Students without Borders: Global Collaborative Learning Connects School to the Real World

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Bickley, Mali; Carleton, Jim

2009-01-01

Kids can't help but get engaged when they're collaborating with peers across the globe to solve real-life problems. Global collaborative learning is about connecting students in communities of learners around the world so they can work together on projects that make a difference locally and globally. It is about building relationships and…

Natural Learning for a Connected World: Education, Technology, and the Human Brain

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Caine, Renate N.; Caine, Geoffrey

2011-01-01

Why do video games fascinate kids so much that they will spend hours pursuing a difficult skill? Why don't they apply this kind of intensity to their schoolwork? These questions are answered by the authors who pioneered brain/mind learning with the publication of "Making Connections: Teaching and the Human Brain". In their new book, "Natural…

Connecting Leadership and Learning: Do Versatile Learners Make Connective Leaders?

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Robinson, Jill L.

2016-01-01

Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb's Experiential…

Concept mapping learning strategy to enhance students' mathematical connection ability

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Hafiz, M.; Kadir, Fatra, Maifalinda

2017-05-01

The concept mapping learning strategy in teaching and learning mathematics has been investigated by numerous researchers. However, there are still less researchers who have scrutinized about the roles of map concept which is connected to the mathematical connection ability. Being well understood on map concept, it may help students to have ability to correlate one concept to other concept in order that the student can solve mathematical problems faced. The objective of this research was to describe the student's mathematical connection ability and to analyze the effect of using concept mapping learning strategy to the students' mathematical connection ability. This research was conducted at senior high school in Jakarta. The method used a quasi-experimental with randomized control group design with the total number was 72 students as the sample. Data obtained through using test in the post-test after giving the treatment. The results of the research are: 1) Students' mathematical connection ability has reached the good enough level category; 2) Students' mathematical connection ability who had taught with concept mapping learning strategy is higher than who had taught with conventional learning strategy. Based on the results above, it can be concluded that concept mapping learning strategycould enhance the students' mathematical connection ability, especially in trigonometry.

Making the Connection between Environmental Science and Decision Making

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Woodhouse, C. A.; Crimmins, M.; Ferguson, D. B.; Garfin, G. M.; Scott, C. A.

2011-12-01

As society is confronted with population growth, limited resources, and the impacts of climate variability and change, it is vital that institutions of higher education promote the development of professionals who can work with decision-makers to incorporate scientific information into environmental planning and management. Skills for the communication of science are essential, but equally important is the ability to understand decision-making contexts and engage with resource managers and policy makers. It is increasingly being recognized that people who understand the linkages between science and decision making are crucial if science is to better support planning and policy. A new graduate-level seminar, "Making the Connection between Environmental Science and Decision Making," is a core course for a new post-baccalaureate certificate program, Connecting Environmental Science and Decision Making at the University of Arizona. The goal of the course is to provide students with a basic understanding of the dynamics between scientists and decision makers that result in scientific information being incorporated into environmental planning, policy, and management decisions. Through readings from the environmental and social sciences, policy, and planning literature, the course explores concepts including scientific information supply and demand, boundary organizations, co-production of knowledge, platforms for engagement, and knowledge networks. Visiting speakers help students understand some of the challenges of incorporating scientific information into planning and decision making within institutional and political contexts. The course also includes practical aspects of two-way communication via written, oral, and graphical presentations as well as through the interview process to facilitate the transfer of scientific information to decision makers as well as to broader audiences. We aspire to help students develop techniques that improve communication and

Student Engagement and Blended Learning: Making the Assessment Connection

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Vaughan, Norman

2014-01-01

There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…

Connecting Learning Spaces Using Mobile Technology

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Chen, Wenli; Seow, Peter; So, Hyo-Jeong; Toh, Yancy; Looi, Chee-Kit

2010-01-01

The use of mobile technology can help extend children's learning spaces and enrich the learning experiences in their everyday lives where they move from one context to another, switching locations, social groups, technologies, and topics. When students have ubiquitous access to mobile devices with full connectivity, the in-situ use of the mobile…

eLearning and eMaking: 3D Printing Blurring the Digital and the Physical

Directory of Open Access Journals (Sweden)

Jennifer Loy

2014-02-01

Full Text Available This article considers the potential of 3D printing as an eLearning tool for design education and the role of eMaking in bringing together the virtual and the physical in the design studio. eLearning has matured from the basics of lecture capture into sophisticated, interactive learning activities for students. At the same time, laptops and internet enabled phones have made computer-based learning mobile, invading classroom learning, changing communication between students, enabling on the spot research, and making the recording of ideas and activities easier. The barriers between online and offline are becoming blurred in a combined digital and physical learning environment. Three-dimensional printing is part of this unification and can be an empowering learning tool for students, changing their relationship with the virtual and the physical, allowing them to take ideas and thinking from screen to reality and back again in an iterative, connected process, however, from an eLearning point of view it is, more importantly, a transformative technology with the potential to change the relationship of the learner to their learning and the scope and nature of their work. Examples from Griffith Product Design student learning illustrate the potential of eMaking to enhance combined learning in a digital age.

Functional connectivity changes in second language vocabulary learning.

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Ghazi Saidi, Ladan; Perlbarg, Vincent; Marrelec, Guillaume; Pélégrini-Issac, Mélani; Benali, Habib; Ansaldo, Ana-Inés

2013-01-01

Functional connectivity changes in the language network (Price, 2010), and in a control network involved in second language (L2) processing (Abutalebi & Green, 2007) were examined in a group of Persian (L1) speakers learning French (L2) words. Measures of network integration that characterize the global integrative state of a network (Marrelec, Bellec et al., 2008) were gathered, in the shallow and consolidation phases of L2 vocabulary learning. Functional connectivity remained unchanged across learning phases for L1, whereas total, between- and within-network integration levels decreased as proficiency for L2 increased. The results of this study provide the first functional connectivity evidence regarding the dynamic role of the language processing and cognitive control networks in L2 learning (Abutalebi, Cappa, & Perani, 2005; Altarriba & Heredia, 2008; Leonard et al., 2011; Parker-Jones et al., 2011). Thus, increased proficiency results in a higher degree of automaticity and lower cognitive effort (Segalowitz & Hulstijn, 2005). Copyright © 2012 Elsevier Inc. All rights reserved.

Parallel Alterations of Functional Connectivity during Execution and Imagination after Motor Imagery Learning

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Zhang, Rushao; Hui, Mingqi; Long, Zhiying; Zhao, Xiaojie; Yao, Li

2012-01-01

Background Neural substrates underlying motor learning have been widely investigated with neuroimaging technologies. Investigations have illustrated the critical regions of motor learning and further revealed parallel alterations of functional activation during imagination and execution after learning. However, little is known about the functional connectivity associated with motor learning, especially motor imagery learning, although benefits from functional connectivity analysis attract more attention to the related explorations. We explored whether motor imagery (MI) and motor execution (ME) shared parallel alterations of functional connectivity after MI learning. Methodology/Principal Findings Graph theory analysis, which is widely used in functional connectivity exploration, was performed on the functional magnetic resonance imaging (fMRI) data of MI and ME tasks before and after 14 days of consecutive MI learning. The control group had no learning. Two measures, connectivity degree and interregional connectivity, were calculated and further assessed at a statistical level. Two interesting results were obtained: (1) The connectivity degree of the right posterior parietal lobe decreased in both MI and ME tasks after MI learning in the experimental group; (2) The parallel alterations of interregional connectivity related to the right posterior parietal lobe occurred in the supplementary motor area for both tasks. Conclusions/Significance These computational results may provide the following insights: (1) The establishment of motor schema through MI learning may induce the significant decrease of connectivity degree in the posterior parietal lobe; (2) The decreased interregional connectivity between the supplementary motor area and the right posterior parietal lobe in post-test implicates the dissociation between motor learning and task performing. These findings and explanations further revealed the neural substrates underpinning MI learning and supported that

Making Skills Everyone's Business: A Call to Transform Adult Learning in the United States

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Strawn, Julie

2015-01-01

To address the need to connect Americans with learning opportunities, the Office of Career, Technical, and Adult Education released the present report. Grounded in evidence and informed by effective and emerging practices, "Making Skills Everyone's Business" offers seven strategies that hold great promise for improving the conditions…

How are learning physics and student beliefs about learning physics connected? Measuring epistemological self-reflection in an introductory course and investigating its relationship to conceptual learning

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May, David B.

2002-11-01

To explore students' epistemological beliefs in a variety of conceptual domains in physics, and in a specific and novel context of measurement, this Dissertation makes use of Weekly Reports, a class assignment in which students reflect in writing on what they learn each week and how they learn it. Reports were assigned to students in the introductory physics course for honors engineering majors at The Ohio State University in two successive years. The Weekly Reports of several students from the first year were analyzed for the kinds of epistemological beliefs exhibited therein, called epistemological self-reflection, and a coding scheme was developed for categorizing and quantifying this reflection. The connection between epistemological self-reflection and conceptual learning in physics seen in a pilot study was replicated in a larger study, in which the coded reflections from the Weekly Reports of thirty students were correlated with their conceptual learning gains. Although the total amount of epistemological self-reflection was not found to be related to conceptual gain, different kinds of epistemological self-reflection were. Describing learning physics concepts in terms of logical reasoning and making personal connections were positively correlated with gains; describing learning from authority figures or by observing phenomena without making inferences were negatively correlated. Linear regression equations were determined in order to quantify the effects on conceptual gain of specific ways of describing learning. In an experimental test of this model, the regression equations and the Weekly Report coding scheme developed from the first year's data were used to predict the conceptual gains of thirty students from the second year. The prediction was unsuccessful, possibly because these students were not given as much feedback on their reflections as were the first-year students. These results show that epistemological beliefs are important factors affecting

The nature and quality of the mathematical connections teachers make

Directory of Open Access Journals (Sweden)

Michael K. Mhlolo

2012-05-01

Full Text Available Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher’s role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers’ representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers’ representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners’ opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.

Context-Aware Writing Support for SNS: Connecting Formal and Informal Learning

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Waragai, Ikumi; Kurabayashi, Shuichi; Ohta, Tatsuya; Raindl, Marco; Kiyoki, Yasushi; Tokuda, Hideyuki

2014-01-01

This paper presents another stage in a series of research efforts by the authors to develop an experience-connected mobile language learning environment, bridging formal and informal learning. Building on a study in which the authors tried to connect classroom learning (of German in Japan) with learners' real life experiences abroad by having…

An analysis of mathematical connection ability based on student learning style on visualization auditory kinesthetic (VAK) learning model with self-assessment

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Apipah, S.; Kartono; Isnarto

2018-03-01

This research aims to analyze the quality of VAK learning with self-assessment toward the ability of mathematical connection performed by students and to analyze students’ mathematical connection ability based on learning styles in VAK learning model with self-assessment. This research applies mixed method type with concurrent embedded design. The subject of this research consists of VIII grade students from State Junior High School 9 Semarang who apply visual learning style, auditory learning style, and kinesthetic learning style. The data of learning style is collected by using questionnaires, the data of mathematical connection ability is collected by performing tests, and the data of self-assessment is collected by using assessment sheets. The quality of learning is qualitatively valued from planning stage, realization stage, and valuation stage. The result of mathematical connection ability test is analyzed quantitatively by mean test, conducting completeness test, mean differentiation test, and mean proportional differentiation test. The result of the research shows that VAK learning model results in well-qualified learning regarded from qualitative and quantitative sides. Students with visual learning style perform the highest mathematical connection ability, students with kinesthetic learning style perform average mathematical connection ability, and students with auditory learning style perform the lowest mathematical connection ability.

Learning Networks: connecting people, organizations, autonomous agents and learning resources to establish the emergence of effective lifelong learning

NARCIS (Netherlands)

Koper, Rob; Sloep, Peter

2003-01-01

Koper, E.J.R., Sloep, P.B. (2002) Learning Networks connecting people, organizations, autonomous agents and learning resources to establish the emergence of effective lifelong learning. RTD Programma into Learning Technologies 2003-2008. More is different… Heerlen, Nederland: Open Universiteit

Motor imagery learning modulates functional connectivity of multiple brain systems in resting state.

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Zhang, Hang; Long, Zhiying; Ge, Ruiyang; Xu, Lele; Jin, Zhen; Yao, Li; Liu, Yijun

2014-01-01

Learning motor skills involves subsequent modulation of resting-state functional connectivity in the sensory-motor system. This idea was mostly derived from the investigations on motor execution learning which mainly recruits the processing of sensory-motor information. Behavioral evidences demonstrated that motor skills in our daily lives could be learned through imagery procedures. However, it remains unclear whether the modulation of resting-state functional connectivity also exists in the sensory-motor system after motor imagery learning. We performed a fMRI investigation on motor imagery learning from resting state. Based on previous studies, we identified eight sensory and cognitive resting-state networks (RSNs) corresponding to the brain systems and further explored the functional connectivity of these RSNs through the assessments, connectivity and network strengths before and after the two-week consecutive learning. Two intriguing results were revealed: (1) The sensory RSNs, specifically sensory-motor and lateral visual networks exhibited greater connectivity strengths in precuneus and fusiform gyrus after learning; (2) Decreased network strength induced by learning was proved in the default mode network, a cognitive RSN. These results indicated that resting-state functional connectivity could be modulated by motor imagery learning in multiple brain systems, and such modulation displayed in the sensory-motor, visual and default brain systems may be associated with the establishment of motor schema and the regulation of introspective thought. These findings further revealed the neural substrates underlying motor skill learning and potentially provided new insights into the therapeutic benefits of motor imagery learning.

Making a personal connection in the medical interview.

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Sessions, Donald G

2009-01-01

The medical interview is an access point for contacting patients at the core of their being. Patients with concernfull medical problems initially and unreflectively grasp these conflicted situations directly in terms of their meaning for the self. The situation and the self can become fused transparently. Physicians can facilitate patients awareness of their core self which is separate from their medical issue, by creating an opportunity for patients to experience the core of being that they mutually share. In the medical interview the possibility of making a personal connection with the patient is already present in the context of the presupposed shared history of a caring relationship between patients and physicians. The physician's gift of presence, of riveted attention and silence as the patient describes her concerns, can create an opening for awareness of their mutual involvement in a common web of concerns at a profound level. Being attuned initially can be reinforced by attending to perceptual domains. The hearing that listens and the seeing that can result in vision can allow for inspiration. Touching with gentleness is a primal mode of knowing and understanding. Words themselves can have great salutary power. Who has not wondered at the "tingle" that occurs during the reading of a powerful poem? What if you do make a personal connection with patients? What if you don't? Even though there is little scientific evidence or statistics to ground the assertion that there is value in a profound relationship I maintain that it is a way to follow the path you have chosen. It is the distinction between a job and a calling. It also lightens the burden we carry in our continual conflict with the increasing pressure of technology, third parties, and the other which is 'other.' Making a personal connection with patients is not about the "trickle down" of humanity from physicians to patients. Personal connection is inspiring to physicians and patients and enlightening

Motor Imagery Learning Modulates Functional Connectivity of Multiple Brain Systems in Resting State

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Zhang, Hang; Long, Zhiying; Ge, Ruiyang; Xu, Lele; Jin, Zhen; Yao, Li; Liu, Yijun

2014-01-01

Background Learning motor skills involves subsequent modulation of resting-state functional connectivity in the sensory-motor system. This idea was mostly derived from the investigations on motor execution learning which mainly recruits the processing of sensory-motor information. Behavioral evidences demonstrated that motor skills in our daily lives could be learned through imagery procedures. However, it remains unclear whether the modulation of resting-state functional connectivity also exists in the sensory-motor system after motor imagery learning. Methodology/Principal Findings We performed a fMRI investigation on motor imagery learning from resting state. Based on previous studies, we identified eight sensory and cognitive resting-state networks (RSNs) corresponding to the brain systems and further explored the functional connectivity of these RSNs through the assessments, connectivity and network strengths before and after the two-week consecutive learning. Two intriguing results were revealed: (1) The sensory RSNs, specifically sensory-motor and lateral visual networks exhibited greater connectivity strengths in precuneus and fusiform gyrus after learning; (2) Decreased network strength induced by learning was proved in the default mode network, a cognitive RSN. Conclusions/Significance These results indicated that resting-state functional connectivity could be modulated by motor imagery learning in multiple brain systems, and such modulation displayed in the sensory-motor, visual and default brain systems may be associated with the establishment of motor schema and the regulation of introspective thought. These findings further revealed the neural substrates underlying motor skill learning and potentially provided new insights into the therapeutic benefits of motor imagery learning. PMID:24465577

Motor sequence learning-induced neural efficiency in functional brain connectivity.

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Karim, Helmet T; Huppert, Theodore J; Erickson, Kirk I; Wollam, Mariegold E; Sparto, Patrick J; Sejdić, Ervin; VanSwearingen, Jessie M

2017-02-15

Previous studies have shown the functional neural circuitry differences before and after an explicitly learned motor sequence task, but have not assessed these changes during the process of motor skill learning. Functional magnetic resonance imaging activity was measured while participants (n=13) were asked to tap their fingers to visually presented sequences in blocks that were either the same sequence repeated (learning block) or random sequences (control block). Motor learning was associated with a decrease in brain activity during learning compared to control. Lower brain activation was noted in the posterior parietal association area and bilateral thalamus during the later periods of learning (not during the control). Compared to the control condition, we found the task-related motor learning was associated with decreased connectivity between the putamen and left inferior frontal gyrus and left middle cingulate brain regions. Motor learning was associated with changes in network activity, spatial extent, and connectivity. Copyright © 2016 Elsevier B.V. All rights reserved.

Creating Learning Environment Connecting Engineering Design and 3D Printing

Science.gov (United States)

Pikkarainen, Ari; Salminen, Antti; Piili, Heidi

Engineering education in modern days require continuous development in didactics, pedagogics and used practical methods. 3D printing provides excellent opportunity to connect different engineering areas into practice and produce learning by doing applications. The 3D-printing technology used in this study is FDM (Fused deposition modeling). FDM is the most used 3D-printing technology by commercial numbers at the moment and the qualities of the technology makes it popular especially in academic environments. For achieving the best result possible, students will incorporate the principles of DFAM (Design for additive manufacturing) into their engineering design studies together with 3D printing. This paper presents a plan for creating learning environment for mechanical engineering students combining the aspects of engineering design, 3D-CAD learning and AM (additive manufacturing). As a result, process charts for carrying out the 3D printing process from technological point of view and design process for AM from engineering design point of view were created. These charts are used in engineering design education. The learning environment is developed to work also as a platform for Bachelor theses, work-training environment for students, prototyping service centre for cooperation partners and source of information for mechanical engineering education in Lapland University of Applied Sciences.

Examining Neuronal Connectivity and Its Role in Learning and Memory

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Gala, Rohan

Learning and long-term memory formation are accompanied with changes in the patterns and weights of synaptic connections in the underlying neuronal network. However, the fundamental rules that drive connectivity changes, and the precise structure-function relationships within neuronal networks remain elusive. Technological improvements over the last few decades have enabled the observation of large but specific subsets of neurons and their connections in unprecedented detail. Devising robust and automated computational methods is critical to distill information from ever-increasing volumes of raw experimental data. Moreover, statistical models and theoretical frameworks are required to interpret the data and assemble evidence into understanding of brain function. In this thesis, I first describe computational methods to reconstruct connectivity based on light microscopy imaging experiments. Next, I use these methods to quantify structural changes in connectivity based on in vivo time-lapse imaging experiments. Finally, I present a theoretical model of associative learning that can explain many stereotypical features of experimentally observed connectivity.

DEVELOPING STUDENTS’ ABILITY OF MATHEMATICAL CONNECTION THROUGH USING OUTDOOR MATHEMATICS LEARNING

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Saleh Haji

2017-01-01

Full Text Available The Purpose of this study is to determine the achievement and improvement of students’ mathematical connectionability through using outdoor mathematics learning. 64 students from the fifth grade of Primary School at SDN 65 and SDN 67 Bengkulu City were taken as the sample of this study. While the method of the research used in this research is experiment with quasi-experimental designs non-equivalent control group. The results of the study are as follows: (1 There is an increasing ability found in mathematical connection of students whom taught by using outdoors mathematics learning is 0,53; (2 Based on statical computation that achievement of students’ ability of mathematical connection is taught by using outdoor mathematics learning score is 71,25. It is higher than the students score 66,25 which were taught by using the conventional learning. So as to improve students’ mathematical connection, teachers are suggested to use the outdoors mathematics learning

Learning to Make Decisions Through Constructive Controversy.

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Tjosvold, Dean

Students must make decisions about their lifestyle, future careers, academic pursuits, and classroom and school issues. Learning to make effective decisions for themselves and for society is an important aspect of competence. They can learn decision making through interacting and solving problems with others. A central ingredient for successful…

Connecting Formal and Informal Learning Experiences

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O'Mahony, Timothy Kieran

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

Connecting through Comics: Expanding Opportunities for Teaching and Learning

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Bolton-Gary, Cynthia

2012-01-01

When students are faced with learning abstract contents, creating meaningful teaching and learning opportunities is a challenge for many educators. Concerns for how to get students to connect theoretical constructs and apply them to the "real world" is especially critical for those students studying to be teachers. This descriptive study…

Learning Global Citizenship?: Exploring Connections between the Local and the Global

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Mayo, Marjorie; Gaventa, John; Rooke, Alison

2009-01-01

This article identifies historical connections between adult learning, popular education and the emergence of the public sphere in Europe, exploring potential implications for adult learning and community development, drawing upon research evaluating programmes to promote community-based learning "for" active citizenship in UK. The…

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

African Journals Online (AJOL)

Making a Case for E - learning: Experiences in E-learning at Langston University ... performances can surpass those of students in traditional learning settings. ... The research method was qualitative based mainly on participatory and ...

Social Media and Teaching-Learning: Connecting or Distancing?

Science.gov (United States)

Yancey, Nan Russell

2017-10-01

As new ideas and new ways of connecting seemingly surface ever more quickly, faculty face the daunting task of using emerging technology in the teaching-learning endeavor while honoring the presence of teacher with learner. The focus of this column is on using social media as a teaching-learning tool in the shared journey of coming to know, which is so essential for the aspiring nurse. While opportunities for using teaching-learning technologies abound and are ever-changing, faculty are challenged to cocreate a learner-focused journey of coming to know, without allowing the technology to become the focus.

Seeking common ground: making connections big and small

Directory of Open Access Journals (Sweden)

David Lee Keiser

2017-11-01

Full Text Available Purpose – This essay furthers cross-cultural exchange, and understanding. Written for a general audience by a teacher educator, it argues for accepting all others into the academic conversation. Using varied examples, the purpose of this paper is to illustrate both lifelong learning and the power of connecting across difference. Design/methodology/approach – The author draws upon experience as a teacher and professor and his engagement with Kingdom of Saudi Arabia (KSA for examples of edification and engagement. Findings – The author cites both the current period and a mid-twentieth-century American major event, the civil rights March on Washington to illustrate possibilities for connection, clarity and symbiosis. Originality/value – Written for this journal, this essay uses an original and skeletal theoretical and empirical frame as well as field examples to argue for inclusiveness, exchange and acceptance of all learners.

INCREASES IN FUNCTIONAL CONNECTIVITY BETWEEN PREFRONTAL CORTEX AND STRIATUM DURING CATEGORY LEARNING

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Antzoulatos, Evan G.; Miller, Earl K.

2014-01-01

SUMMARY Functional connectivity between the prefrontal cortex (PFC) and striatum (STR) is thought critical for cognition, and has been linked to conditions like autism and schizophrenia. We recorded from multiple electrodes in PFC and STR while monkeys acquired new categories. Category learning was accompanied by an increase in beta-band synchronization of LFPs between, but not within, the PFC and STR. After learning, different pairs of PFC-STR electrodes showed stronger synchrony for one or the other category, suggesting category-specific functional circuits. This category-specific synchrony was also seen between PFC spikes and STR LFPs, but not the reverse, reflecting the direct monosynaptic connections from the PFC to STR. However, causal connectivity analyses suggested that the polysynaptic connections from STR to the PFC exerted a stronger overall influence. This supports models positing that the basal ganglia “train” the PFC. Category learning may depend on the formation of functional circuits between the PFC and STR. PMID:24930701

Learning Control Over Emotion Networks Through Connectivity-Based Neurofeedback.

Science.gov (United States)

Koush, Yury; Meskaldji, Djalel-E; Pichon, Swann; Rey, Gwladys; Rieger, Sebastian W; Linden, David E J; Van De Ville, Dimitri; Vuilleumier, Patrik; Scharnowski, Frank

2017-02-01

Most mental functions are associated with dynamic interactions within functional brain networks. Thus, training individuals to alter functional brain networks might provide novel and powerful means to improve cognitive performance and emotions. Using a novel connectivity-neurofeedback approach based on functional magnetic resonance imaging (fMRI), we show for the first time that participants can learn to change functional brain networks. Specifically, we taught participants control over a key component of the emotion regulation network, in that they learned to increase top-down connectivity from the dorsomedial prefrontal cortex, which is involved in cognitive control, onto the amygdala, which is involved in emotion processing. After training, participants successfully self-regulated the top-down connectivity between these brain areas even without neurofeedback, and this was associated with concomitant increases in subjective valence ratings of emotional stimuli of the participants. Connectivity-based neurofeedback goes beyond previous neurofeedback approaches, which were limited to training localized activity within a brain region. It allows to noninvasively and nonpharmacologically change interconnected functional brain networks directly, thereby resulting in specific behavioral changes. Our results demonstrate that connectivity-based neurofeedback training of emotion regulation networks enhances emotion regulation capabilities. This approach can potentially lead to powerful therapeutic emotion regulation protocols for neuropsychiatric disorders. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Making connections

NARCIS (Netherlands)

Marion Duimel

2007-01-01

Original title: Verbinding maken; senioren en internet. More and more older people are finding their way to the Internet. Many people aged over 50 who have only recently gone online say that a new world has opened up for them. By connecting to the Internet they have the feeling that they

Connected Gaming: An Inclusive Perspective for Serious Gaming

Directory of Open Access Journals (Sweden)

Yasmin Kafai

2017-09-01

Full Text Available Serious games should focus on connected gaming, which is combining the instructionist approach on having students play educational games for learning with the constructionist approach on having students make their own games for learning. Constructionist activities have always been part of the larger gaming ecology but have traditionally received far less attention than their instructionist counterparts. Future developments in serious gaming ought to promote this more inclusive perspective to better realize the full potential of gaming as a means for learning and for connecting children to technology and to each other. This potential for more meaningful connectivity can also address the persistent access and diversity issues long facing gaming cultures. 

Connected Traveler

Energy Technology Data Exchange (ETDEWEB)

2016-06-01

The Connected Traveler framework seeks to boost the energy efficiency of personal travel and the overall transportation system by maximizing the accuracy of predicted traveler behavior in response to real-time feedback and incentives. It is anticipated that this approach will establish a feedback loop that 'learns' traveler preferences and customizes incentives to meet or exceed energy efficiency targets by empowering individual travelers with information needed to make energy-efficient choices and reducing the complexity required to validate transportation system energy savings. This handout provides an overview of NREL's Connected Traveler project, including graphics, milestones, and contact information.

Dynamics of EEG functional connectivity during statistical learning.

Science.gov (United States)

Tóth, Brigitta; Janacsek, Karolina; Takács, Ádám; Kóbor, Andrea; Zavecz, Zsófia; Nemeth, Dezso

2017-10-01

Statistical learning is a fundamental mechanism of the brain, which extracts and represents regularities of our environment. Statistical learning is crucial in predictive processing, and in the acquisition of perceptual, motor, cognitive, and social skills. Although previous studies have revealed competitive neurocognitive processes underlying statistical learning, the neural communication of the related brain regions (functional connectivity, FC) has not yet been investigated. The present study aimed to fill this gap by investigating FC networks that promote statistical learning in humans. Young adults (N=28) performed a statistical learning task while 128-channels EEG was acquired. The task involved probabilistic sequences, which enabled to measure incidental/implicit learning of conditional probabilities. Phase synchronization in seven frequency bands was used to quantify FC between cortical regions during the first, second, and third periods of the learning task, respectively. Here we show that statistical learning is negatively correlated with FC of the anterior brain regions in slow (theta) and fast (beta) oscillations. These negative correlations increased as the learning progressed. Our findings provide evidence that dynamic antagonist brain networks serve a hallmark of statistical learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Connecting Worlds: Interculturality, Identity and Multilingual Digital Stories in the Making

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Anderson, Jim; Macleroy, Vicky

2017-01-01

Based on findings from a 5-year research project called "Critical Connections", this article sets out an integrated framework for language learning in the context of multilingual digital storytelling. Following an explanation of the theoretical approach, four vignettes are presented which illustrate the principles in practice.…

Intrinsic Functional Connectivity in the Adult Brain and Success in Second-Language Learning.

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Chai, Xiaoqian J; Berken, Jonathan A; Barbeau, Elise B; Soles, Jennika; Callahan, Megan; Chen, Jen-Kai; Klein, Denise

2016-01-20

There is considerable variability in an individual's ability to acquire a second language (L2) during adulthood. Using resting-state fMRI data acquired before training in English speakers who underwent a 12 week intensive French immersion training course, we investigated whether individual differences in intrinsic resting-state functional connectivity relate to a person's ability to acquire an L2. We focused on two key aspects of language processing--lexical retrieval in spontaneous speech and reading speed--and computed whole-brain functional connectivity from two regions of interest in the language network, namely the left anterior insula/frontal operculum (AI/FO) and the visual word form area (VWFA). Connectivity between the left AI/FO and left posterior superior temporal gyrus (STG) and between the left AI/FO and dorsal anterior cingulate cortex correlated positively with improvement in L2 lexical retrieval in spontaneous speech. Connectivity between the VWFA and left mid-STG correlated positively with improvement in L2 reading speed. These findings are consistent with the different language functions subserved by subcomponents of the language network and suggest that the human capacity to learn an L2 can be predicted by an individual's intrinsic functional connectivity within the language network. Significance statement: There is considerable variability in second-language learning abilities during adulthood. We investigated whether individual differences in intrinsic functional connectivity in the adult brain relate to success in second-language learning, using resting-state functional magnetic resonance imaging in English speakers who underwent a 12 week intensive French immersion training course. We found that pretraining functional connectivity within two different language subnetworks correlated strongly with learning outcome in two different language skills: lexical retrieval in spontaneous speech and reading speed. Our results suggest that the human

[Mathematical models of decision making and learning].

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Ito, Makoto; Doya, Kenji

2008-07-01

Computational models of reinforcement learning have recently been applied to analysis of brain imaging and neural recording data to identity neural correlates of specific processes of decision making, such as valuation of action candidates and parameters of value learning. However, for such model-based analysis paradigms, selecting an appropriate model is crucial. In this study we analyze the process of choice learning in rats using stochastic rewards. We show that "Q-learning," which is a standard reinforcement learning algorithm, does not adequately reflect the features of choice behaviors. Thus, we propose a generalized reinforcement learning (GRL) algorithm that incorporates the negative reward effect of reward loss and forgetting of values of actions not chosen. Using the Bayesian estimation method for time-varying parameters, we demonstrated that the GRL algorithm can predict an animal's choice behaviors as efficiently as the best Markov model. The results suggest the usefulness of the GRL for the model-based analysis of neural processes involved in decision making.

Online Learning in a South African Higher Education Institution: Determining the Right Connections for the Student

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Queiros, Dorothy R.; de Villiers, M. R.

2016-01-01

Online learning is a means of reaching marginalised and disadvantaged students within South Africa. Nevertheless, these students encounter obstacles in online learning. This research investigates South African students' opinions regarding online learning, culminating in a model of important connections (facets that connect students to their…

Reinforcement and Systemic Machine Learning for Decision Making

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Kulkarni, Parag

2012-01-01

Reinforcement and Systemic Machine Learning for Decision Making There are always difficulties in making machines that learn from experience. Complete information is not always available-or it becomes available in bits and pieces over a period of time. With respect to systemic learning, there is a need to understand the impact of decisions and actions on a system over that period of time. This book takes a holistic approach to addressing that need and presents a new paradigm-creating new learning applications and, ultimately, more intelligent machines. The first book of its kind in this new an

Learning craft skills. Exploring preschoolers' craft making process

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Virpi Yliverronen

2016-06-01

Full Text Available The aim of this study was to explore a preschooler craft-making process in which 18 preschool novices cut pieces for fabric bags and designed and printed patterns to decorate the bags. Through the task, children were familiarised with a small-scale holistic craft process. The intention was to determine how preschoolers perceived, verbalised and interpreted the craft-making process and how children used bodily expressions when explaining a learned craft skill. The present study relies on the videographic method: two preschool groups’ stamp printing activities were recorded, and each child was interviewed individually. Children’s embodied expressions were particularly in focus in video analysis. The results reveal that all the children were able to sufficiently explain the making phase, however, some children compensated for missing words using bodily and facial expressions and gestures when talking about making. The results showed that children worked logically, and the skill learning phases of perceiving, making, and interpretation were revealed from their learning.

Students' Learning with the Connected Chemistry (CC1) Curriculum: Navigating the Complexities of the Particulate World

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Levy, Sharona T.; Wilensky, Uri

2009-01-01

The focus of this study is students' learning with a Connected Chemistry unit, CC1 (denotes Connected Chemistry, chapter 1), a computer-based environment for learning the topics of gas laws and kinetic molecular theory in chemistry (Levy and Wilensky 2009). An investigation was conducted into high-school students' learning with Connected…

Functional Connectivity Changes in Second Language Vocabulary Learning

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Saidi, Ladan Ghazi; Perlbarg, Vincent; Marrelec, Guillaume; Pelegrini-Issac, Melani; Benali, Habib; Ansaldo, Ana-Ines

2013-01-01

Functional connectivity changes in the language network (Price, 2010), and in a control network involved in second language (L2) processing (Abutalebi & Green, 2007) were examined in a group of Persian (L1) speakers learning French (L2) words. Measures of network integration that characterize the global integrative state of a network (Marrelec,…

Virtual water maze learning in human increases functional connectivity between posterior hippocampus and dorsal caudate.

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Woolley, Daniel G; Mantini, Dante; Coxon, James P; D'Hooge, Rudi; Swinnen, Stephan P; Wenderoth, Nicole

2015-04-01

Recent work has demonstrated that functional connectivity between remote brain regions can be modulated by task learning or the performance of an already well-learned task. Here, we investigated the extent to which initial learning and stable performance of a spatial navigation task modulates functional connectivity between subregions of hippocampus and striatum. Subjects actively navigated through a virtual water maze environment and used visual cues to learn the position of a fixed spatial location. Resting-state functional magnetic resonance imaging scans were collected before and after virtual water maze navigation in two scan sessions conducted 1 week apart, with a behavior-only training session in between. There was a large significant reduction in the time taken to intercept the target location during scan session 1 and a small significant reduction during the behavior-only training session. No further reduction was observed during scan session 2. This indicates that scan session 1 represented initial learning and scan session 2 represented stable performance. We observed an increase in functional connectivity between left posterior hippocampus and left dorsal caudate that was specific to scan session 1. Importantly, the magnitude of the increase in functional connectivity was correlated with offline gains in task performance. Our findings suggest cooperative interaction occurs between posterior hippocampus and dorsal caudate during awake rest following the initial phase of spatial navigation learning. Furthermore, we speculate that the increase in functional connectivity observed during awake rest after initial learning might reflect consolidation-related processing. © 2014 Wiley Periodicals, Inc.

Making Connections for Themselves and Their Students: Examining Teachers' Organization of World History

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Harris, Lauren McArthur

2014-01-01

The ability to make connections is an important aspect of teaching history and a vital skill in our increasingly globalized world. This study examines how preservice and practicing teachers organize and connect world historical events and concepts for themselves and for instructional purposes. Findings are based on interviews with 2 card-sorting…

Making Connections to Students' Lives and Careers Throughout a General Education Science Course

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LaDue, D. S.

2014-12-01

The University of Oklahoma's general education lecture course Severe & Unusual Weather, taught in two sections each fall and spring, covers about nine topics. The sections are taught by different instructors, each of whom has flexibility to employ a variety of instructional strategies and choose specific topics to cover while meeting the requirement that general education courses in the natural sciences help students understand the importance of the science for appreciating the world around them. Students enrolled have been approximately 6-10% returning adult students, some of whom were veterans or active duty military, and about 10% members of racial or ethnic groups. Their majors are mostly in the humanities (theater, photography) and social sciences (education, English, journalism, sociology), with some natural science majors (psychology, aviation). For the past two years, Section 001 has been designed with adult and active learning concepts in mind, using deliberate connections between course content and students' lives and careers to motivate meaningful learning. Students were grouped in teams according to similar majors and assigned group presentations connecting course content to topics that should interest them, such as economic impacts of weather, societal and personal impacts of severe weather, risks to aviation, media coverage of weather, and psychological and sociological responses to weather risks. Students learn about the peer review process for scientific papers while also exploring a connection of course content to their future career or life interests through papers that are run through a mock peer review process. Public policy is discussed in several sections of the course, such as hurricane building codes, wind-resistant construction in tornado alley, and the disproportionate impacts of weather and climate on certain socioeconomic groups. Most students deeply appreciate the opportunity to explore how course content intersects with their lives

A personal connection: Promoting positive attitudes towards teaching and learning.

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Lujan, Heidi L; DiCarlo, Stephen E

2017-09-01

Students' attitudes towards teaching and learning must be addressed with the same seriousness and effort as we address content. Establishing a personal connection and addressing our students' basic psychological needs will produce positive attitudes towards teaching and learning and develop life-long learners. It will also promote constructive student-teacher relationships that have a profound influence on our students' approach towards school. To begin this process, consider the major tenets of the Self-Determination Theory. The Self-Determination Theory of human motivation focuses on our students' innate psychological needs and the degree to which an individual's behavior is self-motivated and self-determined. Faculty can satisfy the innate psychological needs by addressing our students' desire for relatedness, competence and autonomy. Relatedness refers to our students' need to feel connected to others, to be a member of a group, to have a sense of communion and to develop close relationships with others. Competence is believing our students can succeed , challenging them to do so and imparting that belief in them. Autonomy involves considering the perspectives of the student and providing relevant information and opportunities for student choice and initiating and regulating their own behaviors. Establishing a personal connection and addressing our students' basic psychological needs will improve our teaching, inspire and engage our students and promote positive attitudes towards teaching and learning while reducing competition and increasing compassion. These are important goals because unless students are inspired and motivated and have positive attitudes towards teaching and learning our efforts will fail to meet their full potential. Anat Sci Educ 10: 503-507. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Enhanced fuzzy-connective-based hierarchical aggregation network using particle swarm optimization

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Wang, Fang-Fang; Su, Chao-Ton

2014-11-01

The fuzzy-connective-based aggregation network is similar to the human decision-making process. It is capable of aggregating and propagating degrees of satisfaction of a set of criteria in a hierarchical manner. Its interpreting ability and transparency make it especially desirable. To enhance its effectiveness and further applicability, a learning approach is successfully developed based on particle swarm optimization to determine the weights and parameters of the connectives in the network. By experimenting on eight datasets with different characteristics and conducting further statistical tests, it has been found to outperform the gradient- and genetic algorithm-based learning approaches proposed in the literature; furthermore, it is capable of generating more accurate estimates. The present approach retains the original benefits of fuzzy-connective-based aggregation networks and is widely applicable. The characteristics of the learning approaches are also discussed and summarized, providing better understanding of the similarities and differences among these three approaches.

A Connected Space for Early Experiential Learning in Teacher Education

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Yong Yu

2016-11-01

Full Text Available Carefully constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning. Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about teaching, while spaces outside the college classroom remain the “practice fields.” This study examined Project CONNECT (PC, an after-school program designed to create early experiential learning opportunities for pre-service teachers (PSTs by bringing together different aspects of expertise from the schools, communities, and universities. Pre-service teachers in this study worked with children one afternoon a week in school-based sites during their sophomore and junior years. Case study was adopted to assess the impact of the experience on teacher learning and the factors contributing to the effect. Multiple data sources, including weekly reflection journals, field observation notes, and an exit survey were collected and analyzed. Results revealed participants’ transformation of professional identity, and development of professional skills and dispositions. Several factors emerged as important to PSTs’ learning throughout the experience, including connections between the course and the program, quality of faculty supervision, and systematic reflection. Implications for teacher education were discussed.

Making Intercultural Language Learning Visible and Assessable

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Moloney, Robyn; Harbon, Lesley

2010-01-01

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

A Case Study on the Impacts of Connective Technology on Self-Efficacy and Self-Regulated Learning of Female Adult Students Managing Work-Life Balance

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Sheetz, Tracey L.

2014-01-01

Adults frequently define their lives as "hectic" and "overextended;" yet, many make the decision to return to school and add the role of student into their busy lives. This research study explored and explained the impact of connective technology on self-efficacy and self-regulated learning of female adult students balancing…

Interpreting the Images in a Picture Book: Students Make Connections to Themselves, Their Lives and Experiences

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Mantei, Jessica; Kervin, Lisa

2014-01-01

Picture books are an important and accessible form of visual art for children because they offer, among other things, opportunities for making connections to personal experiences and to the values and beliefs of families and communities. This paper reports on the use of a picture book to promote Year 4 students' making of text-to-self connections,…

Research on comprehensive decision-making of PV power station connecting system

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Zhou, Erxiong; Xin, Chaoshan; Ma, Botao; Cheng, Kai

2018-04-01

In allusion to the incomplete indexes system and not making decision on the subjectivity and objectivity of PV power station connecting system, based on the combination of improved Analytic Hierarchy Process (AHP), Criteria Importance Through Intercriteria Correlation (CRITIC) as well as grey correlation degree analysis (GCDA) is comprehensively proposed to select the appropriate system connecting scheme of PV power station. Firstly, indexes of PV power station connecting system are divided the recursion order hierarchy and calculated subjective weight by the improved AHP. Then, CRITIC is adopted to determine the objective weight of each index through the comparison intensity and conflict between indexes. The last the improved GCDA is applied to screen the optimal scheme, so as to, from the subjective and objective angle, select the connecting system. Comprehensive decision of Xinjiang PV power station is conducted and reasonable analysis results are attained. The research results might provide scientific basis for investment decision.

The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school.

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Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard

2016-12-01

In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. N = 1,052 students from 53 German primary school classes and their science teachers participated. Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. © 2016 The British Psychological Society.

A new computational account of cognitive control over reinforcement-based decision-making: Modeling of a probabilistic learning task.

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Zendehrouh, Sareh

2015-11-01

Recent work on decision-making field offers an account of dual-system theory for decision-making process. This theory holds that this process is conducted by two main controllers: a goal-directed system and a habitual system. In the reinforcement learning (RL) domain, the habitual behaviors are connected with model-free methods, in which appropriate actions are learned through trial-and-error experiences. However, goal-directed behaviors are associated with model-based methods of RL, in which actions are selected using a model of the environment. Studies on cognitive control also suggest that during processes like decision-making, some cortical and subcortical structures work in concert to monitor the consequences of decisions and to adjust control according to current task demands. Here a computational model is presented based on dual system theory and cognitive control perspective of decision-making. The proposed model is used to simulate human performance on a variant of probabilistic learning task. The basic proposal is that the brain implements a dual controller, while an accompanying monitoring system detects some kinds of conflict including a hypothetical cost-conflict one. The simulation results address existing theories about two event-related potentials, namely error related negativity (ERN) and feedback related negativity (FRN), and explore the best account of them. Based on the results, some testable predictions are also presented. Copyright © 2015 Elsevier Ltd. All rights reserved.

Making the Earth to Life Connection Using Climate Change

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Haine, D. B.; Berbeco, M.

2016-12-01

From ocean acidification to changes in air quality to shifts in the range of disease vectors, there are many opportunities for educators to make the earth science to life science connection by incorporating the impacts of climate change on organisms and entire ecosystems and by describing how living organisms impact climate. NCSE's study in Science found that 86% of life science teachers are teaching climate, but few admit they have any formal climate science training. This session will introduce activities we developed that utilize the 2014 National Climate Assessment, data visualizations, technology tools and models to allow students to explore the evidence that climate change is impacting life. Translating the NCA into classroom activities is an approach that becomes more pertinent with the advent of the Next Generation Science Standards (NGSS). Using the NCA and the NGSS we demonstrate strategies for weaving the concept of climate change into an already packed life science curriculum by enhancing rather than displacing content and ultimately promoting integration of science and engineering practices into instruction. Since the fall of 2014 we have engaged approximately 200 K-12 educators at local, state, regional and national teacher professional development events. Here we will summarize what we have learned from science teachers about how they address life science impacts of climate change and we will summarize evaluation data to inform future efforts to engage life science educators in light of the recent USGCRP Climate and Health Assessment and the upcoming 4th National Climate Assessment.

Connecting engineering operations to strategic management: a framework for decision making in engineering offshoring

DEFF Research Database (Denmark)

Hansen, Zaza Nadja Lee; Ahmed-Kristensen, Saeema

2012-01-01

of the organisation. The Global Decision-Making (GDM) framework described here is a decision-making framework for engineering offshoring decisions for product development activities. The framework proposes that risks in engineering offshoring can be reduced by connecting engineering operations to strategic management...

Networked learning in children's transition from day-care to school: Connections between contexts

DEFF Research Database (Denmark)

Odgaard, Ane Bjerre

This paper reports on a socioculturally informed design-based study concerning young children's use of tablets within the educational contexts constituting their transition from day-care to school. The study explores tablet-mediated and dialogical activities as potential means for negotiating...... connections between the different contexts which the children traverse during this transition. At several occasions, the participating 5- to 7-year-old children are invited to use tablets for producing photos, photo-collages and e-books about their everyday institutional environments, thus aiming at mediating...... these contexts are pivots of dialogue. Networked learning is thus conceptualized as a matter of networked situations and contexts for young children during their transition from day-care to primary school, and technological artefacts are viewed as potential means for mediating children's meaning making about...

Second Graders Connect to Their Community with a WebQuest

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Henning, Mary Beth; Bell, Danielle

2011-01-01

Community workers and community services are a typical part of the second grade curriculum in many American schools. However, the content provided in textbooks often lacks depth and the personal connection that students need to make their learning meaningful. How many times have seven year olds already learned about fire fighters and mail…

A new learning algorithm for a fully connected neuro-fuzzy inference system.

Science.gov (United States)

Chen, C L Philip; Wang, Jing; Wang, Chi-Hsu; Chen, Long

2014-10-01

A traditional neuro-fuzzy system is transformed into an equivalent fully connected three layer neural network (NN), namely, the fully connected neuro-fuzzy inference systems (F-CONFIS). The F-CONFIS differs from traditional NNs by its dependent and repeated weights between input and hidden layers and can be considered as the variation of a kind of multilayer NN. Therefore, an efficient learning algorithm for the F-CONFIS to cope these repeated weights is derived. Furthermore, a dynamic learning rate is proposed for neuro-fuzzy systems via F-CONFIS where both premise (hidden) and consequent portions are considered. Several simulation results indicate that the proposed approach achieves much better accuracy and fast convergence.

[The effects of case-based learning using video on clinical decision making and learning motivation in undergraduate nursing students].

Science.gov (United States)

Yoo, Moon-Sook; Park, Jin-Hee; Lee, Si-Ra

2010-12-01

The purpose of this study was to examine the effects of case-base learning (CBL) using video on clinical decision-making and learning motivation. This research was conducted between June 2009 and April 2010 as a nonequivalent control group non-synchronized design. The study population was 44 third year nursing students who enrolled in a college of nursing, A University in Korea. The nursing students were divided into the CBL and the control group. The intervention was the CBL with three cases using video. The controls attended a traditional live lecture on the same topics. With questionnaires objective clinical decision-making, subjective clinical decision-making, and learning motivation were measured before the intervention, and 10 weeks after the intervention. Significant group differences were observed in clinical decision-making and learning motivation. The post-test scores of clinical decision-making in the CBL group were statistically higher than the control group. Learning motivation was also significantly higher in the CBL group than in the control group. These results indicate that CBL using video is effective in enhancing clinical decision-making and motivating students to learn by encouraging self-directed learning and creating more interest and curiosity in learning.

Task-related functional connectivity of the caudate mediates the association between trait mindfulness and implicit learning in older adults.

Science.gov (United States)

Stillman, Chelsea M; You, Xiaozhen; Seaman, Kendra L; Vaidya, Chandan J; Howard, James H; Howard, Darlene V

2016-08-01

Accumulating evidence shows a positive relationship between mindfulness and explicit cognitive functioning, i.e., that which occurs with conscious intent and awareness. However, recent evidence suggests that there may be a negative relationship between mindfulness and implicit types of learning, or those that occur without conscious awareness or intent. Here we examined the neural mechanisms underlying the recently reported negative relationship between dispositional mindfulness and implicit probabilistic sequence learning in both younger and older adults. We tested the hypothesis that the relationship is mediated by communication, or functional connectivity, of brain regions once traditionally considered to be central to dissociable learning systems: the caudate, medial temporal lobe (MTL), and prefrontal cortex (PFC). We first replicated the negative relationship between mindfulness and implicit learning in a sample of healthy older adults (60-90 years old) who completed three event-related runs of an implicit sequence learning task. Then, using a seed-based connectivity approach, we identified task-related connectivity associated with individual differences in both learning and mindfulness. The main finding was that caudate-MTL connectivity (bilaterally) was positively correlated with learning and negatively correlated with mindfulness. Further, the strength of task-related connectivity between these regions mediated the negative relationship between mindfulness and learning. This pattern of results was limited to the older adults. Thus, at least in healthy older adults, the functional communication between two interactive learning-relevant systems can account for the relationship between mindfulness and implicit probabilistic sequence learning.

E-Learning System for Learning Virtual Circuit Making with a Microcontroller and Programming to Control a Robot

Science.gov (United States)

Takemura, Atsushi

2015-01-01

This paper proposes a novel e-Learning system for learning electronic circuit making and programming a microcontroller to control a robot. The proposed e-Learning system comprises a virtual-circuit-making function for the construction of circuits with a versatile, Arduino microcontroller and an educational system that can simulate behaviors of…

Making the connections: AIDS and water.

Science.gov (United States)

Ball, Anna-Marie

2006-01-01

Acknowledging AIDS as a crosscutting development issue, a Zambian rural water supply project that provides safe accessible water to rural communities embarked on a new initiative to mainstream AIDS into the water sector. The work of providing safe water takes the predominantly male workforce away from their spouses and families, into the rural villages of Zambia's Eastern Province, for long periods of time. With an HIV prevalence rate of 16.1%, the risk of HIV exposure exists for both employees and rural villagers. AIDS mainstreaming activities were designed to target both groups. An AIDS mainstreaming strategy was developed by identifying components that could be influenced in the external domain (the organization's usual work) and the internal domain (the workplace). Basic questions were addressed such as: how does AIDS affect the organization, how might the usual work aggravate susceptibility to HIV infection, and where is the comparative advantage? A workplace program including peer education, employee health education (including condoms) and a workplace policy was established for employees. For the target population, a series of five messages connecting safe water and AIDS was developed and disseminated through educational drama, community meetings and trainings, and integrated into the regular water, sanitation and hygiene activities. As an efficient utilization of resources that makes a broad impact, AIDS mainstreaming does not change the sector's mandate but takes advantage of the extensive geographic coverage and natural distribution system of water projects to disseminate AIDS information and make linkages with AIDS partners.

Multi-Site Diagnostic Classification of Schizophrenia Using Discriminant Deep Learning with Functional Connectivity MRI

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Ling-Li Zeng

2018-04-01

Full Text Available Background: A lack of a sufficiently large sample at single sites causes poor generalizability in automatic diagnosis classification of heterogeneous psychiatric disorders such as schizophrenia based on brain imaging scans. Advanced deep learning methods may be capable of learning subtle hidden patterns from high dimensional imaging data, overcome potential site-related variation, and achieve reproducible cross-site classification. However, deep learning-based cross-site transfer classification, despite less imaging site-specificity and more generalizability of diagnostic models, has not been investigated in schizophrenia. Methods: A large multi-site functional MRI sample (n = 734, including 357 schizophrenic patients from seven imaging resources was collected, and a deep discriminant autoencoder network, aimed at learning imaging site-shared functional connectivity features, was developed to discriminate schizophrenic individuals from healthy controls. Findings: Accuracies of approximately 85·0% and 81·0% were obtained in multi-site pooling classification and leave-site-out transfer classification, respectively. The learned functional connectivity features revealed dysregulation of the cortical-striatal-cerebellar circuit in schizophrenia, and the most discriminating functional connections were primarily located within and across the default, salience, and control networks. Interpretation: The findings imply that dysfunctional integration of the cortical-striatal-cerebellar circuit across the default, salience, and control networks may play an important role in the “disconnectivity” model underlying the pathophysiology of schizophrenia. The proposed discriminant deep learning method may be capable of learning reliable connectome patterns and help in understanding the pathophysiology and achieving accurate prediction of schizophrenia across multiple independent imaging sites. Keywords: Schizophrenia, Deep learning, Connectome, f

Constructionist Gaming: Understanding the Benefits of Making Games for Learning

Science.gov (United States)

Kafai, Yasmin B.; Burke, Quinn

2015-01-01

There has been considerable interest in examining the educational potential of playing video games. One crucial element, however, has traditionally been left out of these discussions--namely, children's learning through making their own games. In this article, we review and synthesize 55 studies from the last decade on making games and learning.…

Connectivity-based parcellation of the human orbitofrontal cortex.

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Kahnt, Thorsten; Chang, Luke J; Park, Soyoung Q; Heinzle, Jakob; Haynes, John-Dylan

2012-05-02

The primate orbitofrontal cortex (OFC) is involved in reward processing, learning, and decision making. Research in monkeys has shown that this region is densely connected with higher sensory, limbic, and subcortical regions. Moreover, a parcellation of the monkey OFC into two subdivisions has been suggested based on its intrinsic anatomical connections. However, in humans, little is known about any functional subdivisions of the OFC except for a rather coarse medial/lateral distinction. Here, we used resting-state fMRI in combination with unsupervised clustering techniques to investigate whether OFC subdivisions can be revealed based on their functional connectivity profiles with other brain regions. Examination of different cluster solutions provided support for a parcellation into two parts as observed in monkeys, but it also highlighted a much finer hierarchical clustering of the orbital surface. Specifically, we identified (1) a medial, (2) a posterior-central, (3) a central, and (4-6) three lateral clusters spanning the anterior-posterior gradient. Consistent with animal tracing studies, these OFC clusters were connected to other cortical regions such as prefrontal, temporal, and parietal cortices but also subcortical areas in the striatum and the midbrain. These connectivity patterns provide important implications for identifying specific functional roles of OFC subdivisions for reward processing, learning, and decision making. Moreover, this parcellation schema can provide guidance to report results in future studies.

Active learning of cortical connectivity from two-photon imaging data.

Directory of Open Access Journals (Sweden)

Martín A Bertrán

Full Text Available Understanding how groups of neurons interact within a network is a fundamental question in system neuroscience. Instead of passively observing the ongoing activity of a network, we can typically perturb its activity, either by external sensory stimulation or directly via techniques such as two-photon optogenetics. A natural question is how to use such perturbations to identify the connectivity of the network efficiently. Here we introduce a method to infer sparse connectivity graphs from in-vivo, two-photon imaging of population activity in response to external stimuli. A novel aspect of the work is the introduction of a recommended distribution, incrementally learned from the data, to optimally refine the inferred network. Unlike existing system identification techniques, this "active learning" method automatically focuses its attention on key undiscovered areas of the network, instead of targeting global uncertainty indicators like parameter variance. We show how active learning leads to faster inference while, at the same time, provides confidence intervals for the network parameters. We present simulations on artificial small-world networks to validate the methods and apply the method to real data. Analysis of frequency of motifs recovered show that cortical networks are consistent with a small-world topology model.

The role of phosphate conversion coatings in make-up of casing connections

NARCIS (Netherlands)

Ernens, D; van Riet, E.J.; de Rooij, M.B.; Pasaribu, H.R.; van Haaften, W.M.; Schipper, D.J.

2017-01-01

Phosphate conversion coatings are widely used on (premium) casing connections for protection against corrosion. Next to that, in conjunction with the lubricant these coatings provide galling protection. The friction and wear that occurs during make-up and subsequent load cycling determines the

Constructionist Gaming: Understanding the Benefits of Making Games for Learning

OpenAIRE

Kafai, Yasmin B.; Burke, Quinn

2016-01-01

There has been considerable interest in examining the educational potential of playing video games. One crucial element, however, has traditionally been left out of these discussions?namely, children's learning through making their own games. In this article, we review and synthesize 55 studies from the last decade on making games and learning. We found that the majority of studies focused on teaching coding and academic content through game making, and that few studies explicitly examined th...

Interdisciplinary Connections and Academic Performance in Psychology-English Learning Communities

Science.gov (United States)

Grose-Fifer, Jillian; Helmer, Kimberly A.; Zottoli, Tina M.

2014-01-01

We investigated whether students in psychology-based learning communities (LCs; i.e., cohorts who took introductory psychology and English together) performed better on psychology tests than those in standard classes. There were two types of LC; in one (connected LC), we created links between English and psychology by using English class readings…

Multi-Site Diagnostic Classification of Schizophrenia Using Discriminant Deep Learning with Functional Connectivity MRI.

Science.gov (United States)

Zeng, Ling-Li; Wang, Huaning; Hu, Panpan; Yang, Bo; Pu, Weidan; Shen, Hui; Chen, Xingui; Liu, Zhening; Yin, Hong; Tan, Qingrong; Wang, Kai; Hu, Dewen

2018-04-01

A lack of a sufficiently large sample at single sites causes poor generalizability in automatic diagnosis classification of heterogeneous psychiatric disorders such as schizophrenia based on brain imaging scans. Advanced deep learning methods may be capable of learning subtle hidden patterns from high dimensional imaging data, overcome potential site-related variation, and achieve reproducible cross-site classification. However, deep learning-based cross-site transfer classification, despite less imaging site-specificity and more generalizability of diagnostic models, has not been investigated in schizophrenia. A large multi-site functional MRI sample (n = 734, including 357 schizophrenic patients from seven imaging resources) was collected, and a deep discriminant autoencoder network, aimed at learning imaging site-shared functional connectivity features, was developed to discriminate schizophrenic individuals from healthy controls. Accuracies of approximately 85·0% and 81·0% were obtained in multi-site pooling classification and leave-site-out transfer classification, respectively. The learned functional connectivity features revealed dysregulation of the cortical-striatal-cerebellar circuit in schizophrenia, and the most discriminating functional connections were primarily located within and across the default, salience, and control networks. The findings imply that dysfunctional integration of the cortical-striatal-cerebellar circuit across the default, salience, and control networks may play an important role in the "disconnectivity" model underlying the pathophysiology of schizophrenia. The proposed discriminant deep learning method may be capable of learning reliable connectome patterns and help in understanding the pathophysiology and achieving accurate prediction of schizophrenia across multiple independent imaging sites. Copyright © 2018 German Center for Neurodegenerative Diseases (DZNE). Published by Elsevier B.V. All rights reserved.

Vocal Connections: How Voicework in Music Therapy Helped a Young Girl with Severe Learning Disabilities and Autism to Engage in her Learning

Directory of Open Access Journals (Sweden)

Tina Warnock

2012-01-01

Full Text Available This article examines the use of the non-verbal voice in music therapy with children with severe learning disabilities, complex needs and autism. Recent literature on the use of the voice in music therapy is summarised and links are made between the aims of music therapy and those of special educational establishments. Theories regarding the voice and the self, and the important connection between body awareness and emotion as precursors to learning are referred to, particularly in relation to learning disability. Through a case study, I demonstrate how a young girl used voicework to build connections with herself and the music therapist, whereby consequently she became more motivated to interact with her surroundings. I argue hence that the use of the non-verbal voice in music therapy, through its intrinsic connection to identity and internal emotional states can contribute significantly towards the healthy developments necessary for a person to be able to learn. Therefore, by increasing our knowledge about the actual process of learning, and the significance of our work within that process, we can move towards demonstrating clearer outcomes of music therapy in the educational context and have a stronger ‘voice’ within the multi-disciplinary teams that serve this population.

LTD windows of the STDP learning rule and synaptic connections having a large transmission delay enable robust sequence learning amid background noise.

Science.gov (United States)

Hayashi, Hatsuo; Igarashi, Jun

2009-06-01

Spike-timing-dependent synaptic plasticity (STDP) is a simple and effective learning rule for sequence learning. However, synapses being subject to STDP rules are readily influenced in noisy circumstances because synaptic conductances are modified by pre- and postsynaptic spikes elicited within a few tens of milliseconds, regardless of whether those spikes convey information or not. Noisy firing existing everywhere in the brain may induce irrelevant enhancement of synaptic connections through STDP rules and would result in uncertain memory encoding and obscure memory patterns. We will here show that the LTD windows of the STDP rules enable robust sequence learning amid background noise in cooperation with a large signal transmission delay between neurons and a theta rhythm, using a network model of the entorhinal cortex layer II with entorhinal-hippocampal loop connections. The important element of the present model for robust sequence learning amid background noise is the symmetric STDP rule having LTD windows on both sides of the LTP window, in addition to the loop connections having a large signal transmission delay and the theta rhythm pacing activities of stellate cells. Above all, the LTD window in the range of positive spike-timing is important to prevent influences of noise with the progress of sequence learning.

The Arts Connection: The Arts and Transformative Learning in Professional Development

Science.gov (United States)

Cain, Beverlyn; Dixon, John A.

2013-01-01

Artist-in-residency experiences (puppetry, creative drama, music, and movement) indicated a connection with emotional transformative learning as a venue for professional development. This small teacher practitioner-based study involved teacher participants engaged in four-weeklong artist residencies at four childcare centers. Thirteen teachers…

Connecting vocational education with work based learning in the Nordic Countries

DEFF Research Database (Denmark)

Jørgensen, Christian Helms; Tønder, Anna Hagen

This paper examines how the different systems of vocational education and training (VET-systems) in four Nordic countries connect to the labour market and how they provide access to employment and work-based learning for the students. The VET-system at upper secondary level includes youth as well...... they have developed. Next, the role of employment protection is examined and some recent initiatives to connect upper secondary VET closer to the labour market are presented. A special interest is taken in attempts to revive and strengthen apprenticeship programmes. The conclusion summarises the strengths...

Drugs + HIV, Learn the Link

Medline Plus

Full Text Available ... people use to weigh risks and benefits when making decisions. This page connects you to information about ... of unsafe behavior by altering judgment and decision-making. To learn about HIV among youth, please visit: ...

NASA’s Universe of Learning: Providing a Direct Connection to NASA Science for Learners of all Ages with ViewSpace

Science.gov (United States)

Lawton, Brandon L.; Rhue, Timothy; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Godfrey, John; Lee, Janice C.; Manning, Colleen

2018-06-01

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. As one example, NASA’s Universe of Learning program is uniquely able to provide informal learning venues with a direct connection to the science of NASA astrophysics via the ViewSpace platform. ViewSpace is a modular multimedia exhibit where people explore the latest discoveries in our quest to understand the universe. Hours of awe-inspiring video content connect users’ lives with an understanding of our planet and the wonders of the universe. This experience is rooted in informal learning, astronomy, and earth science. Scientists and educators are intimately involved in the production of ViewSpace material. ViewSpace engages visitors of varying backgrounds and experience at museums, science centers, planetariums, and libraries across the United States. In addition to creating content, the Universe of Learning team is updating the ViewSpace platform to provide for additional functionality, including the introduction of digital interactives to make ViewSpace a multi-modal learning experience. During this presentation we will share the ViewSpace platform, explain how Subject Matter Experts are critical in creating content for ViewSpace, and how we are addressing audience

People learn other people's preferences through inverse decision-making.

Science.gov (United States)

Jern, Alan; Lucas, Christopher G; Kemp, Charles

2017-11-01

People are capable of learning other people's preferences by observing the choices they make. We propose that this learning relies on inverse decision-making-inverting a decision-making model to infer the preferences that led to an observed choice. In Experiment 1, participants observed 47 choices made by others and ranked them by how strongly each choice suggested that the decision maker had a preference for a specific item. An inverse decision-making model generated predictions that were in accordance with participants' inferences. Experiment 2 replicated and extended a previous study by Newtson (1974) in which participants observed pairs of choices and made judgments about which choice provided stronger evidence for a preference. Inverse decision-making again predicted the results, including a result that previous accounts could not explain. Experiment 3 used the same method as Experiment 2 and found that participants did not expect decision makers to be perfect utility-maximizers. Copyright © 2017 Elsevier B.V. All rights reserved.

Sensorimotor learning biases choice behavior: a learning neural field model for decision making.

Directory of Open Access Journals (Sweden)

Christian Klaes

Full Text Available According to a prominent view of sensorimotor processing in primates, selection and specification of possible actions are not sequential operations. Rather, a decision for an action emerges from competition between different movement plans, which are specified and selected in parallel. For action choices which are based on ambiguous sensory input, the frontoparietal sensorimotor areas are considered part of the common underlying neural substrate for selection and specification of action. These areas have been shown capable of encoding alternative spatial motor goals in parallel during movement planning, and show signatures of competitive value-based selection among these goals. Since the same network is also involved in learning sensorimotor associations, competitive action selection (decision making should not only be driven by the sensory evidence and expected reward in favor of either action, but also by the subject's learning history of different sensorimotor associations. Previous computational models of competitive neural decision making used predefined associations between sensory input and corresponding motor output. Such hard-wiring does not allow modeling of how decisions are influenced by sensorimotor learning or by changing reward contingencies. We present a dynamic neural field model which learns arbitrary sensorimotor associations with a reward-driven Hebbian learning algorithm. We show that the model accurately simulates the dynamics of action selection with different reward contingencies, as observed in monkey cortical recordings, and that it correctly predicted the pattern of choice errors in a control experiment. With our adaptive model we demonstrate how network plasticity, which is required for association learning and adaptation to new reward contingencies, can influence choice behavior. The field model provides an integrated and dynamic account for the operations of sensorimotor integration, working memory and action

Implications of Informal Education Experiences for Mathematics Teachers' Ability to Make Connections beyond Formal Classroom

Science.gov (United States)

Popovic, Gorjana; Lederman, Judith S.

2015-01-01

The Common Core Standard for Mathematical Practice 4: Model with Mathematics specifies that mathematically proficient students are able to make connections between school mathematics and its applications to solving real-world problems. Hence, mathematics teachers are expected to incorporate connections between mathematical concepts they teach and…

Making Connections in Math: Activating a Prior Knowledge Analogue Matters for Learning

Science.gov (United States)

Sidney, Pooja G.; Alibali, Martha W.

2015-01-01

This study investigated analogical transfer of conceptual structure from a prior-knowledge domain to support learning in a new domain of mathematics: division by fractions. Before a procedural lesson on division by fractions, fifth and sixth graders practiced with a surface analogue (other operations on fractions) or a structural analogue (whole…

Developing Decision-Making Skill: Experiential Learning in Computer Games

OpenAIRE

Kurt A. April; Katja M. J. Goebel; Eddie Blass; Jonathan Foster-Pedley

2012-01-01

This paper explores the value that computer and video games bring to learning and leadership and explores how games work as learning environments and the impact they have on personal development. The study looks at decisiveness, decision-making ability and styles, and on how this leadership-related skill is learnt through different paradigms. The paper compares the learning from a lecture to the learning from a designed computer game, both of which have the same content through the use of a s...

Connecting Learning: Brain-Based Strategies for Linking Prior Knowledge in the Library Media Center

Science.gov (United States)

Vanderbilt, Kathi L.

2005-01-01

The brain is a complex organ and learning is a complex process. While there is not complete agreement among researchers about brain-based learning and its direct connection to neuroscience, knowledge about the brain as well as the examination of cognitive psychology, anthropology, professional experience, and educational research can provide…

Mobile Learning Games for Critical Decision Making and Crisis Simulation

NARCIS (Netherlands)

Kalz, Marco

2014-01-01

This presentation provides an overview about different approaches of the mobile learning group of the Welten Institute regarding the design and evaluation of mobile learning games for critical decision making and crisis simulation.

Designing a Secure Exam Management System (SEMS) for M-Learning Environments

Science.gov (United States)

Kaiiali, Mustafa; Ozkaya, Armagan; Altun, Halis; Haddad, Hatem; Alier, Marc

2016-01-01

M-learning has enhanced the e-learning by making the learning process learner-centered. However, enforcing exam security in open environments where each student has his/her own mobile/tablet device connected to a Wi-Fi network through which it is further connected to the Internet can be one of the most challenging tasks. In such environments,…

The relationship between strategy making and organizational learning

Directory of Open Access Journals (Sweden)

Ângela França Versiani

2018-06-01

Full Text Available Purpose – This paper discusses the role of strategy making in organizational learning. By linking organizational learning and strategyas-practice literatures, the objective of this research was to analyze how intertwined the cognitive process and strategic activities are in organizational learning. Design/methodology/approach – The metodology used is a longitudinal qualitative single case study of one of the largest Brazilian companies in the power industry. The unit of analysis is the firm’s growth strategy through mergers and acquisitions from 2003 to 2012. Findings – The findings show that organizational learning involved four sequenced causal flows in which specific types of strategic activities contributed directly or indirectly to learning loops. Originality/value – Our main contribution is to show that the implementation of strategic activities is the key to strategic renewal.

Tractography-Based Score for Learning Effective Connectivity From Multimodal Imaging Data Using Dynamic Bayesian Networks.

Science.gov (United States)

Dang, Shilpa; Chaudhury, Santanu; Lall, Brejesh; Roy, Prasun K

2018-05-01

Effective connectivity (EC) is the methodology for determining functional-integration among the functionally active segregated regions of the brain. By definition EC is "the causal influence exerted by one neuronal group on another" which is constrained by anatomical connectivity (AC) (axonal connections). AC is necessary for EC but does not fully determine it, because synaptic communication occurs dynamically in a context-dependent fashion. Although there is a vast emerging evidence of structure-function relationship using multimodal imaging studies, till date only a few studies have done joint modeling of the two modalities: functional MRI (fMRI) and diffusion tensor imaging (DTI). We aim to propose a unified probabilistic framework that combines information from both sources to learn EC using dynamic Bayesian networks (DBNs). DBNs are probabilistic graphical temporal models that learn EC in an exploratory fashion. Specifically, we propose a novel anatomically informed (AI) score that evaluates fitness of a given connectivity structure to both DTI and fMRI data simultaneously. The AI score is employed in structure learning of DBN given the data. Experiments with synthetic-data demonstrate the face validity of structure learning with our AI score over anatomically uninformed counterpart. Moreover, real-data results are cross-validated by performing classification-experiments. EC inferred on real fMRI-DTI datasets is found to be consistent with previous literature and show promising results in light of the AC present as compared to other classically used techniques such as Granger-causality. Multimodal analyses provide a more reliable basis for differentiating brain under abnormal/diseased conditions than the single modality analysis.

The importance of learning when making inferences

Directory of Open Access Journals (Sweden)

Jorg Rieskamp

2008-03-01

Full Text Available The assumption that people possess a repertoire of strategies to solve the inference problems they face has been made repeatedly. The experimental findings of two previous studies on strategy selection are reexamined from a learning perspective, which argues that people learn to select strategies for making probabilistic inferences. This learning process is modeled with the strategy selection learning (SSL theory, which assumes that people develop subjective expectancies for the strategies they have. They select strategies proportional to their expectancies, which are updated on the basis of experience. For the study by Newell, Weston, and Shanks (2003 it can be shown that people did not anticipate the success of a strategy from the beginning of the experiment. Instead, the behavior observed at the end of the experiment was the result of a learning process that can be described by the SSL theory. For the second study, by Br"oder and Schiffer (2006, the SSL theory is able to provide an explanation for why participants only slowly adapted to new environments in a dynamic inference situation. The reanalysis of the previous studies illustrates the importance of learning for probabilistic inferences.

Teachers Making Connections: Online Communities as a Source of Professional Learning

Science.gov (United States)

Duncan-Howell, Jennifer

2010-01-01

The impact of the Internet on our lives has been pervasive. People are increasingly turning to the social interaction available on the Internet to satisfy their needs, whether these are professional or personal. The Internet offers users fast access to social contacts such as online chat groups and discussion lists, helping us to make connections…

Whole-brain functional connectivity during acquisition of novel grammar: Distinct functional networks depend on language learning abilities.

Science.gov (United States)

Kepinska, Olga; de Rover, Mischa; Caspers, Johanneke; Schiller, Niels O

2017-03-01

In an effort to advance the understanding of brain function and organisation accompanying second language learning, we investigate the neural substrates of novel grammar learning in a group of healthy adults, consisting of participants with high and average language analytical abilities (LAA). By means of an Independent Components Analysis, a data-driven approach to functional connectivity of the brain, the fMRI data collected during a grammar-learning task were decomposed into maps representing separate cognitive processes. These included the default mode, task-positive, working memory, visual, cerebellar and emotional networks. We further tested for differences within the components, representing individual differences between the High and Average LAA learners. We found high analytical abilities to be coupled with stronger contributions to the task-positive network from areas adjacent to bilateral Broca's region, stronger connectivity within the working memory network and within the emotional network. Average LAA participants displayed stronger engagement within the task-positive network from areas adjacent to the right-hemisphere homologue of Broca's region and typical to lower level processing (visual word recognition), and increased connectivity within the default mode network. The significance of each of the identified networks for the grammar learning process is presented next to a discussion on the established markers of inter-individual learners' differences. We conclude that in terms of functional connectivity, the engagement of brain's networks during grammar acquisition is coupled with one's language learning abilities. Copyright © 2016 Elsevier B.V. All rights reserved.

Embodied Making and Design Learning - Special Issue from the Learn X Design-conference DRS/CUMULUS, Chicago 2015

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Marte Sørebø Gulliksen

2016-06-01

Full Text Available This issue of FORMakademisk features selected articles developed from papers presented at the symposium Embodied Making and Design Learning at the DRS/CUMULUS-conference LearnXDesign in Chicago, Illinois, June 28–30, 2015. This special issue was developed as an initiative by the symposium conveners. The symposium was developed by researchers from research groups in Norway, Finland and Canada to explore various aspects of embodied making in relation to design learning. The symposium was a full-day event with four sessions, seven paper presentations, a roundtable discussion, a plenary discussion and a workshop. The symposium received positive feedback, attracting many participants and stimulating engaged discussions throughout the conference. This indicates a growing awareness of the topic of embodied making and design learning. This special issue features five articles that together highlight a variety of approaches and examples of current research endeavours in relation to the theme. 

Making Sense of Crisis: Cognitive Barriers of Learning in Critical Situations

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Ramona PERGHEL

2013-09-01

Full Text Available This paper explores the role of cognitive issues in learning from crisis situations, in particular the managers’ mental representations of crisis and the relationship of these “maps” with the learning process through “sense-making”, as well as the possible cognitive barriers that might prevent the process of learning from crisis and thus allow the incubation of crises to develop in the company. Reviewing secondary data from the current literature, the paper focuses on the complexity of human “sense-making” and understanding the phenomena of crisis and the meaning people assign to it. Considerable attention and analysis has been done in order to assess the manner in which organizations can effectively learn to prevent crisis situations, addressing the theoretical frameworks that analyse the barriers that might occur in the learning from crisis process at an individual and group level, pointing out the need of recognition and sense-making that sometimes the current state of knowledge is not well. The paper argues that the effective organizational learning from crises requires changes in the core beliefs, values and assumptions of organizational members, which translate into sustained behavioural changes and that these changes are possible through intense cognitive processes, in particular through the way managers make sense of crisis situations.  Keywords: crisis, learning, cognitive barriers, sense-making, managers, literature review

The Three-Part Harmony of Adult Learning, Critical Thinking, and Decision-Making

Science.gov (United States)

Moore, Kyle

2010-01-01

Adult learning, critical thinking, and decision-making are fields that receive attention individually, although they are interspersed with elements of each other's theories and philosophies. In addressing adult learning precepts, it is essential to include critical thinking and decision-making. One without the other creates weakness; all must be…

Statistical methods for decision making in mine action

DEFF Research Database (Denmark)

Larsen, Jan

The lecture discusses the basics of statistical decision making in connection with humanitarian mine action. There is special focus on: 1) requirements for mine detection; 2) design and evaluation of mine equipment; 3) performance improvement by statistical learning and information fusion; 4...

Connected Learning in the Library as a Product of Hacking, Making, Social Diversity and Messiness

Science.gov (United States)

Bilandzic, Mark

2016-01-01

Learning is most effective when intrinsically motivated through personal interest, and situated in a supportive socio-cultural context. This paper reports on findings from a study that explored implications for design of interactive learning environments through 18 months of ethnographic observations of people's interactions at "Hack The…

Making ATLAS Data from CERN Accessible to the General Public: The Development and Evaluation of a Learning Resource in Experimental Particle Physics

CERN Document Server

AUTHOR|(CDS)2243922; Ekelin, Svea Magdalena; Lund-Jensen, Bengt; Christiansen, Iben

2017-08-15

In 2016, the ATLAS experiment at CERN released data from 100 trillion proton-proton collisions to the general public. In connection to this release the ATLAS Outreach group has developed several tools for visualizing and analyzing the data, one of which is a Histogram analyzer. The focus of this project is to bridge the gap between the general public's knowledge in physics and what is needed to use this Histogram analyzer. The project consists of both the development and an evaluation of a learning resource that explains experimental particle physics for a general public audience. The learning resource is a website making use of analogies and two perspectives on learning: Variation Theory and Cognitive Load Theory. The evaluation of the website was done using a survey with 10 respondents and it focused on whether analogies and the perspectives on learning helped their understanding. In general the respondents found the analogies to be helpful for their learning, and to some degree they found the explanations ...

Active learning of cortical connectivity from two-photon imaging data

Science.gov (United States)

Wang, Ye; Dunson, David; Sapiro, Guillermo; Ringach, Dario

2018-01-01

Understanding how groups of neurons interact within a network is a fundamental question in system neuroscience. Instead of passively observing the ongoing activity of a network, we can typically perturb its activity, either by external sensory stimulation or directly via techniques such as two-photon optogenetics. A natural question is how to use such perturbations to identify the connectivity of the network efficiently. Here we introduce a method to infer sparse connectivity graphs from in-vivo, two-photon imaging of population activity in response to external stimuli. A novel aspect of the work is the introduction of a recommended distribution, incrementally learned from the data, to optimally refine the inferred network. Unlike existing system identification techniques, this “active learning” method automatically focuses its attention on key undiscovered areas of the network, instead of targeting global uncertainty indicators like parameter variance. We show how active learning leads to faster inference while, at the same time, provides confidence intervals for the network parameters. We present simulations on artificial small-world networks to validate the methods and apply the method to real data. Analysis of frequency of motifs recovered show that cortical networks are consistent with a small-world topology model. PMID:29718955

Webinar: Making the Connection: Linking IAQ, Energy Efficiency and Preventive Maintenance Together for Healthy Schools

Science.gov (United States)

A page to register to view the February 22, 2018, Energy Savings Plus Health for Schools Webinar Series Webinar: Making the Connection: Linking IAQ, Energy Efficiency and Preventive Maintenance Together for Healthy Schools

Using Mobile Devices to Connect Teachers and Museum Educators

Science.gov (United States)

Delen, Ibrahim; Krajcik, Joseph

2017-01-01

The use of mobile devices is increasing rapidly as a potential tool for science teaching. In this study, five educators (three middle school teachers and two museum educators) used a mobile application that supported the development of a driving question. Previous studies have noted that teachers make little effort to connect learning experiences…

The 4C framework for making reasonable adjustments for people with learning disabilities.

Science.gov (United States)

Marsden, Daniel; Giles, Rachel

2017-01-18

Background People with learning disabilities experience significant inequalities in accessing healthcare. Legal frameworks, such as the Equality Act 2010, are intended to reduce such disparities in care, and require organisations to make 'reasonable adjustments' for people with disabilities, including learning disabilities. However, reasonable adjustments are often not clearly defined or adequately implemented in clinical practice. Aim To examine and synthesise the challenges in caring for people with learning disabilities to develop a framework for making reasonable adjustments for people with learning disabilities in hospital. This framework would assist ward staff in identifying and managing the challenges of delivering person-centred, safe and effective healthcare to people with learning disabilities in this setting. Method Fourth-generation evaluation, collaborative thematic analysis, reflection and a secondary analysis were used to develop a framework for making reasonable adjustments in the hospital setting. The authors attended ward manager and matron group meetings to collect their claims, concerns and issues, then conducted a collaborative thematic analysis with the group members to identify the main themes. Findings Four main themes were identified from the ward manager and matron group meetings: communication, choice-making, collaboration and coordination. These were used to develop the 4C framework for making reasonable adjustments for people with learning disabilities in hospital. Discussion The 4C framework has provided a basis for delivering person-centred care for people with learning disabilities. It has been used to inform training needs analyses, develop audit tools to review delivery of care that is adjusted appropriately to the individual patient; and to develop competencies for learning disability champions. The most significant benefit of the 4C framework has been in helping to evaluate and resolve practice-based scenarios. Conclusion Use of

Critical connections: personal learning environments and information literacy

Directory of Open Access Journals (Sweden)

Alison Hicks

2015-01-01

Full Text Available Personal learning environments (PLEs and critical information literacies (CILs are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners’ critical engagement with new information environments, each was developed within a different field. This paper connects and contrasts PLEs and CILs in order to explore the design of pedagogical responses to the information environment. Through a careful examination of PLE and CIL literature, the paper demonstrates that information literacy education intersects with the concepts and goals of PLEs. As such, the authors suggest that PLE scholarship informed by CIL scholarship, and vice versa, will yield a deeper understanding of modern learning contexts as well as a more holistic and responsive learner framework. The example of the research assignment will be used to demonstrate the viability of this approach. With these propositions, the authors invite educators, librarians and information technologists to engage in a dialogue about these concepts and the potential for pedagogical change.

Connectivity of the hippocampus and Broca's area during acquisition of a novel grammar.

Science.gov (United States)

Kepinska, Olga; de Rover, Mischa; Caspers, Johanneke; Schiller, Niels O

2018-01-15

Following Opitz and Friederici (2003) suggesting interactions of the hippocampal system and the prefrontal cortex as the neural mechanism underlying novel grammar learning, the present fMRI study investigated functional connectivity of bilateral BA 44/45 and the hippocampus during an artificial grammar learning (AGL) task. Our results, contrary to the previously reported interactions, demonstrated parallel (but separate) contributions of both regions, each with their own interactions, to the process of novel grammar acquisition. The functional connectivity pattern of Broca's area pointed to the importance of coherent activity of left frontal areas around the core language processing region for successful grammar learning. Furthermore, connectivity patterns of left and right hippocampi (predominantly with occipital areas) were found to be a strong predictor of high performance on the task. Finally, increasing functional connectivity over time of both left and right BA 44/45 with the right posterior cingulate cortex and the right temporo-parietal areas points to the importance of multimodal and attentional processes supporting novel grammar acquisition. Moreover, it highlights the right-hemispheric involvement in initial stages of L2 learning. These latter interactions were found to operate irrespective of the task performance, making them an obligatory mechanism accompanying novel grammar learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Making Mobile Learning Work: Student Perceptions and Implementation Factors

Directory of Open Access Journals (Sweden)

Sharon W. Tabor

2016-06-01

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

Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures.

Science.gov (United States)

Cherdieu, Mélaine; Palombi, Olivier; Gerber, Silvain; Troccaz, Jocelyne; Rochet-Capellan, Amélie

2017-01-01

Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.

Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures

Science.gov (United States)

Cherdieu, Mélaine; Palombi, Olivier; Gerber, Silvain; Troccaz, Jocelyne; Rochet-Capellan, Amélie

2017-01-01

Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1) the integration of motor actions and knowledge may require sleep; (2) a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories. PMID:29062287

Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures

Directory of Open Access Journals (Sweden)

Mélaine Cherdieu

2017-10-01

Full Text Available Manual gestures can facilitate problem solving but also language or conceptual learning. Both seeing and making the gestures during learning seem to be beneficial. However, the stronger activation of the motor system in the second case should provide supplementary cues to consolidate and re-enact the mental traces created during learning. We tested this hypothesis in the context of anatomy learning by naïve adult participants. Anatomy is a challenging topic to learn and is of specific interest for research on embodied learning, as the learning content can be directly linked to learners' body. Two groups of participants were asked to look at a video lecture on the forearm anatomy. The video included a model making gestures related to the content of the lecture. Both groups see the gestures but only one also imitate the model. Tests of knowledge were run just after learning and few days later. The results revealed that imitating gestures improves the recall of structures names and their localization on a diagram. This effect was however significant only in long-term assessments. This suggests that: (1 the integration of motor actions and knowledge may require sleep; (2 a specific activation of the motor system during learning may improve the consolidation and/or the retrieval of memories.

Structure of Small World Innovation Network and Learning Performance

Directory of Open Access Journals (Sweden)

Shuang Song

2014-01-01

Full Text Available This paper examines the differences of learning performance of 5 MNCs (multinational corporations that filed the largest number of patents in China. We establish the innovation network with the patent coauthorship data by these 5 MNCs and classify the networks by the tail of distribution curve of connections. To make a comparison of the learning performance of these 5 MNCs with differing network structures, we develop an organization learning model by regarding the reality as having m dimensions, which denotes the heterogeneous knowledge about the reality. We further set n innovative individuals that are mutually interactive and own unique knowledge about the reality. A longer (shorter distance between the knowledge of the individual and the reality denotes a lower (higher knowledge level of that individual. Individuals interact with and learn from each other within the small-world network. By making 1,000 numerical simulations and averaging the simulated results, we find that the differing structure of the small-world network leads to the differences of learning performance between these 5 MNCs. The network monopolization negatively impacts and network connectivity positively impacts learning performance. Policy implications in the conclusion section suggest that to improve firm learning performance, it is necessary to establish a flat and connective network.

Lifelong learning for musicians: critical issues arising from a case study of Connect

NARCIS (Netherlands)

Renshaw, Peter

2005-01-01

This article intends to focus on those critical issues arising from the Connect case study (Renshaw, 2005) that have wider applicability in contemporary professional practice in terms of lifelong learning. Special attention will be given to the following areas: • formal, non-formal and informal

Distinct Roles of Dopamine and Subthalamic Nucleus in Learning and Probabilistic Decision Making

Science.gov (United States)

Coulthard, Elizabeth J.; Bogacz, Rafal; Javed, Shazia; Mooney, Lucy K.; Murphy, Gillian; Keeley, Sophie; Whone, Alan L.

2012-01-01

Even simple behaviour requires us to make decisions based on combining multiple pieces of learned and new information. Making such decisions requires both learning the optimal response to each given stimulus as well as combining probabilistic information from multiple stimuli before selecting a response. Computational theories of decision making…

Learning Gene Expression Through Modelling and Argumentation. A Case Study Exploring the Connections Between the Worlds of Knowledge

Science.gov (United States)

Puig, Blanca; Ageitos, Noa; Jiménez-Aleixandre, María Pilar

2017-12-01

There is emerging interest on the interactions between modelling and argumentation in specific contexts, such as genetics learning. It has been suggested that modelling might help students understand and argue on genetics. We propose modelling gene expression as a way to learn molecular genetics and diseases with a genetic component. The study is framed in Tiberghien's (2000) two worlds of knowledge, the world of "theories & models" and the world of "objects & events", adding a third component, the world of representations. We seek to examine how modelling and argumentation interact and connect the three worlds of knowledge while modelling gene expression. It is a case study of 10th graders learning about diseases with a genetic component. The research questions are as follows: (1) What argumentative and modelling operations do students enact in the process of modelling gene expression? Specifically, which operations allow connecting the three worlds of knowledge? (2) What are the interactions between modelling and argumentation in modelling gene expression? To what extent do these interactions help students connect the three worlds of knowledge and modelling gene expression? The argumentative operation of using evidence helps students to relate the three worlds of knowledge, enacted in all the connections. It seems to be a relationship among the number of interactions between modelling and argumentation, the connections between world of knowledge and students' capacity to develop a more sophisticated representation. Despite this is a case study, this approach of analysis reveals potentialities for a deeper understanding of learning genetics though scientific practices.

Mimetic Learning

Directory of Open Access Journals (Sweden)

Christoph Wulf

2008-03-01

Full Text Available Mimetic learning, learning by imitation, constitutes one of the most important forms of learning. Mimetic learning does not, however, just denote mere imitation or copying: Rather, it is a process by which the act of relating to other persons and worlds in a mimetic way leads to an en-hancement of one’s own world view, action, and behaviour. Mimetic learning is productive; it is related to the body, and it establishes a connection between the individual and the world as well as other persons; it creates practical knowledge, which is what makes it constitutive of social, artistic, and practical action. Mimetic learning is cultural learning, and as such it is crucial to teaching and education (Wulf, 2004; 2005.

Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

Science.gov (United States)

Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

2017-02-01

Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design ( N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education.

The Spiral-in Method for Designing and Connecting Learning Objects

DEFF Research Database (Denmark)

Vlachos, Evgenios

2012-01-01

. The Spiral-in Method (SiM) encloses pedagogical and didactic potentials, addresses issues on both the educator and the group learners and implements personalized mechanisms. This methodology structures the design process into four distinct phases, fragmentation, coordination, combination and grouping...... given, LOs are created and connected in a linear structure, like a spiral. The LOs are grouped together into lessons attempting to satisfy short-term learning outcomes. The spiral has to be fully wrapped for the possession of the subject matter....

Unpacking Virtual and Intercultural Spaces: A Presentation of a Conceptual Framework to Investigate the Connection between Technology and Intercultural Learning

DEFF Research Database (Denmark)

Pedersen, Rikke; Jørgensen, Mette; Harrison, Roger

This paper presents a framework for the development of research within the emerging areas of internationalisation and technology that connect to build potential learning spaces within intercultural and global settings.......This paper presents a framework for the development of research within the emerging areas of internationalisation and technology that connect to build potential learning spaces within intercultural and global settings....

Connecting Informal and Formal Learning Experiences in the Age of Participatory Media: Commentary on Bull et al. (2008)

Science.gov (United States)

Greenhow, Christine

2008-01-01

The recent editorial in this journal by Bull et al. ("Connecting Informal and Formal Learning Experiences in the Age of Participatory Media" Vol 8, Iss 2) discussed the challenges of bridging formal learning practices and informal learning opportunities within the context of today's Web-enhanced world. In this commentary, Christine…

The Effectiveness of Problem-Based Learning Approach Based on Multiple Intelligences in Terms of Student’s Achievement, Mathematical Connection Ability, and Self-Esteem

Science.gov (United States)

Kartikasari, A.; Widjajanti, D. B.

2017-02-01

The aim of this study is to explore the effectiveness of learning approach using problem-based learning based on multiple intelligences in developing student’s achievement, mathematical connection ability, and self-esteem. This study is experimental research with research sample was 30 of Grade X students of MIA III MAN Yogyakarta III. Learning materials that were implemented consisting of trigonometry and geometry. For the purpose of this study, researchers designed an achievement test made up of 44 multiple choice questions with respectively 24 questions on the concept of trigonometry and 20 questions for geometry. The researcher also designed a connection mathematical test and self-esteem questionnaire that consisted of 7 essay questions on mathematical connection test and 30 items of self-esteem questionnaire. The learning approach said that to be effective if the proportion of students who achieved KKM on achievement test, the proportion of students who achieved a minimum score of high category on the results of both mathematical connection test and self-esteem questionnaire were greater than or equal to 70%. Based on the hypothesis testing at the significance level of 5%, it can be concluded that the learning approach using problem-based learning based on multiple intelligences was effective in terms of student’s achievement, mathematical connection ability, and self-esteem.

Making Individual Prognoses in Psychiatry Using Neuroimaging and Machine Learning.

Science.gov (United States)

Janssen, Ronald J; Mourão-Miranda, Janaina; Schnack, Hugo G

2018-04-22

Psychiatric prognosis is a difficult problem. Making a prognosis requires looking far into the future, as opposed to making a diagnosis, which is concerned with the current state. During the follow-up period, many factors will influence the course of the disease. Combined with the usually scarcer longitudinal data and the variability in the definition of outcomes/transition, this makes prognostic predictions a challenging endeavor. Employing neuroimaging data in this endeavor introduces the additional hurdle of high dimensionality. Machine-learning techniques are especially suited to tackle this challenging problem. This review starts with a brief introduction to machine learning in the context of its application to clinical neuroimaging data. We highlight a few issues that are especially relevant for prediction of outcome and transition using neuroimaging. We then review the literature that discusses the application of machine learning for this purpose. Critical examination of the studies and their results with respect to the relevant issues revealed the following: 1) there is growing evidence for the prognostic capability of machine-learning-based models using neuroimaging; and 2) reported accuracies may be too optimistic owing to small sample sizes and the lack of independent test samples. Finally, we discuss options to improve the reliability of (prognostic) prediction models. These include new methodologies and multimodal modeling. Paramount, however, is our conclusion that future work will need to provide properly (cross-)validated accuracy estimates of models trained on sufficiently large datasets. Nevertheless, with the technological advances enabling acquisition of large databases of patients and healthy subjects, machine learning represents a powerful tool in the search for psychiatric biomarkers. Copyright © 2018 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

The Biological Basis of Learning and Individuality.

Science.gov (United States)

Kandel, Eric R.; Hawkins, Robert D.

1992-01-01

Describes the biological basis of learning and individuality. Presents an overview of recent discoveries that suggest learning engages a simple set of rules that modify the strength of connection between neurons in the brain. The changes are cited as playing an important role in making each individual unique. (MCO)

Creating the Future of Games and Learning

Science.gov (United States)

Squire, Kurt

2015-01-01

Games for learning are poised to enter mainstream education. Several factors driving this movement are the following: (1) Digital distribution through cloud computing services and ubiquitous connectivity which will make digital learning tools--such as games--affordable and easily accessible; (2) The proliferation of digital devices; (3) Digital…

Development and evaluation of learning module on clinical decision-making in Prosthodontics.

Science.gov (United States)

Deshpande, Saee; Lambade, Dipti; Chahande, Jayashree

2015-01-01

Best practice strategies for helping students learn the reasoning skills of problem solving and critical thinking (CT) remain a source of conjecture, particularly with regard to CT. The dental education literature is fundamentally devoid of research on the cognitive components of clinical decision-making. This study was aimed to develop and evaluate the impact of blended learning module on clinical decision-making skills of dental graduates for planning prosthodontics rehabilitation. An interactive teaching module consisting of didactic lectures on clinical decision-making and a computer-assisted case-based treatment planning software was developed Its impact on cognitive knowledge gain in clinical decision-making was evaluated using an assessment involving problem-based multiple choice questions and paper-based case scenarios. Mean test scores were: Pretest (17 ± 1), posttest 1 (21 ± 2) and posttest 2 (43 ± 3). Comparison of mean scores was done with one-way ANOVA test. There was overall significant difference in between mean scores at all the three points (P posttest 1 > pretest. Blended teaching methods employing didactic lectures on the clinical decision-making as well as computer assisted case-based learning can be used to improve quality of clinical decision-making in prosthodontic rehabilitation for dental graduates.

How we learn to make decisions: rapid propagation of reinforcement learning prediction errors in humans.

Science.gov (United States)

Krigolson, Olav E; Hassall, Cameron D; Handy, Todd C

2014-03-01

Our ability to make decisions is predicated upon our knowledge of the outcomes of the actions available to us. Reinforcement learning theory posits that actions followed by a reward or punishment acquire value through the computation of prediction errors-discrepancies between the predicted and the actual reward. A multitude of neuroimaging studies have demonstrated that rewards and punishments evoke neural responses that appear to reflect reinforcement learning prediction errors [e.g., Krigolson, O. E., Pierce, L. J., Holroyd, C. B., & Tanaka, J. W. Learning to become an expert: Reinforcement learning and the acquisition of perceptual expertise. Journal of Cognitive Neuroscience, 21, 1833-1840, 2009; Bayer, H. M., & Glimcher, P. W. Midbrain dopamine neurons encode a quantitative reward prediction error signal. Neuron, 47, 129-141, 2005; O'Doherty, J. P. Reward representations and reward-related learning in the human brain: Insights from neuroimaging. Current Opinion in Neurobiology, 14, 769-776, 2004; Holroyd, C. B., & Coles, M. G. H. The neural basis of human error processing: Reinforcement learning, dopamine, and the error-related negativity. Psychological Review, 109, 679-709, 2002]. Here, we used the brain ERP technique to demonstrate that not only do rewards elicit a neural response akin to a prediction error but also that this signal rapidly diminished and propagated to the time of choice presentation with learning. Specifically, in a simple, learnable gambling task, we show that novel rewards elicited a feedback error-related negativity that rapidly decreased in amplitude with learning. Furthermore, we demonstrate the existence of a reward positivity at choice presentation, a previously unreported ERP component that has a similar timing and topography as the feedback error-related negativity that increased in amplitude with learning. The pattern of results we observed mirrored the output of a computational model that we implemented to compute reward

Making physics fun key concepts, classroom activities, and everyday examples, grades K-8

CERN Document Server

Prigo, Robert

2007-01-01

In easy-to-understand language, this resource presents engaging, ready-to-use learning experiences that address the "big ideas" in K-8 science education and help students make larger, real-world connections.

Makeright—Bags of Connection: Teaching Design Thinking and Making in Prison to Help Build Empathic and Resilient Communities

Directory of Open Access Journals (Sweden)

Lorraine Gamman

Full Text Available This paper argues that designers have a future role to play in redesigning prison systems. It describes the Makeright anti-theft bag action research project that first ran at HMP Thameside, London (UK in 2015, and later at Sabarmati Central Jail, Ahmedabad (India in 2016. It offers an account of the strengths and limitations of utilizing co-design methods to deliver transformational learning for prison inmates, and build resilience and entrepreneurship skills. Between 2015–17 we delivered seven iterations of the Makeright design course. A total of eighty-five UK inmates and twenty-five Indian inmates participated; we also performed twenty-six interviews with inmate participants, which we report on here. This article reflects on our practice, including our engagement with prison staff to iteratively improve our approach. We conclude that whilst inmates can strongly engage with design thinking and collaborative design practices—and benefit from the skills and competencies this fosters—for design education to be meaningful to their lives as returning citizens, opportunities for collaboration and learning through making need to continue beyond prison gates linked to resettlement programs. We suggest that prisons need to redesign their systems both inside prison walls and beyond to better connect inmates to reflexive relational networks that can facilitate social integration and, ultimately, abstinence from crime. Keywords: Rehabilitation, Design education, Design thinking, Resilience, Effectuation, Empathy

Collaborative learning model inquiring based on digital game

Science.gov (United States)

Yuan, Jiugen; Xing, Ruonan

2012-04-01

With the development of computer education software, digital educational game has become an important part in our life, entertainment and education. Therefore how to make full use of digital game's teaching functions and educate through entertainment has become the focus of current research. The thesis make a connection between educational game and collaborative learning, the current popular teaching model, and concludes digital game-based collaborative learning model combined with teaching practice.

Enhancing emotion-based learning in decision-making under uncertainty.

Science.gov (United States)

Alarcón, David; Amián, Josué G; Sánchez-Medina, José A

2015-01-01

The Iowa Gambling Task (IGT) is widely used to study decision-making differences between several clinical and healthy populations. Unlike the healthy participants, clinical participants have difficulty choosing between advantageous options, which yield long-term benefits, and disadvantageous options, which give high immediate rewards but lead to negative profits. However, recent studies have found that healthy participants avoid the options with a higher frequency of losses regardless of whether or not they are profitable in the long run. The aim of this study was to control for the confounding effect of the frequency of losses between options to improve the performance of healthy participants on the IGT. Eighty healthy participants were randomly assigned to the original IGT or a modified version of the IGT that diminished the gap in the frequency of losses between options. The participants who used the modified IGT version learned to make better decisions based on long-term profit, as indicated by an earlier ability to discriminate good from bad options, and took less time to make their choices. This research represents an advance in the study of decision making under uncertainty by showing that emotion-based learning is improved by controlling for the loss-frequency bias effect.

Accelerated Monte Carlo system reliability analysis through machine-learning-based surrogate models of network connectivity

International Nuclear Information System (INIS)

Stern, R.E.; Song, J.; Work, D.B.

2017-01-01

The two-terminal reliability problem in system reliability analysis is known to be computationally intractable for large infrastructure graphs. Monte Carlo techniques can estimate the probability of a disconnection between two points in a network by selecting a representative sample of network component failure realizations and determining the source-terminal connectivity of each realization. To reduce the runtime required for the Monte Carlo approximation, this article proposes an approximate framework in which the connectivity check of each sample is estimated using a machine-learning-based classifier. The framework is implemented using both a support vector machine (SVM) and a logistic regression based surrogate model. Numerical experiments are performed on the California gas distribution network using the epicenter and magnitude of the 1989 Loma Prieta earthquake as well as randomly-generated earthquakes. It is shown that the SVM and logistic regression surrogate models are able to predict network connectivity with accuracies of 99% for both methods, and are 1–2 orders of magnitude faster than using a Monte Carlo method with an exact connectivity check. - Highlights: • Surrogate models of network connectivity are developed by machine-learning algorithms. • Developed surrogate models can reduce the runtime required for Monte Carlo simulations. • Support vector machine and logistic regressions are employed to develop surrogate models. • Numerical example of California gas distribution network demonstrate the proposed approach. • The developed models have accuracies 99%, and are 1–2 orders of magnitude faster than MCS.

E-learning task analysis making temporal evolution graphics on symptoms of waves and the ability to solve problems

Science.gov (United States)

Rosdiana, L.; Widodo, W.; Nurita, T.; Fauziah, A. N. M.

2018-04-01

This study aimed to describe the ability of pre-service teachers to create graphs, solve the problem of spatial and temporal evolution on the symptoms of vibrations and waves. The learning was conducted using e-learning method. The research design is a quasi-experimental design with one-shot case study. The e-learning contained learning materials and tasks involving answering tasks, making questions, solving their own questions, and making graphs. The participants of the study was 28 students of Science Department, Universitas Negeri Surabaya. The results obtained by using the e-learning were that the students’ ability increase gradually from task 1 to task 3 (the tasks consisted of three tasks). Additionally, based on the questionnaire with 28 respondents, it showed that 24 respondents stated that making graphs via e-learning were still difficult. Four respondents said that it was easy to make graphs via e-learning. Nine respondents stated that the e-learning did not help them in making graphs and 19 respondents stated that the e-learning help in creating graphs. The conclusion of the study is that the students was able to make graphs on paper sheet, but they got difficulty to make the graphs in e-learning (the virtual form).

The development of a valid discovery-based learning module to improve students' mathematical connection

Science.gov (United States)

Kuneni, Erna; Mardiyana, Pramudya, Ikrar

2017-08-01

Geometry is the most important branch in mathematics. The purpose of teaching this material is to develop students' level of thinking for a better understanding. Otherwise, geometry in particular, has contributed students' failure in mathematics examinations. This problem occurs due to special feature in geometry which has complexity of correlation among its concept. This relates to mathematical connection. It is still difficult for students to improve this ability. This is because teachers' lack in facilitating students towards it. Eventhough, facilitating students can be in the form of teaching material. A learning module can be a solution because it consists of series activities that should be taken by students to achieve a certain goal. A series activities in this case is adopted by the phases of discovery-based learning model. Through this module, students are facilitated to discover concept by deep instruction and guidance. It can build the mathematical habits of mind and also strengthen the mathematical connection. Method used in this research was ten stages of research and development proposed by Bord and Gall. The research purpose is to create a valid learning module to improve students' mathematical connection in teaching quadrilateral. The retrieved valid module based on media expert judgment is 2,43 for eligibility chart aspect, 2,60 for eligibility presentation aspect, and 3,00 for eligibility contents aspect. Then the retrieved valid module based on material expert judgment is 3,10 for eligibility content aspect, 2,87 for eligibility presentation aspect, and 2,80 for eligibility language and legibility aspect.

Making Media Studies

Directory of Open Access Journals (Sweden)

David Gauntlett

2015-12-01

Full Text Available This podcast is a recording of a research seminar that took place on December 3, 2015, at the University of Westminster's Communication and Media Research Institute (CAMRI. In this contribution, David Gauntlett discusses his new book, Making Media Studies, and other new work. In Making Media Studies (Peter Lang, 2015, Gauntlett proposes a vision of media studies based around doing and making – not about the acquisition of skills, as such, but an experience of building knowledge and understanding through creative hands-on engagement with all kinds of media. Gauntlett suggests that media studies scholars have failed to recognise the significance of everyday creativity – the vital drive of people to make, exchange, and learn together, supported by online networks. He argues that we should think about media in terms of conversations, inspirations, and making things happen. Media studies can be about genuine social change, he suggests, if we recognise the significance of everyday creativity, work to transform our tools, and learn to use them wisely. David Gauntlett is a Professor in the School of Media, Arts and Design at the University of Westminster, where he is also the School's Co-Director of Research. He is the author of several books, including: Creative Explorations (2007, Media, Gender and Identity: An Introduction (2nd edition 2008, Making is Connecting (2011, and Making Media Studies (2015. He has made a number of popular online resources, videos and playthings, and has pioneered creative research and workshop methods. He is external examiner for Information Experience Design at the Royal College of Art, London.

Transparency in Student Learning Assessment: Can Accreditation Standards Make a Difference?

Science.gov (United States)

Krzykowski, Linda; Kinser, Kevin

2014-01-01

With the cost of higher education steadily increasing, many people are wondering what, if anything, students are learning on college campuses. In this environment, colleges are facing pressure to make information about what their students learn available to a range of stakeholders, including students and their parents, policymakers, and the…

On the Changing Nature of Learning Context: Anticipating the Virtual Extensions of the World

Science.gov (United States)

Westera, Wim

2011-01-01

Contextual learning starts from the premise that learning cannot take place in a vacuum, but should somehow be connected with real world attributes to make sense to learners. Today, digital media tend to bring about new dimensions of context: internet connections and mobile devices enable learners to overcome restrictions of time and location, and…

Making Space for Preservice Teacher Agency through Connected Learning in Preservice Educational Technology Courses

Science.gov (United States)

Lohnes Watulak, Sarah

2018-01-01

Preparing future teachers to integrate technology into their teaching in ways that support transformative student learning is a priority for teacher preparation programs in the United States. However, technology instruction often focuses on functional technology skills, leading to ineffective future technology integration. This study examined two…

Making Mobile Learning Work: Student Perceptions and Implementation Factors

OpenAIRE

Sharon W. Tabor

2016-01-01

Mobile devices are the constant companions of technology users of all ages. Studies show, however, that making calls is a minimal part of our engagement with today’s smart phones and that even texting has fallen off, leaving web browsing, gaming, and social media as top uses. A cross-disciplinary group of faculty at our university came together in the mLearning Scholars group to study the potential for using mobile devices for student learning. The group met bi-weekly throughout a semester an...

Statistical framework for decision making in mine action

DEFF Research Database (Denmark)

2007-01-01

The lecture discusses the basics of statistical decision making in connection with humanitarian mine action. There is special focus on: 1) requirements for mine detection; 2) design and evaluation and confidence of mine equipment; 3) efficient mine action by hierarchical approaches; 4) performance...... improvement by statistical learning and information fusion; 5) the advantage of using combined methods....

Making the Most of Continuing Medical Education: Evidence of Transformative Learning During a Course in Evidence-Based Medicine and Decision Making.

Science.gov (United States)

Sokol, Randi G; Shaughnessy, Allen F

2018-01-01

Continuing medical information courses have been criticized for not promoting behavior change among their participants. For behavior change to occur, participants often need to consciously reject previous ideas and transform their way of thinking. Transformational learning is a process that cultivates deep emotional responses and can lead to cognitive and behavioral change in learners, potentially facilitating rich learning experiences and expediting knowledge translation. We explored participants' experiences at a 2-day conference designed to support transformative learning as they encounter new concepts within Information Mastery, which challenge their previous frameworks around the topic of medical decision making. Using the lens of transformative learning theory, we asked: how does Information Mastery qualitatively promote perspective transformation and hence behavior change? We used a hermeneutic phenomenologic approach to capture the lived experience of 12 current and nine previous attendees of the "Information Mastery" course through individual interviews, focus groups, and observation. Data were thematically analyzed. Both prevoius and current conference attendees described how the delivery of new concepts about medical decision making evoked strong emotional responses, facilitated personal transformation, and propelled expedited behavior change around epistemological, moral, and information management themes, resulting in a newfound sense of self-efficacy, confidence, and ownership in their ability to make medical decisions. When the topic area holds the potential to foster a qualitative reframing of learners' guiding paradigms and worldviews, attention should be paid to supporting learners' personalized meaning-making process through transformative learning opportunities to promote translation into practice.

Strategic Decision-Making Learning from Label Distributions: An Approach for Facial Age Estimation.

Science.gov (United States)

Zhao, Wei; Wang, Han

2016-06-28

Nowadays, label distribution learning is among the state-of-the-art methodologies in facial age estimation. It takes the age of each facial image instance as a label distribution with a series of age labels rather than the single chronological age label that is commonly used. However, this methodology is deficient in its simple decision-making criterion: the final predicted age is only selected at the one with maximum description degree. In many cases, different age labels may have very similar description degrees. Consequently, blindly deciding the estimated age by virtue of the highest description degree would miss or neglect other valuable age labels that may contribute a lot to the final predicted age. In this paper, we propose a strategic decision-making label distribution learning algorithm (SDM-LDL) with a series of strategies specialized for different types of age label distribution. Experimental results from the most popular aging face database, FG-NET, show the superiority and validity of all the proposed strategic decision-making learning algorithms over the existing label distribution learning and other single-label learning algorithms for facial age estimation. The inner properties of SDM-LDL are further explored with more advantages.

Ageing, Learning and Health: Making Connections

Science.gov (United States)

Mestheneos, Elizabeth; Withnall, Alexandra

2016-01-01

The health of ageing populations is a real concern across the world so that the concept of active ageing has been advocated as a framework for appropriate educational policies and programmes to support people as they grow older. The other elements discussed here are health and healthy life expectancy (HLE) acknowledging that as people age, they…

Functional connectivity between somatosensory and motor brain areas predicts individual differences in motor learning by observing.

Science.gov (United States)

McGregor, Heather R; Gribble, Paul L

2017-08-01

Action observation can facilitate the acquisition of novel motor skills; however, there is considerable individual variability in the extent to which observation promotes motor learning. Here we tested the hypothesis that individual differences in brain function or structure can predict subsequent observation-related gains in motor learning. Subjects underwent an anatomical MRI scan and resting-state fMRI scans to assess preobservation gray matter volume and preobservation resting-state functional connectivity (FC), respectively. On the following day, subjects observed a video of a tutor adapting her reaches to a novel force field. After observation, subjects performed reaches in a force field as a behavioral assessment of gains in motor learning resulting from observation. We found that individual differences in resting-state FC, but not gray matter volume, predicted postobservation gains in motor learning. Preobservation resting-state FC between left primary somatosensory cortex and bilateral dorsal premotor cortex, primary motor cortex, and primary somatosensory cortex and left superior parietal lobule was positively correlated with behavioral measures of postobservation motor learning. Sensory-motor resting-state FC can thus predict the extent to which observation will promote subsequent motor learning. NEW & NOTEWORTHY We show that individual differences in preobservation brain function can predict subsequent observation-related gains in motor learning. Preobservation resting-state functional connectivity within a sensory-motor network may be used as a biomarker for the extent to which observation promotes motor learning. This kind of information may be useful if observation is to be used as a way to boost neuroplasticity and sensory-motor recovery for patients undergoing rehabilitation for diseases that impair movement such as stroke. Copyright © 2017 the American Physiological Society.

Integrating Resources into Curriculum with the Systems Connect Planning Guide

Science.gov (United States)

Oshry, A.; Bean, J. R.

2017-12-01

A broadly applicable and guided approach for planning curriculum and instruction around new academic standards or initiatives is critical for implementation success. Curriculum and assessment differs across schools and districts, so built-in adaptability is important for maximal adoption and ease of use by educators. The Systems Connect Planning Guide directs the flow of instruction for building conceptual links between topics in a unit/curriculum through critical vetting and integration of relevant resources. This curricular template is flexible for use in any setting or subject area, and ensures applicability, high impact and responsiveness to academic standards while providing inquiry-based, real-world investigations and action that incorporate authentic research and data. These needs are what informed the creation of the three components of the planning guide:• Curriculum Anchor: alignment with academic standards & learning outcomes and setting the context of the topic• Issues Investigations: informing how students explore topics, and incorporate authentic research and data into learning progressions• Civic Action: development of how students could apply their knowledgeThe Planning Guide also incorporates criteria from transdisciplinary practices, cross-cutting concepts, and organizational charts for outlining guiding questions and conceptual links embedded in the guide. Integration of experiential learning and real-world connections into curricula is important for proficiency and deeper understanding of content, replacing discrete, stand-alone experiences which are not explicitly connected. Rather than information being dispelled through individual activities, relying on students to make the connections, intentionally documenting explicit connections provides opportunities to foster deeper understanding by building conceptual links between topics, which is how fundamental knowledge about earth and living systems is gained. Through the critical vetting

"Making Connections" at the University of North Carolina: Moving toward a Global Curriculum at a Flagship Research University

Science.gov (United States)

Smith, Jay M.; Kruse, Julia

2009-01-01

The University of North Carolina at Chapel Hill has reformed its undergraduate curriculum to create connections across disciplines and advance efforts to internationalize its campus. As a result, global issues, experiential learning, study abroad, and international course clusters have become an integral part of a curriculum that emphasizes…

Hippocampal-Prefrontal Circuit and Disrupted Functional Connectivity in Psychiatric and Neurodegenerative Disorders

Directory of Open Access Journals (Sweden)

Ming Li

2015-01-01

Full Text Available In rodents, the hippocampus has been studied extensively as part of a brain system responsible for learning and memory, and the prefrontal cortex (PFC participates in numerous cognitive functions including working memory, flexibility, decision making, and rewarding learning. The neuronal projections from the hippocampus, either directly or indirectly, to the PFC, referred to as the hippocampal-prefrontal cortex (Hip-PFC circuit, play a critical role in cognitive and emotional regulation and memory consolidation. Although in certain psychiatric and neurodegenerative diseases, structural connectivity viewed by imaging techniques has been consistently found to be associated with clinical phenotype and disease severity, the focus has moved towards the investigation of connectivity correlates of molecular pathology and coupling of oscillation. Moreover, functional and structural connectivity measures have been emerging as potential intermediate biomarkers for neuronal disorders. In this review, we summarize progress on the anatomic, molecular, and electrophysiological characters of the Hip-PFC circuit in cognition and emotion processes with an emphasis on oscillation and functional connectivity, revealing a disrupted Hip-PFC connectivity and electrical activity in psychiatric and neurodegenerative disorders as a promising candidate of neural marker for neuronal disorders.

Development of a Water-Quality Lab That Enhances Learning & Connects Students to the Land

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Enos-Berlage, Jodi

2012-01-01

A 3-week laboratory module was developed for an undergraduate microbiology course that would connect student learning to a real-life challenge, specifically a local water-quality project. The laboratory series included multiple field trips, sampling of soil and water, and subsequent analysis for bacteria and nitrate. Laboratory results confirmed…

Making Learning Meaningful.

Science.gov (United States)

Odom, A. Louis; Kelly, Paul V.

1998-01-01

Discusses two theories of cognitive development, Ausubel's theory of verbal learning and Piaget's development theory. Illustrates that both concept mapping and the learning cycle are rooted in these two theories. (DDR)

Expert Team Decision-Making and Problem Solving: Development and Learning

Directory of Open Access Journals (Sweden)

Simona Tancig

2009-12-01

Full Text Available Traditional research of decision-making has not significantly contributed towards better understanding of professional judgment and decisions in practice. Researchers dealing with decision-making in various professions and natural settings initiated new perspectives called naturalistic, which put the expert in the focus of research and the expertise thus entered the core of decision-making research in natural situations.Expert team is more than a group of experts. It is defined as a group of interdependent team members with a high level of task related expertise and the mastering of team processes.There have been several advances in understanding of expertise and the team. By combining theories, models, and empirical evidence we are trying to explain effectiveness and adaptation of expert teams in problem-solving and decision-making in complex and dynamic situations.A considerable research has been devoted to finding out what are the characteristics of experts and expert teams during their optimal functioning. These characteristics are discussed as input, process and output factors. As input variables the cognitive, social-affective, and motivational characteristics are presented. Process variables encompass individual and team learning, problem solving and decision-making as presented in Kolb’s cycle of learning, in deeper structures of dialogue and discussion, and in phenomena of collaboration, alignment, and distributed cognition. Outcome variables deal with task performance – activities.

Facilitating Learning Organizations. Making Learning Count.

Science.gov (United States)

Marsick, Victoria J.; Watkins, Karen E.

This book offers advice to facilitators and change agents who wish to build systems-level learning to create knowledge that can be used to gain a competitive advantage. Chapter 1 describes forces driving companies to build, sustain, and effectively use systems-level learning and presents and links a working definition of the learning organization…

Learning about Posterior Probability: Do Diagrams and Elaborative Interrogation Help?

Science.gov (United States)

Clinton, Virginia; Alibali, Martha W.; Nathan, Mitchell J.

2016-01-01

To learn from a text, students must make meaningful connections among related ideas in that text. This study examined the effectiveness of two methods of improving connections--elaborative interrogation and diagrams--in written lessons about posterior probability. Undergraduate students (N = 198) read a lesson in one of three questioning…

Book review: Making is connecting the social meaning of creativity, from DIY and knitting to Youtube and web 2.0

DEFF Research Database (Denmark)

Gürsimsek, Ödül

2012-01-01

Making is Connecting reframes the definition of creativity by looking into the act of crafting; the Arts and Crafts movement, hands-on making, Do-It-Yourself (DIY) and more contemporarily the culture of Web 2.0. In this book, Gauntlett reflects on Web 2.0 and off-line craft-making in order to for...

Removing Legal Barriers around Work-Based Learning. Connecting the Classroom to Careers: The State's Role in Work-Based Learning

Science.gov (United States)

Advance CTE: State Leaders Connecting Learning to Work, 2016

2016-01-01

This report, the second installment in Advance CTE's "Connecting the Classroom to Careers," series, explores an issue that is often a stumbling block for K-12 work-based learning--ensuring these experiences are safe and legal for students. This report features New Jersey, Kentucky and California and their approaches to dismantling…

Intuition in decision making and learning: Individual and organisational perspectives.

OpenAIRE

Akinci, Cinla.

2011-01-01

Although much has been written about the role of rational/analytical ways of knowing in decision making and problem solving in management, comparatively little is known about the way intuitive cognition manifests itself in organisations in general and in relation to organisational learning in particular. Several conceptualisations have been offered in respect to the ways in which managers perceive, make sense and act in the social settings of business organisations. Intuition and organisation...

Trading Zones: Building Connections to Past Research in the Scholarship of Teaching and Learning

Science.gov (United States)

Kelley, Bruce

2008-01-01

Faculty face significant challenges when moving into scholarship of teaching and learning (SoTL) for the first time. Perhaps the greatest of these challenges is the act of building connections to past research, both within the individual scholar's field, and more broadly across the disciplines. This article examines the nature of this challenge,…

Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

Science.gov (United States)

Hvidsten, Connie J.

Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their

A Debate and Decision-Making Tool for Enhanced Learning

Science.gov (United States)

López Garcia, Diego A.; Mateo Sanguino, Tomás de J.; Cortés Ancos, Estefania; Fernández de Viana González, Iñaki

2016-01-01

Debates have been used to develop critical thinking within teaching environments. Many learning activities are configured as working groups, which use debates to make decisions. Nevertheless, in a classroom debate, only a few students can participate; large work groups are similarly limited. Whilst the use of web tools would appear to offer a…

Resting-state Functional Connectivity is an Age-dependent Predictor of Motor Learning Abilities.

Science.gov (United States)

Mary, Alison; Wens, Vincent; Op de Beeck, Marc; Leproult, Rachel; De Tiège, Xavier; Peigneux, Philippe

2017-10-01

This magnetoencephalography study investigates how ageing modulates the relationship between pre-learning resting-state functional connectivity (rsFC) and subsequent learning. Neuromagnetic resting-state activity was recorded 5 min before motor sequence learning in 14 young (19-30 years) and 14 old (66-70 years) participants. We used a seed-based beta-band power envelope correlation approach to estimate rsFC maps, with the seed located in the right primary sensorimotor cortex. In each age group, the relation between individual rsFC and learning performance was investigated using Pearson's correlation analyses. Our results show that rsFC is predictive of subsequent motor sequence learning but involves different cross-network interactions in the two age groups. In young adults, decreased coupling between the sensorimotor network and the cortico-striato-cerebellar network is associated with better motor learning, whereas a similar relation is found in old adults between the sensorimotor, the dorsal-attentional and the DMNs. Additionally, age-related correlational differences were found in the dorsolateral prefrontal cortex, known to subtend attentional and controlled processes. These findings suggest that motor skill learning depends-in an age-dependent manner-on subtle interactions between resting-state networks subtending motor activity on the one hand, and controlled and attentional processes on the other hand. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Reward networks in the brain as captured by connectivity measures

Directory of Open Access Journals (Sweden)

Estela Camara

2009-12-01

Full Text Available An assortment of human behaviors is thought to be driven by rewards including reinforcement learning, novelty processing, learning, decision making, economic choice, incentive motivation, and addiction. In each case the ventral tegmental area / ventral striatum (Nucleus accumbens system (VTA-VS has been implicated as a key structure by functional imaging studies, mostly on the basis of standard, univariate analyses. Here we propose that standard fMRI analysis needs to be complemented by methods that take into account the differential connectivity of the VTA-VS system in the different behavioral contexts in order to describe reward based processes more appropriately. We first consider the wider network for reward processing as it emerged from animal experimentation. Subsequently, an example for a method to assess functional connectivity is given. Finally, we illustrate the usefulness of such analyses by examples regarding reward valuation, reward expectation and the role of reward in addiction.

Exploring Civic Practices and Service Learning through School-Wide Recycling

Science.gov (United States)

Chessin, Debby; Moore, Virginia J.; Theobald, Becky

2011-01-01

Young children can make real-life connections to the ideals, principles, and practices of citizenship through Service Learning, a teaching pedagogy and philosophy that addresses real community needs while fulfilling academic goals that meet specific national and state curricula and standards. Authentic and effective service learning projects offer…

Contextual Markup and Mining in Digital Games for Science Learning: Connecting Player Behaviors to Learning Goals

Science.gov (United States)

Kinnebrew John S.; Killingsworth, Stephen S.; Clark, Douglas B.; Biswas, Gautam; Sengupta, Pratim; Minstrell, James; Martinez-Garza, Mario; Krinks, Kara

2017-01-01

Digital games can make unique and powerful contributions to K-12 science education, but much of that potential remains unrealized. Research evaluating games for learning still relies primarily on pre- and post-test data, which limits possible insights into more complex interactions between game design features, gameplay, and formal assessment.…

Now You See It: Using Documentation to Make Learning Visible in LCs

Science.gov (United States)

Mino, Jack J.

2014-01-01

The practice of documentation is discussed as a means of making learning visible in the LC classroom. A documentation heuristic consisting of a four-stage cycle was used to capture, analyze and report what Bass and Eynon (2009) refer to as the "visible evidence of invisible learning" (p. 5). A variety of documentation samples are…

Neuroscience & the Classroom: Making Connections. A Video Course for Grades K-12 Teachers and School Counselors

Science.gov (United States)

Annenberg Learner, 2012

2012-01-01

Exciting developments in the field of neuroscience are leading to a new understanding of how the brain works that is beginning to transform teaching in the classroom. "Neuroscience & the Classroom: Making Connections" brings together researchers and educators in a dialog about how insights into brain function can be harnessed by teachers for use…

Entertainment, Engagement and Education: Foundations and Developments in Digital and Physical Spaces to Support Learning through Making

DEFF Research Database (Denmark)

Giannakos, Michail N.; Divitini, Monica; Iversen, Ole Sejer

2017-01-01

like problem solving, design thinking, collaboration, and innovation, to mention few. Contemporary technical and infrastructural developments, like Hackerspaces, Makerspaces, TechShops, FabLabs and the appearance of tools such as wearable computing, robotics, 3D printing, microprocessors, and intuitive......Making is a relatively new concept applied to describe the increasing attention on constructing activities to enable entertaining, engaging and efficient learning. Making focuses on the process that occurs in digital and/or physical spaces that is not always learning oriented, but enables qualities...... programming languages; posit making as a very promising research area to support the learning processes, especially towards the acquisition of 21st Century learning competences. Collecting learning evidence via rigorous multidimensional and multidisciplinary case studies will allow us to better understand...

Learning to Teach in the Digital Age: New Materialities and Maker Paradigms in Schools. New Literacies and Digital Epistemologies

Science.gov (United States)

Justice, Sean

2016-01-01

"Learning to Teach in the Digital Age" tells the story of a group of K-12 teachers as they began to connect with digital making and learning pedagogies. Guiding questions at the heart of this qualitative case study asked how teaching practices engaged with and responded to the maker movement and digital making and learning tools and…

Multimodal representations in collaborative history learning

NARCIS (Netherlands)

Prangsma, M.E.

2007-01-01

This dissertation focuses on the question: How does making and connecting different types of multimodal representations affect the collaborative learning process and the acquisition of a chronological frame of reference in 12 to 14-year olds in pre vocational education? A chronological frame of

Knowledge Brokers in the Making: Opportunities to Connect Researchers and Stakeholders

Science.gov (United States)

Pennell, K. G.; Pennell, M. C.

2014-12-01

Environmental science and engineering graduate students often lack training on how to communicate with policy decision makers who are grappling with questions to which research is responding. They communicate directly with mutual experts, but are many times unable to engage with non-experts about their research, thereby limiting the reach and impact of their findings. This presentation highlights opportunities within environmental science and engineering research to create opportunities for researchers to hone skills as knowledge brokers, so they learn ways to meaningfully engage with a range of stakeholders. A knowledge broker is an individual who connects scientific experts and relevant stakeholders with meaningful and useable information. Recognizing that information must flow in multiple directions, the knowledge broker must quickly and effectively translate needs and questions using established relationships. It is these relationships, as well as the synthesis of scientific knowledge into useable information, on which the success of the knowledge broker lies. Using lessons learned, as well as communication science theory related to knowledge brokering, this presentation highlights training opportunities for knowledge brokers who are primarily educated in science and engineering fields, yet seek to engage with societally relevant stakeholders. We present case study examples of knowledge brokering within two large multi-disciplinary research centers. These centers provide unique experiences for researchers to build relationships with stakeholders, so that the scientific experts not only create novel research within their specific discipline, but also inform policy decision makers, community members and regulatory officials.

Engaging Students in Traditional and Digital Storytelling to Make Connections between Pedagogy and Children's Experiences

Science.gov (United States)

Lisenbee, Peggy S.; Ford, Carol M.

2018-01-01

Traditional and digital storytelling is a powerful literacy tool which engage students in making connections between pedagogy and academic content. Definitions of traditional and digital storytelling, pedagogical methods aligned with curriculum standards, and examples of literacy centers associated with storytelling in early childhood classrooms…

‘Bomb-Making for Beginners’: Inside al Al-Qaeda E-Learning Course

OpenAIRE

Anne Stenersen

2013-01-01

This study explores how terrorists utilise the Internet to learn bomb-making skills. Unlike previous studies, it does not focus on assessing the quality of online bomb recipes. Rather, it discusses the efforts being made by on-line jihadists to help others learn by providing so-called “e-learning courses.” As of today, such courses have few active participants yet they tend to attract large interest – indicating that there is a demand among Al-Qaeda’s online sympathise...

Using knowledge for decision-making purposes in the context of large projects in The Netherlands

International Nuclear Information System (INIS)

Deelstra, Y.; Nooteboom, S.G.; Kohlmann, H.R.; Berg, J. van den; Innanen, S.

2003-01-01

Policy-related research in general, and impact assessments in particular, are too loosely connected to decision-making processes. The result is often sub-optimal or even undesirable, as one of two situations arises: (1) much research is done; however, those with the real power to make decisions do not make use of all of the resulting information, or (2) advocates of contrary opinions struggle with each other, using policy-related research as ammunition. To avoid these unwanted situations, the connection between the world of knowledge and the world of decision-making should be carefully constructed, by connecting the process of decision-making to the academic research and carefully developing research goals in response to the demands of decision-makers. By making these connections in a stepwise manner, knowledge may generate new insights and views for involved decision-makers and stakeholders, thus changing perceptions and problem definitions. In this way, these actors learn about the possibilities of several alternatives as well as each other's perceptions, and thus can make educated decisions leading to the most desirable and socially acceptable solution. The way this proposed method works is illustrated using two cases in The Netherlands: the project 'Mainport Rotterdam' (the enlargement of the port of Rotterdam), the project 'A fifth runway for Amsterdam Airport (Schiphol)'

We learn to write by reading, but writing can make you smarter We learn to write by reading, but writing can make you smarter

Directory of Open Access Journals (Sweden)

Stephen Krashen

2008-04-01

Full Text Available My goal in this paper is to make Iwo points: Writing style does not come from writing or from direct instruction, but from reading. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Readino, A substantial amount of research strongly suggests that we learn to write by reading. To be more precise, we acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instniction, is consistent with what is known about language acquisition: Most of language acquisition lakes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982. My goal in this paper is to make Iwo points: Writing style does not come from writing or from direct instruction, but from reading. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Readino, A substantial amount of research strongly suggests that we learn to write by reading. To be more precise, we acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instniction, is consistent with what is known about language acquisition: Most of language acquisition lakes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982.

Connectives and Layout as Processing Signals: How Textual Features Affect Students' Processing and Text Representation

Science.gov (United States)

van Silfhout, Gerdineke; Evers-Vermeul, Jacqueline; Mak, Willem M.; Sanders, Ted J. M.

2014-01-01

When students read their school text, they may make a coherent mental representation of it that contains coherence relations between the text segments. The construction of such a representation is a prerequisite for learning from texts. This article focuses on the influence of connectives ("therefore," "furthermore") and layout…

Sharing Power with Parents: Improving Educational Decision Making for Students with Learning Disabilities

Science.gov (United States)

Connor, David J.; Cavendish, Wendy

2018-01-01

In this closing commentary to the special edition of "Learning Disability Quarterly" ("LDQ") on parent voice in educational decision making for students with learning disabilities, we briefly survey main topics from each article, illuminating important findings from the authors, along with several questions they raise, and…

Initial Development of the Meaningful Learning with Technology Scale (MeLTS) for High-School Students

Science.gov (United States)

Lee, Chwee Beng

2018-01-01

With the rapid developments in emerging technologies and the emphasis on technologies in learning environments, the connection between technologies and meaningful learning has strengthened. Developing an understanding of the components of meaningful learning with technology is pivotal, as this may enable educators to make more informed decisions…

NASA’s Universe of Learning: Connecting Scientists, Educators, and Learners

Science.gov (United States)

Smith, Denise A.; Lestition, Kathleen; Squires, Gordon K.; Greene, W. M.; Biferno, Anya A.; Cominsky, Lynn R.; Goodman, Irene; Walker, Allyson; Universe of Learning Team

2017-01-01

NASA’s Universe of Learning (UoL) is one of 27 competitively awarded education programs selected by NASA’s Science Mission Directorate (SMD) in its newly restructured education effort. Through these 27 programs, SMD aims to infuse NASA science experts and content more effectively and efficiently into learning environments serving audiences of all ages. UoL is a unique partnership between the Space Telescope Science Institute, Chandra X-ray Center, IPAC at Caltech, Jet Propulsion Laboratory Exoplanet Exploration Program, and Sonoma State University that will connect the scientists, engineers, science, technology and adventure of NASA Astrophysics with audience needs, proven infrastructure, and a network of partners to advance SMD education objectives. External evaluation is provided through a partnership with Goodman Research Group and Cornerstone Evaluation Associates. The multi-institutional team is working to develop and deliver a unified, consolidated and externally evaluated suite of education products, programs, and professional development offerings that spans the full spectrum of NASA Astrophysics, including the Cosmic Origins, Physics of the Cosmos, and Exoplanet Exploration themes. Products and programs focus on out-of-school-time learning environments and include enabling educational use of Astrophysics mission data and offering participatory experiences; creating multimedia and immersive experiences; designing exhibits and community programs; and producing resources for special needs and underserved/underrepresented audiences. The UoL team also works with a network of partners to provide professional learning experiences for informal educators, pre-service educators, and undergraduate instructors. This presentation will provide an overview of the UoL team’s approach to partnering scientists and educators to engage learners in Astrophysics discoveries and data; progress to date; and pathways for science community involvement.

The Potential of Self-reflection in the Learning Process of Collaborative negotiation Skills

DEFF Research Database (Denmark)

Canal, Margarita

In her doctoral thesis, Margarita Canal explores the value of self-reflection to facilitate the learning process of collaborative negotiation skills as well as how self-reflection as a mental capacity functions. She draws on theories of self-reflection from the higher and management education...... that reflection makes learning evident to both teachers and students. Moreover, the research sheds light on the understanding of reflection as a mental capacity, based on the conceptualization of the six psychic characteristics connected to it, namely: 1) making contact with oneself, 2) connecting to others, 3......) reality perspective, 4) understanding and expressing emotions, 5) balanced narcissism, and 6) change process. This knowledge constitutes a contribution that allows management teachers who use journaling, self-reflection, or learning portfolios to take into account students’ psychic characteristics...

Reinforcement learning signals in the human striatum distinguish learners from nonlearners during reward-based decision making.

Science.gov (United States)

Schönberg, Tom; Daw, Nathaniel D; Joel, Daphna; O'Doherty, John P

2007-11-21

The computational framework of reinforcement learning has been used to forward our understanding of the neural mechanisms underlying reward learning and decision-making behavior. It is known that humans vary widely in their performance in decision-making tasks. Here, we used a simple four-armed bandit task in which subjects are almost evenly split into two groups on the basis of their performance: those who do learn to favor choice of the optimal action and those who do not. Using models of reinforcement learning we sought to determine the neural basis of these intrinsic differences in performance by scanning both groups with functional magnetic resonance imaging. We scanned 29 subjects while they performed the reward-based decision-making task. Our results suggest that these two groups differ markedly in the degree to which reinforcement learning signals in the striatum are engaged during task performance. While the learners showed robust prediction error signals in both the ventral and dorsal striatum during learning, the nonlearner group showed a marked absence of such signals. Moreover, the magnitude of prediction error signals in a region of dorsal striatum correlated significantly with a measure of behavioral performance across all subjects. These findings support a crucial role of prediction error signals, likely originating from dopaminergic midbrain neurons, in enabling learning of action selection preferences on the basis of obtained rewards. Thus, spontaneously observed individual differences in decision making performance demonstrate the suggested dependence of this type of learning on the functional integrity of the dopaminergic striatal system in humans.

eLearning and eMaking: 3D Printing Blurring the Digital and the Physical

Science.gov (United States)

Loy, Jennifer

2014-01-01

This article considers the potential of 3D printing as an eLearning tool for design education and the role of eMaking in bringing together the virtual and the physical in the design studio. eLearning has matured from the basics of lecture capture into sophisticated, interactive learning activities for students. At the same time, laptops and…

Urban fifth graders' connections-making between formal earth science content and their lived experiences

Science.gov (United States)

Brkich, Katie Lynn

2014-03-01

Earth science education, as it is traditionally taught, involves presenting concepts such as weathering, erosion, and deposition using relatively well-known examples—the Grand Canyon, beach erosion, and others. However, these examples—which resonate well with middle- and upper-class students—ill-serve students of poverty attending urban schools who may have never traveled farther from home than the corner store. In this paper, I explore the use of a place-based educational framework in teaching earth science concepts to urban fifth graders and explore the connections they make between formal earth science content and their lived experiences using participant-driven photo elicitation techniques. I argue that students are able to gain a sounder understanding of earth science concepts when they are able to make direct observations between the content and their lived experiences and that when such direct observations are impossible they make analogies of appearance, structure, and response to make sense of the content. I discuss additionally the importance of expanding earth science instruction to include man-made materials, as these materials are excluded traditionally from the curriculum yet are most immediately available to urban students for examination.

Designing for Learning: Online Social Networks as a Classroom Environment

Science.gov (United States)

Casey, Gail; Evans, Terry

2011-01-01

This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she…

Making Sense of Learning at Secondary School: Involving Students to Improve Teaching Practice

Science.gov (United States)

Kane, Ruth G.; Maw, Nicola

2005-01-01

Consulting students on their experiences of learning and teaching in schools, while signalled as a potentially valuable research practice fifteen years ago by Michael Fullan, is now gaining prominence in educational research within New Zealand. The "Making Sense of Learning at Secondary Schools" research began with the premise that to…

Open source learning streams in online discussions in e-learning

DEFF Research Database (Denmark)

Kjærgaard, Thomas; Sorensen, Elsebeth Korsgaard

2014-01-01

The wish for a more engaging e-learning design and better utilization of the technology at hand has led to the pedagogic design in this study. We wanted to make a strong alternative to face-to-face teaching that was just as likely to facilitate learning as face to face teacher presentations...... and class discussions. The study investigates how online discussions in connection with teacher produced video presentations can generate an ‘open source learning stream’ in an e-learning course for teachers. We look at how an ‘open source learning stream’ can encourage students to give and receive peer...... feedback. We propose the idea that if learning in an online community is set up to follow the lines of identity building in social media (Larsen 2007) then we might get a natural momentum in the ‘open source learning stream’. We try to identify demographic factors that could influence the success...

‘Bomb-Making for Beginners’: Inside al Al-Qaeda E-Learning Course

Directory of Open Access Journals (Sweden)

Anne Stenersen

2013-03-01

Full Text Available This study explores how terrorists utilise the Internet to learn bomb-making skills. Unlike previous studies, it does not focus on assessing the quality of online bomb recipes. Rather, it discusses the efforts being made by on-line jihadists to help others learn by providing so-called “e-learning courses.” As of today, such courses have few active participants yet they tend to attract large interest – indicating that there is a demand among Al-Qaeda’s online sympathisers for developing this concept further. 

Learning biology through connecting mathematics to scientific mechanisms: Student outcomes and teacher supports

Science.gov (United States)

Schuchardt, Anita

Integrating mathematics into science classrooms has been part of the conversation in science education for a long time. However, studies on student learning after incorporating mathematics in to the science classroom have shown mixed results. Understanding the mixed effects of including mathematics in science has been hindered by a historical focus on characteristics of integration tangential to student learning (e.g., shared elements, extent of integration). A new framework is presented emphasizing the epistemic role of mathematics in science. An epistemic role of mathematics missing from the current literature is identified: use of mathematics to represent scientific mechanisms, Mechanism Connected Mathematics (MCM). Building on prior theoretical work, it is proposed that having students develop mathematical equations that represent scientific mechanisms could elevate their conceptual understanding and quantitative problem solving. Following design and implementation of an MCM unit in inheritance, a large-scale quantitative analysis of pre and post implementation test results showed MCM students, compared to traditionally instructed students) had significantly greater gains in conceptual understanding of mathematically modeled scientific mechanisms, and their ability to solve complex quantitative problems. To gain insight into the mechanism behind the gain in quantitative problem solving, a small-scale qualitative study was conducted of two contrasting groups: 1) within-MCM instruction: competent versus struggling problem solvers, and 2) within-competent problem solvers: MCM instructed versus traditionally instructed. Competent MCM students tended to connect their mathematical inscriptions to the scientific phenomenon and to switch between mathematical and scientifically productive approaches during problem solving in potentially productive ways. The other two groups did not. To address concerns about teacher capacity presenting barriers to scalability of MCM

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers' Science Identity Development

Science.gov (United States)

Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.

2015-04-01

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science learning, that focused on science teaching, and that were transitional, with elements of both science learning and science teaching. These various service-learning experiences were designed to be "boundary experiences" for professional identity development (Geijsel & Meijers in Educational Studies, 3(4), 419-430, 2005), providing opportunities for PSETs to reflect on meanings in cultural contexts and how they are related to their own personal meanings. We analyzed written reflections and end-of-course oral reflection interviews from 42 PSETs on their various service-learning experiences. PSETs discussed themes related to the meanings they made of the service-learning experiences: (a) experiencing science in relation to their lives as humans and future teachers, (b) interacting with elementary students and other PSETs, and (c) making an impact in the physical environment and in the community. The connections that PSETs were making between the discursive spaces (service-learning contexts) and their own meaning-making of these experiences (as connected to their own interests in relation to their future professions and daily lives) shows evidence of the potential that various types of science service-learning experiences have for PSETs in developing inbound science teaching identity trajectories (Wenger in Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, 1998). The findings of this study point to positive outcomes for PSETs when they participate in structured service-learning experiences along a learning to teaching continuum (246).

Personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils in mainstream primary and secondary school

OpenAIRE

Kastelic, Helena

2012-01-01

This thesis deals with personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils and students in mainstream primary and secondary school. The theoretical part defines learning efficiency and focuses on the most significant factors of learning efficiency, including also personality characteristics of an individual. This thesis represents the idea of inclusion and its advantages and disadvantages and suggests to what extent it is present in our ...

Transfer of learning in binary decision making problems.

OpenAIRE

Robotti, O. P.

2007-01-01

Transfer, the use of acquired knowledge, skills and abilities across tasks and contexts, is a key and elusive goal of learning. Most evidence available in literature is based on a limited number of tasks, predominantly open-ended problems, game-like problems and taught school subjects (e.g. maths, physics, algebra). It is not obvious that findings from this work can be extended to the domain of decision making problems. This thesis, which aims to broaden the understanding of enhancing and lim...

Making predictions in a changing world-inference, uncertainty, and learning.

Science.gov (United States)

O'Reilly, Jill X

2013-01-01

To function effectively, brains need to make predictions about their environment based on past experience, i.e., they need to learn about their environment. The algorithms by which learning occurs are of interest to neuroscientists, both in their own right (because they exist in the brain) and as a tool to model participants' incomplete knowledge of task parameters and hence, to better understand their behavior. This review focusses on a particular challenge for learning algorithms-how to match the rate at which they learn to the rate of change in the environment, so that they use as much observed data as possible whilst disregarding irrelevant, old observations. To do this algorithms must evaluate whether the environment is changing. We discuss the concepts of likelihood, priors and transition functions, and how these relate to change detection. We review expected and estimation uncertainty, and how these relate to change detection and learning rate. Finally, we consider the neural correlates of uncertainty and learning. We argue that the neural correlates of uncertainty bear a resemblance to neural systems that are active when agents actively explore their environments, suggesting that the mechanisms by which the rate of learning is set may be subject to top down control (in circumstances when agents actively seek new information) as well as bottom up control (by observations that imply change in the environment).

Business making decisions

Directory of Open Access Journals (Sweden)

Enrique Benjamín Franklin Fincowsky

2011-06-01

Full Text Available People and organizations make better or get wrong as consequence of making decisions. Sometimes making decisions is just a trial and error process. Some others, decisions are good and the results profitable with a few of mistakes, most of the time because it’s considered the experience and the control of a specific field or the good intention of who makes them. Actually, all kinds of decisions bring learning. What is important is the intention, the attitude and the values considered in this process. People from different scenes face many facts and circumstances—almost always out of control—that affect the making decisions process. There is not a unique way to make decisions for all companies in many settings. The person who makes a decision should identify the problem, to solve it later using alternatives and solutions. Even though, follow all the steps it’s not easy as it seems. Looking back the conditions related to the decisions, we can mention the followings: uncertainty, risk and certainty. When people identify circumstances and facts, as well as its effects in a possible situation, they will make decisions with certainty. As long as the information decreases and it becomes ambiguous the risk becomes an important factor in the making decisions process because they are connected to probable objectives (clear or subjective (opinion judgment or intuition. To finish, uncertainty, involves people that make a decision with no or little information about circumstances or criteria with basis

Free-Choice Learning Suited to Women's Participation Needs in Environmental Decision-Making Processes

Science.gov (United States)

Skanavis, Constantina; Sakellari, Maria

2012-01-01

United Nations mandates recognize the need to promote the full participation of women in environmental decision-making processes on the basis of gender equality. But, there remains a profound lack of effective women's participation in some sectors of environmental decision-making. Free-choice environmental learning offers an effective educational…

Risky decision making from childhood through adulthood: Contributions of learning and sensitivity to negative feedback.

Science.gov (United States)

Humphreys, Kathryn L; Telzer, Eva H; Flannery, Jessica; Goff, Bonnie; Gabard-Durnam, Laurel; Gee, Dylan G; Lee, Steve S; Tottenham, Nim

2016-02-01

Decision making in the context of risk is a complex and dynamic process that changes across development. Here, we assessed the influence of sensitivity to negative feedback (e.g., loss) and learning on age-related changes in risky decision making, both of which show unique developmental trajectories. In the present study, we examined risky decision making in 216 individuals, ranging in age from 3-26 years, using the balloon emotional learning task (BELT), a computerized task in which participants pump up a series of virtual balloons to earn points, but risk balloon explosion on each trial, which results in no points. It is important to note that there were 3 balloon conditions, signified by different balloon colors, ranging from quick- to slow-to-explode, and participants could learn the color-condition pairings through task experience. Overall, we found age-related increases in pumps made and points earned. However, in the quick-to-explode condition, there was a nonlinear adolescent peak for points earned. Follow-up analyses indicated that this adolescent phenotype occurred at the developmental intersection of linear age-related increases in learning and decreases in sensitivity to negative feedback. Adolescence was marked by intermediate values on both these processes. These findings show that a combination of linearly changing processes can result in nonlinear changes in risky decision making, the adolescent-specific nature of which is associated with developmental improvements in learning and reduced sensitivity to negative feedback. (c) 2016 APA, all rights reserved).

Learning to make collective decisions: the impact of confidence escalation.

Science.gov (United States)

Mahmoodi, Ali; Bang, Dan; Ahmadabadi, Majid Nili; Bahrami, Bahador

2013-01-01

Little is known about how people learn to take into account others' opinions in joint decisions. To address this question, we combined computational and empirical approaches. Human dyads made individual and joint visual perceptual decision and rated their confidence in those decisions (data previously published). We trained a reinforcement (temporal difference) learning agent to get the participants' confidence level and learn to arrive at a dyadic decision by finding the policy that either maximized the accuracy of the model decisions or maximally conformed to the empirical dyadic decisions. When confidences were shared visually without verbal interaction, RL agents successfully captured social learning. When participants exchanged confidences visually and interacted verbally, no collective benefit was achieved and the model failed to predict the dyadic behaviour. Behaviourally, dyad members' confidence increased progressively and verbal interaction accelerated this escalation. The success of the model in drawing collective benefit from dyad members was inversely related to confidence escalation rate. The findings show an automated learning agent can, in principle, combine individual opinions and achieve collective benefit but the same agent cannot discount the escalation suggesting that one cognitive component of collective decision making in human may involve discounting of overconfidence arising from interactions.

Customization of Education through Online Learning

Science.gov (United States)

Rayburn, Kalim

2011-01-01

The educational opportunities provided through connectivity to the internet that did not previously exist make way for many opportunities to expand curricular options. Through the use of technology and the internet students are able to receive education through a tailored learning approach delivered via online resources. The purpose of this study…

Meaning Making: What Reflective Essays Reveal about Biology Students' Conceptions about Natural Selection

Science.gov (United States)

Balgopal, Meena M.; Montplaisir, Lisa M.

2011-01-01

The process of reflective writing can play a central role in making meaning as learners process new information and connect it to prior knowledge. An examination of the written discourse can therefore be revealing of learners' cognitive understanding and affective (beliefs, feelings, motivation to learn) responses to concepts. Despite reflective…

AN EXTENDED REINFORCEMENT LEARNING MODEL OF BASAL GANGLIA TO UNDERSTAND THE CONTRIBUTIONS OF SEROTONIN AND DOPAMINE IN RISK-BASED DECISION MAKING, REWARD PREDICTION, AND PUNISHMENT LEARNING

Directory of Open Access Journals (Sweden)

Pragathi Priyadharsini Balasubramani

2014-04-01

Full Text Available Although empirical and neural studies show that serotonin (5HT plays many functional roles in the brain, prior computational models mostly focus on its role in behavioral inhibition. In this study, we present a model of risk based decision making in a modified Reinforcement Learning (RL-framework. The model depicts the roles of dopamine (DA and serotonin (5HT in Basal Ganglia (BG. In this model, the DA signal is represented by the temporal difference error (δ, while the 5HT signal is represented by a parameter (α that controls risk prediction error. This formulation that accommodates both 5HT and DA reconciles some of the diverse roles of 5HT particularly in connection with the BG system. We apply the model to different experimental paradigms used to study the role of 5HT: 1 Risk-sensitive decision making, where 5HT controls risk assessment, 2 Temporal reward prediction, where 5HT controls time-scale of reward prediction, and 3 Reward/Punishment sensitivity, in which the punishment prediction error depends on 5HT levels. Thus the proposed integrated RL model reconciles several existing theories of 5HT and DA in the BG.

What Videogame Making Can Teach Us about Literacy and Learning: Alternative Pathways into Participatory Culture

Science.gov (United States)

Peppler, Kylie A.; Kafai, Yasmin B.

2007-01-01

In this paper we articulate an alternative approach to look at video games and learning to become a creator and contributor in the digital culture. Previous discussions have focused mostly on playing games and learning. Here, we discuss game making approaches and their benefits for illuminating game preferences and learning both software design…

Undifferentiated Connective Tissue Disease

Science.gov (United States)

... Home Conditions Undifferentiated Connective Tissue Disease (UCTD) Undifferentiated Connective Tissue Disease (UCTD) Make an Appointment Find a Doctor ... by Barbara Goldstein, MD (February 01, 2016) Undifferentiated connective tissue disease (UCTD) is a systemic autoimmune disease. This ...

Content, Context & Connectivity Persuasive Interplay

DEFF Research Database (Denmark)

Sørensen, Christian Grund

2013-01-01

-supported research project under EACEA). In the development of this project several categories of content have been implemented in technology enhanced learning tools. These have been designed to support learning in different contexts and eventually the role of the connectivity of these learning objects and tools......The aim of this paper is to discuss the relationship between content, context and connectivity and suggesting a model of Dynamic Interplay. This is done in relation to a specific learning environment concerning cultural mediation, in casu the Kaj Munk Case of the EuroPLOT-project (an EU...... is discussed. Focus is here on The Kaj Munk Study Edition, The Conceptual Pond, Immersive Layers Design, and Generative Learning Objects (GLOs) which are applications affiliated with the Munk case. This paper explores the persuasive potential of the interplay between the different applications for the benefit...

Mathematics Connection

African Journals Online (AJOL)

MATHEMATICS CONNECTION aims at providing a forum topromote the development of Mathematics Education in Ghana. Articles that seekto enhance the teaching and/or learning of mathematics at all levels of theeducational system are welcome.

AIED 2009 Workshops Proceeedings Volume 10: Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity

NARCIS (Netherlands)

Dessus, Philippe; Trausan-Matu, Stefan; Van Rosmalen, Peter; Wild, Fridolin

2009-01-01

Dessus, P., Trausan-Matu, S., Van Rosmalen, P., & Wild, F. (Eds.) (2009). AIED 2009 Workshops Proceedings Volume 10 Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. In S. D. Craig & D. Dicheva (Eds.), AIED 2009: 14th International Conference in Artificial

Baseline frontostriatal-limbic connectivity predicts reward-based memory formation.

Science.gov (United States)

Hamann, Janne M; Dayan, Eran; Hummel, Friedhelm C; Cohen, Leonardo G

2014-12-01

Reward mediates the acquisition and long-term retention of procedural skills in humans. Yet, learning under rewarded conditions is highly variable across individuals and the mechanisms that determine interindividual variability in rewarded learning are not known. We postulated that baseline functional connectivity in a large-scale frontostriatal-limbic network could predict subsequent interindividual variability in rewarded learning. Resting-state functional MRI was acquired in two groups of subjects (n = 30) who then trained on a visuomotor procedural learning task with or without reward feedback. We then tested whether baseline functional connectivity within the frontostriatal-limbic network predicted memory strength measured immediately, 24 h and 1 month after training in both groups. We found that connectivity in the frontostriatal-limbic network predicted interindividual variability in the rewarded but not in the unrewarded learning group. Prediction was strongest for long-term memory. Similar links between connectivity and reward-based memory were absent in two control networks, a fronto-parieto-temporal language network and the dorsal attention network. The results indicate that baseline functional connectivity within the frontostriatal-limbic network successfully predicts long-term retention of rewarded learning. © 2014 Wiley Periodicals, Inc.

Making Connections to Re-engage Young People in Learning: dimensions of practice

Directory of Open Access Journals (Sweden)

Andrew Chodkiewicz

2010-08-01

Full Text Available The education of young people who have previously been excluded from formal education is a field often associated with a high risk of failure – failure for the learners, teachers and the program. In researching the teaching practices in this field, it is tempting for the researcher to do so through the lens of what they perceive as the pedagogical theories that should be informing contemporary practice. In the field of literacy and numeracy education, the social practices approach has gained prominence among researchers who are sympathetic to a socio-cultural study of literacy and numeracy because of its inclusiveness of multiple literacies and numeracies that can be found in different social contexts. This article analyses one of four case studies in a research project on the teaching practices of experienced literacy and numeracy teachers: teaching literacy and numeracy to socially excluded young people in an inner city youth centre. In their research, the authors had to critically challenge their taken for granted assumptions about what a pedagogy informed by a social practices approach to literacy and numeracy should look like. The teaching methods that they observed at the youth centre, while clearly effective – particularly in establishing connections with the learners to form strong relationships of mutual trust -  appeared on the surface to defy some of the key features of a social practices approach. In understanding the apparent contradictions between what the authors had expected to see and what they were seeing, Kemmis’s framework for the study of practice that is based on the notion of practices as reflexive and dialectical proved fruitful. The framework allowed us to interpret both the theory (the social practices approach to literacy and numeracy and the practices at the youth centre in more  nuanced ways that deepened our appreciation of the theory – practice relationship.

Connected smart sensors make super-smart buildings; Connected smart sensors maken gebouwen superslim

Energy Technology Data Exchange (ETDEWEB)

Van der Veen, J.K.

2012-10-15

In 2020, between 20 and 50 billion appliances will be connected to the internet and exchange information, usually without human intervention. A large part will consist of smart, autonomous sensors that generate their own supply voltage and have wireless connection with the web. The 'internet of things' offers dazzling opportunities for smart buildings [Dutch] In 2020 zullen tussen de twintig en vijftig miljard apparaten met internet verbonden zijn en, veelal zonder tussenkomst van mensen, informatie uitwisselen. Een groot deel hiervan zal bestaan uit slimme, autonome sensoren, die hun eigen voedingsspanning opwekken en draadloos met het web zijn verbonden. Voor slimme gebouwen biedt 'the internet of things' duizelingwekkende mogelijkheden.

Making learning whole: an instructional approach for mediating the practices of authentic science inquiries

Science.gov (United States)

Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka

2013-03-01

This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.

Family Connections: Building Connections among Home, School, and Community

Science.gov (United States)

Dikkers, Amy Garrett

2013-01-01

Recent research on parental involvement has explored connections between parental involvement in school and children's academic achievement. While many schools have active parent organizations and a base of parents who offer additional support, others struggle to make connections with their parents or community members. Even in places with active…

Support for system connectivity –Learning from evaluating an evaluation

DEFF Research Database (Denmark)

Christensen, Jesper Lindgaard

been sparse on investigat-ing effects of these as well as on the broader criteria to evaluate the innovation networks and functioning of the system. This paper discusses what are such criteria for evaluating innovation policies that rely on enhanc-ing system connectivity and repair system failures......Innovation is said to be dependent upon collaboration and networks. The innovation system thinking empha-sizes networks but also their supporting informal institutions, learning processes, and the relations between actors in the system. Despite the importance of networks, evaluation studies have......? By way of illustration, and as a mean to be specific on these criteria, the paper discusses the possible rationale for governments to support business angel networks (BAN) and what criteria to apply when evaluating such networks. It is found that applying traditional evaluation criteria for assessing...

Negative symptoms in schizophrenia are associated with aberrant striato-cortical connectivity in a rewarded perceptual decision-making task.

Science.gov (United States)

Reckless, Greg E; Andreassen, Ole A; Server, Andres; Østefjells, Tiril; Jensen, Jimmy

2015-01-01

Negative symptoms in schizophrenia have been associated with structural and functional changes in the prefrontal cortex. They often persist after treatment with antipsychotic medication which targets, in particular, the ventral striatum (VS). As schizophrenia has been suggested to arise from dysfunctional connectivity between neural networks, it is possible that residual aberrant striato-cortical connectivity in medicated patients plays a role in enduring negative symptomology. The present study examined the relationship between striato-cortical connectivity and negative symptoms in medicated schizophrenia patients. We manipulated motivation in a perceptual decision-making task during functional magnetic resonance imaging. Comparing healthy controls (n = 21) and medicated patients with schizophrenia (n = 18) we investigated how motivation-mediated changes in VS activation affected functional connectivity with the frontal cortex, and how changes in connectivity strength from the neutral to motivated condition related to negative symptom severity. A pattern of aberrant striato-cortical connectivity was observed in the presence of intact VS, but altered left inferior frontal gyrus (IFG) motivation-mediated activation in patients. The more severe the patient's negative symptoms, the less the connectivity strength between the right VS and left IFG changed from the neutral to the motivated condition. Despite aberrant striato-cortical connectivity and altered recruitment of the left IFG among patients, both patients and healthy controls adopted a more liberal response strategy in the motivated compared to the neutral condition. The present findings suggest that there is a link between dysfunctional striato-cortical connectivity and negative symptom severity, and offer a possible explanation as to why negative symptoms persist after treatment with antipsychotics.

From "Organisms" to "Boundaries": The Uneven Development of Theory Narratives in Education, Learning and Work Connections

Science.gov (United States)

Saunders, Murray

2006-01-01

This paper uses the metaphor of a "theory narrative" to discuss the way in which the connections between education, learning and work have been understood. It identifies six theory narratives, and analyses each in turn, leading to an overview that suggests the way in which these explanatory frameworks might evolve in the future. The six narratives…

Preschool Teaching Students' Prediction of Decision Making Strategies and Academic Achievement on Learning Motivations

Science.gov (United States)

Acat, M. Bahaddin; Dereli, Esra

2012-01-01

The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of…

Entertainment, Engagement and Education: Foundations and Developments in Digital and Physical Spaces to Support Learning through Making

DEFF Research Database (Denmark)

Giannakos, Michail N.; Divitini, Monica; Iversen, Ole Sejer

2017-01-01

programming languages; posit making as a very promising research area to support the learning processes, especially towards the acquisition of 21st Century learning competences. Collecting learning evidence via rigorous multidimensional and multidisciplinary case studies will allow us to better understand...

Effect of Integrating Hydrologic Scaling Concepts on Students Learning and Decision Making Experiences

Science.gov (United States)

Najm, Majdi R. Abou; Mohtar, Rabi H.; Cherkauer, Keith A.; French, Brian F.

2010-01-01

Proper understanding of scaling and large-scale hydrologic processes is often not explicitly incorporated in the teaching curriculum. This makes it difficult for students to connect the effect of small scale processes and properties (like soil texture and structure, aggregation, shrinkage, and cracking) on large scale hydrologic responses (like…

Literature, Basic Skills, and the Workplace: Making Connections.

Science.gov (United States)

Moran, Charles

Both student and adult writers need to learn how to imagine clear and full contexts for their writing. These contexts include awareness of audience, knowledge of purpose, and creation of the proper voice befitting the purpose and audience. The critical necessity of these three elements in writing can be taught and learned most effectively through…

Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned

Directory of Open Access Journals (Sweden)

Carianne Bernadowski

2013-07-01

Full Text Available University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura’s theory of self-efficacy, this study examines the effects service learning has on students teaching self-efficacy when required to participate in an activity (course connected, compared to when they chose to volunteer in service learning projects. As instructors of preservice teachers it is our commitment to prepare these students to their maximum potential. Identifying best practices for teacher preparation is an overarching goal of this study. A pre/post survey examined students’ self-perceptions for each service opportunity in regards to their perceived teaching self-efficacy. Results indicate that students’ self-efficacy improved when service learning was connected or imbedded in the context of learning and connected to a specific course. These findings indicate course connected service learning has a greater impact on preservice teachers’ perceptions of their ability to be effective future classroom teachers. Therefore course connected service learning can be viewed as a best practice in preservice teaching instruction.

Can e-learning help you to connect compassionately? Commentary on a palliative care e-learning resource for India.

Science.gov (United States)

Datta, Soumitra Shankar; Agrawal, Sanjit

2017-01-01

e-learning resources need to be customised to the audience and learners to make them culturally relevant. The ' Palliative care e-learning resource for health care professionals in India' has been developed by the Karunashraya Hospice, Bengaluru in collaboration with the Cardiff Palliative Care Education Team, Wales to address the training needs of professionals in India. The resource, comprising over 20 modules, integrates psychological, social and medical care for patients requiring palliative care for cancer and other diseases. With increased internet usage, it would help in training a large number of professionals and volunteers in India who want to work in the field of palliative care.

Exploring Practice-Research Networks for Critical Professional Learning

Science.gov (United States)

Appleby, Yvon; Hillier, Yvonne

2012-01-01

This paper discusses the contribution that practice-research networks can make to support critical professional development in the Learning and Skills sector in England. By practice-research networks we mean groups or networks which maintain a connection between research and professional practice. These networks stem from the philosophy of…

Learning by Teaching: Implementation of a Multimedia Project in Astro 101

Science.gov (United States)

Perrodin, D.; Lommen, A.

2011-09-01

Astro 101 students have deep-seated pre-conceptions regarding such topics as the cause of moon phases or the seasons. Beyond exploring the topics in a learner-centered fashion, the "learning by teaching" philosophy enables students to truly master concepts. In order to make students teach the cause of moon phases, we created a multimedia project where groups of students taught other students and filmed the session. They were to produce a 10-minute final movie highlighting their teaching techniques and showing students in the process of learning the concepts. This "experiment" turned out to be a great success for a few reasons. First, students gained experience explaining conceptually-challenging topics, making them learn the material better. Additionally, they learned to apply learner-centered techniques, most likely learning to teach for the first time. Finally, this project provided the students a connection between the classroom and the rest of the college, making them responsible for applying and sharing their knowledge with their peers.

Mathematical sense-making in quantum mechanics: An initial peek

Science.gov (United States)

Dreyfus, Benjamin W.; Elby, Andrew; Gupta, Ayush; Sohr, Erin Ronayne

2017-12-01

Mathematical sense-making—looking for coherence between the structure of the mathematical formalism and causal or functional relations in the world—is a core component of physics expertise. Some physics education research studies have explored what mathematical sense-making looks like at the introductory physics level, while some historians and "science studies" have explored how expert physicists engage in it. What is largely missing, with a few exceptions, is theoretical and empirical work at the intermediate level—upper division physics students—especially when they are learning difficult new mathematical formalism. In this paper, we present analysis of a segment of video-recorded discussion between two students grappling with a quantum mechanics question to illustrate what mathematical sense-making can look like in quantum mechanics. We claim that mathematical sense-making is possible and productive for learning and problem solving in quantum mechanics. Mathematical sense-making in quantum mechanics is continuous in many ways with mathematical sense-making in introductory physics. However, in the context of quantum mechanics, the connections between formalism, intuitive conceptual schema, and the physical world become more compound (nested) and indirect. We illustrate these similarities and differences in part by proposing a new symbolic form, eigenvector eigenvalue, which is composed of multiple primitive symbolic forms.

Connections between Future Time Perspectives and Self-Regulated Learning for Mid-Year Engineering Students: A Multiple Case Study

Science.gov (United States)

Chasmar, Justine

2017-01-01

This dissertation presents multiple studies with the purpose of understanding the connections between undergraduate engineering students' motivations, specifically students' Future Time Perspectives (FTPs) and Self-Regulated Learning (SRL). FTP refers to the views students hold about the future and how their perceptions of current tasks are…

A Feedback Learning and Mental Models Perspective on Strategic Decision Making

Science.gov (United States)

Capelo, Carlos; Dias, Joao Ferreira

2009-01-01

This study aims to be a contribution to a theoretical model that explains the effectiveness of the learning and decision-making processes by means of a feedback and mental models perspective. With appropriate mental models, managers should be able to improve their capacity to deal with dynamically complex contexts, in order to achieve long-term…

Connecting Music, Art, and Science for Increased Creativity and Topic Engagement ?

OpenAIRE

McNealy, Tamara L.

2013-01-01

‘Attention spans have shortened,’ is a common phrase often used in reference to today’s college students. As faculty and instructors, we need to address this issue through the utilization of innovative and creative techniques that aid in making our subjects accessible to our students. Connecting a serious topic such as microbiology with a ‘fun’ activity can increase student engagement and learning. Ideas to maintain student attention on a subject include providing information in 15- to 20-min...

Joint multiple fully connected convolutional neural network with extreme learning machine for hepatocellular carcinoma nuclei grading.

Science.gov (United States)

Li, Siqi; Jiang, Huiyan; Pang, Wenbo

2017-05-01

Accurate cell grading of cancerous tissue pathological image is of great importance in medical diagnosis and treatment. This paper proposes a joint multiple fully connected convolutional neural network with extreme learning machine (MFC-CNN-ELM) architecture for hepatocellular carcinoma (HCC) nuclei grading. First, in preprocessing stage, each grayscale image patch with the fixed size is obtained using center-proliferation segmentation (CPS) method and the corresponding labels are marked under the guidance of three pathologists. Next, a multiple fully connected convolutional neural network (MFC-CNN) is designed to extract the multi-form feature vectors of each input image automatically, which considers multi-scale contextual information of deep layer maps sufficiently. After that, a convolutional neural network extreme learning machine (CNN-ELM) model is proposed to grade HCC nuclei. Finally, a back propagation (BP) algorithm, which contains a new up-sample method, is utilized to train MFC-CNN-ELM architecture. The experiment comparison results demonstrate that our proposed MFC-CNN-ELM has superior performance compared with related works for HCC nuclei grading. Meanwhile, external validation using ICPR 2014 HEp-2 cell dataset shows the good generalization of our MFC-CNN-ELM architecture. Copyright © 2017 Elsevier Ltd. All rights reserved.

Science teachers' meaning-making when involved in a school-based professional development project

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2012-01-01

A group of teachers’ meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers......’ meaningmaking includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students’ learning. Furthermore, they all...... felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

Science teachers' meaning-making when involved in a school-based professional development project

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2012-01-01

A group of teachers' meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-makig maps. The interpretation of the teachers......' meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students' learning. Furthermore......, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

A Conceptual Framework for the Cultural Integration of Cooperative Learning: A Thai Primary Mathematics Education Perspective

Science.gov (United States)

Park, Ji Yong; Nuntrakune, Tippawan

2013-01-01

The Thailand education reform adopted cooperative learning to improve the quality of education. However, it has been reported that the introduction and maintenance of cooperative learning has been difficult and uncertain because of the cultural differences. The study proposed a conceptual framework developed based on making a connection between…

Reasoning, learning, and creativity: frontal lobe function and human decision-making.

Directory of Open Access Journals (Sweden)

Anne Collins

Full Text Available The frontal lobes subserve decision-making and executive control--that is, the selection and coordination of goal-directed behaviors. Current models of frontal executive function, however, do not explain human decision-making in everyday environments featuring uncertain, changing, and especially open-ended situations. Here, we propose a computational model of human executive function that clarifies this issue. Using behavioral experiments, we show that unlike others, the proposed model predicts human decisions and their variations across individuals in naturalistic situations. The model reveals that for driving action, the human frontal function monitors up to three/four concurrent behavioral strategies and infers online their ability to predict action outcomes: whenever one appears more reliable than unreliable, this strategy is chosen to guide the selection and learning of actions that maximize rewards. Otherwise, a new behavioral strategy is tentatively formed, partly from those stored in long-term memory, then probed, and if competitive confirmed to subsequently drive action. Thus, the human executive function has a monitoring capacity limited to three or four behavioral strategies. This limitation is compensated by the binary structure of executive control that in ambiguous and unknown situations promotes the exploration and creation of new behavioral strategies. The results support a model of human frontal function that integrates reasoning, learning, and creative abilities in the service of decision-making and adaptive behavior.

Reasoning, learning, and creativity: frontal lobe function and human decision-making.

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Collins, Anne; Koechlin, Etienne

2012-01-01

The frontal lobes subserve decision-making and executive control--that is, the selection and coordination of goal-directed behaviors. Current models of frontal executive function, however, do not explain human decision-making in everyday environments featuring uncertain, changing, and especially open-ended situations. Here, we propose a computational model of human executive function that clarifies this issue. Using behavioral experiments, we show that unlike others, the proposed model predicts human decisions and their variations across individuals in naturalistic situations. The model reveals that for driving action, the human frontal function monitors up to three/four concurrent behavioral strategies and infers online their ability to predict action outcomes: whenever one appears more reliable than unreliable, this strategy is chosen to guide the selection and learning of actions that maximize rewards. Otherwise, a new behavioral strategy is tentatively formed, partly from those stored in long-term memory, then probed, and if competitive confirmed to subsequently drive action. Thus, the human executive function has a monitoring capacity limited to three or four behavioral strategies. This limitation is compensated by the binary structure of executive control that in ambiguous and unknown situations promotes the exploration and creation of new behavioral strategies. The results support a model of human frontal function that integrates reasoning, learning, and creative abilities in the service of decision-making and adaptive behavior.

The Connection Between Forms of Guidance for Inquiry-Based Learning and the Communicative Approaches Applied—a Case Study in the Context of Pre-service Teachers

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Lehtinen, Antti; Lehesvuori, Sami; Viiri, Jouni

2017-09-01

Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based learning has concentrated on how providing guidance affects learning through inquiry. How guidance for inquiry-based learning could promote learning about inquiry (e.g. epistemic practices) is in need of exploration. A dialogic approach to classroom communication and pedagogical link-making offers possibilities for learners to acquire these practices. The focus of this paper is to analyse the role of different forms of guidance for inquiry-based learning on building the communicative approach applied in classrooms. The data for the study comes from an inquiry-based physics lesson implemented by a group of five pre-service primary science teachers to a class of sixth graders. The lesson was video recorded and the discussions were transcribed. The data was analysed by applying two existing frameworks—one for the forms of guidance provided and another for the communicative approaches applied. The findings illustrate that providing non-specific forms of guidance, such as prompts, caused the communicative approach to be dialogic. On the other hand, providing the learners with specific forms of guidance, such as explanations, shifted the communication to be more authoritative. These results imply that different forms of guidance provided by pre-service teachers can affect the communicative approach applied in inquiry-based science lessons, which affects the possibilities learners are given to connect their existing ideas to the scientific view. Future research should focus on validating these results by also analysing inservice teachers' lessons.

Reduced connectivity and inter-hemispheric symmetry of the sensory system in a rat model of vulnerability to developing depression.

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Ben-Shimol, E; Gass, N; Vollmayr, B; Sartorius, A; Goelman, G

2015-12-03

Defining the markers corresponding to a high risk of developing depression in humans would have major clinical significance; however, few studies have been conducted since they are not only complex but also require homogeneous groups. This study compared congenital learned helpless (cLH) rats, selectively bred for high stress sensitivity and learned helplessness (LH) behavior, to congenital non-learned helpless (cNLH) rats that were bred for resistance to uncontrollable stress. Naïve cLH rats show some depression-like behavior but full LH behavior need additional stress, making this model ideal for studying vulnerability to depression. Resting-state functional connectivity obtained from seed correlation analysis was calculated for multiple regions that were selected by anatomy AND by a data-driven approach, independently. Significance was determined by t-statistic AND by permutation analysis, independently. A significant reduction in functional connectivity was observed by both analyses in the cLH rats in the sensory, motor, cingulate, infralimbic, accumbens and the raphe nucleus. These reductions corresponded primarily to reduced inter-hemispheric connectivity. The main reduction however was in the sensory system. It is argued that reduced connectivity and inter-hemispheric connectivity of the sensory system reflects an internal convergence state which may precede other depressive symptomatology and therefore could be used as markers for vulnerability to the development of depression. Copyright © 2015 IBRO. Published by Elsevier Ltd. All rights reserved.

The Impact of Irish Policy and Legislation on How Adults with Learning Disabilities Make Choices

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Carey, Eileen; Griffiths, Colin

2016-01-01

This paper reflects the impact of policy and legislation in the context of how adults with learning disabilities make choices. Following an overview of policies which have improved choice for people with learning disability in the United Kingdom, this paper reviews "choice" in current Irish policy and legislation. This paper, while…

Photovoltaic system with improved AC connections and method of making same

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Cioffi, Philip Michael; Todorovic, Maja Harfman; Herzog, Michael Scott; Korman, Charles Steven; Doherty, Donald M.; Johnson, Neil Anthony

2018-02-13

An alternating current (AC) harness for a photovoltaic (PV) system includes a wire assembly having a first end and a second end, the wire assembly having a plurality of lead wires, and at least one AC connection module positioned at a location along a length of the wire assembly between the first end and the second end. Further, the at least one AC connection module includes a first connection terminal electrically coupled to the plurality of lead wires of the wire assembly and constructed to electrically couple the wire assembly with an output of a first PV module of the PV system. The at least one AC connection module also includes a second connection terminal electrically coupled to the plurality of lead wires of the wire assembly and constructed to electrically couple the wire assembly with an output of a second PV module of the PV system.

Understanding psychiatric disorder by capturing ecologically relevant features of learning and decision-making.

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Scholl, Jacqueline; Klein-Flügge, Miriam

2017-09-28

Recent research in cognitive neuroscience has begun to uncover the processes underlying increasingly complex voluntary behaviours, including learning and decision-making. Partly this success has been possible by progressing from simple experimental tasks to paradigms that incorporate more ecological features. More specifically, the premise is that to understand cognitions and brain functions relevant for real life, we need to introduce some of the ecological challenges that we have evolved to solve. This often entails an increase in task complexity, which can be managed by using computational models to help parse complex behaviours into specific component mechanisms. Here we propose that using computational models with tasks that capture ecologically relevant learning and decision-making processes may provide a critical advantage for capturing the mechanisms underlying symptoms of disorders in psychiatry. As a result, it may help develop mechanistic approaches towards diagnosis and treatment. We begin this review by mapping out the basic concepts and models of learning and decision-making. We then move on to consider specific challenges that emerge in realistic environments and describe how they can be captured by tasks. These include changes of context, uncertainty, reflexive/emotional biases, cost-benefit decision-making, and balancing exploration and exploitation. Where appropriate we highlight future or current links to psychiatry. We particularly draw examples from research on clinical depression, a disorder that greatly compromises motivated behaviours in real-life, but where simpler paradigms have yielded mixed results. Finally, we highlight several paradigms that could be used to help provide new insights into the mechanisms of psychiatric disorders. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

Connecting Music, Art, and Science for Increased Creativity and Topic Engagement

Directory of Open Access Journals (Sweden)

Tamara L. McNealy

2013-08-01

Full Text Available ‘Attention spans have shortened,’ is a common phrase often used in reference to today’s college students. As faculty and instructors, we need to address this issue through the utilization of innovative and creative techniques that aid in making our subjects accessible to our students. Connecting a serious topic such as microbiology with a ‘fun’ activity can increase student engagement and learning. Ideas to maintain student attention on a subject include providing information in 15- to 20-minute blocks, giving one- to two-minute assignments, and providing an active learning activity at least once per hour. But what if we could also increase their engagement with science by connecting it to things they already think of outside of class, and, in addition, make science thinking interdisciplinary? I have recently introduced exercises that connect music and art to various microbiology topics in my class. The creative processes in art and science have much in common. Albert Einstein recognized that both science and art delve into the mysterious by stating, “The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science” (1. Connecting these subjects in the minds of our students will help them realize the importance of technology, industry, and progress in science and simultaneously emphasize the importance of art, music, and the humanities. The tools presented here will encourage students to connect new science information through the music and art they already know and, therefore, provide increased engagement and retention of the new knowledge. These techniques used in a microbiology class increased the amount of time spent thinking about new information, increased engagement with the information being presented, and encouraged critical thinking of microbiology topics. These tools were used in an upper level microbiology course, but the techniques can be easily incorporated into any course

Connecting Students and Policymakers through Science and Service-Learning

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Szymanski, D. W.

2017-12-01

Successful collaborations in community science require the participation of non-scientists as advocates for the use of science in addressing complex problems. This is especially true, but particularly difficult, with respect to the wicked problems of sustainability. The complicated, unsolvable, and inherently political nature of challenges like climate change can provoke cynicism and apathy about the use of science. While science education is a critical part of preparing all students to address wicked problems, it is not sufficient. Non-scientists must also learn how to advocate for the role of science in policy solutions. Fortunately, the transdisciplinary nature of sustainability provides a venue for engaging all undergraduates in community science, regardless of major. I describe a model for involving non-science majors in a form of service-learning, where the pursuit of community science becomes a powerful pedagogical tool for civic engagement. Bentley University is one of the few stand-alone business schools in the United States and provides an ideal venue to test this model, given that 95% of Bentley's 4000 undergraduates major in a business discipline. The technology-focused business program is combined with an integrated arts & sciences curriculum and experiential learning opportunities though the nationally recognized Bentley Service-Learning and Civic Engagement Center. In addition to a required general education core that includes the natural sciences, students may opt to complete a second major in liberal studies with thematic concentrations like Earth, Environment, and Global Sustainability. In the course Science in Environmental Policy, students may apply to complete a service-learning project for an additional course credit. The smaller group of students then act as consultants, conducting research for a non-profit organization in the Washington, D.C. area involved in geoscience policy. At the end of the semester, students travel to D.C. and present

Advanced Machine Learning for Classification, Regression, and Generation in Jet Physics

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CERN. Geneva

2017-01-01

There is a deep connection between machine learning and jet physics - after all, jets are defined by unsupervised learning algorithms. Jet physics has been a driving force for studying modern machine learning in high energy physics. Domain specific challenges require new techniques to make full use of the algorithms. A key focus is on understanding how and what the algorithms learn. Modern machine learning techniques for jet physics are demonstrated for classification, regression, and generation. In addition to providing powerful baseline performance, we show how to train complex models directly on data and to generate sparse stacked images with non-uniform granularity.

We learn to write by reading, but writing can make you smarter We learn to write by reading, but writing can make you smarter

Directory of Open Access Journals (Sweden)

Stephen Krashen

2008-04-01

Full Text Available My goal in this paper is to make two points: 1. Writing style does not come from writing or from direct instruction, but from reading. 2. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Reading A substantial amount of research slrongly suggests that wc learn to write by reading. To be more precise, wc acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instruction, is consistent with what is known about language acquisition: Most of language acquisition takes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982. Thus, if you wrile a page a day, your writing style or your command of mechanics will not improve. On Ihe other hand, other good things may result from your writing, as we shall see in the second section of this paper. My goal in this paper is to make two points: 1. Writing style does not come from writing or from direct instruction, but from reading. 2. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Reading A substantial amount of research slrongly suggests that wc learn to write by reading. To be more precise, wc acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instruction, is consistent with what is known about language acquisition: Most of language acquisition takes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982. Thus, if you wrile a page a day, your writing style or your command of mechanics will not improve. On Ihe other hand, other good things may result from your writing, as we shall see in the second section of this paper.

Mobile learning in medicine

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Serkan Güllüoüǧlu, Sabri

2013-03-01

This paper outlines the main infrastructure for implicating mobile learning in medicine and present a sample mobile learning application for medical learning within the framework of mobile learning systems. Mobile technology is developing nowadays. In this case it will be useful to develop different learning environments using these innovations in internet based distance education. M-learning makes the most of being on location, providing immediate access, being connected, and acknowledges learning that occurs beyond formal learning settings, in places such as the workplace, home, and outdoors. Central to m-learning is the principle that it is the learner who is mobile rather than the device used to deliver m learning. The integration of mobile technologies into training has made learning more accessible and portable. Mobile technologies make it possible for a learner to have access to a computer and subsequently learning material and activities; at any time and in any place. Mobile devices can include: mobile phone, personal digital assistants (PDAs), personal digital media players (eg iPods, MP3 players), portable digital media players, portable digital multimedia players. Mobile learning (m-learning) is particularly important in medical education, and the major users of mobile devices are in the field of medicine. The contexts and environment in which learning occurs necessitates m-learning. Medical students are placed in hospital/clinical settings very early in training and require access to course information and to record and reflect on their experiences while on the move. As a result of this paper, this paper strives to compare and contrast mobile learning with normal learning in medicine from various perspectives and give insights and advises into the essential characteristics of both for sustaining medical education.

It's all connected: Pathways in visual object recognition and early noun learning.

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Smith, Linda B

2013-11-01

A developmental pathway may be defined as the route, or chain of events, through which a new structure or function forms. For many human behaviors, including object name learning and visual object recognition, these pathways are often complex and multicausal and include unexpected dependencies. This article presents three principles of development that suggest the value of a developmental psychology that explicitly seeks to trace these pathways and uses empirical evidence on developmental dependencies among motor development, action on objects, visual object recognition, and object name learning in 12- to 24-month-old infants to make the case. The article concludes with a consideration of the theoretical implications of this approach. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Controlling Uncertainty Decision Making and Learning in Complex Worlds

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Osman, Magda

2010-01-01

Controlling Uncertainty: Decision Making and Learning in Complex Worlds reviews and discusses the most current research relating to the ways we can control the uncertain world around us.: Features reviews and discussions of the most current research in a number of fields relevant to controlling uncertainty, such as psychology, neuroscience, computer science and engineering; Presents a new framework that is designed to integrate a variety of disparate fields of research; Represents the first book of its kind to provide a general overview of work related to understanding control

Sharpened cortical tuning and enhanced cortico-cortical communication contribute to the long-term neural mechanisms of visual motion perceptual learning.

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Chen, Nihong; Bi, Taiyong; Zhou, Tiangang; Li, Sheng; Liu, Zili; Fang, Fang

2015-07-15

Much has been debated about whether the neural plasticity mediating perceptual learning takes place at the sensory or decision-making stage in the brain. To investigate this, we trained human subjects in a visual motion direction discrimination task. Behavioral performance and BOLD signals were measured before, immediately after, and two weeks after training. Parallel to subjects' long-lasting behavioral improvement, the neural selectivity in V3A and the effective connectivity from V3A to IPS (intraparietal sulcus, a motion decision-making area) exhibited a persistent increase for the trained direction. Moreover, the improvement was well explained by a linear combination of the selectivity and connectivity increases. These findings suggest that the long-term neural mechanisms of motion perceptual learning are implemented by sharpening cortical tuning to trained stimuli at the sensory processing stage, as well as by optimizing the connections between sensory and decision-making areas in the brain. Copyright © 2015 Elsevier Inc. All rights reserved.

Create, compose, connect! reading, writing, and learning with digital tools

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Hyler, Jeremy

2014-01-01

Find out how to incorporate digital tools into your English language arts class to improve students' reading, writing, listening, and speaking skills. Authors Jeremy Hyler and Troy Hicks show you that technology is not just about making a lesson engaging; it's about helping students become effective creators and consumers of information in today's fast-paced world. You'll learn how to use mobile technologies to teach narrative, informational, and argument writing as well as visual literacy and multimodal research. Each chapter is filled with exciting lesson plans and tech tool suggestions that you can take back to your own classroom immediately.

Oxytocin selectively facilitates learning with social feedback and increases activity and functional connectivity in emotional memory and reward processing regions.

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Hu, Jiehui; Qi, Song; Becker, Benjamin; Luo, Lizhu; Gao, Shan; Gong, Qiyong; Hurlemann, René; Kendrick, Keith M

2015-06-01

In male Caucasian subjects, learning is facilitated by receipt of social compared with non-social feedback, and the neuropeptide oxytocin (OXT) facilitates this effect. In this study, we have first shown a cultural difference in that male Chinese subjects actually perform significantly worse in the same reinforcement associated learning task with social (emotional faces) compared with non-social feedback. Nevertheless, in two independent double-blind placebo (PLC) controlled between-subject design experiments we found OXT still selectively facilitated learning with social feedback. Similar to Caucasian subjects this OXT effect was strongest with feedback using female rather than male faces. One experiment performed in conjunction with functional magnetic resonance imaging showed that during the response, but not feedback phase of the task, OXT selectively increased activity in the amygdala, hippocampus, parahippocampal gyrus and putamen during the social feedback condition, and functional connectivity between the amygdala and insula and caudate. Therefore, OXT may be increasing the salience and reward value of anticipated social feedback. In the PLC group, response times and state anxiety scores during social feedback were associated with signal changes in these same regions but not in the OXT group. OXT may therefore have also facilitated learning by reducing anxiety in the social feedback condition. Overall our results provide the first evidence for cultural differences in social facilitation of learning per se, but a similar selective enhancement of learning with social feedback under OXT. This effect of OXT may be associated with enhanced responses and functional connectivity in emotional memory and reward processing regions. © 2015 Wiley Periodicals, Inc.

Reward-related learning via multiple memory systems.

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Delgado, Mauricio R; Dickerson, Kathryn C

2012-07-15

The application of a neuroeconomic approach to the study of reward-related processes has provided significant insights in our understanding of human learning and decision making. Much of this research has focused primarily on the contributions of the corticostriatal circuitry, involved in trial-and-error reward learning. As a result, less consideration has been allotted to the potential influence of different neural mechanisms such as the hippocampus or to more common ways in human society in which information is acquired and utilized to reach a decision, such as through explicit instruction rather than trial-and-error learning. This review examines the individual contributions of multiple learning and memory neural systems and their interactions during human decision making in both normal and neuropsychiatric populations. Specifically, the anatomical and functional connectivity across multiple memory systems are highlighted to suggest that probing the role of the hippocampus and its interactions with the corticostriatal circuitry via the application of model-based neuroeconomic approaches may provide novel insights into neuropsychiatric populations that suffer from damage to one of these structures and as a consequence have deficits in learning, memory, or decision making. Copyright © 2012 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

Connecting Representations: Using Predict, Check, Explain

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Roy, George J.; Fueyo, Vivian; Vahey, Philip; Knudsen, Jennifer; Rafanan, Ken; Lara-Meloy, Teresa

2016-01-01

Although educators agree that making connections with the real world, as advocated by "Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014), is important, making such connections while addressing important mathematics is elusive. The authors have found that math content coupled with the instructional strategy of…

One University Making a Difference in Graduate Education: Caring in the Online Learning Environment.

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Brown, Cynthia J; Wilson, Carol B

2016-12-01

As online education gains momentum, strategies to promote student engagement, develop social presence, and create a virtual community are essential for students' successful learning. A university with a philosophy grounded in caring developed two strategies for the graduate online education setting. These two strategies intentionally promote caring for self and others as a means to foster engagement, social presence, and a vibrant online community. One strategy was online Caring Groups, that is, small groups of four to five nursing students created each semester in one of the students' required courses in the online setting. The second strategy was the creation of two Caring Connections online sites, one for master of science in nursing students and one for doctorate in education nursing students. The sites were developed external to required courses to provide support for the online students throughout the graduate programs. Each site provides an ongoing space for students and faculty to post and discuss inspirational quotes, self-care tips, music, and photographs. The online Caring Groups and Caring Connections sites will be described, including how they were created, how they are used by students, how faculty support students, lessons learned, and how Caring Groups are integrated into the curriculum. © The Author(s) 2016.

Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?

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Brauer, Heike; Wilde, Matthias

2018-02-01

Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to differentiate the beliefs about their students' learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers' beliefs about their own learning are identical to those about their students' learning. Using a sample of pre-service teachers, we measured general beliefs about "constructivist" and "transmissive" learning and science-specific beliefs about "connectivity" and "taking pre-concepts into account". We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students' science learning remain closely tied to their own.

KEEFEKTIFAN MODEL CONNECTED DAN INTEGRATED DALAM PEMBELAJARAN IPS SMP DI KOTA YOGYAKARTA

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Idrus idrus

2011-01-01

Full Text Available This research aimed to: (1 analyze the differences in social studies learning achievement between the students using connected and integrated models and those using conventional model; and (2 analyze the hierarchy of the effect of the learning models  among the connected, integrated, and conventional. This experimental research employed a matching post-test comparison group design. The population of this research was National Standardized Schools of Junior Secondary Schools in Yogyakarta. The technique used for sample drawing was multistage sampling. In this research, the independent variable was the learning model which consisted of three categories: integrated, connected, and conventional models. The dependent variable was the mean score of students’ learning achievement in social studies subject. Data collection was done by means of an achievement test. Instrument validation was done by discriminating power and difficulty index, while the reliability was calculated by KR-20. The pre-requisite  test included normality and homogeneity tests. The normality test used Kolmogorov-Smirnov and the homogeneity test used Levene Test. Data were analyzed in one way anova analysis and continued with Scheffe comparison test on the significance level of 0.05. The results of the experiment show that there are  significant difference among the students’ learning achievement who used integrated, connected, and conventional models. The continued test using Scheffe ensured that the integrated model was more effective than the connected and conventional models, while the connected model was more effective in improving the students’ learning achievement in social studies subject compared with the conventional model. Therefore, the hierarchy of the effect of the learning models is first the integrated model followed by connected and conventional models. Key words: Connected, Integrated Models, Social Studies Learning

Learning to improve medical decision making from imbalanced data without a priori cost.

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Wan, Xiang; Liu, Jiming; Cheung, William K; Tong, Tiejun

2014-12-05

In a medical data set, data are commonly composed of a minority (positive or abnormal) group and a majority (negative or normal) group and the cost of misclassifying a minority sample as a majority sample is highly expensive. This is the so-called imbalanced classification problem. The traditional classification functions can be seriously affected by the skewed class distribution in the data. To deal with this problem, people often use a priori cost to adjust the learning process in the pursuit of optimal classification function. However, this priori cost is often unknown and hard to estimate in medical decision making. In this paper, we propose a new learning method, named RankCost, to classify imbalanced medical data without using a priori cost. Instead of focusing on improving the class-prediction accuracy, RankCost is to maximize the difference between the minority class and the majority class by using a scoring function, which translates the imbalanced classification problem into a partial ranking problem. The scoring function is learned via a non-parametric boosting algorithm. We compare RankCost to several representative approaches on four medical data sets varying in size, imbalanced ratio, and dimension. The experimental results demonstrate that unlike the currently available methods that often perform unevenly with different priori costs, RankCost shows comparable performance in a consistent manner. It is a challenging task to learn an effective classification model based on imbalanced data in medical data analysis. The traditional approaches often use a priori cost to adjust the learning of the classification function. This work presents a novel approach, namely RankCost, for learning from medical imbalanced data sets without using a priori cost. The experimental results indicate that RankCost performs very well in imbalanced data classification and can be a useful method in real-world applications of medical decision making.

Decision Making in Reinforcement Learning Using a Modified Learning Space Based on the Importance of Sensors

Directory of Open Access Journals (Sweden)

Yasutaka Kishima

2013-01-01

Full Text Available Many studies have been conducted on the application of reinforcement learning (RL to robots. A robot which is made for general purpose has redundant sensors or actuators because it is difficult to assume an environment that the robot will face and a task that the robot must execute. In this case, -space on RL contains redundancy so that the robot must take much time to learn a given task. In this study, we focus on the importance of sensors with regard to a robot’s performance of a particular task. The sensors that are applicable to a task differ according to the task. By using the importance of the sensors, we try to adjust the state number of the sensors and to reduce the size of -space. In this paper, we define the measure of importance of a sensor for a task with the correlation between the value of each sensor and reward. A robot calculates the importance of the sensors and makes the size of -space smaller. We propose the method which reduces learning space and construct the learning system by putting it in RL. In this paper, we confirm the effectiveness of our proposed system with an experimental robot.

Grade 7 students' normative decision making in science learning about global warming through science technology and society (STS) approach

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Luengam, Piyanuch; Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

This study reported Grade 7 students' normative decision making in teaching and learning about global warming through science technology and society (STS) approach. The participants were 43 Grade 7 students in Sungkom, Nongkhai, Thailand. The teaching and learning about global warming through STS approach had carried out for 5 weeks. The global warming unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' normative decision making was collected during their learning by questionnaire, participant observation, and students' tasks. Students' normative decision making were analyzed from both pre-and post-intervention and students' ideas during the intervention. The aspects of normative include influences of global warming on technology and society; influences of values, culture, and society on global warming; and influences of technology on global warming. The findings revealed that students have chance to learn science concerning with the relationship between science, technology, and society through their giving reasons about issues related to global warming. The paper will discuss implications of these for science teaching and learning through STS in Thailand.

Improving policy making through government-industry policy learning: The case of a novel Swedish policy framework

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Stigson, Peter; Dotzauer, Erik; Yan Jinyue

2009-01-01

Climate change poses an unprecedented challenge for policy makers. This paper analyzes how industry sector policy expertise can contribute to improved policy making processes. Previous research has identified that policy making benefit by including non-governmental policy analysts in learning processes. Recent climate and energy policy developments, including amendments and the introduction of new initiatives, have rendered current policy regimes as novel to both governments and the industry. This increases business investment risk perceptions and may thus reduce the effectiveness and efficiency of the policy framework. In order to explore how government-industry policy learning can improve policy making in this context, this article studied the Swedish case. A literature survey analyzed how policy learning had been previously addressed, identifying that the current situation regarding novel policies had been overlooked. Interviews provided how industrial actors view Swedish policy implementation processes and participatory aspects thereof. The authors conclude that an increased involvement of the industry sector in policy design and management processes can be an important measure to improve the effectiveness and efficiency of climate and energy policies

Ecosystem Services Valuation as an Opportunity for Inquiry Learning

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Taylor, Zachary P.; Bennett, Drew E.

2016-01-01

Teaching ecosystem services provides an ideal opportunity to use inquiry-based learning to help students make connections between ecological, geological, and social systems. The idea of ecosystem services, or the benefits nature provides to society, has emerged as a key concept in a host of environmental fields and is just beginning to gain…

Vectorization of optically sectioned brain microvasculature: learning aids completion of vascular graphs by connecting gaps and deleting open-ended segments.

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Kaufhold, John P; Tsai, Philbert S; Blinder, Pablo; Kleinfeld, David

2012-08-01

A graph of tissue vasculature is an essential requirement to model the exchange of gasses and nutriments between the blood and cells in the brain. Such a graph is derived from a vectorized representation of anatomical data, provides a map of all vessels as vertices and segments, and may include the location of nonvascular components, such as neuronal and glial somata. Yet vectorized data sets typically contain erroneous gaps, spurious endpoints, and spuriously merged strands. Current methods to correct such defects only address the issue of connecting gaps and further require manual tuning of parameters in a high dimensional algorithm. To address these shortcomings, we introduce a supervised machine learning method that (1) connects vessel gaps by "learned threshold relaxation"; (2) removes spurious segments by "learning to eliminate deletion candidate strands"; and (3) enforces consistency in the joint space of learned vascular graph corrections through "consistency learning." Human operators are only required to label individual objects they recognize in a training set and are not burdened with tuning parameters. The supervised learning procedure examines the geometry and topology of features in the neighborhood of each vessel segment under consideration. We demonstrate the effectiveness of these methods on four sets of microvascular data, each with >800(3) voxels, obtained with all optical histology of mouse tissue and vectorization by state-of-the-art techniques in image segmentation. Through statistically validated sampling and analysis in terms of precision recall curves, we find that learning with bagged boosted decision trees reduces equal-error error rates for threshold relaxation by 5-21% and strand elimination performance by 18-57%. We benchmark generalization performance across datasets; while improvements vary between data sets, learning always leads to a useful reduction in error rates. Overall, learning is shown to more than halve the total error

A role of decision-making competency in science learning utilizing a social valuation framework

Science.gov (United States)

Katsuo, Akihito

2005-11-01

The role of decision-making in learning performance has been an occasional topic in the research literature in science education, but rarely has it been a central issue in the field. Nonetheless, recent studies regarding the topic in several fields other than education, such as cognitive neuroscience and social choice theory, indicate the fundamental importance(s) of the topic. This study focuses on a possible role of decision-making in science learning. Initially the study was designed to probe the decision-making ability of elementary school children with a modified version of the Iowa Gambling Task (IGT). The experiment involved six Montessori 3rd and 4th grade students as the experimental group and eight public school 3rd and 4th grade students as the control group. The result of the modified IGT revealed a tendency in choice trajectories favoring children at the Montessori school. However, the probabilistic value went below the statistically significant level set by the U test. A further study focused on the impact of better decision-making ability revealed in the first experiment on performances with a science learning module that emphasized collective reasoning. The instruction was based on a set of worksheets with multiple choices on which students were asked to make predictions with and to provide supportive arguments regarding outcomes of experiments introduced in the worksheet. Then the whole class was involved with a real experiment to see which choice was correct. The findings in the study indicated that the Montessori students often obtained higher scores than non-Montessori students in making decision with a tendency of consistency in terms of their choices of the alternatives on the worksheets. The findings of the experiments were supported by a correlational analysis that was performed at the end of study. Although no statistically significant correlations were found, there was a tendency for positively associative shifts between the scores of the

USING A MULTI CRITERIA DECISION MAKING APPROACH FOR OPEN AND DISTANCE LEARNING SYSTEM SELECTION

OpenAIRE

KAMIŞLI ÖZTÜRK, Zehra

2015-01-01

Today, there's a wide variety of open and distance learning (ODL) systems around the world. Herein, for lifelong learning how to select an ODL program becomes a critic question for a learner who wants to extent abilities on his/her career path. This is a complex decision problem with interdependent criteria. The Analytic Network Process (ANP) is a multicriteria decision making methodology  that  reflects  these  interdependencies.  Within &...

Structural Graphical Lasso for Learning Mouse Brain Connectivity

KAUST Repository

Yang, Sen; Sun, Qian; Ji, Shuiwang; Wonka, Peter; Davidson, Ian; Ye, Jieping

2015-01-01

Investigations into brain connectivity aim to recover networks of brain regions connected by anatomical tracts or by functional associations. The inference of brain networks has recently attracted much interest due to the increasing availability

Practice guidelines in the context of primary care, learning and usability in the physicians' decision-making process--a qualitative study.

Science.gov (United States)

Ingemansson, Maria; Bastholm-Rahmner, Pia; Kiessling, Anna

2014-08-20

Decision-making is central for general practitioners (GP). Practice guidelines are important tools in this process but implementation of them in the complex context of primary care is a challenge. The purpose of this study was to explore how GPs approach, learn from and use practice guidelines in their day-to-day decision-making process in primary care. A qualitative approach using focus-group interviews was chosen in order to provide in-depth information. The participants were 22 GPs with a median of seven years of experience in primary care, representing seven primary healthcare centres in Stockholm, Sweden in 2011. The interviews focused on how the GPs use guidelines in their decision-making, factors that influence their decision how to approach these guidelines, and how they could encourage the learning process in routine practice.Data were analysed by qualitative content analysis. Meaning units were condensed and grouped in categories. After interpreting the content in the categories, themes were created. Three themes were conceptualized. The first theme emphasized to use guidelines by interactive contextualized dialogues. The categories underpinning this theme: 1. Feedback by peer-learning 2. Feedback by collaboration, mutual learning, and equality between specialties, identified important ways to achieve this learning dialogue. Confidence was central in the second theme, learning that establishes confidence to provide high quality care. Three aspects of confidence were identified in the categories of this theme: 1. Confidence by confirmation, 2. Confidence by reliability and 3. Confidence by evaluation of own results. In the third theme, learning by use of relevant evidence in the decision-making process, we identified two categories: 1. Design and lay-out visualizing the evidence 2. Accessibility adapted to the clinical decision-making process as prerequisites for using the practice guidelines. Decision-making in primary care is a dual process that involves

Keeping conceptual boundaries distinct between decision making and learning is necessary to understand social influence.

Science.gov (United States)

Le Mens, Gaël

2014-02-01

Bentley et al. make the deliberate choice to blur the distinction between learning and decision making. This obscures the social influence mechanisms that operate in the various empirical settings that their map aims to categorize. Useful policy prescriptions, however, require an accurate understanding of the social influence mechanisms that underlie the dynamics of popularity.

TU-CD-BRD-01: Making Incident Learning Practical and Useful: Challenges and Previous Experiences

International Nuclear Information System (INIS)

Ezzell, G.

2015-01-01

It has long been standard practice in radiation oncology to report internally when a patient’s treatment has not gone as planned and to report events to regulatory agencies when legally required. Most potential errors are caught early and never affect the patient. Quality assurance steps routinely prevent errors from reaching the patient, and these “near misses” are much more frequent than treatment errors. A growing number of radiation oncology facilities have implemented incident learning systems to report and analyze both errors and near misses. Using the term “incident learning” instead of “event reporting” emphasizes the need to use these experiences to change the practice and make future errors less likely and promote an educational, non-punitive environment. There are challenges in making such a system practical and effective. Speakers from institutions of different sizes and practice environments will share their experiences on how to make such a system work and what benefits their clinics have accrued. Questions that will be addressed include: How to create a system that is easy for front line staff to access How to motivate staff to report How to promote the system as positive and educational and not punitive or demeaning How to organize the team for reviewing and responding to reports How to prioritize which reports to discuss in depth How not to dismiss the rest How to identify underlying causes How to design corrective actions and implement change How to develop useful statistics and analysis tools How to coordinate a departmental system with a larger risk management system How to do this without a dedicated quality manager Some speakers’ experience is with in-house systems and some will share experience with the AAPM/ASTRO national Radiation Oncology Incident Learning System (RO-ILS). Reports intended to be of value nationally need to be comprehensible to outsiders; examples of useful reports will be shown. There will be ample time set

TU-CD-BRD-01: Making Incident Learning Practical and Useful: Challenges and Previous Experiences

Energy Technology Data Exchange (ETDEWEB)

Ezzell, G. [Mayo Clinic Arizona (United States)

2015-06-15

It has long been standard practice in radiation oncology to report internally when a patient’s treatment has not gone as planned and to report events to regulatory agencies when legally required. Most potential errors are caught early and never affect the patient. Quality assurance steps routinely prevent errors from reaching the patient, and these “near misses” are much more frequent than treatment errors. A growing number of radiation oncology facilities have implemented incident learning systems to report and analyze both errors and near misses. Using the term “incident learning” instead of “event reporting” emphasizes the need to use these experiences to change the practice and make future errors less likely and promote an educational, non-punitive environment. There are challenges in making such a system practical and effective. Speakers from institutions of different sizes and practice environments will share their experiences on how to make such a system work and what benefits their clinics have accrued. Questions that will be addressed include: How to create a system that is easy for front line staff to access How to motivate staff to report How to promote the system as positive and educational and not punitive or demeaning How to organize the team for reviewing and responding to reports How to prioritize which reports to discuss in depth How not to dismiss the rest How to identify underlying causes How to design corrective actions and implement change How to develop useful statistics and analysis tools How to coordinate a departmental system with a larger risk management system How to do this without a dedicated quality manager Some speakers’ experience is with in-house systems and some will share experience with the AAPM/ASTRO national Radiation Oncology Incident Learning System (RO-ILS). Reports intended to be of value nationally need to be comprehensible to outsiders; examples of useful reports will be shown. There will be ample time set

Making Real Life Connections and Engaging High School Students as They Become Climate Detectives using data obtained through JOIDES Resolution Expedition 341

Science.gov (United States)

Chegwidden, D.; Mote, A. S.; Manley, J.; Ledley, T. S.; Haddad, N.; Ellins, K.; Lynds, S. E.

2016-02-01

Texas is a state that values and supports an Earth Science curriculum, and as an experienced educator in Texas, I find it crucial to educate my students about the various Ocean Science careers that exist and also be able to use the valuable data that is obtained in a core sample from the ocean floor. "Climate Detective" is an EarthLabs module that is supported by TERC and International Ocean Discovery Program (IODP) Expedition 341. This module contains hands-on activities, many opportunities to interpret actual data from a core sample, and collaborative team skills to solve a problem. Through the module, students are able to make real connections with scientists when they understand various roles aboard the JOIDES Resolution. Students can also visually experience real-time research via live video streaming within the research vessel. In my classroom, the use of the "Climate Detective" not only establishes a beneficial relationship between teacher and marine scientists, but such access to the data also helps enhance the climate-related concepts and explanatory procedures involved in obtaining reports. Data is applied to a challenge question for all student groups to answer at the end of the module. This Project-based learning module emphasizes different forms of evidence and requires that learners apply different inquiry approaches to build the knowledge each one needs to acquire, as they become climate-literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's systems and climate change. In addition, this experience has led me to become an advocate who promotes vigorous classroom discussion among my students; additionally, I am encouraged to collaborate with other educators through the delivery of professional development across the state of Texas. Regularly, I connect with scientists in my classroom and such connection truly enriches not only my personal knowledge, but also provides a

A hierarchical model for structure learning based on the physiological characteristics of neurons

Institute of Scientific and Technical Information of China (English)

WEI Hui

2007-01-01

Almost all applications of Artificial Neural Networks (ANNs) depend mainly on their memory ability.The characteristics of typical ANN models are fixed connections,with evolved weights,globalized representations,and globalized optimizations,all based on a mathematical approach.This makes those models to be deficient in robustness,efficiency of learning,capacity,anti-jamming between training sets,and correlativity of samples,etc.In this paper,we attempt to address these problems by adopting the characteristics of biological neurons in morphology and signal processing.A hierarchical neural network was designed and realized to implement structure learning and representations based on connected structures.The basic characteristics of this model are localized and random connections,field limitations of neuron fan-in and fan-out,dynamic behavior of neurons,and samples represented through different sub-circuits of neurons specialized into different response patterns.At the end of this paper,some important aspects of error correction,capacity,learning efficiency,and soundness of structural representation are analyzed theoretically.This paper has demonstrated the feasibility and advantages of structure learning and representation.This model can serve as a fundamental element of cognitive systems such as perception and associative memory.Key-words structure learning,representation,associative memory,computational neuroscience

Applications of Generative Learning for the Survey of International Economics Course

Science.gov (United States)

Sharp, David C.; Knowlton, Dave S.; Weiss, Renee E.

2005-01-01

Generative learning provides students with opportunities to organize course content, integrate new content with students' current knowledge, and elaborate on course content by making connections to real-world events. These opportunities promote less reliance on professors' lectures and simultaneously create more self-reliance among students. The…

How Different Forms of Policy Learning Influence Each Other: Case Studies from Austrian Innovation Policy-Making

OpenAIRE

Biegelbauer, Peter

2016-01-01

This paper investigates the question whether different forms of policy learning influence each other. The focus is on relationships between different forms of policy learning, which are explored on the basis of case study research in the field of research, technology and innovation policy-making in Austria. Methods utilised are expert interviews and document analysis besides literature and media recherché. With the goal to better understand the mechanisms behind learning processes, different ...

Neural dynamics of learning sound-action associations.

Directory of Open Access Journals (Sweden)

Adam McNamara

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

Categorization = Decision Making + Generalization

Science.gov (United States)

Seger, Carol A; Peterson, Erik J.

2013-01-01

We rarely, if ever, repeatedly encounter exactly the same situation. This makes generalization crucial for real world decision making. We argue that categorization, the study of generalizable representations, is a type of decision making, and that categorization learning research would benefit from approaches developed to study the neuroscience of decision making. Similarly, methods developed to examine generalization and learning within the field of categorization may enhance decision making research. We first discuss perceptual information processing and integration, with an emphasis on accumulator models. We then examine learning the value of different decision making choices via experience, emphasizing reinforcement learning modeling approaches. Next we discuss how value is combined with other factors in decision making, emphasizing the effects of uncertainty. Finally, we describe how a final decision is selected via thresholding processes implemented by the basal ganglia and related regions. We also consider how memory related functions in the hippocampus may be integrated with decision making mechanisms and contribute to categorization. PMID:23548891

Evolution 2.0. The Unexpected Learning Experience of Making a Digital Archive

Science.gov (United States)

Andersen, Casper; Bek-Thomsen, Jakob; Clasen, Mathias; Grumsen, Stine Slot; Hjermitslev, Hans Henrik; Kjærgaard, Peter C.

2013-03-01

Studies in the history of science and education have documented that the reception and understanding of evolutionary theory is highly contingent on local factors such as school systems, cultural traditions, religious beliefs, and language. This has important implications for teaching evolution in primary and secondary schools. No universal strategy can be applied in overcoming the barriers of learning that exist and that are part of the practical and daily life in classrooms all over the world. In light of this, a huge challenge is to make high standard teaching materials fit to specific target audiences readily available. As more and more schools require teachers to use low cost or free web-based materials, in the research community we need to take seriously how to facilitate that demand in communication strategies on evolution. This article addresses this challenge by presenting the learning experience of making a digital archive of Danish Darwin editions that marked the beginnings of a series of public engagement and teaching initiatives including, among other things, comprehensive new websites, exhibits, lecture series, television documentaries, and a computer game.

Making Cooperative Learning Groups Work.

Science.gov (United States)

Hawley, James; De Jong, Cherie

1995-01-01

Discusses the use of cooperative-learning groups with middle school students. Describes cooperative-learning techniques, including group roles, peer evaluation, and observation and monitoring. Considers grouping options, including group size and configuration, dyads, the think-pair-share lecture, student teams achievement divisions, jigsaw groups,…

Emotions as a Vehicle for Rationality: Rational Decision Making Models Based on Emotion-Related Valuing and Hebbian Learning

NARCIS (Netherlands)

Treur, J.; Umair, M.

2015-01-01

In this paper an adaptive decision model based on predictive loops through feeling states is analysed from the perspective of rationality. Hebbian learning is considered for different types of connections in the decision model. To assess the extent of rationality, a measure is introduced reflecting

Supervised hub-detection for brain connectivity

DEFF Research Database (Denmark)

Kasenburg, Niklas; Liptrot, Matthew George; Reislev, Nina Linde

2016-01-01

, but can smooth discriminative signals in the population, degrading predictive performance. We present a novel hub-detection optimized for supervised learning that both clusters network nodes based on population level variation in connectivity and also takes the learning problem into account. The found......A structural brain network consists of physical connections between brain regions. Brain network analysis aims to find features associated with a parameter of interest through supervised prediction models such as regression. Unsupervised preprocessing steps like clustering are often applied...... hubs are a low-dimensional representation of the network and are chosen based on predictive performance as features for a linear regression. We apply our method to the problem of finding age-related changes in structural connectivity. We compare our supervised hub-detection (SHD) to an unsupervised hub...

Going Online to Make Learning Count

Directory of Open Access Journals (Sweden)

Cathy Brigham

2011-01-01

Full Text Available Adult students often come to higher education with college-level learning that they have acquired outside of the classroom – from the workplace, military service, self-study, or hobbies. For decades, many forward-thinking colleges and universities have been offering services to evaluate that learning and award it college credit that counts towards a degree. However, for a range of reasons, not every institution can offer prior learning assessment (PLA in every discipline or for every student. With funding from several U.S. philanthropic organizations, the Council for Adult and Experiential Learning (CAEL is launching Learning Counts, a national online service that will offer students a range of opportunities to have their learning evaluated for college credit. This online service will expand the capacity of institutions offering PLA to students and provide an efficient and scalable delivery mechanism for the awarding of credit through PLA.

Adults Learn in a Different Way

Directory of Open Access Journals (Sweden)

Ema Perme

1996-12-01

Full Text Available Due to demand of praxis a new programme on a field of adult education has been created. The advisers at Job Centre in Maribor have namely established the fact that there is a great number of unemployed who take part in different educational programmes to become more competitive on labour market and whose motivation for further learning/education is on a very low level. The presence of fear in them can also be connected with the lack of knowledge of different learning techniques. • Adults Learn in a Different Way' is a programme designed to help those with motivation problems and/or problems with using appropriate learning techniques. During the 16 hour programme participants work on the following topics: • ways the adults learn, • the significance of different learning types, • importance of music for more successful learning, • strategies for making learning plan, • learning techniques with an emphasis on mindmaping, • how to define concrete learning goals, • how to reach goals concerning our own personal significance and abilities. Seven experimental realisations in the past year showed some very encouraging results. With the help of anonymous questionnaires and personal talks with participants 6 months after they had attended the programme we got first feedback information. All the participants find the programme useful and the content of it helpful for making their own learning plan and strategies. They are able to concentrate better, they are able to reach their learning goals step by step as planned and they would all recommend the programme to their friends and acquaintances.

Statistical Learning and Adaptive Decision-Making Underlie Human Response Time Variability in Inhibitory Control

Directory of Open Access Journals (Sweden)

Ning eMa

2015-08-01

Full Text Available Response time (RT is an oft-reported behavioral measure in psychological and neurocognitive experiments, but the high level of observed trial-to-trial variability in this measure has often limited its usefulness. Here, we combine computational modeling and psychophysics to examine the hypothesis that fluctuations in this noisy measure reflect dynamic computations in human statistical learning and corresponding cognitive adjustments. We present data from the stop-signal task, in which subjects respond to a go stimulus on each trial, unless instructed not to by a subsequent, infrequently presented stop signal. We model across-trial learning of stop signal frequency, P(stop, and stop-signal onset time, SSD (stop-signal delay, with a Bayesian hidden Markov model, and within-trial decision-making with an optimal stochastic control model. The combined model predicts that RT should increase with both expected P(stop and SSD. The human behavioral data (n=20 bear out this prediction, showing P(stop and SSD both to be significant, independent predictors of RT, with P(stop being a more prominent predictor in 75% of the subjects, and SSD being more prominent in the remaining 25%. The results demonstrate that humans indeed readily internalize environmental statistics and adjust their cognitive/behavioral strategy accordingly, and that subtle patterns in RT variability can serve as a valuable tool for validating models of statistical learning and decision-making. More broadly, the modeling tools presented in this work can be generalized to a large body of behavioral paradigms, in order to extract insights about cognitive and neural processing from apparently quite noisy behavioral measures. We also discuss how this behaviorally validated model can then be used to conduct model-based analysis of neural data, in order to help identify specific brain areas for representing and encoding key computational quantities in learning and decision-making.

Statistical learning and adaptive decision-making underlie human response time variability in inhibitory control.

Science.gov (United States)

Ma, Ning; Yu, Angela J

2015-01-01

Response time (RT) is an oft-reported behavioral measure in psychological and neurocognitive experiments, but the high level of observed trial-to-trial variability in this measure has often limited its usefulness. Here, we combine computational modeling and psychophysics to examine the hypothesis that fluctuations in this noisy measure reflect dynamic computations in human statistical learning and corresponding cognitive adjustments. We present data from the stop-signal task (SST), in which subjects respond to a go stimulus on each trial, unless instructed not to by a subsequent, infrequently presented stop signal. We model across-trial learning of stop signal frequency, P(stop), and stop-signal onset time, SSD (stop-signal delay), with a Bayesian hidden Markov model, and within-trial decision-making with an optimal stochastic control model. The combined model predicts that RT should increase with both expected P(stop) and SSD. The human behavioral data (n = 20) bear out this prediction, showing P(stop) and SSD both to be significant, independent predictors of RT, with P(stop) being a more prominent predictor in 75% of the subjects, and SSD being more prominent in the remaining 25%. The results demonstrate that humans indeed readily internalize environmental statistics and adjust their cognitive/behavioral strategy accordingly, and that subtle patterns in RT variability can serve as a valuable tool for validating models of statistical learning and decision-making. More broadly, the modeling tools presented in this work can be generalized to a large body of behavioral paradigms, in order to extract insights about cognitive and neural processing from apparently quite noisy behavioral measures. We also discuss how this behaviorally validated model can then be used to conduct model-based analysis of neural data, in order to help identify specific brain areas for representing and encoding key computational quantities in learning and decision-making.

Changes in visual and sensory-motor resting-state functional connectivity support motor learning by observing

Science.gov (United States)

McGregor, Heather R.

2015-01-01

Motor learning occurs not only through direct first-hand experience but also through observation (Mattar AA, Gribble PL. Neuron 46: 153–160, 2005). When observing the actions of others, we activate many of the same brain regions involved in performing those actions ourselves (Malfait N, Valyear KF, Culham JC, Anton JL, Brown LE, Gribble PL. J Cogn Neurosci 22: 1493–1503, 2010). Links between neural systems for vision and action have been reported in neurophysiological (Strafella AP, Paus T. Neuroreport 11: 2289–2292, 2000; Watkins KE, Strafella AP, Paus T. Neuropsychologia 41: 989–994, 2003), brain imaging (Buccino G, Binkofski F, Fink GR, Fadiga L, Fogassi L, Gallese V, Seitz RJ, Zilles K, Rizzolatti G, Freund HJ. Eur J Neurosci 13: 400–404, 2001; Iacoboni M, Woods RP, Brass M, Bekkering H, Mazziotta JC, Rizzolatti G. Science 286: 2526–2528, 1999), and eye tracking (Flanagan JR, Johansson RS. Nature 424: 769–771, 2003) studies. Here we used a force field learning paradigm coupled with resting-state fMRI to investigate the brain areas involved in motor learning by observing. We examined changes in resting-state functional connectivity (FC) after an observational learning task and found a network consisting of V5/MT, cerebellum, and primary motor and somatosensory cortices in which changes in FC were correlated with the amount of motor learning achieved through observation, as assessed behaviorally after resting-state fMRI scans. The observed FC changes in this network are not due to visual attention to motion or observation of movement errors but rather are specifically linked to motor learning. These results support the idea that brain networks linking action observation and motor control also facilitate motor learning. PMID:25995349

Changes in visual and sensory-motor resting-state functional connectivity support motor learning by observing.

Science.gov (United States)

McGregor, Heather R; Gribble, Paul L

2015-07-01

Motor learning occurs not only through direct first-hand experience but also through observation (Mattar AA, Gribble PL. Neuron 46: 153-160, 2005). When observing the actions of others, we activate many of the same brain regions involved in performing those actions ourselves (Malfait N, Valyear KF, Culham JC, Anton JL, Brown LE, Gribble PL. J Cogn Neurosci 22: 1493-1503, 2010). Links between neural systems for vision and action have been reported in neurophysiological (Strafella AP, Paus T. Neuroreport 11: 2289-2292, 2000; Watkins KE, Strafella AP, Paus T. Neuropsychologia 41: 989-994, 2003), brain imaging (Buccino G, Binkofski F, Fink GR, Fadiga L, Fogassi L, Gallese V, Seitz RJ, Zilles K, Rizzolatti G, Freund HJ. Eur J Neurosci 13: 400-404, 2001; Iacoboni M, Woods RP, Brass M, Bekkering H, Mazziotta JC, Rizzolatti G. Science 286: 2526-2528, 1999), and eye tracking (Flanagan JR, Johansson RS. Nature 424: 769-771, 2003) studies. Here we used a force field learning paradigm coupled with resting-state fMRI to investigate the brain areas involved in motor learning by observing. We examined changes in resting-state functional connectivity (FC) after an observational learning task and found a network consisting of V5/MT, cerebellum, and primary motor and somatosensory cortices in which changes in FC were correlated with the amount of motor learning achieved through observation, as assessed behaviorally after resting-state fMRI scans. The observed FC changes in this network are not due to visual attention to motion or observation of movement errors but rather are specifically linked to motor learning. These results support the idea that brain networks linking action observation and motor control also facilitate motor learning. Copyright © 2015 the American Physiological Society.

A Tensor Statistical Model for Quantifying Dynamic Functional Connectivity.

Science.gov (United States)

Zhu, Yingying; Zhu, Xiaofeng; Kim, Minjeong; Yan, Jin; Wu, Guorong

2017-06-01

Functional connectivity (FC) has been widely investigated in many imaging-based neuroscience and clinical studies. Since functional Magnetic Resonance Image (MRI) signal is just an indirect reflection of brain activity, it is difficult to accurately quantify the FC strength only based on signal correlation. To address this limitation, we propose a learning-based tensor model to derive high sensitivity and specificity connectome biomarkers at the individual level from resting-state fMRI images. First, we propose a learning-based approach to estimate the intrinsic functional connectivity. In addition to the low level region-to-region signal correlation, latent module-to-module connection is also estimated and used to provide high level heuristics for measuring connectivity strength. Furthermore, sparsity constraint is employed to automatically remove the spurious connections, thus alleviating the issue of searching for optimal threshold. Second, we integrate our learning-based approach with the sliding-window technique to further reveal the dynamics of functional connectivity. Specifically, we stack the functional connectivity matrix within each sliding window and form a 3D tensor where the third dimension denotes for time. Then we obtain dynamic functional connectivity (dFC) for each individual subject by simultaneously estimating the within-sliding-window functional connectivity and characterizing the across-sliding-window temporal dynamics. Third, in order to enhance the robustness of the connectome patterns extracted from dFC, we extend the individual-based 3D tensors to a population-based 4D tensor (with the fourth dimension stands for the training subjects) and learn the statistics of connectome patterns via 4D tensor analysis. Since our 4D tensor model jointly (1) optimizes dFC for each training subject and (2) captures the principle connectome patterns, our statistical model gains more statistical power of representing new subject than current state

Big data analytics : predicting traffic flow regimes from simulated connected vehicle messages using data analytics and machine learning.

Science.gov (United States)

2016-12-25

The key objectives of this study were to: 1. Develop advanced analytical techniques that make use of a dynamically configurable connected vehicle message protocol to predict traffic flow regimes in near-real time in a virtual environment and examine ...

Computational prediction of multidisciplinary team decision-making for adjuvant breast cancer drug therapies: a machine learning approach.

Science.gov (United States)

Lin, Frank P Y; Pokorny, Adrian; Teng, Christina; Dear, Rachel; Epstein, Richard J

2016-12-01

Multidisciplinary team (MDT) meetings are used to optimise expert decision-making about treatment options, but such expertise is not digitally transferable between centres. To help standardise medical decision-making, we developed a machine learning model designed to predict MDT decisions about adjuvant breast cancer treatments. We analysed MDT decisions regarding adjuvant systemic therapy for 1065 breast cancer cases over eight years. Machine learning classifiers with and without bootstrap aggregation were correlated with MDT decisions (recommended, not recommended, or discussable) regarding adjuvant cytotoxic, endocrine and biologic/targeted therapies, then tested for predictability using stratified ten-fold cross-validations. The predictions so derived were duly compared with those based on published (ESMO and NCCN) cancer guidelines. Machine learning more accurately predicted adjuvant chemotherapy MDT decisions than did simple application of guidelines. No differences were found between MDT- vs. ESMO/NCCN- based decisions to prescribe either adjuvant endocrine (97%, p = 0.44/0.74) or biologic/targeted therapies (98%, p = 0.82/0.59). In contrast, significant discrepancies were evident between MDT- and guideline-based decisions to prescribe chemotherapy (87%, p machine learning models. A machine learning approach based on clinicopathologic characteristics can predict MDT decisions about adjuvant breast cancer drug therapies. The discrepancy between MDT- and guideline-based decisions regarding adjuvant chemotherapy implies that certain non-clincopathologic criteria, such as patient preference and resource availability, are factored into clinical decision-making by local experts but not captured by guidelines.

A Method for Using Adjacency Matrices to Analyze the Connections Students Make within and between Concepts: The Case of Linear Algebra

Science.gov (United States)

Selinski, Natalie E.; Rasmussen, Chris; Wawro, Megan; Zandieh, Michelle

2014-01-01

The central goals of most introductory linear algebra courses are to develop students' proficiency with matrix techniques, to promote their understanding of key concepts, and to increase their ability to make connections between concepts. In this article, we present an innovative method using adjacency matrices to analyze students' interpretation…

Deep Learning for ECG Classification

Science.gov (United States)

Pyakillya, B.; Kazachenko, N.; Mikhailovsky, N.

2017-10-01

The importance of ECG classification is very high now due to many current medical applications where this problem can be stated. Currently, there are many machine learning (ML) solutions which can be used for analyzing and classifying ECG data. However, the main disadvantages of these ML results is use of heuristic hand-crafted or engineered features with shallow feature learning architectures. The problem relies in the possibility not to find most appropriate features which will give high classification accuracy in this ECG problem. One of the proposing solution is to use deep learning architectures where first layers of convolutional neurons behave as feature extractors and in the end some fully-connected (FCN) layers are used for making final decision about ECG classes. In this work the deep learning architecture with 1D convolutional layers and FCN layers for ECG classification is presented and some classification results are showed.

Book Review ~ Control and Constraint in e-Learning: Choosing when to choose (by Jon Dron

Directory of Open Access Journals (Sweden)

Reviewed by: Terry Anderson

2007-06-01

Full Text Available I have been waiting for a couple of years now for a work that successfully ties together the emerging social software/ Web 2.0 scene with established theory and practice of distance education. Unfortunately, I did not write it myself. However, Jon Dron has created the first in what I assume will be a series of writing, research, and experimentation (his and the work of many others that helps us harness the affordances of social software for formal and informal learning. Social software makes use of the emerging Semantic Web and Web 2.0 technologies to enhance learning provided through a ubiquitously connected lifelong learning population, an abundance of learning content, and judicious use of agents to make it easy.

Wireless device connection problems and design solutions

Science.gov (United States)

Song, Ji-Won; Norman, Donald; Nam, Tek-Jin; Qin, Shengfeng

2016-09-01

Users, especially the non-expert users, commonly experience problems when connecting multiple devices with interoperability. While studies on multiple device connections are mostly concentrated on spontaneous device association techniques with a focus on security aspects, the research on user interaction for device connection is still limited. More research into understanding people is needed for designers to devise usable techniques. This research applies the Research-through-Design method and studies the non-expert users' interactions in establishing wireless connections between devices. The "Learning from Examples" concept is adopted to develop a study focus line by learning from the expert users' interaction with devices. This focus line is then used for guiding researchers to explore the non-expert users' difficulties at each stage of the focus line. Finally, the Research-through-Design approach is used to understand the users' difficulties, gain insights to design problems and suggest usable solutions. When connecting a device, the user is required to manage not only the device's functionality but also the interaction between devices. Based on learning from failures, an important insight is found that the existing design approach to improve single-device interaction issues, such as improvements to graphical user interfaces or computer guidance, cannot help users to handle problems between multiple devices. This study finally proposes a desirable user-device interaction in which images of two devices function together with a system image to provide the user with feedback on the status of the connection, which allows them to infer any required actions.

Making Connections: YAAN as a Paper Blog?

Directory of Open Access Journals (Sweden)

Cindy Welch

2010-04-01

Full Text Available Brooke Shields is a descendant of Louis XIV; Emmett Smith is seven percent Native American; and Matthew Broderick’s ancestor fought at Gettysburg. We learn these things courtesy of a new television show called “Who Do you think You Are?,” which follows the rich and famous as they trace their family trees. For me, one of [...

Using Mind Maps to Make Student Questioning Effective : Learning Outcomes of a Principle-Based Scenario for Teacher Guidance

NARCIS (Netherlands)

Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob

2018-01-01

Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this

The Impact of Cooperative Learning on Developing the Sixth Grade Students Decision-Making Skill and Academic Achievement

Science.gov (United States)

Asha, Intisar K.; Al Hawi, Asma M.

2016-01-01

This study aimed at investigating the effect of cooperative learning on developing the sixth graders' decision making skill and their academic achievement. The study sample, which was selected randomly, consisted of (46) students and divided into two groups: the experimental group that taught using the cooperative learning strategy and the control…

Teaching students in place: the languages of third space learning

Science.gov (United States)

Morawski, Cynthia M.

2017-09-01

With a perceptive eye cast on geoscience pedagogy for students labeled as disabled, Martinez-Álvarez makes important contributions to the existing conversation on placed-based learning. It is in our local backyards, from the corner basketball court, to the mud bank of a city lake, to the adjacent field where rocky outcrops spill down to a forgotten farmer's field, that we find rich working material for connecting self and community, moving students' out-of-school experiences that feature their cultural and linguistic knowledge, from misconceptions to "alternative conceptions." Informed by her insights regarding the learning of students whose literacy does not match conventional classroom practice, geoscience learning in the place of third space can act as a model of meaning making across the entire curriculum. In the pages that follow, I transact, both aesthetically and efferently, with Martinez-Álvarez's text as she presents her research on special ways of learning in placed-based geoscience explorations with bilingual children experiencing disabilities.

A Feedback Learning and Mental Models Perspective on Strategic Decision Making

OpenAIRE

Capelo, Carlos; Dias, João Ferreira

2009-01-01

This study aims to be a contribution to a theoretical model that explains the effectiveness of the learning and decision-making processes by means of a feedback and mental models perspective. With appropriate mental models, managers should be able to improve their capacity to deal with dynamically complex contexts, in order to achieve long-term success. We present a set of hypotheses about the influence of feedback information and systems thinking facilitation on mental models and manag...

A New Delay Connection for Long Short-Term Memory Networks.

Science.gov (United States)

Wang, Jianyong; Zhang, Lei; Chen, Yuanyuan; Yi, Zhang

2017-12-17

Connections play a crucial role in neural network (NN) learning because they determine how information flows in NNs. Suitable connection mechanisms may extensively enlarge the learning capability and reduce the negative effect of gradient problems. In this paper, a new delay connection is proposed for Long Short-Term Memory (LSTM) unit to develop a more sophisticated recurrent unit, called Delay Connected LSTM (DCLSTM). The proposed delay connection brings two main merits to DCLSTM with introducing no extra parameters. First, it allows the output of the DCLSTM unit to maintain LSTM, which is absent in the LSTM unit. Second, the proposed delay connection helps to bridge the error signals to previous time steps and allows it to be back-propagated across several layers without vanishing too quickly. To evaluate the performance of the proposed delay connections, the DCLSTM model with and without peephole connections was compared with four state-of-the-art recurrent model on two sequence classification tasks. DCLSTM model outperformed the other models with higher accuracy and F1[Formula: see text]score. Furthermore, the networks with multiple stacked DCLSTM layers and the standard LSTM layer were evaluated on Penn Treebank (PTB) language modeling. The DCLSTM model achieved lower perplexity (PPL)/bit-per-character (BPC) than the standard LSTM model. The experiments demonstrate that the learning of the DCLSTM models is more stable and efficient.

Increased corticolimbic connectivity in cocaine dependence versus pathological gambling is associated with drug severity and emotion-related impulsivity.

Science.gov (United States)

Contreras-Rodríguez, Oren; Albein-Urios, Natalia; Vilar-López, Raquel; Perales, Jose C; Martínez-Gonzalez, Jose M; Fernández-Serrano, Maria J; Lozano-Rojas, Oscar; Clark, Luke; Verdejo-García, Antonio

2016-05-01

Neural biomarkers for the active detrimental effects of cocaine dependence (CD) are lacking. Direct comparisons of brain connectivity in cocaine-targeted networks between CD and behavioural addictions (i.e. pathological gambling, PG) may be informative. This study therefore contrasted the resting-state functional connectivity networks of 20 individuals with CD, 19 individuals with PG and 21 healthy individuals (controls). Study groups were assessed to rule out psychiatric co-morbidities (except alcohol abuse and nicotine dependence) and current substance use or gambling (except PG). We first examined global connectivity differences in the corticolimbic reward network and then utilized seed-based analyses to characterize the connectivity of regions displaying between-group differences. We examined the relationships between seed-based connectivity and trait impulsivity and cocaine severity. CD compared with PG displayed increased global functional connectivity in a large-scale ventral corticostriatal network involving the orbitofrontal cortex, caudate, thalamus and amygdala. Seed-based analyses showed that CD compared with PG exhibited enhanced connectivity between the orbitofrontal and subgenual cingulate cortices and between caudate and lateral prefrontal cortex, which are involved in representing the value of decision-making feedback. CD and PG compared with controls showed overlapping connectivity changes between the orbitofrontal and dorsomedial prefrontal cortices and between amygdala and insula, which are involved in stimulus-outcome learning. Orbitofrontal-subgenual cingulate cortical connectivity correlated with impulsivity and caudate/amygdala connectivity correlated with cocaine severity. We conclude that CD is linked to enhanced connectivity in a large-scale ventral corticostriatal-amygdala network that is relevant to decision making and likely to reflect an active cocaine detrimental effect. © 2015 Society for the Study of Addiction.

Reward-dependent learning in neuronal networks for planning and decision making.

Science.gov (United States)

Dehaene, S; Changeux, J P

2000-01-01

gives access to enhanced rates of learning via an elementary process of internal or covert mental simulation. We have recently applied these ideas to a new model, developed with M. Kerszberg, which hypothesizes that prefrontal cortex and its reward-related connections contribute crucially to conscious effortful tasks. This model distinguishes two main computational spaces within the human brain: a unique global workspace composed of distributed and heavily interconnected neurons with long-range axons, and a set of specialized and modular perceptual, motor, memory, evaluative and attentional processors. We postulate that workspace neurons are mobilized in effortful tasks for which the specialized processors do not suffice; they selectively mobilize or suppress, through descending connections, the contribution of specific processor neurons. In the course of task performance, workspace neurons become spontaneously co-activated, forming discrete though variable spatio-temporal patterns subject to modulation by vigilance signals and to selection by reward signals. A computer simulation of the Stroop task shows workspace activation to increase during acquisition of a novel task, effortful execution, and after errors. This model makes predictions concerning the spatio-temporal activation patterns during brain imaging of cognitive tasks, particularly concerning the conditions of activation of dorsolateral prefrontal cortex and anterior cingulate, their relation to reward mechanisms, and their specific reaction during error processing.

Mathematics Connection: Editorial Policies

African Journals Online (AJOL)

Focus and Scope. MATHEMATICS CONNECTION aims at providing a forum to promote the development of Mathematics Education in Ghana. Articles that seek to enhance the teaching and/or learning of mathematics at all levels of the educational system are welcome ...

“Toward socially responsible agents: integrating attachment and learning in emotional decision-making,”

OpenAIRE

M. Ben Moussa and N. Magnenat-Thalmann

2013-01-01

Our goal is to create socially responsible agents either robots or virtual humans. In this paper we present an integration of emotions attachment and learning in emotional decision making to achieve this goal. Based on emerging psychological theories we aim at building human like emotional decision making where emotions play a central role in selecting the next action to be performed by the agent. Here we present our own approach for emotion appraisal where we use emotional attachment as an i...

Applying Consumer and Homemaking Skills to Jobs and Careers. Secondary Learning Guide 13. Project Connect. Linking Self-Family-Work.

Science.gov (United States)

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on applying consumer and homemaking skills to jobs and careers is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative…

Deal or No Deal: using games to improve student learning, retention and decision-making

Science.gov (United States)

Chow, Alan F.; Woodford, Kelly C.; Maes, Jeanne

2011-03-01

Student understanding and retention can be enhanced and improved by providing alternative learning activities and environments. Education theory recognizes the value of incorporating alternative activities (games, exercises and simulations) to stimulate student interest in the educational environment, enhance transfer of knowledge and improve learned retention with meaningful repetition. In this case study, we investigate using an online version of the television game show, 'Deal or No Deal', to enhance student understanding and retention by playing the game to learn expected value in an introductory statistics course, and to foster development of critical thinking skills necessary to succeed in the modern business environment. Enhancing the thinking process of problem solving using repetitive games should also improve a student's ability to follow non-mathematical problem-solving processes, which should improve the overall ability to process information and make logical decisions. Learning and retention are measured to evaluate the success of the students' performance.

Learning in PV trends and future prospects

International Nuclear Information System (INIS)

Schaeffer, G.J.; De Moor, H.H.C.

2004-06-01

For large scale application of PV cost reduction is essential. It is shown in this study that the price evolution is on track and even accelerating the last 15 years. Using an experience curve approach a learning rate of little over 20% was found consistent with other studies. As data were collected for small rooftop grid connected systems, it could be shown that this learning rate is not only found for modules, but also for BOS (all costs apart from the modules) in Germany as well as in the Netherlands. Projections of the future price of PV systems show that a learning rate of at least 20% is needed to make introduction of PV affordable. It is very effective to invest in learning, thus increasing the learning rate, as well as developing market segments were the value of PV is higher, such as residential PV systems in southern Europe

Gestures Enhance Foreign Language Learning

Directory of Open Access Journals (Sweden)

Manuela Macedonia

2012-11-01

Full Text Available Language and gesture are highly interdependent systems that reciprocally influence each other. For example, performing a gesture when learning a word or a phrase enhances its retrieval compared to pure verbal learning. Although the enhancing effects of co-speech gestures on memory are known to be robust, the underlying neural mechanisms are still unclear. Here, we summarize the results of behavioral and neuroscientific studies. They indicate that the neural representation of words consists of complex multimodal networks connecting perception and motor acts that occur during learning. In this context, gestures can reinforce the sensorimotor representation of a word or a phrase, making it resistant to decay. Also, gestures can favor embodiment of abstract words by creating it from scratch. Thus, we propose the use of gesture as a facilitating educational tool that integrates body and mind.

A study on the role of influence group in public policy making

Directory of Open Access Journals (Sweden)

Abbas Monavarian

2014-09-01

Full Text Available Nowadays, learning more about influence groups on public policy making is one of most important subjects of management science. Governments are the primary sources for public policy making but influenced groups participate indirectly and while they remain out of power, they put pressure on many decisions. Some of participants in public policy making are not influenced groups but mostly, due to their participation in policy public making matter are called influenced groups. This research, from practical research purpose and method view, is a descriptive research and survey branch. The study investigates the effect of university based Iranian Sociological Association on public policy making. The study designs a questionnaire in Likert scale and distributes it among some experts. The results of our survey indicate that that Iranian Sociological Association could influence on public policy making through elite and prominent leaders, self-knowledge and information, elective campaigns, stimulation and connecting with people and other groups.

Creating a Connected Community: Lessons Learned from the Western New York Beacon Community

Science.gov (United States)

Maloney, Nancy; Heider, Arvela R.; Rockwood, Amy; Singh, Ranjit

2014-01-01

Introduction: Secure exchange of clinical data among providers has the potential to improve quality, safety, efficiency, and reduce duplication. Many communities are experiencing challenges in building effective health information exchanges (HIEs). Previous studies have focused on financial and technical issues regarding HIE development. This paper describes the Western New York (WNY) HIE growth and lessons learned about accelerating progress to become a highly connected community. Methods: HEALTHeLINK, with funding from the Office of the National Coordinator for Health Information Technology (ONC) under the Beacon Community Program, expanded HIE usage in eight counties. The communitywide transformation process used three main drivers: (1) a communitywide Electronic Health Record (EHR) adoption program; (2) clinical transformation partners; and (3) HIE outreach and infrastructure development. Results: ONC Beacon Community funding allowed WNY to achieve a new level in the use of interoperable HIE. Electronic delivery of results into the EHR expanded from 23 practices in 2010 to 222 practices in 2013, a tenfold increase. There were more than 12.5 million results delivered electronically (HL7 messages) to 222 practices’ EHRs via the HIE in 2013. Use of a secure portal and Virtual Health Record (VHR) to access reports (those not delivered directly to the EHR) also increased significantly, from 13,344 report views in 2010 to over 600,000 in 2013. Discussion and Conclusion: The WNY Beacon successfully expanded the sharing of clinical information among different sources of data and providers, creating a highly connected community to improve the quality and continuity of care. Technical, organizational, and community lessons described in this paper should prove beneficial to others as they pursue efforts to create connected communities. PMID:25848618

Agile learning for the attention challenge in classrooms

DEFF Research Database (Denmark)

Chongtay, Rocio

2015-01-01

Nowadays, in many educational institutions, students can be connected to the Internet continuously, thus giving them the opportunity to access relevant course material as needed. However this scenario also allows them to access any other type of online distractions, which makes harder to compete...... for the students’ attention and more challenging to engage them in the learning process. This paper presents an instructional design that includes elements from Project-Based Learning (PBL) and Agile methodologies to provide collaborative and practical learning skills during a product development process......-PBL improves the learning experience, which is reflected in a higher attendance rate as well as higher percentage of students passing the course. However possible issues implementing Agile-PBL need to be taken into consideration and are also discussed here, including planning and time constraints in trying...

Seamless Language Learning: Second Language Learning with Social Media

Science.gov (United States)

Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh

2017-01-01

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. it promotes social…

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...

Learning in the Digital Age: Control or Connection?

Science.gov (United States)

Van Galen, Jane

2013-01-01

In October 2011, 200 state school officers and legislators gathered at a hotel in San Francisco to learn how to "revolutionize" learning by "personalizing" instruction. The occasion was former Florida Gov. Jeb Bush's second annual National Summit on Education Reform. The topic was digital learning. The vision of digitally managed curriculum and…

Semantic connections: exploring and manipulating connections in smart spaces

NARCIS (Netherlands)

Vlist, van der B.J.J.; Niezen, G.; Hu, J.; Feijs, L.M.G.

2010-01-01

In envisioned smart environments, enabled by ubiquitous computing technologies, electronic objects will be able to interconnect and interoperate. How will users of such smart environments make sense of the connections that are made and the information that is exchanged? This Internet of Things could

Data-based decision making for teacher and student learning : a psychological perspective on the role of the teacher

NARCIS (Netherlands)

Prenger, Rilana; Schildkamp, Kim

2018-01-01

Data-based decision-making has the potential to increase student achievement results. Data-based decision-making can be defined as teachers’ systematic analysis of data sources in order to study and adapt their educational practices for the purpose of maximizing learning results. Teachers must apply

Place-based Learning About Climate with Elementary GLOBE

Science.gov (United States)

Hatheway, B.; Gardiner, L. S.; Harte, T.; Stanitski, D.; Taylor, J.

2017-12-01

Place-based education - helping students make connections between themselves, their community, and their local environment - is an important tool to help young learners understand their regional climate and start to learn about climate and environmental change. Elementary GLOBE storybooks and learning activities allow opportunities for place-based education instructional strategies about climate. In particular, two modules in the Elementary GLOBE unit - Seasons and Climate - provide opportunities for students to explore their local climate and environment. The storybooks and activities also make connections to other parts of elementary curriculum, such as arts, geography, and math. Over the long term, place-based education can also encourage students to be stewards of their local environment. A strong sense of place may help students to see themselves as stakeholders in their community and its resilience. In places that are particularly vulnerable to the impacts of climate and environmental change and the economic, social, and environmental tradeoffs of community decisions, helping young students developing a sense of place and to see the connection between Earth science, local community, and their lives can have a lasting impact on how a community evolves for decades to come. Elementary GLOBE was designed to help elementary teachers (i.e., grades K-4) integrate Earth system science topics into their curriculum as they teach literacy skills to students. This suite of instructional materials includes seven modules. Each module contains a science-based storybook and learning activities that support the science content addressed in the storybooks. Elementary GLOBE modules feature air quality, climate, clouds, Earth system, seasons, soil, and water. New eBooks allow students to read stories on computers or tablets, with the option of listening to each story with an audio recording. A new Elementary GLOBE Teacher Implementation Guide, published in 2017, provides

How Analysts Cognitively “Connect the Dots”

Energy Technology Data Exchange (ETDEWEB)

Bradel, Lauren; Self, Jessica S.; Endert, Alexander; Hossain, Shahriar M.; North, Chris; Ramakrishnan, Naren

2013-06-04

As analysts attempt to make sense of a collection of documents, such as intelligence analysis reports, they may wish to “connect the dots” between pieces of information that may initially seem unrelated. This process of synthesizing information between information requires users to make connections between pairs of documents, creating a conceptual story. We conducted a user study to analyze the process by which users connect pairs of documents and how they spatially arrange information. Users created conceptual stories that connected the dots using organizational strategies that ranged in complexity. We propose taxonomies for cognitive connections and physical structures used when trying to “connect the dots” between two documents. We compared the user-created stories with a data-mining algorithm that constructs chains of documents using co-occurrence metrics. Using the insight gained into the storytelling process, we offer design considerations for the existing data mining algorithm and corresponding tools to combine the power of data mining and the complex cognitive processing of analysts.

The influence of interdisciplinary collaboration on decision making: a framework to analyse stakeholder coalitions, evolution and learning in strategic delta planning

Science.gov (United States)

Vermoolen, Myrthe; Hermans, Leon

2015-04-01

The sustained development of urbanizing deltas requires that conflicting interests are reconciled, in an environment characterized by technical complexity and knowledge limitations. However, integrating ideas and establishing cooperation between actors with different backgrounds and roles still proves a challenge. Agreeing on strategic choices is difficult and implementation of agreed plans may lead to unanticipated and unintended outcomes. How can individual disciplinary perspectives come together and establish a broadly-supported and well-informed plan, the implementation of which contributes to sustainable delta development? The growing recognition of this need to bring together different stakeholders and different disciplinary perspectives runs parallel to a paradigm shift from 'hard' hydrological engineering to multi-functional and more 'soft' hydrological engineering in water management. As a result, there is now more attention for interdisciplinary collaboration that not only takes the physical characteristics of water systems into account, but also the interaction between physical and societal components of these systems. Thus, it is important to study interdisciplinary collaboration and how this influences decision-making. Our research looks into this connection, using a case in delta planning in the Netherlands, where there have been several (attempts for) integration of spatial planning and flood risk/ water management, e.g. in the case of the Dutch Delta Programme. This means that spatial designers and their designs play an important role in the strategic delta planning process as well, next to civil engineers, etc. This study explores the roles of stakeholders, experts and policy makers in interdisciplinary decision-making in dynamic delta planning processes, using theories and methods that focus on coalitions, learning and changes over time in policy and planning processes. This requires an expansion of the existing frameworks to study

Conceptual Frameworks for the Workplace Change Adoption Process: Elements Integration from Decision Making and Learning Cycle Process.

Science.gov (United States)

Radin Umar, Radin Zaid; Sommerich, Carolyn M; Lavender, Steve A; Sanders, Elizabeth; Evans, Kevin D

2018-05-14

Sound workplace ergonomics and safety-related interventions may be resisted by employees, and this may be detrimental to multiple stakeholders. Understanding fundamental aspects of decision making, behavioral change, and learning cycles may provide insights into pathways influencing employees' acceptance of interventions. This manuscript reviews published literature on thinking processes and other topics relevant to decision making and incorporates the findings into two new conceptual frameworks of the workplace change adoption process. Such frameworks are useful for thinking about adoption in different ways and testing changes to traditional intervention implementation processes. Moving forward, it is recommended that future research focuses on systematic exploration of implementation process activities that integrate principles from the research literature on sensemaking, decision making, and learning processes. Such exploration may provide the groundwork for development of specific implementation strategies that are theoretically grounded and provide a revised understanding of how successful intervention adoption processes work.

Connecting mathematics learning through spatial reasoning

Science.gov (United States)

Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent

2018-03-01

Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new pathways for mathematics learning, pedagogy and curriculum. Novel analytical tools will map the unknown complex systems linking spatial and mathematical concepts. It will involve the design, implementation and evaluation of a Spatial Reasoning Mathematics Program (SRMP) in Grades 3 to 5. Benefits will be seen through development of critical spatial skills for students, increased teacher capability and informed policy and curriculum across STEM education.

Combining MLC and SVM Classifiers for Learning Based Decision Making: Analysis and Evaluations.

Science.gov (United States)

Zhang, Yi; Ren, Jinchang; Jiang, Jianmin

2015-01-01

Maximum likelihood classifier (MLC) and support vector machines (SVM) are two commonly used approaches in machine learning. MLC is based on Bayesian theory in estimating parameters of a probabilistic model, whilst SVM is an optimization based nonparametric method in this context. Recently, it is found that SVM in some cases is equivalent to MLC in probabilistically modeling the learning process. In this paper, MLC and SVM are combined in learning and classification, which helps to yield probabilistic output for SVM and facilitate soft decision making. In total four groups of data are used for evaluations, covering sonar, vehicle, breast cancer, and DNA sequences. The data samples are characterized in terms of Gaussian/non-Gaussian distributed and balanced/unbalanced samples which are then further used for performance assessment in comparing the SVM and the combined SVM-MLC classifier. Interesting results are reported to indicate how the combined classifier may work under various conditions.

Combining MLC and SVM Classifiers for Learning Based Decision Making: Analysis and Evaluations

Directory of Open Access Journals (Sweden)

Yi Zhang

2015-01-01

Full Text Available Maximum likelihood classifier (MLC and support vector machines (SVM are two commonly used approaches in machine learning. MLC is based on Bayesian theory in estimating parameters of a probabilistic model, whilst SVM is an optimization based nonparametric method in this context. Recently, it is found that SVM in some cases is equivalent to MLC in probabilistically modeling the learning process. In this paper, MLC and SVM are combined in learning and classification, which helps to yield probabilistic output for SVM and facilitate soft decision making. In total four groups of data are used for evaluations, covering sonar, vehicle, breast cancer, and DNA sequences. The data samples are characterized in terms of Gaussian/non-Gaussian distributed and balanced/unbalanced samples which are then further used for performance assessment in comparing the SVM and the combined SVM-MLC classifier. Interesting results are reported to indicate how the combined classifier may work under various conditions.

Visual teaching and learning in the fields of engineering

Directory of Open Access Journals (Sweden)

Kyvete S. Shatri

2015-11-01

Full Text Available Engineering education today is faced with numerous demands that are closely connected with a globalized economy. One of these requirements is to draw the engineers of the future, who are characterized with: strong analytical skills, creativity, ingenuity, professionalism, intercultural communication and leadership. To achieve this effective teaching methods should be used to facilitate and enhance the learning of students and their performance in general, making them able to cope with market demands of a globalized economy. One of these methods is the visualization as a very important method that increases the learning of students. A visual approach in science and in engineering also increases communication, critical thinking and provides analytical approach to various problems. Therefore, this research is aimed to investigate the effect of the use of visualization in the process of teaching and learning in engineering fields and encourage teachers and students to use visual methods for teaching and learning. The results of this research highlight the positive effect that the use of visualization has in the learning process of students and their overall performance. In addition, innovative teaching methods have a good effect in the improvement of the situation. Visualization motivates students to learn, making them more cooperative and developing their communication skills.

Contextual Teaching and Learning for Practitioners

Directory of Open Access Journals (Sweden)

Clemente Charles Hudson

2008-08-01

Full Text Available Contextual Teaching and Learning (CTL is defined as a way to introduce content using a variety of activelearning techniques designed to help students connect what they already know to what they are expected to learn, and to construct new knowledge from the analysis and synthesis of this learning process. A theoretical basis for CTL is outlined, with a focus on Connection, Constructivist, and Active Learning theories. A summary of brain activity during the learning process illustrates the physiological changes and connections that occur during educational activities. Three types of learning scenarios (project-based, goal-based, and inquiry-oriented are presented to illustrate how CTL can be applied by practitioners.

Trail Blazing or Jam Session? Towards a new Concept of Clinical Decision-Making

OpenAIRE

Risør, Torsten

2016-01-01

Manuscript. Published version available at http://dx.doi.org/10.1080/13648470.2016.1239695 Clinical decision-making (CDM) is key in learning to be a doctor as the defining activity in their clinical work. CDM is often portrayed in the literature as similar to ‘trail blazing’; the doctor as the core agent, clearing away obstacles on the path towards diagnosis and treatment. However, in a fieldwork of young doctors in Denmark, it was difficult connect their practice to this image....

Leaders Who Learn: The Intersection of Behavioral Science, Adult Learning and Leadership

Science.gov (United States)

Sabga, Natalya I.

2017-01-01

This study examines if a relationship exists among three rich research streams, specifically the behavioral science of motivation, adult learning and leadership. What motivates adult professionals to continue learning and how is that connected to their style and efficacy as leaders? An extension of literature to connect Andragogy,…

The involvement of the striatum in decision making

Science.gov (United States)

Goulet-Kennedy, Julie; Labbe, Sara; Fecteau, Shirley

2016-01-01

Decision making has been extensively studied in the context of economics and from a group perspective, but still little is known on individual decision making. Here we discuss the different cognitive processes involved in decision making and its associated neural substrates. The putative conductors in decision making appear to be the prefrontal cortex and the striatum. Impaired decision-making skills in various clinical populations have been associated with activity in the prefrontal cortex and in the striatum. We highlight the importance of strengthening the degree of integration of both cognitive and neural substrates in order to further our understanding of decision-making skills. In terms of cognitive paradigms, there is a need to improve the ecological value of experimental tasks that assess decision making in various contexts and with rewards; this would help translate laboratory learnings into real-life benefits. In terms of neural substrates, the use of neuroimaging techniques helps characterize the neural networks associated with decision making; more recently, ways to modulate brain activity, such as in the prefrontal cortex and connected regions (eg, striatum), with noninvasive brain stimulation have also shed light on the neural and cognitive substrates of decision making. Together, these cognitive and neural approaches might be useful for patients with impaired decision-making skills. The drive behind this line of work is that decision-making abilities underlie important aspects of wellness, health, security, and financial and social choices in our daily lives. PMID:27069380

Primary Headaches and School Performance-Is There a Connection?

Science.gov (United States)

Genizi, J; Guidetti, V; Arruda, M A

2017-07-01

Headache is a common complaint among children and adolescents. School functioning is one of the most important life domains impacted by chronic pain in children. This review discusses the epidemiological and pathophysiological connections between headaches and school functioning including a suggested clinical approach. The connection between recurrent and chronic headache and learning disabilities might be psychosocial (fear of failure) or anatomical (malfunctioning of the frontal and prefrontal areas). Only few population-based and clinical studies were done and good studies are still needed in order to understand the complex relationship better. However, relating to our patients' learning and school performance, history is crucial when a child with primary headaches is evaluated. Learning disabilities seem to have a high prevalence among children with primary headache syndromes especially migraine. The connection between the two is complex and might be either part of a common brain pathophysiology and/or a consequence of poor quality of life.

Social interactions elicit rapid shifts in functional connectivity in the social decision-making network of zebrafish.

Science.gov (United States)

Teles, Magda C; Almeida, Olinda; Lopes, João S; Oliveira, Rui F

2015-10-07

According to the social decision-making (SDM) network hypothesis, SDM is encoded in a network of forebrain and midbrain structures in a distributed and dynamic fashion, such that the expression of a given social behaviour is better reflected by the overall profile of activation across the different loci rather than by the activity of a single node. This proposal has the implicit assumption that SDM relies on integration across brain regions, rather than on regional specialization. Here we tested the occurrence of functional localization and of functional connectivity in the SDM network. For this purpose we used zebrafish to map different social behaviour states into patterns of neuronal activity, as indicated by the expression of the immediate early genes c-fos and egr-1, across the SDM network. The results did not support functional localization, as some loci had similar patterns of activity associated with different social behaviour states, and showed socially driven changes in functional connectivity. Thus, this study provides functional support to the SDM network hypothesis and suggests that the neural context in which a given node of the network is operating (i.e. the state of its interconnected areas) is central to its functional relevance. © 2015 The Author(s).

Selective increase of auditory cortico-striatal coherence during auditory-cued Go/NoGo discrimination learning.

Directory of Open Access Journals (Sweden)

Andreas L. Schulz

2016-01-01

Full Text Available Goal directed behavior and associated learning processes are tightly linked to neuronal activity in the ventral striatum. Mechanisms that integrate task relevant sensory information into striatal processing during decision making and learning are implicitly assumed in current reinforcementmodels, yet they are still weakly understood. To identify the functional activation of cortico-striatal subpopulations of connections during auditory discrimination learning, we trained Mongolian gerbils in a two-way active avoidance task in a shuttlebox to discriminate between falling and rising frequency modulated tones with identical spectral properties. We assessed functional coupling by analyzing the field-field coherence between the auditory cortex and the ventral striatum of animals performing the task. During the course of training, we observed a selective increase of functionalcoupling during Go-stimulus presentations. These results suggest that the auditory cortex functionally interacts with the ventral striatum during auditory learning and that the strengthening of these functional connections is selectively goal-directed.

Learning Control: Sense-Making, CNC Machines, and Changes in Vocational Training for Industrial Work

Science.gov (United States)

Berner, Boel

2009-01-01

The paper explores how novices in school-based vocational training make sense of computerized numerical control (CNC) machines. Based on two ethnographic studies in Swedish schools, one from the early 1980s and one from 2006, it analyses change and continuity in the cognitive, social, and emotional processes of learning how to become a machine…

Going Online to Make Learning Count

Science.gov (United States)

Brigham, Cathy; Klein-Collins, Rebecca

2011-01-01

Adult students often come to higher education with college-level learning that they have acquired outside of the classroom--from the workplace, military service, self-study, or hobbies. For decades, many forward-thinking colleges and universities have been offering services to evaluate that learning and award it college credit that counts towards…

Reinforcement learning for microgrid energy management

International Nuclear Information System (INIS)

Kuznetsova, Elizaveta; Li, Yan-Fu; Ruiz, Carlos; Zio, Enrico; Ault, Graham; Bell, Keith

2013-01-01

We consider a microgrid for energy distribution, with a local consumer, a renewable generator (wind turbine) and a storage facility (battery), connected to the external grid via a transformer. We propose a 2 steps-ahead reinforcement learning algorithm to plan the battery scheduling, which plays a key role in the achievement of the consumer goals. The underlying framework is one of multi-criteria decision-making by an individual consumer who has the goals of increasing the utilization rate of the battery during high electricity demand (so as to decrease the electricity purchase from the external grid) and increasing the utilization rate of the wind turbine for local use (so as to increase the consumer independence from the external grid). Predictions of available wind power feed the reinforcement learning algorithm for selecting the optimal battery scheduling actions. The embedded learning mechanism allows to enhance the consumer knowledge about the optimal actions for battery scheduling under different time-dependent environmental conditions. The developed framework gives the capability to intelligent consumers to learn the stochastic environment and make use of the experience to select optimal energy management actions. - Highlights: • A consumer exploits a 2 steps-ahead reinforcement learning for battery scheduling. • The Q-learning based mechanism is fed by the predictions of available wind power. • Wind speed state evolutions are modeled with a Markov chain model. • Optimal scheduling actions are learned through the occurrence of similar scenarios. • The consumer manifests a continuous enhance of his knowledge about optimal actions

Basic roles of key molecules connected with NMDAR signaling pathway on regulating learning and memory and synaptic plasticity

Institute of Scientific and Technical Information of China (English)

Hui Wang; Rui-Yun Peng

2016-01-01

With key roles in essential brain functions ranging from the long-term potentiation (LTP) to synaptic plasticity,the N-methyl-D-aspartic acid receptor (NMDAR) can be considered as one of the fundamental glutamate receptors in the central nervous system.The role of NMDA R was first identified in synaptic plasticity and has been extensively studied.Some molecules,such as Ca2+,postsynaptic density 95 (PSD-95),calcium/calmodulin-dependent protein kinase Ⅱ (CaMK Ⅱ),protein kinase A (PKA),mitogen-activated protein kinase (MAPK) and cyclic adenosine monophosphate (cAMP) responsive element binding protein (CREB),are of special importance in learning and memory.This review mainly focused on the new research of key molecules connected with learning and memory,which played important roles in the NMDAR signaling pathway.

Connecting Functions in Geometry and Algebra

Science.gov (United States)

Steketee, Scott; Scher, Daniel

2016-01-01

One goal of a mathematics education is that students make significant connections among different branches of mathematics. Connections--such as those between arithmetic and algebra, between two-dimensional and three-dimensional geometry, between compass-and-straight-edge constructions and transformations, and between calculus and analytic…

Visual teaching and learning in the fields of engineering

OpenAIRE

Kyvete S. Shatri

2015-01-01

Engineering education today is faced with numerous demands that are closely connected with a globalized economy. One of these requirements is to draw the engineers of the future, who are characterized with: strong analytical skills, creativity, ingenuity, professionalism, intercultural communication and leadership. To achieve this effective teaching methods should be used to facilitate and enhance the learning of students and their performance in general, making them able to cope with market ...

What things make people with a learning disability happy and satisfied with their lives: an inclusive research project.

Science.gov (United States)

Haigh, Anna; Lee, Darren; Shaw, Carl; Hawthorne, Michelle; Chamberlain, Stephen; Newman, David W; Clarke, Zara; Beail, Nigel

2013-01-01

We looked at the research that other people have done about what makes people with a learning disability happy and satisfied with their lives. Researchers call being happy and satisfied with your life 'subjective well-being'. They found out that having things like money and good health does not always mean people are happy. They also found that some people are really happy, even if there are things in their lives they would like to change. None of the people who have done research about 'subjective well-being' have interviewed people with a learning disability about what makes them happy with their lives. We have carried out a study about what makes people with a learning disability happy and satisfied with their lives. This report talks about the research that we did, and what we found out. We interviewed 20 people with a learning disability who said they were very happy and satisfied. We asked them about what things helped them feel like this. The people we spoke to said things like relationships, choice and independence, activities and valuable social roles made them feel satisfied with their lives. They told us about the things that enable them to lead happy lives, and the things that disable them. We also found out about the importance of personal characteristics. These are things like looking on the bright side of life or having ways to manage difficult emotions like sadness or anger. We found out that it is important for people with a learning disability to have good things in their lives, but it is also important to be enabled to access these good things. © 2012 Blackwell Publishing Ltd.

Learning from Tractography

DEFF Research Database (Denmark)

Kasenburg, Niklas

Analysis of structural connections between brain regions enables us to gain insight into the structural architecture of the human brain and into how connections are affected by age or pathology. Tractography is the standard tool for automatic delineation of structural connections or tracts. Post......-processing of tractography results using expert prior knowledge is often performed to ensure a robust delineation. In this thesis, I present a shortest-path tractography (SPT) framework that can automatically incorporate any prior knowledge about the location of a tract. Furthermore, I show how such a prior can be learned...... of a connection and demonstrate their application in connectivity-based parcellation. Network models are a common way to represent structural connections of the whole brain. With supervised learning methods, features are extracted from these networks and are associated with a parameter of interest. Dimensionality...

A case study for measuring Informal Learning in PLEs

Directory of Open Access Journals (Sweden)

Francisco J. García-Peñalvo

2014-04-01

Full Text Available The technological support for learning and teaching processes is constantly changing. Information and Communication Technologies (ICT applied to education, cause changes that affect the way in which people learn. This application introduces new software systems and solutions to carry out teaching and learning activities. Connected to ICT application, the emergence of Web 2.0 and its use in learning contexts enables an online implementation of the student-centred learning paradigm. In addition, 2.0 trends provide “new” ways to exchange, making easier for informal learning to become patent. Given this context, open and user-centered learning environments are needed to integrate such kinds of tools and trends and are commonly described as Personal Learning Environments. Such environments coexist with the institutional learning management systems and they should interact and exchange information between them. This interaction would allow the assessment of what happens in the personal environment from the institutional side. This article describes a solution to make the interoperability possible between these systems. It is based on a set of interoperability scenarios and some components and communication channels. In order to test the solution it is implemented as a proof of concept and the scenarios are validated through several pilot experiences. In this article one of such scenarios and its evaluation experiment is described to conclude that functionalities from the institutional environments and the personal ones can be combined and it is possible to assess what happens in the activities based on them.

VAiRoma: A Visual Analytics System for Making Sense of Places, Times, and Events in Roman History.

Science.gov (United States)

Cho, Isaac; Dou, Wewnen; Wang, Derek Xiaoyu; Sauda, Eric; Ribarsky, William

2016-01-01

Learning and gaining knowledge of Roman history is an area of interest for students and citizens at large. This is an example of a subject with great sweep (with many interrelated sub-topics over, in this case, a 3,000 year history) that is hard to grasp by any individual and, in its full detail, is not available as a coherent story. In this paper, we propose a visual analytics approach to construct a data driven view of Roman history based on a large collection of Wikipedia articles. Extracting and enabling the discovery of useful knowledge on events, places, times, and their connections from large amounts of textual data has always been a challenging task. To this aim, we introduce VAiRoma, a visual analytics system that couples state-of-the-art text analysis methods with an intuitive visual interface to help users make sense of events, places, times, and more importantly, the relationships between them. VAiRoma goes beyond textual content exploration, as it permits users to compare, make connections, and externalize the findings all within the visual interface. As a result, VAiRoma allows users to learn and create new knowledge regarding Roman history in an informed way. We evaluated VAiRoma with 16 participants through a user study, with the task being to learn about roman piazzas through finding relevant articles and new relationships. Our study results showed that the VAiRoma system enables the participants to find more relevant articles and connections compared to Web searches and literature search conducted in a roman library. Subjective feedback on VAiRoma was also very positive. In addition, we ran two case studies that demonstrate how VAiRoma can be used for deeper analysis, permitting the rapid discovery and analysis of a small number of key documents even when the original collection contains hundreds of thousands of documents.

Functional connectivity disruption in neonates with prenatal marijuana exposure

Directory of Open Access Journals (Sweden)

Karen eGrewen

2015-11-01

Full Text Available Prenatal marijuana exposure (PME is linked to neurobehavioral and cognitive impairments, however findings in childhood and adolescence are inconsistent. Type-1 cannabinoid receptors (CB1R modulate fetal neurodevelopment, mediating PME effects on growth of functional circuitry sub-serving behaviors critical for academic and social success. The purpose of this study was to investigate the effects of prenatal marijuana on development of early brain functional circuitry prior to prolonged postnatal environmental influences. We measured resting state functional connectivity during unsedated sleep in infants at 2-6 weeks (+MJ: 20 with PME in combination with nicotine, alcohol, opiates, and/or SSRI; -MJ: 23 exposed to the same other drugs without marijuana, CTR: 20 drug free controls. Connectivity of subcortical seed regions with high fetal CB1R expression was examined. Marijuana-specific differences were observed in insula and three striatal connections: anterior insula – cerebellum, right caudate – cerebellum, right caudate – right fusiform gyrus/inferior occipital, left caudate – cerebellum. +MJ neonates had hypoconnectivity in all clusters compared with -MJ and CTR groups. Altered striatal connectivity to areas involved in visual spatial and motor learning, attention, and in fine-tuning of motor outputs involved in movement and language production may contribute to neurobehavioral deficits reported in this at-risk group. Disrupted anterior insula connectivity may contribute to altered integration of interoceptive signals with salience estimates, motivation, decision-making, and later drug use. Compared with CTRs, both +MJ and -MJ groups demonstrated hyperconnectivity of left amygdala seed with orbital frontal cortex and hypoconnectivity of posterior thalamus seed with hippocampus, suggesting vulnerability to multiple drugs in these circuits.

Active Learning Through Discussion in E-Learning

OpenAIRE

Daru Wahyuningsih

2016-01-01

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

Leading team learning: what makes interprofessional teams learn to work well?

Science.gov (United States)

Chatalalsingh, Carole; Reeves, Scott

2014-11-01

This article describes an ethnographic study focused on exploring leaders of team learning in well-established nephrology teams in an academic healthcare organization in Canada. Employing situational theory of leadership, the article provides details on how well established team members advance as "learning leaders". Data were gathered by ethnographic methods over a 9-month period with the members of two nephrology teams. These learning to care for the sick teams involved over 30 regulated health professionals, such as physicians, nurses, social workers, pharmacists, dietitians and other healthcare practitioners, staff, students and trainees, all of whom were collectively managing obstacles and coordinating efforts. Analysis involved an inductive thematic analysis of observations, reflections, and interview transcripts. The study indicated how well established members progress as team-learning leaders, and how they adapt to an interprofessional culture through the activities they employ to enable day-to-day learning. The article uses situational theory of leadership to generate a detailed illumination of the nature of leaders' interactions within an interprofessional context.

Learning a New Selection Rule in Visual and Frontal Cortex.

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van der Togt, Chris; Stănişor, Liviu; Pooresmaeili, Arezoo; Albantakis, Larissa; Deco, Gustavo; Roelfsema, Pieter R

2016-08-01

How do you make a decision if you do not know the rules of the game? Models of sensory decision-making suggest that choices are slow if evidence is weak, but they may only apply if the subject knows the task rules. Here, we asked how the learning of a new rule influences neuronal activity in the visual (area V1) and frontal cortex (area FEF) of monkeys. We devised a new icon-selection task. On each day, the monkeys saw 2 new icons (small pictures) and learned which one was relevant. We rewarded eye movements to a saccade target connected to the relevant icon with a curve. Neurons in visual and frontal cortex coded the monkey's choice, because the representation of the selected curve was enhanced. Learning delayed the neuronal selection signals and we uncovered the cause of this delay in V1, where learning to select the relevant icon caused an early suppression of surrounding image elements. These results demonstrate that the learning of a new rule causes a transition from fast and random decisions to a more considerate strategy that takes additional time and they reveal the contribution of visual and frontal cortex to the learning process. © The Author 2016. Published by Oxford University Press.

Effects of Early and Late Bilingualism on Resting-State Functional Connectivity.

Science.gov (United States)

Berken, Jonathan A; Chai, Xiaoqian; Chen, Jen-Kai; Gracco, Vincent L; Klein, Denise

2016-01-27

Of current interest is how variations in early language experience shape patterns of functional connectivity in the human brain. In the present study, we compared simultaneous (two languages from birth) and sequential (second language learned after age 5 years) bilinguals using a seed-based resting-state MRI approach. We focused on the inferior frontal gyrus (IFG) as our ROI, as recent studies have demonstrated both neurofunctional and neurostructural changes related to age of second language acquisition in bilinguals in this cortical area. Stronger functional connectivity was observed for simultaneous bilinguals between the left and right IFG, as well as between the inferior frontal gyrus and brain areas involved in language control, including the dorsolateral prefrontal cortex, inferior parietal lobule, and cerebellum. Functional connectivity between the left IFG and the right IFG and right inferior parietal lobule was also significantly correlated with age of acquisition for sequential bilinguals; the earlier the second language was acquired, the stronger was the functional connectivity. In addition, greater functional connectivity between homologous regions of the inferior frontal gyrus was associated with reduced neural activation in the left IFG during speech production. The increased connectivity at rest and reduced neural activation during task performance suggests enhanced neural efficiency in this important brain area involved in both speech production and domain-general cognitive processing. Together, our findings highlight how the brain's intrinsic functional patterns are influenced by the developmental timeline in which second language acquisition occurs. Of current interest is how early life experience leaves its footprint on brain structure and function. In this regard, bilingualism provides an optimal way to determine the effects of the timing of language learning because a second language can be learned from birth or later in life. We used resting

Better decision making in complex, dynamic tasks training with human-facilitated interactive learning environments

CERN Document Server

Qudrat-Ullah, Hassan

2015-01-01

This book describes interactive learning environments (ILEs) and their underlying concepts. It explains how ILEs can be used to improve the decision-making process and how these improvements can be empirically verified. The objective of this book is to enhance our understanding of and to gain insights into the process by which human facilitated ILEs are effectively designed and used in improving users’ decision making in complex, dynamic tasks. This book is divided into four major parts. Part I serves as an introduction to the importance and complexity of decision making in dynamic tasks. Part II provides background material, drawing upon relevant literature, for the development of an integrated process model on the effectiveness of human facilitated ILEs in improving decision making in dynamic tasks. Part III focuses on the design, development, and application of FishBankILE in laboratory experiments to gather empirical evidence for the validity of the process model. Finally, part IV presents a comprehensi...

Neural correlates of reinforcement learning and social preferences in competitive bidding.

Science.gov (United States)

van den Bos, Wouter; Talwar, Arjun; McClure, Samuel M

2013-01-30

In competitive social environments, people often deviate from what rational choice theory prescribes, resulting in losses or suboptimal monetary gains. We investigate how competition affects learning and decision-making in a common value auction task. During the experiment, groups of five human participants were simultaneously scanned using MRI while playing the auction task. We first demonstrate that bidding is well characterized by reinforcement learning with biased reward representations dependent on social preferences. Indicative of reinforcement learning, we found that estimated trial-by-trial prediction errors correlated with activity in the striatum and ventromedial prefrontal cortex. Additionally, we found that individual differences in social preferences were related to activity in the temporal-parietal junction and anterior insula. Connectivity analyses suggest that monetary and social value signals are integrated in the ventromedial prefrontal cortex and striatum. Based on these results, we argue for a novel mechanistic account for the integration of reinforcement history and social preferences in competitive decision-making.

The Role of Model Making as a Constructivist Learning Tool to Enhance Deep Learning in a Building Technology Module

Directory of Open Access Journals (Sweden)

Una Beagon

2014-06-01

Full Text Available This paper explores how the use of model making assignments in a Building Technology module encourages deeper learning of a particular topic compared to traditional lecture style teaching using 2D drawings or 3D models. It also investigates how student engagement can be improved as a result of creating a ‘constructivist environment’. The assessment tool, which involved students building a model of a window jamb and cill, was designed to encourage creativity and included elements of best practice such as reflection and development of written communication skills which are important graduate attributes for employability. Quantitative analyses based on surveys carried out amongst the students indicated that, students generally enjoyed making the model and felt, as an activity improved their attention levels. Furthermore, results showed that students felt more confident about recalling the specific detail as a result of the model making exercise compared to creating 2D drawings or merely observing a 3D model. Student feedback confirmed that model making goes some way to bridge the gap between lecture material and an understanding of how buildings are constructed on site.

Empowerment, Coercive Persuasion and Organizational Learning: Do They Connect?

Science.gov (United States)

Schein, Edgar H.

1999-01-01

Individual learning in organizations can be de facto coercive persuasion when organizational learning and culture change require that learners develop appropriate attitudes and thinking. If the goal of organizational learning--innovative organizations--is accepted, moral choices that restrict individual freedom must be made. (SK)

Music Technology and Musical Creativity: Making Connections

Science.gov (United States)

Thompson, Douglas Earl

2012-01-01

This article is a preview of Scott Watson's new book, "Using Technology to Unlock Musical Creativity" (Oxford University Press, 2011). The book's main contents are summarized and one of the volume's 29 lessons is provided to assist readers in evaluating the book for their use. Particular attention is given to Watson's success in making the…

Making students' frames explicit

DEFF Research Database (Denmark)

Nielsen, Louise Møller; Hansen, Poul Henrik Kyvsgaard

2016-01-01

Framing is a vital part of the design and innovation process. Frames are cognitive shortcuts (i.e. metaphors) that enable designers to connect insights about i.e. market opportunities and users needs with a set of solution principles and to test if this connection makes sense. Until now, framing...

This is Not a Game - Social Virtual Worlds, Fun, and Learning

Science.gov (United States)

Bell, Mark W.; Smith-Robbins, Sarah; Withnail, Greg

This chapter asks a simple question: what is required to make learning fun in social virtual worlds? Several scholars have connected fun with learning but most of these have centered on the function of games in learning. Studies of learning in massive multiplayer online role playing games connect the game mechanics to how learning occurs. However, few have asked whether learning in a virtual world can be fun if there is no game. In a social virtual world, like Second Life (SL) there are no game mechanics (unlike game worlds like World of Warcraft [WoW]). There are no quests, challenges, rewards or other game elements in SL. So can a virtual world that has no game-content provided be a place where fun learning can take place? We define fun and explore how fun has been related to learning. We explore theories of fun from Koster, Crawford, Csíkszentmihályi and others as well as views of the ways fun is explored as related to the learning experience. With these models in mind, we explore how fun is different in a social virtual world. Drawing on definitions of fun from Castronova and others, we see game structures in virtual worlds may not be needed to have fun. These fun activities include game creation, business interactions, and most importantly, identity play and socialization in a social virtual world. Finally, we propose that if learning is to be successful and fun in a social virtual world it should pay close attention to these two activities.

Lexington and the World: Teaching Connections for International Understanding.

Science.gov (United States)

Daniel, Frankie, Ed.; Drake, Michele, Ed.

Students in the community schools of Lexington, Kentucky must realize the international connections that exist between Lexington and the world, and be aware of the impact of world events on their own community. These international connections can be revealed through learning activities utilizing local history, international restaurants, street…

Identification of neural connectivity signatures of autism using machine learning

Directory of Open Access Journals (Sweden)

Gopikrishna eDeshpande

2013-10-01

Full Text Available Alterations in neural connectivity have been suggested as a signature of the pathobiology of autism. Although disrupted correlation between cortical regions observed from functional MRI is considered to be an explanatory model for autism, the directional causal influence between brain regions is a vital link missing in these studies. The current study focuses on addressing this in an fMRI study of Theory-of-Mind in 15 high-functioning adolescents and adults with autism (ASD and 15 typically developing (TD controls. Participants viewed a series of comic strip vignettes in the MRI scanner and were asked to choose the most logical end to the story from three alternatives, separately for trials involving physical and intentional causality. Causal brain connectivity obtained from a multivariate autoregressive model, along with assessment scores, functional connectivity values, and fractional anisotropy obtained from DTI data for each participant, were submitted to a recursive cluster elimination based support vector machine classifier to determine the accuracy with which the classifier can predict a novel participant’s group membership (ASD or TD. We found a maximum classification accuracy of 95.9 % with 19 features which had the highest discriminative ability between the groups. All of the 19 features were effective connectivity paths, indicating that causal information may be critical in discriminating between ASD and TD groups. These effective connectivity paths were also found to be significantly greater in controls as compared to ASD participants and consisted predominantly of outputs from the fusiform face area and middle temporal gyrus indicating impaired connectivity in ASD participants, particularly in the social brain areas. These findings collectively point towards the fact that alterations in causal brain connectivity in individuals with ASD could serve as a potential non-invasive neuroimaging signature for autism

Learning connective-based word representations for implicit discourse relation identification

DEFF Research Database (Denmark)

Braud, Chloé Elodie; Denis, Pascal

2016-01-01

We introduce a simple semi-supervised ap-proach to improve implicit discourse relation identification. This approach harnesses large amounts of automatically extracted discourse connectives along with their arguments to con-struct new distributional word representations. Specifically, we represen...... their simplicity, these connective-based rep-resentations outperform various off-the-shelf word embeddings, and achieve state-of-the-art performance on this problem.......We introduce a simple semi-supervised ap-proach to improve implicit discourse relation identification. This approach harnesses large amounts of automatically extracted discourse connectives along with their arguments to con-struct new distributional word representations. Specifically, we represent...... words in the space of discourse connectives as a way to directly encode their rhetorical function. Experiments on the Penn Discourse Treebank demonstrate the effectiveness of these task-tailored repre-sentations in predicting implicit discourse re-lations. Our results indeed show that, despite...

Beyond IQ: A Latent State-Trait Analysis of General Intelligence, Dynamic Decision Making, and Implicit Learning

Science.gov (United States)

Danner, Daniel; Hagemann, Dirk; Schankin, Andrea; Hager, Marieke; Funke, Joachim

2011-01-01

The present study investigated cognitive performance measures beyond IQ. In particular, we investigated the psychometric properties of dynamic decision making variables and implicit learning variables and their relation with general intelligence and professional success. N = 173 employees from different companies and occupational groups completed…

Connecting and Reflecting: Transformative Learning in Academic Libraries

Science.gov (United States)

Hooper, Michaela D. Willi; Scharf, Emily

2017-01-01

This literature review is intended to examine transformative learning within the context of academic libraries and its applications for librarians. Although the main audience is academic librarians who facilitate student learning, it may also be of interest to other practitioners and researchers who are interested in applying transformative…

The Listening Train: A Collaborative, Connective Aesthetics ...

African Journals Online (AJOL)

The Listening Train: A Collaborative, Connective Aesthetics Approach to Transgressive Social Learning. ... Southern African Journal of Environmental Education. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue ...

Connected vehicles and cybersecurity.

Science.gov (United States)

2016-01-01

Connected vehicles are a next-generation technology in vehicles and in infrastructure that will make travel safer, cleaner, and more efficient. The advanced wireless technology enables vehicles to share and communicate information with each other and...

Effects of homeostatic constraints on associative memory storage and synaptic connectivity of cortical circuits

Directory of Open Access Journals (Sweden)

Julio eChapeton

2015-06-01

Full Text Available The impact of learning and long-term memory storage on synaptic connectivity is not completely understood. In this study, we examine the effects of associative learning on synaptic connectivity in adult cortical circuits by hypothesizing that these circuits function in a steady-state, in which the memory capacity of a circuit is maximal and learning must be accompanied by forgetting. Steady-state circuits should be characterized by unique connectivity features. To uncover such features we developed a biologically constrained, exactly solvable model of associative memory storage. The model is applicable to networks of multiple excitatory and inhibitory neuron classes and can account for homeostatic constraints on the number and the overall weight of functional connections received by each neuron. The results show that in spite of a large number of neuron classes, functional connections between potentially connected cells are realized with less than 50% probability if the presynaptic cell is excitatory and generally a much greater probability if it is inhibitory. We also find that constraining the overall weight of presynaptic connections leads to Gaussian connection weight distributions that are truncated at zero. In contrast, constraining the total number of functional presynaptic connections leads to non-Gaussian distributions, in which weak connections are absent. These theoretical predictions are compared with a large dataset of published experimental studies reporting amplitudes of unitary postsynaptic potentials and probabilities of connections between various classes of excitatory and inhibitory neurons in the cerebellum, neocortex, and hippocampus.

Anonymous Connections and Onion Routing

National Research Council Canada - National Science Library

Syverson, Paul F; Goldschlag, David M; Reed, Michael G

1997-01-01

.... Unmodified Internet applications can use these anonymous connections by means of proxies. The proxies may also make communication anonymous by removing identifying information from the data stream...

Seamless Language Learning: Second Language Learning with Social Media

OpenAIRE

Wong, Lung-Hsiang; Sing-Chai, Ching; Poh-Aw, Guat

2017-01-01

This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreign language. The paper first identifies three ke...

Classification of autism spectrum disorder using supervised learning of brain connectivity measures extracted from synchrostates

Science.gov (United States)

Jamal, Wasifa; Das, Saptarshi; Oprescu, Ioana-Anastasia; Maharatna, Koushik; Apicella, Fabio; Sicca, Federico

2014-08-01

Objective. The paper investigates the presence of autism using the functional brain connectivity measures derived from electro-encephalogram (EEG) of children during face perception tasks. Approach. Phase synchronized patterns from 128-channel EEG signals are obtained for typical children and children with autism spectrum disorder (ASD). The phase synchronized states or synchrostates temporally switch amongst themselves as an underlying process for the completion of a particular cognitive task. We used 12 subjects in each group (ASD and typical) for analyzing their EEG while processing fearful, happy and neutral faces. The minimal and maximally occurring synchrostates for each subject are chosen for extraction of brain connectivity features, which are used for classification between these two groups of subjects. Among different supervised learning techniques, we here explored the discriminant analysis and support vector machine both with polynomial kernels for the classification task. Main results. The leave one out cross-validation of the classification algorithm gives 94.7% accuracy as the best performance with corresponding sensitivity and specificity values as 85.7% and 100% respectively. Significance. The proposed method gives high classification accuracies and outperforms other contemporary research results. The effectiveness of the proposed method for classification of autistic and typical children suggests the possibility of using it on a larger population to validate it for clinical practice.

Connecting Mathematics Learning through Spatial Reasoning

Science.gov (United States)

Mulligan, Joanne; Woolcott, Geoffrey; Mitchelmore, Michael; Davis, Brent

2018-01-01

Spatial reasoning, an emerging transdisciplinary area of interest to mathematics education research, is proving integral to all human learning. It is particularly critical to science, technology, engineering and mathematics (STEM) fields. This project will create an innovative knowledge framework based on spatial reasoning that identifies new…

Enhanced Cortical Connectivity in Absolute Pitch Musicians: A Model for Local Hyperconnectivity

Science.gov (United States)

Loui, Psyche; Li, H. Charles; Hohmann, Anja; Schlaug, Gottfried

2011-01-01

Connectivity in the human brain has received increased scientific interest in recent years. Although connection disorders can affect perception, production, learning, and memory, few studies have associated brain connectivity with graded variations in human behavior, especially among normal individuals. One group of normal individuals who possess…

An evaluation of scanpath-comparison and machine-learning classification algorithms used to study the dynamics of analogy making.

Science.gov (United States)

French, Robert M; Glady, Yannick; Thibaut, Jean-Pierre

2017-08-01

In recent years, eyetracking has begun to be used to study the dynamics of analogy making. Numerous scanpath-comparison algorithms and machine-learning techniques are available that can be applied to the raw eyetracking data. We show how scanpath-comparison algorithms, combined with multidimensional scaling and a classification algorithm, can be used to resolve an outstanding question in analogy making-namely, whether or not children's and adults' strategies in solving analogy problems are different. (They are.) We show which of these scanpath-comparison algorithms is best suited to the kinds of analogy problems that have formed the basis of much analogy-making research over the years. Furthermore, we use machine-learning classification algorithms to examine the item-to-item saccade vectors making up these scanpaths. We show which of these algorithms best predicts, from very early on in a trial, on the basis of the frequency of various item-to-item saccades, whether a child or an adult is doing the problem. This type of analysis can also be used to predict, on the basis of the item-to-item saccade dynamics in the first third of a trial, whether or not a problem will be solved correctly.

KEEFEKTIFAN MODEL CONNECTED DAN INTEGRATED DALAM PEMBELAJARAN IPS SMP DI KOTA YOGYAKARTA

OpenAIRE

Idrus idrus

2011-01-01

This research aimed to: (1) analyze the differences in social studies learning achievement between the students using connected and integrated models and those using conventional model; and (2) analyze the hierarchy of the effect of the learning models  among the connected, integrated, and conventional. This experimental research employed a matching post-test comparison group design. The population of this research was National Standardized Schools of Junior Secondary Schools in Yogya...

Dynamic brain connectivity is a better predictor of PTSD than static connectivity.

Science.gov (United States)

Jin, Changfeng; Jia, Hao; Lanka, Pradyumna; Rangaprakash, D; Li, Lingjiang; Liu, Tianming; Hu, Xiaoping; Deshpande, Gopikrishna

2017-09-01

Using resting-state functional magnetic resonance imaging, we test the hypothesis that subjects with post-traumatic stress disorder (PTSD) are characterized by reduced temporal variability of brain connectivity compared to matched healthy controls. Specifically, we test whether PTSD is characterized by elevated static connectivity, coupled with decreased temporal variability of those connections, with the latter providing greater sensitivity toward the pathology than the former. Static functional connectivity (FC; nondirectional zero-lag correlation) and static effective connectivity (EC; directional time-lagged relationships) were obtained over the entire brain using conventional models. Dynamic FC and dynamic EC were estimated by letting the conventional models to vary as a function of time. Statistical separation and discriminability of these metrics between the groups and their ability to accurately predict the diagnostic label of a novel subject were ascertained using separate support vector machine classifiers. Our findings support our hypothesis that PTSD subjects have stronger static connectivity, but reduced temporal variability of connectivity. Further, machine learning classification accuracy obtained with dynamic FC and dynamic EC was significantly higher than that obtained with static FC and static EC, respectively. Furthermore, results also indicate that the ease with which brain regions engage or disengage with other regions may be more sensitive to underlying pathology than the strength with which they are engaged. Future studies must examine whether this is true only in the case of PTSD or is a general organizing principle in the human brain. Hum Brain Mapp 38:4479-4496, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Modeling and Grid impedance Variation Analysis of Parallel Connected Grid Connected Inverter based on Impedance Based Harmonic Analysis

DEFF Research Database (Denmark)

Kwon, JunBum; Wang, Xiongfei; Bak, Claus Leth

2014-01-01

This paper addresses the harmonic compensation error problem existing with parallel connected inverter in the same grid interface conditions by means of impedance-based analysis and modeling. Unlike the single grid connected inverter, it is found that multiple parallel connected inverters and grid...... impedance can make influence to each other if they each have a harmonic compensation function. The analysis method proposed in this paper is based on the relationship between the overall output impedance and input impedance of parallel connected inverter, where controller gain design method, which can...

Learning Styles and e-portfolio in Nursing Education

DEFF Research Database (Denmark)

Nielsen, Kirsten; Pedersen, Birthe D.; Helms, Niels Henrik

Purpose of the study Research from UK and USA indicates that an e-portfolio facilitates a stronger connection between theoretical and clinical studies in Nursing Education. It helps students reflect over practice and their own skills. Yet other results show that an e-portfolio is a time consumer....... Thus, the aim of this project is to examine the effects of an e-portfolio on nursing students learning of patients with chronic illness during their clinical practice, and to investigate if it makes any difference in facilitating four learning styles: the activist, the reflector, the theorist...... through observations in clinical settings, narrative interviews, and print-outs from the students e-portfolio. Findings So far a pilot project with a questionnaire shows that 84% of the students and nurses reported that the e-portfolio has a positive effect on students learning in clinical settings...

Cooperative learning skaber trivsel i faget videnskabsteori

DEFF Research Database (Denmark)

Reggelsen, Bente

2013-01-01

The research question is: How important is the learning method Cooperative learning on nursing students´experience of flow and well-being in connection with the traditional porductio by the internet students?......The research question is: How important is the learning method Cooperative learning on nursing students´experience of flow and well-being in connection with the traditional porductio by the internet students?...

Wind Power Grid Connected Capacity Prediction Using LSSVM Optimized by the Bat Algorithm

Directory of Open Access Journals (Sweden)

Qunli Wu

2015-12-01

Full Text Available Given the stochastic nature of wind, wind power grid-connected capacity prediction plays an essential role in coping with the challenge of balancing supply and demand. Accurate forecasting methods make enormous contribution to mapping wind power strategy, power dispatching and sustainable development of wind power industry. This study proposes a bat algorithm (BA–least squares support vector machine (LSSVM hybrid model to improve prediction performance. In order to select input of LSSVM effectively, Stationarity, Cointegration and Granger causality tests are conducted to examine the influence of installed capacity with different lags, and partial autocorrelation analysis is employed to investigate the inner relationship of grid-connected capacity. The parameters in LSSVM are optimized by BA to validate the learning ability and generalization of LSSVM. Multiple model sufficiency evaluation methods are utilized. The research results reveal that the accuracy improvement of the present approach can reach about 20% compared to other single or hybrid models.

Unsupervised classification of major depression using functional connectivity MRI.

Science.gov (United States)

Zeng, Ling-Li; Shen, Hui; Liu, Li; Hu, Dewen

2014-04-01

The current diagnosis of psychiatric disorders including major depressive disorder based largely on self-reported symptoms and clinical signs may be prone to patients' behaviors and psychiatrists' bias. This study aims at developing an unsupervised machine learning approach for the accurate identification of major depression based on single resting-state functional magnetic resonance imaging scans in the absence of clinical information. Twenty-four medication-naive patients with major depression and 29 demographically similar healthy individuals underwent resting-state functional magnetic resonance imaging. We first clustered the voxels within the perigenual cingulate cortex into two subregions, a subgenual region and a pregenual region, according to their distinct resting-state functional connectivity patterns and showed that a maximum margin clustering-based unsupervised machine learning approach extracted sufficient information from the subgenual cingulate functional connectivity map to differentiate depressed patients from healthy controls with a group-level clustering consistency of 92.5% and an individual-level classification consistency of 92.5%. It was also revealed that the subgenual cingulate functional connectivity network with the highest discriminative power primarily included the ventrolateral and ventromedial prefrontal cortex, superior temporal gyri and limbic areas, indicating that these connections may play critical roles in the pathophysiology of major depression. The current study suggests that subgenual cingulate functional connectivity network signatures may provide promising objective biomarkers for the diagnosis of major depression and that maximum margin clustering-based unsupervised machine learning approaches may have the potential to inform clinical practice and aid in research on psychiatric disorders. Copyright © 2013 Wiley Periodicals, Inc.

Learning to make things happen: Infants' observational learning of social and physical causal events.

Science.gov (United States)

Waismeyer, Anna; Meltzoff, Andrew N

2017-10-01

Infants learn about cause and effect through hands-on experience; however, they also can learn about causality simply from observation. Such observational causal learning is a central mechanism by which infants learn from and about other people. Across three experiments, we tested infants' observational causal learning of both social and physical causal events. Experiment 1 assessed infants' learning of a physical event in the absence of visible spatial contact between the causes and effects. Experiment 2 developed a novel paradigm to assess whether infants could learn about a social causal event from third-party observation of a social interaction between two people. Experiment 3 compared learning of physical and social events when the outcomes occurred probabilistically (happening some, but not all, of the time). Infants demonstrated significant learning in all three experiments, although learning about probabilistic cause-effect relations was most difficult. These findings about infant observational causal learning have implications for children's rapid nonverbal learning about people, things, and their causal relations. Copyright © 2017 Elsevier Inc. All rights reserved.

Connecting the Production Multiple

DEFF Research Database (Denmark)

Lichen, Alex Yu; Mouritsen, Jan

&OP process itself is a fluid object, but there is still possibility to organise the messy Production. There are connections between the Production multiple and the managerial technology fluid. The fluid enacted the multiplicity of Production thus making it more difficult to be organised because there were...... in opposite directions. They are all part of the fluid object. There is no single chain of circulating references that makes the object a matter of fact. Accounting fluidity means that references drift back and forth and enact new realities also connected to the chain. In this setting future research may......This paper is about objects. It follows post ANT trajectories and finds that objects are multiple and fluid. Extant classic ANT inspired accounting research largely sees accounting inscriptions as immutable mobiles. Although multiplicity of objects upon which accounting acts has been explored...

Didactique des langues et TIC : les aides à l’apprentissage Language learning research and ICT: learning aids

Directory of Open Access Journals (Sweden)

Françoise Demaizière

2007-03-01

Full Text Available Le texte propose un parcours de la problématique des aides à l'apprentissage dans leur lien avec les TIC (Technologies de l'Information et de la Communication. La première partie s'appuie sur quelques repères de l'histoire du domaine depuis l'EAO (Enseignement Assisté par Ordinateur pour mettre en évidence la variété des aides possibles. La seconde partie met l'accent sur quelques décisions à prendre pour aider l'apprenant au mieux.The text focuses on learning aids in ICT (Information and Communication Technologies environments in order to show the connection between engineering, didactics and pedagogical practice. In the first part a historical survey of the field going back to classical CAL (Computer Assisted Learning helps point out the variety of possible learning aids. The second part pinpoints a few key decisions one has to make in order to try and best help the learner.

Opportunity to Learn: The Health Connection.

Science.gov (United States)

Jackson, Shirley A.

1993-01-01

Reviews the following health issues related to the opportunity to learn for poor African-American and other minority children: (1) inadequate prenatal care; (2) malnutrition; (3) childhood diseases and illnesses; (4) unsafe environments and violence; (5) teenage sexual activity, pregnancy, and AIDS; (6) substance use and abuse; and (7) mental and…

Supporting teachers integrating web 2.0 in a Problem Based Learning approach

DEFF Research Database (Denmark)

Buus, Lillian

2010-01-01

‘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-learning...... at Aalborg University (AAU). Problem-Based Learning (PBL) has gained a lot of interest since it was launched in established educational settings over 30 years ago in the medical programmes at McMaster University, Canada. Essentially it is a leaning methods based on the principle of using problems......, in particular, in the work of the German philosopher and sociologist Oskar Negt. Negt’s work gained a lot of interest in Denmark and the Problem oriented project based learning (POPBL) was developed under this inspiration. It was implemented as a framework for learning when Aalborg University was established...

How Students Combine Resources to Make Conceptual Breakthroughs

Science.gov (United States)

Richards, A. J.; Jones, Darrick C.; Etkina, Eugenia

2018-04-01

We use the framework of cognitive resources to investigate how students construct understanding of a complex physics topic, namely, a photovoltaic cell. By observing students as they learn about how a solar cell functions, we identified over 60 distinct resources that learners may activate while thinking about photovoltaic cells. We classify these resources into three main types: phenomenological primitives, conceptual resources, and epistemological resources. Furthermore, we found a pattern that suggests that when students make conceptual breakthroughs they may be more likely to activate combinations of resources of different types in concert, especially if a resource from each of the three categories is used. This pattern suggests that physics instructors should encourage students to activate multiple types of prior knowledge during the learning process. This can result from instructors deliberately and explicitly connecting new knowledge to students' prior experience both in and outside the formal physics classroom, as well as allowing students to reflect metacognitively on how the new knowledge fits into their existing understanding of the natural world.

[The advantages of implementing an e-learning platform for laparoscopic liver surgery].

Science.gov (United States)

Furcea, L; Graur, F; Scurtu, L; Plitea, N; Pîslă, D; Vaida, C; Deteşan, O; Szilaghy, A; Neagoş, H; Mureşan, A; Vlad, L

2011-01-01

The rapid expansion of laparoscopic surgery has led to the development of training methods for acquiring technical skills. The importance and complexity of laparoscopic liver surgery are arguments for developing a new integrated system of teaching, learning and evaluation, based on modern educational principles, on flexibility allowing wide accessibility among surgeons. This paper presents the development of e-learning platform designed for training in laparoscopic liver surgery and pre-planning of the operation in a virtual environment. E-learning platform makes it possible to simulate laparoscopic liver surgery remotely via internet connection. The addressability of this e-learning platform is large, being represented by young surgeons who are mainly preoccupied by laparoscopic liver surgery, as well as experienced surgeons interested in obtaining a competence in the hepatic minimally invasive surgery.

Methodologies for tracking learning paths in the Making a filmmaker research study of young Nordic filmmakers

DEFF Research Database (Denmark)

Frølunde, Lisbeth; Lindstrand, Fredrik; Öhman-Gullberg, Lisa

The aim of this paper is twofold. On the one hand, to present an outline of the ongoing research study Making a filmmaker, which examines how young Nordic filmmakers create their own learning paths along formal and/or informal contexts. Our focus in this paper is especially directed towards issues...

Preservice Teacher Sense-Making as They Learn to Teach Reading as Seen through Computer-Mediated Discourse

Science.gov (United States)

Stefanski, Angela J.; Leitze, Amy; Fife-Demski, Veronica M.

2018-01-01

This collective case study used methods of discourse analysis to consider what computer-mediated collaboration might reveal about preservice teachers' sense-making in a field-based practicum as they learn to teach reading to children identified as struggling readers. Researchers agree that field-based experiences coupled with time for reflection…

Pupil Science Learning in Resource-Based e-Learning Environments

Science.gov (United States)

So, Wing-mui Winnie; Ching, Ngai-ying Fiona

2011-01-01

With the rapid expansion of broadband Internet connection and availability of high performance yet low priced computers, many countries around the world are advocating the adoption of e-learning, the use of computer technology to improve learning and teaching. The trend of e-learning has urged many teachers to incorporate online resources in their…

Decision-making deficits in patients with chronic schizophrenia: Iowa Gambling Task and Prospect Valence Learning model.

Science.gov (United States)

Kim, Myung-Sun; Kang, Bit-Na; Lim, Jae Young

2016-01-01

Decision-making is the process of forming preferences for possible options, selecting and executing actions, and evaluating the outcome. This study used the Iowa Gambling Task (IGT) and the Prospect Valence Learning (PVL) model to investigate deficits in risk-reward related decision-making in patients with chronic schizophrenia, and to identify decision-making processes that contribute to poor IGT performance in these patients. Thirty-nine patients with schizophrenia and 31 healthy controls participated. Decision-making was measured by total net score, block net scores, and the total number of cards selected from each deck of the IGT. PVL parameters were estimated with the Markov chain Monte Carlo sampling scheme in OpenBugs and BRugs, its interface to R, and the estimated parameters were analyzed with the Mann-Whitney U-test. The schizophrenia group received significantly lower total net scores compared to the control group. In terms of block net scores, an interaction effect of group × block was observed. The block net scores of the schizophrenia group did not differ across the five blocks, whereas those of the control group increased as the blocks progressed. The schizophrenia group obtained significantly lower block net scores in the fourth and fifth blocks of the IGT and selected cards from deck D (advantageous) less frequently than the control group. Additionally, the schizophrenia group had significantly lower values on the utility-shape, loss-aversion, recency, and consistency parameters of the PVL model. These results indicate that patients with schizophrenia experience deficits in decision-making, possibly due to failure in learning the expected value of each deck, and incorporating outcome experiences of previous trials into expectancies about options in the present trial.

Using Online Lectures to Make Time for Active Learning

Science.gov (United States)

Prunuske, Amy J.; Batzli, Janet; Howell, Evelyn; Miller, Sarah

2012-01-01

To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students’ understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material. PMID:22714412

E-learning in radiology - the practical use of the content management system ILIAS

International Nuclear Information System (INIS)

Schuetze, B.; Mildenberger, P.; Kaemmerer, M.

2006-01-01

Purpose: Due to the possibility of using different kinds of visualization, e-learning has the advantage of allowing individualized learning. A check should be performed to determine whether the use of the web-based content management system ILIAS simplifies the writing and production of electronic learning modules in radiology. Materials and methods: Internet-based e-learning provides access to existing learning modules regardless of time and location, since fast Internet connections are readily available. Results: Web Content Management Systems (WCMS) are suitable platforms for imparting radiology-related information (visual abilities like the recognition of patterns as well as interdisciplinary specialized knowledge). The open source product ILIAS is a free WCMS. It is used by many universities and is accepted by both students and lecturers. Its modular and object-oriented software architecture makes it easy to adapt and enlarge the platform. The employment of e-learning standards such as LOM and SCORM within ILIAS makes it possible to reuse contents, even if the platform has to be changed. Conclusion: ILIAS renders it possible to provide students with texts, images, or files of any other kind within a learning context which is defined by the lecturer. Students can check their acquired knowledge via online testing and receive direct performance feedback. The significant interest that students have shown in ILIAS proves that e-learning can be a useful addition to conventional learning methods. (orig.)

[E-Learning in radiology; the practical use of the content management system ILIAS].

Science.gov (United States)

Schütze, B; Mildenberger, P; Kämmerer, M

2006-05-01

Due to the possibility of using different kinds of visualization, e-learning has the advantage of allowing individualized learning. A check should be performed to determine whether the use of the web-based content management system ILIAS simplifies the writing and production of electronic learning modules in radiology. Internet-based e-learning provides access to existing learning modules regardless of time and location, since fast Internet connections are readily available. Web Content Management Systems (WCMS) are suitable platforms for imparting radiology-related information (visual abilities like the recognition of patterns as well as interdisciplinary specialized knowledge). The open source product ILIAS is a free WCMS. It is used by many universities and is accepted by both students and lecturers. Its modular and object-oriented software architecture makes it easy to adapt and enlarge the platform. The employment of e-learning standards such as LOM and SCORM within ILIAS makes it possible to reuse contents, even if the platform has to be changed. ILIAS renders it possible to provide students with texts, images, or files of any other kind within a learning context which is defined by the lecturer. Students can check their acquired knowledge via online testing and receive direct performance feedback. The significant interest that students have shown in ILIAS proves that e-learning can be a useful addition to conventional learning methods.

Making connections and thinking through emotions: between geography and psychotherapy

OpenAIRE

Bondi, Liz

2005-01-01

The current upsurge of interest in emotions within geography has the potential to contribute to critical perspectives that question conventional limits to scholarship. Three precursors of emotional geographies are discussed in this context (humanistic, feminist and non-representational geographies). Connections between emotional geographies and psychotherapy are explored with a view to resisting the equation of emotion with individualised subjective experience, and developing s...

78 FR 52997 - Connected Vehicle Research Program Public Meeting; Notice of Public Meeting

Science.gov (United States)

2013-08-27

... DEPARTMENT OF TRANSPORTATION Connected Vehicle Research Program Public Meeting; Notice of Public... overview of the ITS JPO Connected Vehicle research program. The meeting will take place September 24 to 26... . The public meeting is the best opportunity to learn details about the Connected Vehicle research...

Campus as a Living Laboratory for Sustainability: The Chemistry Connection

Science.gov (United States)

Lindstrom, Timothy; Middlecamp, Catherine

2017-01-01

In the undergraduate curriculum, chemistry and sustainability connect easily and well. Topics in chemistry provide instructors with opportunities to engage students in learning about sustainability; similarly, topics in sustainability provide instructors with opportunities to engage students in learning chemistry. One's own college or university…

An application of programmatic assessment for learning (PAL) system for general practice training.

Science.gov (United States)

Schuwirth, Lambert; Valentine, Nyoli; Dilena, Paul

2017-01-01

Aim: Programmatic assessment for learning (PAL) is becoming more and more popular as a concept but its implementation is not without problems. In this paper we describe the design principles behind a PAL program in a general practice training context. Design principles: The PAL program was designed to optimise the meaningfulness of assessment information for the registrar and to make him/her use that information to self regulate their learning. The main principles in the program were cognitivist and transformative. The main cognitive principles we used were fostering the understanding of deep structures and stimulating transfer by making registrars constantly connect practice experiences with background knowledge. Ericsson's deliberate practice approach was built in with regard to the provision of feedback combined with Pintrich's model of self regulation. Mezirow's transformative learning and insights from social network theory on collaborative learning were used to support the registrars in their development to become GP professionals. Finally the principal of test enhanced learning was optimised. Epilogue: We have provided this example explain the design decisions behind our program, but not want to present our program as the solution to any given situation.

Deep learning-based fine-grained car make/model classification for visual surveillance

Science.gov (United States)

Gundogdu, Erhan; Parıldı, Enes Sinan; Solmaz, Berkan; Yücesoy, Veysel; Koç, Aykut

2017-10-01

Fine-grained object recognition is a potential computer vision problem that has been recently addressed by utilizing deep Convolutional Neural Networks (CNNs). Nevertheless, the main disadvantage of classification methods relying on deep CNN models is the need for considerably large amount of data. In addition, there exists relatively less amount of annotated data for a real world application, such as the recognition of car models in a traffic surveillance system. To this end, we mainly concentrate on the classification of fine-grained car make and/or models for visual scenarios by the help of two different domains. First, a large-scale dataset including approximately 900K images is constructed from a website which includes fine-grained car models. According to their labels, a state-of-the-art CNN model is trained on the constructed dataset. The second domain that is dealt with is the set of images collected from a camera integrated to a traffic surveillance system. These images, which are over 260K, are gathered by a special license plate detection method on top of a motion detection algorithm. An appropriately selected size of the image is cropped from the region of interest provided by the detected license plate location. These sets of images and their provided labels for more than 30 classes are employed to fine-tune the CNN model which is already trained on the large scale dataset described above. To fine-tune the network, the last two fully-connected layers are randomly initialized and the remaining layers are fine-tuned in the second dataset. In this work, the transfer of a learned model on a large dataset to a smaller one has been successfully performed by utilizing both the limited annotated data of the traffic field and a large scale dataset with available annotations. Our experimental results both in the validation dataset and the real field show that the proposed methodology performs favorably against the training of the CNN model from scratch.

Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

Science.gov (United States)

Lavie Alon, Nirit; Tal, Tali

2015-05-01

In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students' self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life-all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

Simple clamped connection for bamboo truss systems

NARCIS (Netherlands)

Blok, R.

2016-01-01

“How to make fast and simple tension connections for truss systems?” The Solution: The innovation is a connection that uses only widely available base components (boltsand threaded steel bars) and simple hand tools to install it. With a handsaw and aspanner, the bamboo stems can be combined into to

Using Problem-Based Learning to help Portuguese students make the Bologna transition

Directory of Open Access Journals (Sweden)

Manuel Cabral Reis

2013-08-01

Full Text Available The Bologna Declaration has opened a stage of big and deep changes in the internal university organization, external cooperation, teaching models and methods, among other., all over the European countries. Here we will present and discuss a pilot experience conducted at the Engineering Department of the University of Trás-os-Montes e Alto Douro, Portugal, during the second year of that transition period. In brief, we will present a set of non-mandatory courses proposed to the students of each individual syllabus, with one hundred hours duration, each, approximately seven hours/week, fifteen weeks long, with the permanent help of a specialized trainer to aid the students in their "homework". The formal bureaucratic transition is also presented. Design and implementation issues, supported on problem-based learning and experimental lab learning classes, final assessment results, as well as the opinion of the students, are presented and analyzed. We believe that this methodology helped to make the transition smoother to the students, but also to the teaching staff.

Applying Social Learning Theory of Career Decision Making to Gay, Lesbian, Bisexual, Transgender, and Questioning Young Adults

Science.gov (United States)

Datti, Paul A.

2009-01-01

Incorporating J. D. Krumboltz's (1979) social learning theory of career decision making, the author explores career development issues for gay, lesbian, bisexual, transgender, and questioning (GLBTQ) adolescents and young adults. Unique challenges for the GLBTQ population are discussed, specific recommendations for effective career counseling with…

An anthropology of learning on nested frictions in cultural ecologies

CERN Document Server

Hasse, Cathrine

2015-01-01

This book has one explicit purpose: to present a new theory of cultural learning in organisations which combines practice-based learning with cultural models - a cognitive anthropological schema theory of taken-for-granted connections - tied to the everyday meaningful use of artefacts. The understanding of culture as emerging in a process of learning open up for new understandings, which is useful for researchers, practitioners and students interested in dynamic studies of culture and cultural studies of organisations. The new approach goes beyond culture as a static, essentialist entity and open for our possibility to learn in organisations across national cultures, across ethnicity and across the apparently insurmountable local educational differences which makes it difficult for people to communicate working together in an increasingly globalized world. The empirical examples are mainly drawn from organisations of education and science which are melting-pots of cultural encounters.

Circuits and electronics hands-on learning with analog discovery

CERN Document Server

Okyere Attia, John

2018-01-01

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

Fastest learning in small-world neural networks

International Nuclear Information System (INIS)

Simard, D.; Nadeau, L.; Kroeger, H.

2005-01-01

We investigate supervised learning in neural networks. We consider a multi-layered feed-forward network with back propagation. We find that the network of small-world connectivity reduces the learning error and learning time when compared to the networks of regular or random connectivity. Our study has potential applications in the domain of data-mining, image processing, speech recognition, and pattern recognition

Personal Learning Environments, Social Media, and Self-Regulated Learning: A Natural Formula for Connecting Formal and Informal Learning

Science.gov (United States)

Dabbagh, Nada; Kitsantas, Anastasia

2012-01-01

A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection…

Making Work-Based Learning Work

Science.gov (United States)

Cahill, Charlotte

2016-01-01

Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or…

The connection-set algebra--a novel formalism for the representation of connectivity structure in neuronal network models.

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Djurfeldt, Mikael

2012-07-01

The connection-set algebra (CSA) is a novel and general formalism for the description of connectivity in neuronal network models, from small-scale to large-scale structure. The algebra provides operators to form more complex sets of connections from simpler ones and also provides parameterization of such sets. CSA is expressive enough to describe a wide range of connection patterns, including multiple types of random and/or geometrically dependent connectivity, and can serve as a concise notation for network structure in scientific writing. CSA implementations allow for scalable and efficient representation of connectivity in parallel neuronal network simulators and could even allow for avoiding explicit representation of connections in computer memory. The expressiveness of CSA makes prototyping of network structure easy. A C+ + version of the algebra has been implemented and used in a large-scale neuronal network simulation (Djurfeldt et al., IBM J Res Dev 52(1/2):31-42, 2008b) and an implementation in Python has been publicly released.

A Survey on Turkish nursing students' perception of clinical learning environment and its association with academic motivation and clinical decision making.

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Aktaş, Yeşim Yaman; Karabulut, Neziha

2016-01-01

Nursing education is a process that includes theoretical and practical learning and requires the acquisition of theoretical knowledge and skill. Nursing students need a good clinical practice environment in order to apply their knowledge and skills due to the fact that the clinical practice settings play an important role in the nursing profession. This study was carried out in an effort to explore nursing students' perception of the clinical learning environment and its association with academic motivation and clinical decision making. A descriptive survey design was used. This study was conducted in Giresun University in Turkey. Participants were second-, third- and fourth-year undergraduate students (n=222) in the Bachelor of Nursing Science Degree in the academic spring term of 2014-2015. The data was collected using the 'Clinical Learning Environment Scale', the 'Academic Motivation, and the 'The Clinical Decision Making in Nursing Scale'. Of the respondents in this study, 45% of the students were second class, 30.6% of the students were third class and 24.3% of the students were fourth class. There was a statistically significant positive correlation found between the clinical learning environment and the nursing students' academic motivation (r=0.182, pdecision making (r=0.082, p>.05). One of the prerequisites for the training of qualified students is to provide nursing students with a qualified clinical environment. It was found that nursing students' academic motivation increased as the quality of their clinical learning environment improved. Copyright © 2015 Elsevier Ltd. All rights reserved.

Making the Most of Your Class Website

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Dunn, Lemoyne S.

2011-01-01

Students today are electronically connected, and they expect their learning to be connected as well. Many college students prefer online classes, even if they live on campus. Students who do take face-to-face classes often expect the class to have an online communication component (such as a discussion board). However, despite the fact that K-12…

Supporting teachers integrating web 2.0 in a Problem Based Learning approach

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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...

Constructing an Overarching Framework for Learning--Connecting the Dots

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Amey, Marilyn J.

2014-01-01

This chapter highlights a variety of ways researchers use learning theories with respect to different stakeholder groups. The chapter brings together common themes across these areas and proposes ways to use these ideas for future research on learning.

Curiosity & Connections

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Lim, Kien H.

2014-01-01

Retaining mathematical knowledge is difficult for many students, especially for those who learn facts and procedures without understanding the meanings underlying the symbols and operations. Repeated practice may be necessary for developing skills but is unlikely to make conceptual ideas stick. An idea is more likely to stick if students are…

Finding our Place: Making the Connection Toward Faith Integration.

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Astle, Barbara; Gibson, Deborah

At the onset, the unfamiliarity of faith integration for nurse educators working within a faith-based university can be challenging. Two nurse educators describe the process they took to learn and navigate faith integration, while teaching undergraduate nursing students. Over the course of one year, various approaches toward faith integration with students were implemented, leading to an authentic relational interconnectedness.

Phonological Networks and New Word Learning

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Service, Elisabet

2006-01-01

The first report of a connection between vocabulary learning and phonological short-term memory was published in 1988 (Baddeley, Papagno, & Vallar, 1988). At that time, both Susan Gathercole and I were involved in longitudinal studies, investigating the relation between nonword repetition and language learning. We both found a connection. Now,…

THE CORRELATION OF LEARNING INDEPENDENCE ATTITUDES AND STUDENT’S LEARNING ACHIEVEMENT ON PHYSICS LEARNING BASED-PORTFOLIO

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Asep Saefullah

2017-05-01

Full Text Available This study aimed to determine correlation between learning independence attitudes and student’s learning achievement. Type of this research is a correlation study to detect the connection of learning independence attitude’s variance in relation to learning achievement variance. This study used an attitude scale to measure the student’s learning independence attitude and objective multiple-choice questions to measure the student’s learning achievement. The results showed that there is a positive correlation (unidirectional and significant betweenthe learning independence attitude and learning achievement. This means that the better student’s learning independence attitude, it will be the better students learning achievement. The attitude of learning independence contributed to 40.96% of students learning achievement.

E-Learning-Based Occupational Therapy Education Leads to Committed Students

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Bensen, Maria; Kolbæk, Ditte

2017-01-01

as Adobe Connect? How do the Occupational Therapy e-learning students experience their engagement in learning activities in Adobe Connect? Findings Students find that the sense of belonging to both their fellow students and the education is crucial to their engagement in activities in Adobe Connect......-learning student in an OT-education. On the basis of the interviews, a modified memory-work was conducted on two students from another semester, writing down a memory from an activity in Adobe Connect. Value This paper is the first to investigate the lessons learnt from the e-learning students in OT...... in its use of Adobe Connect in a practical education as Occupational Therapy and in the use of memory-work as a phenomenological approach. Furthermore the findings are interesting, as the students experience how a meaningful and helpful online learning-environment is based on self-regulated engagement....

The Connected Librarian: Using Social Media for “Do It Yourself” Professional Development

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Kevin Stranack

2012-06-01

Full Text Available For many librarians, staying up-to-date on the latest professional trends and issues can be a significant challenge. We all know that the amount of available information is growing rapidly, and finding the time to make sense of it and incorporate it into our practice is an ongoing problem. Without developing ourselves, however, we run the risk of stagnating in our practice: relying on past successes without exploring new opportunities for future improvements in how we do our work and build our libraries. This article outlines some strategies to help you become a “connected librarian”, taking advantage of the latest technologies to enhance your professional learning and organizational effectiveness.

Journaling; an active learning technique.

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Blake, Tim K

2005-01-01

Journaling is a method frequently discussed in nursing literature and educational literature as an active learning technique that is meant to enhance reflective practice. Reflective practice is a means of self-examination that involves looking back over what has happened in practice in an effort to improve, or encourage professional growth. Some of the benefits of reflective practice include discovering meaning, making connections between experiences and the classroom, instilling values of the profession, gaining the perspective of others, reflection on professional roles, and development of critical thinking. A review of theory and research is discussed, as well as suggestions for implementation of journaling into coursework.

Learning to Attend and Observe: Parent-Child Meaning Making in the Natural World

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Marin, Ananda Maria

Observation is a traditional form of learning and a scientific practice, and as such it plays a significant role in teaching and learning both inside and outside of schools. Recently, educational researchers and philosophers have called attention to the role of observation in scientific knowledge building (Brayboy & Castagno, 2008; Cajete, 2000; Datson & Lunbeck, 2011; Eberbach, 2009; Eberbach & Crowley, 2009; Kawagley, 2006; Norris, 1985; Smith & Reiser, 2005). These scholars have foregrounded the complexity of observation, particularly as it applies to inquiry practices in those domains which are heavily reliant on observation (Eberbach & Crowley, 2009; Maltese, Balliet, & Riggs, 2013; Smith & Reiser, 2005). My dissertation research examines how families with young children engage in the coordinated activity of observation during forest walks. I focus on the ways in which attentional practices support observational inquiry among parents and children between the ages of 5 to 7. Specifically, I examine how families coordinate attention and highlight features of the environment in order to make them observable. I use a mixed methods approach to investigate the range of interactional resources parents and children use as they engage in observation and learning about the natural world. Building on Indigenous scholarship (Cajete, 2000; Deloria & Wildcat, 2010; Kawagley, 2006), sociocultural theories and ecological approaches to development (Cole, 1996; Goodwin, 1994; Ingold, 2000; Rogoff, 2003) and conversation analysis (Heritage, 2008; Pomerantz & Fehr, 1997), I develop a taxonomy of forms of coordination and discuss how spatial arrangements and language work together to link attention, observations and explanations. This work further contributes to our understanding of the situated and cultural nature of learning and serves as a resource for the design of place-based learning environments that are based on the intellectual strengths and resources of diverse families.

Putting Making into High School Computer Science Classrooms: Promoting Equity in Teaching and Learning with Electronic Textiles in "Exploring Computer Science"

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Fields, Deborah Ann; Kafai, Yasmin; Nakajima, Tomoko; Goode, Joanna; Margolis, Jane

2018-01-01

Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to…

STUDENTS' BEHAVIOUR IN DECISION MAKING PROCESS TO ATTEND AT UNIVERSITAS TERBUKA, INDONESIA DISTANCE LEARNING PROGRAMS

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Maya MARIA,

2011-04-01

Full Text Available Tujuan dari peneletian perilaku mahasiswa dalam memilih perguruan tinggi-studi pada Universitas Terbuka adalah menganalisis perilaku mahasiswa memilih kuliah di UT berdasarkan pendekatan Theory of Planned Behavior. Metodologi penelitian ini menggunakan model Theory of Planned Behaviour dari Fishbein dan Ajzen sebagai kerangka teoriThe purpose of the research was to analyse students’ behaviour in choosing a distance learning program at Universitas Terbuka (UT, Indonesia, using the theory of planned behaviour model developed by Fishbein and Ajzen (1975.Total responden sebanyak 102 mahasiswa UT dari 3 UPBJJ-UT terpilih yang mewakili 3 wilayah dengan skala besar, sedang dan kecil yaitu Jakarta, Malang dan Kupang. The respondents of the research were 102 students from 3 Regional Offices of Jakarta, Malang and Kupang, representing different area and size. Structural Equation Model digunakan untuk menguji model dan hipotesis dalam penelitian. Temuan dalam penelitian menunjukkan norma subyektif berpengaruh signifikan terhadap niat memilih UT dan niat untuk memilih UT secara signifikan berpengaruh terhadap perilaku pemilihan UT. The structural equation model was used to test models and hypotheses in the study. The findings of the study show significant influence of subjective norm on the students’ intentional behaviour to choose distance learning programs. Hal penting yang juga ditemukan dalam penelitian ini adalah norma keperilakuan berpengaruh signifikan terhadap perilaku pemilihan UT.Another important finding of this research is that behavioural norms significantly influence the students’ decision making behaviour in choosing distance learning programs. Temuan penting dalam penelitian ini dapat menjadi masukan penting bagi UT untuk terus meningkatkan pelayanan sehingga dapat memberikan informasi yang baik tentang UT kepada masyarakat. Selain itu pihak UT perlu terus meningkatkan pembentukan komunitas melalui pokjar agar dapat menjadi sarana word

Resonant Cholinergic Dynamics in Cognitive and Motor Decision-Making: Attention, Category Learning, and Choice in Neocortex, Superior Colliculus, and Optic Tectum.

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Grossberg, Stephen; Palma, Jesse; Versace, Massimiliano

2015-01-01

Freely behaving organisms need to rapidly calibrate their perceptual, cognitive, and motor decisions based on continuously changing environmental conditions. These plastic changes include sharpening or broadening of cognitive and motor attention and learning to match the behavioral demands that are imposed by changing environmental statistics. This article proposes that a shared circuit design for such flexible decision-making is used in specific cognitive and motor circuits, and that both types of circuits use acetylcholine to modulate choice selectivity. Such task-sensitive control is proposed to control thalamocortical choice of the critical features that are cognitively attended and that are incorporated through learning into prototypes of visual recognition categories. A cholinergically-modulated process of vigilance control determines if a recognition category and its attended features are abstract (low vigilance) or concrete (high vigilance). Homologous neural mechanisms of cholinergic modulation are proposed to focus attention and learn a multimodal map within the deeper layers of superior colliculus. This map enables visual, auditory, and planned movement commands to compete for attention, leading to selection of a winning position that controls where the next saccadic eye movement will go. Such map learning may be viewed as a kind of attentive motor category learning. The article hereby explicates a link between attention, learning, and cholinergic modulation during decision making within both cognitive and motor systems. Homologs between the mammalian superior colliculus and the avian optic tectum lead to predictions about how multimodal map learning may occur in the mammalian and avian brain and how such learning may be modulated by acetycholine.

Resonant cholinergic dynamics in cognitive and motor decision-making:Attention, category learning, and choice in neocortex, superior colliculus, and optic tectum

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Stephen eGrossberg

2016-01-01

Full Text Available Freely behaving organisms need to rapidly calibrate their perceptual, cognitive, and motor decisions based on continuously changing environmental conditions. These plastic changes include sharpening or broadening of cognitive and motor attention and learning to match the behavioral demands that are imposed by changing environmental statistics. This article proposes that a shared circuit design for such flexible decision-making is used in specific cognitive and motor circuits, and that both types of circuits use acetylcholine to modulate choice selectivity. Such task-sensitive control is proposed to control thalamocortical choice of the critical features that are cognitively attended and that are incorporated through learning into prototypes of visual recognition categories. A cholinergically-modulated process of vigilance control determines if a recognition category and its attended features are abstract (low vigilance or concrete (high vigilance. Homologous neural mechanisms of cholinergic modulation are proposed to focus attention and learn a multimodal map within the deeper layers of superior colliculus. This map enables visual, auditory, and planned movement commands to compete for attention, leading to selection of a winning position that controls where the next saccadic eye movement will go. Such map learning may be viewed as a kind of attentive motor category learning. The article hereby explicates a link between attention, learning, and cholinergic modulation during decision making within both cognitive and motor systems. Homologs between the mammalian superior colliculus and the avian optic tectum lead to predictions about how multimodal map learning may occur in the avian brain and how such learning may be modulated by acetycholine.

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

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Merja L.M. Bauters

2017-06-01

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

Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice

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Shirley, Melissa L.; Irving, Karen E.

2015-02-01

Formative assessment has been demonstrated to result in increased student achievement across a variety of educational contexts. When using formative assessment strategies, teachers engage students in instructional tasks that allow the teacher to uncover levels of student understanding so that the teacher may change instruction accordingly. Tools that support the implementation of formative assessment strategies are therefore likely to enhance student achievement. Connected classroom technologies (CCTs) include a family of devices that show promise in facilitating formative assessment. By promoting the use of interactive student tasks and providing both teachers and students with rapid and accurate data on student learning, CCT can provide teachers with necessary evidence for making instructional decisions about subsequent lessons. In this study, the experiences of four middle and high school science teachers in their first year of implementing the TI-Navigator™ system, a specific type of CCT, are used to characterize the ways in which CCT supports the goals of effective formative assessment. We present excerpts of participant interviews to demonstrate the alignment of CCT with several main phases of the formative assessment process. CCT was found to support implementation of a variety of instructional tasks that generate evidence of student learning for the teacher. The rapid aggregation and display of student learning evidence provided teachers with robust data on which to base subsequent instructional decisions.

Differences in atypical resting-state effective connectivity distinguish autism from schizophrenia

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Dana Mastrovito

Full Text Available Autism and schizophrenia share overlapping genetic etiology, common changes in brain structure and common cognitive deficits. A number of studies using resting state fMRI have shown that machine learning algorithms can distinguish between healthy controls and individuals diagnosed with either autism spectrum disorder or schizophrenia. However, it has not yet been determined whether machine learning algorithms can be used to distinguish between the two disorders. Using a linear support vector machine, we identify features that are most diagnostic for each disorder and successfully use them to classify an independent cohort of subjects. We find both common and divergent connectivity differences largely in the default mode network as well as in salience, and motor networks. Using divergent connectivity differences, we are able to distinguish autistic subjects from those with schizophrenia. Understanding the common and divergent connectivity changes associated with these disorders may provide a framework for understanding their shared cognitive deficits. Keywords: Schizophrenia, Autism, Resting state, Classification, Connectivity, fMRI, Default mode network

Decision-making deficits in patients with chronic schizophrenia: Iowa Gambling Task and Prospect Valence Learning model

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Kim MS

2016-04-01

Full Text Available Myung-Sun Kim,1 Bit-Na Kang,1 Jae Young Lim2 1Department of Psychology, Sungshin Women’s University, Seoul, Republic of Korea; 2Department of Psychiatry, Keyo Medical Foundation, Keyo Hospital, Uiwang, Republic of Korea Purpose: Decision-making is the process of forming preferences for possible options, selecting and executing actions, and evaluating the outcome. This study used the Iowa Gambling Task (IGT and the Prospect Valence Learning (PVL model to investigate deficits in risk-reward related decision-making in patients with chronic schizophrenia, and to identify decision-making processes that contribute to poor IGT performance in these patients. Materials and methods: Thirty-nine patients with schizophrenia and 31 healthy controls participated. Decision-making was measured by total net score, block net scores, and the total number of cards selected from each deck of the IGT. PVL parameters were estimated with the Markov chain Monte Carlo sampling scheme in OpenBugs and BRugs, its interface to R, and the estimated parameters were analyzed with the Mann–Whitney U-test.Results: The schizophrenia group received significantly lower total net scores compared to the control group. In terms of block net scores, an interaction effect of group × block was observed. The block net scores of the schizophrenia group did not differ across the five blocks, whereas those of the control group increased as the blocks progressed. The schizophrenia group obtained significantly lower block net scores in the fourth and fifth blocks of the IGT and selected cards from deck D (advantageous less frequently than the control group. Additionally, the schizophrenia group had significantly lower values on the utility-shape, loss-aversion, recency, and consistency parameters of the PVL model. Conclusion: These results indicate that patients with schizophrenia experience deficits in decision-making, possibly due to failure in learning the expected value of each deck

A STUDENT MODEL AND LEARNING ALGORITHM FOR THE EXPERT TUTORING SYSTEM OF POLISH GRAMMAR

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Kostikov Mykola

2014-11-01

Full Text Available When creating computer-assisted language learning software, it is necessary to use the potential of information technology in controlling the learning process fully. Modern intelligent tutoring systems help to make this process adaptive and personalized thanks to modeling the domain and students’ knowledge. The aim of the paper is to investigate possibilities for applying these methods in teaching Polish grammar in Ukraine taking into account its specifics. The article is concerned with the approaches of using student models in modern intelligent tutoring systems in order to provide personalized learning. A structure of the student model and a general working algorithm of the expert tutoring system of Polish grammar have been developed. The modeling of knowing and forgetting particular learning elements within the probabilistic (stochastic model has been studied, as well as the prognostication of future probabilities of students’ knowledge, taking into account their individual forgetting rates. The objective function of instruction quality with allowance for frequency of grammar rules within a certain amount of words being learned and their connections to another rules has been formulated. The problem of generating the next learning step taking into account the need for mastering previous, connected rules has been studied, as well as determining the optimal time period between the lessons depending on the current knowledge level.