CLIL and CALL for a teacher’s expertise: an international training experience

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Letizia Cinganotto

2016-07-01

Full Text Available The paper deals with the link between Content and Language Integrated Learning (CLIL and Computer Assisted Language Learning (CALL, that is the use of ICT to enhance language teaching-learning and the teaching of subject content in a foreign language. Starting from this background, the paper describes an online training initiative promoted by the authors within an international community of peers, made up of teachers, trainers and educators from all over the world, named “Techno-CLIL for EVO 2016”. The initiative was aimed at supporting and guiding participants to discover and experiment digital tools for CLIL lessons, offering the opportunity to share ideas, materials, good practices in an international perspective. Particular attention is devoted to the personal and professional enrichment and growth this training pathway may have helped the 5.000 participants to achieve.CLIL e CALL nell’expertise del docente: un’esperienza di formazione internazionaleIl contributo focalizza l’attenzione sulla correlazione tra Content and Language Integrated Learning (CLIL e Computer Assisted Language Learning (CALL, cioè l’uso delle tecnologie per una maggiore efficacia dell’insegnamento-apprendimento delle lingue o di contenuti disciplinari veicolati in lingua straniera. Partendo da questo background, il contributo descrive una iniziativa di formazione online in lingua inglese promossa dalle autrici all’interno di un contesto internazionale, costituito da una comunità di pratica di docenti, formatori, educatori di tutto il mondo, denominata “Techno-CLIL for EVO 2016”. L’iniziativa mirava a sensibilizzare e guidare i partecipanti nella scoperta e sperimentazione della didattica CLIL in modalità digitale, offrendo l’opportunità di un confronto ed uno scambio di idee, materiali, buone pratiche in una prospettiva internazionale. Particolarmente significative le ricadute che questo percorso ha comportato per i circa 5.000 partecipanti

Promoting autonomous learning in English through the implementation of Content and Language Integrated Learning (CLIL in science and maths subjects

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Andriani Putu Fika

2018-01-01

Full Text Available Autonomous learning is a concept in which the learner has the ability to take charge of their own learning. It becomes a notable aspect that should be perceived by students. The aim of this research is for finding out the strategies used by grade two teachers in Bali Kiddy Primary School to promote autonomous learning in English through the implementation of Content and Language Integrated Learning in science and maths subjects. This study was designed in the form of descriptive qualitative study. The data were collected through observation, interview, and document study. The result of the study shows that there are some strategies of promoting autonomous learning in English through the implementation of CLIL in Science and Maths subjects. Those strategies are table of content training, questioning & presenting, journal writing, choosing activities, and using online activity. Those strategies can be adopted or even adapted as the way to promote autonomous learning in English subject.

Content and language integrated learning: principles and perspectives

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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

Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language

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Jermaine S. McDougald

2015-05-01

Full Text Available This paper is a preliminary report on the “CLIL State-of-the-Art” project in Colombia, drawing on data collected from 140 teachers’ regarding their attitudes toward, perceptions of and experiences with CLIL (content and language integrated learning. The term CLIL is used here to refer to teaching contexts in which a foreign language (in these cases, English is the medium for the teaching and learning of non-language subjects. The data that has been gathered thus far reveals that while teachers presently know very little about CLIL, they are nevertheless actively seeking informal and formal instruction on CLIL. Many of the surveyed teachers are currently teaching content areas through English; approximately half of them reported having had positive experiences teaching content and language together, though the remainder claimed to lack sufficient knowledge in content areas. Almost all of the participants agreed that the CLIL approach can benefit students, helping them develop both language skills and subject knowledge (meaningful communication. However, there is still considerable uncertainty as to the actual state-of-the-art of CLIL in Colombia; greater clarity here will enable educators and decision-makers to make sound decisions for the future of general and language education.

Classroom Anxiety and Enjoyment in CLIL and Non-CLIL: Does the Target Language Matter?

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De Smet, Audrey; Mettewie, Laurence; Galand, Benoit; Hiligsmann, Philippe; Van Mensel, Luk

2018-01-01

This study investigates pupils' anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research…

CLIL in physics lessons at grammar school

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Štefančínová, Iveta; Valovičová, Ľubomíra

2017-01-01

Content and Language Integrated Learning (CLIL) is one of the most outstanding approaches in foreign language teaching. This teaching method has promising prospects for the future of modern education as teaching subject and foreign languages are combined to offer a better preparation for life in Europe, especially when the mobility is becoming a highly significant factor of everyday life. We realized a project called Foreign languages in popularizing science at grammar school. Within the project five teachers with approbation subjects of English, French, German and Physics attended the methodological courses abroad. The teachers applied the gained experience in teaching and linking science teaching with the teaching of foreign languages. Outputs of the project (e.g. English-German-French-Slovak glossary of natural science terminology, student activity sheets, videos with natural science orientation in a foreign language, physical experiments in foreign languages, multimedia fairy tales with natural contents, posters of some scientists) are prepared for the CLIL-oriented lessons. We collected data of the questionnaire for students concerning attitude towards CLIL. The questionnaire for teachers showed data about the attitude, experience, and needs of teachers employing CLIL in their lessons.

Curating and Nudging in Virtual CLIL Environments

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Nielsen, Helle Lykke

2014-01-01

Foreign language teachers can benefit substantially from the notions of curation and nudging when scaffolding CLIL activities on the internet. This article shows how these principles can be integrated into CLILstore, a free multimedia-rich learning tool with seamless access to online dictionaries, and presents feedback from first and second year…

CLIL in Queensland: The Evolution of "Immersion"

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Smala, Simone

2015-01-01

Queensland second language immersion programs have been in existence for three decades, and are part of a growing number of additive bilingual education programs in Australia. Most prominently, many new Content and Language Integrated Learning (CLIL) programs have been established particularly in Victoria over the past few years. This focus on…

Translanguaging as Dynamic Activity Flows in CLIL Classrooms

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Lin, Angel M. Y.; He, Peichang

2017-01-01

In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse translanguaging in the dynamic flow of…

Management Teams and Teaching Staff: Do They Share the Same Beliefs about Obligatory CLIL Programmes and the Use of the L1?

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Doiz, Aintzane; Lasagabaster, David

2017-01-01

The popularity of CLIL (Content and Language Integrated Learning) continues to spread in education systems around the world. However, and despite the large number of studies recently published, we know little about how CLIL teachers and management teams feel regarding CLIL. In this paper, we analyse two contentious matters that require further…

CLIL in Galicia: Repercussions on Academic Performance

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González Gándara, David

2015-01-01

There is a concern in Galicia (Spain) about possible negative effects on academic performance caused by the introduction of CLIL (content and language integrated learning) in schools. It has been said that when three languages coexist in the same context as vehicles of education, it is too much for the students, especially in primary education. In…

PENGEMBANGAN BUKU PENGAYAAN APRESIASI DONGENG YANG BERMUATAN CLIL BAGI PESERTA DIDIK SD KELAS TIGA

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Meina Febriani

2015-08-01

Full Text Available Salah satu cara membelajarkan muatan budaya dan ilmu pengetahuan yakni dengan kegiatan apresiasi dongeng. Dongeng sebagai salah satu karya sastra memiliki potensi untuk menghela muatan Content Language Integrated Learning (CLIL dan ungkapan Jawa. Setelah mempelajari buku-buku apresiasi dongeng yang sudah ada, ditemukan fakta bahwa buku-buku tersebut masih belum sesuai harapan, baik dari aspek isi, penyajian, bahasa dan keterbacaan, maupun grafika. Relevan dengan situasi tersebut, diperlukan buku pengayaan apresiasi dongeng yang bermuatan CLIL yang sesuai bagi peserta didik SD kelas 3, baik dari aspek isi, penyajian, bahasa dan keterbacaan, maupun grafika. Metode yang digunakan dalam penelitian ini adalah Research andDevelopment (penelitian dan pengembangan dari Borg dan Gall. One way to learn culture and science that is the fabled appreciation activities. Fairy tale as one of the literary works have the potential to haul cargo Content Language Integrated Learning (CLIL and Java expression. After studying the books offairy tale sexisting appreciation, it was found that these books is not as expected, both from the aspect of content, presentation, language and readability, and graphics. Relevant to the situation, necessary book-laden fairy tale appreciation enrichment CLIL suitable for grade 3 students, both fromthe aspect of content, presentation, language and readability, and graphics. The method used in this study is the research and development (research and development of the Borg and Gall.

Implementing CLIL in Higher Education in Thailand: The Extent to Which CLIL Improves Agricultural Students' Writing Ability, Agricultural Content, and Cultural Knowledge

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Chansri, Charinee; Wasanasomsithi, Punchalee

2016-01-01

The present study aimed to investigate the extent to which a CLIL (Content and Language Integrated Learning) course at university level in Thailand improves undergraduate Agricultural students' writing ability, agricultural content, and cultural knowledge. The study sample consisted of 27 students majoring in Agriculture at a public university in…

Curating and nudging in virtual CLIL environments

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Helle Lykke Nielsen

2014-03-01

Full Text Available Foreign language teachers can benefit substantially from the notions of curation and nudging when scaffolding CLIL activities on the internet. This article shows how these principles can be integrated into CLILstore, a free multimedia-rich learning tool with seamless access to online dictionaries, and presents feedback from first and second year university students of Arabic as a second language to inform foreign language teachers about students’ needs and preferences in virtual learning environments.

Implementation of CLIL in Lithuanian Secondary Schools: a Case Study

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Vilma Bijeikienė

2015-06-01

Full Text Available In view of the existing research into the implementation of CLIL in Lithuania, it can be claimed that this wellestablished and globally applied teaching and learning methodology has already had some due appreciation in Lithuanian secondary schools. Nevertheless, there still exist numerous obstacles to the broader and more intensive application of CLIL which is strongly lagging behind in comparison to many other countries in Europe and world-wide. The present study aims at exploring the rich experience in CLIL implementation accumulated by Šiauliai Didždvario gymnasium and examining their multifaceted CLIL module which could be an important source of knowledge and practical know-how for other Lithuanian secondary education institutions planning to start implementing CLIL. The research follows a synthesis of qualitative and quantitative methodology including interviews with CLIL teachers, students and school administration. The study results in a SWOT analysis of implementing CLIL in Lithuania on the basis of CLIL practices at Šiauliai Didždvario gymnasium and sets forth some guidelines for its further advancement.

Content and Language Integrated Learning in the Netherlands: Teachers' Self-Reported Pedagogical Practices

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van Kampen, Evelyn; Admiraal, Wilfried; Berry, Amanda

2018-01-01

In recent years, a surging uptake of content and language integrated learning (CLIL) has permeated the European context. This article presents the outcomes of a study about the self-reported pedagogical practices of CLIL teachers in the Netherlands. To investigate these teachers' pedagogies, a questionnaire was designed, validated and,…

Faster and Further Morphosyntactic Development of CLIL vs. EFL Basque-Spanish Bilinguals Learning English in High-School

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Amparo Lázaro

2012-06-01

Full Text Available A general advantage in proficiency has been repeatedly reported for learners receiving Content and Language Integrated Learning (CLIL when compared to learners who only receive English lessons. However, fine-grained studies addressing the aspects which make up this general advantage are still scarce. Within this context, this paper concentrates on the morphosyntactic development of two groups of (Basque-Spanish adolescents learning English in high-school over a two-year period. One group (n= 15 received CLIL instruction and English classes while the other group (n=11 only received English classes. The results indicate a clear advantage for the CLIL group, which seems to be at a further developmental stage. Nonetheless, both groups improve over the two years and, unlike previous claims in schools, no signs of fossilization are found although inaccuracies in inflection still exist. In light of these results, the value of increasing exposure in the form of CLIL lessons in high-school is discussed.Repetidamente se ha demostrado que los alumnos en programas de Adquisición Integrada de Contenidos y Lengua Extranjera (AICLE son mejores que los alumnos que únicamente reciben clases de inglés. Sin embargo, pocos trabajos han especificado qué aspectos concretos de la lengua mejoran con estas metodologías. Este trabajo analiza, a lo largo de dos años, el desarrollo morfosintáctico de dos grupos de adolescentes bilingües (euskera-castellano que aprenden inglés en el colegio. Un grupo (n=11 solo recibe clases de inglés mientras que el otro (n=15 también recibe clases de AICLE. Los resultados muestran que los alumnos AICLE presentan un mayor desarrollo morfosintáctico. También se muestra que ambos grupos evolucionan a lo largo de los dos años y, frente a trabajos anteriores, no hay signos de fosilización aunque los problemas flexivos persisten. Con estos resultados, se discute la validez de aumentar la exposición al inglés mediante programas

CLIL and Motivation: The Effect of Individual and Contextual Variables

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Doiz, Aintzane; Lasagabaster, David; Sierra, Juan Manuel

2014-01-01

Content and language integrated learning (CLIL) is burgeoning all over Europe and this is particularly so in Spain. During the last 10 years, content language instruction through a foreign language (FL) (mainly English) has become a key area of curricular innovation. One of the main reasons put forward by the advocates of this approach is that…

Metodologías activas. Un estudio de AICLE/CLIL en Tecnología e Inglés / Active Learning. A study of CLIC/AICLE in Technology and English

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Susana Warburton

2017-09-01

Full Text Available Resumen: Esta investigación recoge el trabajo realizado durante un periodo de dos cursos académicos en un centro concertado de la Comunidad valenciana, dentro de la metodología Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE o en inglés Content and Language Integrated Learning (CLIL. Las materias implicadas en esta investigación han sido la de tecnología y lengua inglesa del segundo ciclo de Educación Secundaria Obligatoria. Se parte de la hipótesis de que los alumnos no se encuentran muy receptivos para el aprendizaje de lenguas extranjeras y que nuevos enfoques metodológicos, en particular el aprendizaje cooperativo a través de AICLE/CLIL, podrían motivar y mejorar los resultados de aprendizaje del inglés, así como el de otras materias. Para la obtención de datos hemos utilizado cuestionarios, entrevistas, observación participativa durante la realización de las diferentes tareas y las exposiciones orales de los trabajos y observadores externos. Los resultados evidencian que la integración de contenidos y lengua ha mejorado sensiblemente en las comunicaciones orales de los alumnos. Un estudio comparativo con otras asignaturas menos prácticas, podría ampliar este trabajo. Abstract: This research includes the work done over a period of two years at a private centre of Valencia, within the methodology Content and Language Integrated Learning (CLIL. The areas involved in this project have been Technology and the English language of the second cycle of secondary school. The assumption is that students are not very receptive to foreign language learning and new methodological approaches, including cooperative learning through CLIL, could motivate and improve learning outcomes of English and those of other subjects. For data collection we used questionnaires, interviews, participant observation while performing different tasks and oral presentations of work and outside observers. The results show that the

Textbooks for Content and Language Integrated Learning: policy, market and appropriate didactics?

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María Ángeles Martín del Pozo

2015-02-01

Full Text Available The paper begins by approaching the concept of CLIL (Content and Language Integrated Learning providing a brief overview of the history of bilingual education. The influence of the linguistic policies of the European Union is discussed along with some beliefs about language teaching and how both have influenced the celerity of CLIL implementation, momentum and expansion. There are some indicators of the lack of a theoretical framework for CLIL, of insufficient teacher education and or inadequacy of materials. It is necessary to reflect systematically on to what extent commercially published textbooks match the demands of bilingual education. The second section centers on CLIL textbooks, mainly those commercialized by publishers, by referring to some recent studies which attempt to approach systematically their design and use. Since, by definition CLIL includes both content and language, our research question is if content books (in English also include content and language objectives. A corpus of 25 books from different subjects, years, and publishers is analyzed. The analysis shows an insufficient presence of linguistic objectives. Some reflections are made about this scarcity with the warning that this lack could hindrance an efficient implementation of CLIL. Thus, it could be said that these textbooks are not the product of discipline or didactic considerations but the result of the logic of market, publishers and linguistic policy.How to reference this articleMartín del Pozo, M. A., Rascón Estébanez, D. (2015. Textbooks for Content and Language Integrated Learning: policy, market and appropriate didactics?. Foro de Educación, 13(18, pp. 123-141. doi: http://dx.doi.org/10.14516/fde.2015.013.018.007 

Urban vs. Rural CLIL: An Analysis of Input-Related Variables, Motivation and Language Attainment

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Alejo, Rafael; Piquer-Píriz, Ana

2016-01-01

The present article carries out an in-depth analysis of the differences in motivation, input-related variables and linguistic attainment of the students at two content and language integrated learning (CLIL) schools operating within the same institutional and educational context, the Spanish region of Extremadura, and differing only in terms of…

The Effects of CLIL on Oral Comprehension and Production: A Longitudinal Case Study

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Pérez Cañado, María Luisa; Lancaster, Nina Karen

2017-01-01

This article reports on the outcomes of a longitudinal case study to gauge the impact of content and language integrated learning (CLIL) on two of the least researched language skills: oral comprehension and production. It worked with 24 students in the fourth grade of Compulsory Secondary Education in a public school in Andalusia (southern Spain)…

The Commodification of English in "Madrid, Comunidad Bilingüe": Insights from the CLIL Classroom

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Relaño Pastor, Ana María

2015-01-01

This article analyzes how multilingual education in the Madrid region has been addressed through the medium of Spanish/English content and language integrated learning (CLIL) bilingual programs, widely implemented in public schools of this region in the last decade. By adopting a critical interpretive perspective (Tollefson in "Language…

Strategic and Organisational Considerations in Planning Content and Language Integrated Learning: A Study on the Coordination between Content and Language Teachers

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Pavón Vázquez, Víctor; Ávila López, Javier; Gallego Segador, Arturo; Espejo Mohedano, Roberto

2015-01-01

Content and language integrated learning (CLIL) is generally recognised as a fruitful example of bilingual education. However, success in CLIL may not be straightforward and may require the establishment of coordination between content and language teachers. The aim of this study is to investigate if content and language teachers are able to plan…

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

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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…

Teaching writing of scientific abstracts in English: CLIL methodology in an integrated English and Medicine course

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Philippa Mungra

2010-10-01

Full Text Available In the I Faculty at the University of Rome “La Sapienza” Medical School, one of the several methodology courses aims at developing approaches by physicians to patient queries. One such course comprises several disciplines: Pathology, Immunology, Medical Statistics, Internal Medicine and English, with the specific aim of furnishing students, all Italian speakers, with skills for searching and evaluating the medical literature for answers to patient queries regarding risks and effectiveness of therapy. This paper describes the integration of English into a Methodology Course and delineates how the language component uses a Content and Language Integrated Learning (CLIL approach to train students to write the highly specific genre of journal abstracts for medical experimental research articles. A corpus of student writing is presented and discussed with the aim of furnishing one didactic model for language teaching within the Italian Medical Curriculum.

CLIL teachers in Finland : The role of emotions in professional identity negotiation

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Pappa, Sotiria; Moate, Josephine; Ruohotie-Lyhty, Maria; Eteläpelto, Anneli

2017-01-01

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on ...

Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review

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Somers, Thomas

2017-08-01

This article addresses the inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL) bilingual education programmes. It reviews results of research on (1) the reasons, beliefs and attitudes underlying immigrant minority language parents' and students' choice for CLIL programmes; (2) these students' proficiency in the languages of instruction and their academic achievement; and (3) the effects of first language typology on their second and third language proficiency. The author explores conditions and reasons for the effectiveness of CLIL pedagogy, as well as the comparative suitability of CLIL programmes for immigrant minority language students. The review shows that CLIL programmes provide a means to acquire important linguistic, economic and symbolic capital in order to effect upward social mobility. Findings demonstrate that immigrant minority language students enrolled in CLIL programmes are able to develop equal or superior levels of proficiency in both languages of instruction compared to majority language students; with previous development of first language literacy positively impacting academic language development. CLIL programmes are found to offer immigrant minority language students educational opportunities and effective pedagogical support which existing mainstream monolingual and minority bilingual education programmes may not always be able to provide. In light of these findings, the author discusses shortcomings in current educational policy. The article concludes with recommendations for further research.[Figure not available: see fulltext.

A Critical Appraisal of Foreign Language Research in Content and Language Integrated Learning, Young Language Learners, and Technology-Enhanced Language Learning Published in Spain (2003-2012)

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Dooly, Melinda; Masats, Dolors

2015-01-01

This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have…

L1 Use and Morphosyntactic Development in the Oral Production of EFL Learners in a CLIL Context

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Lazaro, Amparo; Garcia Mayo, Maria del Pilar

2012-01-01

This paper explores the effects of Content and Language Integrated Learning (CLIL) instruction on the oral production of 15 high-school learners of English. The learners' use of the L1s (Basque and Spanish) in discourse markers and repair sequences as well as the learners' overall morphosyntactic development were analysed at two testing times (age…

CLIL in the North: finding true north?

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Smit, Nienke

CLIL teaching in the Netherlands is very popular: roughly 130 secondary schools offer CLIL education. But did you know that only nine secondary schools in the north of the Netherlands currently offer bilingual education? This means that CLIL education is still not at cycling distance for every

Content and Language Integrated Learning through an Online Game in Primary School: A Case Study

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Dourda, Kyriaki; Bratitsis, Tharrenos; Griva, Eleni; Papadopoulou, Penelope

2014-01-01

In this paper an educational design proposal is presented which combines two well established teaching approaches, that of Game-based Learning (GBL) and Content and Language Integrated Learning (CLIL). The context of the proposal was the design of an educational geography computer game, utilizing QR Codes and Google Earth for teaching English…

International Student Carbon Footprint Challenge--Social Media as a Content and Language Integrated Learning Environment

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Fauville, Géraldine; Lantz-Andersson, Annika; Säljö, Roger

2012-01-01

Environmental education (EE) is now clearly specified in educational standards in many parts of the world, and at the same time the view of language learning is moving towards a content and language integrated learning (CLIL) strategy, to make English lessons more relevant and attractive for students (Eurydice, 2006). In this respect,…

EDUCATING TEACHERS FOR CONTENT AND LANGUAGE INTEGRATED LEARNING IN KAZAKHSTAN: DEVELOPING POSITIVE ATTITUDES

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Artyom Sergeyevich Dontsov

2018-04-01

Full Text Available The aim of the present research is to identify whether teachers' attitudes towards the use of Content and Language Integrated Learning (CLIL in the Republic of Kazakhstan can undergo significant changes if they study a course introducing them to the fundamentals of CLIL. Despite the country's plans to adopt English as one of the languages of education, stakeholders’ attitudes towards teaching through the medium of this language remain rather skeptical. A survey was held among Master’s degree students majoring in Education (n = 59 at Pavlodar State University before the course and after its completion. Since it is the affective component that largely determines the quality of attitudes, the levels of participants' anxiety, self-esteem and motivation were used as the indicators. The tools for measuring these variables were the State-Trait Anxiety Inventory, Dembo-Rubinstein's Method of Self-esteem Measurement and Dubovitskaya's Diagnostics of Learning Motivation Orientation. The end-of-course results show a marked reduction in the level of participants' state anxiety, a growth in self-esteem in terms of the readiness to use CLIL, and a shift towards intrinsic motivation. It is argued that for attitudes shift to take place, it is necessary to adopt a constructivist approach to teaching and learning.

LEAN-GREEN MANUFACTURING: COLLABORATIVE CONTENT AND LANGUAGE INTEGRATED LEARNING IN HIGHER EDUCATION AND ENGINEERING COURSES

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MARCELO RUDOLFO CALVETE GASPAR

2017-09-01

Full Text Available Lean and Green manufacturing processes aim at achieving lower material and labour costs, while reducing impacts on the environment, and promoting sustainability as a whole. This paper reports on a pilot experiment with higher education and engineering students, exploring the full potential of a collaborative approach on courses integrating the Portuguese Polytechnic of Castelo Branco engineering studies curricula, while simultaneously improving their proficiency in English. Content and Language Integrated Learning (CLIL has become a key area of curricular innovation since it is known for improving both language and content teacher and student motivation. In this context, instructional design for CLIL entailed tandem work of content (engineering and language (English teacher to design learning sequences and strategies. This allowed students to improve not only their language skills in English but also their knowledge in the specific engineering domain content on green and lean manufacturing processes.

Metodologías activas. Un estudio de AICLE/CLIL en Tecnología e Inglés / Active Learning. A study of CLIC/AICLE in Technology and English

OpenAIRE

Susana Warburton

2017-01-01

Resumen: Esta investigación recoge el trabajo realizado durante un periodo de dos cursos académicos en un centro concertado de la Comunidad valenciana, dentro de la metodología Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) o en inglés Content and Language Integrated Learning (CLIL). Las materias implicadas en esta investigación han sido la de tecnología y lengua inglesa del segundo ciclo de Educación Secundaria Obligatoria. Se parte d...

Bilingualism with and without CLIL, a Double-Edged Sword: Comparing Bilingual and Non Bilingual Young Learners' Beliefs about EFL and Science Learning

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Sandoval Brotons, Alfonso Victor

2015-01-01

Bilingualism and its reference methodology: CLIL are spreading at a very fast pace all through educative systems from some years on. The young status of bilingual programmes leads to little research about how bilingualism is influencing real learning contexts and which factors play important roles in that influence. In this way, this study aims to…

Prolegomena to the epistemology of languages for non-specialists: the example of CLIL

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Chaplier Claire

2015-01-01

Full Text Available CLIL has attracted the attention of LSP teachers worldwide and generated much literature. As a teaching and learning tool, it is frequently referred to in pedagogy, but a lot less in the epistemology of didactics. The present contribution aims to show how CLIL is an interface between conceptual research and practical implementation but that it cannot serve as a conceptual tool in the shaping of didactics as a field of research. Instead, concepts should be understood as context-dependent; they also vary with the subject matter to which language is connected (English for law differs from English for science and therefore need the contribution of human sciences to emerge in their own rights.

Minerals and rocks, what a passion! A CLIL unit in an Italian lower secondary class

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Papini, Piera; Fiorineschi, Beatrice

2015-04-01

CLIL means Content and Language Integrated Learning. Since September 2014 the teaching of a discipline in a foreign language has been compulsory in the final year of all high schools of Italy and recommended in lower secondary schools. So I decided to take part in a training course about "CLIL in Sciences teaching " that ANISN (Associazione Nazionale Insegnanti di Scienze Naturali ) was being held in Bologna from October to December 2014. There I learned that CLIL is much more than the translation of a traditional lecture to a foreign language. It is actually a set of new methodologies, largely based on Bloom's taxonomy, and making use of many kinds of technical support often referred to as "scaffolding" . It provides a context to improve communication because "natural language is never learned divorced from meaning". But CLIL is even more effective in order to learn the content, which is more important here than in immersion methodology. In the course we had to chose a subject , develop it in a structured unit, experiment the unit in a class of ours, using just English, and finally present it to the colleagues in Bologna. I decided to do the activity with 13 year old students. We had started the science lessons with chemistry, this year and I needed a subject consistent with that. So the choice was: Minerals! Because they belong to chemistry, being chemical compounds. Subsequently, even when the course in Bologna had come to an end, we continued with: Rocks! Since the pupils were pleased to do it and I was satisfied with their results. I worked together with my colleague who teaches English in the same class. We developed the subject following the instructions I had been given at the course: we showed the students videos found on line, providing them with the script; we made the text easier for them; we made them work in couples; I organized lab activities to improve learning skills to which they could apply their knowledge . Cross - curricolar links are an

“Self-regulation” in prospettiva CLIL: uno studio di caso

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Giovanna Carloni

2011-06-01

Full Text Available This paper aims to investigate self-regulation enhancement within a CLIL course targeted to teach academic listening and reading skills. Explicit learning strategies instruction was implemented to promote learners’ skills to autonomously manage academic studies in Italian as a second language in a university setting. Students’ cognitive styles were also catered for while carrying out learning strategies instruction. Findings show that learners reached a high degree of self-regulation in terms of reading skills while tackling academic materials in Italian as a second language; on the other hand, a slightly lower degree of autonomy was detected in learners in terms of academic listening skills.

Integrating Mindfulness into EFL Classrooms

OpenAIRE

小池, アニータ

2018-01-01

Along with the trend of using English as the medium of instruction (EMI) for learning academic subjects, and CLIL (Content and Language Integrated Learning methodology), it seems that many students are under more pressure and stress in learning English itself. This is not only because they are no longer learning English just as a foreign language anymore but also because it has gradually become the key to understanding their academic subjects, which are sometimes not easy to understand even i...

Analysing a Whole CLIL School: Students' Attitudes, Motivation, and Receptive Vocabulary Outcomes

Science.gov (United States)

Arribas, Mario

2016-01-01

CLIL keeps on gaining ground in the European educational context, one clear example is Spain, where the number of schools adopting this methodology has kept growing exponentially in recent years. The present study has a dual perspective looking at the motivation of students towards English and CLIL and showing students' receptive vocabulary…

"Estuaries and coasts" CLIL* lesson plans in English and geology fieldtrip to Cornwall for students in European section

Science.gov (United States)

Bontempelli, Nathalie; Voyer, Karine; Lebourgeois, Patrick

2013-04-01

an overview of the biodiversity in the Lizard peninsula. *(Content and Language Integrated Learning)

“It’s the Same World through Different Eyes”: A CLIL Project for EFL Young Learners.

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Eleni Korosidou

2016-05-01

Full Text Available This paper presents the design, implementation and evaluation of a  project entitled "It's the same world through different eyes", which was based on the principles of Content and Language Integrated  Learning (CLIL approach  and  was piloted with 4th primary school grade students. More specifically, we employed a dual-focused approach, focusing equally on English language and content development. For the purpose of the project, we designed a mini-syllabus with the stories being at the core of the design. The objectives of the project were to: a develop the students’ skills in EFL, b develop their sensitivity towards diversity, cenhance their citizenship awareness. Students were provided with opportunities to express themselves verbally and non-verbally, and participate in a variety of creative activities in a multimodal teaching context. The findings of project evaluation indicated students’ improvement regarding both their receptive and productive skills in the target language, and the development of children’s citizenship awareness and their sensitivity towards diversity.

Culture through Comparison: Creating Audio-Visual Listening Materials for a CLIL Course

Science.gov (United States)

Zhyrun, Iryna

2016-01-01

Authentic listening has become a part of CLIL materials, but it can be difficult to find listening materials that perfectly match the language level, length requirements, content, and cultural context of a course. The difficulty of finding appropriate materials online, financial limitations posed by copyright fees, and necessity to produce…

LEARNING LANGUAGES? WHY BOTHER, WHEN THERE’S GOOGLE TRANSLATE? REFLECTIONS ON THE FUTURE FROM THE INSPECTOR’S POINT OF VIEW

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María Nieves Lorenzo Galés

2014-12-01

Full Text Available Foreign language learning in academic environments is now tied to methodological approaches that are  interdisciplinary (CLIL, PBL, integrated (ILT-Integrated Learning Technologies, connectivist (ICT and CLT and pre-profesionalized (Blended, Apprenticeship, in an attempt to contextualize  language teaching and to facilitate the development of linguistic and communicative skills, beyond the world of Google Translate. New methodological tools are emerging in the classroom: Flipped Classrooms, Inquisitive Minds, Design Thinking, Problem Solving... What does the inspectorate of education need to know to ensure quality intervention in the classroom, the school and the territory? This communication reflects on context, and we propose specific lines of action  to enhance the role of the Inspectorate in this area.

The challenge of balancing content and language: Perceptions of Dutch bilingual education history teachers.

NARCIS (Netherlands)

Oattes, Huub; de Graaff, H.C.J.; Oostdam, Ron; Wilschut, Arie

The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by

Trans/Languaging and the Triadic Dialogue in Content and Language Integrated Learning (CLIL) Classrooms

Science.gov (United States)

Lin, Angel M. Y.; Lo, Yuen Yi

2017-01-01

There has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this…

Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

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María Ángeles Martín del Pozo

2017-07-01

Full Text Available CLIL (Content and Language Integrated Learning and EMI (English Medium Instruction practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self training of those teachers who need to update their language skills for CLIL.

Kõrge tunnustus Peeter Mehistole

Index Scriptorium Estoniae

2008-01-01

Inglismaal välja antud raamatu "Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education" (Macmillan, Oxford) eest Edinburgi hertsogi Inglise Keeles Kõnelejate Ühingu auhind- parim õpetajatele kirjutatud raamat 2008

Students' response to CLIL in tertiary education: the Case of Business administration and economics at Complutense University

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Carmen Maiz-Arevalo

2013-07-01

Full Text Available The implementation of CLIL in Spanish education is a natural consequence of the global use of English as a ‘lingua franca’. This affects not only primary and secondary education but also university, where a wide range of degrees are being taught in English as a medium of instruction (aka EMI. However, in contrast to Spanish primary and secondary education, which have received more attention (Sierra, 2011; Llinares and Whittaker, 2009; Halbach, 2009, inter alia, there is still a considerable lack of studies focusing on the Spanish university context and the attitude of both lecturers and students to the implementation of these EMI courses (Dafouz, 2011; Dafouz and Núñez, 2009; Dafouz et al, 2007; Muñoz 2001. The aim of this paper is to analyse students’ response to pro-CLIL implementation in the degrees offered by the Economics and Business Administration schools at the Universidad Complutense de Madrid. The data used in the study have been collected by means of a questionnaire addressed to students where aspects like the effects of FL instruction on their own linguistic competence or their general attitude towards instruction in English are considered.

Effects of the content and language integrated learning approach to EFL teaching: A comparative study

NARCIS (Netherlands)

Goris, J.A.; Denessen, E.J.P.G.; Verhoeven, L.T.W.

2013-01-01

This study investigates the effects of English-medium CLIL on EFL proficiency in three European countries. Seven mainstream grammar schools spread across The Netherlands, Germany, and Italy participated with a total of 263 pupils aged 12 to 16. Several language skills were measured by means of

Engineering students’ instrumental motivation and positive attitude towards learning English in a trilingual tertiary setting

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Joseba González Ardeo

2016-11-01

Full Text Available This exploratory small-scale study focuses on the attitude towards learning English and levels of motivation of 132 engineering students from the University of the Basque Country (Spain. The extent to which they consider themselves competent in three languages (Basque/Spanish/English is also evaluated. For assessing these variables, a 35-item questionnaire is used. The participants were taking an ESP (English for Specific Purposes course and were familiar with English as a vehicular language through CLIL (Content and Language Integrated Learning and/or EMI (English Medium Instruction courses. The results demonstrate that their attitude is positive, and it has improved since 2003, despite certain historical events concerning the minority language (Basque. With regard to motivation, the students show a high level of instrumental orientation but a low level of extrinsic-integrative motivation. Relatively high levels of intrinsic motivation are also observed, not far from extrinsic-instrumental motivation levels. The students’ mother tongue (Basque vs. Spanish vs. Basque/Spanish does not affect results significantly. Finally, high levels of self-perceived confidence with respect to their command of English are observed.

Content and Language Symbiosis in a Maieutic, Translanguaging Pattern (CLSL): An Exploratory Practice in Italy

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Agolli, Renata

2015-01-01

This paper aims to introduce pre-CLIL through the CLSL (content & languages [L1/L2] shared learning) model, which operates as a bridge for a full CLIL immersion. It analyses the characteristics of this new learning model that springs up from immanent needs of Italian educational reality by reporting results on the way content and language…

An Approach to Integration: The Integration of Language and Content to Promote L2 Learner Autonomy at the College Level (Un Acercamiento a la Integración: El Aprendizaje Integrado de Lengua y Contenidos para Promover la Autonomía del Estudiante de Lengua Extranjera en la Universidad)

Science.gov (United States)

Oliva Parera, Pablo M.; Núñez Delgado, María Pilar

2015-01-01

This article reports the preliminary findings of an action research on the effects of autonomy on a group of university students at the post-graduate level taking their first Spanish course through the Content and Language Learning (CLIL) methodology. The participants, whose Spanish was at the low/mid intermediate level (ACTFL, 2012), were exposed…

The misunderstood variable: Age effects as a function of type of instruction

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Simone E. Pfenninger

2014-01-01

Full Text Available This study was designed to investigate the effects of age of onset and type of instruction on ultimate EFL attainment at the end of the period of normal schooling in Switzerland, measured in terms of written fluency, complexity, morphosyntactic accuracy, vocabulary size, and listening skills. Data were gathered from four groups of 18-year-old Swiss German learners of English: 50 were early starters who had attended an immersion (CLIL program in elementary school and who continued CLIL in secondary school (EARLY CLIL, 50 had followed the same elementary school program but then received traditional EFL instruction after elementary school (EARLY MIX, 50 were late starters who began learning English immersively in secondary school, (LATE CLIL, while the other 50 attended a traditional EFL program in secondary school (LATE NON-CLIL. Results show that age of onset alone does not seem to be the distinguishing variable since early introduction of English in elementary school did not result in a higher level of roficiency when exposure to the language was limited to a few hours of class per week. The performance of the EARLY MIX participants was equaled and in certain areas significantly surpassed by the other groups, despite the additional five years of English study they had had in elementary school. The best results were found when early CLIL instruction was followed up by the use of English as an additional language of instruction in secondary school (EARLY CLIL group, which confirms the link between young starting age, implicit learning and long and massive exposure.

Using Learning Analytics for Preserving Academic Integrity

Science.gov (United States)

Amigud, Alexander; Arnedo-Moreno, Joan; Daradoumis, Thanasis; Guerrero-Roldan, Ana-Elena

2017-01-01

This paper presents the results of integrating learning analytics into the assessment process to enhance academic integrity in the e-learning environment. The goal of this research is to evaluate the computational-based approach to academic integrity. The machine-learning based framework learns students' patterns of language use from data,…

Students’ Perceptions of the Impact of CLIL in a Mexican BA Program

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Alejandra Nuñez Asomoza

2015-07-01

Full Text Available Content and language integrated learning is an innovative pedagogical approach used in educational institutions worldwide. This study considers information and experiences from various settings in order to explore content and language integrated learning within the Mexican context. This study reports the perceptions of students in a BA program. Through the study’s using qualitative research, the students’ voices students reveal their emotions, struggles, benefits, and opinions related to taking content and language integrated learning classes. The analysis of the participants’ information shows the potential for implementing content and language integrated learning programs in Mexico in that it suggests some areas of improvement for teachers, material design, administrators, and institutions in general.

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...

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.

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.

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

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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.

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.

English as Medium of Instruction in Economic University Education: Problems and Challenges

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Anna Y. Polenova

2016-09-01

Full Text Available The paper attempts to analyze several approaches to learning a foreign language based on using English as Medium of Instruction (EMI in High School. Special attention is given to the «content and language integrated learning» (CLIL as the most progressive approach to defining the scope of professional education. The author classifies the models of language teaching within the statedapproaches that promote the efficiency of professional training of future economists in solving professional problems on the basis of implementation of foreign language competence. The paper defines the conditions of subject and language integrated models implementation into the learning process. In conclusion, it is noted that the integration of subject and language experience contributes to the optimization of foreign language training and a significant improvement in the quality of the educational process.

The role of language skills and internationalization in nursing degree programmes: A literature review.

Science.gov (United States)

Garone, Anja; Van de Craen, Piet

2017-02-01

Globalization and internationalization have had major influences on higher education, including nursing education. Since the signing of the Bologna declaration, many institutions in Europe have adopted English as the "scientific lingua franca", and have instated courses and entire degree programmes taught in English. Several countries in the European Union also offer nursing degree programmes in English. With the rise of multilingualism in Europe, new challenges have become apparent in multilingual education. The Content and Language Integrated Learning (CLIL) approach has emerged as a new, innovative way to learn languages. The approach has become mainstream in primary and secondary education with proven success, and has also spread to higher education. Nurses are required to develop their linguistic skills such that they can communicate well with their patients and colleagues. Due to globalization, nurses are faced with increasingly diverse patients, presenting new challenges in nursing education concerning linguistic and transcultural preparation of students. Although CLIL is becoming more widely accepted in many academic faculties, it has not yet been studied sufficiently in the nursing education context. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

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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.

A New Approach to Personalization: Integrating E-Learning and M-Learning

Science.gov (United States)

Nedungadi, Prema; Raman, Raghu

2012-01-01

Most personalized learning systems are designed for either personal computers (e-learning) or mobile devices (m-learning). Our research has resulted in a cloud-based adaptive learning system that incorporates mobile devices into a classroom setting. This system is fully integrated into the formative assessment process and, most importantly,…

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.

Learning Bridge: Curricular Integration of Didactic and Experiential Education

Science.gov (United States)

Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

2010-01-01

Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741

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.

Blended learning – integrating E-learning with traditional learning methods in teaching basic medical science

OpenAIRE

J.G. Bagi; N.K. Hashilkar

2014-01-01

Background: Blended learning includes an integration of face to face classroom learning with technology enhanced online material. It provides the convenience, speed and cost effectiveness of e-learning with the personal touch of traditional learning. Objective: The objective of the present study was to assess the effectiveness of a combination of e-learning module and traditional teaching (Blended learning) as compared to traditional teaching alone to teach acid base homeostasis to Phase I MB...

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.

Introduction of CLIL approach in Sociological Doctoral Programmes: the Ethnolinguistic Focus on Theses Written in Russian or in English

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Maria Pavenkova

2016-06-01

Full Text Available The paper examines some limits of the introduction of SFL-based CLIL approach in non-western sociological doctoral programmes. The author is focusing specifically on pragmatic markers as tools for the structuring of science written discourse and using this approach to identify the differences between Russian and English academic genres.  Data was collected from doctoral theses in Russian and in English from the field of sociology of management. It is shown that the average number of pragmatic markers at 1000 words-3.81 in Russian theses and 2.27 in doctoral theses written in English. The author suggests that these variations are associated with the structure and goals of a scholarly paper. English academic genres are more empirical, whereas Russian focused on the development of theory.

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

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.

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…

Effectiveness of Adaptive Contextual Learning Model of Integrated Science by Integrating Digital Age Literacy on Grade VIII Students

Science.gov (United States)

Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.

2018-04-01

Educational graduates should have good competencies to compete in the 21st century. Integrated learning is a good way to develop competence of students in this century. Besides that, literacy skills are very important for students to get success in their learning and daily life. For this reason, integrated science learning and literacy skills are important in 2013 curriculum. However, integrated science learning and integration of literacy in learning can’t be implemented well. Solution of this problem is to develop adaptive contextual learning model by integrating digital age literacy. The purpose of the research is to determine the effectiveness of adaptive contextual learning model to improve competence of grade VIII students in junior high school. This research is a part of the research and development or R&D. Research design which used in limited field testing was before and after treatment. The research instruments consist of three parts namely test sheet of learning outcome for assessing knowledge competence, observation sheet for assessing attitudes, and performance sheet for assessing skills of students. Data of student’s competence were analyzed by three kinds of analysis, namely descriptive statistics, normality test and homogeneity test, and paired comparison test. From the data analysis result, it can be stated that the implementation of adaptive contextual learning model of integrated science by integrating digital age literacy is effective to improve the knowledge, attitude, and literacy skills competences of grade VIII students in junior high school at 95% confidence level.

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

Science.gov (United States)

Laine, Teemu H.; Nygren, Eeva

2016-01-01

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

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.

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

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves. Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves.   Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

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.

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

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.

School-External Factors in Finnish Content and Language Integrated Learning (CLIL) Programs

Science.gov (United States)

Aro, Sophie; Mikkilä-Erdmann, Mirjamaija

2015-01-01

This study investigated the relationship between the English language competence of Finnish bilingual pupils and school-external factors such as parental expectations, home involvement, and exposure to English outside the classroom. Data on the pupils' language competence was collected from n?=?122 6th graders in bilingual education, and compared…

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

Science.gov (United States)

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

2016-04-01

smartphone in science teaching in classroom and their use in an innovative AstroQuest project, which consists of a class interactive role-playing game to teach Astronomy, Physics and Chemistry. The AstroQuest Project enhances interdisciplinary between sciences and humanities and is multi-language in order to be used as CLIL compliance. References Immacolata Ercolino et al "Smart Astronomers: From the Classroom to the Sky" page 8-13. iStage2 Smartphones in Science teaching Science on Stage The European Platform for Science teachers -Germany 2014. http://www.science-onstage.de/download_unterrichtsmaterial/iStage_2_Smartphones_in_Science_Teaching.pdf Immacolata Ercolino et al "Fast and Curious" page 42-44. iStage2 Smartphones in Science teaching Science on Stage The European Platform for Science teachers -Germany 2014 http://www.science-onstage.de/download_unterrichtsmaterial/iStage_2_Smartphones_in_Science_Teaching.pdf ESA Educational: https://www.youtube.com/watch?v=z1tVrS0He0U http://m.esa.int/spaceinvideos/Videos/2014/07/Marble-ous_ellipses_ _classroom_demonstration_video_VP02 Maraffi S. et al. "GeoQuest, an Interactive Role Playing game", EGU General Assembly 2015, Poster Session EOS3 Sacerdoti F.M. et al. "Autonomous system to use web educational contents in a classroom", Patent Pending NA2013A000048 Maraffi S., Sacerdoti F.M. (2015) "EVO-RPGE an Interactive Role Playing engine", Granada (Spain), ICEILT International Congress on Education, Innovation and Learning Technologies 2015

"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…

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.

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…

CLIL y enseñanza de español para extranjeros: una propuesta de trabajo con Webquests

Directory of Open Access Journals (Sweden)

Castro Huércano, Carolina

2011-12-01

Full Text Available Suplemento del número 13 de marcoELE (julio - diciembre de 2011 Debido a la creciente penetración de las TIC en la sociedad y por lo tanto la enseñanza, este estudio nos conduce hacia una de sus aplicaciones en el aula más motivadoras, la WebQuest. Este modelo pedagógico, que usa los recursos de Internet de forma dirigida, es más que una plantilla de diseño instructivo, promueve el pensamiento de orden superior, usa dinámicas de aprendizaje cooperativo y andamiaje. Tras una introducción sobre sus conceptos esenciales más la aportación de ideas nuevas para su transición a la Web 2.0., analizaremos la conveniencia de interacción del modelo WebQuest con el enfoque CLIL aplicado a la enseñanza/aprendizaje de ELE y haremos una propuesta concreta que tendrá dos ramas temáticas, el arte y la lengua española.

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 ...

Technical Evaluation Report 29: Integrated Learning Management Systems

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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.

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

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.

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…

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…

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.

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%.

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...

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 ...

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…

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…

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.

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

INTEGRATING ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING IN INDONESIA

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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.

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

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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

Assessment for Complex Learning Resources: Development and Validation of an Integrated Model

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Gudrun Wesiak

2013-01-01

Full Text Available Today’s e-learning systems meet the challenge to provide interactive, personalized environments that support self-regulated learning as well as social collaboration and simulation. At the same time assessment procedures have to be adapted to the new learning environments by moving from isolated summative assessments to integrated assessment forms. Therefore, learning experiences enriched with complex didactic resources - such as virtualized collaborations and serious games - have emerged. In this extension of [1] an integrated model for e-assessment (IMA is outlined, which incorporates complex learning resources and assessment forms as main components for the development of an enriched learning experience. For a validation the IMA was presented to a group of experts from the fields of cognitive science, pedagogy, and e-learning. The findings from the validation lead to several refinements of the model, which mainly concern the component forms of assessment and the integration of social aspects. Both aspects are accounted for in the revised model, the former by providing a detailed sub-model for assessment forms.

Integrating Collaborative and Decentralized Models to Support Ubiquitous Learning

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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…

Embedding of Authentic Assessment in Work-Integrated Learning Curriculum

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Bosco, Anna Maria; Ferns, Sonia

2014-01-01

Contemporary perspectives of higher education endorse a work integrated learning (WIL) approach to curriculum content, delivery and assessment. It is agreed that authenticity in learning relates to real-world experience, however, differentiating and strategically linking WIL provision and facilitation to assessment tasks and collation of authentic…

Planning for Technology Integration in a Professional Learning Community

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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

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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…

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

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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.

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

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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

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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…

Integrating Web 2.0-Based Informal Learning with Workplace Training

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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…

Social learning in a longitudinal integrated clinical placement.

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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.

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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.

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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

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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.

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…

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

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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

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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…

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

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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

The Role of the Students in the CLIL Classroom A New Perspective to Identify Types of Tasks

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David González Gándara

2017-05-01

Full Text Available A good deal of authors have spotted the crucial factors to get into account in order to classify tasks for their study. Although the role of the student in the task has been studied before, it has not been considered as a key factor in some of the most influential models. I propose a new perspective to describe it. It consists in a combination of the participation of the students in the input of tasks and their participation in the output. A case study has been carried out to address the statistical effects of the factor proposed in two variables: the amount of As-units (Foster, Tonkyn, & Wigglesworth, 2000 in the L2 produced in the classroom, and among them, the amount of initiating moves (Leech & Weisser, 2003. Transcripts of the audio and video recordings taken during eight CLIL Science lessons taught to an intact class of ten students of grades 1 and 2 were analysed. The results showed that the role of the students in the input had a significant effect on the variables measured. The teacher produced more As-units in general and initiating moves in particular, while the students produced less As-units while still producing more initiating moves.

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

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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…

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

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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…

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

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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

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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

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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…

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.…

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

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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

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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?

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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.

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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

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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

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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…

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

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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…

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

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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

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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…

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...

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.

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

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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.

A case study exploring oral language choice between the target language and the l1s in mainstream CLIL and EFL secondary education

Directory of Open Access Journals (Sweden)

Maria Gené Gil

2012-07-01

Full Text Available This case study explores the purposes for which the target language (TL and the L1s were used orally by students (N=60 and teachers (N=3 in a mainstream CLIL secondary education context compared to EFL instruction in the Balearic Islands (Spain. Data were gathered by means of questionnaires addressed to students and teachers, oral interviews to instructors and observations of class sessions. The findings show some differences in the languages chosen to speak according to pedagogical functions –i.e. planned subject-based discourse– and real functions –i.e. unplanned discourse such as disciplinary or organizational matters– (Chavez 2003, with the TL being much more spoken in the former and with much lesser presence of the TL in the latter, especially in the case of the pupils. Moreover, specialized subject-matter terminology was almost always used in the TL by both the students and the teachers, even when speaking in the L1.

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 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...

Technology Integration and Technology Leadership in Schools as Learning Organizations

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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…

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.

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.

Evaluating the Impact of Technology Integration in Teaching and Learning

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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…

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.

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.

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.

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,…

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.

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

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...

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.

Integrated reactive self-assessment for programmatic learning

International Nuclear Information System (INIS)

Corcoran, W.R.

1996-01-01

This paper presents a generalized method for using reactive self-assessment. The application is to programmatic learning involving the integration of reactive self-assessment results over a period of time. This paper also presents some of the results of one application of the process. Self-assessment, in general, is the assessment conducted or sponsored by an individual or organization of its own activities for the purpose of detecting improvement opportunities, either of the corrective or the enhancement types. Reactive self-assessment is a self-assessment activity conducted in reaction to a shortfall event. An integrative reactive self-assessment is a self-assessment that integrates a set of reactive self-assessment results. Programmatic learning is increasing the knowledge base in a program area. Self-assessment, in general, and reactive self-assessment, in particular, are required by federal quality requirements. One such program area is nuclear power plant testing, which is also required by federal quality requirements. Any program area could have been selected, but this one was selected because it was involved in the Chernobyl accident, the most consequential nuclear power accident up until the time of this writing. Other consequential accidents involving nuclear power plant testing were the Browns Ferry fire and the Salem overspeed event. (The author, of course, does not conduct nuclear power plant testing but is doing a self-assessment as if he were acting for an organization that did testing.)

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

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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.

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.

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.

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, ...

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

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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.

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

Science.gov (United States)

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

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

Science.gov (United States)

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…

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

Directory of Open Access Journals (Sweden)

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.

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).

Educational integrating projects as a method of interactive learning

Directory of Open Access Journals (Sweden)

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.

Integrated Spreadsheets as Learning Environments for Young Children

Directory of Open Access Journals (Sweden)

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.

Integrating Literature with Craft in a Learning Process with Creative Elements

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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…

A case Study of Work-Integrated Learning

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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.

Neurons with two sites of synaptic integration learn invariant representations.

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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.

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

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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,

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.

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...

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

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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

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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,…

Electronic Dictionary as a Tool for Integration of Additional Learning Content

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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.

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.

Social Learning through Participatory Integrated Catchment Risk Assessment in the Solomon Islands

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Suzanne Hoverman

2011-06-01

Full Text Available In developed countries a social learning approach has been shown to support Integrated Water Resources Management (IWRM by fostering stakeholders' understanding of system complexity, recognition of mutual dependence, appreciation of others' perspectives, and development of the capacity to work together and to create mutual trust. Much less is known about social learning's potential in less developed small island states, particularly postconflict island states, where integration must navigate prescriptive management, limited resources, widely differing world views, a history of adversarial relationships, and unsuccessful attempts at government-community collaboration. This paper analyzes the transformative aspects of a social learning experience that occurred during research facilitating participatory integrated catchment management in the Pacific. The study elicited community and expert knowledge to create systems understanding to generate and analyze complex scenarios for integrated catchment risk assessment in the Kongulai catchment, Solomon Islands. Separate sequenced and then combined discussions led to facilitated exploration of others' subjective assessment of catchment risks and management options. Issues of transparency, trust, accountability, and mutual responsibility were explored in carefully created discursive spaces, assisted by the immediacy of personal contact and the absence of complex bureaucratic structures. Despite historical difficulties, through the use of bridging individuals, participants were generally able to transcend the constraints of their individual knowledge cultures, expand awareness and appreciation of the complexity of human-environment systems for IWRM, and envisage new opportunities for productively working together in integrated catchment management.

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…

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…

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

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:…

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

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…

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

Science.gov (United States)

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

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…

Integrating Adaptive Games in Student-Centered Virtual Learning Environments

Science.gov (United States)

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…

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

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…

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.

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

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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…

Learning the moon's phases through CL

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Barbera, Maria

2013-04-01

This work is a CLIL experience for a class of 14-year-old students, a first grade of a Secondary school, level B1/B2. It is presented an Astronomy lesson whose topic is about the Moon's phases, a quite difficult phenomenon to visualize. Students' attention is attracted by presenting them songs and a short documentary; comprehension is made easier using both Internet-based materials and a card game using Cooperative Learning strategies through Johnsons' ' Learning Together'. The lesson consists of three steps for a total length of three hours. The teacher assigns a time limit for each activity. During the pre-task step, students' interest for present-day music is used to catch their attention and make them aware of the importance of the Moon as an inspiring subject for artistic expression such as popular or rock music. Then the students are requested to brainstorm some simple ideas of ther own about the moon. In the task step, a clear short BBC video is shown in order to stimulate students' listening and comprehension skills and an animation is proposed to help them view the moon cycle. In the post-task step, students are engaged in a card game through Johnsons' 'Learning Together'.Learners are divided into pairs and they have to cooperate to rebuild the moon's cicle as fast as they can. Then the two pairs join together to form groups of four and check their answers. The Assessor shares the group's keys with the whole class. The teacher gives feedback. The groups celebrate their success by clapping their hands and saying what they appreciated regarding their way of working together as pairs and groups.

Organizational learning in developing the integrated quality management

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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

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

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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

A Case for Improved Reading Instruction for Academic English Reading Proficiency

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Glenn Ole Hellekjær

2008-06-01

Full Text Available This article presents a study of the academic reading proficiency in English of 217 senior level Norwegian upper secondary school students who upon graduation are considered qualified for higher education. Testing with an International English Language Testing System (IELTS Academic Reading Module revealed that two thirds of the 178 respondents with ordinary EFL courses did not achieve the equivalent of the IELTS Band 6 score minimum that is usually required for admission to British and Australian universities. In comparison, two thirds of a sample of 39 respondents with a single, sheltered Content and Language Integrated Learning (CLIL subject achieved a Band 6 score or better. Closer analysis indicates that the poor test scores can be attributed to weaknesses in current English as a Foreign Language (EFL instruction where reading is neglected, where students do not learn to adjust how they read to reading purpose, and where they do not learn how to handle unfamiliar words to avoid disrupting the reading process. The article ends with suggestions on how to improve EFL instruction, in Norway and elsewhere.

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

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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.

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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.

Resilient Learning: Towards Integration of Strategic Research Programmes, Higher Education Functions and Regional-National Development

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Rauno Ilmari Pirinen

2017-06-01

Full Text Available In this study, the concept of Learning by Research and Development (R&D is furthered to the world of more resilient learning in the setting of security related R&D projects for development of co-creative products, services and action competence. The background of this study includes an interdisciplinary combination of service science, security, computer science, pedagogy, engineering, and management science. The interdisciplinary combination involves researchers, learners, teachers, and other participants connecting and integrating the academic disciplines, professions, and technologies, along with their methods and perspectives for co-creation of a common goal. This goal emphasizes results as high-value impacts, as well as the value of products, services, and innovations as “deliverables” of the integrative learning process. Until recently, the Learning by R&D model is clear and transparent; as such, it can be adopted by learning and R&D integration of other sciences and higher education institutions. The structure of the model is also easy to adapt and renew in case of a change, which means that it can develop from the inside on the one hand, and produce interactions, adaptions, resilience and innovations on the other.

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

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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

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

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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.

Integrating Video-Capture Virtual Reality Technology into a Physically Interactive Learning Environment for English Learning

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Yang, Jie Chi; Chen, Chih Hung; Jeng, Ming Chang

2010-01-01

The aim of this study is to design and develop a Physically Interactive Learning Environment, the PILE system, by integrating video-capture virtual reality technology into a classroom. The system is designed for elementary school level English classes where students can interact with the system through physical movements. The system is designed to…

Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities

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Jones, Monty; Dexter, Sara

2018-01-01

This mixed-methods study examined the technology integration learning activities of four teachers throughout one year using weekly quantitative surveys and a series of three qualitative individual interviews. Through the teachers' own voices an illustration of their learning processes is presented, and the gap between what is supported by their…

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

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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.

AAAC&U's Integrative Liberal Learning and the CAS Standards: Advising for a 21st Century Liberal Education

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Robbins, Rich

2014-01-01

The Association of American Colleges and Universities presented and promoted integrative liberal learning as a collaborative goal that all institutions of higher education must strive to achieve. The similarities between the goals of integrative liberal learning and the Standards for Academic Advising by the Council for the Advancement of…

Creating a memory of causal relationships an integration of empirical and explanation-based learning methods

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Pazzani, Michael J

2014-01-01

This book presents a theory of learning new causal relationships by making use of perceived regularities in the environment, general knowledge of causality, and existing causal knowledge. Integrating ideas from the psychology of causation and machine learning, the author introduces a new learning procedure called theory-driven learning that uses abstract knowledge of causality to guide the induction process. Known as OCCAM, the system uses theory-driven learning when new experiences conform to common patterns of causal relationships, empirical learning to learn from novel experiences, and expl

A Network for Integrated Science and Mathematics Teaching and Learning. NCSTL Monograph Series, #2.

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Berlin, Donna F.; White, Arthur L.

This monograph presents a summary of the results of the Wingspread Conference in April, 1991 concerning the viability and future of the concept of integration of mathematics and science teaching and learning. The conference focused on three critical issues: (1) development of definitions of integration and a rationale for integrated teaching and…

Medical Dataset Classification: A Machine Learning Paradigm Integrating Particle Swarm Optimization with Extreme Learning Machine Classifier

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C. V. Subbulakshmi

2015-01-01

Full Text Available Medical data classification is a prime data mining problem being discussed about for a decade that has attracted several researchers around the world. Most classifiers are designed so as to learn from the data itself using a training process, because complete expert knowledge to determine classifier parameters is impracticable. This paper proposes a hybrid methodology based on machine learning paradigm. This paradigm integrates the successful exploration mechanism called self-regulated learning capability of the particle swarm optimization (PSO algorithm with the extreme learning machine (ELM classifier. As a recent off-line learning method, ELM is a single-hidden layer feedforward neural network (FFNN, proved to be an excellent classifier with large number of hidden layer neurons. In this research, PSO is used to determine the optimum set of parameters for the ELM, thus reducing the number of hidden layer neurons, and it further improves the network generalization performance. The proposed method is experimented on five benchmarked datasets of the UCI Machine Learning Repository for handling medical dataset classification. Simulation results show that the proposed approach is able to achieve good generalization performance, compared to the results of other classifiers.

Teacher Perceptions towards ICT Integration: Professional Development through Blended Learning

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Qasem, Arwa Ahmed Abdo; Viswanathappa, G.

2016-01-01

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators' attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions…

The Challenge of Assessing Professional Competence in Work Integrated Learning

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McNamara, Judith

2013-01-01

A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students' demonstration of professional competence in the workplace. The assessment of professional…

ICT Integration in Education: Incorporation for Teaching & Learning Improvement

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Ghavifekr, Simin; Razak, Ahmad Zabidi Abd; Ghani, Muhammad Faizal A.; Ran, Ng Yan; Meixi, Yao; Tengyue, Zhang

2014-01-01

Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by the scholars in education. This is due to the capability of ICT in providing a dynamic and proactive teaching and learning environment. In line with the current digital era, teachers are required to integrate ICT in their daily teaching and…

Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education.

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Mooij, Ton

2016-01-01

Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an

Integrative relational machine-learning for understanding drug side-effect profiles.

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Bresso, Emmanuel; Grisoni, Renaud; Marchetti, Gino; Karaboga, Arnaud Sinan; Souchet, Michel; Devignes, Marie-Dominique; Smaïl-Tabbone, Malika

2013-06-26

Drug side effects represent a common reason for stopping drug development during clinical trials. Improving our ability to understand drug side effects is necessary to reduce attrition rates during drug development as well as the risk of discovering novel side effects in available drugs. Today, most investigations deal with isolated side effects and overlook possible redundancy and their frequent co-occurrence. In this work, drug annotations are collected from SIDER and DrugBank databases. Terms describing individual side effects reported in SIDER are clustered with a semantic similarity measure into term clusters (TCs). Maximal frequent itemsets are extracted from the resulting drug x TC binary table, leading to the identification of what we call side-effect profiles (SEPs). A SEP is defined as the longest combination of TCs which are shared by a significant number of drugs. Frequent SEPs are explored on the basis of integrated drug and target descriptors using two machine learning methods: decision-trees and inductive-logic programming. Although both methods yield explicit models, inductive-logic programming method performs relational learning and is able to exploit not only drug properties but also background knowledge. Learning efficiency is evaluated by cross-validation and direct testing with new molecules. Comparison of the two machine-learning methods shows that the inductive-logic-programming method displays a greater sensitivity than decision trees and successfully exploit background knowledge such as functional annotations and pathways of drug targets, thereby producing rich and expressive rules. All models and theories are available on a dedicated web site. Side effect profiles covering significant number of drugs have been extracted from a drug ×side-effect association table. Integration of background knowledge concerning both chemical and biological spaces has been combined with a relational learning method for discovering rules which explicitly

Improving wave forecasting by integrating ensemble modelling and machine learning

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O'Donncha, F.; Zhang, Y.; James, S. C.

2017-12-01

Modern smart-grid networks use technologies to instantly relay information on supply and demand to support effective decision making. Integration of renewable-energy resources with these systems demands accurate forecasting of energy production (and demand) capacities. For wave-energy converters, this requires wave-condition forecasting to enable estimates of energy production. Current operational wave forecasting systems exhibit substantial errors with wave-height RMSEs of 40 to 60 cm being typical, which limits the reliability of energy-generation predictions thereby impeding integration with the distribution grid. In this study, we integrate physics-based models with statistical learning aggregation techniques that combine forecasts from multiple, independent models into a single "best-estimate" prediction of the true state. The Simulating Waves Nearshore physics-based model is used to compute wind- and currents-augmented waves in the Monterey Bay area. Ensembles are developed based on multiple simulations perturbing input data (wave characteristics supplied at the model boundaries and winds) to the model. A learning-aggregation technique uses past observations and past model forecasts to calculate a weight for each model. The aggregated forecasts are compared to observation data to quantify the performance of the model ensemble and aggregation techniques. The appropriately weighted ensemble model outperforms an individual ensemble member with regard to forecasting wave conditions.

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

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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.

The Role of Work-Integrated Learning in Developing Students' Perceived Work Self-Efficacy

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Reddan, Gregory

2016-01-01

The notion of work self-efficacy is significant as the self-efficacy beliefs of an individual have considerable influence on his/her level of motivation and performance in the workplace. This paper aims to determine the effects of the learning activities of a work-integrated learning course in Exercise Science in relation to students' perceived…

Teaching pharmacology to medical students in an integrated problem-based learning curriculum:an Australian perspective

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Owen L WOODMAN; Agnes E DODDS; Albert G FRAUMAN; Mosepele MOSEPELE

2004-01-01

The world-wide move away from the didactic teaching of single disciples to integrated Problem-based Learning (PBL) curricula in medical education has posed challenges for the basic sciences. In this paper we identify two major challenges. The first challenge is the need to describe a core disciplinary curriculum that can be articulated and mapped onto the new structure. We illustrate how the British Pharmacological Society (BPS) Guidelines are used to evaluate the curriculum coverage in the medical course at The University of Melbourne. The second challenge is to ensure that foundational concepts are given adequate emphasis within the new structure, and in particular, that students have the opportunity to pursue these concepts in their self-directed learning. We illustrate one approach to teaching important pharmacological concepts in an integrated curriculum with a case study from the first year curriculum at The University of Melbourne. Finally, we propose the features of an integrated curriculum that facilitates the learning of basic pharmacology in a situation where PBL and integration sets the curriculum framework.

Integration of learning technologies into teaching within Fijian Polytechnic Institutions

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Shalendra Kumar

2016-11-01

Full Text Available Abstract In the 21st century, learning technologies have increasingly become pervasive within various forms of learning environments. Institutions of higher education are increasingly turning to these technologies to resource and support their teaching and learning environments under distributed circumstances, face-to-face or blended. Recently, the Fijian Ministry of Education systematically introduced learning technologies into Fiji’s technical colleges to support teaching and learning. However, prior to the widespread deployment of these technologies, little information was available on educators’ perception of the value of these technologies, and the extent to which this could influence adoption. The purpose of this study was to gain a better understanding of lecturers’ perceptions of the value of learning technologies and factors likely to influence their decisions to adopt and integrate these technologies into teaching as well as challenges they are likely to face. A survey was administered to fifty five self-selected lecturers involved in teaching within three Polytechnics in Fiji. Although overall findings suggested that lecturers strongly valued the contribution of learning technologies in enhancing student learning, a number of factors likely to influence the rapid adoption of these technologies were identified. These included attitude towards technology and perceived usefulness of technology in teaching, the institutional cultural environment, as well as resources available to support uptake. This research contributes to the growing significance of individual, contextual and cultural influences in the adoption of learning technologies into teaching.

Vertical Integration of Biochemistry and Clinical Medicine Using a Near-Peer Learning Model

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Gallan, Alexander J.; Offner, Gwynneth D.; Symes, Karen

2016-01-01

Vertical integration has been extensively implemented across medical school curricula but has not been widely attempted in the field of biochemistry. We describe a novel curricular innovation in which a near-peer learning model was used to implement vertical integration in our medical school biochemistry course. Senior medical students developed…

Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

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Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

2018-01-01

The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

Integrating Learning Styles and Personality Traits into an Affective Model to Support Learner's Learning

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Leontidis, Makis; Halatsis, Constantin

The aim of this paper is to present a model in order to integrate the learning style and the personality traits of a learner into an enhanced Affective Style which is stored in the learner’s model. This model which can deal with the cognitive abilities as well as the affective preferences of the learner is called Learner Affective Model (LAM). The LAM is used to retain learner’s knowledge and activities during his interaction with a Web-based learning environment and also to provide him with the appropriate pedagogical guidance. The proposed model makes use of an ontological approach in combination with the Bayesian Network model and contributes to the efficient management of the LAM in an Affective Module.

The Role Of The Integrated, Thematic Project To Learning Progress Of The Child In The Early Period

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Aida Cornelia Stoian

2016-12-01

Full Text Available In this study, we have proposed to present you the results of an empirical research in order to identify the positive aspects of the integrated, thematic project in learning progress of children in preschool. Using the observation method, we analyzed children's results regarding the objectives in the respect to the objectives in the grid. Children's progress in learning represents the confirmation and affirmation of the role of this integrated, thematic project in supporting the early learning child.

A Fuzzy Logic Framework for Integrating Multiple Learned Models

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Hartog, Bobi Kai Den [Univ. of Nebraska, Lincoln, NE (United States)

1999-03-01

The Artificial Intelligence field of Integrating Multiple Learned Models (IMLM) explores ways to combine results from sets of trained programs. Aroclor Interpretation is an ill-conditioned problem in which trained programs must operate in scenarios outside their training ranges because it is intractable to train them completely. Consequently, they fail in ways related to the scenarios. We developed a general-purpose IMLM solution, the Combiner, and applied it to Aroclor Interpretation. The Combiner's first step, Scenario Identification (M), learns rules from very sparse, synthetic training data consisting of results from a suite of trained programs called Methods. S1 produces fuzzy belief weights for each scenario by approximately matching the rules. The Combiner's second step, Aroclor Presence Detection (AP), classifies each of three Aroclors as present or absent in a sample. The third step, Aroclor Quantification (AQ), produces quantitative values for the concentration of each Aroclor in a sample. AP and AQ use automatically learned empirical biases for each of the Methods in each scenario. Through fuzzy logic, AP and AQ combine scenario weights, automatically learned biases for each of the Methods in each scenario, and Methods' results to determine results for a sample.

Integrative, Interdisciplinary Learning in Bermuda Through Video Projects

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Fox, R. J.; Connaughton, M.

2017-12-01

Understanding an ecosystem and how humans impact it requires a multidisciplinary perspective and immersive, experiential learning is an exceptional way to achieve understanding. In summer 2017 we took 18 students to the Bermuda Institute of Ocean Sciences (BIOS) as part of a Washington College two-week, four-credit summer field course. We took a multi-disciplinary approach in choosing the curriculum. We focused on the ecology of the islands and surrounding coral reefs as well as the environmental impacts humans are having on the islands. Additionally, we included geology and both local and natural history. Our teaching was supplemented by the BIOS staff and local tour guides. The student learning was integrated and reinforced through student-led video projects. Groups of three students were tasked with creating a 5-7 minute video appropriate for a public audience. We selected video topics based upon locations we would visit in the first week and topics were randomly assigned. The project intention was for the students to critically analyze and evaluate an area of Bermuda that is a worthwhile tourist destination. Students presented why a tourist should visit a locale, the area's ecological distinctiveness and complexity, the impact humans are having, and ways tourists can foster stewardship of that locale. These projects required students to learn how to make and edit videos, collaborate with peers, communicate a narrative to the public, integrate multi-disciplinary topics for a clear, whole-system perspective, observe the environment from a critical viewpoint, and interview local experts. The students produced the videos within the two-week period, and we viewed the videos as a group on the last day. The students worked hard, were proud of their final products, and produced excellent videos. They enjoyed the process, which provided them opportunities to collaborate, show individual strengths, be creative, and work independently of the instructors.

Integrated learning in practical machine element design course: a case study of V-pulley design

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Tantrabandit, Manop

2014-06-01

To achieve an effective integrated learning in Machine Element Design course, it is of importance to bridge the basic knowledge and skills of element designs. The multiple core learning leads the pathway which consists of two main parts. The first part involves teaching documents of which the contents are number of V-groove formulae, standard of V-grooved pulleys, and parallel key dimension's formulae. The second part relates to the subjects that the students have studied prior to participating in this integrated learning course, namely Material Selection, Manufacturing Process, Applied Engineering Drawing, CAD (Computer Aided Design) animation software. Moreover, an intensive cooperation between a lecturer and students is another key factor to fulfill the success of integrated learning. Last but not least, the students need to share their knowledge within the group and among the other groups aiming to gain knowledge of and skills in 1) the application of CAD-software to build up manufacture part drawings, 2) assembly drawing, 3) simulation to verify the strength of loaded pulley by method of Finite Element Analysis (FEA), 4) the software to create animation of mounting and dismounting of a pulley to a shaft, and 5) an instruction manual. The end product of this integrated learning, as a result of the above 1 to 5 knowledge and skills obtained, the participating students can create an assembly derived from manufacture part drawings and a video presentation with bilingual (English-Thai) audio description of Vpulley with datum diameter of 250 mm, 4 grooves, and type of groove: SPA.

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

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Xinzheng Zhang

2017-01-01

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

Comparing the neural basis of monetary reward and cognitive feedback during information-integration category learning.

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Daniel, Reka; Pollmann, Stefan

2010-01-06

The dopaminergic system is known to play a central role in reward-based learning (Schultz, 2006), yet it was also observed to be involved when only cognitive feedback is given (Aron et al., 2004). Within the domain of information-integration category learning, in which information from several stimulus dimensions has to be integrated predecisionally (Ashby and Maddox, 2005), the importance of contingent feedback is well established (Maddox et al., 2003). We examined the common neural correlates of reward anticipation and prediction error in this task. Sixteen subjects performed two parallel information-integration tasks within a single event-related functional magnetic resonance imaging session but received a monetary reward only for one of them. Similar functional areas including basal ganglia structures were activated in both task versions. In contrast, a single structure, the nucleus accumbens, showed higher activation during monetary reward anticipation compared with the anticipation of cognitive feedback in information-integration learning. Additionally, this activation was predicted by measures of intrinsic motivation in the cognitive feedback task and by measures of extrinsic motivation in the rewarded task. Our results indicate that, although all other structures implicated in category learning are not significantly affected by altering the type of reward, the nucleus accumbens responds to the positive incentive properties of an expected reward depending on the specific type of the reward.

34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

Science.gov (United States)

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General...

Integrator element as a promoter of active learning in engineering teaching

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Oliveira, Paulo C.; Oliveira, Cristina G.

2014-03-01

In this paper, we present a teaching proposal used in an Introductory Physics course to civil engineering students from Porto's Engineering Institute/Instituto Superior de Engenharia do Porto (ISEP). The proposal was born from the need to change students' perception and motivation for learning physics. It consists in the use of an integrator element, called the physics elevator project. This integrator element allows us to use, in a single project, all the content taught in the course and uses several active learning strategies. In this paper, we analyse this project as: (i) a clarifying element of the contents covered in the course; (ii) a promoter element of motivation and active participation in class and finally and (iii) a link between the contents covered in the course and the 'real world'. The data were collected by a questionnaire and interviews to students. From the data collected, it seems that the integrator element improves students' motivation towards physics and develops several skills that they consider to be important to their professional future. It also acts as a clarifying element and makes the connection between the physics that is taught and the 'real world'.

An Integrative Review of In-Class Activities That Enable Active Learning in College Science Classroom Settings

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Arthurs, Leilani A.; Kreager, Bailey Zo

2017-01-01

Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about "active learning" in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are…

Curriculum Integration in Distance Learning at Primary and Secondary Educational Levels on the Example of eTwinning Projects

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Gajek, Elzbieta

2018-01-01

Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches…

How do primary health care teams learn to integrate intimate partner violence (IPV) management? A realist evaluation protocol.

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Goicolea, Isabel; Vives-Cases, Carmen; San Sebastian, Miguel; Marchal, Bruno; Kegels, Guy; Hurtig, Anna-Karin

2013-03-23

Despite the existence of ample literature dealing, on the one hand, with the integration of innovations within health systems and team learning, and, on the other hand, with different aspects of the detection and management of intimate partner violence (IPV) within healthcare facilities, research that explores how health innovations that go beyond biomedical issues-such as IPV management-get integrated into health systems, and that focuses on healthcare teams' learning processes is, to the best of our knowledge, very scarce if not absent. This realist evaluation protocol aims to ascertain: why, how, and under what circumstances primary healthcare teams engage (if at all) in a learning process to integrate IPV management in their practices; and why, how, and under what circumstances team learning processes lead to the development of organizational culture and values regarding IPV management, and the delivery of IPV management services. This study will be conducted in Spain using a multiple-case study design. Data will be collected from selected cases (primary healthcare teams) through different methods: individual and group interviews, routinely collected statistical data, documentary review, and observation. Cases will be purposively selected in order to enable testing the initial middle-range theory (MRT). After in-depth exploration of a limited number of cases, additional cases will be chosen for their ability to contribute to refining the emerging MRT to explain how primary healthcare learn to integrate intimate partner violence management. Evaluations of health sector responses to IPV are scarce, and even fewer focus on why, how, and when the healthcare services integrate IPV management. There is a consensus that healthcare professionals and healthcare teams play a key role in this integration, and that training is important in order to realize changes. However, little is known about team learning of IPV management, both in terms of how to trigger such learning

Using computer assisted learning for clinical skills education in nursing: integrative review.

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Bloomfield, Jacqueline G; While, Alison E; Roberts, Julia D

2008-08-01

This paper is a report of an integrative review of research investigating computer assisted learning for clinical skills education in nursing, the ways in which it has been studied and the general findings. Clinical skills are an essential aspect of nursing practice and there is international debate about the most effective ways in which these can be taught. Computer assisted learning has been used as an alternative to conventional teaching methods, and robust research to evaluate its effectiveness is essential. The CINAHL, Medline, BNI, PsycInfo and ERIC electronic databases were searched for the period 1997-2006 for research-based papers published in English. Electronic citation tracking and hand searching of reference lists and relevant journals was also undertaken. Twelve studies met the inclusion criteria. An integrative review was conducted and each paper was explored in relation to: design, aims, sample, outcome measures and findings. Many of the study samples were small and there were weaknesses in designs. There is limited empirical evidence addressing the use of computer assisted learning for clinical skills education in nursing. Computer assisted learning has been used to teach a limited range of clinical skills in a variety of settings. The paucity of evaluative studies indicates the need for more rigorous research to investigate the effect of computer assisted learning for this purpose. Areas that need to be addressed in future studies include: sample size, range of skills, longitudinal follow-up and control of confounding variables.

Teachers' level of ICT integration in teaching and learning: A survey in Malaysian private preschool

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Kamaruddin, Kamarulzaman; Abdullah, Che Anuar Che; Idris, Mohd Noor; Nawi, Mohd Nasrun Mohd

2017-10-01

The purpose of this study is to investigate the level of ICT integration in teaching and learning in private preschool in Malaysia. A total 61 teachers from 10 private preschools in the district of Mualim in the state of Perak Malaysia were randomly chosen in this survey research. The findings revealed that most of the teachers were knowledgeable about the educational ICT application. However, the findings revealed that the teachers' level of ICT integration is still at the low level. This is based on the results of a study that most of the teachers are normal users and ICT application was used for their own work rather than using it in their teaching and learning in the classroom. In addition, the findings indicated that teachers' awareness towards the important of ICT in teaching and learning is not encouraging and this issue is related to the training provided, equipment and time constraints that hinder the integration of ICT.

A Practice-Based Approach to Student Reflection in the Workplace during a Work-Integrated Learning Placement

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Sykes, Christopher; Dean, Bonnie Amelia

2013-01-01

In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on…

Integrating Technology in Teaching Students with Special Learning Needs in the SPED Schools in Baguio City

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Marilyn L. Balmeo

2014-08-01

Full Text Available Leading-edge creation and development of technologies including those for the children with special learning needs found common place in the educational system. Allowably, this study’s focal point engages in the integration of technologies in the educational environments where students with special learning needs are housed. Respondents include 53 teachers employed in the special education schools in Baguio City, who were to determine the availability and effectiveness of technology in their schools and the problems encountered in the integration of technologies. Results indicate that availability and effectiveness of technologies are at limited level and that there are problems encountered in technology integration. This is significant for the achievement of the aim of students with special learning needs for they would be guided appropriately in the development of their skills with the challenges of educational attainment and life itself

Learning Algorithm of Boltzmann Machine Based on Spatial Monte Carlo Integration Method

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Muneki Yasuda

2018-04-01

Full Text Available The machine learning techniques for Markov random fields are fundamental in various fields involving pattern recognition, image processing, sparse modeling, and earth science, and a Boltzmann machine is one of the most important models in Markov random fields. However, the inference and learning problems in the Boltzmann machine are NP-hard. The investigation of an effective learning algorithm for the Boltzmann machine is one of the most important challenges in the field of statistical machine learning. In this paper, we study Boltzmann machine learning based on the (first-order spatial Monte Carlo integration method, referred to as the 1-SMCI learning method, which was proposed in the author’s previous paper. In the first part of this paper, we compare the method with the maximum pseudo-likelihood estimation (MPLE method using a theoretical and a numerical approaches, and show the 1-SMCI learning method is more effective than the MPLE. In the latter part, we compare the 1-SMCI learning method with other effective methods, ratio matching and minimum probability flow, using a numerical experiment, and show the 1-SMCI learning method outperforms them.

21st CENTURY LEARNING: IS ICT REALLY INTEGRATED IN EFL CLASSROOM OR MERELY SEGREGATED OUTSIDE THE CLASSROOM?

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Ririn Ovilia

2017-06-01

Full Text Available In 21st century, along with the rapid development of technology, the teachers begin to involve Information and Communication Technology (ICT in EFL learning. However, the case arises whether the use of ICT is really integrated or merely segregated outside the classroom. This study was a case study which attempted to see the practice of integrating ICT in EFL classroom, particularly in Charis School?a private Junior High School in Malang, and to investigate the students� and teacher�s perceptions toward the learning process. The instruments were interview guide, observation sheet, and questionnaire. The results of this study showed that the teacher was aware to integrate ICT in EFL classroom and the students showed positive attitudes in the learning process.

The effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students

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Pholphuet, Preedaporn; Kanyaprasith, Kamonwan; Khumwong, Pinit; Praphairaksit, Nalena

2018-01-01

The purpose of this research was to investigate the effect of integrating cooperative learning into 5E inquiry learning model on interpersonal skills of high school students. Two 10th grade classrooms consisting of 63 students were obtained by purposive sampling then one was assigned as an experimental and the other as a control group. The cooperative learning was integrated into 5E inquiry model for the experimental group in addition to the normal 5E inquiry model in the control group. A 5-level rating scale questionnaire was used for data collection both before and after the experiment. Furthermore, a descriptive journal from each student was added to the study after the researchers realized a significant difference in the teamwork skill of each group. Data from questionnaires were analyzed using descriptive statistics and inferential statistics. The results showed that the experimental group had a significantly higher score of interpersonal skills when compared to the control group (ptime management, the outcome of the work, the process of the work and the attitude of the students. The students in the experimental group demonstrated more creative ideas and were more likely to listen to other student ideas. The students in experimental group were less competitive and were more open in sharing and helping others. In conclusion, the addition of cooperative learning in to the usual 5E inquiry learning, not only help the students to achieve the knowledge but also help develop good interpersonal skills.

Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning: An Integrative Review.

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Jessee, Mary Ann

A persistent deficit in new graduate nurses' clinical reasoning skill exists. Clinical reasoning is best learned in the sociocultural clinical learning environment (CLE), yet many CLEs fail to engage nursing students in the cognitive work of nursing that promotes development of clinical reasoning. Despite two decades of recommendations to improve CLEs based on students' perceptions of learning, widespread improvement remains elusive. The aim of this review was to synthesize what is known about the influence of sociocultural factors in the acute-care CLE on prelicensure nursing students' perceptions of learning, for the purpose of identifying factors that when modified may promote improvement of clinical reasoning skill. The integrative review methodology was used to synthesize and identify gaps in evidence on students' perceptions of learning in the acute-care CLE. Global commonalities exist in the impact of the sociocultural CLE on students' perceptions of learning, including overall sociocultural atmosphere, membership in the health care team, supervisory relationships, peer relationships, and clinical education structure. This review provides evidence that modification of CLE factors and examination of their influence on measurable learning outcomes such as clinical reasoning are the necessary next steps to facilitate improvement of new graduate nurses' clinical reasoning skill. Copyright © 2016 Elsevier Inc. All rights reserved.

Learning knowledge as an integral part of competencies in higher education: Effects on students' knowledge

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Van Bommel, Marijke; Boshuizen, Els; Kwakman, Kitty

2011-01-01

Van Bommel, M., Boshuizen, H. P. A., & Kwakman, K. (2010, 25-27 August). Learning knowledge as an integral part of competencies in higher education: Effects on students' knowledge. Paper presented at the 5th EARLI-SIG14 Learning and Professional Development, Munich, Germany.

E-learning and nursing assessment skills and knowledge - An integrative review.

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McDonald, Ewan W; Boulton, Jessica L; Davis, Jacqueline L

2018-07-01

This review examines the current evidence on the effectiveness of digital technologies or e-based learning for enhancing the skills and knowledge of nursing students in nursing assessment. This integrative review identifies themes emerging from e-learning and 'nursing assessment' literature. Literature reviews have been undertaken in relation to digital learning and nursing education, including clinical skills, clinical case studies and the nurse-educator role. Whilst perceptions of digital learning are well covered, a gap in knowledge persists for understanding the effectiveness of e-learning on nursing assessment skills and knowledge. This is important as comprehensive assessment skills and knowledge are a key competency for newly qualified nurses. The MEDLINE, CINAHL, Cochrane Library and ProQuest Nursing and Allied Health Source electronic databases were searched for the period 2006 to 2016. Hand searching in bibliographies was also undertaken. Selection criteria for this review included: FINDINGS: Twenty articles met the selection criteria for this review, and five major themes for e-based learning were identified (a) students become self-evaluators; (b) blend and scaffold learning; (c) measurement of clinical reasoning; (d) mobile technology and Facebook are effective; and (e) training and preparation is vital. Although e-based learning programs provide a flexible teaching method, evidence suggests e-based learning alone does not exceed face-to-face patient simulation. This is particularly the case where nursing assessment learning is not scaffolded. This review demonstrates that e-based learning and traditional teaching methods used in conjunction with each other create a superior learning style. Copyright © 2018 Elsevier Ltd. All rights reserved.

Integrating Computer-Assisted Language Learning in Saudi Schools: A Change Model

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Alresheed, Saleh; Leask, Marilyn; Raiker, Andrea

2015-01-01

Computer-assisted language learning (CALL) technology and pedagogy have gained recognition globally for their success in supporting second language acquisition (SLA). In Saudi Arabia, the government aims to provide most educational institutions with computers and networking for integrating CALL into classrooms. However, the recognition of CALL's…

Supporting teachers integrating web 2.0 in a Problem Based Learning approach

DEFF Research Database (Denmark)

Buus, Lillian

2010-01-01

Based on theoretical and methodological considerations within problem-based learning (PBL), web 2.0 technologies and learning designs, the article try to illustrate a design model for supporting teachers in their learning design trying to integrate web 2.0 technologies into their PBL approach...... that a transition from curriculum-based teaching to PBL entails a movement from a teacher-centered approach to a learner-centered approach [4],[5]. This move can in many ways be compared to the conceptual move from web 1.0 to web 2.0 that by some is seen as a transition from ‘users/learners as consumers’ towards...... ‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E...

From Metacognition to Practice Cognition: The DNP e-Portfolio to Promote Integrated Learning.

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Anderson, Kelley M; DesLauriers, Patricia; Horvath, Catherine H; Slota, Margaret; Farley, Jean Nelson

2017-08-01

Educating Doctor of Nursing Practice (DNP) students for an increasingly complex health care environment requires novel applications of learning concepts and technology. A deliberate and thoughtful process is required to integrate concepts of the DNP program into practice paradigm changes to subsequently improve students' abilities to innovate solutions to complex practice problems. The authors constructed or participated in electronic portfolio development inspired by theories of metacognition and integrated learning. The objective was to develop DNP student's reflection, integration of concepts, and technological capabilities to foster the deliberative competencies related to the DNP Essentials and the foundations of the DNP program. The pedagogical process demonstrates how e-portfolios adapted into the doctoral-level curriculum for DNP students can address the Essentials and foster the development of metacognitive capabilities, which translates into practice changes. The authors suggest that this pedagogical approach has the potential to optimize reflective and deliberative competencies among DNP students. [J Nurs Educ. 2017;56(8):497-500.]. Copyright 2017, SLACK Incorporated.

Influence of Teacher Competency on Integration of ICT in Teaching and Learning in Public Secondary Schools in Machakos

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Michael, Felistas Mbithe; Maithya, Redempta; Cheloti, Selpher K.

2016-01-01

This study was set to investigate the influence of teachers' competency on the integration of ICT in teaching and learning in public secondary schools in Machakos County. The study hypothesis was that: There is no significant relationship between teacher competency and the integration of ICT in teaching and learning. The study used a sample of…

Information-integration category learning and the human uncertainty response.

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Paul, Erick J; Boomer, Joseph; Smith, J David; Ashby, F Gregory

2011-04-01

The human response to uncertainty has been well studied in tasks requiring attention and declarative memory systems. However, uncertainty monitoring and control have not been studied in multi-dimensional, information-integration categorization tasks that rely on non-declarative procedural memory. Three experiments are described that investigated the human uncertainty response in such tasks. Experiment 1 showed that following standard categorization training, uncertainty responding was similar in information-integration tasks and rule-based tasks requiring declarative memory. In Experiment 2, however, uncertainty responding in untrained information-integration tasks impaired the ability of many participants to master those tasks. Finally, Experiment 3 showed that the deficit observed in Experiment 2 was not because of the uncertainty response option per se, but rather because the uncertainty response provided participants a mechanism via which to eliminate stimuli that were inconsistent with a simple declarative response strategy. These results are considered in the light of recent models of category learning and metacognition.

SPRACHLICHE UND KULTURELLE INTEGRATION VON FLÜCHTLINGEN – NEUE HERAUSFORDERUNGEN FÜR DIE ERWACHSENENBILDUNG IN EUROPA DES XXI. JAHRHUNDERTS / LINGUISTIC AND CULTURAL INTEGRATION OF REFUGEES – NEW CHALLENGES FOR ADULT EDUCATION IN XXIST CENTURY EUROPE

Directory of Open Access Journals (Sweden)

Andrea Hamburg

2017-03-01

be accomplished in lack of this component. That’s why study materials should be conceived according to the principles and tools of CLIL (Content and Language Integrated Learning where content should hint at role and legal position of women and children in European societies. Beside language classes combining linguistic and country-specific cultural elements, intercultural training conducted by experts in this field would be of great help. By measuring the degree of integration both linguistic and cultural integration rate should be taken into consideration. While in language acquisition advances are much easier to observe and measure, for the time being we lack adequate tools for evaluating the degree of cultural integration. These tools are still to be developed. Albeit the outcomes of the whole process are not predictable, one thing is sure, in this project collaboration among education policy makers, sociologists, psychologists, education experts and representatives of other scientific branches is needed.

Potential Pedagogical Benefits and Limitations of Multimedia Integrated Desktop Video Conferencing Technology for Synchronous Learning

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drs Maurice Schols

2009-01-01

As multimedia gradually becomes more and more an integrated part of video conferencing systems, the use of multimedia integrated desktop video conferencing technology (MIDVCT) will open up new educational possibilities for synchronous learning. However, the possibilities and limitations of this

A Web-based e-learning course: integration of pathophysiology into pharmacology.

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Tse, Mimi M Y; Lo, Lisa W L

2008-11-01

The Internet is becoming the preferred place to find information. Millions of people go online in search of health and medical information. Likewise, the demand for Web-based courses is growing. This paper presents the development, utilization, and evaluation of a Web-based e-learning course for nursing students, entitled Integration of Pathophysiology into Pharmacology. The pathophysiology component included cardiovascular, respiratory, central nervous and immune system diseases, while the pharmacology component was developed based on 150 commonly used drugs. One hundred and nineteen Year 1 nursing students took part in the course. The Web-based e-learning course materials were uploaded to a WebCT for students' self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given a questionnaire to measure the e-learning experience. Their experience in the e-learning course was a positive one. Students stated that they were able to understand rather than memorize the subject content, and develop their problem solving and critical thinking abilities. Online quizzes yielded satisfactory results. In the focus group interview, students indicated that they appreciated the time flexibility and convenience associated with Web-based learning, and also made good suggestions for enhancing Web-based learning. The Web-based approach is promising for teaching and learning pathophysiology and pharmacology for nurses and other healthcare professionals.

Deciding Access to Work-Integrated Learning: Human Resource Professionals as Gatekeepers

Science.gov (United States)

Mackaway, Jacqueline; Winchester-Seeto, Theresa

2018-01-01

Universities, industry and professional bodies advocate work-integrated learning (WIL) as a valuable way to prepare graduates to meet the challenges of contemporary society. When organizations preference particular students over others to host on placement, the full individual and collective potential of WIL is not realized. This paper reports…

Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice

Science.gov (United States)

Jackson, Denise

2015-01-01

Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students…

Integrative Metabolism: An Interactive Learning Tool for Nutrition, Biochemistry, and Physiology

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Carey, Gale

2010-01-01

Metabolism is a dynamic, simultaneous, and integrative science that cuts across nutrition, biochemistry, and physiology. Teaching this science can be a challenge. The use of a scenario-based, visually appealing, interactive, computer-animated CD may overcome the limitations of learning "one pathway at a time" and engage two- and…

Challenges Implementing Work-Integrated Learning in Human Resource Management University Courses

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Rook, Laura

2017-01-01

The examination of work-integrated learning (WIL) programs in the undergraduate Human Resource Management (HRM) curriculum is an area under-represented in the Australian literature. This paper identifies the challenges faced in implementing WIL into the HRM undergraduate curriculum. Qualitative semi-structured interviews were conducted with 38…

Preparation Model of Student Teacher Candidate in Developing Integrative Science Learning

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Wiyanto; Widiyatmoko, Arif

2016-01-01

According to 2013 Curriculum in Indonesia, science learning process in Junior High School is integrally held between physics, chemistry, biology, and earth science. To successfully implementing the 2013 Curriculum in school, the education institution which generates science teacher should prepare the student, so that they can develop integrative…

Curriculum Integration in Distance Learning at Primary and Secondary Educational Levels on the Example of eTwinning Projects

Directory of Open Access Journals (Sweden)

Elżbieta Gajek

2017-12-01

Full Text Available Curriculum integration is one of the concepts which has been discussed for years. Telecollaborative projects, which employ elements of distance learning, provide opportunities for putting the idea into practice. Analysis of eTwinning projects undertaken in Polish schools aims at demonstrating the integrative role of distance learning approaches and their contribution to integration of various themes in educational context. As the eTwinning framework is very flexible, allowing for teacher and students autonomy the projects may vary in the topics, age and number of participants, duration scope within curriculum etc. The study shows various levels and perspectives of curriculum integration which take place in eTwinning projects. It also discusses the role of distance learning at primary and secondary educational levels. The challenge is to transform international collaboration of selected schools an everyday practice for all learners and teachers.

Leadership Perspectives on Operationalizing the Learning Health Care System in an Integrated Delivery System.

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Psek, Wayne; Davis, F Daniel; Gerrity, Gloria; Stametz, Rebecca; Bailey-Davis, Lisa; Henninger, Debra; Sellers, Dorothy; Darer, Jonathan

2016-01-01

Healthcare leaders need operational strategies that support organizational learning for continued improvement and value generation. The learning health system (LHS) model may provide leaders with such strategies; however, little is known about leaders' perspectives on the value and application of system-wide operationalization of the LHS model. The objective of this project was to solicit and analyze senior health system leaders' perspectives on the LHS and learning activities in an integrated delivery system. A series of interviews were conducted with 41 system leaders from a broad range of clinical and administrative areas across an integrated delivery system. Leaders' responses were categorized into themes. Ten major themes emerged from our conversations with leaders. While leaders generally expressed support for the concept of the LHS and enhanced system-wide learning, their concerns and suggestions for operationalization where strongly aligned with their functional area and strategic goals. Our findings suggests that leaders tend to adopt a very pragmatic approach to learning. Leaders expressed a dichotomy between the operational imperative to execute operational objectives efficiently and the need for rigorous evaluation. Alignment of learning activities with system-wide strategic and operational priorities is important to gain leadership support and resources. Practical approaches to addressing opportunities and challenges identified in the themes are discussed. Continuous learning is an ongoing, multi-disciplinary function of a health care delivery system. Findings from this and other research may be used to inform and prioritize system-wide learning objectives and strategies which support reliable, high value care delivery.

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.

Foreign language as a tool for professional mobility development for students specialising in economics

Directory of Open Access Journals (Sweden)

Polenova Anna, YU.

2015-03-01

Full Text Available The paper considers the practical aspects of professional mobility development for students specializing in Economics by means of foreign language. It is noted that the potential of a foreign language is not used in full since training in this discipline is delivered separately with the development of professional competence of the future expert. The article analyzes the existing experience of teaching English at non- linguistic faculties using CLIL (Content and Language Integrated Learning approach. The article suggests the ways of professional mobility development by means of foreign language. It discusses the advantages of innovative teaching, which is aimed at meeting the professional and educational needs of students, the development of professional mobility and creative thinking. It is concluded that studying a foreign language and non-language subject at the same time is an additional means to achieve high educational outcomes.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship

Directory of Open Access Journals (Sweden)

Dylan Archbold Hufty Alegría

2014-03-01

Full Text Available Introduction: The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods: We provided 15 LIC students with tablet computers with access to the electronic health record (EHR, to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results: Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions: LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

Science.gov (United States)

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship

Science.gov (United States)

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context. PMID:24646438

Developing health science students into integrated health professionals: a practical tool for learning

Directory of Open Access Journals (Sweden)

Duncan Madeleine

2007-11-01

Full Text Available Abstract Background An integrated sense of professionalism enables health professionals to draw on relevant knowledge in context and to apply a set of professional responsibilities and ethical principles in the midst of changing work environments 12. Inculcating professionalism is therefore a critical goal of health professional education. Two multi-professional courses for first year Health Science students at the University of Cape Town, South Africa aim to lay the foundation for becoming an integrated health professional 3. In these courses a diagram depicting the domains of the integrated health professional is used to focus the content of small group experiential exercises towards an appreciation of professionalism. The diagram serves as an organising framework for conceptualising an emerging professional identity and for directing learning towards the domains of 'self as professional' 45. Objective This paper describes how a diagrammatic representation of the core elements of an integrated health professional is used as a template for framing course content and for organising student learning. Based on the assumption that all health care professionals should be knowledgeable, empathic and reflective, the diagram provides students and educators with a visual tool for investigating the subjective and objective dimensions of professionalism. The use of the diagram as an integrating point of reference for individual and small group learning is described and substantiated with relevant literature. Conclusion The authors have applied the diagram with positive impact for the past six years with students and educators reporting that "it just makes sense". The article includes plans for formal evaluation. Evaluation to date is based on preliminary, informal feedback on the value of the diagram as a tool for capturing the domains of professionalism at an early stage in the undergraduate education of health professional students.

Service-Learning and Integrated Course Redesign: Principles of Management and the Campus Kitchen Metaproject

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Flannery, Brenda L.; Pragman, Claudia H.

2010-01-01

This article describes the process of redesigning a Principles of Management course to integrate a service-learning metaproject. The metaproject was Campus Kitchen, a food recovery and delivery program operated on a handful of university campuses across the United States. We used L. Dee Fink's integrated course design approach as well as systems…

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

2016-01-01

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…

Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools

Science.gov (United States)

Ghavifekr, Simin; Rosdy, Wan Athirah Wan

2015-01-01

Integration of Information, Communication, and Technology (ICT) will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Malaysia, ICT is considered as one of the main elements in transforming the country to the future development. The Ministry of…

Developing and Integrating Courseware for Oral Presentations into ESP Learning Contexts

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Tsai, Shu-Chiao

2010-01-01

This study reports on the development of ESP (English for Specific Purposes) multimedia courseware on oral presentations, and its integration into self-study learning and elective courses for students with different English proficiencies, as one solution to problems in ESP courses in Taiwan. The courseware design is based on Mayer's multimedia…

Integrated learning: Ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

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Nora eHarr

2015-06-01

Full Text Available In teacher education, general pedagogical and psychological knowledge is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge and general pedagogical and psychological knowledge with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately-taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable pedagogical and psychological knowledge and greater simultaneous application of pedagogical and psychological knowledge and pedagogical content knowledge. The advantages of fostering knowledge integration were not moderated by the student teachers’ prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times.

The Integration of the Scholarship of Teaching and Learning into the Discipline of Sociology

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McKinney, Kathleen

2018-01-01

Despite decades of sociology scholarship of teaching and learning (SoTL) research, integration of SoTL in sociology remains insufficient. First, some reasons for the insufficient integration of SoTL in the discipline are noted, and the foci of publications on the history and status of the SoTL in sociology are briefly summarized. Literature…

Integrating Music into Math in a Virtual Reality Game: Learning Fractions

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Lim, Taehyeong; Lee, Sungwoong; Ke, Fengfeng

2016-01-01

The purpose of this study was to investigate future teachers' experiences and perceptions of using a virtual reality game for elementary math education. The virtual reality game was designed and developed to integrate a musical activity (beat-making) into the math learning of fractions. Five math education major students participated in this…

Integrating a social network group with a 3D collaborative learning environment

NARCIS (Netherlands)

Pourmirza, S.; Gardner, M.; Callaghan, V; Augusto, J.C.; Zhang, T.

2014-01-01

Although extensive research has been carried out on virtual learning environments and the role of groups and communities in social networks, few studies exist which adequately cover the relationship between these two domains. In this paper, the authors demonstrate the effectiveness of integrating

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

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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.

Integrating Blended and Problem-Based Learning into an Architectural Housing Design Studio: A Case Study

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Bregger, Yasemin Alkiser

2017-01-01

This paper presents how a blended learning pedagogic model is integrated into an architectural design studio by adapting the problem-based learning process and housing issues in Istanbul Technical University (ITU), during fall 2015 and spring 2016 semesters for fourth and sixth level students. These studios collaborated with the "Introduction…

Towards the Development of an Automated Learning Assistant for Vector Calculus: Integration over Planar Regions

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Yaacob, Yuzita; Wester, Michael; Steinberg, Stanly

2010-01-01

This paper presents a prototype of a computer learning assistant ILMEV (Interactive Learning-Mathematica Enhanced Vector calculus) package with the purpose of helping students to understand the theory and applications of integration in vector calculus. The main problem for students using Mathematica is to convert a textbook description of a…

Deepening Learning through Learning-by-Inventing

OpenAIRE

Apiola, Mikko; Tedre, Matti

2013-01-01

It has been shown that deep approaches to learning, intrinsic motivation, and self-regulated learning have strong positive effects on learning. How those pedagogical theories can be integrated in computing curricula is, however, still lacking empirically grounded analyses. This study integrated, in a robotics-based programming class, a method of learning-by-inventing, and studied its qualitative effects on students’ learning through 144 interviews. Five findings were related with learning the...

A field experiment of energy education using integrative learning support system

International Nuclear Information System (INIS)

Obayashi, Fumiaki; Yamamoto, Atsumu; Ito, Kyoko; Shimoda, Hiroshi; Yoshikawa, Hidekazu

2002-01-01

A new energy learning support system for higher education was the object of this experiment. The aim of this learning support system is to support students within an integrative study environment in which various personal skills and general knowledge on energy related issues are to be developed. The main goals of this learning tool for the students are to simulate their interest and creativity, to enhance awareness, to increase capability of researching on the subject and to improve problem-solving skills on energy related issues. The salient feature of this learning support system is that it is used for group learning by which each learner can develop the ability to reflect on the subject through mutual discussion. Moreover, in order to keep the attention of the students on the topic and provide them with a better assimilation of the curriculum, a personified agent is used as a cooperative associate who assists learners through natural communication, using voice conversation function in Japanese language. Then, the subject experiment has been conducted. Also, means of effective energy education are discussed in this research. As a conclusion, this learning support system is proven to be effective and the use of it for energy education is recommended. (author)

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

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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.

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

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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.

An Integrated Qualitative and Quantitative Biochemical Model Learning Framework Using Evolutionary Strategy and Simulated Annealing.

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Wu, Zujian; Pang, Wei; Coghill, George M

2015-01-01

Both qualitative and quantitative model learning frameworks for biochemical systems have been studied in computational systems biology. In this research, after introducing two forms of pre-defined component patterns to represent biochemical models, we propose an integrative qualitative and quantitative modelling framework for inferring biochemical systems. In the proposed framework, interactions between reactants in the candidate models for a target biochemical system are evolved and eventually identified by the application of a qualitative model learning approach with an evolution strategy. Kinetic rates of the models generated from qualitative model learning are then further optimised by employing a quantitative approach with simulated annealing. Experimental results indicate that our proposed integrative framework is feasible to learn the relationships between biochemical reactants qualitatively and to make the model replicate the behaviours of the target system by optimising the kinetic rates quantitatively. Moreover, potential reactants of a target biochemical system can be discovered by hypothesising complex reactants in the synthetic models. Based on the biochemical models learned from the proposed framework, biologists can further perform experimental study in wet laboratory. In this way, natural biochemical systems can be better understood.

Analysis of the Experience of a Virtual Learning Environment Integration Into a Biochemistry Course Offered to Undergraduate Students

Directory of Open Access Journals (Sweden)

M.B. Espíndola

2009-05-01

Full Text Available As Information and Communication Technology (ICT becomes available in educational contexts, it is important that educators experiment different ways to deal with ICT tools in the teaching -learning process at the University basic sciences level. The challenge is to integrate ICT throughout the learning subjects in order to improve the quality of the learning process to students. This paper presents the results of an experience using a Virtual Learning Management System (VLMS, named Constructore, applied in the Biochemistry discipline at the Federal University of Rio de Janeiro (UFRJ for undergraduate medical students. Using Constructore, we developed a learning environment intended for integrating online activities and traditional course content. The course was focused on the integration of energy-yielding metabolism, exploring  metabolic adaptations in different physiological or pathological states such as starvation, diabetes and exercise. The course environment was structured with three modules, each of them presenting problem-based exercises to be answered after retrieving rele vant information in original scientific articles. Based on the analysis of  a semi-open questionnaire, the results provided evidence that the virtual environment stimulated students to critically read relevant scientific articles and to acquire skills to build and to integrate their knowledge through content association.

Transcranial infrared laser stimulation improves rule-based, but not information-integration, category learning in humans.

Science.gov (United States)

Blanco, Nathaniel J; Saucedo, Celeste L; Gonzalez-Lima, F

2017-03-01

This is the first randomized, controlled study comparing the cognitive effects of transcranial laser stimulation on category learning tasks. Transcranial infrared laser stimulation is a new non-invasive form of brain stimulation that shows promise for wide-ranging experimental and neuropsychological applications. It involves using infrared laser to enhance cerebral oxygenation and energy metabolism through upregulation of the respiratory enzyme cytochrome oxidase, the primary infrared photon acceptor in cells. Previous research found that transcranial infrared laser stimulation aimed at the prefrontal cortex can improve sustained attention, short-term memory, and executive function. In this study, we directly investigated the influence of transcranial infrared laser stimulation on two neurobiologically dissociable systems of category learning: a prefrontal cortex mediated reflective system that learns categories using explicit rules, and a striatally mediated reflexive learning system that forms gradual stimulus-response associations. Participants (n=118) received either active infrared laser to the lateral prefrontal cortex or sham (placebo) stimulation, and then learned one of two category structures-a rule-based structure optimally learned by the reflective system, or an information-integration structure optimally learned by the reflexive system. We found that prefrontal rule-based learning was substantially improved following transcranial infrared laser stimulation as compared to placebo (treatment X block interaction: F(1, 298)=5.117, p=0.024), while information-integration learning did not show significant group differences (treatment X block interaction: F(1, 288)=1.633, p=0.202). These results highlight the exciting potential of transcranial infrared laser stimulation for cognitive enhancement and provide insight into the neurobiological underpinnings of category learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Towards an Integrated Approach to Cabin Service English Curriculum Design: A Case Study of China Southern Airlines' Cabin Service English Training Course

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Xiaoqin, Liu; Wenzhong, Zhu

2016-01-01

This paper has reviewed the history of EOP (training) development and then illustrated the curriculum design of cabin service English training from the three perspectives of ESP, CLIL and Business Discourse. It takes the cabin crew English training of China Southern Airlines (CZ) as the case and puts forward an operational framework composed of…

Overview of NASA's Universe of Learning: An Integrated Astrophysics STEM Learning and Literacy Program

Science.gov (United States)

Smith, Denise; Lestition, Kathleen; Squires, Gordon; Biferno, Anya A.; Cominsky, Lynn; Manning, Colleen; NASA's Universe of Learning Team

2018-01-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is the result of a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University, and is one of 27 competitively-selected cooperative agreements within the NASA Science Mission Directorate STEM Activation program. The NASA's Universe of Learning team draws upon cutting-edge science and works closely with Subject Matter Experts (scientists and engineers) from across the NASA Astrophysics Physics of the Cosmos, Cosmic Origins, and Exoplanet Exploration themes. Together we develop and disseminate data tools and participatory experiences, multimedia and immersive experiences, exhibits and community programs, and professional learning experiences that meet the needs of our audiences, with attention to underserved and underrepresented populations. In doing so, scientists and educators from the partner institutions work together as a collaborative, integrated Astrophysics team to support NASA objectives to enable STEM education, increase scientific literacy, advance national education goals, and leverage efforts through partnerships. Robust program evaluation is central to our efforts, and utilizes portfolio analysis, process studies, and studies of reach and impact. This presentation will provide an overview of NASA's Universe of Learning, our direct connection to NASA Astrophysics, and our collaborative work with the NASA Astrophysics science community.

Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement in, and Attitudes towards Math in Six Graders with Learning Disabilities in Cooperative Groups

Science.gov (United States)

Eissa, Mourad Ali; Mostafa, Amaal Ahmed

2013-01-01

This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was…

The effectivenes of science domain-based science learning integrated with local potency

Science.gov (United States)

Kurniawati, Arifah Putri; Prasetyo, Zuhdan Kun; Wilujeng, Insih; Suryadarma, I. Gusti Putu

2017-08-01

This research aimed to determine the significant effect of science domain-based science learning integrated with local potency toward science process skills. The research method used was a quasi-experimental design with nonequivalent control group design. The population of this research was all students of class VII SMP Negeri 1 Muntilan. The sample of this research was selected through cluster random sampling, namely class VII B as an experiment class (24 students) and class VII C as a control class (24 students). This research used a test instrument that was adapted from Agus Dwianto's research. The aspect of science process skills in this research was observation, classification, interpretation and communication. The analysis of data used the one factor anova at 0,05 significance level and normalized gain score. The significance level result of science process skills with one factor anova is 0,000. It shows that the significance level < alpha (0,05). It means that there was significant effect of science domain-based science learning integrated with local potency toward science learning process skills. The results of analysis show that the normalized gain score are 0,29 (low category) in control class and 0,67 (medium category) in experiment class.

Blended Delivery and Online Assessment: Scaffolding Student Reflections in Work-Integrated Learning

Science.gov (United States)

Larkin, Ingrid; Beatson, Amanda

2014-01-01

This paper documents a teaching innovation addressing the challenges of embedding and assessing reflective practice in work-integrated learning, specifically marketing internships. We identify four issues relating to this problem: lack of knowledge or skill for reflection, limitations of physical journals, facilitation of different forms of…

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…

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,…

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.

Integration of strategy experiential learning in e-module of electronic records management

Directory of Open Access Journals (Sweden)

S. Sutirman

2018-01-01

Full Text Available This study aims to determine the effectiveness of e-module of electronic records management integrated with experiential learning strategies to improve student achievement in the domain of cognitive, psychomotor, and affective. This study is a research and development. Model research and development used is Web-Based Instructional Design (WBID developed by Davidson-Shivers and Rasmussen. The steps of research and development carried out by analysis, evaluation planning, concurrent design, implementation, and a summative evaluation. The approach used in this study consisted of qualitative and quantitative approaches. Collecting data used the Delphi technique, observation, documentation studies and tests. Research data analysis used qualitative analysis and quantitative analysis. Testing the effectiveness of the product used a quasi-experimental research design pretest-posttest non-equivalent control group. The results showed that the e-module of electronic records management integrated with experiential learning strategies can improve student achievement in the domain of cognitive, psychomotor, and affective.

From Idea to Action: Promoting Responsible Management Education through a Semester-Long Academic Integrity Learning Project

Science.gov (United States)

Lavine, Marc H.; Roussin, Christopher J.

2012-01-01

The authors describe a semester-long action-learning project where undergraduate or graduate management students learn about ethics, responsibility, and organizational behavior by examining the policy of their college or university that addresses academic integrity. Working in teams, students adopt a stakeholder management approach as they make…

Volition Completes the Puzzle: Development and Evaluation of an Integrative Trait Model of Self-Regulated Learning

Science.gov (United States)

Dörrenbächer, Laura; Perels, Franziska

2015-01-01

Most self-regulated learning theories are imbedded within a social-cognitive framework and comprise cognitive, metacognitive and motivational components. Nevertheless, these theories partly neglect volition, which is necessary for implementing learning intentions. Therefore, the present study is frontline as it aimed to integrate volition within a…

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.

Dialogic learning and interactive groups: an IMS LD template integrated in runtime systems

Directory of Open Access Journals (Sweden)

Mar Pérez-Sanagustín

2008-07-01

Full Text Available Dialogic learning and interactive groups have proved to be a useful educational methodological approach in lifelong learning with adults. The principles of this approach stress the importance of dialogue and equal participation in every stage of the learning process – including the design of the training activities. This paper adopts these principles as the basis for a configurable template that can be integrated in runtime systems. The template is formulated as a meta-UoL which can be interpreted by IMS Learning Design players. This template serves as a guide to flexibly select and edit the activities at runtime (on the fly. The meta-UoL has been used successfully by two significant practitioners so as to create a real-life example, with positive and encouraging results.

Enabling multi-level relevance feedback on PubMed by integrating rank learning into DBMS.

Science.gov (United States)

Yu, Hwanjo; Kim, Taehoon; Oh, Jinoh; Ko, Ilhwan; Kim, Sungchul; Han, Wook-Shin

2010-04-16

Finding relevant articles from PubMed is challenging because it is hard to express the user's specific intention in the given query interface, and a keyword query typically retrieves a large number of results. Researchers have applied machine learning techniques to find relevant articles by ranking the articles according to the learned relevance function. However, the process of learning and ranking is usually done offline without integrated with the keyword queries, and the users have to provide a large amount of training documents to get a reasonable learning accuracy. This paper proposes a novel multi-level relevance feedback system for PubMed, called RefMed, which supports both ad-hoc keyword queries and a multi-level relevance feedback in real time on PubMed. RefMed supports a multi-level relevance feedback by using the RankSVM as the learning method, and thus it achieves higher accuracy with less feedback. RefMed "tightly" integrates the RankSVM into RDBMS to support both keyword queries and the multi-level relevance feedback in real time; the tight coupling of the RankSVM and DBMS substantially improves the processing time. An efficient parameter selection method for the RankSVM is also proposed, which tunes the RankSVM parameter without performing validation. Thereby, RefMed achieves a high learning accuracy in real time without performing a validation process. RefMed is accessible at http://dm.postech.ac.kr/refmed. RefMed is the first multi-level relevance feedback system for PubMed, which achieves a high accuracy with less feedback. It effectively learns an accurate relevance function from the user's feedback and efficiently processes the function to return relevant articles in real time.

Foster interaction by the integration of ICT with sociocultural and constructivist learning principles

Science.gov (United States)

Nguyen, Nhung; Williams, P. John

2018-01-01

Research shows that it is challenging to introduce an interactive way of teaching and learning into Asian classrooms where Confucian philosophy has considerable influence. This study was conducted within the context of an ASEAN undergraduate physics course. A goal of the study was to use information communication technology (ICT) to integrate sociocultural and constructivist learning principles to foster interaction within the learning environment. Ninety-three students, a lecturer and a teaching assistant participated in the study. The study employed a mixed method approach, using a questionnaire and interviews with students, the lecturer and the teaching assistant to collect the data, to triangulate, complement and explain the findings. Data was also collected from different groups of people in order to investigate, compare and synthesize perspectives from each group (i.e. students, lecturer, and teaching assistant). SPSS was used to analyze quantitative data from the questionnaire, and NVivo was used to analyze qualitative data from the interviews. The findings of this study obtained from the different sources showed that the interactions within the learning environment were enhanced using this framework. Interviews with the lecturer and the teaching assistant showed that interaction was fostered, and the integration of ICT with the learning principles provided opportunities for new ways of teaching and learning. The lecturer designed learning tasks that required the participant students to search and study different learning resources, and then design group presentation on the topic of optics to explain these topics to their classmates. The lecturer also provided support and motivation for this process. In this way, the lecturer believed that he had created opportunities for the students to interact with learning resources, work in groups, discuss physics content and working processes. Data analysis of the students' interviews revealed this undergraduate ASEAN

Scaffolding Teachers Integrate Social Media Into a Problem‑Based Learning Approach?

DEFF Research Database (Denmark)

Buus, Lillian

2012-01-01

to develop design specifications and/or early prototypes within a few hours of starting work. In order to achieve one of the objectives of my PhD, I aim to further developing and elaborate on this method, which hopefully will lead to a pedagogical design method scaffolding teachers in their learning designs......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...... to learning design when combining the PBL approach with social media or web 2.0 activities or/and technologies. With regard to the discussions about PBL, three important characteristics of PBL can be extracted; the problem, the work process, and the solution, which can be used to distinguish between various...

Multicultural Interdisciplinary Handbook (MIH): Tools for Learning History and Geography in a Multicultural and ICT Perspective

Science.gov (United States)

Zangrando, Valentina; Peñalvo, Francisco José García; Pardo, Antonio Miguel Seoane

Despite official educational guidelines, improved linguistic skills have been limited in all partner countries due to cuts in their national budgets. As a consequence CLIL experiences have been lessened, to the sole benefit of those involving English. Another reason for this project resides in the difficulty in modifying the guidelines of national programmes, which are often short-sighted as far as other cultures are concerned.

What Challenges and Benefits Can Non-Formal Law and Language Integrated Learning Bring to University Students?

Science.gov (United States)

Atabekova, Atabekova; Gorbatenko, Rimma; Belousov, Aleksandr; Grebnev, Ruslan; Sheremetieva, Olga

2016-01-01

The paper explores the ways in which non-formal content and language integrated learning within university studies can affect students' academic progress. The research has included theoretical and empirical studies. The article focuses on the observation of students' learning process, draws attention to challenges and benefits students experienced…

Graduates' Perceptions of Learning Affordances in Longitudinal Integrated Clerkships: A Dual-Institution, Mixed-Methods Study.

Science.gov (United States)

Latessa, Robyn A; Swendiman, Robert A; Parlier, Anna Beth; Galvin, Shelley L; Hirsh, David A

2017-09-01

The authors explored affordances that contribute to participants' successful learning in longitudinal integrated clerkships (LICs). This dual-institutional, mixed-methods study included electronic surveys and semistructured interviews of LIC graduates who completed their core clinical (third) year of medical school. These LIC graduates took part in LICs at Harvard Medical School from 2004 to 2013 and the University of North Carolina School of Medicine-Asheville campus from 2009 to 2013. The survey questions asked LIC graduates to rate components of LICs that they perceived as contributing to successful learning. A research assistant interviewed a subset of study participants about their learning experiences. The authors analyzed aggregate data quantitatively and performed a qualitative content analysis on interview data. The graduates reported multiple affordances that they perceive contributed to successful learning in their LIC. The most reported components included continuity and relationships with preceptors, patients, place, and peers, along with integration of and flexibility within the curriculum. As LIC models grow in size and number, and their structures and processes evolve, learners' perceptions of affordances may guide curriculum planning. Further research is needed to investigate to what degree and by what means these affordances support learning in LICs and other models of clinical education.

Integration of the information problem-solving skill in an educational programme: The effects of learning with authentic tasks.

NARCIS (Netherlands)

Brand-Gruwel, Saskia; Wopereis, Iwan

2008-01-01

Brand-Gruwel, S., & Wopereis, I. (2006). Integration of the information problem-solving skill in an educational programme: The effects of learning with authentic tasks. Technology, Instruction, Cognition, and Learning, 4, 243-263.

Observing others stay or switch - How social prediction errors are integrated into reward reversal learning.

Science.gov (United States)

Ihssen, Niklas; Mussweiler, Thomas; Linden, David E J

2016-08-01

Reward properties of stimuli can undergo sudden changes, and the detection of these 'reversals' is often made difficult by the probabilistic nature of rewards/punishments. Here we tested whether and how humans use social information (someone else's choices) to overcome uncertainty during reversal learning. We show a substantial social influence during reversal learning, which was modulated by the type of observed behavior. Participants frequently followed observed conservative choices (no switches after punishment) made by the (fictitious) other player but ignored impulsive choices (switches), even though the experiment was set up so that both types of response behavior would be similarly beneficial/detrimental (Study 1). Computational modeling showed that participants integrated the observed choices as a 'social prediction error' instead of ignoring or blindly following the other player. Modeling also confirmed higher learning rates for 'conservative' versus 'impulsive' social prediction errors. Importantly, this 'conservative bias' was boosted by interpersonal similarity, which in conjunction with the lack of effects observed in a non-social control experiment (Study 2) confirmed its social nature. A third study suggested that relative weighting of observed impulsive responses increased with increased volatility (frequency of reversals). Finally, simulations showed that in the present paradigm integrating social and reward information was not necessarily more adaptive to maximize earnings than learning from reward alone. Moreover, integrating social information increased accuracy only when conservative and impulsive choices were weighted similarly during learning. These findings suggest that to guide decisions in choice contexts that involve reward reversals humans utilize social cues conforming with their preconceptions more strongly than cues conflicting with them, especially when the other is similar. Copyright © 2016 The Authors. Published by Elsevier B

Integrating Machine Learning into a Crowdsourced Model for Earthquake-Induced Damage Assessment

Science.gov (United States)

Rebbapragada, Umaa; Oommen, Thomas

2011-01-01

On January 12th, 2010, a catastrophic 7.0M earthquake devastated the country of Haiti. In the aftermath of an earthquake, it is important to rapidly assess damaged areas in order to mobilize the appropriate resources. The Haiti damage assessment effort introduced a promising model that uses crowdsourcing to map damaged areas in freely available remotely-sensed data. This paper proposes the application of machine learning methods to improve this model. Specifically, we apply work on learning from multiple, imperfect experts to the assessment of volunteer reliability, and propose the use of image segmentation to automate the detection of damaged areas. We wrap both tasks in an active learning framework in order to shift volunteer effort from mapping a full catalog of images to the generation of high-quality training data. We hypothesize that the integration of machine learning into this model improves its reliability, maintains the speed of damage assessment, and allows the model to scale to higher data volumes.

Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students' Science Learning

Science.gov (United States)

Song, Yanjie; Wen, Yun

2018-04-01

Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning, and how students develop their science knowledge in a seamless inquiry-based learning environment supported by these apps. A variety of qualitative data were collected and analyzed. The findings show that the affordances of the apps on BYOD could help students improve their science knowledge without time and place constraints and gain a better sense of ownership in learning.

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

DEFF Research Database (Denmark)

Petrick, Ronald; Kraft, Dirk; Mourao, Kira

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

Improving the Work-Integrated Learning Experience through a Third-Party Advisory Service

Science.gov (United States)

Jackson, Denise; Ferns, Sonia; Rowbottom, David; Mclaren, Diane

2017-01-01

This study trialled a Work-Integrated Learning (WIL) Advisory Service, provided by the Chamber of Commerce and Industry of Western Australia (CCIWA) in collaboration with four WA universities. The service was established to broker relationships between industry and universities, support employers engaged in WIL and enhance the WIL experience for…

The Role of Work-Integrated Learning in Student Preferences of Instructional Methods in an Accounting Curriculum

Science.gov (United States)

Abeysekera, Indra

2015-01-01

The role of work-integrated learning in student preferences of instructional methods is largely unexplored across the accounting curriculum. This study conducted six experiments to explore student preferences of instructional methods for learning, in six courses of the accounting curriculum that differed in algorithmic rigor, in the context of a…

Integrating Technology in Teaching Students with Special Learning Needs in the SPED Schools in Baguio City

Science.gov (United States)

Balmeo, Marilyn L.; Nimo, Erika Mae A.; Pagal, Aubrey M.; Puga, Stephanie C.; ArisDafQuiño; Sanwen, Jaleen L.

2014-01-01

Leading-edge creation and development of technologies including those for the children with special learning needs found common place in the educational system. Allowably, this study's focal point engages in the integration of technologies in the educational environments where students with special learning needs are housed. Respondents include 53…

Using Fink's Integrated Course Design: How a Book Changed Our Students' Learning, Our University, and Ourselves

Science.gov (United States)

Fallahi, Carolyn R.; Levine, Laura E.; Nicoll-Senft, Joan M.; Tessier, Jack T.; Watson, Cheryl L.; Wood, Rebecca M.

2009-01-01

This article presents an interdisciplinary approach to course redesign that enhanced student learning across all six categories in Dee Fink's taxonomy. A meta-analysis of the results provides evidence that integrated course design produces significant learning. In this article, the authors tell four connected stories: (1) how Fink's book,…

Integrated statistical learning of metabolic ion mobility spectrometry profiles for pulmonary disease identification

DEFF Research Database (Denmark)

Hauschild, A.C.; Baumbach, Jan; Baumbach, J.

2012-01-01

sophisticated statistical learning techniques for VOC-based feature selection and supervised classification into patient groups. We analyzed breath data from 84 volunteers, each of them either suffering from chronic obstructive pulmonary disease (COPD), or both COPD and bronchial carcinoma (COPD + BC), as well...... as from 35 healthy volunteers, comprising a control group (CG). We standardized and integrated several statistical learning methods to provide a broad overview of their potential for distinguishing the patient groups. We found that there is strong potential for separating MCC/IMS chromatograms of healthy...... patients from healthy controls. We conclude that these statistical learning methods have a generally high accuracy when applied to well-structured, medical MCC/IMS data....

The effect of science learning integrated with local potential to improve science process skills

Science.gov (United States)

Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih

2017-08-01

This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.

Sojourners' second language learning and integration. The moderating effect of multicultural personality traits

NARCIS (Netherlands)

van Niejenhuis, Coby; Otten, Sabine; Flache, Andreas

This study examines the role of trainable intercultural personality traits in the widely assumed link between immigrants' second language (L2) learning and their cultural integration in the host country. The research was based on data of temporary immigrants (sojourners), being international

Lessons learned: Experiences with Integrated Safeguards in Norway

International Nuclear Information System (INIS)

Sekse, T.; Hornkjol, S.

2010-01-01

Integrated safeguards (IS) was implemented in Norway in 2002 as one of the first countries in the world. The implementation of IS has provided both advantages and disadvantages for Norway. Lessons learned will be discussed. The concept of unannounced inspections under the integrated safeguards regime compared to traditional safeguards is one of the major issues. Small users with depleted uranium as shielding containers and the effort used to safeguard them is an aspect of this issue. Recently there has been an interest from the IAEA to investigate the historical boundaries between a research reactor site and a neighboring defense research site. The paper will address this issue as a part of the implementation of IS. Lately, we have seen that several commercial parties have started research on nuclear fuel cycle related projects. This raises some questions concerning what to declare under Article 2 of the Additional Protocol (AP). Today anyone with a computer connected to the internet could carry out research amenable to declaration under the AP. This paper will discuss this issue. (author)

Multimedia Integration for Language e-Learning: Content, Context and the e-Dossier

Science.gov (United States)

Sanchez-Villalon, Pedro Pablo; Ortega, Manuel; Sanchez-Villalon, Asuncion

2010-01-01

In the education world, it is widely accepted that language learning is one of the pioneering disciplines in the application and use of the information and communication technologies, initially preceded by the widespread use of audiovisual resources which, finally integrated in the digital space, bring about the use of multimedia. Additionally,…

Identifying Core Mobile Learning Faculty Competencies Based Integrated Approach: A Delphi Study

Science.gov (United States)

Elbarbary, Rafik Said

2015-01-01

This study is based on the integrated approach as a concept framework to identify, categorize, and rank a key component of mobile learning core competencies for Egyptian faculty members in higher education. The field investigation framework used four rounds Delphi technique to determine the importance rate of each component of core competencies…

CLASS-PAIR-GUIDED MULTIPLE KERNEL LEARNING OF INTEGRATING HETEROGENEOUS FEATURES FOR CLASSIFICATION

Directory of Open Access Journals (Sweden)

Q. Wang

2017-10-01

Full Text Available In recent years, many studies on remote sensing image classification have shown that using multiple features from different data sources can effectively improve the classification accuracy. As a very powerful means of learning, multiple kernel learning (MKL can conveniently be embedded in a variety of characteristics. The conventional combined kernel learned by MKL can be regarded as the compromise of all basic kernels for all classes in classification. It is the best of the whole, but not optimal for each specific class. For this problem, this paper proposes a class-pair-guided MKL method to integrate the heterogeneous features (HFs from multispectral image (MSI and light detection and ranging (LiDAR data. In particular, the one-against-one strategy is adopted, which converts multiclass classification problem to a plurality of two-class classification problem. Then, we select the best kernel from pre-constructed basic kernels set for each class-pair by kernel alignment (KA in the process of classification. The advantage of the proposed method is that only the best kernel for the classification of any two classes can be retained, which leads to greatly enhanced discriminability. Experiments are conducted on two real data sets, and the experimental results show that the proposed method achieves the best performance in terms of classification accuracies in integrating the HFs for classification when compared with several state-of-the-art algorithms.

Functional integration processes underlying the instruction-based learning of novel goal-directed behaviors.

Science.gov (United States)

Ruge, Hannes; Wolfensteller, Uta

2013-03-01

How does the human brain translate symbolic instructions into overt behavior? Previous studies suggested that this process relies on a rapid control transition from the lateral prefrontal cortex (LPFC) to the anterior striatum (aSTR) and premotor cortex (PMC). The present fMRI study investigated whether the transfer from symbolic to pragmatic stimulus-response (S-R) rules relies on changes in the functional coupling among these and other areas and to which extent action goal representations might get integrated within this symbolic-pragmatic transfer. Goal integration processes were examined by manipulating the contingency between actions and differential outcomes (i.e. action goals). We observed a rapid strengthening of the functional coupling between the LPFC and the basal ganglia (aSTR and putamen) and orbitofrontal cortex (OFC) as well as between the LPFC and the anterior dorsal PMC (pre-PMd), the anterior inferior parietal lobule (aIPL), and the posterior superior parietal lobule (pSPL). Importantly, only some of these functional integration processes were sensitive to the outcome contingency manipulation, including LPFC couplings with aSTR, OFC, aIPL, and pre-PMd. This suggests that the symbolic-pragmatic rule transfer is governed by principles of both, instrumental learning (increasingly tighter coupling between LPFC and aSTR/OFC) and ideomotor learning (increasingly tighter coupling between LPFC and aIPL/pre-PMd). By contrast, increased functional coupling between LPFC and putamen was insensitive to outcome contingency possibly indicating an early stage of habit formation under instructed learning conditions. Copyright © 2012 Elsevier Inc. All rights reserved.

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.

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.

THE EFFECTIVENESS OF GUIDED DISCOVERY LEARNING TO TEACH INTEGRAL CALCULUS FOR THE MATHEMATICS STUDENTS OF MATHEMATICS EDUCATION WIDYA DHARMA UNIVERSITY

Directory of Open Access Journals (Sweden)

Yuliana Yuliana

2017-01-01

Full Text Available The objectives of this research are (1 to develop Guided Discovery Learning in integral calculus subject; (2 to identify the effectiveness of Guided Discovery Learning in improving the students’ understanding toward integral calculus subject. This research was quasy experimental research with the students of even semester in Mathematics Education Widya Dharma University as the sample. Cluster Random sampling was conducted to determine control group that was taught using Conventional model and experimental group that was taught using Guided Discovery Learning model. The instruments of this research included pre-test, post-test, and student’s response questionnaire. The data of post-test was analyzed using T-test. The result was H0 was rejected for the level of significance The result of this data analysis found out that Guide Discovery Learning was more effective than Conventional Model. It was supported by the result questionnaire. The result of questionnaire that  more than 75% questionnaire items got 67.65% positive response. It means Guided Discovery Learning can increase students’ interest in joining integral calculus class.

Digital Didactical Designs: Teachers' Integration of iPads for Learning-Centered Processes

Science.gov (United States)

Jahnke, Isa; Kumar, Swapna

2014-01-01

This research presents five examples of how teachers integrated iPads into their classrooms, as part of a larger study of 15 Danish classrooms. Classroom observations and interviews with teachers revealed the use of multiple apps and a focus on creativity, production, and collaboration in the learning process. We discuss the results in the context…

Promoting of Thematic-Based Integrated Science Learning on the Junior High School

Science.gov (United States)

Pursitasari, Indarini Dwi; Nuryanti, Siti; Rede, Amran

2015-01-01

This study was conducted to explain the effect of thematic based integrated science learning to the student's critical thinking skills and character. One group pretest-posttest design is involving thirty students in one of the junior high school in the Palu city. A sample was taken using purposive sampling. Data of critical thinking skills…

Integrated Toys

DEFF Research Database (Denmark)

Petersson, Eva

2005-01-01

the theoretical foundations of play and learning. In this presentation, we explore pedagogical potentials of new technologies and traditional toys integrated into a physical and virtual toy (hereinafter called integrated toy) with specific focus on the open-ended toy and non-formal learning. The integrated toy......Toys play a crucial role in supporting children’s learning and creation of meaning in their everyday life. Children also play with toys out of an interest to interact with others e.g. peers and adults. Tendencies of digital technology in toys have led to greater opportunities for manipulation...... and interaction supporting children’s play and learning such that technology is ever-present in the play environments of children. Although electronics have been deployed in tools for play and learning, most of it has facilitated individual learning. Computer games, for instance, most often are designed...

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

Directory of Open Access Journals (Sweden)

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.

Integrating Faculty Led Service Learning Training to Quantify Height of Natural Resources from a Spatial Science Perspective

Science.gov (United States)

Unger, Daniel R.; Kulhavy, David L.; Busch-Petersen, Kai; Hung, I.-Kuai

2016-01-01

Arthur Temple College of Forestry and Agriculture (ATCOFA) faculty members were trained how to integrate service learning activities within senior level classes at Stephen F. Austin State University (SFASU) in Nacogdoches, Texas. The service learning training, taught under the acronym Mentored Undergraduate Scholarship (MUGS), involved meeting…

An Integrative Model of Organizational Learning and Social Capital on Effective Knowledge Transfer and Perceived Organizational Performance

Science.gov (United States)

Rhodes, Jo; Lok, Peter; Hung, Richard Yu-Yuan; Fang, Shih-Chieh

2008-01-01

Purpose: The purpose of this paper is to set out to examine the relationships of organizational learning, social capital and the effectiveness of knowledge transfer and perceived organisational performance. Integrating organizational learning capability with social capital networks to shape a holistic knowledge sharing and management enterprise…

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.

Multi-sensory learning and learning to read.

Science.gov (United States)

Blomert, Leo; Froyen, Dries

2010-09-01

The basis of literacy acquisition in alphabetic orthographies is the learning of the associations between the letters and the corresponding speech sounds. In spite of this primacy in learning to read, there is only scarce knowledge on how this audiovisual integration process works and which mechanisms are involved. Recent electrophysiological studies of letter-speech sound processing have revealed that normally developing readers take years to automate these associations and dyslexic readers hardly exhibit automation of these associations. It is argued that the reason for this effortful learning may reside in the nature of the audiovisual process that is recruited for the integration of in principle arbitrarily linked elements. It is shown that letter-speech sound integration does not resemble the processes involved in the integration of natural audiovisual objects such as audiovisual speech. The automatic symmetrical recruitment of the assumedly uni-sensory visual and auditory cortices in audiovisual speech integration does not occur for letter and speech sound integration. It is also argued that letter-speech sound integration only partly resembles the integration of arbitrarily linked unfamiliar audiovisual objects. Letter-sound integration and artificial audiovisual objects share the necessity of a narrow time window for integration to occur. However, they differ from these artificial objects, because they constitute an integration of partly familiar elements which acquire meaning through the learning of an orthography. Although letter-speech sound pairs share similarities with audiovisual speech processing as well as with unfamiliar, arbitrary objects, it seems that letter-speech sound pairs develop into unique audiovisual objects that furthermore have to be processed in a unique way in order to enable fluent reading and thus very likely recruit other neurobiological learning mechanisms than the ones involved in learning natural or arbitrary unfamiliar

A Three-Year Journey: Lessons Learned from Integrating Teacher Preparation and Urban Studies

Science.gov (United States)

Yontz, Brian D.

2012-01-01

This narrative outlines the process of how an independent liberal arts college integrated coursework and learning experiences focused on urban school teacher preparation with an existing university program in Urban Studies. Programmatic changes and additions to teacher education programs at independent liberal arts colleges are often very…

Learning new vocabulary during childhood: effects of semantic training on lexical consolidation and integration.

Science.gov (United States)

Henderson, Lisa; Weighall, Anna; Gaskell, Gareth

2013-11-01

Research suggests that word learning is an extended process, with offline consolidation crucial for the strengthening of new lexical representations and their integration with existing lexical knowledge (as measured by engagement in lexical competition). This supports a dual memory systems account, in which new information is initially sparsely encoded separately from existing knowledge and integrated with long-term memory over time. However, previous studies of this type exploited unnatural learning contexts, involving fictitious words in the absence of word meaning. In this study, 5- to 9-year-old children learned real science words (e.g., hippocampus) with or without semantic information. Children in both groups were slower to detect pauses in familiar competitor words (e.g., hippopotamus) relative to control words 24h after training but not immediately, confirming that offline consolidation is required before new words are integrated with the lexicon and engage in lexical competition. Children recalled more new words 24h after training than immediately (with similar improvements shown for the recall and recognition of new word meanings); however, children who were exposed to the meanings during training showed further improvements in recall after 1 week and outperformed children who were not exposed to meanings. These findings support the dual memory systems account of vocabulary acquisition and suggest that the association of a new phonological form with semantic information is critical for the development of stable lexical representations. Copyright © 2013 Elsevier Inc. All rights reserved.

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.

Undergraduate Reflective Journaling in Work Integrated Learning: Is It Relevant to Professional Practice?

Science.gov (United States)

Edgar, Susan; Francis-Coad, Jacqueline; Connaughton, Joanne

2013-01-01

This paper presents the research findings from a study reviewing graduates' opinions on completing online reflective journaling tasks during work integrated learning as an undergraduate. The study was divided into two parts with an initial focus group conducted with six physiotherapy graduates seven months following graduation. Findings from the…

Variations on a Theme: Convergent Thinking and the Integration of Faith and Learning

Science.gov (United States)

Cosgrove, Preston B.

2015-01-01

Given the volatile nature of American higher education, the need for institutions to promote a distinct purpose has become critical. For Protestant colleges and universities, the historical answer to questions of identity has traditionally been the "integration of faith and learning." Scholars have focused on this concept since its…

Fostering Creativity in the Classroom through Animated Storytelling - Challenges and Potentials for Arts-integration in 21st. Century Learning

DEFF Research Database (Denmark)

Gjedde, Lisa

2016-01-01

educators aware of the importance of integrating digital creativity in the teaching of the curriculum. However, in order to facilitate the integration of arts-based learning into the curriculum - not only as a subject but as a pathway to learning - new tools, competencies and mindsets are needed. This paper...... as a creative pathway to learning in primary education.......Creativity has been termed one of the most important skills of the 21st. Century classroom. While a traditional approach to education has not had a big emphasis on creativity in most subjects, the emerging learner-centered paradigm, as well as learners’ everday use of media, is making many...

The Relationship among Pre-Service EFL Teachers' Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration

Science.gov (United States)

Inayati, Dian; Emaliana, Ive

2017-01-01

This paper elucidates the relationship among pre-service teachers' beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning,…

Using a blog as an integrated eLearning tool and platform.

Science.gov (United States)

Goh, Poh Sun

2016-06-01

Technology enhanced learning or eLearning allows educators to expand access to educational content, promotes engagement with students and makes it easier for students to access educational material at a time, place and pace which suits them. The challenge for educators beginning their eLearning journey is to decide where to start, which includes the choice of an eLearning tool and platform. This article will share one educator's decision making process, and experience using blogs as a flexible and versatile integrated eLearning tool and platform. Apart from being a cost effective/free tool and platform, blogs offer the possibility of creating a hyperlinked indexed content repository, for both created and curated educational material; as well as a distribution and engagement tool and platform. Incorporating pedagogically sound activities and educational practices into a blog promote a structured templated teaching process, which can be reproduced. Moving from undergraduate to postgraduate training, educational blogs supported by a comprehensive online case-based repository offer the possibility of training beyond competency towards proficiency and expert level performance through a process of deliberate practice. By documenting educational content and the student engagement and learning process, as well as feedback and personal reflection of educational sessions, blogs can also form the basis for a teaching portfolio, and provide evidence and data of scholarly teaching and educational scholarship. Looking into the future, having a collection of readily accessible indexed hyperlinked teaching material offers the potential to do on the spot teaching with illustrative material called up onto smart surfaces, and displayed on holographic interfaces.

The SeaView EarthCube project: Lessons Learned from Integrating Across Repositories

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Diggs, S. C.; Stocks, K. I.; Arko, R. A.; Kinkade, D.; Shepherd, A.; Olson, C. J.; Pham, A.

2017-12-01

SeaView is an NSF-funded EarthCube Integrative Activity Project working with 5 existing data repositories* to provide oceanographers with highly integrated thematic data collections in user-requested formats. The project has three complementary goals: Supporting Scientists: SeaView targets scientists' need for easy access to data of interest that are ready to import into their preferred tool. Strengthening Repositories: By integrating data from multiple repositories for science use, SeaView is helping the ocean data repositories align their data and processes and make ocean data more accessible and easily integrated. Informing EarthCube (earthcube.org): SeaView's experience as an integration demonstration can inform the larger NSF EarthCube architecture and design effort. The challenges faced in this small-scale effort are informative to geosciences cyberinfrastructure more generally. Here we focus on the lessons learned that may inform other data facilities and integrative architecture projects. (The SeaView data collections will be presented at the Ocean Sciences 2018 meeting.) One example is the importance of shared semantics, with persistent identifiers, for key integration elements across the data sets (e.g. cruise, parameter, and project/program.) These must allow for revision through time and should have an agreed authority or process for resolving conflicts: aligning identifiers and correcting errors were time consuming and often required both deep domain knowledge and "back end" knowledge of the data facilities. Another example is the need for robust provenance, and tools that support automated or semi-automated data transform pipelines that capture provenance. Multiple copies and versions of data are now flowing into repositories, and onward to long-term archives such as NOAA NCEI and umbrella portals such as DataONE. Exact copies can be identified with hashes (for those that have the skills), but it can be painfully difficult to understand the processing

Stufenweise Integration von eLearning an der Technischen Universität München

Science.gov (United States)

Pätzold, Sebastian; Graf, Stephan; Gergintchev, Ivan; Pongratz, Hans; Rathmayer, Sabine

Der vorliegende Beitrag beschreibt als Best Practice Beispiel die stufenweise Integration eines Learning Management Systems (LMS) in die Infrastruktur von Information und Kommunikation (IuK) der Technischen Universität München (TUM). Dabei wird sowohl die Konsolidierung mehrfach angebotener Funktionalitäten und Dienste in den verschiedenen Portalen der Universität als auch die sukzessive Optimierung der Abläufe aufgezeigt. Gleichzeitig wird auf zukünftige weitere Entwicklungen hin zu einer vollständigen Integration der IuK, aber auch auf die Probleme in den unterschiedlichen Stadien der Entwicklung eingegangen.

From Drills to CLIL: The Paradigmatic and Methodological Evolution Towards the Integration of Content and Foreign Language (Desde las repeticiones en el aula hasta AICLE: la evolución paradigmática y metodológica hacia el aprendizaje integrado de contenido y lengua extranjera)

Science.gov (United States)

Muñoz-Luna, Rosa

2014-01-01

Content and language integrated learning has become a common practice in European higher education. In this paper, I aim to describe how this integrated teaching practice comes as a result of a paradigmatic and pedagogical evolution. For this purpose, the main linguistic paradigms will be revisited diachronically, followed by a revision of the…

Off-policy integral reinforcement learning optimal tracking control for continuous-time chaotic systems

International Nuclear Information System (INIS)

Wei Qing-Lai; Song Rui-Zhuo; Xiao Wen-Dong; Sun Qiu-Ye

2015-01-01

This paper estimates an off-policy integral reinforcement learning (IRL) algorithm to obtain the optimal tracking control of unknown chaotic systems. Off-policy IRL can learn the solution of the HJB equation from the system data generated by an arbitrary control. Moreover, off-policy IRL can be regarded as a direct learning method, which avoids the identification of system dynamics. In this paper, the performance index function is first given based on the system tracking error and control error. For solving the Hamilton–Jacobi–Bellman (HJB) equation, an off-policy IRL algorithm is proposed. It is proven that the iterative control makes the tracking error system asymptotically stable, and the iterative performance index function is convergent. Simulation study demonstrates the effectiveness of the developed tracking control method. (paper)

Integrating E-Learning into the Workplace.

Science.gov (United States)

Harun, Mohd Hishamuddin

2001-01-01

Discussion of electronic learning and knowledge management in the workplace focuses on learning and training in the medical and health care setting in Malaysia. Highlights include learning and the knowledge economy; just-in-time continuing medical education; distance education; and modular distance learning. (Author/LRW)

Re-Structuring Preservice Teacher Education: Introducing the School-Community Integrated Learning (SCIL) Pathway

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Hudson, Sue; Hudson, Peter

2013-01-01

Reviews into teacher education call for new models that develop preservice teachers' practical knowledge and skills. The study involved 9 mentor teachers and 14 mentees (final-year preservice teachers) working in a new teacher education model, the School-Community Integrated Learning (SCIL) pathway, and analysed data from a Likert survey with…

The observation of biology implemented by integrated religion values in integrated Islamic school (Decriptive Study in X Integrated Senior Hight School Tasikmalaya)

Science.gov (United States)

Nurjanah, E.; Adisendjaja, Y. H.; Kusumastuti, M. N.

2018-05-01

The learning Integrated Religious value is one of the efforts to increase the motivation of learning and building the student character. This study aims to describe the application of Biology learning integrated religion values in Integrated Islamic School. Research methods used in this research is descriptive. Participants in this study involved the headmaster, headmaster of curriculum, biology teachers, boarding school teachers, the lead of boarding schools, and students. The instruments used are interview, observation and the student questionnaire about learning biology. The results showed that learning in X school consists of two curriculums, there was the curriculum of national education and curriculum of boarding school. The curriculum of national education referred to 2013 curriculum and boarding school curriculum referred to the curriculum of Salafi boarding school (Kitab Kuning). However, in its learning process not delivered integrated. The main obstacle to implementing the learning integrated religious values are 1) the background of general teacher education did not know of any connection between biology subject and subject that are studied in boarding school; 2) schools did not form the teaching team; 3) unavailability of materials integrated religious values.

The Effectiveness of Guided Discovery Learning to Teach Integral Calculus for the Mathematics Students of Mathematics Education Widya Dharma University

OpenAIRE

Yuliana, Yuliana; Tasari, Tasari; Wijayanti, Septiana

2017-01-01

The objectives of this research are (1) to develop Guided Discovery Learning in integral calculus subject; (2) to identify the effectiveness of Guided Discovery Learning in improving the students' understanding toward integral calculus subject. This research was quasy experimental research with the students of even semester in Mathematics Education Widya Dharma University as the sample. Cluster Random sampling was conducted to determine control group that was taught using Conventional model a...

The flying classroom - a cost effective integrated approach to learning and teaching flight dynamics

Science.gov (United States)

Bromfield, Michael A.; Belberov, Aleksandar

2017-11-01

In the UK, the Royal Aeronautical Society recommends the inclusion of practical flight exercises for accredited undergraduate aerospace engineering programmes to enhance learning and student experience. The majority of academic institutions teaching aerospace in the UK separate the theory and practice of flight dynamics with students attending a series of lectures supplemented by an intensive one-day flight exercise. Performance and/or handling qualities flight tests are performed in a dedicated aircraft fitted with specialist equipment for the recording and presentation of flight data. This paper describes an innovative approach to better integrate theory and practice and the use of portable Commercial-off-The-Shelf (COTS) technologies to enable a range of standard, unmodified aircraft to be used. The integration of theory and practice has enriched learning and teaching, improved coursework grades and the student experience. The use of COTS and unmodified aircraft has reduced costs and enabled increased student participation.

The Program Risks of Work-Integrated Learning: A Study of Australian University Lawyers

Science.gov (United States)

Cameron, Craig; Freudenberg, Brett; Giddings, Jeff; Klopper, Christopher

2018-01-01

Work-integrated learning (WIL) is a risky business in higher education. The strategic opportunities that WIL presents for universities cannot be achieved without taking on unavoidable legal risks. University lawyers are involved with managing the legal risks as part of their internal delivery of legal services to universities. It is important to…

Unsupervised multiple kernel learning for heterogeneous data integration.

Science.gov (United States)

Mariette, Jérôme; Villa-Vialaneix, Nathalie

2018-03-15

Recent high-throughput sequencing advances have expanded the breadth of available omics datasets and the integrated analysis of multiple datasets obtained on the same samples has allowed to gain important insights in a wide range of applications. However, the integration of various sources of information remains a challenge for systems biology since produced datasets are often of heterogeneous types, with the need of developing generic methods to take their different specificities into account. We propose a multiple kernel framework that allows to integrate multiple datasets of various types into a single exploratory analysis. Several solutions are provided to learn either a consensus meta-kernel or a meta-kernel that preserves the original topology of the datasets. We applied our framework to analyse two public multi-omics datasets. First, the multiple metagenomic datasets, collected during the TARA Oceans expedition, was explored to demonstrate that our method is able to retrieve previous findings in a single kernel PCA as well as to provide a new image of the sample structures when a larger number of datasets are included in the analysis. To perform this analysis, a generic procedure is also proposed to improve the interpretability of the kernel PCA in regards with the original data. Second, the multi-omics breast cancer datasets, provided by The Cancer Genome Atlas, is analysed using a kernel Self-Organizing Maps with both single and multi-omics strategies. The comparison of these two approaches demonstrates the benefit of our integration method to improve the representation of the studied biological system. Proposed methods are available in the R package mixKernel, released on CRAN. It is fully compatible with the mixOmics package and a tutorial describing the approach can be found on mixOmics web site http://mixomics.org/mixkernel/. jerome.mariette@inra.fr or nathalie.villa-vialaneix@inra.fr. Supplementary data are available at Bioinformatics online.

Catalogue of Interactive Learning Objectives to improve an Integrated Medical and Dental Curriculum.

Science.gov (United States)

Mahmoodi, Benjamin; Sagheb, K; Sagheb, Ka; Schulz, P; Willershausen, B; Al-Nawas, B; Walter, C

2016-12-01

Online learning media are increasingly being incorporated into medical and dental education. However, the coordination between obligatory and facultative teaching domains still remains unsatisfying. The Catalogue of Interactive Learning Objectives of the University Clinic of Mainz (ILKUM), aims to offer knowledge transfer for students while being mindful of their individual qualifications. Its hierarchical structure is designed according to the Association for Dental Education in Europe (ADEE) levels of competence. The ILKUM was designed to establish a stronger interconnection between already existing and prospective learning strategies. All contents are linked to the current lectures as well as to e-learning modules, e.g., clinical case studies and OR videos. Students can conduct self-examinations regarding specific learning objectives. Since 2007, ILKUM has been developed and analyzed regarding its acceptance among dental students. These improved e-learning techniques foster time and location-independent access to study materials and allow an estimation of the knowledge achieved by students. Surveys of our students clearly show a large demand for upgrading ILKUM content (89%; n = 172) with integrated self-testing (89%; n = 174). In parallel to the advancement of our e-learning offering, a portion of internet-based learning is constantly rising among students. The broad acceptance and demand for the development of ILKUM show its potential. Moreover, ILKUM grants fast, topic-oriented querying of learning content without time and locale limitations as well as direct determination of the individually needed knowledge conditions. The long-term goal of the ILKUM project is to be a sustainable, important additional modality of teaching and training for dental and medical students.

The digital Dalton Plan: Progressive education as integral part of web-based learning environments

Directory of Open Access Journals (Sweden)

Georg Weichhart

2018-03-01

Full Text Available e-Learning systems increasingly support learning management and self-organized learning processes. Since the latter have been studied in the field of progressive education extensively, it is worthwhile to consider them for developing digital learning environments to support self-regulated learning processes. In this paper we aim at transforming one of the most prominent and sustainable approaches to self-organized learning, the “Dalton Plan” as proposed by Helen Parkhurst. Its assignment structure supports learners when managing their learning tasks, thus triggering self-organized acquisition of knowledge, and its feedback graphs enable transparent learning processes. Since e-learning environments have become common use, rather than creating another system, we propose a modular approach that can be used for extending existing e-learning environments. In order to design a respective component, we interviewed experts in self-organized e-learning. Their input facilitated integrating the Dalton Plan with existing features of e-learning environments. After representing each interview in concept maps, we were able to aggregate them for deriving e-learning requirements conform to the Dalton Plan instruments. In the course of implementing them, particular attention had to be paid to the asynchrony of interaction during runtime. Java Server Faces technology enable the Dalton Plan component to be migrated into existing web 2.0 e-learning platforms. The result was evaluated based on the acquired concept maps, as they also captured the transformation process of the Dalton Plan to e-learning features. The findings encourage embodying further progressive education approaches in this way, since the structured (concept mapping of the Dalton Plan to e-learning features turned out to be accurate. The experts were able to recognize the potential of the approach both in terms of structuring the knowledge acquisition process, and in terms of developing

Integrating Emotion and Cognition in Successful Service Learning: A Complex System Approach (Invited)

Science.gov (United States)

Raia, F.

2010-12-01

Service-learning (S-L) has evolved as valuable pedagogic concept during the last two decades, based on the hypothesis that learning can best be accomplished when placed in the context of real-life social settings, e.g. schools, production, research, healthcare etc. What students learn in the academic course/context must be elaborated in the context of the S-L experience. In return for the authentic learning experience, the learner provides the service-provider with a "free" service. This reciprocality makes service-learning an appealing concept. Because of its attractive "win-win" design, the field of service-learning is continuously expanding. At a major public university CCNY with a very diverse student population, we were interested in developing and participating in S-L experience in the field of Earth System Science. We designed an upper level undergraduate course - Environmental Soil Science for Urban Sustainability - specifically targeted to students of Earth Science, Engineering, Economics and, Political Sciences to support environmental entrepreneurship. Specifically, we integrated S-L activities in the exploration of soil studies and urban agriculture. Students worked together in small groups both in class and for their S-L experience (30 hours) with urban garden and agriculture organizations. Students were required to apply the content learned in the academic course providing soil testing and soil evaluation to the partners, generate reports through a series of homework assignments and journal entries connecting three major components: Community Service, Personal Experience and Course Content. Our experience with this course shows the following results: S-L must be considered a complex system characterized by the continually changing interactions among the above mentioned three major components and three social and academic diverse groups of people involved: Students, Service-Providers and Academic Instructors. Because experience alone does not produce

Promoting Student Learning through the Integration of Lab and Lecture: The Seamless Biology Curriculum

Science.gov (United States)

Burrowes, Patricia; Nazario, Gladys

2008-01-01

The authors engaged in an education experiment to determine if the integration of lab and lecture activities in zoology and botany proved beneficial to student learning and motivation toward biology. Their results revealed that this strategy positively influenced students' academic achievement, conceptual understanding, and ability to apply…

Computer-Based Learning: Graphical Integration of Whole and Sectional Neuroanatomy Improves Long-Term Retention

Science.gov (United States)

Naaz, Farah; Chariker, Julia H.; Pani, John R.

2014-01-01

A study was conducted to test the hypothesis that instruction with graphically integrated representations of whole and sectional neuroanatomy is especially effective for learning to recognize neural structures in sectional imagery (such as magnetic resonance imaging [MRI]). Neuroanatomy was taught to two groups of participants using computer…

Integration of Work and Learning. Proceedings of the Workshop on Curriculum Innovation (2nd, Bled, Slovenia, September 1997).

Science.gov (United States)

European Training Foundation, Turin (Italy).

This proceedings consists of 13 papers and 3 working group presentations from a 3-day workshop on issues of work-linked learning relevant for curriculum development. "Welcome" (Slavko Gaber, Peter de Rooij) is followed by two introductory papers: "Integration of Work and Learning: A Challenge for Both Schools and Companies"…

Technology Integration in Education: An Examination of Technology Adoption in Teaching and Learning by Secondary Teachers in Minnesota

Science.gov (United States)

Cherry, Jennifer E.

2014-01-01

The purpose of this study was to explore possible causal factors for level of teachers' adoption of technology in teaching and learning. Furthering the understanding of the factors related to teachers' technology adoption may facilitate increased levels of technology integration in the teaching and learning process. Based on previous research and…

Evaluating Computer-Based Simulations, Multimedia and Animations that Help Integrate Blended Learning with Lectures in First Year Statistics

Science.gov (United States)

Neumann, David L.; Neumann, Michelle M.; Hood, Michelle

2011-01-01

The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the…

Guest Editorial

Directory of Open Access Journals (Sweden)

Victoria Bamond

2015-03-01

Full Text Available This volume of HLRC is dedicated to the emergent and rapidly growing interest in English Medium Instruction as a major driver in the internationalization of higher education. It focuses on sharing knowledge and experience in CLIL (Content and Language Integrated Learning and EMI (English Medium Instruction from different universities in Eastern and European countries as a means to reflect and improve upon teaching and learning. As editors, we would like to kick this volume off with a review of one of the most comprehensive and relevant publications on the topic in recent times, The Higher Education Language Landscape: Ensuring Quality in English Language Degree Programmes, (2013.  Following the book review is a short question and answer section with its authors and renowned experts in the field, David Marsh, Victor Pavón Vázquez, and María Jesús Frigols Martín. We would like to extend our gratitude to all three for providing us with their insights, which are, no doubt, of great use to higher education institutions considering embarking upon or improving English-taught degree programs.

Work-Integrated Learning and the Importance of Peer Support and Sense of Belonging

Science.gov (United States)

McBeath, Margaret; Drysdale, Maureen T. B.; Bohn, Nicholas

2018-01-01

Purpose: The purpose of this paper is to explore the relationship between peer support and sense of belonging on the mental health and overall well-being, with a specific focus on comparing the perceptions of students in a work-integrated learning (WIL) program to those in a traditional non-WIL program. Design/methodology/approach: Semi-structured…

[E-learning and problem based learning integration in cardiology education].

Science.gov (United States)

Gürpinar, Erol; Zayim, Neşe; Başarici, Ibrahim; Gündüz, Filiz; Asar, Mevlüt; Oğuz, Nurettin

2009-06-01

The aim of this study was to determine students' satisfaction with an e-learning environment which is developed to support classical problem-based learning (PBL) in medical education and its effect on academic achievement. In this cross-sectional study, students were provided with a web-based learning environment including learning materials related to objectives of the subject of PBL module, which could be used during independent study period. The study group comprised of all of the second year students (164 students) of Akdeniz University, Medical Faculty, during 2007-2008 education period. In order to gather data about students' satisfaction with learning environment, a questionnaire was administered to the students. Comparison of students' academic achievement was based on their performance score in PBL exam. Statistical analyses were performed using unpaired t test and Mann Whitney U test. Findings indicated that 72.6% of the students used e-learning practice. There is no statistically significant difference between mean PBL performance scores of users and non-users of e-learning practice (103.58 vs. 100.88) (t=-0.998, p=0.320). It is found that frequent users of e-learning application had statistically significant higher scores than non-frequent users (106.28 vs. 100.59) (t=-2.373, p=0.01). In addition, 72.6% of the students declared they were satisfied with the application. Our study demonstrated that the most of the students use e-learning application and are satisfied with it. In addition, it is observed that e-learning application positively affects the academic achievement of the students. This study gains special importance by providing contribution to limited literature in the area of instructional technology in PBL and Cardiology teaching.