in the summer of 1993. This program and demonstration was sponsored by the US Department of Energy Office of Technology Development. The demonstration included six technologies representing a synergistic system for the characterization and retrieval of a buried hazardous waste site. The integrated technology demonstration proved very successful and a summary of the technical accomplishments is presented. Upon completion of the integrated technology demonstration, cognizant program personnel participated in a lessons learned exercise. This exercise was conducted at the Simplot Decision Support Center at Idaho State University and lessons learned activity captured additional information relative to the integration of technologies for demonstration purposes. This information will be used by BWID to enhance program planning and strengthen future technology demonstrations

Learning Behavior and Achievement Analysis of a Digital Game-Based Learning Approach Integrating Mastery Learning Theory and Different Feedback Models

Science.gov (United States)

Yang, Kai-Hsiang

2017-01-01

It is widely accepted that the digital game-based learning approach has the advantage of stimulating students' learning motivation, but simply using digital games in the classroom does not guarantee satisfactory learning achievement, especially in the case of the absence of a teacher. Integrating appropriate learning strategies into a game can…

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...... and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also...

How much is too much assessment? Insight into assessment-driven student learning gains in large-scale undergraduate microbiology courses.

Science.gov (United States)

Wang, Jack T H; Schembri, Mark A; Hall, Roy A

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs' theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology's concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses.

Assessing Online Discussions: A Holistic Approach

Science.gov (United States)

Wang, Yu-mei; Chen, Der-Thanq

2017-01-01

This article reports a holistic approach to assessing online discussions. This holistic approach integrates three assessment methods: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning directly examines students' learning products to decide whether they have achieved the expected learning through…

Integrating environmental and socioeconomic assessment

International Nuclear Information System (INIS)

Branch, K.M.; Cluett, C.; Page, T.L.

1987-01-01

Since the passage of the National Environmental Policy Act (NEPA) in 1969, considerable scientific and regulatory attention has been given to the preparation of environmental impact assessments. Part of this attention has been directed to definition of the proper scope of an environmental assessment and to debate about how the ''human environment'' should be addressed. This debate continues, and is reflected in the ongoing evolution of the definition of and relationship between the ''environmental'' and ''socioeconomic'' components of an integrated environmental impact assessment. This paper discusses the need for close integration between the environmental and socioeconomic assessment efforts and examines some of the benefits and difficulties of achieving this integration

Learning styles in vertically integrated teaching.

Science.gov (United States)

Brumpton, Kay; Kitchener, Scott; Sweet, Linda

2013-10-01

With vertical integration, registrars and medical students attend the same educational workshops. It is not known whether these learners have similar or different learning styles related to their level of education within the medical training schema. This study aims to collect information about learning styles with a view to changing teaching strategies. If a significant difference is demonstrated this will impact on required approaches to teaching. The VARK learning inventory questionnaire was administered to 36 general practice registrars and 20 medical students. The learning styles were compared as individuals and then related to their level of education within the medical training schema. Students had a greater preference for multimodal learning compared with registrars (62.5 per cent versus 33.3 per cent, respectively). More than half of the registrars preferred uni or bimodal learning modalities, compared with one-third of the medical students. The present workshop format based on visual and aural material will not match the learning needs of most learners. This small study has shown that the majority of medical students and registrars could have their learning preferences better met by the addition of written material to the workshop series. Surprisingly, a significantly larger number of medical students than registrars appeared to be broadly multimodal in their learning style, and this warrants further research. © 2013 John Wiley & Sons Ltd.

Assessment of Learning Strategies: Self-Report Questionnaire or Learning Task

Science.gov (United States)

Kikas, Eve; Jõgi, Anna-Liisa

2016-01-01

Two types of assessment instruments were developed to assess middle school students' learning strategies, and their effectiveness in predicting various learning outcomes was examined. The participants were 565 middle school students. Three subscales (rehearsal, organization, elaboration) from the "Motivated Strategies for Learning…

Integrated learning of mathematics, science and technology concepts through LEGO/Logo projects

Science.gov (United States)

Wu, Lina

This dissertation examined integrated learning in the domains of mathematics, science and technology based on Piaget's constructivism, Papert's constructionism, and project-based approach to education. Ten fifth grade students were involved in a two-month long after school program where they designed and built their own computer-controlled LEGO/Logo projects that required the use of gears, ratios and motion concepts. The design of this study centered on three notions of integrated learning: (1) integration in terms of what educational materials/settings provide, (2) integration in terms of students' use of those materials, and (3) integration in the psychological sense. In terms of the first notion, the results generally showed that the LEGO/Logo environment supported the integrated learning of math, science and technology concepts. Regarding the second notion, the students all completed impressive projects of their own design. They successfully combined gears, motors, and LEGO parts together to create motion and writing control commands to manipulate the motion. But contrary to my initial expectations, their successful designs did not require numerical reasoning about ratios in designing effective gear systems. When they did reason about gear relationships, they worked with "qualitative" ratios, e.g., "a larger driver gear with a smaller driven gear increases the speed." In terms of the third notion of integrated learning, there was evidence in all four case study students of the psychological processes involved in linking mathematical, scientific, and/or technological concepts together to achieve new conceptual units. The students not only made connections between ideas and experiences, but also recognized decisive patterns and relationships in their project work. The students with stronger overall project performances showed more evidence of synthesis than the students with relatively weaker performances did. The findings support the conclusion that all three

Integration of e-learning outcomes into work processes

OpenAIRE

Kerstin Grundén

2011-01-01

Three case studies of in-house developed e-learning education in public organizations with different pedagogical approaches are used as a starting point for discussion regarding the implementation challenges of e-learning at work. The aim of this article is to contribute to the understanding of integrating mechanisms of e-learning outcomes into work processes in large, public organizations. The case studies were analyzed from a socio-cultural perspective using the MOA-model as a frame of refe...

Bootcamp EMMA MOOC Assessment for learning in practice

NARCIS (Netherlands)

Firssova, Olga; Brouns, Francis

2016-01-01

Formative assessment or assessment for learning is a relevant theme for teachers and educationalists. Formative assessment is a valuable tool for supporting the learning process. It is applied during learning and offers you more and better opportunities to guide your students. Formative assessment

Factors for Effective E-learning Integration in Higher Education in ...

African Journals Online (AJOL)

This article discusses factors that contribute to effective e-learning integration in higher education in the context of Sub-Sahara Africa. It involved retrieving articles using key words such as e-learning, perceptions, knowledge, skills, implementation, facilities, access, support, learning management system and higher ...

Integrated learning in dentistry: baseline data and first evaluation at the Dental School of Basel.

Science.gov (United States)

Neuhaus, K W; Schegg, R; Krastl, G; Amato, M; Weiger, R; Walter, C

2008-08-01

Integrated learning modules were introduced and baseline information was collected, in order to identify the expectations regarding e-learning. Furthermore, first formative evaluation of fourth-year dental students was conducted and the experience gained with summative online assessment was reported. Questionnaires designed by Infratest dimap (Berlin, Germany) were distributed to undergraduate students (n = 72) of the School of Dentistry. The fourth-year dental students went through a preliminary evaluation process. An online test was evaluated and compared with a traditional examination. Sixty-three questionnaires were returned. Sixty-five per cent of the students were already familiar with e-learning. All but one student owned at least one personal computer or laptop. Ninety-one per cent of the students expected positive effects from the integration of online modules. Enhanced flexibility regarding time and location as well as comfortable access to learning materials were mentioned most frequently. Ninety per cent of the students expected to achieve better results by finding it easier to understand learning materials produced with multimedia tools. Sixty per cent of the students feared technical complications when using an online platform. The online test was successfully performed. A formative evaluation process demonstrated agreement between expectations and first experiences with e-learning. Most students expect the quality of their studies to improve by implementation of e-learning. Students appreciating regularly updated learning materials particularly emphasise the importance of its visualisation. Online tests might be an option for student's self-performance rating.

The Integration of Extrarational and Rational Learning Processes: Moving Towards the Whole Learner.

Science.gov (United States)

Puk, Tom

1996-01-01

Discusses the dichotomy between rational and nonrational learning processes, arguing for an integration of both. Reviews information processing theory and related learning strategies. Presents a model instructional strategy that fully integrates rational and nonrational processes. Describes implications for teaching and learning of the learning…

Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

Directory of Open Access Journals (Sweden)

Amy Siegesmund

2016-05-01

Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

Integration of evidence-based practice in bedside teaching paediatrics supported by e-learning.

Science.gov (United States)

Potomkova, Jarmila; Mihal, Vladimir; Zapletalova, Jirina; Subova, Dana

2010-03-01

Bedside teaching with evidence-based practice elements, supported by e-learning activities, can play an important role in modern medical education. Teachers have to incorporate evidence from the medical literature to increase student motivation and interactivity. An integral part of the medical curricula at Palacky University Olomouc (Czech Republic) are real paediatric scenarios supplemented with a review of current literature to enhance evidence-based bedside teaching & learning. Searching for evidence is taught through librarian-guided interactive hands-on sessions and/or web-based tutorials followed by clinical case presentations and feedback. Innovated EBM paediatric clerkship demonstrated students' preferences towards web-based interactive bedside teaching & learning. In two academic years (2007/2008, 2008/2009), learning-focused feedback from 106 and 131 students, resp. was obtained about their attitudes towards evidence-based bedside teaching. The assessment included among others the overall level of instruction, quality of practical evidence-based training, teacher willingness and impact of instruction on increased interest in the specialty. There was some criticism about excessive workload. A parallel survey was carried out on the perceived values of different forms of information skills training (i.e. demonstration, online tutorials, and librarian-guided interactive search sessions) and post-training self-reported level of search skills. The new teaching/learning paediatric portfolio is a challenge for further activities, including effective knowledge translation, continuing medical & professional development of teachers, and didactic, clinically integrated teaching approaches.

Superficial and deep learning approaches among medical students in an interdisciplinary integrated curriculum.

Science.gov (United States)

Mirghani, Hisham M; Ezimokhai, Mutairu; Shaban, Sami; van Berkel, Henk J M

2014-01-01

Students' learning approaches have a significant impact on the success of the educational experience, and a mismatch between instructional methods and the learning approach is very likely to create an obstacle to learning. Educational institutes' understanding of students' learning approaches allows those institutes to introduce changes in their curriculum content, instructional format, and assessment methods that will allow students to adopt deep learning techniques and critical thinking. The objective of this study was to determine and compare learning approaches among medical students following an interdisciplinary integrated curriculum. This was a cross-sectional study in which an electronic questionnaire using the Biggs two-factor Study Process Questionnaire (SPQ) with 20 questions was administered. Of a total of 402 students at the medical school, 214 (53.2%) completed the questionnaire. There was a significant difference in the mean score of superficial approach, motive and strategy between students in the six medical school years. However, no significant difference was observed in the mean score of deep approach, motive and strategy. The mean score for years 1 and 2 showed a significantly higher surface approach, surface motive and surface strategy when compared with students in years 4-6 in medical school. The superficial approach to learning was mostly preferred among first and second year medical students, and the least preferred among students in the final clinical years. These results may be useful in creating future teaching, learning and assessment strategies aiming to enhance a deep learning approach among medical students. Future studies are needed to investigate the reason for the preferred superficial approach among medical students in their early years of study.

A Cooperative Learning Group Procedure for Improving CTE and Science Integration

Science.gov (United States)

Spindler, Matt

2016-01-01

The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives utilized in secondary CTE courses. The objectives of the study were to determine if CLGs were an effective means for increasing the number of: a) science integrating learning…

An Integrated Safety Assessment Methodology for Generation IV Nuclear Systems

International Nuclear Information System (INIS)

Leahy, Timothy J.

2010-01-01

The Generation IV International Forum (GIF) Risk and Safety Working Group (RSWG) was created to develop an effective approach for the safety of Generation IV advanced nuclear energy systems. Early work of the RSWG focused on defining a safety philosophy founded on lessons learned from current and prior generations of nuclear technologies, and on identifying technology characteristics that may help achieve Generation IV safety goals. More recent RSWG work has focused on the definition of an integrated safety assessment methodology for evaluating the safety of Generation IV systems. The methodology, tentatively called ISAM, is an integrated 'toolkit' consisting of analytical techniques that are available and matched to appropriate stages of Generation IV system concept development. The integrated methodology is intended to yield safety-related insights that help actively drive the evolving design throughout the technology development cycle, potentially resulting in enhanced safety, reduced costs, and shortened development time.

Learning from graphically integrated 2D and 3D representations improves retention of neuroanatomy

Science.gov (United States)

Naaz, Farah

Visualizations in the form of computer-based learning environments are highly encouraged in science education, especially for teaching spatial material. Some spatial material, such as sectional neuroanatomy, is very challenging to learn. It involves learning the two dimensional (2D) representations that are sampled from the three dimensional (3D) object. In this study, a computer-based learning environment was used to explore the hypothesis that learning sectional neuroanatomy from a graphically integrated 2D and 3D representation will lead to better learning outcomes than learning from a sequential presentation. The integrated representation explicitly demonstrates the 2D-3D transformation and should lead to effective learning. This study was conducted using a computer graphical model of the human brain. There were two learning groups: Whole then Sections, and Integrated 2D3D. Both groups learned whole anatomy (3D neuroanatomy) before learning sectional anatomy (2D neuroanatomy). The Whole then Sections group then learned sectional anatomy using 2D representations only. The Integrated 2D3D group learned sectional anatomy from a graphically integrated 3D and 2D model. A set of tests for generalization of knowledge to interpreting biomedical images was conducted immediately after learning was completed. The order of presentation of the tests of generalization of knowledge was counterbalanced across participants to explore a secondary hypothesis of the study: preparation for future learning. If the computer-based instruction programs used in this study are effective tools for teaching anatomy, the participants should continue learning neuroanatomy with exposure to new representations. A test of long-term retention of sectional anatomy was conducted 4-8 weeks after learning was completed. The Integrated 2D3D group was better than the Whole then Sections group in retaining knowledge of difficult instances of sectional anatomy after the retention interval. The benefit

Teaching How to Listen. Blended Learning for the Development and Assessment of Listening Skills in a Second Language

Science.gov (United States)

Caruso, Marinella; Gadd Colombi, Anna; Tebbit, Simon

2017-01-01

This paper discusses the integration and effectiveness of blended learning for the development and assessment of listening skills in a second language. The development of oral abilities (listening and speaking) is one of the most challenging and neglected aspects of second language learning (Vandergrift & Goh 2012, Graham & Santos 2015).…

INTEGRATING ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING IN INDONESIA

Directory of Open Access Journals (Sweden)

Tuti Hidayati

2016-11-01

Full Text Available Indonesian ELT is complex for numerous reasons, and the level of students‟ outcome has been regarded unsatisfactory by a number of researchers and academics. This paper considers ICT as one of possible alternatives to deal with the complexity of Indonesian ELT and to improve its outcomes. It widely explores ICT integration in English LTL, especially on how ICT has been used in this field. It further investigates the benefits and challenges of integrating ICT in LTL. The paper argues that the integration of ICT is promising for changing and improving the effectiveness of the current Indonesian ELT condition when it is carried out in line with the effective LTL principles. The integration of ICT will enable teachers to vary teaching and learning activities, to gradually change the teaching style to be more student-centred, to train students to have more active role in learning, and to access a huge range of authentic learning materials. The paper also acknowledges the contraints that will emerge in an effort of integrating ICT in Indonesian English LTL. Hence, some recommedations for action are proposed at the end.

Integrating Project-Based Service-Learning into an Advanced Environmental Chemistry Course

Science.gov (United States)

Draper, Alison J.

2004-02-01

In an advanced environmental chemistry course, the inclusion of semester-long scientific service projects successfully integrated the research process with course content. Each project involved a unique community-based environmental analysis in which students assessed an aspect of environmental health. The projects were due in small pieces at even intervals, and students worked independently or in pairs. Initially, students wrote a project proposal in which they chose and justified a project. Following a literature review of their topic, they drafted sampling and analysis plans using methods in the literature. Samples were collected and analyzed, and all students assembled scientific posters describing the results of their study. In the last week of the semester, the class traveled to a regional professional meeting to present the posters. In all, students found the experience valuable. They learned to be professional environmental chemists and learned the value of the discipline to community health. Students not only learned about their own project in depth, but they were inspired to learn textbook material, not for an exam, but because it helped them understand their own project. Finally, having a community to answer to at the end of the project motivated students to do careful work.

Approaching Assessment from a Learning Perspective: Elevating Assessment beyond Technique

Science.gov (United States)

Simms, Michele; George, Beena

2014-01-01

Assessment is a key process in assuring quality education but how is it linked to the scholarship of teaching and learning (SoTL)? How can we join teaching and learning to the assessment process rather than view it as a stand-alone component in course and/or program development? This paper explores the relationship between assessment and the SoTL…

Pengembangan Perangkat Pembelajaran Matematika Sekolah Menengah Pertama dengan Sistem Character Based Integrated Learning

Directory of Open Access Journals (Sweden)

Dian Kurniati

2013-12-01

Full Text Available AbstrakFokus dari penelitian ini adalah mengembangkan suatu perangkat pembelajaran matematika SMP dengan menerapkan sistem Character Based Integrated Learning yang valid, praktis, dan efektif. Perangkat pembelajaran tersebut meliputi RPP, LKS, Buku Siswa dan Instru-men Penilaian. Pada sistem Character Based Integrated Learning, kegiatan belajar meng-ajar mengacu pada 9 pilar karakter anak. Prosedur pengembangan perangkat pembelajaran yang digunakan dalam penelitian ini adalah tahap pendefinisian (define, perancangan (de-sign, dan pengembangan (develop dengan mengacu pada kriteria kevalidan, kepraktisan dan keefektifan. RPP, LKS, dan Buku Siswa yang dihasilkan pada penelitian ini memenuhi kriteria kevalidan dengan skor validasi berturut-turut adalah 3.73, 4, dan 4 dengan skala 1-4. Selain itu, perangkat pembelajaran tersebut juga memenuhi kriteria kepraktisan karena  85% siswa dan guru menyatakan bahwa perangkat pembelajaran praktis digunakan ketika uji keterbacaan. Serta memenuhi kriteria keefektifan karena terdapat 90% siswa tuntas terhadap hasil belajar dan 80% siswa berkarakter baik. Kata Kunci: Pengembangan Perangkat Pembelajaran Matematika, Sistem Character Based Integrated Learning  AbstractThe focus of this research is to develop a set of mathematical learning SMP system by implementing Character -Based Integrated Learning valid, practical, and effective. The learning device includes lesson plans, worksheets, Student Book and Instrument. In Character Based Integrated Learning systems, learning activities refer to the 9 pillars of character kids. Learning software development procedures used in this study is the definition phase (define, design (design, and development (develop with reference to the criteria of validity, practicality and effectiveness. Lesson plans, worksheets, and books produced by students in this study meets the criteria for the validity of the validation scores are respectively 3.73, 4, and 4. In addition, the

Assessing Learned Helplessness in Poor Readers.

Science.gov (United States)

Winograd, Peter; Niquette, Garland

1988-01-01

Feelings of helplessness can impact on learning to read. This research review illustrates problems in assessing learned helplessness, including instrumentation inadequacies, lack of comprehensive causal schemes, context specificity, etc. Observations of and discussions with the child are recommended in the assessment process. Guidelines for…

Integrating Collaborative and Decentralized Models to Support Ubiquitous Learning

Science.gov (United States)

Barbosa, Jorge Luis Victória; Barbosa, Débora Nice Ferrari; Rigo, Sandro José; de Oliveira, Jezer Machado; Rabello, Solon Andrade, Jr.

2014-01-01

The application of ubiquitous technologies in the improvement of education strategies is called Ubiquitous Learning. This article proposes the integration between two models dedicated to support ubiquitous learning environments, called Global and CoolEdu. CoolEdu is a generic collaboration model for decentralized environments. Global is an…

Planning for Technology Integration in a Professional Learning Community

Science.gov (United States)

Thoma, Jennifer; Hutchison, Amy; Johnson, Debra; Johnson, Kurt; Stromer, Elizabeth

2017-01-01

Barriers to technology integration in instruction include a lack of time, resources, and professional development. One potential approach to overcoming these barriers is through collaborative work, or professional learning communities. This article focuses on one group of teachers who leveraged their professional learning community to focus on…

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

Science.gov (United States)

Florida, Jennifer

2012-01-01

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

Can active learning principles be applied to the bioscience assessments of nursing students? A review of the literature.

Science.gov (United States)

Bakon, Shannon; Craft, Judy; Christensen, Martin; Wirihana, Lisa

2016-02-01

To explore if active learning principles be applied to nursing bioscience assessments and will this influence student perception of confidence in applying theory to practice? A review of the literature utilising searches of various databases including CINAHL, PUBMED, Google Scholar and Mosby's Journal Index. The literature search identified research from twenty-six original articles, two electronic books, one published book and one conference proceedings paper. Bioscience has been identified as an area that nurses struggle to learn in tertiary institutions and then apply to clinical practice. A number of problems have been identified and explored that may contribute to this poor understanding and retention. University academics need to be knowledgeable of innovative teaching and assessing modalities that focus on enhancing student learning and address the integration issues associated with the theory practice gap. Increased bioscience education is associated with improved patient outcomes therefore by addressing this "bioscience problem" and improving the integration of bioscience in clinical practice there will subsequently be an improvement in health care outcomes. From the literature several themes were identified. First there are many problems with teaching nursing students bioscience education. These include class sizes, motivation, concentration, delivery mode, lecturer perspectives, student's previous knowledge, anxiety, and a lack of confidence. Among these influences the type of assessment employed by the educator has not been explored or identified as a contributor to student learning specifically in nursing bioscience instruction. Second that educating could be achieved more effectively if active learning principles were applied and the needs and expectations of the student were met. Lastly, assessment influences student retention and the student experience and as such assessment should be congruent with the subject content, align with the learning

The role of computer modelling in participatory integrated assessments

International Nuclear Information System (INIS)

Siebenhuener, Bernd; Barth, Volker

2005-01-01

In a number of recent research projects, computer models have been included in participatory procedures to assess global environmental change. The intention was to support knowledge production and to help the involved non-scientists to develop a deeper understanding of the interactions between natural and social systems. This paper analyses the experiences made in three projects with the use of computer models from a participatory and a risk management perspective. Our cross-cutting analysis of the objectives, the employed project designs and moderation schemes and the observed learning processes in participatory processes with model use shows that models play a mixed role in informing participants and stimulating discussions. However, no deeper reflection on values and belief systems could be achieved. In terms of the risk management phases, computer models serve best the purposes of problem definition and option assessment within participatory integrated assessment (PIA) processes

Integration of a mobile-integrated therapy with electronic health records: lessons learned.

Science.gov (United States)

Peeples, Malinda M; Iyer, Anand K; Cohen, Joshua L

2013-05-01

Responses to the chronic disease epidemic have predominantly been standardized in their approach to date. Barriers to better health outcomes remain, and effective management requires patient-specific data and disease state knowledge be presented in methods that foster clinical decision-making and patient self-management. Mobile technology provides a new platform for data collection and patient-provider communication. The mobile device represents a personalized platform that is available to the patient on a 24/7 basis. Mobile-integrated therapy (MIT) is the convergence of mobile technology, clinical and behavioral science, and scientifically validated clinical outcomes. In this article, we highlight the lessons learned from functional integration of a Food and Drug Administration-cleared type 2 diabetes MIT into the electronic health record (EHR) of a multiphysician practice within a large, urban, academic medical center. In-depth interviews were conducted with integration stakeholder groups: mobile and EHR software and information technology teams, clinical end users, project managers, and business analysts. Interviews were summarized and categorized into lessons learned using the Architecture for Integrated Mobility® framework. Findings from the diverse stakeholder group of a MIT-EHR integration project indicate that user workflow, software system persistence, environment configuration, device connectivity and security, organizational processes, and data exchange heuristics are key issues that must be addressed. Mobile-integrated therapy that integrates patient self-management data with medical record data provides the opportunity to understand the potential benefits of bidirectional data sharing and reporting that are most valuable in advancing better health and better care in a cost-effective way that is scalable for all chronic diseases. © 2013 Diabetes Technology Society.

Effective Assessments of Integrated Animations--Exploring Dynamic Physics Instruction for College Students' Learning and Attitudes

Science.gov (United States)

Su, King-Dow; Yeh, Shih-Chuan

2014-01-01

The purpose of this study was to give effective assessments of three major physics animations to upgrade college students' learning achievements and attitudes. All college participants were taken from mechanical and civil engineering departments who joined this physics course during the 2011 academic year. Three prime objectives of physics…

LEARNING TOOLS INTEROPERABILITY – A NEW STANDARD FOR INTEGRATION OF DISTANCE LEARNING PLATFORMS

Directory of Open Access Journals (Sweden)

Oleksandr A. Shcherbyna

2015-06-01

Full Text Available For information technology in education there is always an issue of re-usage of electronic educational resources, their transferring possibility from one virtual learning environment to another. Previously, standardized sets of files were used to serve this purpose, for example, SCORM-packages. In this article the new standard Learning Tools Interoperability (LTI is reviewed, which allows users from one environment to access resources from another environment. This makes it possible to integrate them into a single distributed learning environment that is created and shared. The article gives examples of the practical use of standard LTI in Moodle learning management system using External tool and LTI provider plugins.

From Indoctrination to Initiation: A Non-Coercive Approach to Faith-Learning Integration

Science.gov (United States)

Reichard, Joshua D.

2013-01-01

This article contributes to ongoing discussions related to the nature, scope, and methods of faith-learning integration. The "initiation" approach developed by Tim McDonough (2011) is adapted to faith-learning integration in an attempt to bridge polarizing discussions regarding indoctrination versus rational autonomy and critical…

Assessment for learning in innovation and entrepreneurship education

DEFF Research Database (Denmark)

Rasmussen, Radmila M.

2017-01-01

Purpose This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as an important tool in enhancing students’ learning outcomes. Methodology/approach A case study methodology...... to conduct assessment that stimulates students learning in I&E-education. Originality/value Considering that the research on how assessment in I&E-education impacts students learning is limited, this study provides important contribution by identifying links between formative assessment types and enhancement...... responsible educators focusing on alignment between learning goals, assessment forms and criteria, and feedback. Findings The analysis shows that educators emphasize the importance of formative and learner-centered assessment forms alongside summative, credit-giving assessment. Educators experience...

Impact assessment and policy learning in the European Commission

International Nuclear Information System (INIS)

Ruddy, Thomas F.; Hilty, Lorenz M.

2008-01-01

Governance for sustainable development requires policy coherence and Environmental Policy Integration, which are being hindered by difficulties coordinating the two separate impact assessment processes being conducted in the European Commission. One of them, the Commission-wide Impact Assessment process, looks primarily at EU-internal impacts, whereas the other one, Sustainability Impact Assessment (SIA) in DG Trade, looks outward to other countries and intergovernmental organizations. Ideally, the two processes should complement one another, especially as the two are set to continue being done in parallel. The paper uses a case study of the reform of the European sugar regime under a World Trade Organization ruling to demonstrate how the two impact assessment processes could better complement one another. Feedback from the experience had with existing trade agreements could then promote policy learning and inform the negotiations on new agreements. The number of new bilateral and Regional Trade Agreements is expected to continue rising, thus increasing the importance of the Commission-wide Impact Assessment process required for them

Integrating Web 2.0-Based Informal Learning with Workplace Training

Science.gov (United States)

Zhao, Fang; Kemp, Linzi J.

2012-01-01

Informal learning takes place in the workplace through connection and collaboration mediated by Web 2.0 applications. However, little research has yet been published that explores informal learning and how to integrate it with workplace training. We aim to address this research gap by developing a conceptual Web 2.0-based workplace learning and…

Systemic Assessment as a new tool for assessing students learning ...

African Journals Online (AJOL)

Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

EFFECT OF USING PORTFOLIO ASSESSMENT TO IMPROVE SCIENTIFIC ATTITUDE OF STUDENTS LEARNING PHYSICS IN HIGH SCHOOL

Directory of Open Access Journals (Sweden)

Gede Wartawan Putu

2018-01-01

Full Text Available This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school in Singaraja. Research was an quasi- experimental study by using “The Posttest-Only Control Group Design”. The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students. The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students. A Likert scale instrument was used to measure the scientific attitude students. Data were analyzed using analysis of variance with SPSS 20.0 at significance level α = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional. The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.

Public policies: right to learn and formative assessment

Directory of Open Access Journals (Sweden)

Antonio Chizzotti

2016-09-01

Full Text Available This paper deals with the right to learn in school type education and considers the assessment as assurance of teaching and learning quality. It deals with the current evaluation processes and discriminatory misconceptions of merely summative assessments, which tend to qualify students. This text evaluates the punitive bias of meritocratic grading of learning and argues that only formative assessment can ensure the right to learn

Human Spaceflight Conjunction Assessment: Lessons Learned

Science.gov (United States)

Smith, Jason T.

2011-01-01

This viewgraph presentation reviews the process of a human space flight conjunction assessment and lessons learned from the more than twelve years of International Space Station (ISS) operations. Also, the application of these lessons learned to a recent ISS conjunction assessment with object 84180 on July 16, 2009 is also presented.

Social learning in a longitudinal integrated clinical placement.

Science.gov (United States)

Roberts, Chris; Daly, Michele; Held, Fabian; Lyle, David

2017-10-01

Recent research has demonstrated that longitudinal integrated placements (LICs) are an alternative mode of clinical education to traditional placements. Extended student engagement in community settings provide the advantages of educational continuity as well as increased service provision in underserved areas. Developing and maintaining LICs require a differing approach to student learning than that for traditional placements. There has been little theoretically informed empirical research that has offered explanations of which are the important factors that promote student learning in LICs and the relationships between those factors. We explored the relationship between student learning, student perceptions of preparedness for practice and student engagement, in the context of a rural LIC. We used a sequential qualitative design employing thematic, comparative and relational analysis of data from student interviews (n = 18) to understand possible processes and mechanisms of student learning in the LIC. Through the theoretical lens of social learning systems, we identified two major themes; connectivity and preparedness for practice. Connectivity described engagement and relationship building by students, across formal and informal learning experiences, interprofessional interactions, social interactions with colleagues, interaction with patients outside of the clinical setting, and the extent of integration in the wider community. Preparedness for practice, reflected students' perceptions of having sufficient depth in clinical skills, personal and professional development, cultural awareness and understanding of the health system, to work in that system. A comparative analysis compared the nature and variation of learning across students. In a relational analysis, there was a positive association between connectivity and preparedness for practice. Connectivity is a powerful enabler of students' agentic engagement, collaboration, and learning within an LIC. It

A review on machine learning principles for multi-view biological data integration.

Science.gov (United States)

Li, Yifeng; Wu, Fang-Xiang; Ngom, Alioune

2018-03-01

Driven by high-throughput sequencing techniques, modern genomic and clinical studies are in a strong need of integrative machine learning models for better use of vast volumes of heterogeneous information in the deep understanding of biological systems and the development of predictive models. How data from multiple sources (called multi-view data) are incorporated in a learning system is a key step for successful analysis. In this article, we provide a comprehensive review on omics and clinical data integration techniques, from a machine learning perspective, for various analyses such as prediction, clustering, dimension reduction and association. We shall show that Bayesian models are able to use prior information and model measurements with various distributions; tree-based methods can either build a tree with all features or collectively make a final decision based on trees learned from each view; kernel methods fuse the similarity matrices learned from individual views together for a final similarity matrix or learning model; network-based fusion methods are capable of inferring direct and indirect associations in a heterogeneous network; matrix factorization models have potential to learn interactions among features from different views; and a range of deep neural networks can be integrated in multi-modal learning for capturing the complex mechanism of biological systems.

A framework for exploring integrated learning systems for the governance and management of public protected areas.

Science.gov (United States)

Nkhata, Bimo Abraham; Breen, Charles

2010-02-01

This article discusses how the concept of integrated learning systems provides a useful means of exploring the functional linkages between the governance and management of public protected areas. It presents a conceptual framework of an integrated learning system that explicitly incorporates learning processes in governance and management subsystems. The framework is premised on the assumption that an understanding of an integrated learning system is essential if we are to successfully promote learning across multiple scales as a fundamental component of adaptability in the governance and management of protected areas. The framework is used to illustrate real-world situations that reflect the nature and substance of the linkages between governance and management. Drawing on lessons from North America and Africa, the article demonstrates that the establishment and maintenance of an integrated learning system take place in a complex context which links elements of governance learning and management learning subsystems. The degree to which the two subsystems are coupled influences the performance of an integrated learning system and ultimately adaptability. Such performance is largely determined by how integrated learning processes allow for the systematic testing of societal assumptions (beliefs, values, and public interest) to enable society and protected area agencies to adapt and learn in the face of social and ecological change. It is argued that an integrated perspective provides a potentially useful framework for explaining and improving shared understanding around which the concept of adaptability is structured and implemented.

Integration Of Innovative Technologies And Affective Teaching amp Learning In Programming Courses

Directory of Open Access Journals (Sweden)

Alvin Prasad

2015-08-01

Full Text Available Abstract Technology has been integral component in the teaching and learning process in this millennium. In this review paper we evaluate the different technologies which are used to currently facilitate the teaching and learning of computer programming courses. The aim is to identify problems or gaps in technology usage in the learning environment and suggest affective solutions for technology integration into programming courses at the University levels in the future. We believe that with the inclusion of suggested innovative technologies and affective solutions in programming courses teaching and learning will be attractive and best for the programming industry.

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Fr...... be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices.......This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...

Integration of Learning and Practice for Job Sharing Partnerships

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Dixon-Krausse, Pamela Marie

2007-01-01

This paper explores the forces that support the proliferation of the flexible work arrangement called job sharing. Moreover, the paper will illuminate the need for integrating learning and practice as a way to develop and support job sharing partners, or "Partners in Practice" (PiPs). The author puts forth a model derived from learning in…

Tracing Assessment for learning Capability in Teachers (TACT)

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Agerbo, Jette Nørgaard; Skipper-Jørgensen, Anette

2018-01-01

education program. This chapter presents preliminary survey and focus group interviews data after tracing 21 pre-service teachers over two years. Our findings reflected a picture of Danish student teachers who value in particular formative assessment practices, while summative assessment is acknowledged......The focus on assessment literate teachers who know how to construct, administer assessments and communicate learning outcomes on student learning raises questions on how student teachers can develop the necessary skills to assess their students' learning. This is so important since...... there is evidence that beginning teachers continue to feel under prepared to assess student learning. This chapter presents findings of a study conducted in Denmark with the aim of investigating how student teacher candidates develop the capacities to become ‘assessment literate' over the course of their teacher...

Integrating Augmented Reality Technology to Enhance Children's Learning in Marine Education

Science.gov (United States)

Lu, Su-Ju; Liu, Ying-Chieh

2015-01-01

Marine education comprises rich and multifaceted issues. Raising general awareness of marine environments and issues demands the development of new learning materials. This study adapts concepts from digital game-based learning to design an innovative marine learning program integrating augmented reality (AR) technology for lower grade primary…

Collaborative Project-Based Learning: An Integrative Science and Technological Education Project

Science.gov (United States)

Baser, Derya; Ozden, M. Yasar; Karaarslan, Hasan

2017-01-01

Background: Blending collaborative learning and project-based learning (PBL) based on Wolff (2003) design categories, students interacted in a learning environment where they developed their technology integration practices as well as their technological and collaborative skills. Purpose: The study aims to understand how seventh grade students…

Instruments to assess integrated care

DEFF Research Database (Denmark)

Lyngsø, Anne Marie; Godtfredsen, Nina Skavlan; Høst, Dorte

2014-01-01

INTRODUCTION: Although several measurement instruments have been developed to measure the level of integrated health care delivery, no standardised, validated instrument exists covering all aspects of integrated care. The purpose of this review is to identify the instruments concerning how to mea...... was prevalent. It is uncertain whether development of a single 'all-inclusive' model for assessing integrated care is desirable. We emphasise the continuing need for validated instruments embedded in theoretical contexts.......INTRODUCTION: Although several measurement instruments have been developed to measure the level of integrated health care delivery, no standardised, validated instrument exists covering all aspects of integrated care. The purpose of this review is to identify the instruments concerning how...... to measure the level of integration across health-care sectors and to assess and evaluate the organisational elements within the instruments identified. METHODS: An extensive, systematic literature review in PubMed, CINAHL, PsycINFO, Cochrane Library, Web of Science for the years 1980-2011. Selected...

Assessing for Learning: Some Dimensions Underlying New Approaches to Educational Assessment.

Science.gov (United States)

Biggs, John

1995-01-01

Different models of performance assessment arise from interactions of three dimensions of assessment: the measurement versus the standards model of testing, quantitative and qualitative assumptions concerning the nature of learning, and whether learning and testing are situated or decontextualized. Addresses difficulties in implementing…

The effectiveness of a clinically integrated e-learning course in evidence-based medicine: A cluster randomised controlled trial

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Arvanitis Theodoros N

2009-05-01

Full Text Available Abstract Background To evaluate the educational effects of a clinically integrated e-learning course for teaching basic evidence-based medicine (EBM among postgraduates compared to a traditional lecture-based course of equivalent content. Methods We conducted a cluster randomised controlled trial in the Netherlands and the UK involving postgraduate trainees in six obstetrics and gynaecology departments. Outcomes (knowledge gain and change in attitude towards EBM were compared between the clinically integrated e-learning course (intervention and the traditional lecture based course (control. We measured change from pre- to post-intervention scores using a validated questionnaire assessing knowledge (primary outcome and attitudes (secondary outcome. Results There were six clusters involving teaching of 61 postgraduate trainees (28 in the intervention and 33 in the control group. The intervention group achieved slightly higher scores for knowledge gain compared to the control, but these results were not statistically significant (difference in knowledge gain: 3.5 points, 95% CI -2.7 to 9.8, p = 0.27. The attitudinal changes were similar for both groups. Conclusion A clinically integrated e-learning course was at least as effective as a traditional lecture based course and was well accepted. Being less costly than traditional teaching and allowing for more independent learning through materials that can be easily updated, there is a place for incorporating e-learning into postgraduate EBM curricula that offer on-the-job training for just-in-time learning. Trial registration Trial registration number: ACTRN12609000022268.

Assessing the Impact of IT Competency on Organizational Learning Capability of Indonesian Manufacturing Firms

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Alizar Hasan

2010-01-01

Full Text Available This paper attempt to assessing the impact of IT competency on organizational learning capability by using the measurement scale that have been developed by Tippins et al. and Gomes et al. These studies cover a sample of 192 manufacturing firms. IT competencies are classified into three dimensions: IT knowledge, IT operations, and IT objects, and organizational learning capability are classified into four dimensions: Managerial commitment, System perspec-tive, Openness and experimentation, and Knowledge transfer and integration. The result of factor analysis on IT competency and Organizational learning capability show that all items have high loading only on a single factor with ranging from .60 to .84. The findings revealed that IT competency positively and significantly influences the organizational learning capability of Indonesian manufacturing firms.

High School Mathematics Curriculum Development Integrated with Character Education Within Project Assessment as Spiral System Leveled

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Siti Badriatul Munawaroh

2017-08-01

Full Text Available The purpose of this research are: (1 description of characteristics and (2 validate thesenior hight school of mathematics syllabus integrated character education with the project assessment, (3 test the effectiveness of the learning material of function in class X. Testing procedure of syllabus and learning used research development of Borg & Gall (1987. The data were processed with descriptive analysis, statistical test t test and regression. The results obtained by the integration of the 10 characters on the senior hight school of mathematics syllabus show a valid syllabus by experts with an average score of 4 (both categories, the maximum score of 5. Test implementation on learning reach effective: (1 the percentage of learners achieve mastery learning by 89, 5%; (2 an increase of characters curiosity of learners of meeting 1 to 2, up to 3, up to 4 each score gain of 0.17; 0.30; 0.31; (3 the influence of the curiosity of students to the learning outcomes of 48.9%, (4 the average learning outcomes of students experimental class (77.2 is better than the control class (76.2. Thus, each character can bring a change in behavior according to the character programmed and observed in the learning process in focus. Coordination learning at every level stated in the syllabus.

Students’ Perception about Learning Assessment in Higher Education

Directory of Open Access Journals (Sweden)

Holmes Rodríguez-Espinosa

2016-09-01

Full Text Available This research aimed to know university students’ perception about learning assessment carried out by their teachers, their level of objectivity and skill, among other aspects. The study was conducted in Medellin, Colombia, between January and July 2015. A final sample size of 400 university students from public and private institutions, randomly selected, was used. The data analysis was carried out by using multivariate analysis of variance (MANOVA with orthogonal-type canonical contrast, factor analysis, and one-dimensional type frequency analysis. It was found that university students have a good perception about the assessment practices of their teachers. Likewise, highly significant differences between men and women in their perception of learning assessment were identified. Students consider that learning assessment practices have contributed to improve their learning and are in accordance with the learning objectives. Nevertheless, most students have felt that their teachers are not objective in evaluation and they often use questions that confuse students, and very theoretical questions without application to practice. A lack of non-traditional assessment practices, such as peer assessment, self-assessment as well as virtual platforms use for assessments, was found. These findings imply the need to improve teacher training on assessment skills to allow them to plan evaluation as a strategy to improve learning, involving students in an active way.

National Acid Precipitation Assessment Program: 1990 Integrated Assessment report

International Nuclear Information System (INIS)

1991-11-01

The document, the 'Integrated Assessment,' is a summary of the causes and effects of acidic deposition and a comparison of the costs and effectiveness of alternative emission control scenarios. In developing the 'Integrated Assessment,' it was NAPAP's goal to produce a structured compilation of policy-relevant technical information. The Integrated Assessment is based on findings and data from a series of twenty-seven State-of-Science/Technology Reports (SOS/T) on acidic deposition published by NAPAP in 1990. The scope of the documents includes: (1) emissions, atmospheric processes and deposition; (2) effects on surface waters, forests, agricultural crops, exposed materials, human health, and visibility; and (3) control technologies, future emissions, and effects valuation

Assessment of (Computer-Supported) Collaborative Learning

Science.gov (United States)

Strijbos, J. -W.

2011-01-01

Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has…

Peer/Self Assessment and Student Learning

Science.gov (United States)

Ndoye, Abdou

2017-01-01

Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

Using Machine Learning to Advance Personality Assessment and Theory.

Science.gov (United States)

Bleidorn, Wiebke; Hopwood, Christopher James

2018-05-01

Machine learning has led to important advances in society. One of the most exciting applications of machine learning in psychological science has been the development of assessment tools that can powerfully predict human behavior and personality traits. Thus far, machine learning approaches to personality assessment have focused on the associations between social media and other digital records with established personality measures. The goal of this article is to expand the potential of machine learning approaches to personality assessment by embedding it in a more comprehensive construct validation framework. We review recent applications of machine learning to personality assessment, place machine learning research in the broader context of fundamental principles of construct validation, and provide recommendations for how to use machine learning to advance our understanding of personality.

EFFECT OF USING PORTFOLIO ASSESSMENT TO IMPROVE SCIENTIFIC ATTITUDE OF STUDENTS LEARNING PHYSICS IN HIGH SCHOOL

Directory of Open Access Journals (Sweden)

putu wartawan

2017-12-01

Full Text Available This study aims to investigate the effect of portfolio assessment in teaching physics and scientific attitude. The research was conducted on students of high school  in Singaraja. Research was an  quasi- experimental study by using  “The Posttest-Only Control Group Design”.  The research involved 152 high school students of class X of science as samples, taken with multistage random sampling technique. Portfolio assessment was integrated with physics learning. The implementation of the portfolio assessment included four key elements such as the students' work folders, clear assessment criteria, and self-assessment, and conference between teacher and students.  The data needed in this research was the students' scientific attitude which included the aspect of curiosity, respect for evidence, the willingness to change ideas, and critical reflection. Data needed in this research included scientific attitudes students.  A Likert scale instrument was used to measure the scientific attitude students.  Data were analyzed using  analysis of variance with SPSS 20.0 at significance level a = 0.05. The results showed there are differences in the scientific attitude students who take physics learning with assessment portfolios and students who take physics learning with assessment of conventional.  The findings of this study indicate that portfolio assessment in learning physics significantly affect the scientific attitude students.

Boxes with Fires: Wisely Integrating Learning Technologies into the Art Classroom

Science.gov (United States)

Gregory, Diane C.

2009-01-01

By integrating and infusing computer learning technologies wisely into student-centered or social constructivist art learning environments, art educators can improve student learning and at the same time provide a creative, substantive model for how schools can and should be reformed. By doing this, art educators have an opportunity to demonstrate…

Clinical Reasoning: Survey of Teaching Methods, Integration, and Assessment in Entry-Level Physical Therapist Academic Education.

Science.gov (United States)

Christensen, Nicole; Black, Lisa; Furze, Jennifer; Huhn, Karen; Vendrely, Ann; Wainwright, Susan

2017-02-01

Although clinical reasoning abilities are important learning outcomes of physical therapist entry-level education, best practice standards have not been established to guide clinical reasoning curricular design and learning assessment. This research explored how clinical reasoning is currently defined, taught, and assessed in physical therapist entry-level education programs. A descriptive, cross-sectional survey was administered to physical therapist program representatives. An electronic 24-question survey was distributed to the directors of 207 programs accredited by the Commission on Accreditation in Physical Therapy Education. Descriptive statistical analysis and qualitative content analysis were performed. Post hoc demographic and wave analyses revealed no evidence of nonresponse bias. A response rate of 46.4% (n=96) was achieved. All respondents reported that their programs incorporated clinical reasoning into their curricula. Only 25% of respondents reported a common definition of clinical reasoning in their programs. Most respondents (90.6%) reported that clinical reasoning was explicit in their curricula, and 94.8% indicated that multiple methods of curricular integration were used. Instructor-designed materials were most commonly used to teach clinical reasoning (83.3%). Assessment of clinical reasoning included practical examinations (99%), clinical coursework (94.8%), written examinations (87.5%), and written assignments (83.3%). Curricular integration of clinical reasoning-related self-reflection skills was reported by 91%. A large number of incomplete surveys affected the response rate, and the program directors to whom the survey was sent may not have consulted the faculty members who were most knowledgeable about clinical reasoning in their curricula. The survey construction limited some responses and application of the results. Although clinical reasoning was explicitly integrated into program curricula, it was not consistently defined, taught, or

Recognition of Prior Learning as an integral component of ...

African Journals Online (AJOL)

This is irrespective of whether that learning has been acquired through unstructured learning, performance development, off-the-job assessment, or skills and knowledge that meet workplace needs but have been gained through various previous learning experiences. The concept Recognition of Prior Learning (RPL) is ...

Designing and Integrating Purposeful Learning in Game Play: A Systematic Review

Science.gov (United States)

Ke, Fengfeng

2016-01-01

Via a systematic review of the literature on learning games, this article presents a systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and game world design. A total of 69 articles ultimately met the inclusion criteria and were coded for the literature synthesis. Exemplary learning games…

Can teachers use assessment to improve learning?

Directory of Open Access Journals (Sweden)

Paul Black

2009-12-01

Full Text Available This article discusses two different purposes of assessment: formative assessment is designed to support pupils’ learning, whilst summative assessment is designed to review what has been learnt, perhaps to record it in certificates or diplomas. Formative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the teacher’s plans can be matched to the learning needs of the pupils. Teachers who are accustomed to simply telling pupils, rather than engaging them in dialogue, find it hard to change. Pupils also have to change from passive reception to active engagement in the learning. Formative work can be undermined if pupils or teachers are worry too much about summative tests; such worry can lead them to focus entirely on practising for the tests and not on the good habits of learning which would in fact be the best preparation for doing well in them.

Analysis of e-learning implementation readiness based on integrated elr model

Science.gov (United States)

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

2018-04-01

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

An integrated system for interactive continuous learning of categorical knowledge

Science.gov (United States)

Skočaj, Danijel; Vrečko, Alen; Mahnič, Marko; Janíček, Miroslav; Kruijff, Geert-Jan M.; Hanheide, Marc; Hawes, Nick; Wyatt, Jeremy L.; Keller, Thomas; Zhou, Kai; Zillich, Michael; Kristan, Matej

2016-09-01

This article presents an integrated robot system capable of interactive learning in dialogue with a human. Such a system needs to have several competencies and must be able to process different types of representations. In this article, we describe a collection of mechanisms that enable integration of heterogeneous competencies in a principled way. Central to our design is the creation of beliefs from visual and linguistic information, and the use of these beliefs for planning system behaviour to satisfy internal drives. The system is able to detect gaps in its knowledge and to plan and execute actions that provide information needed to fill these gaps. We propose a hierarchy of mechanisms which are capable of engaging in different kinds of learning interactions, e.g. those initiated by a tutor or by the system itself. We present the theory these mechanisms are build upon and an instantiation of this theory in the form of an integrated robot system. We demonstrate the operation of the system in the case of learning conceptual models of objects and their visual properties.

A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

Science.gov (United States)

Shieh, Chich-Jen; Yu, Lean

2016-01-01

In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important…

Assessment of learning, memory and attention in developmental neurotoxicity regulatory studies: Introduction.

Science.gov (United States)

Makris, Susan L; Vorhees, Charles V

2015-01-01

There are a variety of chemicals, including pharmaceuticals, that alter neurobehavior following developmental exposure and guidelines for the conduct of studies to detect such effects by statute in the United States and Europe. Guidelines for Developmental Neurotoxicity Testing (DNT) studies issued by the U.S. Environmental Protection Agency (EPA) under prevailing law and European Organization for Economic Cooperation and Development (OECD) recommendations to member countries provide that such studies include a series of neurobehavioral and neuropathological assessments. Among these are assessment of cognitive function, specifically learning and memory. After reviewing 69 DNT studies submitted to the EPA, tests of learning and memory were noted to have detected the lowest observed adverse effect level (LOAELs) less frequently than behavioral tests of locomotor activity and acoustic/auditory startle, but slightly more than for the developmental Functional Observational Battery (devFOB; which is less extensive than the full FOB), but the reasons for the lower LOAEL detection rate for learning and memory assessment could not be determined. A major concern identified in the review, however, was the adequacy of the methods employed in these studies rather than on the importance of learning and memory to the proper assessment of brain function. Accordingly, a symposium was conducted to consider how the guidelines for tests of learning and memory might be improved. Four laboratories with established histories investigating the effects of chemical exposures during development on learning, memory, and attention, were invited to review the topic and offer recommendations, both theoretical and practical, on approaches to improve the assessment of these vital CNS functions. Reviewers were asked to recommend methods that are grounded in functional importance to CNS integrity, well-validated, reliable, and amenable to the context of regulatory studies as well as to basic

Assessing Learning in a Sociology Department: What Do Students Say That They Learn?

Science.gov (United States)

Bandini, Julia; Shostak, Sara; Cunningham, David; Cadge, Wendy

2016-01-01

Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students' learning. This qualitative study builds on previous research on assessment by asking what students in…

Modelling the pre-assessment learning effects of assessment: evidence in the validity chain.

Science.gov (United States)

Cilliers, Francois J; Schuwirth, Lambert W T; van der Vleuten, Cees P M

2012-11-01

We previously developed a model of the pre-assessment learning effects of consequential assessment and started to validate it. The model comprises assessment factors, mechanism factors and learning effects. The purpose of this study was to continue the validation process. For stringency, we focused on a subset of assessment factor-learning effect associations that featured least commonly in a baseline qualitative study. Our aims were to determine whether these uncommon associations were operational in a broader but similar population to that in which the model was initially derived. A cross-sectional survey of 361 senior medical students at one medical school was undertaken using a purpose-made questionnaire based on a grounded theory and comprising pairs of written situational tests. In each pair, the manifestation of an assessment factor was varied. The frequencies at which learning effects were selected were compared for each item pair, using an adjusted alpha to assign significance. The frequencies at which mechanism factors were selected were calculated. There were significant differences in the learning effect selected between the two scenarios of an item pair for 13 of this subset of 21 uncommon associations, even when a p-value of value. For a subset of uncommon associations in the model, the role of most assessment factor-learning effect associations and the mechanism factors involved were supported in a broader but similar population to that in which the model was derived. Although model validation is an ongoing process, these results move the model one step closer to the stage of usefully informing interventions. Results illustrate how factors not typically included in studies of the learning effects of assessment could confound the results of interventions aimed at using assessment to influence learning. © Blackwell Publishing Ltd 2012.

Assessment of learning components of management training course ...

African Journals Online (AJOL)

Assessment of learning components of any training course provides a benchmark through which training institutions or organizers could assess the effectiveness of the training. The study assessed learning components of agricultural research management training course organized for senior research managers in Nigeria.

Integrating Organizational Learning and Business Praxis: A Case for Intelligent Project Management.

Science.gov (United States)

Cavaleri, Steven A.; Fearon, David S.

2000-01-01

Project management provides a natural home for organizational learning, freeing it from mechanical processes. Organizational learning plays a critical role in intelligent project management, which combines manageability, performance outcomes of knowledge management, and innovation. Learning should be integrated into an organization's core…

Grasping the Dynamic Complexity of Team Learning: An Integrative Model for Effective Team Learning in Organisations

Science.gov (United States)

Decuyper, Stefan; Dochy, Filip; Van den Bossche, Piet

2010-01-01

In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as "sharing", "co-construction" and "constructive conflict" are balanced. However, finding this balance is not enough.…

Learning to walk before we run: what can medical education learn from the human body about integrated care?

Directory of Open Access Journals (Sweden)

Eron G. Manusov

2013-05-01

Full Text Available True integration requires a shift in all levels of medical and allied health education; one that emphasizes team learning, practicing, and evaluating from the beginning of each students' educational experience whether that is as physician, nurse, psychologist, or any other health profession.  Integration of healthcare services will not occur until medical education focuses, like the human body, on each system working inter-dependently and cohesively to maintain balance through continual change and adaptation.  The human body develops and maintains homeostasis by a process of communication: true integrated care relies on learned interprofessionality and ensures shared responsibility and practice.

Learning to walk before we run: what can medical education learn from the human body about integrated care.

Science.gov (United States)

Manusov, Eron G; Marlowe, Daniel P; Teasley, Deborah J

2013-04-01

True integration requires a shift in all levels of medical and allied health education; one that emphasizes team learning, practicing, and evaluating from the beginning of each students' educational experience whether that is as physician, nurse, psychologist, or any other health profession. Integration of healthcare services will not occur until medical education focuses, like the human body, on each system working inter-dependently and cohesively to maintain balance through continual change and adaptation. The human body develops and maintains homeostasis by a process of communication: true integrated care relies on learned interprofessionality and ensures shared responsibility and practice.

Nonassociative learning as gated neural integrator and differentiator in stimulus-response pathways

Directory of Open Access Journals (Sweden)

Young Daniel L

2006-08-01

Full Text Available Abstract Nonassociative learning is a basic neuroadaptive behavior exhibited across animal phyla and sensory modalities but its role in brain intelligence is unclear. Current literature on habituation and sensitization, the classic "dual process" of nonassociative learning, gives highly incongruous accounts between varying experimental paradigms. Here we propose a general theory of nonassociative learning featuring four base modes: habituation/primary sensitization in primary stimulus-response pathways, and desensitization/secondary sensitization in secondary stimulus-response pathways. Primary and secondary modes of nonassociative learning are distinguished by corresponding activity-dependent recall, or nonassociative gating, of neurotransmission memory. From the perspective of brain computation, nonassociative learning is a form of integral-differential calculus whereas nonassociative gating is a form of Boolean logic operator – both dynamically transforming the stimulus-response relationship. From the perspective of sensory integration, nonassociative gating provides temporal filtering whereas nonassociative learning affords low-pass, high-pass or band-pass/band-stop frequency filtering – effectively creating an intelligent sensory firewall that screens all stimuli for attention and resultant internal model adaptation and reaction. This unified framework ties together many salient characteristics of nonassociative learning and nonassociative gating and suggests a common kernel that correlates with a wide variety of sensorimotor integration behaviors such as central resetting and self-organization of sensory inputs, fail-safe sensorimotor compensation, integral-differential and gated modulation of sensorimotor feedbacks, alarm reaction, novelty detection and selective attention, as well as a variety of mental and neurological disorders such as sensorimotor instability, attention deficit hyperactivity, sensory defensiveness, autism

The Webinar Integration Tool: A Framework for Promoting Active Learning in Blended Environments

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Lieser, Ping; Taf, Steven D.; Murphy-Hagan, Anne

2018-01-01

This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact…

Issues in Integrating Information Technology in Learning and Teaching EFL: The Saudi Experience

Science.gov (United States)

Al-Maini, Yousef Hamad

2013-01-01

The Saudi education system is facing a climate of change characterized by an interest in integrating new technology and educational approaches to improve teaching and learning. In this climate, the present paper explores the issues in integrating information technology in learning and teaching English as a foreign language (EFL) in government…

Using Assessment for Learning Mathematics with Mobile Tablet Based Solutions

Directory of Open Access Journals (Sweden)

Ghislain Maurice Norbert Isabwe

2014-03-01

Full Text Available This article discusses assessment for learning in mathematics subjects. Teachers of large classes face the challenge of regularly assessing studentsཿ ongoing mathematical learning achievements. Taking the complexity of assessment and feedback for learning as a background, we have developed a new approach to the assessment for learning mathematics at university level. We devised mobile tablet technology supported assessment processes, and we carried out user studies in both Rwanda and Norway. Results of our study indicated that students found it fruitful to be involved in assessing other studentsཿ mathematics work, i.e. assessing fellow studentsཿ answers to mathematical tasks. By being involved in the assessment process, the students expected mathematical learning gains. Their providing and obtaining of feedback to/from their fellow students using technology supported tools were highly appreciated as regards their own mathematical learning process.

Self- and Social Regulation in Learning Contexts: An Integrative Perspective

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Volet, Simone; Vauras, Marja; Salonen, Pekka

2009-01-01

This article outlines the rationale for an integrative perspective of self- and social regulation in learning contexts. The role of regulatory mechanisms in self- and social regulation models is examined, leading to the view that in real time collaborative learning, individuals and social entities should be conceptualized as self-regulating and…

Integration of Web 2.0 Tools in Learning a Programming Course

Science.gov (United States)

Majid, Nazatul Aini Abd

2014-01-01

Web 2.0 tools are expected to assist students to acquire knowledge effectively in their university environment. However, the lack of effort from lecturers in planning the learning process can make it difficult for the students to optimize their learning experiences. The aim of this paper is to integrate Web 2.0 tools with learning strategy in…

Integration of Collaborative Learning in Grade K-5 EFL Classrooms

Science.gov (United States)

Shahamat, Ailar; Mede, Enisa

2016-01-01

This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular…

The formation and development of corporate culture of learning organization: efficiency assessment

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T. O. Tolstykh

2017-01-01

Full Text Available In modern conditions of digitalization of the economy, its integration with the policy society questions of formation and development of corporate culture of the learning organisation are of particular relevance. Digital transformation of business dictates the need for the emergence and development of learning organizations, creating and preserving knowledge. In this situation, the openness of issues of assessment of efficiency of processes of formation and development defines the importance of the proposed research. Corporate culture is regarded by most scholars as the most important internal resource of the organization, able to provide her with stability in a crisis and give impetus to the development and transition to qualitatively different levels of the life cycle. This position assumes that a strong corporate culture should be aimed at building a learning organization, able to quickly adapt to changes in the external and internal environment. This article examines the issue of assessment of efficiency of corporate culture; it is shown that in addition to the empirical, sociological methods and qualitative approach to evaluation, is acceptable investment approach. This option appears when you use the aggregate target-oriented and project management methods, which allows in a systematic manner to carry out the formation and development of corporate culture. The assessment should be subject to software development activities and (or development of the corporate culture of a learning organization. In evidence to draw conclusions on the example of agricultural companies, a calculation of the economic efficiency of the program of formation of corporate culture of a learning organization. Calculation of net discounted income, the net present value of the project, profitability index, project profitability, payback period. This confirms the social and economic effects of the proposed program on the formation of corporate culture of independent

Knowledge Sharing, Communities of Practice, and Learning Asset Integration - DAU's Major Initiatives

National Research Council Canada - National Science Library

Hickok, John

2005-01-01

.... What follows is an overview of Knowledge Sharing through the eyes of the Defense Acquisition University, along with some new initiatives called Learning Asset Integration and Workflow Learning...

Assessment for Learning in Inquiry Based Science Education

DEFF Research Database (Denmark)

Fornaguera, Cristina Carulla

The study looks at assessment for learning and Inquiry Based Science Education —IBSE— as concepts established in a diversity of geographical areas, where the traditional summative assessment shapes what most individuals share as being experienced as assessment. Based on Leontiev and Radford...... the analytical process. The main contribution was the analysis and the results of researcher movement from a view of assessment considering learning as a psychological process in the mind, independent of the everyday life of individuals, towards one considering the inseparability of collective and individual...... as identifying and differentiating forms of researching assessment, changing the researcher’s perspective on research, and imagining a new theoretical approach to assessment for learning....

Effects of an Integrated Science and Societal Implication Intervention on Promoting Adolescents' Positive Thinking and Emotional Perceptions in Learning Science

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Hong, Zuway R.; Lin, Huann-Shyang; Lawrenz, Frances P.

2012-02-01

The goal of this study was to test the effectiveness of integrating science and societal implication on adolescents' positive thinking and emotional perceptions about learning science. Twenty-five eighth-grade Taiwanese adolescents (9 boys and 16 girls) volunteered to participate in a 12-week intervention and formed the experimental group. Fifty-seven eighth-grade Taiwanese adolescents (30 boys and 27 girls) volunteered to participate in the assessments and were used as the comparison group. Additionally, 15 experimental students were recruited to be observed and interviewed. Paired t-tests, correlations, and analyses of covariance assessed the similarity and differences between groups. The findings were that the experimental group significantly outperformed its counterpart on positive thinking and emotional perceptions, and all participants' positive thinking scores were significantly related to their emotional perceptions about learning science. Recommendations for integrating science and societal implication for adolescents are provided.

Real-time Color Codes for Assessing Learning Process

OpenAIRE

Dzelzkalēja, L; Kapenieks, J

2016-01-01

Effective assessment is an important way for improving the learning process. There are existing guidelines for assessing the learning process, but they lack holistic digital knowledge society considerations. In this paper the authors propose a method for real-time evaluation of students’ learning process and, consequently, for quality evaluation of teaching materials both in the classroom and in the distance learning environment. The main idea of the proposed Color code method (CCM) is to use...

Teaching, learning and assessment of medical ethics at the UK medical schools.

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Brooks, Lucy; Bell, Dominic

2017-09-01

To evaluate the UK undergraduate medical ethics curricula against the Institute of Medical Ethics (IME) recommendations; to identify barriers to teaching and assessment of medical ethics and to evaluate perceptions of ethics faculties on the preparation of tomorrow's doctors for clinical practice. Questionnaire survey of the UK medical schools enquiring about content, structure and location of ethics teaching and learning; teaching and learning processes; assessment; influences over institutional approach to ethics education; barriers to teaching and assessment; perception of student engagement and perception of student preparation for clinical practice. The lead for medical ethics at each medical school was invited to participate (n=33). Completed responses were received from 11/33 schools (33%). 73% (n=8) teach all IME recommended topics within their programme. 64% (n=7) do not include ethics in clinical placement learning objectives. The most frequently cited barrier to teaching was lack of time (64%, n=7), and to assessment was lack of time and suitability of assessments (27%, n=3). All faculty felt students were prepared for clinical practice. IME recommendations are not followed in all cases, and ethics teaching is not universally well integrated into clinical placement. Barriers to assessment lead to inadequacies in this area, and there are few consequences for failing ethics assessments. As such, tomorrow's patients will be treated by doctors who are inadequately prepared for ethical decision making in clinical practice; this needs to be addressed by ethics leads with support from medical school authorities. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Integrating an Information Literacy Quiz into the Learning Management System

Science.gov (United States)

Lowe, M. Sara; Booth, Char; Tagge, Natalie; Stone, Sean

2014-01-01

The Claremont Colleges Library Instruction Services Department developed a quiz that could be integrated into the consortial learning management software to accompany a local online, open-source information literacy tutorial. The quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving…

Human Systems Integration in Practice: Constellation Lessons Learned

Science.gov (United States)

Zumbado, Jennifer Rochlis

2012-01-01

NASA's Constellation program provided a unique testbed for Human Systems Integration (HSI) as a fundamental element of the Systems Engineering process. Constellation was the first major program to have HSI mandated by NASA's Human Rating document. Proper HSI is critical to the success of any project that relies on humans to function as operators, maintainers, or controllers of a system. HSI improves mission, system and human performance, significantly reduces lifecycle costs, lowers risk and minimizes re-design. Successful HSI begins with sufficient project schedule dedicated to the generation of human systems requirements, but is by no means solely a requirements management process. A top-down systems engineering process that recognizes throughout the organization, human factors as a technical discipline equal to traditional engineering disciplines with authority for the overall system. This partners with a bottoms-up mechanism for human-centered design and technical issue resolution. The Constellation Human Systems Integration Group (HSIG) was a part of the Systems Engineering and Integration (SE&I) organization within the program office, and existed alongside similar groups such as Flight Performance, Environments & Constraints, and Integrated Loads, Structures and Mechanisms. While the HSIG successfully managed, via influence leadership, a down-and-in Community of Practice to facilitate technical integration and issue resolution, it lacked parallel top-down authority to drive integrated design. This presentation will discuss how HSI was applied to Constellation, the lessons learned and best practices it revealed, and recommendations to future NASA program and project managers. This presentation will discuss how Human Systems Integration (HSI) was applied to NASA's Constellation program, the lessons learned and best practices it revealed, and recommendations to future NASA program and project managers on how to accomplish this critical function.

Intelligent sensor networks the integration of sensor networks, signal processing and machine learning

CERN Document Server

Hu, Fei

2012-01-01

Although governments worldwide have invested significantly in intelligent sensor network research and applications, few books cover intelligent sensor networks from a machine learning and signal processing perspective. Filling this void, Intelligent Sensor Networks: The Integration of Sensor Networks, Signal Processing and Machine Learning focuses on the close integration of sensing, networking, and smart signal processing via machine learning. Based on the world-class research of award-winning authors, the book provides a firm grounding in the fundamentals of intelligent sensor networks, incl

Integrated assessment of climate change

International Nuclear Information System (INIS)

Morgan, M.G.

1994-01-01

Many researchers are working on all the separate parts of the climate problem. The objective of integrated assessment is to put the results from this work together in order to look carefully at the big picture so as to: (1) keep a proper sense of perspective about the problem, since climate change will occur in the presence of many other natural and human changes; (2) develop the understanding necessary to support informed decision making by many different key public and private actors around the world; and (3) assure that the type and mix of climate-related research that is undertaken will be as useful as possible to decisions makers in both the near and long term. This paper outlines a set of design guidelines for formulating integrated assessment programs and projects and then outlines some of the current problems and opportunities. Selected points are illustrated by drawing on results from the integrated assessment research now in progress at Carnegie Mellon University

Integrated Design Process in Problem-Based Learning

DEFF Research Database (Denmark)

Knudstrup, Mary-Ann

2004-01-01

This article reports and reflects on the learning achievements and the educational experiences in connection with the first years of the curriculum in Architecture at Aalborg University ?s Civil Engineer Education in Architecture & Design. In the article I will focus on the learning activity and ...... the students need in order to concentrate, mobilize creativity and find the personal design language which is a precondition for making good architecture....... and the method that are developed during the semester when working with an Integrated Design Process combining architecture, design, functional aspects, energy consumption, indoor environment, technology, and construction. I will emphasize the importance of working with different tools in the design process, e...

Remembering New Words: Integrating Early Memory Development into Word Learning

OpenAIRE

Wojcik, Erica H.

2013-01-01

In order to successfully acquire a new word, young children must learn the correct associations between labels and their referents. For decades, word-learning researchers have explored how young children are able to form these associations. However, in addition to learning label-referent mappings, children must also remember them. Despite the importance of memory processes in forming a stable lexicon, there has been little integration of early memory research into the study of early word lear...

FORMATIVE ASSESSMENT MODEL OF LEARNING SUCCESS ACHIEVEMENTS

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Mikhailova Elena Konstantinovna

2013-05-01

Full Text Available The paper is devoted to the problem of assessment of the school students’ learning success achievements. The problem is investigated from the viewpoint of assessing the students’ learning outcomes that is aimed to ensure the teachers and students with the means and conditions to improve the educational process and results.

Learning Assessment in physical education: the relationship between assessment practices of teachers and learning approaches

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Marco Vinicio Gutiérrez

2015-02-01

Full Text Available This article shows the result of an investigation that studied teachers’ assessment practices in Physical Education in public schools from Suba in Bogota and the relationship between these practices with both superfluous and superficial learning approaches. It is organized into two sections; the first presents a classification of the evaluation practices, and the second establishes the relationship between these practices with the superficial and profound learning approaches. This article nourishes itself from a mixed-method research approach wherein the sample consisted of 68 teachers from whom data was collected using a survey. This data was then analyzed using the statistical software R. The results show the object, the purpose, procedures and ways in which teachers develop their assessment practice in physical education, and as well show a trend towards promoting meaningful and profound learning.

Collaborative e-Learning: e-Portfolios for Assessment, Teaching and Learning

NARCIS (Netherlands)

van Wesel, Maarten

2009-01-01

This paper presents an innovative approach to e-learning by exploring a number of initiatives where there is a move towards collaborative use of Personal Development Plans (PDPs) integrated with e-portfolios as mechanisms for delivering such plans. It considers whether such a move towards more

Technology Integration and Technology Leadership in Schools as Learning Organizations

Science.gov (United States)

Cakir, Recep

2012-01-01

The purpose of this study was to investigate technology integration in primary schools from the perspective of leadership in learning organizations. To that end, the study examines two groups: school administrators who play effective roles in technology integration in schools and computer teachers who are mainly responsible for schools' technology…

A comparison of the efficacy of test-driven learning versus self-assessment learning

Science.gov (United States)

He, Xiaohua; Canty, Anne

2013-01-01

Objective We compared self-assessment and test-driven learning in two groups of students who studied the same subject. Methods This was a randomized comparative experimental study. The subjects were 259 first-quarter students who were divided into a test group and a self-assessment group based on the methods they used for their learning assessments. We measured the scores and difficulty levels of 3 formal written exams. Students' attitudes toward self-assessment or test-driven learning were surveyed. Results The mean scores of exam 1, exam 2, and a summative exam were 34 (±6), 32 (±8), and 44 (±6) for the self-assessment group, respectively, with corresponding scores of 33 (±6), 33 (±7), 43 (±6) for the test group. There were no significant differences in the mean scores on all 3 tests between the two groups (p > .05). Of the students in the self-assessment group, 64% scored at least 90%, whereas 47% of students in the test group answered at least 90% of the questions correctly (p self-assessment and tests could have a significant impact on students' learning, but each offers different strengths and weaknesses. PMID:23957317

INTEGRATED PRACTICE LEARNING MODEL TO IMPROVE WAITER/S’ COMPETENCY ON HOSPITALITY STUDY PROGRAM, POLITEKNIK NEGERI BALI

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I Made Darma Oka

2017-12-01

Full Text Available Hospitality Study Program, Politeknik Negeri Bali (PNB, hadn’t implemented integrated learning practice optimally. The aim of this research was improving the learning process method as an integrated practice learning model involving three courses (Food Production, FB Service, English for Restaurant in the same topic. This study was conducted on the forth semester of Hotel Study Program as the sample used in this research. After the random sampling was selected two classes as research samples, those were IVA class as an experiment group and IVB class as a control. Thus the samples could be determined according to the number of students in each class as many as 26 people. The application of integrated practice learning had an effect on the achievement of student competency in waiter/s occupation at Hotel Studies Program. The result of statistical test showed that there was a significant difference of competency achievement between integrated learning practices with partial practice learning students groups. It’s suggested to the management Hospitality Study Program to encourage and to facilitate the lecturers especially of core subjects to apply integrated learning practices in order to achieve the competency.

Support interoperability and reusability of emerging forms of assessment: Some issues on integrating IMS LD with IMS QTI

NARCIS (Netherlands)

Miao, Yongwu; Boon, Jo; Van der Klink, Marcel; Sloep, Peter; Koper, Rob

2009-01-01

Miao, Y., Boon, J., Van der Klink, M., Sloep, P. B., & Koper, R. (2011). Support interoperability and reusability of emerging forms of assessment: Some issues on integrating IMS LD with IMS QTI. In F. Lazarinis, S. Green, & E. Pearson (Eds.), E-Learning Standards and Interoperability: Frameworks

Clinical case in digital technology for nursing students' learning: An integrative review.

Science.gov (United States)

Hara, Cristina Yuri Nakata; Aredes, Natália Del Angelo; Fonseca, Luciana Mara Monti; Silveira, Renata Cristina de Campos Pereira; Camargo, Rosangela Andrade Aukar; de Goes, Fernanda Santos Nogueira

2016-03-01

This review aimed to analyze the available evidences in literature about clinical case studies inserted in digital technologies for nursing education, characterizing the technology resources and cognitive, procedural and attitudinal learnings. Integrative review of literature with the following steps: development of the research problem, data collection, data extraction and critic evaluation, data analysis and interpretation and presentation of results. The research question was: how does the clinical case study inserted in educational digital technology collaborate for cognitive, attitudinal and procedural learning of nursing students? data bases LILACS, PUBMED, CINAHL and Scopus. the search resulted in 437 studies: 136 from LILACS, 122 from PUBMED, 104 from Scopus and 75 from CINAHL. Of these, 143 did not meet the including criteria, 93 were duplicated and four studies were unavailable. After analyzing all abstracts based on inclusion and exclusion criteria, there were selected 197 studies and after full text analysis the final sample resulted in 21 primary studies. Case study use in educational digital technologies allowed the students to build different types of learning: cognitive learning (n 16 studies), attitudinal learning (n=12 studies) and procedural learning (n=8 studies). It is possible to conclude that case studies can collaborate with the students to develop different learnings which can be built integrate, continuous, informative and formative, aiming integral formation and aligned to policies of formation in nursing, both national and international. Copyright © 2015 Elsevier Ltd. All rights reserved.

Reference framework for integrating web resources as e-learning services in .LRN

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Fabinton Sotelo Gómez

2015-11-01

Full Text Available The learning management platforms (LMS as Dot LRN (.LRN have been widely disseminated and used as a teaching tool. However, despite its great potential, most of these platforms do not allow easy integration of common services on the Web. Integration of external resources in LMS is critical to extend the quantity and quality of educational services LMS. This article presents a set of criteria and architectural guidelines for the integration of Web resources for e-learning in the LRN platform. To this end, three steps are performed: first; the possible integration technologies to be used are described, second; the Web resources that provide educational services and can be integrated into LMS platforms are analyzed, finally; some architectural aspects of the relevant platform are identified for integration. The main contributions of this paper are: a characterization of Web resources and educational services available today on the Web; and the definition of criteria and guidelines for the integration of Web resources to .LRN.

Balancing the Assessment "of" Learning and "for" Learning in Support of Student Literacy Achievement

Science.gov (United States)

Edwards, Patricia A.; Turner, Jennifer D.; Mokhtari, Kouider

2008-01-01

There is a delicate balance between the assessment of learning and assessment for learning. The recommendations included in this Assessment department may be useful for teachers working to achieve this balance and find a more accurate and complete understandings of students' literacy strengths and needs.

Evaluating the Impact of Technology Integration in Teaching and Learning

Science.gov (United States)

Adedokun-Shittu, Nafisat Afolake; Shittu, Abdul Jaleel Kehinde

2014-01-01

This article reports the impacts of technology integration on teaching and learning from a study that examines the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and the survey instrument employed for both the students and the lecturers is a…

Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

Science.gov (United States)

Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

The Effect of WhatsApp Messenger As Mobile Learning Integrated with Group Investigation Method of Learning Achievement

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Hendrik Pratama

2017-12-01

Full Text Available The purpose of this research was determined the effect of application WhatsApp Messenger in the Group Investigation (GI method on learning achievement. The methods used experimental research with control group pretest-postest design. The sampling procedure used the purposive sampling technique that consists of 17 students as a control group and 17 students as an experimental group. The sample in this research is students in Electrical Engineering Education Study Program. The experimental group used the GI method that integrated with WhatsApp Messenger. The control group used lecture method without social media integration. The collecting data used observation, documentation, interview, questionnaire, and test. The researcher used a t-test for compared the control group and the experimental group’s learning outcomes at an alpha level of 0,05. The results showed differences between the experiment group and the control group. The study result of the experimental higher than the control groups. This learning was designed with start, grouping, planning, presenting, organizing, investigating, evaluating, ending’s stage. Integration of WhatsApp with group investigation method could cause the positive communication between student and lecturer. Discussion in this learning was well done, the student’s knowledge could appear in a group and the information could spread evenly and quickly.

Authentic Learning Exercises as a Means to Influence Preservice Teachers' Technology Integration Self-Efficacy and Intentions to Integrate Technology

Science.gov (United States)

Banas, Jennifer R.; York, Cindy S.

2014-01-01

This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to…

The Integration of Environmental Education in Science Materials by Using "MOTORIC" Learning Model

Science.gov (United States)

Sukarjita, I. Wayan; Ardi, Muhammad; Rachman, Abdul; Supu, Amiruddin; Dirawan, Gufran Darma

2015-01-01

The research of the integration of Environmental Education in science subject matter by application of "MOTORIC" Learning models has carried out on Junior High School Kupang Nusa Tenggara Timur Indonesia. "MOTORIC" learning model is an Environmental Education (EE) learning model that collaborate three learning approach i.e.…

Integrating Ecological and Social Knowledge: Learning from CHANS Research

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Bruce Shindler

2017-03-01

Full Text Available Scientists are increasingly called upon to integrate across ecological and social disciplines to tackle complex coupled human and natural system (CHANS problems. Integration of these disciplines is challenging and many scientists do not have experience with large integrated research projects. However, much can be learned about the complicated process of integration from such efforts. We document some of these lessons from a National Science Foundation-funded CHANS project (Forests, People, Fire and present considerations for developing and engaging in coupled human and natural system projects. Certainly we are not the first to undertake this endeavor, and many of our findings complement those of other research teams. We focus here on the process of coming together, learning to work as an integrated science team, and describe the challenges and opportunities of engaging stakeholders (agency personnel and citizen communities of interests in our efforts. Throughout this project our intention was to foster dialogue among diverse interests and, thus, incorporate this knowledge into uncovering primary social and ecological drivers of change. A primary tool was an agent-based model, Envision, that used this information in landscape simulation, visualization models, and scenario development. Although integration can be an end in itself, the proof of value in the approach can be the degree to which it provides new insights or tools to CHANS, including closer interaction among multiple stakeholders, that could not have been reached without it.

Patience, persistence and pragmatism: experiences and lessons learnt from the implementation of clinically integrated teaching and learning of evidence-based health care - a qualitative study.

Directory of Open Access Journals (Sweden)

Taryn Young

Full Text Available Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare (EBHC knowledge, skills and attitudes. To inform implementation of such strategies, we assessed experiences and opinions on lessons learnt of those involved in such programmes.We conducted semi-structured interviews with 24 EBHC programme coordinators from around the world, selected through purposive sampling. Following data transcription, a multidisciplinary group of investigators carried out analysis and data interpretation, using thematic content analysis. Successful implementation of clinically integrated teaching and learning of EBHC takes much time. Student learning needs to start in pre-clinical years with consolidation, application and assessment following in clinical years. Learning is supported through partnerships between various types of staff including the core EBHC team, clinical lecturers and clinicians working in the clinical setting. While full integration of EBHC learning into all clinical rotations is considered necessary, this was not always achieved. Critical success factors were pragmatism and readiness to use opportunities for engagement and including EBHC learning in the curriculum; patience; and a critical mass of the right teachers who have EBHC knowledge and skills and are confident in facilitating learning. Role modelling of EBHC within the clinical setting emerged as an important facilitator. The institutional context exerts an important influence; with faculty buy-in, endorsement by institutional leaders, and an EBHC-friendly culture, together with a supportive community of practice, all acting as key enablers. The most common challenges identified were lack of teaching time within the clinical curriculum, misconceptions about EBHC, resistance of staff, lack of confidence of tutors, lack of time, and negative role modelling.Implementing clinically integrated EBHC curricula requires institutional

Improving Open Access through Prior Learning Assessment

Science.gov (United States)

Yin, Shuangxu; Kawachi, Paul

2013-01-01

This paper explores and presents new data on how to improve open access in distance education through using prior learning assessments. Broadly there are three types of prior learning assessment (PLAR): Type-1 for prospective students to be allowed to register for a course; Type-2 for current students to avoid duplicating work-load to gain…

Assessing orientations to learning to teach.

Science.gov (United States)

Oosterheert, Ida E; Vermunt, Jan D; Denessen, E

2002-03-01

An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in-service model of learning to teach. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor-, reliability-, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one-sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.

Construction and Evaluation of an Integrated Formal/Informal Learning Environment for Foreign Language Learning across Real and Virtual Spaces

Science.gov (United States)

Waragai, Ikumi; Ohta, Tatsuya; Kurabayashi, Shuichi; Kiyoki, Yasushi; Sato, Yukiko; Brückner, Stefan

2017-01-01

This paper presents the prototype of a foreign language learning space, based on the construction of an integrated formal/informal learning environment. Before the background of the continued innovation of information technology that places conventional learning styles and educational methods into new contexts based on new value-standards,…

Sustainability and public health nutrition at school: assessing the integration of healthy and environmentally sustainable food initiatives in Vancouver schools.

Science.gov (United States)

Black, Jennifer L; Velazquez, Cayley E; Ahmadi, Naseam; Chapman, Gwen E; Carten, Sarah; Edward, Joshua; Shulhan, Stephanie; Stephens, Teya; Rojas, Alejandro

2015-09-01

To describe the development and application of the School Food Environment Assessment Tools and a novel scoring system to assess the integration of healthy and environmentally sustainable food initiatives in elementary and secondary schools. The cross-sectional study included direct observations of physical food environments and interviews with key school personnel regarding food-related programmes and policies. A five-point scoring system was then developed to assess actions across six domains: (i) food gardens; (ii) composting systems; (iii) food preparation activities; (iv) food-related teaching and learning activities; and availability of (v) healthy food; and (vi) environmentally sustainable food. Vancouver, Canada. A purposive sample of public schools (n 33) from all six sectors of the Vancouver Board of Education. Schools scored highest in the areas of food garden and compost system development and use. Regular integration of food-related teaching and learning activities and hands-on food preparation experiences were also commonly reported. Most schools demonstrated rudimentary efforts to make healthy and environmentally sustainable food choices available, but in general scored lowest on these two domains. Moreover, no schools reported widespread initiatives fully supporting availability or integration of healthy or environmentally sustainable foods across campus. More work is needed in all areas to fully integrate programmes and policies that support healthy, environmentally sustainable food systems in Vancouver schools. The assessment tools and proposed indicators offer a practical approach for researchers, policy makers and school stakeholders to assess school food system environments, identify priority areas for intervention and track relevant changes over time.

Integrating the Learning of Mathematics and Science Using Interactive Teaching and Learning Strategies

Science.gov (United States)

Holmes, Mark H.

2006-10-01

To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not just to provide critical connections across disciplines but to also provide longitudinal subject reinforcement as students progress in their studies. In the process of developing the modules a complete editing and publishing system was constructed that is optimized for automated maintenance and upgradeability of materials. The result is a single integrated production system for web-based educational materials. Included in this is a rigorous assessment program, involving both internal and external evaluations of each module. As will be seen, the formative evaluation obtained during the development of the library resulted in the modules successfully bridging multiple disciplines and breaking down the disciplinary barriers commonly found in their math and non-math courses.

Organisational Learning through International M&A Integration Strategies

Science.gov (United States)

Holland, Wayne; Salama, Alzira

2010-01-01

Purpose: The purpose of this research paper is to explore the learning process associated with international mergers and acquisitions (M&A) integration strategies. Design/methodology/approach: The paper employs a comparative case study methodology, utilising qualitative data through in-depth interviews with top management responsible for…

Enabling an Integrated Rate-temporal Learning Scheme on Memristor

Science.gov (United States)

He, Wei; Huang, Kejie; Ning, Ning; Ramanathan, Kiruthika; Li, Guoqi; Jiang, Yu; Sze, Jiayin; Shi, Luping; Zhao, Rong; Pei, Jing

2014-04-01

Learning scheme is the key to the utilization of spike-based computation and the emulation of neural/synaptic behaviors toward realization of cognition. The biological observations reveal an integrated spike time- and spike rate-dependent plasticity as a function of presynaptic firing frequency. However, this integrated rate-temporal learning scheme has not been realized on any nano devices. In this paper, such scheme is successfully demonstrated on a memristor. Great robustness against the spiking rate fluctuation is achieved by waveform engineering with the aid of good analog properties exhibited by the iron oxide-based memristor. The spike-time-dependence plasticity (STDP) occurs at moderate presynaptic firing frequencies and spike-rate-dependence plasticity (SRDP) dominates other regions. This demonstration provides a novel approach in neural coding implementation, which facilitates the development of bio-inspired computing systems.

Greek Young Adults with Specific Learning Disabilities Seeking Learning Assessments

Science.gov (United States)

Bonti, Eleni; Bampalou, Christina E.; Kouimtzi, Eleni M.; Kyritsis, Zacharias

2018-01-01

The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults…

Assessment for Learning Tasks and the Peer Assessment Process

Science.gov (United States)

Lauf, Lorraine; Dole, Shelley

2010-01-01

A program of Assessment for Learning (AfL) was implemented with 107 Year 12 students as part of their preparation for a major external test. Students completed extended mathematics tasks and selected student responses were used for peer assessment purposes. This paper reports on two of the AfL elements, namely task selection and peer assessment as…

Constructing a Grounded Theory of E-Learning Assessment

Science.gov (United States)

Alonso-Díaz, Laura; Yuste-Tosina, Rocío

2015-01-01

This study traces the development of a grounded theory of assessment in e-learning environments, a field in need of research to establish the parameters of an assessment that is both reliable and worthy of higher learning accreditation. Using grounded theory as a research method, we studied an e-assessment model that does not require physical…

Assessing Approaches to Learning in School Readiness

Directory of Open Access Journals (Sweden)

Otilia C. Barbu

2015-07-01

Full Text Available This study examines the psychometric properties of two assessments of children’s approaches to learning: the Devereux Early Childhood Assessment (DECA and a 13-item approaches to learning rating scale (AtL derived from the Arizona Early Learning Standards (AELS. First, we administered questionnaires to 1,145 randomly selected parents/guardians of first-time kindergarteners. Second, we employed confirmatory factor analysis (CFA with parceling for DECA to reduce errors due to item specificity and prevent convergence difficulties when simultaneously estimating DECA and AtL models. Results indicated an overlap of 55% to 72% variance between the domains of the two instruments and suggested that the new AtL instrument is an easily administered alternative to the DECA for measuring children’s approaches to learning. This is one of the first studies that investigated DECA’s approaches to learning dimension and explored the measurement properties of an instrument purposely derived from a state’s early learning guidelines.

Academic and social integration and study progress in problem based learning

NARCIS (Netherlands)

S.E. Severiens (Sabine); H.G. Schmidt (Henk)

2009-01-01

textabstractThe present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a

Assessing Assessment Quality: Criteria for Quality Assurance in Design of (Peer) Assessment for Learning--A Review of Research Studies

Science.gov (United States)

Tillema, Harm; Leenknecht, Martijn; Segers, Mien

2011-01-01

The interest in "assessment for learning" (AfL) has resulted in a search for new modes of assessment that are better aligned to students' learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional,…

Model Integrated Problem Solving Based Learning pada Perkuliahan Dasar-dasar Kimia Analitik

OpenAIRE

Indarini Dwi Pursitasari; Anna Permanasari

2013-01-01

Abstract: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL) model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questio...

Model Integrated Problem Solving Based Learning Pada Perkuliahan Dasar-dasar Kimia Analitik

OpenAIRE

Pursitasari, Indarini Dwi; Permanasari, Anna

2012-01-01

: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL) model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questionnaire o...

Formative assessment : Enriching teaching and learning with formative assesment

NARCIS (Netherlands)

van Diggelen, M.R.; Morgan, C.M.; Funk, M.; Bruns, M.

2016-01-01

Formative assessment is a valuable aspect in teaching and learning, and is proven to be an e ective learning method. There is evidence that adding formative assessment to your teaching increases students’ learning results (Black and William, 1998), but in practice many of the possibilities are left

The Effect of Learning Based on Technology Model and Assessment Technique toward Thermodynamic Learning Achievement

Science.gov (United States)

Makahinda, T.

2018-02-01

The purpose of this research is to find out the effect of learning model based on technology and assessment technique toward thermodynamic achievement by controlling students intelligence. This research is an experimental research. The sample is taken through cluster random sampling with the total respondent of 80 students. The result of the research shows that the result of learning of thermodynamics of students who taught the learning model of environmental utilization is higher than the learning result of student thermodynamics taught by simulation animation, after controlling student intelligence. There is influence of student interaction, and the subject between models of technology-based learning with assessment technique to student learning result of Thermodynamics, after controlling student intelligence. Based on the finding in the lecture then should be used a thermodynamic model of the learning environment with the use of project assessment technique.

The integration of blended learning into an occupational therapy curriculum: a qualitative reflection.

Science.gov (United States)

Barnard-Ashton, Paula; Rothberg, Alan; McInerney, Patricia

2017-08-17

This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). This is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield's model for critical reflection of an educator's practice. The model uses four 'lenses' through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners' eyes; Lens 3) our colleagues' experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data. The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were "drivers of change" and "outcomes of BL integration". Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study. Brookfield's model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum.

Using Learning Analytics to Assess Student Learning in Online Courses

Science.gov (United States)

Martin, Florence; Ndoye, Abdou

2016-01-01

Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

Limitless Learning: Assessing Social Media Use for Global Workplace Learning

Science.gov (United States)

Breunig, Karl Joachim

2016-01-01

Purpose: This empirical paper aims to assess how social media can foster workplace learning within a globally dispersed project environment. In general, there are few studies on the use of social media in organizations, and many of these emphasize on issues related to knowledge transfer. Although learning traditionally has been as acquisition of…

Transformative Learning Factors to Enhance Integral Healthy Organizations

Science.gov (United States)

Thavinpipatkul, Chanchai; Ratana-Ubol, Archanya; Charungkaittikul, Suwithida

2016-01-01

This article focuses on how organizations search for the key factors to develop integral changes and determine broader and higher transcendental learning skills in order to achieve healthy and sustainable organizational growth more effectively and efficiently. This study employed qualitative approaches. The research method used is an in-depth…

Road Testing Graduate Attributes and Course Learning Outcomes of an Environmental Science Degree via a Work-Integrated Learning Placement

Science.gov (United States)

Whelan, Michael

2017-01-01

Graduate attributes and course learning outcomes are an integral part of higher education in Australia. Testing the performance of graduates in the workplace with regard to graduate attributes and course learning outcomes is a not a common occurrence. This study has road tested the graduate attributes and course learning outcomes of a bachelor…

Integrated and Contextual Basic Science Instruction in Preclinical Education: Problem-Based Learning Experience Enriched with Brain/Mind Learning Principles

Science.gov (United States)

Gülpinar, Mehmet Ali; Isoglu-Alkaç, Ümmühan; Yegen, Berrak Çaglayan

2015-01-01

Recently, integrated and contextual learning models such as problem-based learning (PBL) and brain/mind learning (BML) have become prominent. The present study aimed to develop and evaluate a PBL program enriched with BML principles. In this study, participants were 295 first-year medical students. The study used both quantitative and qualitative…

Integrating New Technologies and Existing Tools to Promote Programming Learning

Directory of Open Access Journals (Sweden)

Álvaro Santos

2010-04-01

Full Text Available In recent years, many tools have been proposed to reduce programming learning difficulties felt by many students. Our group has contributed to this effort through the development of several tools, such as VIP, SICAS, OOP-Anim, SICAS-COL and H-SICAS. Even though we had some positive results, the utilization of these tools doesn’t seem to significantly reduce weaker student’s difficulties. These students need stronger support to motivate them to get engaged in learning activities, inside and outside classroom. Nowadays, many technologies are available to create contexts that may help to accomplish this goal. We consider that a promising path goes through the integration of solutions. In this paper we analyze the features, strengths and weaknesses of the tools developed by our group. Based on these considerations we present a new environment, integrating different types of pedagogical approaches, resources, tools and technologies for programming learning support. With this environment, currently under development, it will be possible to review contents and lessons, based on video and screen captures. The support for collaborative tasks is another key point to improve and stimulate different models of teamwork. The platform will also allow the creation of various alternative models (learning objects for the same subject, enabling personalized learning paths adapted to each student knowledge level, needs and preferential learning styles. The learning sequences will work as a study organizer, following a suitable taxonomy, according to student’s cognitive skills. Although the main goal of this environment is to support students with more difficulties, it will provide a set of resources supporting the learning of more advanced topics. Software engineering techniques and representations, object orientation and event programming are features that will be available in order to promote the learning progress of students.

Semantic modeling of portfolio assessment in e-learning environment

Directory of Open Access Journals (Sweden)

Lucila Romero

2017-01-01

Full Text Available In learning environment, portfolio is used as a tool to keep track of learner’s progress. Particularly, when it comes to e-learning, continuous assessment allows greater customization and efficiency in learning process and prevents students lost interest in their study. Also, each student has his own characteristics and learning skills that must be taken into account in order to keep learner`s interest. So, personalized monitoring is the key to guarantee the success of technology-based education. In this context, portfolio assessment emerge as the solution because is an easy way to allow teacher organize and personalize assessment according to students characteristic and need. A portfolio assessment can contain various types of assessment like formative assessment, summative assessment, hetero or self-assessment and use different instruments like multiple choice questions, conceptual maps, and essay among others. So, a portfolio assessment represents a compilation of all assessments must be solved by a student in a course, it documents progress and set targets. In previous work, it has been proposed a conceptual framework that consist of an ontology network named AOnet which is a semantic tool conceptualizing different types of assessments. Continuing that work, this paper presents a proposal to implement portfolios assessment in e-learning environments. The proposal consists of a semantic model that describes key components and relations of this domain to set the bases to develop a tool to generate, manage and perform portfolios assessment.

Designing Assessment for Autonomous Learning

Science.gov (United States)

Hay, Marie; Mathers, Lucy

2012-01-01

This paper aims to disseminate and evaluate an autonomous learning framework developed through collaborative research with first- and second-year undergraduate students at De Montfort University. Central to the framework is the involvement of students in the assessment of their peers and themselves using dialogue about the assessment and feedback…

Surveying Assessment in Experiential Learning: A Single Campus Study

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Thomas Yates

2015-12-01

Full Text Available The purpose of this study was to determine the methods of experiential assessment in use at a Canadian university and the extent to which they are used. Exploring experiential assessment will allow identification of commonly used methods and facilitate the development of best practices of assessment in the context of experiential learning (EL at an institutional level. The origins of EL are found in the work of Dewey (1938, later modified by Kolb and Fry (1975. Experiential methods include: experiential education, service learning problem-based learning and others such as action learning, enquiry-based learning, and case studies. Faculty currently involved in EL at the participating university were invited to complete an online survey about their teaching and assessment methods. This paper will share the results and analysis of the EL inventory survey.

Patience, Persistence and Pragmatism: Experiences and Lessons Learnt from the Implementation of Clinically Integrated Teaching and Learning of Evidence-Based Health Care – A Qualitative Study

Science.gov (United States)

Young, Taryn; Rohwer, Anke; van Schalkwyk, Susan; Volmink, Jimmy; Clarke, Mike

2015-01-01

Background Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare (EBHC) knowledge, skills and attitudes. To inform implementation of such strategies, we assessed experiences and opinions on lessons learnt of those involved in such programmes. Methods and Findings We conducted semi-structured interviews with 24 EBHC programme coordinators from around the world, selected through purposive sampling. Following data transcription, a multidisciplinary group of investigators carried out analysis and data interpretation, using thematic content analysis. Successful implementation of clinically integrated teaching and learning of EBHC takes much time. Student learning needs to start in pre-clinical years with consolidation, application and assessment following in clinical years. Learning is supported through partnerships between various types of staff including the core EBHC team, clinical lecturers and clinicians working in the clinical setting. While full integration of EBHC learning into all clinical rotations is considered necessary, this was not always achieved. Critical success factors were pragmatism and readiness to use opportunities for engagement and including EBHC learning in the curriculum; patience; and a critical mass of the right teachers who have EBHC knowledge and skills and are confident in facilitating learning. Role modelling of EBHC within the clinical setting emerged as an important facilitator. The institutional context exerts an important influence; with faculty buy-in, endorsement by institutional leaders, and an EBHC-friendly culture, together with a supportive community of practice, all acting as key enablers. The most common challenges identified were lack of teaching time within the clinical curriculum, misconceptions about EBHC, resistance of staff, lack of confidence of tutors, lack of time, and negative role modelling. Conclusions Implementing clinically integrated EBHC curricula

STEM the Boredom: Engage Students in the Australian Curriculum Using ICT with Problem-Based Learning and Assessment

Science.gov (United States)

Newhouse, Christopher Paul

2017-02-01

The well-being of modern economies and societies is increasingly requiring citizens to possess capabilities in integrating knowledge and skills in science, technology, engineering and science to solve problems. However, by the end of schooling, the majority of Australian students show little interest in these discipline areas and have no plans to continue study or work in them; many refer to these disciplines as boring. Further, they typically have little experience in integrating knowledge and skills from these disciplines and/or in applying this to solve relevant problems. Therefore, there is a need to engage students with such learning experiences to develop their interest and capabilities, particularly during the early years of secondary schooling. This is not easy for teachers to respond to, but with the support of modern digital technologies and the new Australian curriculum, the potential is expanded and the challenge is more readily achievable. However, appropriate pedagogies need to be supported that include more authentic approaches to assessment. Learning activities need to support students to integrate knowledge and skills across discipline areas in tackling real problems, and this also needs to be reflected in how students are assessed. In this paper, I will draw on personal experience as a teacher, a review of recent literature, components of the Australian Curriculum, and findings from research projects associated with my University research centre, to argue for, and illustrate how, teachers can orchestrate powerful learning activities to promote an interdisciplinary approach to STEM.

Using historical perspective in designing discovery learning on Integral for undergraduate students

Science.gov (United States)

Abadi; Fiangga, S.

2018-01-01

In the course of Integral Calculus, to be able to calculate an integral of a given function is becoming the main idea in the teaching beside the ability in implementing the application of integral. The students tend to be unable to understand the conceptual idea of what is integration actually. One of the promising perspectives that can be used to invite students to discover the idea of integral is the History and Pedagogy Mathematics (HPM). The method of exhaustion and indivisible appear in the discussion on the early history of area measurement. This paper study will discuss the designed learning activities based on the method of exhaustion and indivisible in providing the undergraduate student’s discovery materials for integral using design research. The designed learning activities were conducted into design experiment that consists of three phases, i.e., preliminary, design experimental, and teaching experiment. The teaching experiment phase was conducted in two cycles for refinement purpose. The finding suggests that the implementation of the method of exhaustion and indivisible enable students to reinvent the idea of integral by using the concept of derivative.

Integrated assessment models of climate change. An incomplete overview

International Nuclear Information System (INIS)

Dowlatabadi, H.

1995-01-01

Integrated assessment is a trendy phrase that has recently entered the vocabulary of folks in Washington, DC and elsewhere. The novelty of the term in policy analysis and policy making circles belies the longevity of this approach in the sciences and past attempts at their application to policy issues. This paper is an attempt at providing an overview of integrated assessment with a special focus on policy motivated integrated assessments of climate change. The first section provides an introduction to integrated assessments in general, followed by a discussion of the bounds to the climate change issue. The next section is devoted to a taxonomy of the policy motivated models. Then the integrated assessment effort at Carnegie Mellon is described briefly. A perspective on the challenges ahead in successful representation of natural and social dynamics in integrated assessments of global climate change is presented in the final section. (Author)

Surgical education and adult learning: Integrating theory into practice [version 1; referees: 3 approved

Directory of Open Access Journals (Sweden)

Prem Rashid

2017-02-01

Full Text Available Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

Assessment of prior learning in vocational education and training

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Aarkrog, Vibe

’ knowledge, skills and competences during the students’ performances and the methods that the teachers apply in order to assess the students’ prior learning in relation to the regulations of the current VET-program. In particular the study focuses on how to assess not only the students’ explicated knowledge......The article deals about the results of a study of the assessment of prior learning among adult workers who want to obtain formal qualifications as skilled workers. The study contributes to developing methods for assessing prior learning including both the teachers’ ways of eliciting the students...... and skills but also their competences, i.e. the way the students use their skills and knowledge to perform in practice. Based on a description of the assessment procedures the article discusses central issues in relation to the assessment of prior learning. The empirical data have been obtained in the VET...

Integrated assessment models of global climate change

International Nuclear Information System (INIS)

Parson, E.A.; Fisher-Vanden, K.

1997-01-01

The authors review recent work in the integrated assessment modeling of global climate change. This field has grown rapidly since 1990. Integrated assessment models seek to combine knowledge from multiple disciplines in formal integrated representations; inform policy-making, structure knowledge, and prioritize key uncertainties; and advance knowledge of broad system linkages and feedbacks, particularly between socio-economic and bio-physical processes. They may combine simplified representations of the socio-economic determinants of greenhouse gas emissions, the atmosphere and oceans, impacts on human activities and ecosystems, and potential policies and responses. The authors summarize current projects, grouping them according to whether they emphasize the dynamics of emissions control and optimal policy-making, uncertainty, or spatial detail. They review the few significant insights that have been claimed from work to date and identify important challenges for integrated assessment modeling in its relationships to disciplinary knowledge and to broader assessment seeking to inform policy- and decision-making. 192 refs., 2 figs

Toward an Integrative Perspective on Social Learning in System Innovation Initiatives

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Pieter J. Beers

2016-03-01

Full Text Available Sustainability transitions go hand in hand with learning. Theories in the realm of sustainability sciences mostly concentrate on diversity and learning outcomes, whereas theories from the educational sciences mostly focus on learning as an interactive process. In this contribution, we aim to benefit from an integration of these perspectives in order to better understand how different interaction patterns contribute to learning. We studied STAP, an innovation initiative of Dutch greenhouse growers. The Dutch greenhouse sector is predominantly focused on production and efficiency, which causes problems for its future viability. STAP aimed to make the sector more market-oriented while at the same time increasing its societal acceptability (societally responsible innovation. To that end, STAP focused on the development of integrated value chains (primary production, sales, trade that can contribute to a transition towards a societally sensitive greenhouse sector. As action researchers, we collected extensive transcripts of meetings, interviews, and various other documents. We used an open coding strategy to identify different patterns of interaction and the learning outcomes produced by the initiative. We then linked the interaction patterns to the outcomes. Analysis suggests that seemingly negative attack-and-defend patterns of interaction certainly can result in substantial learning results, while seemingly positive synthetic interaction patterns, where participants strive to build on each other, can result in rather bland interaction without substantial outcomes. The results offer an empirical basis to our approach of linking learning interactions to learning outcomes, and it suggests that learning for sustainability can be enhanced by focusing on interaction patterns.

Integration of Inter-Organisational Learning with Supply Chain Management: A Literature Review

OpenAIRE

Masimuddin Mohd Khaled

2013-01-01

This paper subsidises to the discussion of inter-organisational learning. This study has a main aim which is to examine the inter-organisational learning from a supply chain perspective. The integration and importance of supply chain with inter-organisational learning till date is discussed. The steps that are involved in the consideration of inter-organisational learning are looked throughout with emphasis done to supply chain management. The paper studies the impact of absorptive capacity, ...

A Syllabus Design of College Integrated English Class in China----On the Integration of Task-based Teaching and Classroom-based Assessment

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Cui Zheng

2013-11-01

Full Text Available The national College English Curriculum Requirements in China focus on college students’ overall English ability, students’ self-learning ability and teachers’ objective assessment towards students as well. This paper thus designed a syllabus for college Integrated English class based on syllabus design standard by Nunan, task-based language teaching theory by Ellis and the classroom-based assessment theory by Gottlieb and Brown and Abeywickrama. Task-based teaching and classroom-based assessment both emphasize the importance of student-centered and student-involved tasks and the overall assessment of students’ performance. This syllabus thus combined these theories, designed tasks such as in-class quick shares, textbook lecturing, social interviews and reports, written reflections of each textbook article etc. and tries to assess students’ performance through both formative and summative ways such as peer and self assessment through the evaluating rubrics of these tasks, portfolios, and final examinations. The implementation will finally test the effectiveness and efficiency of this syllabus.

Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

Science.gov (United States)

Bringle, Robert G.

2017-01-01

This article proposes enhancing student learning through civic engagement by considering the advantages of integrating service-learning with study away, research, and internships and pre-professional courses into first-order, second-order, and third-order hybrid high-impact pedagogies. Service-learning contributes numerous attributes to the other…

Integrating Information and Communication Technology (ICT into University Teaching and Learning: A Case Study

Directory of Open Access Journals (Sweden)

Chan Yuen Fook

2009-06-01

Full Text Available Over the past decade the push for academics to develop competencies in the use of information and communication technologies (ICT in teaching and learning has increased. Within the Malaysian context unfortunately, until now there has not been a holistic and conclusive study on the integration of ICT in higher education. This exploratory study examined the integration of ICT among academics for the enhancement of university teaching and learning. A descriptivecorrelational research methodology that employed a survey questionnaire was used in this case study. The data was analyzed using means, standard deviation, t-test, ANOVA, and correlation. The findings indicated that the ICT facilities in the higher instituion left much to be desired and the usage of ICT in teaching among the academics was not at a satisfactory level. Even though a majority of the acdemics are aware of the many benefits of ICT there still exists academics who hold firm to the importance of face-to-face interaction and the didactic role of the instructors. The findings also revealed that the integration of ICT into the classroom focuses mainly on teaching and learning rather than the technical knowhow about computers themselves and how this technology helps support users to participate in the integration of ICT into teaching and learning. However, most of the respondents have shown a keen willingness to adopt ICT in their future teaching and learning processes once proper training and relevant technical support are provided. The findings, in general, can help lecturers, IT staff and university management to manage the integration of ICT in university teaching and learning in a more organized manner. The findings also would enable the faculty to be more responsive to the needs of staff and students to effectively address the critical problems related to the integration of technology into university teaching and learning in ways that are both contextualized and authentic.

Scaffolding Teachers Integrate Social Media into a Problem-Based Learning Approach?

Science.gov (United States)

Buus, Lillian

2012-01-01

At Aalborg University (AAU) we are known to work with problem-based learning (PBL) in a particular way designated "The Aalborg PBL model." In PBL the focus is on participant control, knowledge sharing, collaboration among participants, which makes it interesting to consider the integration of social media in the learning that takes…

THE INTEGRATION MODEL OF SYSTEMS OF DISTANCE AND OF TRADITIONAL MATHEMATICS LEARNING OF SENIOR PUPILS

OpenAIRE

Игорь Николаевич Макарьев

2013-01-01

In this article the author dwells on the content and structure of the model of integration of system of distance learning to mathematics of senior pupils and traditional paradigm of education. This kind of integration is based on such principles as independence, individualization, flexibility, nonlinearity, openness. Specifics of the methodological support of distance mathematics learning are also analyzed. Particularly the author asserts that the system of distance mathematics learning can t...

Classroom-Based Integration of Text-Messaging in Mathematics Teaching-Learning Process

Science.gov (United States)

Aunzo, Rodulfo T., Jr.

2017-01-01

A lot of teachers are complaining that students are "texting" inside the classroom even during class hours. With this, this research study "on students' perception before the integration and the students' attitude after the integration of text messaging inside the classroom during the mathematics teaching-learning process was…

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

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Boonyuen Saranya

2016-01-01

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

Philosophy of integrity assessment of engineering components

International Nuclear Information System (INIS)

Chaudhuri, Satyabrata

2008-01-01

Integrity assessment of engineering components in power plants and process industries has attracted global attention from the viewpoint of safety and economy for their optimum utilization. This paper describes some aspects of philosophy of component integrity such as life assessment technology, materials used and the factors limiting the serviceability of the components operating at high temperatures and pressures. Numerous investigations have been carried out all over the world to study changes in microstructure and material property due to prolonged service of the components to decide their further serviceability. This paper includes case studies on integrity assessment of service-exposed components carried out in our laboratory as well

Evaluation of an online interactive Diabetes Needs Assessment Tool (DNAT versus online self-directed learning: a randomised controlled trial

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Kellner Thomas

2011-06-01

Full Text Available Abstract Background Methods for the dissemination, understanding and implementation of clinical guidelines need to be examined for their effectiveness to help doctors integrate guidelines into practice. The objective of this randomised controlled trial was to evaluate the effectiveness of an interactive online Diabetes Needs Assessment Tool (DNAT (which constructs an e-learning curriculum based on individually identified knowledge gaps, compared with self-directed e-learning of diabetes guidelines. Methods Health professionals were randomised to a 4-month learning period and either given access to diabetes learning modules alone (control group or DNAT plus learning modules (intervention group. Participants completed knowledge tests before and after learning (primary outcome, and surveys to assess the acceptability of the learning and changes to clinical practice (secondary outcomes. Results Sixty four percent (677/1054 of participants completed both knowledge tests. The proportion of nurses (5.4% was too small for meaningful analysis so they were excluded. For the 650 doctors completing both tests, mean (SD knowledge scores increased from 47.4% (12.6 to 66.8% (11.5 [intervention group (n = 321, 64%] and 47.3% (12.9 to 67.8% (10.8 [control group (n = 329, 66%], (ANCOVA p = 0.186. Both groups were satisfied with the usability and usefulness of the learning materials. Seventy seven percent (218/284 of the intervention group reported combining the DNAT with the recommended reading materials was "very useful"/"useful". The majority in both groups (184/287, 64.1% intervention group and 206/299, 68.9% control group [95% CI for the difference (-2.8 to 12.4] reported integrating the learning into their clinical practice. Conclusions Both groups experienced a similar and significant improvement in knowledge. The learning materials were acceptable and participants incorporated the acquired knowledge into practice. Trial registration ISRCTN: ISRCTN67215088

Advanced Level Biology Teachers' Attitudes towards Assessment and Their Engagement in Assessment for Learning

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Bramwell-Lalor, Sharon; Rainford, Marcia

2015-01-01

This paper reports on a Mixed Methods study involving an investigation into the attitudes of advanced level biology teachers towards assessment and describes the teachers' experiences while being engaged in Assessment for Learning (AfL) practices such as sharing of learning objectives and peer- and self-assessment. Quantitative data were collected…

Integrating Research, Teaching and Learning: Preparing the Future National STEM Faculty

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Hooper, E. J.; Pfund, C.; Mathieu, R.

2010-08-01

A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very successful, having served over 1500 UW-Madison instructors from graduate

The effects of neurologic assessment E-learning in nurses.

Science.gov (United States)

Shin, Ji Yeon; Issenberg, S Barry; Roh, Young Sook

2017-10-01

A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. This study used a non-equivalent control group pretest-posttest design. Nurses working in the neurology and neurosurgery wards, Republic of Korea PARTICIPANTS: A convenience sample of 50 nurses was assigned to either the experimental group (n=24) or the control group (n=26). The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. There were no significant differences in knowledge (U=270, p=0.399) and self-confidence (U=241.5, p=0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U=199, p=0.028). Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Factors Affecting the Integration of Information Literacy in the Teaching and Learning Processes of General Education Courses

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Therdsak Maitaouthong

2011-11-01

Full Text Available This article presents the factors affecting the integration of information literacy in the teaching and learning processes of general education courses at an undergraduate level, where information literacy is used as a tool in the student-centered teaching approach. The research was divided into two phases: (1 The study of factors affecting at a policy level – a qualitative research method conducted through an in-depth interview of the vice president for academic affairs and the Director of the General Education Management Center, and (2 The survey of factors affecting in the teaching and learning processes, which is concluded through the questioning of lecturers of general education courses, and librarians. The qualitative data was analyzed on content, and the quantitative data was analyzed through the use of descriptive statistics, weight of score prioritization and percentage. Two major categories were found to have an impact on integrating information literacy in the teaching and learning of general education courses at an undergraduate level. (1 Six factors at a policy level, namely, institutional policy, administrative structure and system, administrators’ roles, resources and infrastructures, learning resources and supporting programs, and teacher evaluation and development. (2 There are eleven instructional factors: roles of lecturers, roles of librarians, roles of learners, knowledge and understanding of information literacy of lecturers and librarians, cooperation between librarians and lecturers, learning outcomes, teaching plans, teaching methods, teaching activities, teaching aids, and student assessment and evaluation.

Vertical Integration in Teaching And Learning (VITAL): an approach to medical education in general practice.

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Dick, Marie-Louise B; King, David B; Mitchell, Geoffrey K; Kelly, Glynn D; Buckley, John F; Garside, Susan J

2007-07-16

There is increasing demand to provide clinical and teaching experiences in the general practice setting. Vertical integration in teaching and learning, whereby teaching and learning roles are shared across all learner stages, has the potential to decrease time demands and stress on general practitioners, to provide teaching skills and experience to GP registrars, and to improve the learning experience for medical students, and may also help meet the increased demand for teaching in general practice. We consider potential advantages and barriers to vertical integration of teaching in general practice, and provide results of focus group discussions with general practice principals and registrars about vertical integration. We recommend further research into the feasibility of using vertical integration to enhance the capacity to teach medical students in general practice.

Integrating Global Learning into a Psychology Course Using an Online Platform

Science.gov (United States)

Forden, Carie L.; Carrillo, Amy M.

2014-01-01

There is a demand for the integration of global learning/diversity across the curriculum. A series of cross-cultural assignments was created to facilitate global learning in two social psychology classes, one in Egypt, and one in the USA. In these assignments, students collected data and applied course concepts to real-life problems, then…

Self-Assessment of Schools and Teachers as a Road to Transforming Schools from Teaching to Learning Organisations

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Franz, Hans-Werner

2012-01-01

This article explores the manner in which self-assessment in schools can play an integral role in the transformation of schools into learning organisations. The perspective adopted is based upon European experiences and describes and analyses the sociological constructs and bases supporting the process of transformation. (Contains 6 notes and 2…

Statistical assessment of the learning curves of health technologies.

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Ramsay, C R; Grant, A M; Wallace, S A; Garthwaite, P H; Monk, A F; Russell, I T

2001-01-01

(1) To describe systematically studies that directly assessed the learning curve effect of health technologies. (2) Systematically to identify 'novel' statistical techniques applied to learning curve data in other fields, such as psychology and manufacturing. (3) To test these statistical techniques in data sets from studies of varying designs to assess health technologies in which learning curve effects are known to exist. METHODS - STUDY SELECTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): For a study to be included, it had to include a formal analysis of the learning curve of a health technology using a graphical, tabular or statistical technique. METHODS - STUDY SELECTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): For a study to be included, it had to include a formal assessment of a learning curve using a statistical technique that had not been identified in the previous search. METHODS - DATA SOURCES: Six clinical and 16 non-clinical biomedical databases were searched. A limited amount of handsearching and scanning of reference lists was also undertaken. METHODS - DATA EXTRACTION (HEALTH TECHNOLOGY ASSESSMENT LITERATURE REVIEW): A number of study characteristics were abstracted from the papers such as study design, study size, number of operators and the statistical method used. METHODS - DATA EXTRACTION (NON-HEALTH TECHNOLOGY ASSESSMENT LITERATURE SEARCH): The new statistical techniques identified were categorised into four subgroups of increasing complexity: exploratory data analysis; simple series data analysis; complex data structure analysis, generic techniques. METHODS - TESTING OF STATISTICAL METHODS: Some of the statistical methods identified in the systematic searches for single (simple) operator series data and for multiple (complex) operator series data were illustrated and explored using three data sets. The first was a case series of 190 consecutive laparoscopic fundoplication procedures performed by a single surgeon; the second

Unpacking the Learning-Work Nexus: "Priming" as Lever for High-Quality Learning Outcomes in Work-Integrated Learning Curricula

Science.gov (United States)

Smith, Calvin; Worsfold, Kate

2015-01-01

This paper describes the impacts of work-integrated learning (WIL) curriculum components on general employability skills--professional work-readiness, self-efficacy and team skills. Regression analyses emphasise the importance of the "authenticity" of WIL placements for the development of these generic outcomes. Other curricula factors…

A Regional Integrated Virtual Learning Environment: The AOU's Experience

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Said Hammad

2004-02-01

Full Text Available In this paper we propose to construct a Regional Integrated Virtual Learning Environment (RIVLE for the Arab Open University (AOU. AOU is a new nonprofit learning institution with branches in six Arab countries and more branches scheduled to open in the near future. The university adopts an open learning methodology. We describe the major elements of the RIVLE and their interaction. We present a generic interface between the RIVLE and the Student Information System (SIS. We focus on the characteristics of the pedagogical model in the Arab Open University context and explain why RIVLE would be a perfect fit for this model. We argue that the potential benefits of a RIVLE are realized in such a setting. We also study the possibility of extending the RIVLE to existing learning institutions in the region.

Educational integrating projects as a method of interactive learning

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Иван Николаевич Куринин

2013-12-01

Full Text Available The article describes a method of interactive learning based on educational integrating projects. Some examples of content of such projects for the disciplines related to the study of information and Internet technologies and their application in management are presented.

A METHODOLOGICAL MODEL FOR INTEGRATING CHARACTER WITHIN CONTENT AND LANGUAGE INTEGRATED LEARNING IN SOCIOLOGY OF RELIGION

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Moh Yasir Alimi

2014-02-01

Full Text Available AbstractIn this article, I describe a methodological model I used in a experimental study on how to integrate character within the practice of Content and Language Integrated Learning (CLIL at the higher education Indonesia.This research can be added to research about character education and CLIL in tertiary education, giving nuances to the practice of CLIL so far predominantly a practice in primary and secondary schools.The research was conducted in Semarang State University, in the Department of Sociology and Anthropology, in Sociology of Religion bilingual class. The research indicates that the integration of character within CLIL enrich the perspective of CLIL by strengthening the use of CLIL for intellectual growth and moral development. On the other side, the use of CLIL with character education gives methods and perspectives to the practice of character education which so far only emphasise contents reforms without learning methods reforms. The research also reveals that the weakness of CLIL in using text for classroom learning can be overcome by the use of specific reading and writing strategies. I develop a practical text strategy which can be effectively used in highly conceptual subject such as sociology of religion. AbstrakArtikel ini bertujuan untuk mendeskripsikan model metodologis yang saya pakai untuk mengintegrasikannya karakter dalam Content and Language Integrated Learning (CLIL pada pendidikan tinggi di Indonesia. Penelitian ini memperkaya penelitian mengenai pendidikan karakter dan penerapan CLIL di perguruan tinggi, selama ini penelitian semacam itu hanya biasa di level lebih rendah. Penelitian dilakukan di Universitas Negeri Semarang, pada kelas bilingual yang diikuti 25 mahasiswa, dan diujikan pada mata kuliah Sosiologi Agama. Pelajaran dari penelitian ini adalah integrasi karakter dalam CLIL dapat memperkaya CLIL. Sebaliknya penggunaan CLIL untuk mendidikkan karakter di kelas bilingual mampu menjawab berbagai tantangan

Integrated Spreadsheets as Learning Environments for Young Children

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Sergei Abramovich

2014-01-01

Full Text Available This classroom note shares experience of using spreadsheets with a group of 2nd grade students. The main feature of the learning environments that made effective the integration of technology and grade appropriate mathematics is the use of images of modern tools such as the Nintendo DC, the Play Station Portable, and the iPhone. The idea is illustrated by presenting a number of worksheets of so modified spreadsheets called integrated spreadsheets. The authors suggest using spreadsheets in that way offers an attractive interface for young students and enhances significantly their on-task behavior.

An approach for integrating toxicogenomic data in risk assessment: The dibutyl phthalate case study

Energy Technology Data Exchange (ETDEWEB)

Euling, Susan Y., E-mail: euling.susan@epa.gov [National Center for Environmental Assessment, Office of Research and Development, U.S. Environmental Protection Agency, Washington, DC (United States); Thompson, Chad M. [ToxStrategies, Inc., 23501 Cinco Ranch Blvd., Suite G265, Katy, TX 77494 (United States); Chiu, Weihsueh A. [National Center for Environmental Assessment, Office of Research and Development, U.S. Environmental Protection Agency, Washington, DC (United States); Benson, Robert [U.S. Environmental Protection Agency, Region 8, Mail code 8P-W, 1595 Wynkoop Street, Denver, CO 80202 (United States)

2013-09-15

An approach for evaluating and integrating genomic data in chemical risk assessment was developed based on the lessons learned from performing a case study for the chemical dibutyl phthalate. A case study prototype approach was first developed in accordance with EPA guidance and recommendations of the scientific community. Dibutyl phthalate (DBP) was selected for the case study exercise. The scoping phase of the dibutyl phthalate case study was conducted by considering the available DBP genomic data, taken together with the entire data set, for whether they could inform various risk assessment aspects, such as toxicodynamics, toxicokinetics, and dose–response. A description of weighing the available dibutyl phthalate data set for utility in risk assessment provides an example for considering genomic data for future chemical assessments. As a result of conducting the scoping process, two questions—Do the DBP toxicogenomic data inform 1) the mechanisms or modes of action?, and 2) the interspecies differences in toxicodynamics?—were selected to focus the case study exercise. Principles of the general approach include considering the genomics data in conjunction with all other data to determine their ability to inform the various qualitative and/or quantitative aspects of risk assessment, and evaluating the relationship between the available genomic and toxicity outcome data with respect to study comparability and phenotypic anchoring. Based on experience from the DBP case study, recommendations and a general approach for integrating genomic data in chemical assessment were developed to advance the broader effort to utilize 21st century data in risk assessment. - Highlights: • Performed DBP case study for integrating genomic data in risk assessment • Present approach for considering genomic data in chemical risk assessment • Present recommendations for use of genomic data in chemical risk assessment.

Using evidence-integrated e-learning to enhance case management continuing education for psychiatric nurses: a randomised controlled trial with follow-up.

Science.gov (United States)

Liu, Wen-I; Rong, Jiin-Ru; Liu, Chieh-Yu

2014-11-01

E-learning is a flexible strategy to improve nurses' knowledge of case management, but there are methodological limitations in previous research into the effectiveness of such programs. To describe the development and effectiveness of an evidence-integrated e-learning program in case management continuing education for Taiwanese psychiatric nurses. Multiple methods were adopted to develop the program and a randomised controlled trial with repeated measures was employed to evaluate it. The e-learning program was developed in four stages: (1) systematic review of literature; (2) needs assessment through a national survey and focus group; (3) development of learning materials; and (4) pilot test. Following program development, psychiatric nurses were recruited and randomly allocated into an experimental or comparison group. The experimental group participated in an e-learning continuing education program. The case management knowledge index with sufficient reliability and validity and a satisfaction survey were used to determine the outcomes. A generalised estimating equation was used to assess the difference between the 2 groups before, after, and at 3 months follow-up. The learning material comprised 5 simulated learning modules, self-assessment questions, learning cases, sharing experiences, and learning resources. A total of 200 participants completed the 3 measurements. Knowledge scores in the experimental group significantly exceeded those in the comparison group after the program and at the 3-month follow-up. Participants reported positive learning perceptions. The program provides an evidence-based educational resource for nursing continuing education in case management. Copyright © 2014 Elsevier Ltd. All rights reserved.

Integrating Literature with Craft in a Learning Process with Creative Elements

Science.gov (United States)

Aerila, Juli-Anna; Rönkkö, Marja-Leena

2015-01-01

Art-related learning should be the central way of doing and playing in preschool, because the high quality of art-related education has a positive effect on children's well-being, identity development, and creative thinking. In our study we tested an integrated learning process where reading literature and telling stories is combined with the…

Integration of Andragogy into Preceptorship

Science.gov (United States)

Leigh, Katherine; Whitted, Kelli; Hamilton, Bernita

2015-01-01

Return of registered nurses to school dictates that mobility programs integrate principles and design elements of adult learning theory. The Decisional Matrix for Preceptorship Experiences (DMPE) was designed to support mutual needs assessment and identification of individualized clinical learning activities. Using the Andragogy in Practice…

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

Science.gov (United States)

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

2015-08-26

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

A case Study of Work-Integrated Learning

Directory of Open Access Journals (Sweden)

Kerstin Grundén

2004-10-01

Full Text Available An evaluation study of work-integrated e-learning in the county administration of Sweden is reported and discussed. A web-based prototype (Diabas for in-house education dealing with the official registers, was developed and tested. The MOA-L model was used as a frame of reference for the evaluation study. In the model especially the consequences for the work situation, the work process and the quality of the service to the client was focussed. The present situation as well as the situation after the learners had passed the course was studied and compared. The initial analysis of the present situation regarding these aspects was seen as very important for the development process of the course. Similarities between the development of work-integrated learning courses and traditional system development work was analysed and discussed. Cultural aspects and management policies were seen as very important in order to motivate the learners to attend the course. The learners were on the whole satisfied with the pilot course. The flexible forms for the course was seen as important. The work situation and the work flow need to be adapted in order to facilitate the use of the new knowledge after the course.

Assessing College-Level Learning Difficulties and "At Riskness" for Learning Disabilities and ADHD: Development and Validation of the Learning Difficulties Assessment

Science.gov (United States)

Kane, Steven T.; Walker, John H.; Schmidt, George R.

2011-01-01

This article describes the development and validation of the "Learning Difficulties Assessment" (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to…

Neurons with two sites of synaptic integration learn invariant representations.

Science.gov (United States)

Körding, K P; König, P

2001-12-01

Neurons in mammalian cerebral cortex combine specific responses with respect to some stimulus features with invariant responses to other stimulus features. For example, in primary visual cortex, complex cells code for orientation of a contour but ignore its position to a certain degree. In higher areas, such as the inferotemporal cortex, translation-invariant, rotation-invariant, and even view point-invariant responses can be observed. Such properties are of obvious interest to artificial systems performing tasks like pattern recognition. It remains to be resolved how such response properties develop in biological systems. Here we present an unsupervised learning rule that addresses this problem. It is based on a neuron model with two sites of synaptic integration, allowing qualitatively different effects of input to basal and apical dendritic trees, respectively. Without supervision, the system learns to extract invariance properties using temporal or spatial continuity of stimuli. Furthermore, top-down information can be smoothly integrated in the same framework. Thus, this model lends a physiological implementation to approaches of unsupervised learning of invariant-response properties.

Integrating Appreciative Inquiry (AI into architectural pedagogy: An assessment experiment of three retrofitted buildings in the city of Glasgow

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Ashraf M. Salama

2017-06-01

Full Text Available Recently there has been a growing trend to encourage learning outside the classrooms, so-called ‘universities without walls.’ To this end, mechanisms for learning beyond the boundaries of classroom settings can provide enhanced and challenging learning opportunities. This paper introduces Appreciative Inquiry (AI as a mechanism that integrates various forms of inquiry into learning. AI is operationalized as a Walking Tour assessment project which was introduced as part of the class Cultural and Behavioural Factors in Architecture and Urbanism delivered at the Department of Architecture, University of Strathclyde – Glasgow where thirty-two Master of Architecture students were enrolled. The Walking Tour assessment involved the exploration of 6 factors that delineate key design characteristics in three retrofitted buildings in Glasgow: Theatre Royal, Reid Building, and The Lighthouse. Working in groups, students assessed factors that included context, massing, interface, wayfinding, socio-spatial, and comfort. Findings reveal that students were able to focus on critical issues that go beyond those adopted in traditional teaching practices while accentuating the value of introducing AI and utilizing the built environment as an educational medium. Conclusions are drawn to emphasize the need for structured learning experiences that enable making judgments about building qualities while effectively interrogating various characteristics.

Triangular model integrating clinical teaching and assessment

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Abdelaziz A

2014-03-01

Full Text Available Adel Abdelaziz,1,2 Emad Koshak3 1Medical Education Development Unit, Faculty of Medicine, Al Baha University, Al Baha, Saudi Arabia; 2Medical Education Department, Faculty of Medicine, Suez Canal University, Egypt; 3Dean and Internal Medicine Department, Faculty of Medicine, Al Baha University, Al Baha, Saudi Arabia Abstract: Structuring clinical teaching is a challenge facing medical education curriculum designers. A variety of instructional methods on different domains of learning are indicated to accommodate different learning styles. Conventional methods of clinical teaching, like training in ambulatory care settings, are prone to the factor of coincidence in having varieties of patient presentations. Accordingly, alternative methods of instruction are indicated to compensate for the deficiencies of these conventional methods. This paper presents an initiative that can be used to design a checklist as a blueprint to guide appropriate selection and implementation of teaching/learning and assessment methods in each of the educational courses and modules based on educational objectives. Three categories of instructional methods were identified, and within each a variety of methods were included. These categories are classroom-type settings, health services-based settings, and community service-based settings. Such categories have framed our triangular model of clinical teaching and assessment. Keywords: curriculum development, teaching, learning, assessment, apprenticeship, community-based settings, health service-based settings

High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

OpenAIRE

Enrique Palou; Lourdes Gazca; Juan Antonio Díaz García; José Andrés Rojas Lobato; Luis Geraldo Guerrero Ojeda; José Francisco Tamborero Arnal; María Teresa Jiménez Munguía; Aurelio López-Malo; Juan Manuel Garibay

2012-01-01

A team of several faculty members and graduate students at Universidad de las Amricas Puebla is improving engineering design teaching and learning by creating richer learning environments that promote an interactive classroom while integrating formative assessment into classroom practices by means of Tablet PCs and associated technologies. Learning environments that are knowledge-, learner-, community-, and assessment-centered as highlighted by the How People Learn framework, have been devel...

Mobile Apps to Support and Assess Foreign Language Learning

Science.gov (United States)

Berns, Anke; Palomo-Duarte, Manuel; Dodero, Juan Manuel; Ruiz-Ladrón, Juan Miguel; Márquez, Andrea Calderón

2015-01-01

In the last two decades there have been many attempts to integrate all kinds of mobile devices and apps to support formal as well as informal learning processes. However, most of the available apps still support mainly individual learning, using mobile devices to deliver content rather than providing learners with the opportunity to interact with…

Evaluating the Impact of Wikis on Student Learning Outcomes: An Integrative Review.

Science.gov (United States)

Trocky, Nina M; Buckley, Kathleen M

2016-01-01

Although wikis appear to have been reported as effective tools for educators, uncertainty exists as to their effectiveness in achieving student learning outcomes. The aim of this integrative review was to examine the current evidence on the impact of wikis on student learning in courses requiring collaborative or co-developed assignments or activities. The authors searched several electronic databases for relevant articles and used R. Whittemore and K. Knafl's (2005) integrative review method to analyze and synthesize the evidence. Twenty-five articles met the selection criteria for this review, and four major themes for wiki use were identified: (a) writing skills, (b) collaboration, (c) knowledge acquisition, and (d) centralized repository. Although wikis have been found useful in improving student learning outcomes and hold great potential as an instructional strategy to aid students in learning various skills and gaining new knowledge, more research is needed on their effectiveness, especially in the area of nursing education. Copyright © 2016 Elsevier Inc. All rights reserved.

A basic framework for integrating social and collaborative applications into learning environments

NARCIS (Netherlands)

Moghnieh, Ayman; Blat, Josep

2009-01-01

Moghnieh, A., & Blat, J. (2009). A basic framework for integrating social and collaborative applications into learning environments. Proceedings of the first conference on Research, Reflection, and Innovations in Integrating ICT in Education: Vol. 2 (pp. 1057-1061). April, 22-24, 2009, Lisbon,

E-learning enables parents to assess an infantile hemangioma.

Science.gov (United States)

de Graaf, Marlies; Knol, Mirjam J; Totté, Joan E E; van Os-Medendorp, Harmieke; Breugem, Corstiaan C; Pasmans, Suzanne G M A

2014-05-01

Infantile hemangiomas (IH) at risk for complications need to be recognized early. We sought to determine if parents are able to assess, after e-learning, whether their child has an IH, is at risk for complications, and needs to be seen (urgently) by a specialist. This was a prospective study of 158 parents participating in an IH e-learning module. Parents were asked to assess their child's skin abnormality. A dermatologist answered the same questions (by e-consult). The 2 assessments were compared. Parents showed a 96% concordance with the dermatologist for correct diagnosis after e-learning. Concordances were 79%, 75%, and 84% (P e-learning module. E-learning by parents could result in earlier presentation and treatment of high-risk IH. Copyright © 2014 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

Neuronal integration of dynamic sources: Bayesian learning and Bayesian inference.

Science.gov (United States)

Siegelmann, Hava T; Holzman, Lars E

2010-09-01

One of the brain's most basic functions is integrating sensory data from diverse sources. This ability causes us to question whether the neural system is computationally capable of intelligently integrating data, not only when sources have known, fixed relative dependencies but also when it must determine such relative weightings based on dynamic conditions, and then use these learned weightings to accurately infer information about the world. We suggest that the brain is, in fact, fully capable of computing this parallel task in a single network and describe a neural inspired circuit with this property. Our implementation suggests the possibility that evidence learning requires a more complex organization of the network than was previously assumed, where neurons have different specialties, whose emergence brings the desired adaptivity seen in human online inference.

Professional training in physiotherapy: barriers to the diversification of practical learning scenarios and for teaching-service integration

Directory of Open Access Journals (Sweden)

Ana Paula Maihack Gauer

2018-06-01

Full Text Available Abstract Introduction: Professional training in health, at present, aims to develop competencies and skills for a performance according the principles of the Unified Health System (SUS, in Portuguese. In this sense, the Ministries of Health and Education have set up devices for training reorientation that prioritize teaching-service integration and diversification of learning scenarios. Objective: To describe barriers to the diversification of practical learning scenarios and for teaching-service integration in a physiotherapy course from the perspective of teachers and students. Methods: This is a qualitative research developed according to the case study method, with the participation of 16 students and 11 teachers-physiotherapists. During the data collection three focus groups were established, two with students and one with professors, besides individual interviews with both the course coordinator and the pedagogical articulator of the National Program for the Reorientation of Professional Health Training of the assessed course. Data were analyzed through thematic content analysis. Results: Among the identified barriers there are students’ low participation in public health services; saturation of public health services for students to carry out practical activities; low number of physiotherapists in Primary Care; indirect relationship of Clinical School with SUS. Conclusion: In order to improve the teaching-service interaction and to diversify the learning scenarios it is necessary to prioritize an integrated planning of actions to overcome identified barriers, including the participation of both the university managers and health services.

Integrated approach to e-learning enhanced both subjective and objective knowledge of aEEG in a neonatal intensive care unit.

Science.gov (United States)

Poon, W B; Tagamolila, V; Toh, Y P; Cheng, Z R

2015-03-01

Various meta-analyses have shown that e-learning is as effective as traditional methods of continuing professional education. However, there are some disadvantages to e-learning, such as possible technical problems, the need for greater self-discipline, cost involved in developing programmes and limited direct interaction. Currently, most strategies for teaching amplitude-integrated electroencephalography (aEEG) in neonatal intensive care units (NICUs) worldwide depend on traditional teaching methods. We implemented a programme that utilised an integrated approach to e-learning. The programme consisted of three sessions of supervised protected time e-learning in an NICU. The objective and subjective effectiveness of the approach was assessed through surveys administered to participants before and after the programme. A total of 37 NICU staff (32 nurses and 5 doctors) participated in the study. 93.1% of the participants appreciated the need to acquire knowledge of aEEG. We also saw a statistically significant improvement in the subjective knowledge score (p = 0.041) of the participants. The passing rates for identifying abnormal aEEG tracings (defined as ≥ 3 correct answers out of 5) also showed a statistically significant improvement (from 13.6% to 81.8%, p e-learning can help improve subjective and objective knowledge of aEEG.

Structural integrity assessment of piping components

International Nuclear Information System (INIS)

Kushwaha, H.S.; Chattopadhyay, J.

2008-01-01

Integrity assessment of piping components is very essential for safe and reliable operation of power plants. Over the last several decades, considerable work has been done throughout the world to develop a methodology for integrity assessment of pipes and elbows, appropriate for the material involved. However, there is scope of further development/improvement of issues, particularly for pipe bends, that are important for accurate integrity assessment of piping. Considering this aspect, a comprehensive Component Integrity Test Program was initiated in 1998 at Bhabha Atomic Research Centre (BARC), India. In this program, both theoretical and experimental investigations were undertaken to address various issues related to the integrity assessment of pipes and elbows. Under the experimental investigations, fracture mechanics tests have been conducted on pipes and elbows of 200-400 mm nominal bore (NB) diameter with various crack configurations and sizes under different loading conditions. Tests on small tensile and three point bend specimens, machined from the tested pipes, have also been done to evaluate the actual stress-strain and fracture resistance properties of pipe/elbow material. The load-deflection curve and crack initiation loads predicted by non-linear finite element analysis matched well with the experimental results. The theoretical collapse moments of throughwall circumferentially cracked elbows, predicted by the recently developed equations, are found to be closer to the test data compared to the other existing equations. The role of stress triaxialities ahead of crack tip is also shown in the transferability of J-Resistance curve from specimen to component. The cyclic loading and system compliance effect on the load carrying capacity of piping components are investigated and new recommendations are made. (author)

Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains

NARCIS (Netherlands)

Tamara van Gog; Desirée Joosten-ten Brinke; F. J. Prins; Dominique Sluijsmans

2010-01-01

This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (i.e., assessment for learning) that center on

Experimental Device for Learning of Logical Circuit Design using Integrated Circuits

OpenAIRE

石橋, 孝昭

2012-01-01

This paper presents an experimental device for learning of logical circuit design using integrated circuits and breadboards. The experimental device can be made at a low cost and can be used for many subjects such as logical circuits, computer engineering, basic electricity, electrical circuits and electronic circuits. The proposed device is effective to learn the logical circuits than the usual lecture.

Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration

Science.gov (United States)

Christensen, Rhonda; Knezek, Gerald

2016-01-01

Mobile learning readiness as a new aspect of technology integration for classroom teachers is confirmed through the findings of this study to be significantly aligned with well-established measures based on older information technologies. The Mobile Learning Readiness Survey (MLRS) generally exhibits the desirable properties of step-wise increases…

Students' Reflections on Industry Placement: Comparing Four Undergraduate Work-Integrated Learning Streams

Science.gov (United States)

Hughes, Karen; Mylonas, Aliisa; Benckendorff, Pierre

2013-01-01

This paper compares four work-integrated learning (WIL) streams embedded in a professional Development course for tourism, hospitality and event management students. Leximancer was used to analyze key themes emerging from reflective portfolios completed by the 137 students in the course. Results highlight that student learning outcomes and…

The Integrative Principle: Higher Education and Work-Based Learning in the UK.

Science.gov (United States)

Saunders, Murray

1995-01-01

The United Kingdom's developing policy to integrate higher education curriculum and the demands of the workplace is explored, particularly in the context of undergraduate and graduate programs based on learning within the workplace. The policy itself, the relationship between work-based learning and conventional college instruction, and validation…

Roma Empowerment and Social Inclusion Through Work-Integrated Learning

DEFF Research Database (Denmark)

Eklund Karlsson, Leena; Crondahl, Kristine

2015-01-01

The basis for this article was a health promotion program based on participatory action research and work-integrated learning (WIL). Seven Roma people were employed and trained to work as local coordinators to empower the local Roma community by strengthening their participation in society and th...

Chemistry teachers’ understanding of science process skills in relation of science process skills assessment in chemistry learning

Science.gov (United States)

Hikmah, N.; Yamtinah, S.; Ashadi; Indriyanti, N. Y.

2018-05-01

A Science process skill (SPS) is a fundamental scientific method to achieve good knowledge. SPS can be categorized into two levels: basic and integrated. Learning SPS helps children to grow as individuals who can access knowledge and know how to acquire it. The primary outcomes of the scientific process in learning are the application of scientific processes, scientific reasoning, accurate knowledge, problem-solving, and understanding of the relationship between science, technology, society, and everyday life’s events. Teachers’ understanding of SPS is central to the application of SPS in a learning process. Following this point, this study aims to investigate the high school chemistry teachers’ understanding of SPS pertains to their assessment of SPS in chemistry learning. The understanding of SPS is measured from the conceptual and operational aspects of SPS. This research uses qualitative analysis method, and the sample consists of eight chemistry teachers selected by random sampling. A semi-structured interview procedure is used to collect the data. The result of the analysis shows that teachers’ conceptual and operational understanding of SPS is weak. It affects the accuracy and appropriateness of the teacher’s selection of SPS assessment in chemistry learning.

Pipeline integrity management in an urban environment supported by an External Corrosion Direct Assessment (ECDA) application

Energy Technology Data Exchange (ETDEWEB)

Dus, Pedro Luiz; Valente, Antonio Carlos Rodrigues [Companhia de Gas de Sao Paulo (COMGAS), Sao Paulo, SP (Brazil); Valdes, Alberto [GE Oil and Gas-PII Pipeline Solutions, Houston, TX (United States)

2009-07-01

COMGAS is the largest natural gas distributing company in Brazil, having more than 700,000 costumers. Gas delivery to this customer base is achieved through a network of high-pressure steel pipelines (17 and 35 bar) with around 1,100 km (690 miles) in length, the majority operating inside urban areas. The Integrity Management of this network is a particularly difficult task since neither pigging nor hydrostatic testing can be used to inspect the existing pipelines. Direct Assessment (DA) is the only assessment technique available at the moment. As an initial stage COMGAS has implemented an innovative project called SIA (Sistema de Integridade de Ativos). SIA combines functionality targeted for guiding and implementing an External Corrosion Assessment (ECDA) procedure, with full data alignment and integration, corporate policies on safety and dedicated reporting capabilities. Seamless interaction between SIA and the existing Operations GIS system was a key specification requirement for the construction of the system. This paper describes the lessons learned during the implementation of the ECDA module of the SIA, the first application experiences of the ECDA process with the support of the module and the initial benefits obtained from the use of the new Integrity Management System. (author)

Integration of leadership training into a problem/case-based learning program for first- and second-year medical students.

Science.gov (United States)

Ginzburg, Samara B; Deutsch, Susan; Bellissimo, Jaclyn; Elkowitz, David E; Stern, Joel Nh; Lucito, Robert

2018-01-01

The evolution of health care systems in response to societal and financial pressures has changed care delivery models, which presents new challenges for physicians. Leadership training is increasingly being recognized as an essential component of medical education training to prepare physicians to meet these needs. Unfortunately, most medical schools do not include leadership training. It has been suggested that a longitudinal and integrated approach to leadership training should be sought. We hypothesized that integration of leadership training into our hybrid problem-based learning (PBL)/case-based learning (CBL) program, Patient-Centered Explorations in Active Reasoning, Learning and Synthesis (PEARLS), would be an effective way for medical students to develop leadership skills without the addition of curricular time. We designed a unique leadership program in PEARLS in which 98 medical students participated during each of their six courses throughout the first 2 years of school. A program director and trained faculty facilitators educated students and coached them on leadership development throughout this time. Students were assessed by their facilitator at the end of every course on development of leadership skills related to teamwork, meaningful self-assessment, process improvement, and thinking outside the box. Students consistently improved their performance from the first to the final course in all four leadership parameters evaluated. The skills that demonstrated the greatest change were those pertaining to thinking outside the box and process improvement. Incorporation of a longitudinal and integrated approach to leadership training into an existing PBL/CBL program is an effective way for medical students to improve their leadership skills without the addition of curricular time. These results offer a new, time-efficient option for leadership development in schools with existing PBL/CBL programs.

Integrating Learning Services in the Cloud: An Approach That Benefits Both Systems and Learning

Science.gov (United States)

Gutiérrez-Carreón, Gustavo; Daradoumis, Thanasis; Jorba, Josep

2015-01-01

Currently there is an increasing trend to implement functionalities that allow for the development of applications based on Cloud computing. In education there are high expectations for Learning Management Systems since they can be powerful tools to foster more effective collaboration within a virtual classroom. Tools can also be integrated with…

Model Integrated Problem Solving Based Learning pada Perkuliahan Dasar-dasar Kimia Analitik

Directory of Open Access Journals (Sweden)

Indarini Dwi Pursitasari

2013-07-01

Full Text Available Abstract: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questionnaire on the students’opinions on the use of IPSBL model. The quantitative data were analyzed using t-test and one-way ANOVA, and the qualitative data were analyzed by counting the percentage. The results of the study show that the implementation of IPSBL model increased the problem solving skills and cognitive ability of the pre-service teachers . The model was also responded positively by the research subjects. Abstrak: Model Integrated Problem Solving Based learning pada Perkuliahan Dasar-dasar Kimia Analitik. Penelitian ini bertujuan menentukan pengaruh model Integrated Problem Solving Based Learning(IPSBL terhadap peningkatan kemampuan problem solving dan kemampuan kognitif mahasiswa calon guru. Subjek penelitian terdiri dari 21 mahasiswa kelas eksperimen dan 20 mahasiswa kelas kontrol. Data dikumpulkan menggunakan tes kemampuan problem solving, tes kemampuan kognitif, dan angket untuk menjaring pendapat mahasiswa terhadap penggunaan model IPSBL . Data kuantitatif dianalisis denga n uji- t dan Anava dengan bantuan program SPSS 16.0. Data kualitatif dihitung persentasenya. Hasil penelitian menunjukkan bahwa model IPSBL dapat meningkatkan kemampuan problem solving dan kemampuan kognitif serta mendapat tanggapan yang positif dari mahasiswa.

Self, Others and Society: A Case Study of University Integrative Learning

Science.gov (United States)

Booth, Alan; McLean, Monica; Walker, Melanie

2009-01-01

There is currently an over-emphasis on the economic aims of higher education at the expense of the aims of personal and social transformation. This article proposes a specific approach to integrating educational aims. It draws on the works of Jurgen Habermas and Martha Nussbaum to conceptualise integrative learning as a simultaneous focus on self,…

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

Science.gov (United States)

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

2016-01-01

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

Learning assessment for students with mental and behavioral disorders

DEFF Research Database (Denmark)

Dræby, Anders

The session aims at presenting a learning-based model for how to conduct a comprehensive psychological evaluation of the learning resources and challenges amongst students with mental and behavioral disorders. In the learning assessment model the learning resources and challenges of the students...

Electronic Dictionary as a Tool for Integration of Additional Learning Content

Directory of Open Access Journals (Sweden)

Stefka Kovacheva

2015-12-01

Full Text Available Electronic Dictionary as a Tool for Integration of Additional Learning Content This article discusses electronic dictionary as an element of the „Bulgarian cultural and historical heritage under the protection of UNESCO” database developed in IMI (BAS, that will be used to integrate additional learning content. The electronic dictionary is described as an easily accessible book of reference, offering information to the shape, meaning, usage and the origin of words in connection to the cultural-historical heritage sites in Bulgaria, protected by UNESCO. The dictionary targets 9–11 year old students from Bulgarian schools, who study the subjects “Man and Society” in 4th grade and “History and Civilization” in 5th grade.

Triangular model integrating clinical teaching and assessment.

Science.gov (United States)

Abdelaziz, Adel; Koshak, Emad

2014-01-01

Structuring clinical teaching is a challenge facing medical education curriculum designers. A variety of instructional methods on different domains of learning are indicated to accommodate different learning styles. Conventional methods of clinical teaching, like training in ambulatory care settings, are prone to the factor of coincidence in having varieties of patient presentations. Accordingly, alternative methods of instruction are indicated to compensate for the deficiencies of these conventional methods. This paper presents an initiative that can be used to design a checklist as a blueprint to guide appropriate selection and implementation of teaching/learning and assessment methods in each of the educational courses and modules based on educational objectives. Three categories of instructional methods were identified, and within each a variety of methods were included. These categories are classroom-type settings, health services-based settings, and community service-based settings. Such categories have framed our triangular model of clinical teaching and assessment.

Field visit placements: An integrated and community approach to learning in children's nursing.

LENUS (Irish Health Repository)

Cummins, Ann

2010-03-01

This paper reports on the development of a new initiative, field visit placements towards and integrated and community approach to learning for nursing students. To date, limited literature exists on the potential of community field visits as meaningful learning opportunities for nursing students. Drawing on our experiences, the structure and processes involved in implementing field visits are described in this paper. Students evaluated the field visits positively indicating that they provided a wealth of learning opportunities that enhanced their knowledge and awareness of services available to children and their families in the community. The potential of field visits to promote an integrated and community approach to placements in children\\'s nursing is discussed.

An Argument for Formative Assessment with Science Learning Progressions

Science.gov (United States)

Alonzo, Alicia C.

2018-01-01

Learning progressions--particularly as defined and operationalized in science education--have significant potential to inform teachers' formative assessment practices. In this overview article, I lay out an argument for this potential, starting from definitions for "formative assessment practices" and "learning progressions"…

Integration of Technology Enhanced Learning within Business Organizations: Which Strategy to Choose?

Science.gov (United States)

Kaminskiene, Lina; Rutkiene, Aušra; Trepule, Elena

2015-01-01

The article discusses a responsible and a responsive strategic organizational approach for a smooth integration of technology enhanced learning (TEL). A response to external and internal contingencies and an involvement of different stakeholders into the development and implementation of the so-called eLearning strategies is one of the approaches…

Language Alternation and Language Norm in Vocational Content and Language Integrated Learning

Science.gov (United States)

Kontio, Janne; Sylvén, Liss Kerstin

2015-01-01

The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are…

Organization and Integration of Learning Experiences in a Curriculum: A Case Study.

Science.gov (United States)

Everwijn, S. E. M.

1983-01-01

The literature on "organizers" by Ausubel, Earl, and Tyler provides clues to help teachers and students relate what has been learned in one subject to what is being learned in another. Problems of integration in a curriculum for student nurses are examined, and a solution to these problems is described. (RM)

FIVES: An Integrated Strategy for Comprehension and Vocabulary Learning

Science.gov (United States)

Shea, Mary; Roberts, Nancy

2016-01-01

This article describes a strategy that emphasizes the integration of all language and literacy skills for learning across content areas as well as the importance CCSS place on learners' ability to ask questions about information, phenomena, or ideas encountered (Ciardiello, 2012/2013). FIVES is a strategy that meaningfully integrates…

Online Learning Integrity Approaches: Current Practices and Future Solutions

Science.gov (United States)

Lee-Post, Anita; Hapke, Holly

2017-01-01

The primary objective of this paper is to help institutions respond to the stipulation of the Higher Education Opportunity Act of 2008 by adopting cost-effective academic integrity solutions without compromising the convenience and flexibility of online learning. Current user authentication solutions such as user ID and password, security…

Integrating Blended Teaching and Learning to Enhance Graduate Attributes

Science.gov (United States)

Hermens, Antoine; Clarke, Elizabeth

2009-01-01

Purpose: The purpose of this paper is to explore the role of computer based business simulations in higher education as innovative tools of teaching and learning to enhance students' practical understanding of real business problems. Whether the integration of business simulation technologies will enable significant innovation in teaching and…

Module for Learning Integral Calculus with Maple: Lecturers' Views

Science.gov (United States)

Awang, Tuan Salwani; Zakaria, Effandi

2012-01-01

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

Do emergency medicine residents and faculty have similar learning styles when assessed with the Kolb learning style assessment tool?

Science.gov (United States)

Fredette, Jenna; O'Brien, Corinne; Poole, Christy; Nomura, Jason

2015-04-01

Experiential learning theory and the Kolb Learning Style Inventory (Kolb LSI) have influenced educators worldwide for decades. Knowledge of learning styles can create efficient learning environments, increase information retention, and improve learner satisfaction. Learning styles have been examined in medicine previously, but not specifically with Emergency Medicine (EM) residents and attendings. Using the Kolb LSI, the learning styles of Emergency Medicine residents and attendings were assessed. The findings showed that the majority of EM residents and attendings shared the accommodating learning style. This result was different than prior studies that found the majority of medical professionals had a converging learning style and other studies that found attendings often have different learning styles than residents. The issue of learning styles among emergency medical residents and attendings is important because learning style knowledge may have an impact on how a residency program structures curriculum and how EM residents are successfully, efficiently, and creatively educated.

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.

Assessing Learning Quality: Reconciling Institutional, Staff and Educational Demands.

Science.gov (United States)

Biggs, John

1996-01-01

Two frameworks for educational assessment distinguished, which is quantitative, adequate for construing some kinds of learning, and qualitative, which is more appropriate for most objectives in higher education. The paper argues that institutions implicitly encourage quantitative assessment, thus encouraging a surface approach to learning although…

Peer learning in the UNSW Medicine program.

Science.gov (United States)

Scicluna, Helen A; O'Sullivan, Anthony J; Boyle, Patrick; Jones, Philip D; McNeil, H Patrick

2015-10-02

The UNSW Australia Medicine program explicitly structures peer learning in program wide mixing of students where students from two adjoining cohorts complete the same course together, including all learning activities and assessment. The purpose of this evaluation is to explore the student experience of peer learning and determine benefits and concerns for junior and senior students. All medical students at UNSW Australia in 2012 (n = 1608) were invited to complete the Peer Learning Questionnaire consisting of 26 fixed-response items and 2 open-ended items exploring vertical integration and near-peer teaching. Assessment data from vertically integrated and non-vertically integrated courses were compared for the period 2011-2013. We received valid responses from 20 % of medical students (n = 328). Eighty percent of respondents were positive about their experience of vertical integration. Year 1 students reported that second year students provided guidance and reassurance (87.8 %), whilst year 2 students reported that the senior role helped them to improve their own understanding, communication and confidence (84 %). Vertical integration had little effect on examination performance and failure rates. This evaluation demonstrates that vertical integration of students who are one year apart and completing the same course leads to positive outcomes for the student experience of learning. Students benefit through deeper learning and the development of leadership qualities within teams. These results are relevant not only for medical education, but also for other professional higher education programs.

Towards Professionalism in Music: Self-Assessed Learning Strategies of Conservatory Music Students

Science.gov (United States)

Virkkula, Esa; Nissilä, Säde-Pirkko

2017-01-01

One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced.…

Tools for the Assessment of Learning

Science.gov (United States)

Pappas, Marjorie L.

2007-01-01

Assessment tools enable both learning and assessing. They also give library media specialists snapshots of evidence that demonstrates student understanding of the Information Literacy Standards. Over time the evidence provide a more complete picture of learners' ability to gather, evaluate, and use information to solve problems, make decisions,…

Preceptors' perspectives of an integrated clinical learning model in a mental health environment.

Science.gov (United States)

Boardman, Gayelene; Lawrence, Karen; Polacsek, Meg

2018-02-14

Supervised clinical practice is an essential component of undergraduate nursing students' learning and development. In the mental health setting, nursing students traditionally undertake four-week block placements. An integrated clinical learning model, where preceptors mentor students on an individual basis, has been used successfully in the clinical learning environment. This flexible model provides the opportunity for students to work across morning, afternoon, night and weekend shifts. There is a need to improve the evidence base for a flexible model for students undertaking a mental health placement. The aim of this study was to understand preceptors' experience of, and satisfaction with, a mental health integrated clinical learning model. Focus groups were used to elicit the views of preceptors from a mental health service. Findings highlight the advantages and disadvantages of an integrated clinical learning model in the mental health setting. Participants suggested that students may benefit from flexible work arrangements, a variety of experiences and a more realistic experience of working in a mental health service. However, they found it challenging to mentor and evaluate students under this model. Most also agreed that the model impeded students' ability to engage with consumers and develop rapport with staff. The findings indicate the need to develop a placement model that meets the unique needs of the mental health setting. © 2018 Australian College of Mental Health Nurses Inc.

Integrating distributed Bayesian inference and reinforcement learning for sensor management

NARCIS (Netherlands)

Grappiolo, C.; Whiteson, S.; Pavlin, G.; Bakker, B.

2009-01-01

This paper introduces a sensor management approach that integrates distributed Bayesian inference (DBI) and reinforcement learning (RL). DBI is implemented using distributed perception networks (DPNs), a multiagent approach to performing efficient inference, while RL is used to automatically

State Program Integrity Assessment (SPIA)

Data.gov (United States)

U.S. Department of Health & Human Services — The State Program Integrity Assessment (SPIA) is the Centers for Medicare and Medicaid Services (CMS) first national data collection on state Medicaid program...

Sequenced Integration and the Identification of a Problem-Solving Approach through a Learning Process

Science.gov (United States)

Cormas, Peter C.

2016-01-01

Preservice teachers (N = 27) in two sections of a sequenced, methodological and process integrated mathematics/science course solved a levers problem with three similar learning processes and a problem-solving approach, and identified a problem-solving approach through one different learning process. Similar learning processes used included:…

USE OF FACEBOOK FOR LEARNING AND ASSESSMENT IN GEOGRAPHY

Directory of Open Access Journals (Sweden)

MARIA ELIZA DULAMĂ

2016-01-01

Full Text Available In this research was analysed 120 twelfth grade students’ behaviour, of “Iulian Pop” Economic High School in Cluj-Napoca, Romania, regarding the use of the Facebook social network for learning and assessment in Geography. Students were organised in five discussion groups on the social network Facebook. To achieve the research objectives, we analysed students' answers at a questionnaire and the contents of the dialogue between teacher and students and also between students. Students perceived positively the learning and assessment activities and they perceived their teacher as their equal. At the cognitive level, the activity was focused on clarifying certain aspects, revision, knowledge learning and assessment. The disadvantages of the learning activity in the Facebook discussion group were that the posted materials cannot be classified and can be found with difficulty.

Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching

Science.gov (United States)

Rahmawati, Yuli; Ridwan, Achmad; Nurbaity

2017-08-01

The papers report the first year of two-year longitudinal study of ethnochemistry integration in culturally responsive teaching in chemistry classrooms. The teaching approach is focusing on exploring the culture and indigenous knowledge in Indonesia from chemistry perspectives. Ethnochemistry looks at the culture from chemistry perspectives integrated into culturally responsive teaching has developed students' cultural identity and students' engagement in chemistry learning. There are limited research and data in exploring Indonesia culture, which has around 300 ethics, from chemistry perspectives. Students come to the chemistry classrooms from a different background; however, their chemistry learning disconnected with their background which leads to students' disengagement in chemistry learning. Therefore this approach focused on students' engagement within their differences. This research was conducted with year 10 and 11 from four classrooms in two secondary schools through qualitative methodology with observation, interviews, and reflective journals as data collection. The results showed that the integration of ethnochemistry in culturally responsive teaching approach can be implemented by involving 5 principles which are content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. The culturally responsive teaching has engaged students in their chemistry learning and developed their cultural identity and soft skills. Students found that the learning experiences has helped to develop their chemistry knowledge and understand the culture from chemistry perspectives. The students developed the ability to work together, responsibility, curiosity, social awareness, creativity, empathy communication, and self-confidence which categorized into collaboration skills, student engagement, social and cultural awareness, and high order thinking skills. The ethnochemistry has helped them to develop the critical self

78 FR 38318 - Integrated Science Assessment for Lead

Science.gov (United States)

2013-06-26

... ENVIRONMENTAL PROTECTION AGENCY [FRL-9827-4] Integrated Science Assessment for Lead AGENCY... availability of a final document titled, ``Integrated Science Assessment for Lead'' (EPA/600/R-10/075F). The... lead (Pb). DATES: The document will be available on or around June 26, 2013. ADDRESSES: The...

Assessing students' readiness towards e-learning

Science.gov (United States)

Rahim, Nasrudin Md; Yusoff, Siti Hawa Mohd; Latif, Shahida Abd

2014-07-01

The usage of e-Learning methodology has become a new attraction for potential students as shown by some higher learning institutions in Malaysia. As such, Universiti Selangor (Unisel) should be ready to embark on e-Learning teaching and learning in the near future. The purpose of the study is to gauge the readiness of Unisel's students in e-Learning environment. A sample of 110 students was chosen to participate in this study which was conducted in January 2013. This sample consisted of students from various levels of study that are foundation, diploma and degree program. Using a structured questionnaire, respondents were assessed on their basic Internet skills, access to technology required for e-Learning and their attitude towards characteristics of successful e-Learning student based on study habits, abilities, motivation and time management behaviour. The result showed that respondents did have access to technology that are required for e-Learning environment, and respondents were knowledgeable regarding the basic Internet skills. The finding also showed that respondents' attitude did meet all characteristics of successful e-Learning student. Further analysis showed that there is no significant relationshipeither among gender, level of study or faculty with those characteristics. As a conclusion, the study shows that current Unisel's students are ready to participate in e-Learning environment if the institution decided to embark on e-Learning methodology.

Assessing Complex Learning Objectives through Analytics

Science.gov (United States)

Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

A significant obstacle to improving the quality of education is the lack of easy-to-use assessments of higher-order thinking. Most existing assessments focus on recall and understanding questions, which demonstrate lower-order thinking. Traditionally, higher-order thinking is assessed with practical tests and written responses, which are time-consuming to analyze and are not easily scalable. Computer-based learning environments offer the possibility of assessing such learning outcomes based on analysis of students' actions within an adaptive learning environment. Our fully online introductory science course, Habitable Worlds, uses an intelligent tutoring system that collects and responds to a range of behavioral data, including actions within the keystone project. This central project is a summative, game-like experience in which students synthesize and apply what they have learned throughout the course to identify and characterize a habitable planet from among hundreds of stars. Student performance is graded based on completion and accuracy, but two additional properties can be utilized to gauge higher-order thinking: (1) how efficient a student is with the virtual currency within the project and (2) how many of the optional milestones a student reached. In the project, students can use the currency to check their work and "unlock" convenience features. High-achieving students spend close to the minimum amount required to reach these goals, indicating a high-level of concept mastery and efficient methodology. Average students spend more, indicating effort, but lower mastery. Low-achieving students were more likely to spend very little, which indicates low effort. Differences on these metrics were statistically significant between all three of these populations. We interpret this as evidence that high-achieving students develop and apply efficient problem-solving skills as compared to lower-achieving student who use more brute-force approaches.

Making Intercultural Language Learning Visible and Assessable

Science.gov (United States)

Moloney, Robyn; Harbon, Lesley

2010-01-01

While languages education (Liddicoat, 2002) is being transformed by intercultural language learning theory, there is little illustration of either how students are achieving intercultural learning or how to assess it. This article reports on a study of high school language students in Sydney, Australia. Its findings make visible student…

An Integrated Framework Of Web 2.0 Technology And A Collaborative Learning

Directory of Open Access Journals (Sweden)

Mohamed Madar

2015-05-01

Full Text Available Abstract This paper contributes to the suitability of web 2.0 technology in implementing collaborative learning and proposes an integrated framework of Web 2.0 tools and collaborative learning activities. This paper is also identifying the mismatch between adopting web 2.0 technologies and the delivery of the curriculum on the cloud or via the Internet. It is found that Web 2.0 and a collaborative learning are two platforms to be easily synchronized due to their common attributes that enable their complementariness. This paper argues that integrated framework of Web 2.0 and CL allow users exploit teachinglearning materials maximally and at the same upsurges learners understanding in the subject knowledge. Suitable of Web 2.0 in implementing curriculum was also encouraged since the proposed framework consists of both components of Web 2.0 functions and activities of collaborative learning environment. Pedagogically there has been a mismatch between E-learning technologies and mode of delivery for instance E-learning platforms are widely used to increase content accessibility only while now this framework introduces that Web 2.0 technology of E-learning can also be used to create share knowledge among users. The proposed framework if efficiently exploited will also allow users at all levels create personalized learning environment which suits perspective teachinglearning styles of the users. Apart from academic achievement or enhancements of the teaching and learning processes the proposed framework also would help learners develop generic skills which are very important in the workplaces. As a result of this fast and independent learning technically depend on technology based pedagogy and in this case this proposed model has two dimensions which are very crucial to the enrichment of students learning activities.

Developing Clinical Competency in Crisis Event Management: An Integrated Simulation Problem-Based Learning Activity

Science.gov (United States)

Liaw, S. Y.; Chen, F. G.; Klainin, P.; Brammer, J.; O'Brien, A.; Samarasekera, D. D.

2010-01-01

This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session…

Content and language integrated learning: principles and perspectives

OpenAIRE

BAKLAGOVA J.

2014-01-01

This article is devoted to the innovative model for language education Content and Language Integrated Learning (CLIL) which has gained in immense popularity all over the world. Based on communicative approach, CLIL provides progress in language and in the content subject, creativity and independence in language using, developing higher order thinking skills. A successful CLIL lesson should combine such elements as content, communication, cognition and culture

An integrated risk assessment approach: Risk assessment in the programmatic environmental impact statement

International Nuclear Information System (INIS)

Morris, J.M.

1994-01-01

The following paper is an informal summary of salient points made in the presentation entitled open-quotes An Integrated Risk Assessment Approach: Risk Assessment in the Programmatic Environmental Impact Statement (PEIS).close quotes. This presentation was given at the U.S. DOE Integrated Planning Workshop in Denver, Colorado on June 2, 1994. Integrated decision analysis is very important in environmental restoration and waste management in the evaluation of such things as land use planning, waste load forecasting, cost analyses, and technology development activities. Integrated risk assessment is an approach that addresses multiple components of risk, including: risks from surplus facilities as well as typical environmental restoration sites, risks to the public, risks to workers, ecological risk, risks before, during and after remediation activities, and others

Combining Quality Work-Integrated Learning and Career Development Learning through the Use of the SOAR Model to Enhance Employability

Science.gov (United States)

Reddan, Gregory; Rauchle, Maja

2017-01-01

This paper presents students' perceptions of the benefits to employability of a suite of courses that incorporate both work-integrated learning (WIL) and career development learning (CDL). Field Project A and Field Project B are elective courses in the Bachelor of Exercise Science at Griffith University. These courses engage students in active and…

Impairments of Multisensory Integration and Cross-Sensory Learning as Pathways to Dyslexia

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Hahn, Noemi; Foxe, John J.; Molholm, Sophie

2014-01-01

Two sensory systems are intrinsic to learning to read. Written words enter the brain through the visual system and associated sounds through the auditory system. The task before the beginning reader is quite basic. She must learn correspondences between orthographic tokens and phonemic utterances, and she must do this to the point that there is seamless automatic ‘connection’ between these sensorially distinct units of language. It is self-evident then that learning to read requires formation of cross-sensory associations to the point that deeply encoded multisensory representations are attained. While the majority of individuals manage this task to a high degree of expertise, some struggle to attain even rudimentary capabilities. Why do dyslexic individuals, who learn well in myriad other domains, fail at this particular task? Here, we examine the literature as it pertains to multisensory processing in dyslexia. We find substantial support for multisensory deficits in dyslexia, and make the case that to fully understand its neurological basis, it will be necessary to thoroughly probe the integrity of auditory-visual integration mechanisms. PMID:25265514

Lessons learned from Khartoum flash flood impacts: An integrated assessment.

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Mahmood, Mohamad Ibrahim; Elagib, Nadir Ahmed; Horn, Finlay; Saad, Suhair A G

2017-12-01

This study aims at enabling the compilation of key lessons for decision makers and urban planners in rapidly urbanizing cities regarding the identification of representative, chief causal natural and human factors for the increased level of flash flood risk. To achieve this, the impacts of flash flood events of 2013 and 2014 in the capital of Sudan, Khartoum, were assessed using seven integrated approaches, i.e. rainfall data analysis, document analysis of affected people and houses, observational fieldwork in the worst flood affected areas, people's perception of causes and mitigation measures through household interviews, reported drinking water quality, reported water-related diseases and social risk assessment. Several lessons have been developed as follows. Urban planners must recognize the devastating risks of building within natural pathways of ephemeral watercourses. They must also ensure effective drainage infrastructures and physio-geographical investigations prior to developing urban areas. The existing urban drainage systems become ineffective due to blockage by urban waste. Building of unauthorized drainage and embankment structures by locals often cause greater flood problems than normal. The urban runoff is especially problematic for residential areas built within low-lying areas having naturally low infiltration capacity, as surface water can rapidly collect within hollows and depressions, or beside elevated roads that preclude the free flow of floodwater. Weak housing and infrastructure quality are especially vulnerable to flash flooding and even to rainfall directly. Establishment of services infrastructure is imperative for flash flood disaster risk reduction. Water supply should be from lower aquifers to avoid contaminant groundwater. Regular monitoring of water quality and archiving of its indicators help identify water-related diseases and sources of water contamination in the event of environmental disasters such as floods. Though the

Privacy Impact Assessment for the Integrated Grants Management System

Science.gov (United States)

The Integrated Management System collects contact information and other Personally Identifiable Information (PII). Learn how this data is collected, how it will be used, access to the data, the purpose of data collection, and record retention policies.

360 Degree Feedback: An Integrative Framework for Learning and Assessment

Science.gov (United States)

Tee, Ding Ding; Ahmed, Pervaiz K.

2014-01-01

Feedback is widely acknowledged as the crux of a learning process. Multiplicities of research studies have been advanced to address the common "cri de coeur" of teachers and students for a constructive and effective feedback mechanism in the current higher educational settings. Nevertheless, existing pedagogical approaches in feedback…

Implications of teacher educators' practices in assessment for ...

African Journals Online (AJOL)

This study presents findings on teacher educators' practices in assessment and their implications for student learning in Tanzania. Research on classroom assessment has been dichotomizing assessment and teaching-learning processes instead of viewing assessment as an integral part of the teachinglearning process.

Exploring the Links between Mentoring and Work-Integrated Learning

Science.gov (United States)

Smith-Ruig, Theresa

2014-01-01

The role of work-integrated learning (WIL) is a popular focus at many universities, including among academics in the business disciplines in Australia. This article explores whether a mentoring programme provided for female business and law students results in similar benefits as those reported for WIL activities and, hence, provides career- and…

Learning concepts of cinenurducation: an integrative review.

Science.gov (United States)

Oh, Jina; Kang, Jeongae; De Gagne, Jennie C

2012-11-01

Cinenurducation is the use of films in both didactic and clinical nursing education. Although films are already used as instructional aids in nursing education, few studies have been made that demonstrate the learning concepts that can be attributed to this particular teaching strategy. The purpose of this paper is to describe the learning concepts of cinenurducation and its conceptual metaphor based on a review of literature. The databases CINAHL, MEDLINE, PsychINFO, ERIC, EBSCO, ProQuest Library Journal, and Scopus databases were searched for articles. Fifteen peer-reviewed articles were selected through title and abstract screening from "films in nursing" related articles found in internationally published articles in English from the past 20 years. Four common concepts emerged that relate to cinenurducation: (a) student-centered, (b) experiential, (c) reflective, and (d) problem-solving learning. Current literature corroborates cinenurducation as an effective teaching strategy with its learning activities in nursing education. Future studies may include instructional guides of sample films that could be practically used in various domains to teach nursing competencies, as well as in the development of evaluation criteria and standards to assess students' learning outcomes. Copyright © 2012 Elsevier Ltd. All rights reserved.

The extraction and integration framework: a two-process account of statistical learning.

Science.gov (United States)

Thiessen, Erik D; Kronstein, Alexandra T; Hufnagle, Daniel G

2013-07-01

The term statistical learning in infancy research originally referred to sensitivity to transitional probabilities. Subsequent research has demonstrated that statistical learning contributes to infant development in a wide array of domains. The range of statistical learning phenomena necessitates a broader view of the processes underlying statistical learning. Learners are sensitive to a much wider range of statistical information than the conditional relations indexed by transitional probabilities, including distributional and cue-based statistics. We propose a novel framework that unifies learning about all of these kinds of statistical structure. From our perspective, learning about conditional relations outputs discrete representations (such as words). Integration across these discrete representations yields sensitivity to cues and distributional information. To achieve sensitivity to all of these kinds of statistical structure, our framework combines processes that extract segments of the input with processes that compare across these extracted items. In this framework, the items extracted from the input serve as exemplars in long-term memory. The similarity structure of those exemplars in long-term memory leads to the discovery of cues and categorical structure, which guides subsequent extraction. The extraction and integration framework provides a way to explain sensitivity to both conditional statistical structure (such as transitional probabilities) and distributional statistical structure (such as item frequency and variability), and also a framework for thinking about how these different aspects of statistical learning influence each other. 2013 APA, all rights reserved

Clinical data miner: an electronic case report form system with integrated data preprocessing and machine-learning libraries supporting clinical diagnostic model research.

Science.gov (United States)

Installé, Arnaud Jf; Van den Bosch, Thierry; De Moor, Bart; Timmerman, Dirk

2014-10-20

. This integration improves the efficiency of the clinical diagnostic model research workflow. Moreover, by simplifying the generation of learning curves, CDM enables study coordinators to assess more accurately when data collection can be terminated, resulting in better models or lower patient recruitment costs.

Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research

Directory of Open Access Journals (Sweden)

Rakefet Ackerman

2017-01-01

Full Text Available Aim/Purpose: These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. Background:\tWe incorporated online forums for generating a Community of Inquiry (CoI in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR. Methodology: This study spanned over two cycles of a development program for medical faculty. Contribution: This study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching. Findings: Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method’s contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and time-consuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness. Recommendations for Practitioners\t: The DTLAR allows analyzing adaption of online forums for learning and teaching. Recommendation for Researchers: The DTLAR allows analyzing factors that affect the acceptance of online fo-rums for learning and teaching. Impact on Society\t: While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs. Future Research: The study includes several design aspects that probably affected the improve-ment and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further

Effects of Integrated Physical Exercises and Gestures on Preschool Children's Foreign Language Vocabulary Learning

Science.gov (United States)

Mavilidi, Myrto-Foteini; Okely, Anthony D.; Chandler, Paul; Cliff, Dylan P.; Paas, Fred

2015-01-01

Research suggests that integrating human movement into a cognitive learning task can be effective for learning due to its cognitive and physiological effects. In this study, the learning effects of enacting words through whole-body movements (i.e., physical exercise) and part-body movements (i.e., gestures) were investigated in a foreign language…

The VREST learning environment.

Science.gov (United States)

Kunst, E E; Geelkerken, R H; Sanders, A J B

2005-01-01

The VREST learning environment is an integrated architecture to improve the education of health care professionals. It is a combination of a learning, content and assessment management system based on virtual reality. The generic architecture is now being build and tested around the Lichtenstein protocol for hernia inguinalis repair.

Collaborative Action Research on Technology Integration for Science Learning

Science.gov (United States)

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

2012-02-01

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

Developing a Competency-Based Assessment Approach for Student Learning

Science.gov (United States)

Dunning, Pamela T.

2014-01-01

Higher education accrediting bodies are increasing the emphasis on assessing student learning outcomes as opposed to teaching methodology. The purpose of this article is to describe the process used by Troy University's Master of Public Administration program to change their assessment approach from a course learning objective perspective to a…

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

NARCIS (Netherlands)

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

2015-01-01

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

Assessing the Value of E-Learning Systems

Science.gov (United States)

Levy, Yair

2006-01-01

"Assessing the Value of E-Learning Systems" provides an extensive literature review pulling theories from the field of information systems, psychology and cognitive sciences, distance and online learning, as well as marketing and decision sciences. This book provides empirical evidence for the power of measuring value in the context of e-learning…

Privacy Impact Assessment for the Integrated Contracts Management System

Science.gov (United States)

The Integrated Contracts Management System collects contact information and other Personally Identifiable Information (PII). Learn how this data will be collected in the system, how it will be used, access to the data, and the purpose of data collection.

Integrating the Use of Interdisciplinary Learning Activity Task in Creating Students' Mathematical Knowledge

Science.gov (United States)

Mahanin, Hajah Umisuzimah Haji; Shahrill, Masitah; Tan, Abby; Mahadi, Mar Aswandi

2017-01-01

This study investigated the use of interdisciplinary learning activity task to construct students' knowledge in Mathematics, specifically on the topic of scale drawing application. The learning activity task involved more than one academic discipline, which is Mathematics, English Language, Art, Geography and integrating the Brunei Darussalam…

An integrated framework for health and ecological risk assessment

International Nuclear Information System (INIS)

Suter, Glenn W.; Vermeire, Theo; Munns, Wayne R.; Sekizawa, Jun

2005-01-01

The worldHealth Organization's (WHO's) International Program for Chemical Safety has developed a framework for performing risk assessments that integrate the assessment of risks to human health and risks to nonhuman organisms and ecosystems. The WHO's framework recognizes that stakeholders and risk managers have their own processes that are parallel to the scientific process of risk assessment and may interact with the risk assessment at various points, depending on the context. Integration of health and ecology provides consistent expressions of assessment results, incorporates the interdependence of humans and the environment, uses sentinel organisms, and improves the efficiency and quality of assessments relative to independent human health and ecological risk assessments. The advantage of the framework to toxicologists lies in the opportunity to use understanding of toxicokinetics and toxicodynamics to inform the integrated assessment of all exposed species

Assessment and E-Learning: Current Issues and Future Trends

Science.gov (United States)

Cowie, Neil; Sakui, Keiko

2015-01-01

This paper describes different ways in which digital technology can be used for language learning. It then identifies some key trends connecting assessment and technology in language learning and higher education: the use of automated systems to enhance traditional assessment practices; the use of Web 2.0 tools to facilitate new assessment…

A Perspective on Student Learning Outcome Assessment at Qatar University

Science.gov (United States)

Al-Thani, Shaikha Jabor; Abdelmoneim, Ali; Daoud, Khaled; Cherif, Adel; Moukarzel, Dalal

2014-01-01

This paper provides a unique perspective on the student learning outcome assessment process as adopted and implemented at Qatar University from 2006 to 2012. The progress of the student learning outcome assessment and continuous improvement efforts at the university and the initiatives taken to establish a culture of assessment and evidence-based…

Learning from internships in gerontology and geriatrics: assessment and program evaluation.

Science.gov (United States)

Karasik, Rona J

2009-01-01

Internships are an essential component of gerontological education. Harvesting the learning from internships, however, requires careful attention to assessing an intern's work. In addition to providing feedback to students, internship assessment can also yield data useful for academic program evaluation. Drawing on internship assessment data collected from undergraduate and graduate gerontology interns and their community preceptors over a period of seven semesters, this article explores (1) concerns regarding how to assess what interns are learning, (2) ways to provide students with additional opportunities for learning from their internships, and (3) how information from these student-learning outcomes may be used to evaluate the effectiveness of the overall academic program.

Organizational learning in developing the integrated quality management

Directory of Open Access Journals (Sweden)

Juhani Anttila

2018-04-01

Full Text Available High quality is organizations’ competitive advantage. It is beneficial to base this on professional approach, and basic concepts and definitions with scientific foundation. The necessary main concepts consist of quality, quality management, quality improvement and quality assurance. Organizations' top management is responsible of the quality management decisions and implementations. The present practical situation is fragmented and the implementations are most often based on the instrumental means of the different methodological schools, which is confusing and detrimental to the understanding and usefulness of the concept of quality management. It is not beneficial to build a special system for quality management by only following the requirements of the general standard. This cannot ensure competitive business advantage. In this article, we present an alternative approach that is a natural practical way to realize quality management as the teleological solution, Quality Integration, in which the general and specific quality concepts, principles and methodology are embedded within the normal business management activities. Our Quality Integration is based on the thinking of organizational learning. Its framework covers both running the current business and improving the overall business performance. This model has been used as the thinking framework in practical organizational cases since 1990’s. As the business circumstances change constantly, the organization must be constantly ready to renew through both small and radical changes. This change also receives resistance, and the development takes place according to a multi-phase process towards the new integration and requires a proper recognition and decisions. Principles of the organizational learning can help organizations in a consistent way. Evaluation of the overall organizational performance is an important quality management practice and should take into account performance enablers

Data report for the integrity assessment report HNF-4589

International Nuclear Information System (INIS)

MCSHANE, D.S.

1999-01-01

Supporting data for the Integrity Assessment Report of Tanks TK-101 and TK-102. The purpose of this document is to compile supporting documentation for the Integrity Assessment Report (HNF 4589) for Tanks 101 and 102 in the 2194 Facility. This approach minimizes the size of the Integrity Assessment Report (IAR) (HNF-4589) and still provide a path to detailed information. This IAR addresses the evaluation of Tanks 101 and 102 and other existing components located in the 219-5 Waste Handling Facility

Effects of integrated physical exercises and gestures on preschool children’s foreign language vocabulary learning

NARCIS (Netherlands)

M.-F. Mavilidi (Myrto-Foteini); A.D. Okely (Anthony D.); P. Chandler (Paul); D.P. Cliff (Dylan P.); G.W.C. Paas (Fred)

2015-01-01

textabstractResearch suggests that integrating human movement into a cognitive learning task can be effective for learning due to its cognitive and physiological effects. In this study, the learning effects of enacting words through whole-body movements (i.e., physical exercise) and part-body

Adults' motivation of learning English as a second language

Institute of Scientific and Technical Information of China (English)

吴梦楠

2005-01-01

English learning is extensive among adults. Their motivations are classified into two types: the integrative one and the instrumental one.Obviously the integrative motivation makes the learners more active and joyful in learning process. Teachers find ways to cultivate and inspire the adult learners' motivation of learning L2, to design and deliver language instruction with care and sensitivity, and to assess rather than test the learners' learning for inducing a positive reaction.

Forum: Learning Outcomes in Communication. Assessment and NCA's Student Learning Outcomes

Science.gov (United States)

Mello, Brad; Brammer, Leila R.; White, Cindy; Hernandez, Trisha; Bach, Betsy

2016-01-01

Among faculty, assessment is frequently discussed as an added burden that does little to improve student learning, existing to appease administrators and accreditors. In fact, at one of the author's institutions, a faculty listserv post argued that assessment was a corporate and political move to standardize all education and destroy faculty…

Thalamocortical integration of instrumental learning and performance and their disintegration in addiction.

Science.gov (United States)

Balleine, Bernard W; Morris, Richard W; Leung, Beatrice K

2015-12-02

A recent focus of addiction research has been on the effect of drug exposure on the neural processes that mediate the acquisition and performance of goal-directed instrumental actions. Deficits in goal-directed control and a consequent dysregulation of habit learning processes have been described as resulting in compulsive drug seeking. Similarly, considerable research has focussed on the motivational and emotional changes that drugs produce and that result in changes in the incentive processes that modulate goal-directed performance. Although these areas have developed independently, we argue that the effects they described are likely not independent. Here we hypothesize that these changes result from a core deficit in the way the learning and performance factors that support goal-directed action are integrated at a neural level to maintain behavioural control. A dorsal basal ganglia stream mediating goal-directed learning and a ventral stream mediating various performance factors find several points of integration in the cortical basal ganglia system, most notably in the thalamocortical network linking basal ganglia output to a variety of cortical control centres. Recent research in humans and other animals is reviewed suggesting that learning and performance factors are integrated in a network centred on the mediodorsal thalamus and that disintegration in this network may provide the basis for a 'switch' from recreational to dysregulated drug seeking resulting in the well documented changes associated with addiction. Copyright © 2014 Elsevier B.V. All rights reserved.

Integral reinforcement learning for continuous-time input-affine nonlinear systems with simultaneous invariant explorations.

Science.gov (United States)

Lee, Jae Young; Park, Jin Bae; Choi, Yoon Ho

2015-05-01

This paper focuses on a class of reinforcement learning (RL) algorithms, named integral RL (I-RL), that solve continuous-time (CT) nonlinear optimal control problems with input-affine system dynamics. First, we extend the concepts of exploration, integral temporal difference, and invariant admissibility to the target CT nonlinear system that is governed by a control policy plus a probing signal called an exploration. Then, we show input-to-state stability (ISS) and invariant admissibility of the closed-loop systems with the policies generated by integral policy iteration (I-PI) or invariantly admissible PI (IA-PI) method. Based on these, three online I-RL algorithms named explorized I-PI and integral Q -learning I, II are proposed, all of which generate the same convergent sequences as I-PI and IA-PI under the required excitation condition on the exploration. All the proposed methods are partially or completely model free, and can simultaneously explore the state space in a stable manner during the online learning processes. ISS, invariant admissibility, and convergence properties of the proposed methods are also investigated, and related with these, we show the design principles of the exploration for safe learning. Neural-network-based implementation methods for the proposed schemes are also presented in this paper. Finally, several numerical simulations are carried out to verify the effectiveness of the proposed methods.