Urban Extension: Aligning with the Needs of Urban Audiences Through Subject-Matter Centers

Directory of Open Access Journals (Sweden)

Brad Gaolach

2017-06-01

Full Text Available The educational program model is the principle approach Extension uses to deliver on its mission of “taking knowledge to the people.” However, with county-based faculty fully engaged in long-term program delivery, they may have little or no capacity to address emerging issues faced by urban communities. Urban governments often seek the research capacity of a university in addition to, or instead of, the traditional Extension programming model but sometimes turn first to other urban-serving universities. Washington State University Extension has addressed these challenges by establishing subject-matter centers. This article examines how subject-matter centers can add capacity to traditional Extension offices in order to be responsive to emerging local needs, suggesting models that other university Extension programs may use or adapt to their local communities. These models also foster more community engagement and articulate greater public value for the institution as a whole.

Health Extension in New Mexico: An Academic Health Center and the Social Determinants of Disease

Science.gov (United States)

Kaufman, Arthur; Powell, Wayne; Alfero, Charles; Pacheco, Mario; Silverblatt, Helene; Anastasoff, Juliana; Ronquillo, Francisco; Lucero, Ken; Corriveau, Erin; Vanleit, Betsy; Alverson, Dale; Scott, Amy

2010-01-01

The Agricultural Cooperative Extension Service model offers academic health centers methodologies for community engagement that can address the social determinants of disease. The University of New Mexico Health Sciences Center developed Health Extension Rural Offices (HEROs) as a vehicle for its model of health extension. Health extension agents are located in rural communities across the state and are supported by regional coordinators and the Office of the Vice President for Community Health at the Health Sciences Center. The role of agents is to work with different sectors of the community in identifying high-priority health needs and linking those needs with university resources in education, clinical service and research. Community needs, interventions, and outcomes are monitored by county health report cards. The Health Sciences Center is a large and varied resource, the breadth and accessibility of which are mostly unknown to communities. Community health needs vary, and agents are able to tap into an array of existing health center resources to address those needs. Agents serve a broader purpose beyond immediate, strictly medical needs by addressing underlying social determinants of disease, such as school retention, food insecurity, and local economic development. Developing local capacity to address local needs has become an overriding concern. Community-based health extension agents can effectively bridge those needs with academic health center resources and extend those resources to address the underlying social determinants of disease. PMID:20065282

Multi-center MRI carotid plaque component segmentation using feature normalization and transfer learning

DEFF Research Database (Denmark)

van Engelen, Arna; van Dijk, Anouk C; Truijman, Martine T.B.

2015-01-01

implementation of supervised methods. In this paper we segment carotid plaque components of clinical interest (fibrous tissue, lipid tissue, calcification and intraplaque hemorrhage) in a multicenter MRI study. We perform voxelwise tissue classification by traditional same-center training, and compare results...... not yield significant differences from that reference. We conclude that both extensive feature normalization and transfer learning can be valuable for the development of supervised methods that perform well on different types of datasets.......Automated segmentation of plaque components in carotid artery MRI is important to enable large studies on plaque vulnerability, and for incorporating plaque composition as an imaging biomarker in clinical practice. Especially supervised classification techniques, which learn from labeled examples...

Rolex learning center English guide

CERN Document Server

Della Casa, Francesco

2012-01-01

The novel architectural form of this building, conceived of by the architects of SAANA (winners of the Pritzker Prize in 2010), compelled the building engineers to come up with unprecedented structural, technical and logistical solutions. And yet, once the Rolex Learning Center was complete, the ingenuity required for its construction had become practically invisible in the eyes of the uninitiated. This richly illustrated guide provides, in condensed form, an account of the extraordinary adventure of the realization of the Rolex Learning Center. It explains in detail the context of its construction and brings to light the spatial subtleties of its architecture. In addition, it provides the visitor of the building with all the needed technical information and many novel facts and figures.

Performance Evaluation of Extension Education Centers in Universities Based on the Balanced Scorecard

Science.gov (United States)

Wu, Hung-Yi; Lin, Yi-Kuei; Chang, Chi-Hsiang

2011-01-01

This study aims at developing a set of appropriate performance evaluation indices mainly based on balanced scorecard (BSC) for extension education centers in universities by utilizing multiple criteria decision making (MCDM). Through literature reviews and experts who have real practical experiences in extension education, adequate performance…

Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

Science.gov (United States)

Sesen, Burcin Acar; Tarhan, Leman

2011-01-01

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this…

Principles Guiding Vocabulary Learning through Extensive Reading

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Nation, Paul

2015-01-01

Extensive reading is one of a range of activities that can be used in a language learning course. Ideally, the choice of activities to go into a course should be guided by principles which are well supported by research. Similarly, the way each of those activities is used should be guided by well-justified principles. In this article, we look at…

Automatic labeling of MR brain images through extensible learning and atlas forests.

Science.gov (United States)

Xu, Lijun; Liu, Hong; Song, Enmin; Yan, Meng; Jin, Renchao; Hung, Chih-Cheng

2017-12-01

Multiatlas-based method is extensively used in MR brain images segmentation because of its simplicity and robustness. This method provides excellent accuracy although it is time consuming and limited in terms of obtaining information about new atlases. In this study, an automatic labeling of MR brain images through extensible learning and atlas forest is presented to address these limitations. We propose an extensible learning model which allows the multiatlas-based framework capable of managing the datasets with numerous atlases or dynamic atlas datasets and simultaneously ensure the accuracy of automatic labeling. Two new strategies are used to reduce the time and space complexity and improve the efficiency of the automatic labeling of brain MR images. First, atlases are encoded to atlas forests through random forest technology to reduce the time consumed for cross-registration between atlases and target image, and a scatter spatial vector is designed to eliminate errors caused by inaccurate registration. Second, an atlas selection method based on the extensible learning model is used to select atlases for target image without traversing the entire dataset and then obtain the accurate labeling. The labeling results of the proposed method were evaluated in three public datasets, namely, IBSR, LONI LPBA40, and ADNI. With the proposed method, the dice coefficient metric values on the three datasets were 84.17 ± 4.61%, 83.25 ± 4.29%, and 81.88 ± 4.53% which were 5% higher than those of the conventional method, respectively. The efficiency of the extensible learning model was evaluated by state-of-the-art methods for labeling of MR brain images. Experimental results showed that the proposed method could achieve accurate labeling for MR brain images without traversing the entire datasets. In the proposed multiatlas-based method, extensible learning and atlas forests were applied to control the automatic labeling of brain anatomies on large atlas datasets or dynamic

A Study of Informal Learning among University of Wyoming Extension Educators

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Skrabut, Stanley A.

2013-01-01

University of Wyoming Extension educators are often hired because of their subject matter expertise; yet, they must still develop education skills as well as learn to use various and ever-changing technologies. This research was conducted to understand what impact guided instruction on informal learning concepts and methods had on UW Extension…

Creating and Implementing Diverse Development Strategies to Support Extension Centers and Programs

Science.gov (United States)

Page, Christopher S.; Kern, Michael A.

2018-01-01

Declining government funding for higher education requires colleges and universities to seek alternative revenue streams, including through philanthropic fund-raising. Extension-based subject matter centers and other programs can benefit from the thoughtful supplementation of traditional revenue sources with individual, corporate, and private…

The efficacy of student-centered instruction in supporting science learning.

Science.gov (United States)

Granger, E M; Bevis, T H; Saka, Y; Southerland, S A; Sampson, V; Tate, R L

2012-10-05

Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students' understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students' understanding of models and evidence and the self-efficacy of teachers.

Comparison of methods for determining the centers of extensive air showers

International Nuclear Information System (INIS)

Poirier, J.; Funk, E.; Mikocki, S.; Rohrer, N.

1987-01-01

Monte Carlo techniques are used to generate extensive air shower data. Two methods of determining the core location of the shower have been investigated: the method of least squares and the method of maximizing the likelihood function. The likelihood function method gives a precision of shower center location two times better than the χ 2 method for small numbers of detected particles. (orig.)

Interface between problem-based learning and a learner-centered paradigm

Directory of Open Access Journals (Sweden)

Karimi R

2011-05-01

Full Text Available Reza KarimiPacific University School of Pharmacy, Hillsboro, OR, USABackground: Problem-based learning (PBL has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm.Methods: The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator’s Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: “problem-based learning”, “medical education”, “traditional curriculum”, and one of the above four PBL objectives.Results: Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm.Conclusion: The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to

Interface between problem-based learning and a learner-centered paradigm.

Science.gov (United States)

Karimi, Reza

2011-01-01

Problem-based learning (PBL) has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm. The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator's Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: "problem-based learning", "medical education", "traditional curriculum", and one of the above four PBL objectives. Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm. The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to develop not only a learner-centered paradigm, but also to facilitate a smooth curricular transition from a teacher-centered paradigm to a

76 FR 50224 - Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center...

Science.gov (United States)

2011-08-12

...] Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center for... (CMS). This two-day training session is the second Accelerated Development Learning Session (ADLS.... Through Accelerated Development Learning Sessions (ADLS), the Innovation Center will test whether...

76 FR 32967 - Proposed Extensions and Waivers: National Early Childhood Technical Assistance Center

Science.gov (United States)

2011-06-07

... under Parts B and C of the IDEA that ultimately improve their developmental and early learning outcomes... strengthen State and local early childhood systems and improve outcomes for infants, toddlers, and children... DEPARTMENT OF EDUCATION [CFDA No. 84.326H] Proposed Extensions and Waivers: National Early...

Space Operations Learning Center

Science.gov (United States)

Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

2012-01-01

The Space Operations Learning Center (SOLC) is a tool that provides an online learning environment where students can learn science, technology, engineering, and mathematics (STEM) through a series of training modules. SOLC is also an effective media for NASA to showcase its contributions to the general public. SOLC is a Web-based environment with a learning platform for students to understand STEM through interactive modules in various engineering topics. SOLC is unique in its approach to develop learning materials to teach schoolaged students the basic concepts of space operations. SOLC utilizes the latest Web and software technologies to present this educational content in a fun and engaging way for all grade levels. SOLC uses animations, streaming video, cartoon characters, audio narration, interactive games and more to deliver educational concepts. The Web portal organizes all of these training modules in an easily accessible way for visitors worldwide. SOLC provides multiple training modules on various topics. At the time of this reporting, seven modules have been developed: Space Communication, Flight Dynamics, Information Processing, Mission Operations, Kids Zone 1, Kids Zone 2, and Save The Forest. For the first four modules, each contains three components: Flight Training, Flight License, and Fly It! Kids Zone 1 and 2 include a number of educational videos and games designed specifically for grades K-6. Save The Forest is a space operations mission with four simulations and activities to complete, optimized for new touch screen technology. The Kids Zone 1 module has recently been ported to Facebook to attract wider audience.

Distance Learning With NASA Lewis Research Center's Learning Technologies Project

Science.gov (United States)

Petersen, Ruth

1998-01-01

The NASA Lewis Research Center's Learning Technologies Project (LTP) has responded to requests from local school district technology coordinators to provide content for videoconferencing workshops. Over the past year we have offered three teacher professional development workshops that showcase NASA Lewis-developed educational products and NASA educational Internet sites. In order to determine the direction of our involvement with distance learning, the LTP staff conducted a survey of 500 U.S. schools. We received responses from 72 schools that either currently use distance learning or will be using distance learning in 98-99 school year. The results of the survey are summarized in the article. In addition, the article provides information on distance learners, distance learning technologies, and the NASA Lewis LTP videoconferencing workshops. The LTP staff will continue to offer teacher development workshops through videoconferencing during the 98-99 school year. We hope to add workshops on new educational products as they are developed at NASA Lewis.

Learning-Centered Leadership: A Conceptual Foundation

Science.gov (United States)

Murphy, Joseph; Elliott, Stephen N.; Goldring, Ellen; Porter, Andrew C.

2006-01-01

The purpose of this analysis is to describe the research base that undergirds the emerging concept of learning-centered leadership. We begin with our definition of leadership. Leadership is "the process of influencing others to achieve mutually agreed upon purposes for the organization" (Patterson, 1993, p. 3). Next, we make a number of…

The Physics Learning Center at the University of Wisconsin-Madison

Science.gov (United States)

Nossal, S. M.; Watson, L. E.; Hooper, E.; Huesmann, A.; Schenker, B.; Timbie, P.; Rzchowski, M.

2013-03-01

The Physics Learning Center at the University of Wisconsin-Madison provides academic support and small-group supplemental instruction to students studying introductory algebra-based and calculus-based physics. These classes are gateway courses for majors in the biological and physical sciences, pre-health fields, engineering, and secondary science education. The Physics Learning Center offers supplemental instruction groups twice weekly where students can discuss concepts and practice with problem-solving techniques. The Center also provides students with access on-line resources that stress conceptual understanding, and to exam review sessions. Participants in our program include returning adults, people from historically underrepresented racial/ethnic groups, students from families in lower-income circumstances, students in the first generation of their family to attend college, transfer students, veterans, and people with disabilities, all of whom might feel isolated in their large introductory course and thus have a more difficult time finding study partners. We also work with students potentially at-risk for having academic difficulty (due to factors academic probation, weak math background, low first exam score, or no high school physics). A second mission of the Physics Learning Center is to provide teacher training and leadership experience for undergraduate Peer Mentor Tutors. These Peer Tutors lead the majority of the weekly group sessions in close supervision by PLC staff members. We will describe our work to support students in the Physics Learning Center, including our teacher-training program for our undergraduate Peer Mentor Tutors

Determinants of E-learning Acceptance among Agricultural Extension Agents in Malaysia: A Conceptual Framework

OpenAIRE

Mangir, Safaie; Othman, Zakirah; Udin, Zulkifli Mohamed

2016-01-01

The objective of this paper is to develop a framework on e-learning acceptance among agricultural extension agents in Malaysian agricultural sector. E-learning is viewed as a solution in response to the increasing need for learning and training. This paper will review past literatures for the relevant factors that influence behavioral intention for e-learning acceptance as well as the relevant behavioral theories that provide the foundation for developing research framework to illustrate the ...

The Managers’ Experiential Learning of Program Planning in Active Ageing Learning Centers

Directory of Open Access Journals (Sweden)

Chun-Ting Yeh

2016-12-01

Full Text Available Planning older adult learning programs is really a complex work. Program planners go through different learning stages and accumulate experiences to be able to undertake the task alone. This study aimed to explore the experiential learning process of older adult learning program planners who work in the Active Ageing Learning Centers (AALCs. Semi-structure interviews were conducted with seven program planners. The findings of this study were identified as follows. 1 Before being a program planner, the participants’ knowledge results from grasping and transforming experience gained from their family, their daily lives and past learning experiences; 2 after being a program planner, the participants’ experiential learning focused on leadership, training in the institute, professional development, as well as involvement in organizations for elderly people; and 3 the participants’ experiential learning outcomes in the older adult learning program planning include: their ability to reflect on the appropriateness and fulfillment of program planning, to apply theoretical knowledge and professional background in the field, and to make plans for future learning and business strategies.

Improved Extension Neural Network and Its Applications

Directory of Open Access Journals (Sweden)

Yu Zhou

2014-01-01

Full Text Available Extension neural network (ENN is a new neural network that is a combination of extension theory and artificial neural network (ANN. The learning algorithm of ENN is based on supervised learning algorithm. One of important issues in the field of classification and recognition of ENN is how to achieve the best possible classifier with a small number of labeled training data. Training data selection is an effective approach to solve this issue. In this work, in order to improve the supervised learning performance and expand the engineering application range of ENN, we use a novel data selection method based on shadowed sets to refine the training data set of ENN. Firstly, we use clustering algorithm to label the data and induce shadowed sets. Then, in the framework of shadowed sets, the samples located around each cluster centers (core data and the borders between clusters (boundary data are selected as training data. Lastly, we use selected data to train ENN. Compared with traditional ENN, the proposed improved ENN (IENN has a better performance. Moreover, IENN is independent of the supervised learning algorithms and initial labeled data. Experimental results verify the effectiveness and applicability of our proposed work.

The Application of Carl Rogers' Person-Centered Learning Theory to Web-Based Instruction.

Science.gov (United States)

Miller, Christopher T.

This paper provides a review of literature that relates research on Carl Rogers' person-centered learning theory to Web-based learning. Based on the review of the literature, a set of criteria is described that can be used to determine how closely a Web-based course matches the different components of Rogers' person-centered learning theory. Using…

EXTENSIVE LISTENING: LET STUDENTS EXPERIENCE LEARNING BY OPTIMIZING THE USE OF AUTHENTIC MATERIALS

Directory of Open Access Journals (Sweden)

Yulia Hapsari

2014-10-01

Full Text Available In a country like Indonesia, one of challenges in learning English as a foreign language is a lack of exposure of English in its authentic sense. The use of authentic materials seems to be an option to cope with this situation. One of the ways to optimize the use of the authentic materials to trigger students to experience learning and to enhance their active involvement in the learning process is by using it in extensive listening activities. Through extensive listening by using authentic materials, students are exposed to real native speech in meaningful language use. As the result, difficulties in listening gradually disappear.  In order to put the idea into practice, the first thing to do is to set objectives of each meeting based on core vocabulary and grammar that are suitable for the learners using comprehensible input principle as the basic consideration. Second, selecting authentic materials that suit the objectives and that give exposure to formulaic language and meaningful language use. Then, preparing activities in which the instruction is reasonable and lead to sufficient practice to develop fluency. Finally, synchronize teaching activities to increase students’ motivation to learn. As a follow up activities, students are informed and eventually involved in the whole process. Thus, students experience learning and actively involved in their learning process.

A control center design revisited: learning from users’ appropriation

DEFF Research Database (Denmark)

Souza da Conceição, Carolina; Cordeiro, Cláudia

2014-01-01

This paper aims to present the lessons learned during a control center design project by revisiting another control center from the same company designed two and a half years before by the same project team. In light of the experience with the first project and its analysis, the designers and res...

Active-learning versus teacher-centered instruction for learning acids and bases

Science.gov (United States)

Acar Sesen, Burcin; Tarhan, Leman

2011-07-01

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'. Sample The sample of this study was 45 high-school students (average age 17 years) from two different classes, which were randomly assigned to the experimental (n = 21) and control groups (n = 25), in a high school in Turkey. Design and methods A pre-test consisting of 25 items was applied to both experimental and control groups before the treatment in order to identify student prerequisite knowledge about their proficiency for learning 'acids and bases'. A one-way analysis of variance (ANOVA) was conducted to compare the pre-test scores for groups and no significant difference was found between experimental (ME = 40.14) and control groups (MC = 41.92) in terms of mean scores (F 1,43 = 2.66, p > 0.05). The experimental group was taught using an active-learning curriculum developed by the authors and the control group was taught using traditional course content based on teacher-centered instruction. After the implementation, 'Acids and Bases Achievement Test' scores were collected for both groups. Results ANOVA results showed that students' 'Acids and Bases Achievement Test' post-test scores differed significantly in terms of groups (F 1,43 = 102.53; p acid and base theories'; 'metal and non-metal oxides'; 'acid and base strengths'; 'neutralization'; 'pH and pOH'; 'hydrolysis'; 'acid-base equilibrium'; 'buffers'; 'indicators'; and 'titration'. Based on the achievement test and individual interview results, it was found that high-school students in the experimental group had fewer misconceptions and understood the concepts more meaningfully than students in control group. Conclusion The study revealed that active-learning implementation is more effective at

Workforce Optimization for Bank Operation Centers: A Machine Learning Approach

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Sefik Ilkin Serengil

2017-12-01

Full Text Available Online Banking Systems evolved and improved in recent years with the use of mobile and online technologies, performing money transfer transactions on these channels can be done without delay and human interaction, however commercial customers still tend to transfer money on bank branches due to several concerns. Bank Operation Centers serve to reduce the operational workload of branches. Centralized management also offers personalized service by appointed expert employees in these centers. Inherently, workload volume of money transfer transactions changes dramatically in hours. Therefore, work-force should be planned instantly or early to save labor force and increase operational efficiency. This paper introduces a hybrid multi stage approach for workforce planning in bank operation centers by the application of supervised and unsu-pervised learning algorithms. Expected workload would be predicted as supervised learning whereas employees are clus-tered into different skill groups as unsupervised learning to match transactions and proper employees. Finally, workforce optimization is analyzed for proposed approach on production data.

The Knowledge Base as an Extension of Distance Learning Reference Service

Science.gov (United States)

Casey, Anne Marie

2012-01-01

This study explores knowledge bases as extension of reference services for distance learners. Through a survey and follow-up interviews with distance learning librarians, this paper discusses their interest in creating and maintaining a knowledge base as a resource for reference services to distance learners. It also investigates their perceptions…

Inquiry based learning: a student centered learning to develop mathematical habits of mind

Science.gov (United States)

Handayani, A. D.; Herman, T.; Fatimah, S.; Setyowidodo, I.; Katminingsih, Y.

2018-05-01

Inquiry based learning is learning that based on understanding constructivist mathematics learning. Learning based on constructivism is the Student centered learning. In constructivism, students are trained and guided to be able to construct their own knowledge on the basis of the initial knowledge that they have before. This paper explained that inquiry based learning can be used to developing student’s Mathematical habits of mind. There are sixteen criteria Mathematical Habits of mind, among which are diligent, able to manage time well, have metacognition ability, meticulous, etc. This research method is qualitative descriptive. The result of this research is that the instruments that have been developed to measure mathematical habits of mind are validated by the expert. The conclusion is the instrument of mathematical habits of mind are valid and it can be used to measure student’s mathematical habits of mind.

Extension of Small-Scale Postharvest Horticulture Technologies—A Model Training and Services Center

Directory of Open Access Journals (Sweden)

Lisa Kitinoja

2015-07-01

Full Text Available A pilot Postharvest Training and Services Center (PTSC was launched in October 2012 in Arusha, Tanzania as part of a United States Agency for International Development (USAID funded project. The five key components of the PTSC are (1 training of postharvest trainers, (2 postharvest training and demonstrations for local small-scale clientele, (3 adaptive research, (4 postharvest services, and (5 retail sales of postharvest tools and supplies. During the years of 2011–2012, a one year e-learning program was provided to 36 young horticultural professionals from seven Sub-Saharan African countries. These postharvest specialists went on to train more than 13,000 local farmers, extension workers, food processors, and marketers in their home countries in the year following completion of their course. Evaluators found that these specialists had trained an additional 9300 people by November 2014. When asked about adoption by their local trainees, 79% reported examples of their trainees using improved postharvest practices. From 2012–2013, the project supported 30 multi-day training programs, and the evaluation found that many of the improved practices being promoted were adopted by the trainees and led to increased earnings. Three PTSC components still require attention. Research activities initiated during the project are incomplete, and successful sales of postharvest goods and services will require commitment and improved partnering.

Learning Centers: A Report of the 1977 NEH Institute at Ohio State University.

Science.gov (United States)

Allen, Edward D.

1978-01-01

A description of the twenty learning center units for advanced classes developed by the French and Spanish teacher-participants. Learning centers permit students to work independently at well-defined tasks. The units deal with housing, shopping, cooking, transportation, sports, fiestas, literature, history, architecture, painting, and music.…

A Learning Center on the Lever for Young Children.

Science.gov (United States)

Keislar, Evan R.; Luckenbill, Maryann

This document describes a project designed to explore the possibilities of children's learning in mechanics. The principle of the lever, one example of a simple machine, was used in the form of a balance toy. The apparatus was set up as a game in a specially devised learning center. The children made non-verbal predictions as to which way the bar…

Study of the Index System for Assessing Learner-Centered Online Courses

Science.gov (United States)

Li, Mei

2015-01-01

With the development of e-learning, the quality of web-based courses attracts extensive interest. This paper draws upon the results conducted amongst students enrolled in an online language course at a northern Chinese university. The design of the course aims to create the learner-centered environment: personalized learning environment,…

Reliability Centered Maintenance as a tool for plant life extension

International Nuclear Information System (INIS)

Elliott, J.O.; Mulay, J.N.; Nakahara, Y.

1991-01-01

Currently in the nuclear industry there is a growing interest in lowering the cost and complexity of maintenance activities while at the same time improving plant reliability and safety in an effort to prepare for the technical and regulatory challenges of life extension. This seemingly difficult task is being aided by the introduction of a maintenance philosophy developed originally by the airline industry and subsequently applied with great success both in that industry and the U.S. military services. Reliability Centered Maintenance (RCM), in its basic form, may be described as a consideration of reliability and maintenance problems from a systems level approach, allowing a focus on preservation of system function as the aim of a maintenance program optimized for both safety and economics. It is this systematic view of plant maintenance, with the emphasis on overall functions rather than individual parts and components which sets RCM apart from past nuclear plant maintenance philosophies. It is also the factor which makes application of RCM an ideal first step in development of strategies for life extension, both for aging plants, and for plants just beginning their first license term. (J.P.N.)

Work in Progress : Learner-Centered Online Learning Facility

NARCIS (Netherlands)

Pantic, M.; Zwitserloot, R.; De Weerdt, M.M.

2006-01-01

This paper describes a novel, learner-centered technology for authoring web lectures. Besides seamless integration of video and audio feeds, Microsoft PowerPoint slides, and web-pages, the proposed Online Learning Facility (OLF) also facilitates online interactive testing and review of covered

21st Century Community Learning Centers: Providing Afterschool and Summer Learning Support to Communities Nationwide

Science.gov (United States)

Afterschool Alliance, 2014

2014-01-01

The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…

PREFERENCES ON INTERNET BASED LEARNING ENVIRONMENTS IN STUDENT-CENTERED EDUCATION

Directory of Open Access Journals (Sweden)

Zuhal CUBUKCU

2008-10-01

Full Text Available Nowadays, educational systems are being questionned to find effective solutions to problems that are being encountered, and discussions are centered around the ways of restructuring systems so as to overcome difficulties. As the consequences of the traditional teaching approach, we can indicate that the taught material is not long-lasting but easily forgotten, that students do not sufficiently acquire the knowledge and skills that are aimed at developing, and that students lack transferring their knowledge to real life. In our current situation, individuals prefer to use educational resources where and when they want, based on their individual skills and abilities. Throughout the world, because the internet infrastructure has developed quite rapidly, it has been offered as an alternative way for a rich learning and teaching environment. This study aims at determining teacher candidates’ preferences regarding internet-based learning environments in student-centered education by involving the teacher candidates enrolled at Osmangazi University, Faculty of Education, Primary School Teaching, Mathematics Teaching and Computer and Educational Technologies Education programmes. This study is a descriptive study. The data collection scale consists of the “Constructivist Internet-based Education of Science Scale (CILES-S”. The sample group of teacher candidates in the study showed differences with respect to their preferences regarding internet-based learning in student-centered education. The candidates scored higher in the internet-based learning environments of Cognitive Development and Critical Judgement. The lowest average scores of the sample group were observed in the internet-based learning environment of Episthemologic awareness.

Assessing the Academic Medical Center as a Supportive Learning Community

Science.gov (United States)

Gannon, Sam C.

2011-01-01

Academic medical centers are well-known for their emphasis on teaching, research and public service; however, like most large, bureaucratic organizations, they oftentimes suffer from an inability to learn as an organization. The role of the research administrator in the academic medical center has grown over time as the profession itself has…

Allocation of Tutors and Study Centers in Distance Learning Using Geospatial Technologies

Directory of Open Access Journals (Sweden)

Shahid Nawaz Khan

2018-05-01

Full Text Available Allama Iqbal Open University (AIOU is Pakistan’s largest distance learning institute, providing education to 1.4 million students. This is a fairly large setup across a country where students are highly geographically distributed. Currently, the system works using a manual approach, which is not efficient. Allocation of tutors and study centers to students plays a key role in creating a better learning environment for distance learning. Assigning tutors and study centers to distance learning students is a challenging task when there is a huge geographic spread. Using geospatial technologies in open and distance learning can fix allocation problems. This research analyzes real data from the twin cities Islamabad and Rawalpindi. The results show that geospatial technologies can be used for efficient and proper resource utilization and allocation, which in turn can save time and money. The overall idea fits into an improved distance learning framework and related analytics.

The Dynamics of Project-Based Learning Extension Courses: The "Laboratory of Social Projects" Case Study

Science.gov (United States)

Arantes do Amaral, Joao Alberto

2017-01-01

In this case study we discuss the dynamics that drive a free-of-charge project-based learning extension course. We discuss the lessons learned in the course, "Laboratory of Social Projects." The course aimed to teach project management skills to the participants. It was conducted from August to November of 2015, at Federal University of…

Study Circles in Online Learning Environment in the Spirit of Learning-Centered Approach

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Simándi Szilvia

2017-08-01

Full Text Available Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008, as the so-called “valid” knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc. there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013. Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015; Biggs & Tang, 2007; Kindström, 2010 Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

Developing user-centered concepts for language learning video games

OpenAIRE

Poels, Yorick; Annema, Jan Henk; Zaman, Bieke; Cornillie, Frederik

2012-01-01

This paper will report on an ongoing project which aims to develop video games for language learning through a user-centered and evidence-based approach. Therefore, codesign sessions were held with adolescents between 14 and 16 years old, in order to gain insight into their preferences for educational games for language learning. During these sessions, 11 concepts for video games were developed. We noticed a divide between the concepts for games that were oriented towa...

The Development of a Learning Dashboard for Lecturers: A Case Study on a Student-Centered E-Learning Environment

Science.gov (United States)

Santoso, Harry B.; Batuparan, Alivia Khaira; Isal, R. Yugo K.; Goodridge, Wade H.

2018-01-01

Student Centered e-Learning Environment (SCELE) is a Moodle-based learning management system (LMS) that has been modified to enhance learning within a computer science department curriculum offered by the Faculty of Computer Science of large public university in Indonesia. This Moodle provided a mechanism to record students' activities when…

76 FR 66931 - Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center...

Science.gov (United States)

2011-10-28

...] Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center for... Services (CMS). This two-day training session is the third and final Accelerated Development Learning... the quality of care for beneficiaries. Through Accelerated Development Learning Sessions (ADLS), the...

When Enrollments Bulge but Budgets Don't, Consider "Satellite Learning Centers."

Science.gov (United States)

Reecer, Marcia

1988-01-01

Describes Dade County (Florida) schools' answer to crowded classrooms and burgeoning primary enrollments: satellite learning centers built and maintained by local companies as employee childcare benefits. Each center is attached to a nearby "host" school that disburses funds, keeps student records, and supplies support services. (MLH)

Learning curve for intracranial angioplasty and stenting in single center.

Science.gov (United States)

Cai, Qiankun; Li, Yongkun; Xu, Gelin; Sun, Wen; Xiong, Yunyun; Sun, Wenshan; Bao, Yuanfei; Huang, Xianjun; Zhang, Yao; Zhou, Lulu; Zhu, Wusheng; Liu, Xinfeng

2014-01-01

To identify the specific caseload to overcome learning curve effect based on data from consecutive patients treated with Intracranial Angioplasty and Stenting (IAS) in our center. The Stenting and Aggressive Medical Management for Preventing Recurrent Stroke and Intracranial Stenosis trial was prematurely terminated owing to the high rate of periprocedural complications in the endovascular arm. To date, there are no data available for determining the essential caseload sufficient to overcome the learning effect and perform IAS with an acceptable level of complications. Between March 2004 and May 2012, 188 consecutive patients with 194 lesions who underwent IAS were analyzed retrospectively. The outcome variables used to assess the learning curve were periprocedural complications (included transient ischemic attack, ischemic stroke, vessel rupture, cerebral hyperperfusion syndrome, and vessel perforation). Multivariable logistic regression analysis was employed to illustrate the existence of learning curve effect on IAS. A risk-adjusted cumulative sum chart was performed to identify the specific caseload to overcome learning curve effect. The overall rate of 30-days periprocedural complications was 12.4% (24/194). After adjusting for case-mix, multivariate logistic regression analysis showed that operator experience was an independent predictor for periprocedural complications. The learning curve of IAS to overcome complications in a risk-adjusted manner was 21 cases. Operator's level of experience significantly affected the outcome of IAS. Moreover, we observed that the amount of experience sufficient for performing IAS in our center was 21 cases. Copyright © 2013 Wiley Periodicals, Inc.

PROMOTING AUTONOMOUS LEARNING IN READING CLASS

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Agus Sholeh

2015-11-01

Full Text Available To have good acquisition and awareness in reading, the learners need a long and continuous process, and therefore, they are required to have autonomy in learning reading. This study aims to promote learner autonomy in reading class by combining learner-centered reading teaching and extensive reading teaching. Learner-centered reading teaching was carried out through group discussion, presentation, and language awareness activities. Meanwhile, extensive reading teaching was done to review the learners‘ materials in presentation and reinforce their acquisition. Those two different approaches were applied due to differences on learner's characteristics and needs. The result showed some success in the practice of autonomy, indicated by changes on learners' attitude. However, many learners showed that they focused more on obtaining score than on developing their language acquisition. By implementing the approach, the teacher can assist learners to be aware of their ability to learn independently and equip them with the skill needed for long-life learning.

A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It

Science.gov (United States)

Lee, Eunbae; Hannafin, Michael J.

2016-01-01

Student-centered learning (SCL) identifies students as the owners of their learning. While SCL is increasingly discussed in K-12 and higher education, researchers and practitioners lack current and comprehensive framework to design, develop, and implement SCL. We examine the implications of theory and research-based evidence to inform those who…

Building and Managing Makerspaces in Extension

Science.gov (United States)

Francis, Dave; Hill, Paul; Graham, Dallini; Swadley, Emy; Esplin, Kaleb

2017-01-01

As traditional face-to-face Extension office interactions are supplanted by online education options, the makerspace offers a venue for authentic engagement between Extension and the community. In makerspaces, learners make and learn from one another in a cooperative learning environment. Through involvement in the maker movement, Extension has an…

Epidemiologic methods lessons learned from environmental public health disasters: Chernobyl, the World Trade Center, Bhopal, and Graniteville, South Carolina.

Science.gov (United States)

Svendsen, Erik R; Runkle, Jennifer R; Dhara, Venkata Ramana; Lin, Shao; Naboka, Marina; Mousseau, Timothy A; Bennett, Charles

2012-08-01

Environmental public health disasters involving hazardous contaminants may have devastating effects. While much is known about their immediate devastation, far less is known about long-term impacts of these disasters. Extensive latent and chronic long-term public health effects may occur. Careful evaluation of contaminant exposures and long-term health outcomes within the constraints imposed by limited financial resources is essential. Here, we review epidemiologic methods lessons learned from conducting long-term evaluations of four environmental public health disasters involving hazardous contaminants at Chernobyl, the World Trade Center, Bhopal, and Graniteville (South Carolina, USA). We found several lessons learned which have direct implications for the on-going disaster recovery work following the Fukushima radiation disaster or for future disasters. These lessons should prove useful in understanding and mitigating latent health effects that may result from the nuclear reactor accident in Japan or future environmental public health disasters.

Learning Resources Centers and Their Effectiveness on Students’ Learning Outcomes: A Case-Study of an Omani Higher Education Institute

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Peyman Nouraey

2017-06-01

Full Text Available The study aimed at investigating the use and effectiveness of a learning resources center, which is generally known as a library. In doing so, eight elements were investigated through an author-designed questionnaire. Each of these elements tended to delve into certain aspects of the afore-mentioned center. These elements included a students’ visits frequency, b availability of books related to modules, c center facilities, d use of discussion rooms, e use of online resources, f staff cooperation, g impact on knowledge enhancement, and, h recommendation to peers. Eighty undergraduate students participated in the study. Participants were then asked to read the statements carefully and choose one of the five responses provided, ranging from strongly agree to strongly disagree. Data were analyzed based on 5-point Likert Scale. Findings of the study revealed that participants were mostly in agreement with all eight statements provided in the questionnaire, which were interpreted as positive feedbacks from the students. Then, the frequencies of responses by the participants were reported. Finally, the results were compared and contrasted and related discussions on the effectiveness of libraries and learning resources centers on students’ learning performances and outcomes were made.

Fostering the development of effective person-centered healthcare communication skills: an interprofessional shared learning model.

Science.gov (United States)

Cavanaugh, James T; Konrad, Shelley Cohen

2012-01-01

To describe the implementation of an interprofessional shared learning model designed to promote the development of person-centered healthcare communication skills. Master of social work (MSW) and doctor of physical therapy (DPT) degree students. The model used evidence-based principles of effective healthcare communication and shared learning methods; it was aligned with student learning outcomes contained in MSW and DPT curricula. Students engaged in 3 learning sessions over 2 days. Sessions involved interactive reflective learning, simulated role-modeling with peer assessment, and context-specific practice of communication skills. The perspective of patients/clients was included in each learning activity. Activities were evaluated through narrative feedback. Students valued opportunities to learn directly from each other and from healthcare consumers. Important insights and directions for future interprofessional learning experiences were gleaned from model implementation. The interprofessional shared learning model shows promise as an effective method for developing person-centered communication skills.

Preparedness and Emergency Response Learning Centers: supporting the workforce for national health security.

Science.gov (United States)

Richmond, Alyson L; Sobelson, Robyn K; Cioffi, Joan P

2014-01-01

The importance of a competent and prepared national public health workforce, ready to respond to threats to the public's health, has been acknowledged in numerous publications since the 1980s. The Preparedness and Emergency Response Learning Centers (PERLCs) were funded by the Centers for Disease Control and Prevention in 2010 to continue to build upon a decade of focused activities in public health workforce preparedness development initiated under the Centers for Public Health Preparedness program (http://www.cdc.gov/phpr/cphp/). All 14 PERLCs were located within Council on Education for Public Health (CEPH) accredited schools of public health. These centers aimed to improve workforce readiness and competence through the development, delivery, and evaluation of targeted learning programs designed to meet specific requirements of state, local, and tribal partners. The PERLCs supported organizational and community readiness locally, regionally, or nationally through the provision of technical consultation and dissemination of specific, practical tools aligned with national preparedness competency frameworks and public health preparedness capabilities. Public health agencies strive to address growing public needs and a continuous stream of current and emerging public health threats. The PERLC network represented a flexible, scalable, and experienced national learning system linking academia with practice. This system improved national health security by enhancing individual, organizational, and community performance through the application of public health science and learning technologies to frontline practice.

The Development of a Robot-Based Learning Companion: A User-Centered Design Approach

Science.gov (United States)

Hsieh, Yi-Zeng; Su, Mu-Chun; Chen, Sherry Y.; Chen, Gow-Dong

2015-01-01

A computer-vision-based method is widely employed to support the development of a variety of applications. In this vein, this study uses a computer-vision-based method to develop a playful learning system, which is a robot-based learning companion named RobotTell. Unlike existing playful learning systems, a user-centered design (UCD) approach is…

Narrative as a learning tool in science centers : potentials, possibilities and merits

NARCIS (Netherlands)

Murmann, Mai; Avraamidou, Lucy

2014-01-01

In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to ex-plore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea,

Integrating Adaptive Games in Student-Centered Virtual Learning Environments

Science.gov (United States)

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

2010-01-01

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

Influences of posterior-located center of gravity on lumbar extension strength, balance, and lumbar lordosis in chronic low back pain.

Science.gov (United States)

Kim, Dae-Hun; Park, Jin-Kyu; Jeong, Myeong-Kyun

2014-01-01

In patients with chronic low back pain, the center of gravity (COG) is abnormally located posterior to the center in most cases. The purpose of this study was to examine the effects of posterior-located COG on the functions (lumbar extension strength, and static and dynamic balance) and structure (lumbar lordosis angle and lumbosacral angle) of the lumbar spine. In this study, the COG of chronic low back pain patients who complained of only low back pain were examined using dynamic body balance equipment. A total of 164 subjects participated in the study (74 males and 90 females), and they were divided into two groups of 82 patients each. One group (n=82) consisted of patients whose COG was located at the center (C-COG); the other group (n=82) consisted of patients whose COG was located posterior to the center (P-COG). The following measures assessed the lumber functions and structures of the two groups: lumbar extension strength, moving speed of static and dynamic COGs, movement distance of the static and dynamic COGs, lumbar lordosis angle, and lumbosacral angle. The measured values were analyzed using independent t-tests. The group of patients with P-COG showed more decreases in lumbar extension strength, lumbar lordosis angle, and lumbosacral angle compared to the group of patients with C-COG. Also this group showed increases in moving speed and movement distance of the static COG. However, there were no differences in moving speed and movement distance of the dynamic COG between the two groups. These findings suggest that chronic LBP patients with P-COG have some disadvantages to establish lumbar extension strength and static and dynamic balance, which require specific efforts to maintain a neutral position and to control posture.

Work-based learning and role extension: A match made in heaven?

International Nuclear Information System (INIS)

Eddy, Angela

2010-01-01

This paper presents, and discusses the findings from an exploratory study which examined a cohort of postgraduate therapeutic radiographer students' experiences of undertaking work-based learning to support role extension. The findings showed that three themes emerged which impacted on individual experiences: organisational issues, role and practice issues related to competence development and the individual's background and experience. The conclusions are that new models must emerge, and be evaluated, to offer appropriate support to those individuals who demonstrate the skills and ability to progress to advanced and consultant levels. Departments need to deliberate how they can effectively introduce and support role extension, giving specific consideration to study time, the number of higher level practitioners in training, as well as how to offer effective clinical supervision. Collaboration between higher education institutes and departments should enable the development of tripartite agreements to facilitate effective support for the learners.

Effect of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course.

Science.gov (United States)

Cheang, Kai I

2009-05-27

To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students' response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Compared to baseline, students' intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course.

Epidemiologic Methods Lessons Learned from Environmental Public Health Disasters: Chernobyl, the World Trade Center, Bhopal, and Graniteville, South Carolina

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Timothy A. Mousseau

2012-08-01

Full Text Available Background: Environmental public health disasters involving hazardous contaminants may have devastating effects. While much is known about their immediate devastation, far less is known about long-term impacts of these disasters. Extensive latent and chronic long-term public health effects may occur. Careful evaluation of contaminant exposures and long-term health outcomes within the constraints imposed by limited financial resources is essential. Methods: Here, we review epidemiologic methods lessons learned from conducting long-term evaluations of four environmental public health disasters involving hazardous contaminants at Chernobyl, the World Trade Center, Bhopal, and Graniteville (South Carolina, USA. Findings: We found several lessons learned which have direct implications for the on-going disaster recovery work following the Fukushima radiation disaster or for future disasters. Interpretation: These lessons should prove useful in understanding and mitigating latent health effects that may result from the nuclear reactor accident in Japan or future environmental public health disasters.

Agricultural extension and mass media.

Science.gov (United States)

Perraton, H

1983-12-01

To learn more about the use of the mass media for agricultural extension, the World Bank has considered the efforts of 2 units: INADES-formation in West Africa and the Extension Aids Branch of Malawi. The INADES-formation study focuses on Cameroon but also considers work in Rwanda and the Ivory Coast. Some general conclusions emerge from a comparison of the 2 organizations. Malawi operates an extension service which reaches farmers through extension agents, through farmer training centers, and through mass media. The Extension Aids Branch (EAB) has responsibility for its media work and broadcasts 4 1/2 hours of radio each week. Its 6 regular radio programs include a general program which interviews farmers, a music request program in which the music is interspersed with farming advice, a farming family serial, and a daily broadcast of agricultural news and information. The 17 cinema vans show some agricultural films, made by EAB, some entertainment films, and some government information films from departments other than the ministry of agriculture. EAB also has a well-developed program of research and evaluation of its own work. INADES-formation, the training section of INADES, works towards social and economic development of the population. It teaches peasant farmers and extension agents and does this through running face-to-face seminars, by publishing a magazine, "Agripromo," and through correspondence courses. In 1978-79 INADES-formation enrolled some 4500 farmers and extension agents as students. Both of these organizations work to teach farmers better agriculture techniques, and both were created in response to the fact that agricultural extension agents cannot meet all the farmers in their area. Despite the similarity of objective, there are differences in methods and philosophy. The EAB works in a single country and uses a variety of mass media, with print playing a minor role. INADES-formation is an international and nongovernmental organization and its

Professionals calling in lifelong learning centers

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Victor Manuel Monteiro Seco

2013-06-01

Full Text Available Purpose: This study aims to understand how the way people see their work and the authentizotic character of their organizational climate contribute to the building of a Great Place to Work. Design/methodology/approach: This paper presents the results of a quantitative investigation that correlate the perceptions of organizational climate and the work orientations of professionals with different occupations on Portuguese lifelong education centers. Findings: The study indicates that all the core elements of an authentizotic organization contribute to explain what people potentially expect from their companies:  adequate  material  conditions  plus  a  meaningful contribution. Practical implications: The study has implications in the future for National Qualification Agency directors, education politicians and human resource managers who are responsible for providing good expectations within a healthy context of talent retention. Originality/value: The novel contribution of this paper is the finding that employee’s work orientations and authentizotic climate are related to each other in a Lifelong learning Center in the public education sector.

Criteria and foundations for the implementation of the Learning Resource Centers

OpenAIRE

Raquel Zamora Fonseca

2013-01-01

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

Organizational Transformation from the Inside Out: Reinventing the MIT Center for Organizational Learning.

Science.gov (United States)

Clanon, Jeff

1999-01-01

The 2-year process by which the Massachusetts Institute of Technology's Center for Organizational Learning transformed into the self-governed Society for Organizational Learning illustrates new ways of conceiving organizations, the capabilities required for change, and critical elements of the process: diverse representation, grounding in business…

Student-Centered Transformative Learning in Leadership Education: An Examination of the Teaching and Learning Process

Science.gov (United States)

Haber-Curran, Paige; Tillapaugh, Daniel W.

2015-01-01

Innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education, yet little research exists on such pedagogical approaches within the field. Using a phenomenological approach in analyzing 26 students' reflective narratives, the authors explore students' experiences of and process of…

STUDENT-CENTERED LEARNING AND CROSS CULTURAL UNDERSTANDING IN LEARNING INTODUCTION TO LITERATURE TO IMPROVE THE STUDENTS MORALITY AND MULTICULTURAL VALUES

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Siminto Siminto

2017-04-01

Full Text Available Previously the paradigm change was done from the teacher centered to the student centered in teaching learning process. It was expected to be able to encourage the students to be involved in building their knowledge, attitude, and character. Besides that, English learners did not understand about the native culture and morality values to the language that they are learning. Cross cultural understanding knowledge is very useful to improve the students‘ ability in recognizing the dissimilarity culture and live together in the middle of the dissimilarity culture. This research was based on the qualitative research principle. The research type used was qualitative study by using action research design. Subject of this research was the fourth semester students who have programmed Introduction to Literature in English Study Program at Palangkaraya State Islamic Institute in academic year 2014/2015, consisted of two learning group. Based on the research findings, by implementing of student-centered learning and cross cultural understanding, it showed that they can increase: (1 the students‘ readiness, being active, seriousness in analyzing English literature text; (2 the students‘ performance in doing of tasks given to each students to be able to share their understanding about English literature text to the other students; (3 the students‘ learning quality, academic achievement, interest, response in learning of Introduction to Literature related to literature text analysis concept mastering; (4 the students‘ morality and multicultural values. It could be seen from the students‘ study result, literature text analysis result, and the students‘ character.

Criteria and foundations for the implementation of the Learning Resource Centers

Directory of Open Access Journals (Sweden)

Raquel Zamora Fonseca

2013-03-01

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

The Use of an e-Learning System for Agricultural Extension: A Case Study of the Rural Development Administration, Korea

Science.gov (United States)

Park, Duk-Byeong; Cho, Yong-Been; Lee, Minsoo

2007-01-01

The study explores the e-learning system of the Computer-Based Agricultural Extension Program (CBAES) and examines the differences in user satisfaction and preferences between the two systems for Agricultural Education and Extension at the Rural Development Administration (RDA) in Korea. It also describes the architecture, services, user…

Extension Learners' Use of Electronic Technology

Science.gov (United States)

Guenthner, Joseph F.; Swan, Benjamin G.

2011-01-01

Extension clientele use electronic technology for entertainment, communication, and business. Educational programs that use electronic technology can enhance learning. To learn more about use of electronic technology among Extension clientele, we surveyed 80 university students and 135 potato farmers. We found that the farmers were likely to use…

Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model

Science.gov (United States)

Nagy, Judit T.

2018-01-01

The aim of the study was to examine the determining factors of students' video usage and their learning satisfaction relating to the supplementary application of educational videos, accessible in a Moodle environment in a Business Mathematics Course. The research model is based on the extension of "Technology Acceptance Model" (TAM), in…

The High-Energy Astrophysics Learning Center, Version 1. [CD-ROM].

Science.gov (United States)

Whitlock, Laura A.; Allen, Jesse S.; Lochner, James C.

The High-Energy Astrophysics (HEA) Learning Center gives students, teachers, and the general public a window into the world of high-energy astrophysics. The universe is revealed through x-rays and gamma rays where matter exists under extreme conditions. Information is available on astrophysics at a variety of reading levels, and is illustrated…

The Comparison between Teacher Centered and Student Centered Educational Methods

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M Anvar

2009-02-01

Full Text Available Background and Purpose: Various approaches to learning are suggested & practiced. The traditional medical education were more teacher centered oriented . In this method the students’ involvement in the process of learning is not remarkable, but the new approach to medical education supports the students involvement. This study evaluated the various method of lecturing considering students involvements.Methods: One hundred two first year medical and nursing students involved in this study and their opinion about these two methods of learning were obtained by filling of a questionnaire. The subject of the lectures was “general psychology” which was carried out 50% by the students and 50% by the teacher. The statistical analysis was carried out by SPSS program.Results: Considering students opinion in student-centered method the various aspect of learning such as mutual understanding, use of textbooks and references were significantly increased , whereasother aspects of learning such as self esteem, study time, innovation, and study attitude though were improved, but were not significant as compared with teacher centered method. In teacher-centeredmethod the understanding of the subjects was significantly increased .Other aspects of learning such as motivation and concentration were improved but not significantly as compared with studentcentered method.Conclusion: As the result showed student centered method was favored in several aspects of learning while in teacher centered method only understanding of the subject was better . Careful choice of teaching method to provide a comprehensive learning experience should take into account these differences.Key words: TEACHER CENTERED, STUDENT CENTERED, LEARNING

20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Science.gov (United States)

2010-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT... managing work-based learning? (a) The center operator must emphasize and implement work-based learning...

Iowa Water Center | Iowa Water Center

Science.gov (United States)

Home Iowa State University Extension Iowa Water Center Submitted by mollyd on April 24, 2012 - 09 :42 Advancing the state of water knowledge and management The Iowa Water Center is a part of a nationwide network of university-based water centers created to encourage interdisciplinary water research

Automated Library Networking in American Public Community College Learning Resources Centers.

Science.gov (United States)

Miah, Adbul J.

1994-01-01

Discusses the need for community colleges to assess their participation in automated library networking systems (ALNs). Presents results of questionnaires sent to 253 community college learning resource center directors to determine their use of ALNs. Reviews benefits of automation and ALN activities, planning and communications, institution size,…

Meaningful Learning Moments on a Family Medicine Clerkship: When Students Are Patient Centered.

Science.gov (United States)

Huang, William Y; Rogers, John C; Nelson, Elizabeth A; Wright, Crystal C; Teal, Cayla R

2016-04-01

Reflection after patient encounters is an important aspect of clinical learning. After our medical school instituted a reflection paper assignment for all clerkships, we wanted to learn about the types of encounters that students found meaningful on a family medicine clerkship and how they impacted students' learning. Family and Community Medicine Clerkship students completed a reflection paper after the clerkship, based on guidelines that were used for all clerkship reflection papers at our medical school. Two reviewers independently organized student responses into themes and then jointly prioritized common themes and negotiated any initial differences into other themes. A total of 272 reflection papers describing an actual learning moment in patient care were submitted during the study period of January 2011--December 2012. In describing actions performed, students most frequently wrote about aspects of patient-centered care such as listening to the patient, carefully assessing the patient's condition, or giving a detailed explanation to the patient. In describing effects of those actions, students wrote about what they learned about the patient-physician interaction, the trust that patients demonstrated in them, the approval they gained from their preceptors, and the benefits they saw from their actions. An important contribution of a family medicine clerkship is the opportunity for students to further their skills in patient-centered care and realize the outcomes of providing that type of care.

Progress of the Architectural Competition: Learning Center, the Lausanne Example

Directory of Open Access Journals (Sweden)

Mirjana Rittmeyer

2006-07-01

Full Text Available Point of entry to the Ecole Polytechnique Fédérale de Lausanne (EPFL, the Learning Center will be a place to learn, to obtain information, and to live. Replacing and improving the old main library, this new building will gradually assimilate all EPFL department libraries collections and services, as they are integrated into a global information system. Conceived as the place for those who are learning, mainly students, who have no personal working area on the campus, it is designed to adapt itself to the ‘seasons’ of academic life throughout the year (flexibility and modularity of rooms, extended opening hours during exam periods. It will take into account group working habits (silence vs. noise, changes in the rhythm of student life (meals, working alone, discussions, etc., and other environmental factors. Of course the needs of EPFL staff and alumni, local industry and citizens have also been carefully considered in the design. By offering a multitude of community functions, such as a bookshop, cafeteria and restaurant services, and rooms for relaxation and discussion, the Learning Center will link the campus to the city. Areas devoted to exhibition and debate will also be included, enforcing its role as an interactive science showcase, in particular for those technologies related to the research and teaching of the EPFL. The presentation described the process and steps towards the actual realisation of such a vital public space: from the programme definition to the collaboration with the bureau of architects (SAANA, Tokyo who won the project competition, the speakers showed what are the challenges and lessons already taken when working on this major piece of architecture, indeed the heart of the transformation of the technical school build in the 1970s into a real 2000s campus.

Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: "Never Fail a Nahayan"

Science.gov (United States)

Jackson, Liz

2015-01-01

Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the "pedagogy of the oppressed" and…

Integrating Student-Centered Learning in Finance Courses: The Case of a Malaysian Research University

Science.gov (United States)

Janor, Hawati; Rahim, Ruzita Abdul; Rahman, Aisyah Abdul; Auzairy, Noor Azryani; Hashim, Noor Azuan; Yusof, Muhamad Zain

2013-01-01

The student-centered learning (SCL) approach is an approach to education that focuses on learners and their needs, rather than relying upon the input of the teacher's. The present paper examines how the SCL approach is integrated as a learner-centered paradigm into finance courses offered at a business school in a research university in Malaysia.…

THE DYNAMICS OF PROJECT-BASED LEARNING EXTENSION COURSES: THE “LABORATORY OF SOCIAL PROJECTS” CASE STUDY

Directory of Open Access Journals (Sweden)

Joao Alberto Arantes do Amaral

2017-01-01

Full Text Available In this case study we discuss the dynamics that drive a free-of-charge project-based learning extension course. We discuss the lessons learned in the course, “Laboratory of Social Projects.” The course aimed to teach project management skills to the participants. It was conducted from August to November of 2015, at Federal University of São Paulo (Unifesp, Osasco Campus, Brazil. The course had 72 participants (41 community members and 31 university students. The participants worked in teams of four members (on average and developed 13 projects on behalf of eight NGOs that help people in need. In our research, we followed a mixed methods approach, using unstructured questionnaires and project reports as sources of information. We made use of system thinking analysis to reveal the dynamics that unfolded during the course. Our main findings are: 1 free-of-charge extension courses can be much more challenging to manage than traditional courses; the bureaucracy of getting the university’s approval and problems related to dropouts are issues to consider; 2 the workload of the professors involved can be substantially higher than the workload of similar regular courses; 3 the use of project-based learning techniques can be very effective; 4 the courses can provide a very rich experience to the participants, promoting intense knowledge-sharing among all involved.

Learning Center and Study Carrels: A Comparative Study. Technical Report #18.

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Chun, Sherlyn; And Others

This Kamehameha Early Education Program (KEEP) report presents a comparative study of the work rates of kindergarten and first grade children in two classroom environments: a learning-center and a study-carrel environment. The subjects, seven matched pairs of kindergarten and first grade students, were chosen on the basis of the results of a…

Perspectives on learning through research on critical issues-based science center exhibitions

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Pedretti, Erminia G.

2004-07-01

Recently, science centers have created issues-based exhibitions as a way of communicating socioscientific subject matter to the public. Research in the last decade has investigated how critical issues-based installations promote more robust views of science, while creating effective learning environments for teaching and learning about science. The focus of this paper is to explore research conducted over a 10-year period that informs our understanding of the nature of learning through these experiences. Two specific exhibitions - Mine Games and A Question of Truth - provide the context for discussing this research. Findings suggest that critical issues-based installations challenge visitors in different ways - intellectually and emotionally. They provide experiences beyond usual phenomenon-based exhibitions and carry the potential to enhance learning by personalizing subject matter, evoking emotion, stimulating dialogue and debate, and promoting reflexivity. Critical issues-based exhibitions serve as excellent environments in which to explore the nature of learning in these nonschool settings.

Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology.

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Armbruster, Peter; Patel, Maya; Johnson, Erika; Weiss, Martha

2009-01-01

We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.

Service-Learning. National Dropout Prevention Center/Network Newsletter. Volume 22, Number 4

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Duckenfield, Marty, Ed.

2011-01-01

The "National Dropout Prevention Newsletter" is published quarterly by the National Dropout Prevention Center/Network. This issue contains the following articles: (1) Dropouts and Democracy (Robert Shumer); (2) 2011 NDPN Crystal Star Winners; (3) Service-Learning as Dropout Intervention and More (Michael VanKeulen); and (4) Teacher…

Improving Disability Awareness among Extension Agents

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Mahadevan, Lakshmi; Peterson, Rick L.; Grenwelge, Cheryl

2014-01-01

Increasing prevalence rates and legislative mandates imply that educators, parents, and Extension agents will need better tools and resources to meet the needs of special populations. The Texas A&M AgriLife Extension Service addresses this issue by using e-learning tools. Extension agents can take advantage of these courses to gain critical…

Profile of New Mexico Military Institute's Toles Learning Center: Marketing the LRC into the Twenty-First Century.

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McLaren, M. Bruce

1987-01-01

Describes New Mexico Military Institute (NMMI), a state-supported combined military high school/junior college. Discusses its new learning resources center, the impact of the center on the community, and efforts to promote a greater demand for center services and raise funds for the facility. Recommends 14 marketing strategies. (DMM)

Neuromorphic cognitive systems a learning and memory centered approach

CERN Document Server

Yu, Qiang; Hu, Jun; Tan Chen, Kay

2017-01-01

This book presents neuromorphic cognitive systems from a learning and memory-centered perspective. It illustrates how to build a system network of neurons to perform spike-based information processing, computing, and high-level cognitive tasks. It is beneficial to a wide spectrum of readers, including undergraduate and postgraduate students and researchers who are interested in neuromorphic computing and neuromorphic engineering, as well as engineers and professionals in industry who are involved in the design and applications of neuromorphic cognitive systems, neuromorphic sensors and processors, and cognitive robotics. The book formulates a systematic framework, from the basic mathematical and computational methods in spike-based neural encoding, learning in both single and multi-layered networks, to a near cognitive level composed of memory and cognition. Since the mechanisms for integrating spiking neurons integrate to formulate cognitive functions as in the brain are little understood, studies of neuromo...

Kennedy Space Center's NASA/Contractor Team-Centered Total Quality Management Seminar: Results, methods, and lessons learned

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Kinlaw, Dennis C.; Eads, Jeannette

1992-01-01

It is apparent to everyone associated with the Nation's aeronautics and space programs that the challenge of continuous improvement can be reasonably addressed only if NASA and its contractors act together in a fully integrated and cooperative manner that transcends the traditional boundaries of proprietary interest. It is, however, one thing to assent to the need for such integration and cooperation; it is quite another thing to undertake the hard tasks of turning such a need into action. Whatever else total quality management is, it is fundamentally a team-centered and team-driven process of continuous improvement. The introduction of total quality management at KSC, therefore, has given the Center a special opportunity to translate the need for closer integration and cooperation among all its organizations into specific initiatives. One such initiative that NASA and its contractors have undertaken at KSC is a NASA/Contractor team-centered Total Quality Management Seminar. It is this seminar which is the subject of this paper. The specific purposes of this paper are to describe the following: Background, development, and evolution of Kennedy Space Center's Total Quality Management Seminar; Special characteristics of the seminar; Content of the seminar; Meaning and utility of a team-centered design for TQM training; Results of the seminar; Use that one KSC contractor, EG&G Florida, Inc. has made of the seminar in its Total Quality Management initiative; and Lessons learned.

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

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Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning. PMID:27252298

A Study of Time Spent Working at Learning Centers. Technical Report #17.

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Omori, Sharon; And Others

This study examined the proportion of time children in the Kamehameha Early Education Program schools spend at actual school work in learning centers. Systematic time-sampled observations using multiple observers were conducted in December-January and again in March-April. The subjects, 12 children (6 kindergarteners and 6 first graders) were…

Family Literacy Project. Learning Centers for Parents and Children. A Resource Guide.

Science.gov (United States)

Crocker, M. Judith, Ed.; And Others

This guide is intended to help adult education programs establish family literacy programs and create Family Learning Centers in Cleveland Public Schools. The information should assist program coordinators in developing educational components that offer activities to raise the self-esteem of the parents and provide them with the knowledge and…

State of the Art Student Support Services in an IEP Learning Center

Science.gov (United States)

Hanson, Jessica; Maxwell, Jeffrey; Mulder, Monika

2015-01-01

Intensive English language programs (IEPs) at American universities have the task of recruiting, retaining, and preparing international students for mainstream classes. In order to achieve these tasks, many programs have explored using supplemental instruction (SI) in the form of learning centers (LCs) to support their students. In this study, we…

Intergenerational Learning at a Nature Center: Families Using Prior Experiences and Participation Frameworks to Understand Raptors

Science.gov (United States)

Zimmerman, Heather Toomey; McClain, Lucy Richardson

2014-01-01

Using a sociocultural framework to approach intergenerational learning, this inquiry examines learning processes used by families during visits to one nature center. Data were collected from videotaped observations of families participating in an environmental education program and a follow-up task to draw the habitat of raptors. Based on a…

Use of Genomic Databases for Inquiry-Based Learning about Influenza

Science.gov (United States)

Ledley, Fred; Ndung'u, Eric

2011-01-01

The genome projects of the past decades have created extensive databases of biological information with applications in both research and education. We describe an inquiry-based exercise that uses one such database, the National Center for Biotechnology Information Influenza Virus Resource, to advance learning about influenza. This database…

Developing Student-Centered Learning Model to Improve High Order Mathematical Thinking Ability

Science.gov (United States)

Saragih, Sahat; Napitupulu, Elvis

2015-01-01

The purpose of this research was to develop student-centered learning model aiming to improve high order mathematical thinking ability of junior high school students of based on curriculum 2013 in North Sumatera, Indonesia. The special purpose of this research was to analyze and to formulate the purpose of mathematics lesson in high order…

Implementation of Cooperative Learning in the Center for Community Service and Continuing Education at Kuwait University

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Alansari, Eissa M.

2006-01-01

The purpose of this study is to review the success of implementation of cooperative learning in various courses delivered at the Center for Community Service and Continuing Education at Kuwait University. According to recent research in the field of social cognition, learning situations which make use of the social context often achieve superior…

Electronic health records and technical assistance to improve quality of primary care: Lessons for regional extension centers.

Science.gov (United States)

Boas, Samuel J; Bishop, Tara F; Ryan, Andrew M; Shih, Sarah C; Casalino, Lawrence P

2014-07-01

In 2009, the American Recovery and Reinvestment Act apportioned $643 million for a Health Information Technology Extension Program, which established Regional Extension Centers (RECs) to support the implementation and use of electronic health records (EHRs). Little is known, however, about how RECs should assist in EHR implementation and how they should structure ongoing support. The purpose of this paper is to describe physicians' experiences with the Primary Care Information Project (PCIP), an REC run by the New York City Department of Health and Mental Hygiene. We interviewed 17 physicians enrolled in PCIP to understand the role of the EHRon quality of care and their experience with technical assistance from PCIP. All physicians stated that they felt that the EHR improved the quality of care they delivered to their patients particularly because it helped them track patients. All the physicians found technical assistance helpful but most wanted ongoing assistance months or years after they adopted the EHR. © 2013 Published by Elsevier Inc.

Transformation of an academic medical center: lessons learned from restructuring and downsizing.

Science.gov (United States)

Woodard, B; Fottler, M D; Kilpatrick, A O

1999-01-01

This article reviews management literature on health care transformation and describes the processes, including restructuring, job redesign, and downsizing, involved in one academic medical center's experience. The article concludes with lessons learned at each of the stages of the transformation process: planning, implementation, and process continuation. Managerial implications for similar transformation efforts in other health care organizations are suggested.

A Case Study of Key Stakeholders' Perceptions of the Learning Center's Effectiveness for English Learners at a District in Central California

Science.gov (United States)

Nava, Norma Leticia

2016-01-01

This qualitative study explored stakeholders' (administrators, teachers, and parents) perspectives of English learners in the learning center, a response to intervention model, at a school district in Central California. Research existed concerning the yearly academic growth of students in a learning center, but there was a lack of knowledge about…

The CAREL Center for Education Diagnosis and Learning: A Self-Correcting Innovative Model.

Science.gov (United States)

Jenny, Albert

1968-01-01

The Central Atlantic Regional Educational Laboratory (CAREL) Center for Educational Diagnosis and Learning is a model based on a cybernetic approach for the development of educational programs designed to personalize the student's instructional experiences and humanize his daily living. The CAREL Project has set three major objectives and 12…

Tornadoes: A Center Approach.

Science.gov (United States)

Christman-Rothlein, Liz; Meinbach, Anita M.

1981-01-01

Information is given on how to put together a learning center. Discusses information and activity packets for a complete learning center on tornadoes including objectives, directions, materials, photographs of physical arrangements, and posttest. (DC)

Scaffolding the design of accessible eLearning content: a user-centered approach and cognitive perspective.

Science.gov (United States)

Catarci, Tiziana; De Giovanni, Loredana; Gabrielli, Silvia; Kimani, Stephen; Mirabella, Valeria

2008-08-01

There exist various guidelines for facilitating the design, preparation, and deployment of accessible eLearning applications and contents. However, such guidelines prevalently address accessibility in a rather technical sense, without giving sufficient consideration to the cognitive aspects and issues related to the use of eLearning materials by learners with disabilities. In this paper we describe how a user-centered design process was applied to develop a method and set of guidelines for didactical experts to scaffold their creation of accessible eLearning content, based on a more sound approach to accessibility. The paper also discusses possible design solutions for tools supporting eLearning content authors in the adoption and application of the proposed approach.

LINKING CLASSROOM AND COMMUNITY: A THEORETICAL ALIGNMENT OF SERVICE LEARNING AND A HUMAN-CENTERED DESIGN METHODOLOGY IN CONTEMPORARY COMMUNICATION DESIGN EDUCATION

Directory of Open Access Journals (Sweden)

Anneli Bowie

2016-04-01

Full Text Available The current emphasis on social responsibility and community collaboration within higher education has led to an increased drive to include service learning in the curriculum. With its emphasis on mutually beneficial collaborations, service learning can be meaningful for both students and the community, but is challenging to manage successfully. From a design education perspective, it is interesting to note that contemporary design practice emphasises a similar approach known as a human-centered design, where users are considered and included throughout the design process. In considering both service learning and human-centred design as foundations for design pedagogy, various philosophical and methodological similarities are evident. The paper explores the relationship between a service learning community engagement approach and a human-centered design approach in contemporary communication design education. To this end, each approach is considered individually after which a joint frame of reference is presented. Butin’s service learning typology, namely the four Rs – respect, reciprocity, relevance and reflection – serves as a point of departure for the joint frame of reference. Lastly, the potential value and relevance of a combined understanding of service learning and human-centered design is considered.

Learning PrimeFaces extensions development

CERN Document Server

Jonna, Sudheer

2014-01-01

This book provides a step by step approach that explains the most important extension components and their features. All the major features are explained by using the JobHub application with supporting screenshots.If you are an intermediate to advanced level user (or developer) who already has a basic working knowledge of PrimeFaces, then this book is for you.The only thing you need to know is Java Server Faces(JSF).

Stephenson Cancer Center

Science.gov (United States)

Stephenson Cancer Center at the University of Oklahoma in Oklahoma City is an NCI-designated cancer center at the forefront of NCI-supported cancer research. Learn more about the Stephenson Cancer Center's mission.

Investigating student communities with network analysis of interactions in a physics learning center

Directory of Open Access Journals (Sweden)

Eric Brewe

2012-01-01

Full Text Available Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University’s Physics Learning Center (PLC that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.

Investigating student communities with network analysis of interactions in a physics learning center

Science.gov (United States)

Brewe, Eric; Kramer, Laird; Sawtelle, Vashti

2012-06-01

Developing a sense of community among students is one of the three pillars of an overall reform effort to increase participation in physics, and the sciences more broadly, at Florida International University. The emergence of a research and learning community, embedded within a course reform effort, has contributed to increased recruitment and retention of physics majors. We utilize social network analysis to quantify interactions in Florida International University’s Physics Learning Center (PLC) that support the development of academic and social integration. The tools of social network analysis allow us to visualize and quantify student interactions and characterize the roles of students within a social network. After providing a brief introduction to social network analysis, we use sequential multiple regression modeling to evaluate factors that contribute to participation in the learning community. Results of the sequential multiple regression indicate that the PLC learning community is an equitable environment as we find that gender and ethnicity are not significant predictors of participation in the PLC. We find that providing students space for collaboration provides a vital element in the formation of a supportive learning community.

Team learning center design principles

Energy Technology Data Exchange (ETDEWEB)

Daily, B.; Loveland, J.; Whatley, A. [New Mexico State Univ., Las Cruces, NM (United States)] [and others

1995-06-01

This is a preliminary report of a multi-year collaboration of the authors addressing the subject: Can a facility be designed for team learning and would it improve the efficiency and effectiveness of team interactions? Team learning in this context is a broad definition that covers all activities where small to large groups of people come together to work, to learn, and to share through team activities. Multimedia, networking, such as World Wide Web and other tools, are greatly enhancing the capability of individual learning. This paper addresses the application of technology and design to facilitate group or team learning. Many organizational meetings need tens of people to come together to do work as a large group and then divide into smaller subgroups of five to ten to work and then to return and report and interact with the larger group. Current facilities were not, in general, designed for this type of meeting. Problems with current facilities are defined and a preliminary design solution to many of the identified problems is presented.

Elementary School Principals' Learning-Centered Leadership and Educational Outcomes: Implications for Principals' Professional Development

Science.gov (United States)

Reardon, R. Martin

2011-01-01

This article arises from research in one school district (utilizing the Vanderbilt Assessment of Leadership in Education, VAL-ED) into the relationships among the perceptions of elementary school leaders of their learning-centered leadership, and student achievement on state-mandated tests of reading in Virginia. Beyond the percentage of students…

iPads and Tablets: Today’s Extension Demonstration

Directory of Open Access Journals (Sweden)

Nancy Franz

2013-06-01

Full Text Available Iowa State University Extension and Outreach educators are using iPadsto deepen and expand education by showing learners online resources on nutrition including signing up for blogs and visiting our Spend Smart Eat Smart website and Facebook page. A video describing the project is available at http://vimeo.com/64757580. Of the 281 learners who responded to a survey, 96% learned additional nutrition information outside of our classes from the Spend Smart Eat Smart Facebook page, blog, and website; 93% learned about nutrition practices; and 88% learned about food resource management practices. Educators are also using the video clips on our websites as demonstrations during lessons. The educators no longer carry demonstration supplies, and learners return to the video demonstrations outside of class. The “Extension demonstration” as a delivery method still has strong impact, but now resides in the two-dimensional world of the internet brought to learners through mobile devices. Long live the Extension demonstration!

Teaching torque with 5E learning strategy: an off-center disk case

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Balta, Nuri

2018-01-01

In this paper, five simple demonstrations with an off-center disk that can be easily constructed and demonstrated in science class are described along with the 5E learning strategy. These demonstrations can be used to help students develop an understanding of the relationship between the centre of mass and torque. These STEM activities are appropriate for high school or first-year college physics, and are expected to engage students during physics courses.

The Case of the Unhappy Sports Fan: Embracing Student-Centered Learning and Promoting Upper-Level Cognitive Skills through an Online Dispute Resolution Simulation

Science.gov (United States)

Ponte, Lucille M.

2006-01-01

Pedagogical experts contend that students learn best when they are actively involved in and responsible for their own learning. In a student-centered learning environment, the instructor ideally serves primarily as a learning resource or facilitator. With the guidance of the instructor, students in active learning environments strive for…

Statistical learning from a regression perspective

CERN Document Server

Berk, Richard A

2016-01-01

This textbook considers statistical learning applications when interest centers on the conditional distribution of the response variable, given a set of predictors, and when it is important to characterize how the predictors are related to the response. As a first approximation, this can be seen as an extension of nonparametric regression. This fully revised new edition includes important developments over the past 8 years. Consistent with modern data analytics, it emphasizes that a proper statistical learning data analysis derives from sound data collection, intelligent data management, appropriate statistical procedures, and an accessible interpretation of results. A continued emphasis on the implications for practice runs through the text. Among the statistical learning procedures examined are bagging, random forests, boosting, support vector machines and neural networks. Response variables may be quantitative or categorical. As in the first edition, a unifying theme is supervised learning that can be trea...

Lessons Learned from Creating the Public Earthquake Resource Center at CERI

Science.gov (United States)

Patterson, G. L.; Michelle, D.; Johnston, A.

2004-12-01

The Center for Earthquake Research and Information (CERI) at the University of Memphis opened the Public Earthquake Resource Center (PERC) in May 2004. The PERC is an interactive display area that was designed to increase awareness of seismology, Earth Science, earthquake hazards, and earthquake engineering among the general public and K-12 teachers and students. Funding for the PERC is provided by the US Geological Survey, The NSF-funded Mid America Earthquake Center, and the University of Memphis, with input from the Incorporated Research Institutions for Seismology. Additional space at the facility houses local offices of the US Geological Survey. PERC exhibits are housed in a remodeled residential structure at CERI that was donated by the University of Memphis and the State of Tennessee. Exhibits were designed and built by CERI and US Geological Survey staff and faculty with the help of experienced museum display subcontractors. The 600 square foot display area interactively introduces the basic concepts of seismology, real-time seismic information, seismic network operations, paleoseismology, building response, and historical earthquakes. Display components include three 22" flat screen monitors, a touch sensitive monitor, 3 helicorder elements, oscilloscope, AS-1 seismometer, life-sized liquefaction trench, liquefaction shake table, and building response shake table. All displays include custom graphics, text, and handouts. The PERC website at www.ceri.memphis.edu/perc also provides useful information such as tour scheduling, ask a geologist, links to other institutions, and will soon include a virtual tour of the facility. Special consideration was given to address State science standards for teaching and learning in the design of the displays and handouts. We feel this consideration is pivotal to the success of any grass roots Earth Science education and outreach program and represents a valuable lesson that has been learned at CERI over the last several

Commission for the Accreditation of Birth Centers

Science.gov (United States)

... Learning Login: Commissioners Birth Centers CABC Learning Place Home Accredited Birth Centers Find CABC Accredited Birth Centers What does ... In the Pursuit of Excellence You are here: Home In the ... for the Accreditation of Birth Centers (CABC) provides support, education, and accreditation to ...

Exploring student learning profiles in algebra-based studio physics: A person-centered approach

Science.gov (United States)

Pond, Jarrad W. T.; Chini, Jacquelyn J.

2017-06-01

In this study, we explore the strategic self-regulatory and motivational characteristics of students in studio-mode physics courses at three universities with varying student populations and varying levels of success in their studio-mode courses. We survey students using questions compiled from several existing questionnaires designed to measure students' study strategies, attitudes toward and motivations for learning physics, organization of scientific knowledge, experiences outside the classroom, and demographics. Using a person-centered approach, we utilize cluster analysis methods to group students into learning profiles based on their individual responses to better understand the strategies and motives of algebra-based studio physics students. Previous studies have identified five distinct learning profiles across several student populations using similar methods. We present results from first-semester and second-semester studio-mode introductory physics courses across three universities. We identify these five distinct learning profiles found in previous studies to be present within our population of introductory physics students. In addition, we investigate interactions between these learning profiles and student demographics. We find significant interactions between a student's learning profile and their experience with high school physics, major, gender, grade expectation, and institution. Ultimately, we aim to use this method of analysis to take the characteristics of students into account in the investigation of successful strategies for using studio methods of physics instruction within and across institutions.

How different are ICT-supported pedagogical practices from extensive and non-extensive ICT-using science teachers?

OpenAIRE

Voogt, Joke

2009-01-01

This paper aims to understand the differences between characteristics of ICT-supported pedagogical practices of grade 8 science teachers of extensive and non-extensive ICT-using science teachers. The differences of the pedagogical practices are described in terms of innovative and traditionally important practice orientations. The innovative practice orientation reflects a demand for education in an information society (e.g. communication skills; ability to learn at own pace), while the tradi...

1970-1971 Annual Report: Extension Service Program, Silliman University.

Science.gov (United States)

Maturan, Eulalio G.

The 1970-1971 annual report of the Extension Service Program of Silliman University, Dumaguete City, Philippines, treats the following projects: Mabinay Agricultural Extension, Mabinay Negrito Action-Research, Reforestation, and Livestock Dispersal. Also discussed are the Rural Publications Center and other extension services--a radio program,…

Learning from Primary Health Care Centers in Nepal: reflective writings on experiential learning of third year Nepalese medical students

OpenAIRE

Dhital, Rolina; Subedi, Madhusudan; Prasai, Neeti; Shrestha, Karun; Malla, Milan; Upadhyay, Shambhu

2015-01-01

Background Medical education can play important role in cultivating the willingness among the medical students to work in underprivileged areas after their graduation. Experiential learning through early exposure to primary health care centers could help students better understand the opportunities and challenges of such settings. However, the information on the real experiences and reflections of medical students on the rural primary health care settings from low-income countries like Nepal ...

Person-Centered Learning using Peer Review Method – An Evaluation and a Concept for Student-Centered Classrooms

Directory of Open Access Journals (Sweden)

Dominik Dolezal

2018-02-01

Full Text Available Using peer assessment in the classroom to increase student engagement by actively involving the pupils in the assessment process has been practiced and researched for decades. In general, the literature suggests using peer review for project-based exercises. This paper analyzes the applicability of peer assessment to smaller exercises at secondary school level and makes recommendations for its use in computer science courses. Furthermore, a school pilot project introducing student-centered classrooms, called “learning office”, is described. Additionally, a concept for the implementation of peer assessment in such student-centered classrooms is outlined. We introduced two traditional secondary school classes consisting of a total of 57 students to the peer assessment method within the scope of the same software engineering course. The peer students assessed two of 13 exercises using the Moodle workshop activity. The students evaluated these two exercises using an anonymous online questionnaire. At the end of the course, they rated each of the 13 exercises regarding their learning motivation. Overall, the anonymous feedback on the peer review exercises was very positive. The students not only obtained more feedback, but also received it in a timelier manner compared to regular teacher assessment. The results of the overall rating of all 13 exercises revealed that the two peer reviewed exercises have been rated significantly better than the other eleven exercises assessed by the teacher. Evidence therefore suggests that peer review is a viable option for small- and medium-sized exercises in the context of computer science education at secondary school level under certain conditions, which we discuss in this paper.

The University of Nebraska at Omaha Center for Space Data Use in Teaching and Learning

Science.gov (United States)

Grandgenett, Neal

2000-01-01

Within the context of innovative coursework and other educational activities, we are proposing the establishment of a University of Nebraska at Omaha (UNO) Center for the Use of Space Data in Teaching and Learning. This Center will provide an exciting and motivating process for educators at all levels to become involved in professional development and training which engages real life applications of mathematics, science, and technology. The Center will facilitate innovative courses (including online and distance education formats), systematic degree programs, classroom research initiatives, new instructional methods and tools, engaging curriculum materials, and various symposiums. It will involve the active participation of several Departments and Colleges on the UNO campus and be well integrated into the campus environment. It will have a direct impact on pre-service and in-service educators, the K12 (kindergarten through 12th grade) students that they teach, and other college students of various science, mathematics, and technology related disciplines, in which they share coursework. It is our belief that there are many exciting opportunities represented by space data and imagery, as a context for engaging mathematics, science, and technology education. The UNO Center for Space Data Use in Teaching and Learning being proposed in this document will encompass a comprehensive training and dissemination strategy that targets the improvement of K-12 education, through changes in the undergraduate and graduate preparation of teachers in science, mathematics and technology education.

Community Opinion and Satisfaction with the Leadership at an Urban Community Educational Learning Center during an Organizational Transformation Process: A Frontline Perspective from Community Stakeholders

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Lewis, Joseph Lee

2013-01-01

This study examined selected community stakeholders' perception of the current leadership at their local community educational learning center during an organizational transformation and cultural change process. The transition from a community college to an educational learning center, mandated in 2006 by the Accredition Commission and agreed on…

Blending Formal and Informal Learning Networks for Online Learning

Science.gov (United States)

Czerkawski, Betül C.

2016-01-01

With the emergence of social software and the advance of web-based technologies, online learning networks provide invaluable opportunities for learning, whether formal or informal. Unlike top-down, instructor-centered, and carefully planned formal learning settings, informal learning networks offer more bottom-up, student-centered participatory…

[Technology: training centers--a new method for learning surgery in visceral surgery].

Science.gov (United States)

Troidl, H

1996-01-01

The importance of training centers can be best described after first answering a few questions like: 1. What kind of surgery will we deal with in the future? 2. What kind of surgeon do we need for this surgery, if it is basically different? 3. How will this surgeon have to be educated/trained for this different surgery? Although I am aware of the fact, that statements about future prospects are usually doomed to fail, I maintain that endoscopic surgery will be an essential part of general surgery. If this is so, surgery will be dominated by extremely complicated technology, new techniques and new instruments. It will be a "different" surgery. It will offer more comfort at the same safety. The surgeon of the future will still need a certain personality; he will still need intuition and creativity. To survive in our society, he will have to be an organiser and even a businessman. Additionally, something new has to be added: he will have to understand modern, complicated technology and will have to use totally different instruments for curing surgical illness. This makes it clear that we will need a different education/training and may be even a different selection of surgeons. We should learn from other professions sharing common interests with surgery, for example, sports where the common interest is achieving most complicated motions and necessarily highly differentiated coordination. Common interest with airline pilots is the target of achieving absolute security. They have a highly differentiated selection and training concept. Training centers may be-under certain prerequisites-a true alternative for this necessary form of training. They must have a concept, i.e. contents and aims have to be defined, structured and oriented on the requirements of surgery for the patient. Responsibility for the concept, performance and control can only be in the hands of Surgical Societies and Universities. These prerequisites correspond most likely to training centers being

wACSF—Weighted atom-centered symmetry functions as descriptors in machine learning potentials

Science.gov (United States)

Gastegger, M.; Schwiedrzik, L.; Bittermann, M.; Berzsenyi, F.; Marquetand, P.

2018-06-01

We introduce weighted atom-centered symmetry functions (wACSFs) as descriptors of a chemical system's geometry for use in the prediction of chemical properties such as enthalpies or potential energies via machine learning. The wACSFs are based on conventional atom-centered symmetry functions (ACSFs) but overcome the undesirable scaling of the latter with an increasing number of different elements in a chemical system. The performance of these two descriptors is compared using them as inputs in high-dimensional neural network potentials (HDNNPs), employing the molecular structures and associated enthalpies of the 133 855 molecules containing up to five different elements reported in the QM9 database as reference data. A substantially smaller number of wACSFs than ACSFs is needed to obtain a comparable spatial resolution of the molecular structures. At the same time, this smaller set of wACSFs leads to a significantly better generalization performance in the machine learning potential than the large set of conventional ACSFs. Furthermore, we show that the intrinsic parameters of the descriptors can in principle be optimized with a genetic algorithm in a highly automated manner. For the wACSFs employed here, we find however that using a simple empirical parametrization scheme is sufficient in order to obtain HDNNPs with high accuracy.

Cooperative Extension as a Framework for Health Extension: The Michigan State University Model.

Science.gov (United States)

Dwyer, Jeffrey W; Contreras, Dawn; Eschbach, Cheryl L; Tiret, Holly; Newkirk, Cathy; Carter, Erin; Cronk, Linda

2017-10-01

The Affordable Care Act charged the Agency for Healthcare Research and Quality to create the Primary Care Extension Program, but did not fund this effort. The idea to work through health extension agents to support health care delivery systems was based on the nationally known Cooperative Extension System (CES). Instead of creating new infrastructure in health care, the CES is an ideal vehicle for increasing health-related research and primary care delivery. The CES, a long-standing component of the land-grant university system, features a sustained infrastructure for providing education to communities. The Michigan State University (MSU) Model of Health Extension offers another means of developing a National Primary Care Extension Program that is replicable in part because of the presence of the CES throughout the United States. A partnership between the MSU College of Human Medicine and MSU Extension formed in 2014, emphasizing the promotion and support of human health research. The MSU Model of Health Extension includes the following strategies: building partnerships, preparing MSU Extension educators for participation in research, increasing primary care patient referrals and enrollment in health programs, and exploring innovative funding. Since the formation of the MSU Model of Health Extension, researchers and extension professionals have made 200+ connections, and grants have afforded savings in salary costs. The MSU College of Human Medicine and MSU Extension partnership can serve as a model to promote health partnerships nationwide between CES services within land-grant universities and academic health centers or community-based medical schools.

Lessons Learned from Engineering a Multi-Mission Satellite Operations Center

Science.gov (United States)

Madden, Maureen; Cary, Everett, Jr.; Esposito, Timothy; Parker, Jeffrey; Bradley, David

2006-01-01

NASA's Small Explorers (SMEX) satellites have surpassed their designed science-lifetimes and their flight operations teams are now facing the challenge of continuing operations with reduced funding. At present, these missions are being re-engineered into a fleet-oriented ground system at Goddard Space Flight Center (GSFC). When completed, this ground system will provide command and control of four SMEX missions and will demonstrate fleet automation and control concepts. As a path-finder for future mission consolidation efforts, this ground system will also demonstrate new ground-based technologies that show promise of supporting longer mission lifecycles and simplifying component integration. One of the core technologies being demonstrated in the SMEX Mission Operations Center is the GSFC Mission Services Evolution Center (GMSEC) architecture. The GMSEC architecture uses commercial Message Oriented Middleware with a common messaging standard to realize a higher level of component interoperability, allowing for interchangeable components in ground systems. Moreover, automation technologies utilizing the GMSEC architecture are being evaluated and implemented to provide extended lights-out operations. This mode of operation will provide routine monitoring and control of the heterogeneous spacecraft fleet. The operational concepts being developed will reduce the need for staffed contacts and is seen as a necessity for fleet management. This paper will describe the experiences of the integration team throughout the re-enginering effort of the SMEX ground system. Additionally, lessons learned will be presented based on the team's experiences with integrating multiple missions into a fleet-automated ground system.

Implementing and measuring safety goals and safety culture. 2. Extensive Efforts to Learn Lessons from Overseas Nuclear Power Plants

International Nuclear Information System (INIS)

Maki, Nobuo

2001-01-01

The transfer of nuclear power plant (NPP) operating experiences is one of the important measures for the safe operation of NPPs. The Institute of Nuclear Power Operations (INPO),World Association of Nuclear Operators (WANO), and Nuclear Information Center of Central Research Institute of Electric Power Industry are the organizations providing Japanese utilities with useful information on incidents and accidents that have occurred at foreign NPPs. The Kansai Electric Power Company (KEPCO) has established two organizations to make extensive efforts to learn lessons from overseas NPPs: One is the Nuclear Power Plant Maintenance Training Center (MTC), and the other is the Institute of Nuclear Safety System (INSS). This paper describes the function of these organizations in transferring knowledge and expertise to ensure the safe operation of Japanese NPPs as well as recent outcomes. MTC was set up in October 1983. Before its establishment, expertise on NPP maintenance was mainly transferred on an on-the-job basis through daily maintenance work. However, after various NPP incidents and accidents, the importance of off-site training for maintenance personnel was emphasized. MTC possesses full-sized or nearly full sized mockups of Mihama NPP Unit 3 and Takahama NPP Unit 3. Furthermore, many kinds of mechanical, electrical, and instrumental equipment are furnished for training. In 1999, more than 2400 (man/day) maintenance personnel in total had training at MTC. In the tube rupture accident of a steam generator of KEPCO's Mihama Unit 2 on February 9, 1991, the emergency core cooling system actuated for the first time in the history of NPP operation in Japan. The cause of the accident was a fault in the manufacturing process of the steam generator, which was not detected until the accident. After an in-depth evaluation of the accident, many corrective actions were taken to prevent the recurrence of a similar accident. As a part of the actions, KEPCO established INSS in March

Patterns of Tight and Loose Coupling in a Competitive Marketplace: The Case of Learning Center Franchises

Science.gov (United States)

Aurini, Janice Danielle

2012-01-01

The concept of coupling--the relationship between the environment, administrative goals, and instructional practices of education organizations--is a staple in New Institutional research. Yet processes of coupling have remained elusive. Drawing on ethnographic research of the "Ontario Learning Center" (OLC) franchise, along with…

Mailman Segal Center for Human Development | NSU

Science.gov (United States)

rendition of the National Anthem sung by Jonathan Richard, a young man with an autism spectrum disorder (ASD Dean Jim & Jan Moran Family Center Village Collaborations Early Learning Programs About Early Learning Programs Family Center Preschool About Our Preschool Enrollment Family Center Infant & Toddler

The ConocoPhillips Center for a Sustainable WE2ST (Water-Energy Education, Science, and Technology): Lessons Learned from an Innovative Research-Education-Outreach Center at Colorado School of Mines

Science.gov (United States)

Hogue, T. S.; Blaine, A. C.; Martin, A. C.

2016-12-01

The ConocoPhillips Center for a Sustainable WE2ST (Water-Energy Education, Science, and Technology) is a testament to the power of collaboration and innovation. WE2ST began as a partnership between ConocoPhillips (foundation gift) and the Colorado School of Mines (CSM) with the goal of fostering solutions to water-energy challenges via education, research and outreach. The WE2ST center is a training ground for the next generation of water-energy-social scientists and engineers and is a natural fit for CSM, which is known for its expertise in water resources, water treatment technologies, petroleum engineering, geosciences, and hydrology. WE2ST has nine contributing faculty researchers that combine to create a web of expertise on sustainable energy and water resources. This research benefits unconventional energy producers, water-reliant stakeholders and the general public. Areas of focus for research include water sources (quality and quantity), integrated water-energy solution viability and risk, and social-corporate responsibility. The WE2ST Center currently provides annual support for 8-9 Graduate Fellows and 13 Undergraduate Scholars. Top-tier graduate students are recruited nationally and funded similar to an NSF Graduate Research Fellowship (GRF). Undergraduate Scholars are also recruited from across the CSM campus to gain experience in faculty laboratories and on research teams. All WE2ST students receive extensive professional skills training, leadership development, communication skills training, networking opportunities in the water-energy industries, and outreach opportunities in the community. The corner stone of the WE2ST Center is a focus on communication with the public. Both in social science research teams and in general interactions with the public, WE2ST seeks to be "an honest broker" amidst a very passionate and complex topic. WE2ST research is communicated by presentations at technical conferences, talking with people at public gatherings

77 FR 9960 - Final Environmental Impact Statement for Extension of F-Line Streetcar Service to Fort Mason...

Science.gov (United States)

2012-02-21

... Environmental Impact Statement for Extension of F-Line Streetcar Service to Fort Mason Center, San Francisco, CA... Environmental Impact Statement for the Extension of F-Line Streetcar Service to Fort Mason Center, San Francisco... the extension of the historic streetcar F-line from Fisherman's Wharf to the Fort Mason Center, in San...

Use of Demonstration Gardens in Extension: Challenges and Benefits

Science.gov (United States)

Glen, Charlotte D.; Moore, Gary E.; Jayaratne, K. S. U.; Bradley, Lucy K.

2014-01-01

Extension agents' use of demonstration gardens was studied to determine how gardens are employed in horticultural programming, perceived benefits and challenges of using gardens for Extension programming, and desired competencies. Gardens are primarily used to enhance educational efforts by providing hands-on learning experiences. Greatest…

Space Operations Learning Center Facebook Application

Science.gov (United States)

Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

2012-01-01

The proposed Space Operations Learning Center (SOLC) Facebook module, initially code-named Spaceville, is intended to be an educational online game utilizing the latest social networking technology to reach a broad audience base and inspire young audiences to be interested in math, science, and engineering. Spaceville will be a Facebook application/ game with the goal of combining learning with a fun game and social environment. The mission of the game is to build a scientific outpost on the Moon or Mars and expand the colony. Game activities include collecting resources, trading resources, completing simple science experiments, and building architectures such as laboratories, habitats, greenhouses, machine shops, etc. The player is awarded with points and achievement levels. The player s ability increases as his/her points and levels increase. A player can interact with other players using multiplayer Facebook functionality. As a result, a player can discover unexpected treasures through scientific missions, engineering, and working with others. The player creates his/her own avatar with his/her selection of its unique appearance, and names the character. The player controls the avatar to perform activities such as collecting oxygen molecules or building a habitat. From observations of other successful social online games such as Farmville and Restaurant City, a common element of these games is having eye-catching and cartoonish characters, and interesting animations for all activities. This will create a fun, educational, and rewarding environment. The player needs to accumulate points in order to be awarded special items needed for advancing to higher levels. Trophies will be awarded to the player when certain goals are reached or tasks are completed. In order to acquire some special items needed for advancement in the game, the player will need to visit his/her neighboring towns to discover the items. This is the social aspect of the game that requires the

Ecology-centered experiences among children and adolescents: A qualitative and quantitative analysis

Science.gov (United States)

Orton, Judy

The present research involved two studies that considered ecology-centered experiences (i.e., experiences with living things) as a factor in children's environmental attitudes and behaviors and adolescents' ecological understanding. The first study (Study 1) examined how a community garden provides children in an urban setting the opportunity to learn about ecology through ecology-centered experiences. To do this, I carried out a yearlong ethnographic study at an urban community garden located in a large city in the Southeastern United States. Through participant observations and informal interviews of community garden staff and participants, I found children had opportunities to learn about ecology through ecology-centered experiences (e.g., interaction with animals) along with other experiences (e.g., playing games, reading books). In light of previous research that shows urban children have diminished ecological thought---a pattern of thought that privileges the relationship between living things---because of their lack of ecology-centered experiences (Coley, 2012), the present study may have implications for urban children to learn about ecology. As an extension of Study 1, I carried out a second study (Study 2) to investigate how ecology-centered experiences contribute to adolescents' environmental attitudes and behaviors in light of other contextual factors, namely environmental responsibility support, ecological thought, age and gender. Study 2 addressed three research questions. First, does ecological thought---a pattern of thought that privileges the relationship between living things---predict environmental attitudes and behaviors (EAB)? Results showed ecological thought did not predict EAB, an important finding considering the latent assumptions of previous research about the relationship between these two factors (e.g., Brugger, Kaiser, & Roczen, 2011). Second, do two types of contextual support, ecology-centered experiences (i.e., experiences with

Improvement of medical education using web-based lecture repetition and extension: e-learning experiences of the Department of Obstetrics and Gynecology, University of Tuebingen

Directory of Open Access Journals (Sweden)

Wallwiener, Markus

2006-11-01

Full Text Available In order to improve the education of its medical students, the Department of Obstetrics and Gynecology of the University of Tuebingen established e-learning in terms of web-based lecture repetition and extension. Subsequent to lectures, questions are provided online. The participation is voluntary, but requires registration. The results of the analysed period (winter term 2004/2005, summer term 2005 and winter term 2005/2006 including more than 380 e-learning users are encouraging. An average of 45% of the target group used the offered online questions. The students who completed at least 75% of all prepared question units achieved significantly better results than their traditional learning fellow students (p=0.002. Users got more frequent the marks "good" and "very good". Twice as much conventional learning students as e-learning users failed the examination. E-Learning and the technical implementation are repeatedly appreciated by the students. In the future, more medical courses will be supplemented with e-learning, according to the students request.

EXTENSION EDUCATION SYMPOSIUM: reinventing extension as a resource--what does the future hold?

Science.gov (United States)

Mirando, M A; Bewley, J M; Blue, J; Amaral-Phillips, D M; Corriher, V A; Whittet, K M; Arthur, N; Patterson, D J

2012-10-01

The mission of the Cooperative Extension Service, as a component of the land-grant university system, is to disseminate new knowledge and to foster its application and use. Opportunities and challenges facing animal agriculture in the United States have changed dramatically over the past few decades and require the use of new approaches and emerging technologies that are available to extension professionals. Increased federal competitive grant funding for extension, the creation of eXtension, the development of smartphone and related electronic technologies, and the rapidly increasing popularity of social media created new opportunities for extension educators to disseminate knowledge to a variety of audiences and engage these audiences in electronic discussions. Competitive grant funding opportunities for extension efforts to advance animal agriculture became available from the USDA National Institute of Food and Agriculture (NIFA) and have increased dramatically in recent years. The majority of NIFA funding opportunities require extension efforts to be integrated with research, and NIFA encourages the use of eXtension and other cutting-edge approaches to extend research to traditional clientele and nontraditional audiences. A case study is presented to illustrate how research and extension were integrated to improve the adoption of AI by beef producers. Those in agriculture are increasingly resorting to the use of social media venues such as Facebook, YouTube, LinkedIn, and Twitter to access information required to support their enterprises. Use of these various approaches by extension educators requires appreciation of the technology and an understanding of how the target audiences access information available on social media. Technology to deliver information is changing rapidly, and Cooperative Extension Service professionals will need to continuously evaluate digital technology and social media tools to appropriately integrate them into learning and

Lessons Learned (3 Years of H2O2 Propulsion System Testing Efforts at NASA's John C. Stennis Space Center)

Science.gov (United States)

Taylor, Gary O.

2001-01-01

John C. Stennis Space Center continues to support the Propulsion community in an effort to validate High-Test Peroxide as an alternative to existing/future oxidizers. This continued volume of peroxide test/handling activity at Stennis Space Center (SSC) provides numerous opportunities for the SSC team to build upon previously documented 'lessons learned'. SSC shall continue to strive to document their experience and findings as H2O2 issues surface. This paper is intended to capture all significant peroxide issues that we have learned over the last three years. This data (lessons learned) has been formulated from practical handling, usage, storage, operations, and initial development/design of our systems/facility viewpoint. The paper is intended to be an information type tool and limited in technical rational; therefore, presenting the peroxide community with some issues to think about as the continued interest in peroxide evolves and more facilities/hardware are built. These lessons learned are intended to assist industry in mitigating problems and identifying potential pitfalls when dealing with the requirements for handling high-test peroxide.

DCDM1: Lessons Learned from the World's Most Energy Efficient Data Center

Energy Technology Data Exchange (ETDEWEB)

Sickinger, David E [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Van Geet, Otto D [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Carter, Thomas [Johnson Controls

2018-05-03

This presentation discusses the holistic approach to design the world's most energy-efficient data center, which is located at the U.S. Department of Energy National Renewable Energy Laboratory (NREL). This high-performance computing (HPC) data center has achieved a trailing twelve-month average power usage effectiveness (PUE) of 1.04 and features a chiller-less design, component-level warm-water liquid cooling, and waste heat capture and reuse. We provide details of the demonstrated PUE and energy reuse effectiveness (ERE) and lessons learned during four years of production operation. Recent efforts to dramatically reduce the water footprint will also be discussed. Johnson Controls partnered with NREL and Sandia National Laboratories to deploy a thermosyphon cooler (TSC) as a test bed at NREL's HPC data center that resulted in a 50% reduction in water usage during the first year of operation. The Thermosyphon Cooler Hybrid System (TCHS) integrates the control of a dry heat rejection device with an open cooling tower.

Creating a Community of Practice: Lessons Learned from the Center for Astronomy Education (Invited)

Science.gov (United States)

Brissenden, G.

2009-12-01

The Center for Astronomy Education (CAE) is devoted to improving teaching and learning in Astro 101. To accomplish this, a vital part of CAE is our broader community of practice which includes over 1000 instructors, graduate and undergraduate students, and postdocs. It is this greater community of practice that supports each other, helps, and learns from each other beyond what would be possible without it. As our community of practice has grown, we at CAE have learned many lessons about how different facets of CAE can best be used to promote and support our community both as a whole and for individual members. We will discuss the various facets of CAE, such as our online discussion group Astrolrner@CAE (http://astronomy101.jpl.nasa.gov/discussion) and its Guest Moderator program, our CAE Regional Teaching Exchange Coordinator program, our CAE Workshop Presenter Apprenticeship Training program, our online This Month’s Teaching Strategy, monthly newsletters, and various types of socializing and networking sessions we hold at national meetings. But more importantly, we will discuss the lessons we’ve learned about what does and does not work in building community within each of these facets.

Mobilizing Learning Resources in a Transnational Classroom: Translocal and Digital Resources in a Community Technology Center

Science.gov (United States)

Noguerón-Liu, Silvia

2014-01-01

Drawing from transnational and activity theory frameworks, this study analyzes the ways translocal flows shape learning in a community technology center serving adult immigrants in the US Southwest. It also explores students' constructions of the transnational nature of the courses they took, where they had access to both online and face-to-face…

Getting down to Dollars and Cents: What Do School Districts Spend to Deliver Student-Centered Learning?

Science.gov (United States)

Miller, Lawrence J.; Gross, Betheny; Ouijdani, Monica

2012-01-01

In the era of No Child Left Behind and Race to the Top, school districts are under increasing pressure from policymakers to hold all students to high performance standards. In response, a growing number of schools are embracing the principles of student-centered learning (SCL). SCL is a contemporary approach that combines progressive and…

Instructional Leadership: A Learning-Centered Guide.

Science.gov (United States)

Hoy, Anita Woolfolk; Hoy, Wayne Kolter

This book was written with the assumption that teachers and administrators must work as colleagues to improve instruction and learning in schools. It was written to be consistent with the Interstate School Leaders Licensure Consortium (ISLLC) standards for school administrators, especially Standards 1 and 2, which emphasize a learning-centered…

Learning to Design Backwards: Examining a Means to Introduce Human-Centered Design Processes to Teachers and Students

Science.gov (United States)

Gibson, Michael R.

2016-01-01

"Designing backwards" is presented here as a means to utilize human-centered processes in diverse educational settings to help teachers and students learn to formulate and operate design processes to achieve three sequential and interrelated goals. The first entails teaching them to effectively and empathetically identify, frame and…

English for Specific Purposes (ESP Modules in the Self-Access Learning Center (SALC for Success in the Global Workplace

Directory of Open Access Journals (Sweden)

Kevin Knight

2010-09-01

Full Text Available University students must prepare themselves to be successful members of the global workforce, and this paper introduces one way for a self-access center to support such preparation by students outside of the formal classroom environment. In this paper, it is proposed that the Self-Access Learning Center (SALC at Kanda University of International Studies (KUIS provide ESP (English for specific purposes modules intended to prepare students for their future careers. Within these self-study modules, the following should be recognized and incorporated: 1. The principles of ESP 2. Elements of outcome-based education 3. The relationship between leadership, learning, and teachingIn describing such ESP modules, this paper also proposes the development of self-access materials that could be made available to facilitate the independent study.

Teaching and Learning in the Era of the Common Core: An Introduction to the Project and the Nine Research Papers in the "Students at the Center" Series

Science.gov (United States)

Jobs for the Future, 2012

2012-01-01

Despite the wide interest in and need for student-centered approaches to learning, educators have scant access to a comprehensive accounting of the key components of it. To build the knowledge base for the emerging field of student-centered learning, Jobs for the Future, a national nonprofit based in Boston, commissioned papers from nine teams of…

Integrated of Mobile Phone as Interactive Media in Extensive Listening

Directory of Open Access Journals (Sweden)

Kodir Al-Baekani Abdul

2018-01-01

Full Text Available Learning English is the most difficult to learn by students, especially in learning of listening aspect. This research aims to investigate the process of listening activity in the classroom using mobile phone as interactive media in extensive listening and how the students’ responds of learning listening using mobile phone as an interactive media in extensive listening. Methodology of this research is descriptive qualitative. The subject of this research is Private Senior High School Muhammadiyah Karawang with 30 students as the sample of this research. The data analysis of this research uses the result of observation, interview, and documentation. Observation is used to know the learning process in classroom. Interview is used to know the students’ respond in learning process. While documentation is used to strengthen the data. The result of observation class shows that the process of teaching and learning listening as follows: (1 the teacher begins learning within 10 minutes, (2 the main activity using mobile phone in learning listening within 25 minutes, and (2 the final activity: the teacher gives a test to measure the students’ ability in listening comprehension. Meanwhile, the result of interview with the students shows that students mentioned convenience and interesting using mobile phone (37% and accessed in anywhere and anytime (30%, easiness (17%, authenticity (10%, and usefulness and fun (7% to use their mobile phone in English listening.

Learning to Learn Together with CSCL Tools

Science.gov (United States)

Schwarz, Baruch B.; de Groot, Reuma; Mavrikis, Manolis; Dragon, Toby

2015-01-01

In this paper, we identify "Learning to Learn Together" (L2L2) as a new and important educational goal. Our view of L2L2 is a substantial extension of "Learning to Learn" (L2L): L2L2 consists of learning to collaborate to successfully face L2L challenges. It is inseparable from L2L, as it emerges when individuals face problems…

Revisiting the student centered

DEFF Research Database (Denmark)

Sarauw, Laura Louise

2018-01-01

Has the orthodoxy of progressive pedagogy, or what praise as the student centered, become means of an overall managerial turn that erodes students’ freedom do learn? This is the main question in Bruce Macfarlane’s book Freedom to learn - The Threat to Student Academic Freedom and Why it Needs...... to be Reclaimed (2017). In eighth well-written chapters, Macfarlane explores an often-overlooked paradox in higher education teaching and learning: The idea of the student centered learning, deriving from humanist psychology and progressive pedagogy, has been hijacked by increased and continuous demands of bodily......, cognitive and emotional performance that restricts students’ freedom to develop as autonomous adults. Macfarlane’s catch 22 is, however, that his heritage from humanist psychology, i.e. the idea that we as humans are born with an inner potential that we should be free to realise though education...

Capacity Extension of Software Defined Data Center Networks With Jellyfish Topology

DEFF Research Database (Denmark)

Mehmeri, Victor; Vegas Olmos, Juan José; Tafur Monroy, Idelfonso

We present a performance analysis of Jellyfish topology with Software-Defined commodity switches for Data Center networks. Our results show up to a 2-fold performance gain when compared to a Spanning Tree Protocol implementation.......We present a performance analysis of Jellyfish topology with Software-Defined commodity switches for Data Center networks. Our results show up to a 2-fold performance gain when compared to a Spanning Tree Protocol implementation....

75 FR 49946 - National Drug Intelligence Center: Agency Information Collection Activities: Proposed Extension...

Science.gov (United States)

2010-08-16

... DEPARTMENT OF JUSTICE [OMB Number 1105-0087] National Drug Intelligence Center: Agency Information...), National Drug Intelligence Center (NDIC), will be submitting the following information collection request... Kevin M. Walker, General Counsel, National Drug Intelligence Center, Fifth Floor, 319 Washington Street...

75 FR 71465 - National Science Board; Sunshine Act Meetings

Science.gov (United States)

2010-11-23

...'s Remarks. NSB Action Items: Science of Learning Centers: Extension of Funding for Two Centers. [cir] Learning in Informal and Formal Environments (LIFE) Center. [cir] Center of Excellence for Learning in... two Science of Learning Centers. Closed Committee Reports. Plenary Open Session: 1 p.m.-3 p.m., Room...

Students' Ways of Experiencing Human-Centered Design

Science.gov (United States)

Zoltowski, Carla B.

2010-01-01

This study investigated the qualitatively different ways which students experienced human-centered design. The findings of this research are important in developing effective design learning experiences and have potential impact across design education. This study provides the basis for being able to assess learning of human-centered design which…

Learning investment indicators through data extension

Science.gov (United States)

Dvořák, Marek

2017-07-01

Stock prices in the form of time series were analysed using single and multivariate statistical methods. After simple data preprocessing in the form of logarithmic differences, we augmented this single variate time series to a multivariate representation. This method makes use of sliding windows to calculate several dozen of new variables using simple statistic tools like first and second moments as well as more complicated statistic, like auto-regression coefficients and residual analysis, followed by an optional quadratic transformation that was further used for data extension. These were used as a explanatory variables in a regularized logistic LASSO regression which tried to estimate Buy-Sell Index (BSI) from real stock market data.

The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition

Science.gov (United States)

Suk, Namhee

2017-01-01

Several empirical studies and syntheses of extensive reading have concluded that extensive reading has positive impacts on language learning in second- and foreign-language settings. However, many of the studies contained methodological or curricular limitations, raising questions about the asserted positive effects of extensive reading. The…

A Paradigm Shift in Law Enforcement Training in the Bahamas: Teacher-Centered to Learner-Centered

Directory of Open Access Journals (Sweden)

Hunter-Johnson, Yvonne

2012-10-01

Full Text Available This study focused on determining whether the learning preference of law enforcement officers in the Bahamas was either pedagogical (teacher-centered or andragogical (student-centered. Law enforcement personnel in a Bahamian police department were administered the Student Orientation Questionnaire (SOQ developed by Christian (1982. One hundred and sixty-eight individuals completed the SOQ. Chi square statistics were calculated on the variables of educational level and gender. The preferred learning orientation was primarily andragogical; those with higher education levels tended to have a higher andragogical orientation. There were no differences by gender. As a result of the findings, a three-step approach is proposed to transition the training environment from one that is teacher-centered to one that is learner-centered

From lending to learning the development and extension of public libraries

CERN Document Server

O'Beirne, Rónán

2010-01-01

From Lending to Learning provides a theoretical overview and practical guide to the functional area of delivering learning services within public libraries. It traces the development of public library service delivery and critically appraises the inherent tension between offering an educational-focused or leisure-focused library. The current and future policy directions are explored against the backdrop of the emerging learning society. A general overview of recent developments in learning theory is followed by an insight into the learning landscape. The issues and practicalities of setting up

The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project

Science.gov (United States)

Beichner, Robert J.

2011-04-01

How do you keep a classroom of 100 undergraduates actively learning? Can students practice communication and teamwork skills in a large class? How do you boost the performance of underrepresented groups? The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project has addressed these concerns. Because of their inclusion in a leading introductory physics textbook, project materials are used by more than 1/3 of all science, math, and engineering majors nationwide. The room design and pedagogy have been adopted at more than 100 leading institutions across the country. Physics, chemistry, math, astronomy, biology, engineering, earth sciences, and even literature classes are currently being taught this way. Educational research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. We promote active learning in a redesigned classroom for 100 students or more. (Of course, smaller classes can also benefit.) Class time is spent primarily on "tangibles" and "ponderables"--hands-on activities, simulations, and interesting questions. Nine students sit in three teams at round tables. Instructors circulate and engage in Socratic dialogues. The setting looks like a banquet hall, with lively interactions nearly all the time. Hundreds of hours of classroom video and audio recordings, transcripts of numerous interviews and focus groups, data from conceptual learning assessments (using widely-recognized instruments in a pretest/posttest protocol), and collected portfolios of student work are part of our rigorous assessment effort. Our findings (based on data from over 16,000 students collected over five years as well as replications at adopting sites) can be summarized as the following: 1) Female failure rate is 1/5 of previous levels, even though more is demanded of students. 2) Minority failure rate is 1/4 that seen in traditionally taught courses. 3) At-risk students are more

Technologies for learner-centered feedback

Directory of Open Access Journals (Sweden)

Jane Costello

2013-09-01

Full Text Available As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes. Feedback, types of feedback, guidelines for effective learner-centered feedback, and feedback’s relationship to assessment are presented. Methods of providing feedback, for example, automated, audio scribe pens, digital audio, etc., and the related technologies are described. Technologies that allow instructors to make informed decisions about the use of various methods for feedback are discussed.

Situated learning theory: adding rate and complexity effects via Kauffman's NK model.

Science.gov (United States)

Yuan, Yu; McKelvey, Bill

2004-01-01

For many firms, producing information, knowledge, and enhancing learning capability have become the primary basis of competitive advantage. A review of organizational learning theory identifies two approaches: (1) those that treat symbolic information processing as fundamental to learning, and (2) those that view the situated nature of cognition as fundamental. After noting that the former is inadequate because it focuses primarily on behavioral and cognitive aspects of individual learning, this paper argues the importance of studying learning as interactions among people in the context of their environment. It contributes to organizational learning in three ways. First, it argues that situated learning theory is to be preferred over traditional behavioral and cognitive learning theories, because it treats organizations as complex adaptive systems rather than mere information processors. Second, it adds rate and nonlinear learning effects. Third, following model-centered epistemology, it uses an agent-based computational model, in particular a "humanized" version of Kauffman's NK model, to study the situated nature of learning. Using simulation results, we test eight hypotheses extending situated learning theory in new directions. The paper ends with a discussion of possible extensions of the current study to better address key issues in situated learning.

Lucinda Huffaker and the Hospitality of the Wabash Center

Science.gov (United States)

Placher, William C.

2007-01-01

As associate director and then director of the Wabash Center for Teaching and Learning in Theology and Religion, Lucinda Huffaker has been a key factor in the Center's reputation for hospitality. The Center's work presupposes that reflection on teaching improves teaching and learning, and good reflection on one's teaching requires taking risks and…

Unsupervised Learning and Generalization

DEFF Research Database (Denmark)

Hansen, Lars Kai; Larsen, Jan

1996-01-01

The concept of generalization is defined for a general class of unsupervised learning machines. The generalization error is a straightforward extension of the corresponding concept for supervised learning, and may be estimated empirically using a test set or by statistical means-in close analogy ...... with supervised learning. The empirical and analytical estimates are compared for principal component analysis and for K-means clustering based density estimation......The concept of generalization is defined for a general class of unsupervised learning machines. The generalization error is a straightforward extension of the corresponding concept for supervised learning, and may be estimated empirically using a test set or by statistical means-in close analogy...

Conditional withholding of proboscis extension in honeybees (Apis mellifera) during discriminative punishment.

Science.gov (United States)

Smith, B H; Abramson, C I; Tobin, T R

1991-12-01

Proboscis extension conditioning of honeybee workers was used to test the ability of bees to respond to appetitive and aversive stimuli while restrained in a harness that allows subjects to move their antennae and mouthparts (Kuwabara, 1957; Menzel, Erber, & Masuhr, 1974). Subjects were conditioned to discriminate between two odors, one associated with sucrose feeding and the other associated with a 10 V AC shock if they responded to the sucrose unconditioned stimulus (US) in the context of that odor. Most Ss readily learned to respond to the odor followed by sucrose feeding and not to the odor associated with sucrose stimulation plus shock. Furthermore, in the context of the odor associated with shock, significantly more subjects withheld or delayed proboscis extension on stimulation with the sucrose US than they did in the context of the odor associated with feeding. Thus, restrained honeybees can readily learn to avoid shock according to an odor context by withholding proboscis extension to a normally powerful releaser. Analysis of individual learning curves revealed that subjects differed markedly in performance on this task. Some learn the discrimination quickly, whereas others show different kinds of response patterns.

Does Extensive Reading Promote Reading Speed?

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He, Mu

2014-01-01

Research has shown a wide range of learning benefits accruing from extensive reading. Not only is there improvement in reading, but also in a wide range of language uses and areas of language knowledge. However, few research studies have examined reading speed. The existing literature on reading speed focused on students' reading speed without…

xSPDE: Extensible software for stochastic equations

Directory of Open Access Journals (Sweden)

Simon Kiesewetter

2016-01-01

Full Text Available We introduce an extensible software toolbox, xSPDE, for solving ordinary and partial stochastic differential equations. The toolbox makes extensive use of vector and parallel methods. Inputs are exceptionally simple, to reduce the learning curve, with default options for all of the many input parameters. The code calculates functional means, correlations and spectra, checks for errors in both time-step and sampling, and provides several choices of algorithm. Most aspects of the code, including the numerical algorithm, have a modular functional design to allow user modifications.

Perspectives of Students’ Behavior Towards Mobile Learning (M-learning in Egypt: an Extension of the UTAUT Model

Directory of Open Access Journals (Sweden)

R. A. Ali

2016-08-01

Full Text Available The rapid development of third-generation (3G mobile technologies has led to the emergence of a new kind of learning called mobile learning (m-learning. M-learning means the use of mobile devices to access learning materials at anytime and anywhere with the aid of mobile terminals and networks. This paper explores the possibility of applying m-learning for schools in Egypt through a proposed model of acceptance factors that may affect the students’ intentions to adopt m-learning. We use the original model of Unified Theory of Acceptance and Use of Technology (UTAUT and extended it with three new factors mobility, interactivity, and enjoyment.

Technologies for Learner-Centered Feedback

Science.gov (United States)

Costello, Jane; Crane, Daph

2013-01-01

As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes.…

Integrating knowledge exchange and the assessment of dryland management alternatives - A learning-centered participatory approach.

Science.gov (United States)

Bautista, Susana; Llovet, Joan; Ocampo-Melgar, Anahí; Vilagrosa, Alberto; Mayor, Ángeles G; Murias, Cristina; Vallejo, V Ramón; Orr, Barron J

2017-06-15

The adoption of sustainable land management strategies and practices that respond to current climate and human pressures requires both assessment tools that can lead to better informed decision-making and effective knowledge-exchange mechanisms that facilitate new learning and behavior change. We propose a learning-centered participatory approach that links land management assessment and knowledge exchange and integrates science-based data and stakeholder perspectives on both biophysical and socio-economic attributes. We outline a structured procedure for a transparent assessment of land management alternatives, tailored to dryland management, that is based on (1) principles of constructivism and social learning, (2) the participation of stakeholders throughout the whole assessment process, from design to implementation, and (3) the combination of site-specific indicators, identified by local stakeholders as relevant to their particular objectives and context conditions, and science-based indicators that represent ecosystem services of drylands worldwide. The proposed procedure follows a pattern of eliciting, challenging, and self-reviewing stakeholder perspectives that aims to facilitate learning. The difference between the initial baseline perspectives and the final self-reviewed stakeholder perspectives is used as a proxy of learning. We illustrate the potential of this methodology by its application to the assessment of land uses in a Mediterranean fire-prone area in East Spain. The approach may be applied to a variety of socio-ecological systems and decision-making and governance scales. Copyright © 2016 Elsevier Ltd. All rights reserved.

Building an imaging center: laying the foundation.

Science.gov (United States)

Foreman, M Shane; Geise, Jon D; Reed, Mary A

2005-01-01

In Spring 2003, Central Louisiana Imaging, Inc. (CLII), an 11-member radiology group, decided to create a properly configured freestanding imaging center. Before moving forward with the project, CLII conducted extensive market research and learned the following: CLII's ability to draw patients from a broad geography (central Louisiana) would work in its favor While the defined market was shrinking slightly and made up of middle-income households, the population was fairly well insured and aging at a rate comparable to the nation. Given an aging population and advances in technology, market demand for imaging was projected to grow despite the shrinking population. There were opportunities to differentiate on quality technology, service offering, and customer service; the sophistication and positioning of competitors is more important than the sheer number of competitors. CLII's relationship with key referring physicians was likely portable and would translate into volume within the new center. The group measured each potential service or modality against 5 evaluation criteria to determine whether a market opportunity existed: demographic fit, projected market demand, competitive positioning, "anchor service," and synergy with CLII's strategy. Once the market opportunity was confirmed and the service offering was set, CLII completed a 5-year proforma in order to project cash flows, capital costs, and the anticipated return on investment. CLII opened the imaging center in September 2004. Ten months into opeations, the center was a measurable success. The levels, and break-even by month 4, volumes are currently at year 2 levels, and the center recently added nuclear medicine and its second magnetic resonance imaging system-11 months ahead of schedule.

Trials and Triumphs of Expanded Extension Programs.

Science.gov (United States)

Leavengood, Scott; Love, Bob

1998-01-01

Oregon extension faced challenges in presenting programs in the wood products industry. Several traditional tactics, revised to suit a new audience, have proved successful: personal coaching, building partnerships, and providing a high level of service. Newer methods, such as database marketing and distance learning, are also proving to be…

A global learning-centered approach to higher education: workplace development in the 21st century

Directory of Open Access Journals (Sweden)

Carlos Tasso Eira de Aquino

2017-01-01

Full Text Available Competition in the 21st century economy requires corporations, organizations, and professionals to face a common challenge: diverse individuals need consistent motivation towards building competences that increase personal marketability using a combination of higher education and professional development. This article represents an evolving report summary and non-traditional learning-centered approach focusing on adult competences necessary for succeeding in the competitive global marketplace of the 21st century. The purpose of this article is to understand the needs of constantly changing employer demands in the work environment. Exploring contemporary approaches related to skill development, adult education, and learning processes, will be the path towards higher levels of professional success. This article will provide readers with an enlightening discussion focusing on the necessary adult skills and competencies professionals need to succeed in the global marketplace.

Improving the Impact of Extension through the Use of Anticipation Guides

Science.gov (United States)

Smith, Rebecca C.; Lemley, Stephanie M.

2017-01-01

In this article, we present the anticipation guide as a tool for preparing Extension audiences to learn the main points of Extension materials. Anticipation guides improve learner comprehension by appealing to an individual's natural curiosity and helping the individual focus on key ideas. Anticipation guides can be used with all types of…

Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center.

Science.gov (United States)

Sharp, Karen; Williams, Michele; Aldrich, Alison; Bogacz, Adrienne; Denier, Sighle; McAlearney, Ann S

2017-07-26

This case study overviews the conversion of provider training of the electronic medical record (EMR) from an instructor-led training (ILT) program to eLearning at an Academic Medical Center (AMC). This conversion provided us with both a useful training tool and the opportunity to maximize efficiency within both our training and optimization team and organization. eLearning Development Principles were created and served as a guide to assist us with designing an eLearning curriculum using a five step process. The result was a new training approach that allowed learners to complete training at their own pace, and even test out of sections based on demonstrated competency. The information we have leads us to believe that a substantial return on our investment can be obtained from the conversion with positive impacts that have served as the foundation for the future of end user EMR training at our AMC.

Educational training in ead: the experience of teaching, research and extension in the course of graduation computing

Directory of Open Access Journals (Sweden)

Noeli Antonia Pimentel Vaz

2018-03-01

Full Text Available The University has as one of its pillars the teaching, research and extension triad. Only through the articulation between these three activities can higher education institutions fulfill their role: to fully form citizens capable of acting critically and reflexively in society. This work aims to present the experience of the Degree in Computer Science of the Center for Teaching and Learning in Network of the State University of Goiás in the curricular component Supervised Stage. Through this component the students went to elementary schools in their municipalities to analyze and intervene to propose improvements in the teaching-learning process, using computational resources with pedagogical functionalities. After the course of research and intervention, the academics presented their research papers to a committee made up of professors from the area at the First Scientific Meeting of the CEAR / UEG, and from these works, the best ones were selected and presented their work, also in the III Congress of Teaching, Research and Extension of UEG. In these two moments the academics had access to updated information in their area of professional training and / or study; Discussed with the academic community, through the presentation of relevant thematic banners. In this way, they had the opportunity to reflect the professional training panorama of the degrees, exchanging experiences and interacting with teachers / researchers in the area.

Quality indicators for learner-centered postgraduate medical e-learning.

Science.gov (United States)

de Leeuw, Robert A; Westerman, Michiel; Scheele, Fedde

2017-04-27

The objectives of this study were to identify the needs and expectations of learners and educational experts in postgraduate medical e-learning, and to contribute to the current literature. We performed four focus-group discussions with e-learning end-users (learners) and didactic experts. The participants were postgraduate learners with varying levels of experience, educational experts from a Dutch e-learning task group, and commercial experts from a Dutch e-learning company. Verbatim transcribed interview recordings were analyzed using King's template analysis. The initial template was created with reference to recent literature on postgraduate medical e-learning quality indicators. The transcripts were coded, after which the emerging differences in template interpretation were discussed until a consensus was reached within the team. The final template consisted of three domains of positive e-learning influencers (motivators, learning enhancers, and real-world translation) and three domains of negatively influential parameters (barriers, learning discouragers, and poor preparation). The interpretation of the final template showed three subjects which form the basis of e-learning, namely, Motivate, Learn and Apply. This study forms a basis for learning in general and could be applied to many educational instruments. Individual characteristics should be adapted to the target audience. Three subjects form the basis of, and six themes cover all items needed for, good (enough) postgraduate e-learning. Further research should be carried out with learners and real-world e-learning to validate this template.

Evaluation of long term health-related quality of life in extensive burns: a 12-year experience in a burn center.

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Xie, Bing; Xiao, Shi-chu; Zhu, Shi-hui; Xia, Zhao-fan

2012-05-01

We sought to evaluate the long term health-related quality of life (HRQOL) in patients survived severely extensive burn and identify their clinical predicting factors correlated with HRQOL. A cross-sectional study was conducted in 20 patients survived more than 2 years with extensive burn involving ≥70% total body surface area (TBSA) between 1997 and 2009 in a burn center in Shanghai. Short Form-36 Medical Outcomes Survey (SF-36), Brief Version of Burn Specific Health Scale (BSHS-B) and Michigan Hand Outcome Questionnaire (MHQ) were used for the present evaluation. SF-36 scores were compared with a healthy Chinese population, and linear correlation analysis was performed to screen the clinical relating factors predicting physical and mental component summary (PCS and MCS) scores from SF-36. HRQOL scores from SF-36 were significantly lower in the domains of physical functioning, role limitations due to physical problems, pain, social functioning and role limitations due to emotional problems compared with population norms. Multiple linear regression analysis demonstrated that only return to work (RTW) predicted improved PCS. While age at injury, facial burns, skin grafting and length of hospital stay were correlated with MCS. Work, body image and heat sensitivity obtained the lowest BSHS-B scores in all 9 domains. Improvements of HRQOL could still be seen in BSHS-B scores in domains of simple abilities, hand function, work and affect even after a quite long interval between burns and testing. Hand function of extensive burn patients obtained relatively poor MHQ scores, especially in those without RTW. Patients with extensive burns have a poorer quality of life compared with that of general population. Relatively poor physical and psychological problems still exist even after a long period. Meanwhile, a trend of gradual improvements was noted. This information will aid clinicians in decision-making of comprehensive systematic regimens for long term rehabilitation

Addressing Information Literacy through Student-Centered Learning

Science.gov (United States)

Bond, Paul

2016-01-01

This case study describes several courses that resulted from a teaching partnership between an instructional technologist/professor and a librarian that evolved over several semesters, and the information literacy implications of the course formats. In order to increase student engagement, active learning and inquiry-based learning techniques were…

Heart Information Center

Science.gov (United States)

... Rounds Seminar Series & Daily Conferences Fellowships and Residencies School of Perfusion Technology Education Resources Library & Learning Resource Center CME Resources THI Journal THI Cardiac Society Register for the Cardiac Society ...

Blended Learning or E-learning?

OpenAIRE

Tayebinik, Maryam; Puteh, Marlia

2013-01-01

ICT or Information and Communication Technology has pervaded the fields of education.In recent years the term e-learning has emerged as a result of the integration of ICT in the education fields. Following the application this technology into teaching, some pitfalls have been identified and this have led to the Blended learning phenomenon.However the preference on this new method has been debated quite extensively.The aim of this paper is to investigate the advantages of blended learning over...

An Approach for Calculating Student-Centered Value in Education - A Link between Quality, Efficiency, and the Learning Experience in the Health Professions.

Science.gov (United States)

Nicklen, Peter; Rivers, George; Ooi, Caryn; Ilic, Dragan; Reeves, Scott; Walsh, Kieran; Maloney, Stephen

2016-01-01

Health professional education is experiencing a cultural shift towards student-centered education. Although we are now challenging our traditional training methods, our methods for evaluating the impact of the training on the learner remains largely unchanged. What is not typically measured is student-centered value; whether it was 'worth' what the learner paid. The primary aim of this study was to apply a method of calculating student-centered value, applied to the context of a change in teaching methods within a health professional program. This study took place over the first semester of the third year of the Bachelor of Physiotherapy at Monash University, Victoria, Australia, in 2014. The entire third year cohort (n = 78) was invited to participate. Survey based design was used to collect the appropriate data. A blended learning model was implemented; subsequently students were only required to attend campus three days per week, with the remaining two days comprising online learning. This was compared to the previous year's format, a campus-based face-to-face approach where students attended campus five days per week, with the primary outcome-Value to student. Value to student incorporates, user costs associated with transportation and equipment, the amount of time saved, the price paid and perceived gross benefit. Of the 78 students invited to participate, 76 completed the post-unit survey (non-participation rate 2.6%). Based on Value to student the blended learning approach provided a $1,314.93 net benefit to students. Another significant finding was that the perceived gross benefit for the blended learning approach was $4014.84 compared to the campus-based face-to-face approach of $3651.72, indicating that students would pay more for the blended learning approach. This paper successfully applied a novel method of calculating student-centered value. This is the first step in validating the value to student outcome. Measuring economic value to the student may

An Approach for Calculating Student-Centered Value in Education - A Link between Quality, Efficiency, and the Learning Experience in the Health Professions.

Directory of Open Access Journals (Sweden)

Peter Nicklen

Full Text Available Health professional education is experiencing a cultural shift towards student-centered education. Although we are now challenging our traditional training methods, our methods for evaluating the impact of the training on the learner remains largely unchanged. What is not typically measured is student-centered value; whether it was 'worth' what the learner paid. The primary aim of this study was to apply a method of calculating student-centered value, applied to the context of a change in teaching methods within a health professional program. This study took place over the first semester of the third year of the Bachelor of Physiotherapy at Monash University, Victoria, Australia, in 2014. The entire third year cohort (n = 78 was invited to participate. Survey based design was used to collect the appropriate data. A blended learning model was implemented; subsequently students were only required to attend campus three days per week, with the remaining two days comprising online learning. This was compared to the previous year's format, a campus-based face-to-face approach where students attended campus five days per week, with the primary outcome-Value to student. Value to student incorporates, user costs associated with transportation and equipment, the amount of time saved, the price paid and perceived gross benefit. Of the 78 students invited to participate, 76 completed the post-unit survey (non-participation rate 2.6%. Based on Value to student the blended learning approach provided a $1,314.93 net benefit to students. Another significant finding was that the perceived gross benefit for the blended learning approach was $4014.84 compared to the campus-based face-to-face approach of $3651.72, indicating that students would pay more for the blended learning approach. This paper successfully applied a novel method of calculating student-centered value. This is the first step in validating the value to student outcome. Measuring economic value

Inquiry and Digital Learning Centers

Science.gov (United States)

Pappas, Marjorie L.

2005-01-01

"Inquiry is an investigative process that engages students in answering questions, solving real world problems, confronting issues, or exploring personal interests" (Pappas and Tepe 2002, 27). Students who engage in inquiry learning need tools and resources that enable them to independently gather and use information. Scaffolding is important for…

Colorado Learning Disabilities Research Center.

Science.gov (United States)

DeFries, J. C.; And Others

1997-01-01

Results obtained from the center's six research projects are reviewed, including research on psychometric assessment of twins with reading disabilities, reading and language processes, attention deficit-hyperactivity disorder and executive functions, linkage analysis and physical mapping, computer-based remediation of reading disabilities, and…

The proboscis extension reflex to evaluate learning and memory in honeybees ( Apis mellifera): some caveats

Science.gov (United States)

Frost, Elisabeth H.; Shutler, Dave; Hillier, Neil Kirk

2012-09-01

The proboscis extension reflex (PER) is widely used in a classical conditioning (Pavlovian) context to evaluate learning and memory of a variety of insect species. The literature is particularly prodigious for honeybees ( Apis mellifera) with more than a thousand publications. Imagination appears to be the only limit to the types of challenges to which researchers subject honeybees, including all the sensory modalities and a broad diversity of environmental treatments. Accordingly, some remarkable insights have been achieved using PER. However, there are several challenges to evaluating the PER literature that warrant a careful and thorough review. We assess here variation in methods that makes interpretation of studies, even those researching the same question, tenuous. We suggest that the numerous variables that might influence experimental outcomes from PER be thoroughly detailed by researchers. Moreover, the influence of individual variables on results needs to carefully evaluated, as well as among two or more variables. Our intent is to encourage investigation of the influence of numerous variables on PER results.

Spatial analyses identify the geographic source of patients at a National Cancer Institute Comprehensive Cancer Center.

Science.gov (United States)

Su, Shu-Chih; Kanarek, Norma; Fox, Michael G; Guseynova, Alla; Crow, Shirley; Piantadosi, Steven

2010-02-01

We examined the geographic distribution of patients to better understand the service area of the Sidney Kimmel Comprehensive Cancer Center at Johns Hopkins, a designated National Cancer Institute (NCI) comprehensive cancer center located in an urban center. Like most NCI cancer centers, the Sidney Kimmel Comprehensive Cancer Center serves a population beyond city limits. Urban cancer centers are expected to serve their immediate neighborhoods and to address disparities in access to specialty care. Our purpose was to learn the extent and nature of the cancer center service area. Statistical clustering of patient residence in the continental United States was assessed for all patients and by gender, cancer site, and race using SaTScan. Primary clusters detected for all cases and demographically and tumor-defined subpopulations were centered at Baltimore City and consisted of adjacent counties in Delaware, Pennsylvania, Virginia, West Virginia, New Jersey and New York, and the District of Columbia. Primary clusters varied in size by race, gender, and cancer site. Spatial analysis can provide insights into the populations served by urban cancer centers, assess centers' performance relative to their communities, and aid in developing a cancer center business plan that recognizes strengths, regional utility, and referral patterns. Today, 62 NCI cancer centers serve a quarter of the U.S. population in their immediate communities. From the Baltimore experience, we might project that the population served by these centers is actually more extensive and varies by patient characteristics, cancer site, and probably cancer center services offered.

7 CFR 2.66 - Administrator, Cooperative State Research, Education, and Extension Service.

Science.gov (United States)

2010-01-01

... extension program through grants to regional rural development centers and competitive grants to land-grant... Small Business Innovation Development Act of 1982 for USDA (15 U.S.C. 638(e)-(k)). (51) Administer a..., and Extension Service. (1) Administer research and technology development grants related to the...

Keeping It Alive: Centers Contribute to Cultural Renaissance on College Campuses.

Science.gov (United States)

Simonelli, Richard

2003-01-01

Describes how AIHEC's Cultural Learning Centers share the people's stories through photos, artwork, Native languages, exhibits, and gardens. Give examples of a variety of learning centers including Where The Water Stops, Omaeqnomenewak Pematesenewak, Haskell Center For Healing, and the Spirit of the Plains. Concludes the future of Cultural…

Marketing Management and Cultural Learning Center: The Case Study of Arts and Cultural Office, Suansunandha Rajabhat University

OpenAIRE

Pirada Techaratpong

2014-01-01

This qualitative research has 2 objectives: to study marketing management of the cultural learning center in Suansunandha Rajabhat University and to suggest guidelines to improve its marketing management. This research is based on a case study of the Arts and Culture Office in Suansunandha Rajabhat University, Bangkok. This research found the Art and Culture Office has no formal marketing management. However, the marketing management is partly covered in the overall bu...

Exercise, character strengths, well-being, and learning climate in the prediction of performance over a 6-month period at a call center.

Science.gov (United States)

Moradi, Saleh; Nima, Ali A; Rapp Ricciardi, Max; Archer, Trevor; Garcia, Danilo

2014-01-01

Performance monitoring might have an adverse influence on call center agents' well-being. We investigate how performance, over a 6-month period, is related to agents' perceptions of their learning climate, character strengths, well-being (subjective and psychological), and physical activity. Agents (N = 135) self-reported perception of the learning climate (Learning Climate Questionnaire), character strengths (Values In Action Inventory Short Version), well-being (Positive Affect, Negative Affect Schedule, Satisfaction With Life Scale, Psychological Well-Being Scales Short Version), and how often/intensively they engaged in physical activity. Performance, "time on the phone," was monitored for 6 consecutive months by the same system handling the calls. Performance was positively related to having opportunities to develop, the character strengths clusters of Wisdom and Knowledge (e.g., curiosity for learning, perspective) and Temperance (e.g., having self-control, being prudent, humble, and modest), and exercise frequency. Performance was negatively related to the sense of autonomy and responsibility, contentedness, the character strengths clusters of Humanity and Love (e.g., helping others, cooperation) and Justice (e.g., affiliation, fairness, leadership), positive affect, life satisfaction and exercise Intensity. Call centers may need to create opportunities to develop to increase agents' performance and focus on individual differences in the recruitment and selection of agents to prevent future shortcomings or worker dissatisfaction. Nevertheless, performance measurement in call centers may need to include other aspects that are more attuned with different character strengths. After all, allowing individuals to put their strengths at work should empower the individual and at the end the organization itself. Finally, physical activity enhancement programs might offer considerable positive work outcomes.

Exercise, Character Strengths, Well-Being and Learning Climate in the Prediction of Performance over a Six-Month Period at a Call Center

Directory of Open Access Journals (Sweden)

Saleh eMoradi

2014-06-01

Full Text Available Background: Performance monitoring might have an adverse influence on call center agents’ well-being. We investigate how performance, over a six-month period, is related to agents’ perceptions of their learning climate, character strengths, well-being (subjective and psychological, and physical activity.Method: Agents (N = 135 self-reported perception of the learning climate (Learning Climate Questionnaire, character strengths (Values In Action Inventory Short Version, well-being (Positive Affect, Negative Affect Schedule, Satisfaction With Life Scale, Psychological Well-Being Scales Short Version, and how often/intensively they engaged in physical activity. Performance, time on the phone, was monitored for six consecutive months by the same system handling the calls. Results: Performance was positively related to having opportunities to develop, the character strengths clusters of Wisdom and Knowledge (e.g., curiosity for learning, perspective and Temperance (e.g., having self-control, being prudent, humble, and modest, and exercise frequency. Performance was negatively related to the sense of autonomy and responsibility, contentedness, the character strengths clusters of Humanity and Love (e.g., helping others, cooperation and Justice (e.g., affiliation, fairness, leadership, positive affect, life satisfaction and exercise Intensity.Conclusion: Call centers may need to create opportunities to develop to increase agents’ performance and focus on individual differences in the recruitment and selection of agents to prevent future shortcomings or worker dissatisfaction. Nevertheless, performance measurement in call centers may need to include other aspects that are more attuned with different character strengths. After all, allowing individuals to put their strengths at work should empower the individual and at the end the organization itself. Finally, physical activity enhancement programs might offer considerable positive work outcomes.

Call Center Capacity Planning

DEFF Research Database (Denmark)

Nielsen, Thomas Bang

in order to relate the results to the service levels used in call centers. Furthermore, the generic nature of the approximation is demonstrated by applying it to a system incorporating a dynamic priority scheme. In the last paper Optimization of overflow policies in call centers, overflows between agent......The main topics of the thesis are theoretical and applied queueing theory within a call center setting. Call centers have in recent years become the main means of communication between customers and companies, and between citizens and public institutions. The extensively computerized infrastructure...... in modern call centers allows for a high level of customization, but also induces complicated operational processes. The size of the industry together with the complex and labor intensive nature of large call centers motivates the research carried out to understand the underlying processes. The customizable...

Marine Corps Center for Lessons Learned. Volume 8, Issue 11, November 2012

Science.gov (United States)

2012-11-01

MARINE CORPS CENTER FOR LESSONS LEARNED M C C L L R E P O R T: F E AT U R E D A R T I C L E S A N D L E S S O N S : R E G U L A R F E AT U R E S...L O A D S F R O M T H E M C C L L W E B S I T E , OCTOBER 2012 R E G U L A R F E AT U R E S : Photo credit: Sgt Rachael Moore A Joint Terminal...Follower by Ira Chaleff, and ▪ Fahim Speaks by Fahim Fazli and Michael Moffett . 19 MCCLL Products "in the Pipeline" Several recent, ongoing and

Ethanol-induced effects on sting extension response and punishment learning in the western honey bee (Apis mellifera.

Directory of Open Access Journals (Sweden)

Manuel A Giannoni-Guzmán

Full Text Available Acute ethanol administration is associated with sedation and analgesia as well as behavioral disinhibition and memory loss but the mechanisms underlying these effects remain to be elucidated. During the past decade, insects have emerged as important model systems to understand the neural and genetic bases of alcohol effects. However, novel assays to assess ethanol's effects on complex behaviors in social or isolated contexts are necessary. Here we used the honey bee as an especially relevant model system since bees are typically exposed to ethanol in nature when collecting standing nectar crop of flowers, and there is recent evidence for independent biological significance of this exposure for social behavior. Bee's inhibitory control of the sting extension response (SER and a conditioned-place aversion assay were used to study ethanol effects on analgesia, behavioral disinhibition, and associative learning. Our findings indicate that although ethanol, in a dose-dependent manner, increases SER thresholds (analgesic effects, it disrupts the ability of honey bees to inhibit SER and to associate aversive stimuli with their environment. These results suggest that ethanol's effects on analgesia, behavioral disinhibition and associative learning are common across vertebrates and invertebrates. These results add to the use of honey bees as an ethanol model to understand ethanol's effects on complex, socially relevant behaviors.

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

Directory of Open Access Journals (Sweden)

Reza Karimi, RPh, PhD

2011-01-01

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

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

Directory of Open Access Journals (Sweden)

Reza Karimi

2011-01-01

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

Implementing the competences-based students-centered learning approach in Architectural Design Education. The case of the T MEDA Pilot Architectural Program at the Hashemite University (Jordan

Directory of Open Access Journals (Sweden)

Ahmad A. S. Al Husban

2016-11-01

Full Text Available Higher educational systems become increasingly oriented towards the competences-based student-centered learning and outcome approach. Worldwide, these systems are focusing on the students as a whole: focusing on their dimensional, intellectual, professional, psychological, moral, and spiritual. This research was conducted in an attempt to answer the main research question: how can the architectural design courses be designed based on the required competences and how can the teaching, learning activities and assessment methods be structured and aligned in order to allow students to achieve and reach the intended learning outcomes? This research used a case study driven best practice research method to answer the research questions based on the T MEDA pilot architectural program that was implemented at the Hashemite University, Jordan. This research found that it is important for architectural education to adapt the students-centered learning method. Such approach increases the effectiveness of teaching and learning methods, enhances the design studio environment, and focuses on students’ engagement to develop their design process and product. Moreover, this research found that using different assessment methods in architectural design courses help students to develop their learning outcomes; and inform teachers about the effectiveness of their teaching process. Furthermore, the involvement of students in assessment produces effective learning and enhances their design motivation. However, applying competences-based students-centered learning and outcome approach needs more time and staff to apply. Another problem is that some instructors resist changing to the new methods or approaches because they prefer to use their old and traditional systems. The application for this method at the first time needs intensive recourses, more time, and good cooperation between different instructors and course coordinator. However, within the time this method

Do “trainee-centered ward rounds” help overcome barriers to learning and improve the learning satisfaction of junior doctors in the workplace?

Directory of Open Access Journals (Sweden)

Acharya V

2015-10-01

Full Text Available Vikas Acharya,1Amir Reyahi,2 Samuel M Amis,3 Sami Mansour2 1Department of Neurosurgery, University Hospitals Coventry and Warwickshire, Coventry, 2Luton and Dunstable University Hospital, Luton, 3Warwick Medical School, University of Warwick, Coventry, UK Abstract: Ward rounds are widely considered an underutilized resource with regard to medical education, and therefore, a project was undertaken to assess if the initiation of “trainee-centered ward rounds” would help improve the confidence, knowledge acquisition, and workplace satisfaction of junior doctors in the clinical environment. Data were collated from junior doctors, registrar grade doctors, and consultants working in the delivery suite at Luton and Dunstable University Hospital in Luton over a 4-week period in March–April 2013. A review of the relevant literature was also undertaken. This pilot study found that despite the reservations around time constraints held by both junior and senior clinicians alike, feedback following the intervention was largely positive. The junior doctors enjoyed having a defined role and responsibility during the ward round and felt they benefited from their senior colleagues’ feedback. Both seniors and junior colleagues agreed that discussing learning objectives prior to commencing the round was beneficial and made the round more learner-orientated; this enabled maximal learner-focused outcomes to be addressed and met. The juniors were generally encouraged to participate more during the round and the consultants endeavored to narrate their decision-making, both were measures that led to greater satisfaction of both parties. This was in keeping with the concept of “Legitimate peripheral participation” as described by Lave and Wenger. Overall, trainee-centered ward rounds did appear to be effective in overcoming some of the traditional barriers to teaching in the ward environment, although further work to formalize and quantify these findings

An interprofessional service-learning course: uniting students across educational levels and promoting patient-centered care.

Science.gov (United States)

Dacey, Marie; Murphy, Judy I; Anderson, Delia Castro; McCloskey, William W

2010-12-01

Recognizing the importance of interprofessional education, we developed a pilot interprofessional education course at our institution that included a total of 10 nursing, BS health psychology, premedical, and pharmacy students. Course goals were for students to: 1) learn about, practice, and enhance their skills as members of an interprofessional team, and 2) create and deliver a community-based service-learning program to help prevent or slow the progression of cardiovascular disease in older adults. Teaching methods included lecture, role-play, case studies, peer editing, oral and poster presentation, and discussion. Interprofessional student teams created and delivered two different health promotion programs at an older adult care facility. Despite barriers such as scheduling conflicts and various educational experiences, this course enabled students to gain greater respect for the contributions of other professions and made them more patient centered. In addition, inter-professional student teams positively influenced the health attitudes and behaviors of the older adults whom they encountered. Copyright 2010, SLACK Incorporated.

Helping Hand: The Salin Kaalaman Tungo sa Kaunlaran Extension Program of Polytechnic University of the Philippines Among the Beneficiaries of the Pilot Centers in Sta. Mesa, Manila, Philippines

Directory of Open Access Journals (Sweden)

Junnette B. Hasco

2016-11-01

Full Text Available One of the four-fold functions of State Universities and Colleges in accordance by their mandates was to provide assistance to communities; this was achieved thru conducting different skills and development trainings in partnership with Local Government Units (LGU’s. This study was conducted to assess the current Extension program of the Polytechnic University of the Philippines (PUP. Some 74 beneficiaries from the 23 centers of Sta. Mesa, Manila were identified through the use of purposive sampling. The data gathering made use of aided surveys. Weighted Mean and Pearson Product Moment of Correlation was used to treat and process statistical data. Findings revealed that the Extension Services conducted by the PUP Salin Kaalaman Tungo sa Kaunlaran Extension Program (SALIN were highly effective regarding Information Dissemination, Staff and Officials, Trainings and Programs, Trainers and Speakers, Programs, Accommodation and Venue and the personal impact of the Extension Program to the Beneficiaries. Satisfaction rating on the extension program was also high. Further, this study found out that as respondents are satisfied with the implementation of SALIN, the greater the chance of positive assessment on the effectiveness of the project. The study also disclosed problems and recommendations identified by the respondents. In addressing the research gaps, this study further identified recommendations to enhance capabilities of program implementers such as better execution in the delivery of extension services, fund sourcing and forging linkages or networking.

The Kepler Science Operations Center Pipeline Framework Extensions

Science.gov (United States)

Klaus, Todd C.; Cote, Miles T.; McCauliff, Sean; Girouard, Forrest R.; Wohler, Bill; Allen, Christopher; Chandrasekaran, Hema; Bryson, Stephen T.; Middour, Christopher; Caldwell, Douglas A.;

Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning

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Lisa Marie Blaschke

2012-01-01

Full Text Available Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.

Engineering system dynamics a unified graph-centered approach

CERN Document Server

Brown, Forbes T

2006-01-01

For today's students, learning to model the dynamics of complex systems is increasingly important across nearly all engineering disciplines. First published in 2001, Forbes T. Brown's Engineering System Dynamics: A Unified Graph-Centered Approach introduced students to a unique and highly successful approach to modeling system dynamics using bond graphs. Updated with nearly one-third new material, this second edition expands this approach to an even broader range of topics. What's New in the Second Edition? In addition to new material, this edition was restructured to build students' competence in traditional linear mathematical methods before they have gone too far into the modeling that still plays a pivotal role. New topics include magnetic circuits and motors including simulation with magnetic hysteresis; extensive new material on the modeling, analysis, and simulation of distributed-parameter systems; kinetic energy in thermodynamic systems; and Lagrangian and Hamiltonian methods. MATLAB(R) figures promi...

Learning Management Systems and E-Learning within Cyprus Universities

Directory of Open Access Journals (Sweden)

Amirkhanpour, Monaliz

2011-01-01

Full Text Available This paper presents an extensive research study and results on the use of existing open-source Learning Management Systems, or LMS within the public and private universities of Cyprus. The most significant objective of this research is the identification of the different types of E-Learning, i.e. Computer-Based Training (CBT, Technology-Based Learning (TBL, and Web-Based Training (WBT within Cyprus universities. The paper identifies the benefits and limitations of the main learning approaches used in higher educational institutions, i.e. synchronous and asynchronous learning, investigates the open-source LMS used in the Cypriot universities and compares their features with regards to students’ preferences for a collaborative E-Learning environment. The required data for this research study were collected from undergraduate and graduate students, alumni, faculty members, and IT professionals who currently work and/or study at the public and private universities of Cyprus. The most noteworthy recommendation of this study is the clear indication that most of the undergraduate students that extensively use the specific E-Learning platform of their university do not have a clear picture of the differences between an LMS and a VLE. This gap has to be gradually diminished in order to make optimum use of the different features offered by the specific E-Learning platform.

Student-Centered Teaching Meets New Media: Concept and Case Study

Directory of Open Access Journals (Sweden)

Andreas Holzinger

2002-10-01

Full Text Available There exists empirical evidence proving that students who are given the freedom to explore areas based on their personal interests, and who are accompanied in their learning by a supportive, understanding facilitator, not only achieve superior academic results but also develop socially and grow personally. However, pure Student-Centered Teaching is more demanding in terms of communication, organization, as well as the provision of learning material. Thus, the basic idea underlying our paradigm is to combine Student-Centered Teaching with eLearning in order to exploit the advantages of the two approaches. We refer to this combined style as Student-Centered eLearning (SCeL. Strongly simplified, the computer takes over the task of providing information, while presence phases can be used for giving the content more meaning by means of transparent, open, respectful and empathic interactions within the group. Our case study indicates that Student-Centered eLearning has the potential of reducing the increased demands of Student-Centered Teaching in the long run, while fully retaining all its benefits, such as deeper learning processes, personal growth, social skills, and a higher degree of flexibility. Furthermore, the maturity for life-long learning is cultivated. In this paper we introduce our concept and derive first hypotheses on the conditions under which our paradigm appears most effective. While potential continuations of our studies are manifold, we intend to employ SCeL in the course of the new curriculum of the medical faculty of GrazUniversity where a Virtual Medical Campus (http://vmc.uni-graz.at is currently being developed.

Nuclear data services of the Nuclear Data Centers Network available at the National Nuclear Data Center

International Nuclear Information System (INIS)

McLane, V.

1997-01-01

The Nuclear Data Centers Network provides low and medium energy nuclear reaction data to users around the world. Online retrievals are available through the U.S. National Nuclear Data Center, the Nuclear Energy Agency Data Bank, and the IAEA Nuclear Data Section from these extensive bibliographic, experimental data, and evaluated data files. In addition to nuclear reaction data, the various databases also provide nuclear structure and decay data, and other information of interest to users. The WorldWideWeb sites at the National Nuclear Data Center and the NEA Data Bank provide access to some of the Centers' files. (orig.)

76 FR 22674 - Manufacturing Extension Partnership Advisory Board

Science.gov (United States)

2011-04-22

... 5 p.m. on May 15, 2011. ADDRESSES: The meeting will be held at the Orlando World Center Marriott... Open Meeting. SUMMARY: NIST announces that the Manufacturing Extension Partnership (MEP) Advisory Board, National Institute of Standards and Technology (NIST) will hold an open meeting on Sunday, May 15, 2011...

Sparse alignment for robust tensor learning.

Science.gov (United States)

Lai, Zhihui; Wong, Wai Keung; Xu, Yong; Zhao, Cairong; Sun, Mingming

2014-10-01

Multilinear/tensor extensions of manifold learning based algorithms have been widely used in computer vision and pattern recognition. This paper first provides a systematic analysis of the multilinear extensions for the most popular methods by using alignment techniques, thereby obtaining a general tensor alignment framework. From this framework, it is easy to show that the manifold learning based tensor learning methods are intrinsically different from the alignment techniques. Based on the alignment framework, a robust tensor learning method called sparse tensor alignment (STA) is then proposed for unsupervised tensor feature extraction. Different from the existing tensor learning methods, L1- and L2-norms are introduced to enhance the robustness in the alignment step of the STA. The advantage of the proposed technique is that the difficulty in selecting the size of the local neighborhood can be avoided in the manifold learning based tensor feature extraction algorithms. Although STA is an unsupervised learning method, the sparsity encodes the discriminative information in the alignment step and provides the robustness of STA. Extensive experiments on the well-known image databases as well as action and hand gesture databases by encoding object images as tensors demonstrate that the proposed STA algorithm gives the most competitive performance when compared with the tensor-based unsupervised learning methods.

Maximizing Program Delivery in Extension: Lessons from Leadership for Transformation.

Science.gov (United States)

Laughlin, Kevin M.; Schmidt, Janet L.

1995-01-01

Reviews advantages and disadvantages of four extension delivery methods: partnerships, master volunteer programs, information centers, and regional programs. Concluded that the key is matching individual, community, and emerging needs with the right method. (SK)

Professional development and extension programs

Energy Technology Data Exchange (ETDEWEB)

Bereznai, G. [University of Ontario Institute of Technology, Oshawa, ON (Canada)

2015-07-01

Professional Development (PD) refers to the means by which people acquire, develop, maintain and enhance the specialist knowledge and skills needed to practice in their profession. Extension Programs (aka Continuing Education) are offered by most post-secondary degree/diploma/certificate granting institutions.The courses are typically taken on a part-time basis, and course delivery often includes distance learning technology. An important implementation of PD is via workplace training, industry specific seminars, workshops and non-credit courses offered by a wide range of service providers.

Professional development and extension programs

International Nuclear Information System (INIS)

Bereznai, G.

2015-01-01

Professional Development (PD) refers to the means by which people acquire, develop, maintain and enhance the specialist knowledge and skills needed to practice in their profession. Extension Programs (aka Continuing Education) are offered by most post-secondary degree/diploma/certificate granting institutions.The courses are typically taken on a part-time basis, and course delivery often includes distance learning technology. An important implementation of PD is via workplace training, industry specific seminars, workshops and non-credit courses offered by a wide range of service providers.

Teaching and learning methods in IVET

DEFF Research Database (Denmark)

Aarkrog, Vibe

The cases deals about learner centered learning in a commercial program and a technical program.......The cases deals about learner centered learning in a commercial program and a technical program....

The educational impact of the Specialty Care Access Network-Extension of Community Healthcare Outcomes program.

Science.gov (United States)

Salgia, Reena J; Mullan, Patricia B; McCurdy, Heather; Sales, Anne; Moseley, Richard H; Su, Grace L

2014-11-01

With the aging hepatitis C cohort and increasing prevalence of fatty liver disease, the burden on primary care providers (PCPs) to care for patients with liver disease is growing. In response, the Veterans Administration implemented initiatives for primary care-specialty referral to increase PCP competency in complex disease management. The Specialty Care Access Network-Extension of Community Healthcare Outcomes (SCAN-ECHO) program initiative was designed to transfer subspecialty knowledge to PCPs through case-based distance learning combined with real-time consultation. There is limited information regarding the initiative's ability to engage PCPs to learn and influence their practice. We surveyed PCPs to determine the factors that led to their participation in this program and the educational impact of participation. Of 51 potential participants, 24 responded to an anonymous survey. More than 75% of respondents participated more than one time in a SCAN-ECHO clinic. Providers were motivated to participate by a desire to learn more about liver disease, to apply the knowledge gained to future patients, and to save their patients time traveling to another center for specialty consultation. Seventy-one percent responded that the didactic component and case-based discussion were equally important. It is important that participation changed clinical practice: 75% of providers indicated they had personally discussed the information they learned from the case presentations with their colleague(s), and 42% indicated they helped a colleague care for their patient with the knowledge learned during discussions of other participants' cases. This study shows that the SCAN-ECHO videoconferencing program between PCPs and specialists can educate providers in the delivery of specialty care from a distance and potentially improve healthcare delivery.

Problem-Based Educational Game Becomes Student-Centered Learning Environment

Science.gov (United States)

Rodkroh, Pornpimon; Suwannatthachote, Praweenya; Kaemkate, Wannee

2013-01-01

Problem-based educational games are able to provide a fun and motivating environment for teaching and learning of certain subjects. However, most educational game models do not address the learning elements of problem-based educational games. This study aims to synthesize and to propose the important elements to facilitate the learning process and…

Using Technology to Support Experiential Learning in Extension Nutrition and Health Programs

Science.gov (United States)

Schuster, Ellen

2013-01-01

Much has been written about hybrid or blended learning in K-12 and higher education. In hybrid, or blended learning, face-to-face and online delivery of content are provided. The challenge is how best to use each delivery mode to optimize learning. For example, students may view videos or other multimedia content outside of class, with class time…

Increasing Student Success in Large Survey Science Courses via Supplemental Instruction in Learning Centers

Science.gov (United States)

Hooper, Eric Jon; Nossal, S.; Watson, L.; Timbie, P.

2010-05-01

Large introductory astronomy and physics survey courses can be very challenging and stressful. The University of Wisconsin-Madison Physics Learning Center (PLC) reaches about 10 percent of the students in four introductory physics courses, algebra and calculus based versions of both classical mechanics and electromagnetism. Participants include those potentially most vulnerable to experiencing isolation and hence to having difficulty finding study partners as well as students struggling with the course. They receive specially written tutorials, conceptual summaries, and practice problems; exam reviews; and most importantly, membership in small groups of 3 - 8 students which meet twice per week in a hybrid of traditional teaching and tutoring. Almost all students who regularly participate in the PLC earn at least a "C,” with many earning higher grades. The PLC works closely with other campus programs which seek to increase the participation and enhance the success of underrepresented minorities, first generation college students, and students from lower-income circumstances; and it is well received by students, departmental faculty, and University administration. The PLC staff includes physics education specialists and research scientists with a passion for education. However, the bulk of the teaching is conducted by undergraduates who are majoring in physics, astronomy, mathematics, engineering, and secondary science teaching (many have multiple majors). The staff train these enthusiastic students, denoted Peer Mentor Tutors (PMTs) in general pedagogy and mentoring strategies, as well as the specifics of teaching the physics covered in the course. The PMTs are among the best undergraduates at the university. While currently there is no UW-Madison learning center for astronomy courses, establishing one is a possible future direction. The introductory astronomy courses cater to non-science majors and consequently are less quantitative. However, the basic structure

Analysis of the learning curve for peroral endoscopic myotomy for esophageal achalasia: Single-center, two-operator experience.

Science.gov (United States)

Lv, Houning; Zhao, Ningning; Zheng, Zhongqing; Wang, Tao; Yang, Fang; Jiang, Xihui; Lin, Lin; Sun, Chao; Wang, Bangmao

2017-05-01

Peroral endoscopic myotomy (POEM) has emerged as an advanced technique for the treatment of achalasia, and defining the learning curve is mandatory. From August 2011 to June 2014, two operators in our institution (A&B) carried out POEM on 35 and 33 consecutive patients, respectively. Moving average and cumulative sum (CUSUM) methods were used to analyze the POEM learning curve for corrected operative time (cOT), referring to duration of per centimeter myotomy. Additionally, perioperative outcomes were compared among distinct learning curve phases. Using the moving average method, cOT reached a plateau at the 29th case and at the 24th case for operators A and B, respectively. CUSUM analysis identified three phases: initial learning period (Phase 1), efficiency period (Phase 2) and mastery period (Phase 3). The relatively smooth state in the CUSUM graph occurred at the 26th case and at the 24th case for operators A and B, respectively. Mean cOT of distinct phases for operator A were 8.32, 5.20 and 3.97 min, whereas they were 5.99, 3.06 and 3.75 min for operator B, respectively. Eckardt score and lower esophageal sphincter pressure significantly decreased during the 1-year follow-up period. Data were comparable regarding patient characteristics and perioperative outcomes. This single-center study demonstrated that expert endoscopists with experience in esophageal endoscopic submucosal dissection reached a plateau in learning of POEM after approximately 25 cases. © 2016 Japan Gastroenterological Endoscopy Society.

Learning System Center App Controller

CERN Document Server

Naeem, Nasir

2015-01-01

This book is intended for IT professionals working with Hyper-V, Azure cloud, VMM, and private cloud technologies who are looking for a quick way to get up and running with System Center 2012 R2 App Controller. To get the most out of this book, you should be familiar with Microsoft Hyper-V technology. Knowledge of Virtual Machine Manager is helpful but not mandatory.

75 FR 19941 - Manufacturing Extension Partnership Advisory Board

Science.gov (United States)

2010-04-16

... 4:30 p.m. on May 2, 2010. ADDRESSES: The meeting will be held at Orlando World Center Marriott... open meeting. SUMMARY: NIST announces that the Manufacturing Extension Partnership (MEP) Advisory Board, National Institute of Standards and Technology (NIST) will hold an open meeting on Sunday, May 2, 2010 from...

Use of blended learning in workplace learning

DEFF Research Database (Denmark)

Georgsen, Marianne; Løvstad, Charlotte Vange

2014-01-01

-based teaching materials. This paper presents the experiences of this particular project, and goes on to discuss the following points: • The blended learning design – use of IT for teaching, learning and communication • Digital learning materials – principals of design and use • Work place learning and learning......In 2014, a new system has been put in place for the inspection and approval of social welfare institutions in Denmark. In as little as 10 weeks, 330 new employees in five regional centres participated in an introductory course, designed as work place learning with extensive use of e-learning and IT...... from work – the interplay between experiences of the learner and the curriculum of the program •The approach taken to customising the e-learning design to the needs and demands of a particular case....

Involving Extension in Urban Food Systems: An Example from California

Directory of Open Access Journals (Sweden)

Lucy Diekmann

2017-06-01

Full Text Available Nationwide, Extension is increasingly involved in local food system work. In cities, initiatives to improve the local food system often include urban agriculture, which has attracted the attention of diverse stakeholders for its many potential social, health, economic, and environmental impacts. This article illustrates how Extension in the San Francisco Bay Area is developing urban agriculture programming and engaging in food-system-related partnerships. It also shares lessons learned from these efforts. In this metropolitan region, Extension practice aligns well with research findings on Extension involvement in local food systems, particularly with the emphasis on providing educational opportunities and resources adapted to unique needs of city residents and working collaboratively with community and government partners to facilitate broader food system change. The results of this case study will be useful for Extension personnel in designing and implementing programs related to urban food systems.

Measuring the Usability of Augmented Reality e-Learning Systems: A User-Centered Evaluation Approach

Science.gov (United States)

Pribeanu, Costin; Balog, Alexandru; Iordache, Dragoş Daniel

The development of Augmented Reality (AR) systems is creating new challenges and opportunities for the designers of e-learning systems. The mix of real and virtual requires appropriate interaction techniques that have to be evaluated with users in order to avoid usability problems. Formative usability aims at finding usability problems as early as possible in the development life cycle and is suitable to support the development of such novel interactive systems. This work presents an approach to the user-centered usability evaluation of an e-learning scenario for Biology developed on an Augmented Reality educational platform. The evaluation has been carried on during and after a summer school held within the ARiSE research project. The basic idea was to perform usability evaluation twice. In this respect, we conducted user testing with a small number of students during the summer school in order to get a fast feedback from users having good knowledge in Biology. Then, we repeated the user testing in different conditions and with a relatively larger number of representative users. In this paper we describe both experiments and compare the usability evaluation results.

Preparing Teens for Success: Building 21st Century Skills through a 4-H Work-Based Learning Program

OpenAIRE

Theresa M. Ferrari; Nate Arnett; Graham Cochran

2008-01-01

There is widespread concern that youth lack the skills essential for job success and are entering the workplace unprepared. To address issues of workforce preparation, Extension educators at an urban 4-H education center created the Job Experience and Training (JET) program, a work-based learning program for teens. JET is conducted over a six-month period, culminating in an eight-week summer work experience in collaboration with a local park district. Supervisors and teens completed a perform...

Active Learning Environment with Lenses in Geometric Optics

Science.gov (United States)

Tural, Güner

2015-01-01

Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

“I learned to swin” perception of the old about the conquest of the learning of the swimming – searching for a pedagogic reflexion

Directory of Open Access Journals (Sweden)

Carmen Lucia da Silva Marques

2008-06-01

Full Text Available The aim of this study is to hear from elderly students about their perception on the experience of learning to swim and what this practice means for their living, and through the analysis of their response categories discuss pedagogically the insertion of aging persons in the educational context, especially in the process of learning and practicing aquatic activities. It is based on the teaching experience with aging persons participating in the university extension project “Old Age, Swimming and Health”, carried out in 1986 at Núcleo Integrado de Estudos e Apoio à Terceira Idade, promoted by Centro de Educação Física e Desportos (Center for Physical Education and Sports of Universidade Federal de Santa Maria (UFSM and coordinated by Dr. José Francisco Silva Dias. Their discourse allowed to identify the concept and perception of success attributed to the learning to swim and its meaning in their daily life experience through the participation in the activities promoted by the university for this special group of people.

Extensions and applications of ensemble-of-trees methods in machine learning

Science.gov (United States)

Bleich, Justin

Ensemble-of-trees algorithms have emerged to the forefront of machine learning due to their ability to generate high forecasting accuracy for a wide array of regression and classification problems. Classic ensemble methodologies such as random forests (RF) and stochastic gradient boosting (SGB) rely on algorithmic procedures to generate fits to data. In contrast, more recent ensemble techniques such as Bayesian Additive Regression Trees (BART) and Dynamic Trees (DT) focus on an underlying Bayesian probability model to generate the fits. These new probability model-based approaches show much promise versus their algorithmic counterparts, but also offer substantial room for improvement. The first part of this thesis focuses on methodological advances for ensemble-of-trees techniques with an emphasis on the more recent Bayesian approaches. In particular, we focus on extensions of BART in four distinct ways. First, we develop a more robust implementation of BART for both research and application. We then develop a principled approach to variable selection for BART as well as the ability to naturally incorporate prior information on important covariates into the algorithm. Next, we propose a method for handling missing data that relies on the recursive structure of decision trees and does not require imputation. Last, we relax the assumption of homoskedasticity in the BART model to allow for parametric modeling of heteroskedasticity. The second part of this thesis returns to the classic algorithmic approaches in the context of classification problems with asymmetric costs of forecasting errors. First we consider the performance of RF and SGB more broadly and demonstrate its superiority to logistic regression for applications in criminology with asymmetric costs. Next, we use RF to forecast unplanned hospital readmissions upon patient discharge with asymmetric costs taken into account. Finally, we explore the construction of stable decision trees for forecasts of

Life extension of low and medium voltage equipment

International Nuclear Information System (INIS)

Bharteey, B.M.; Hart, T.J.

1990-01-01

Nuclear plant life extension is becoming a very important issue with the passing of each day. Within 3 to 10 years after the turn of the century, licenses of a number of nuclear power plants in the United States will expire. For the near future, new construction of nuclear power plants in the United States is expected to be inhibited, if the current economic and regulatory environment continues to persist. This situation, coupled with aging of utility equipment and the high cost of financing new construction is resulting in a growing emphasis on preserving and extending the capability of existing power plants. Until now, the utilities have placed more emphasis on high cost items, but experience shows that extending life of low cost of device/components in items like Motor Control Center Centers and switchgear pays big dividends. According to the current practice, devices of these items are replaced at the end of their assigned qualified life or attended to when there is a problem resulting in an unplanned outage. In this paper based on extensive experience in the field of motor control centers and medium switchgear, the authors proposed a cookbook methodology to determine the extent or absence of degradation and establish trends of the pertinent operational properties of devices of this type of equipment. The test results also provide satisfactory evidence of class 1E nuclear safety-related function

Scrum-Based Learning Environment: Fostering Self-Regulated Learning

Science.gov (United States)

Linden, Tanya

2018-01-01

Academics teaching software development courses are experimenting with teaching methods aiming to improve students' learning experience and learning outcomes. Since Agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar Agile approaches in student-centered learning…

Holistic Approach to Data Center Energy Efficiency

Energy Technology Data Exchange (ETDEWEB)

Hammond, Steven W [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

2017-09-18

This presentation discusses NREL's Energy System Integrations Facility and NREL's holistic design approach to sustainable data centers that led to the world's most energy-efficient data center. It describes Peregrine, a warm water liquid cooled supercomputer, waste heat reuse in the data center, demonstrated PUE and ERE, and lessons learned during four years of operation.

So You Want to Start a Peer Online Writing Center?

Directory of Open Access Journals (Sweden)

Christine Rosalia

2013-03-01

Full Text Available The purpose of this article is to share lessons learned in setting up three different peer online writing centers in three different contexts (EFL, Generation 1.5, and ESL. In each center the focus was on the language learner as a peer online writing advisor and their needs in maintaining centers “for and by” learners. Technology affordances and constraints for local contexts, which promote learner autonomy, are analyzed. The open-source platforms (Moodle, Drupal, and Google Apps are compared in terms of usability for peer writing center work, particularly centers where groups co-construct feedback for writers, asynchronously. This paper is useful for readers who would like a head start or deeper understanding of potential logistics and decision-making involved in establishing a peer online writing center within coursework and/or a self-access learning center.

Online Leader Training Course: Nebraska Equine Extension Leader Certification

Science.gov (United States)

Cottle, Lena; D'Angelo, Nicole

2015-01-01

The Nebraska Equine Advancement Level Leader Certification Program is an online learning tool that clarifies principles of the Nebraska 4-H Equine Advancement Programs. Through an online Moodle course through eXtension.org, 4-H leaders and Extension educators are able to fulfill the certification requirement from any location before allowing youth…

Streamlining Workflow for Endovascular Mechanical Thrombectomy: Lessons Learned from a Comprehensive Stroke Center.

Science.gov (United States)

Wang, Hongjin; Thevathasan, Arthur; Dowling, Richard; Bush, Steven; Mitchell, Peter; Yan, Bernard

2017-08-01

Recently, 5 randomized controlled trials confirmed the superiority of endovascular mechanical thrombectomy (EMT) to intravenous thrombolysis in acute ischemic stroke with large-vessel occlusion. The implication is that our health systems would witness an increasing number of patients treated with EMT. However, in-hospital delays, leading to increased time to reperfusion, are associated with poor clinical outcomes. This review outlines the in-hospital workflow of the treatment of acute ischemic stroke at a comprehensive stroke center and the lessons learned in reduction of in-hospital delays. The in-hospital workflow for acute ischemic stroke was described from prehospital notification to femoral arterial puncture in preparation for EMT. Systematic review of literature was also performed with PubMed. The implementation of workflow streamlining could result in reduction of in-hospital time delays for patients who were eligible for EMT. In particular, time-critical measures, including prehospital notification, the transfer of patients from door to computed tomography (CT) room, initiation of intravenous thrombolysis in the CT room, and the mobilization of neurointervention team in parallel with thrombolysis, all contributed to reduction in time delays. We have identified issues resulting in in-hospital time delays and have reported possible solutions to improve workflow efficiencies. We believe that these measures may help stroke centers initiate an EMT service for eligible patients. Copyright © 2017 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Mobility Data Analytics Center.

Science.gov (United States)

2016-01-01

Mobility Data Analytics Center aims at building a centralized data engine to efficiently manipulate : large-scale data for smart decision making. Integrating and learning the massive data are the key to : the data engine. The ultimate goal of underst...

A Studi on High Plant Systems Course with Active Learning in Higher Education Through Outdoor Learning to Increase Student Learning Activities

OpenAIRE

Nur Rokhimah Hanik, Anwari Adi Nugroho

2015-01-01

Biology learning especially high plant system courses needs to be applied to active learning centered on the student (Active Learning In Higher Education) to enhance the students' learning activities so that the quality of learning for the better. Outdoor Learning is one of the active learning invites students to learn outside of the classroom by exploring the surrounding environment. This research aims to improve the students' learning activities in the course of high plant systems through t...

A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology.

Science.gov (United States)

Rezende-Filho, Flávio Moura; da Fonseca, Lucas José Sá; Nunes-Souza, Valéria; Guedes, Glaucevane da Silva; Rabelo, Luiza Antas

2014-09-15

Teaching physiology, a complex and constantly evolving subject, is not a simple task. A considerable body of knowledge about cognitive processes and teaching and learning methods has accumulated over the years, helping teachers to determine the most efficient way to teach, and highlighting student's active participation as a means to improve learning outcomes. In this context, this paper describes and qualitatively analyzes an experience of a student-centered teaching-learning methodology based on the construction of physiological-physical models, focusing on their possible application in the practice of teaching physiology. After having Physiology classes and revising the literature, students, divided in small groups, built physiological-physical models predominantly using low-cost materials, for studying different topics in Physiology. Groups were followed by monitors and guided by teachers during the whole process, finally presenting the results in a Symposium on Integrative Physiology. Along the proposed activities, students were capable of efficiently creating physiological-physical models (118 in total) highly representative of different physiological processes. The implementation of the proposal indicated that students successfully achieved active learning and meaningful learning in Physiology while addressing multiple learning styles. The proposed method has proved to be an attractive, accessible and relatively simple approach to facilitate the physiology teaching-learning process, while facing difficulties imposed by recent requirements, especially those relating to the use of experimental animals and professional training guidelines. Finally, students' active participation in the production of knowledge may result in a holistic education, and possibly, better professional practices.

Implementing the patient-centered medical home in complex adaptive systems: Becoming a relationship-centered patient-centered medical home.

Science.gov (United States)

Flieger, Signe Peterson

This study explores the implementation experience of nine primary care practices becoming patient-centered medical homes (PCMH) as part of the New Hampshire Citizens Health Initiative Multi-Stakeholder Medical Home Pilot. The purpose of this study is to apply complex adaptive systems theory and relationship-centered organizations theory to explore how nine diverse primary care practices in New Hampshire implemented the PCMH model and to offer insights for how primary care practices can move from a structural PCMH to a relationship-centered PCMH. Eighty-three interviews were conducted with administrative and clinical staff at the nine pilot practices, payers, and conveners of the pilot between November and December 2011. The interviews were transcribed, coded, and analyzed using both a priori and emergent themes. Although there is value in the structural components of the PCMH (e.g., disease registries), these structures are not enough. Becoming a relationship-centered PCMH requires attention to reflection, sensemaking, learning, and collaboration. This can be facilitated by settings aside time for communication and relationship building through structured meetings about PCMH components as well as the implementation process itself. Moreover, team-based care offers a robust opportunity to move beyond the structures to focus on relationships and collaboration. (a) Recognize that PCMH implementation is not a linear process. (b) Implementing the PCMH from a structural perspective is not enough. Although the National Committee for Quality Assurance or other guidelines can offer guidance on the structural components of PCMH implementation, this should serve only as a starting point. (c) During implementation, set aside structured time for reflection and sensemaking. (d) Use team-based care as a cornerstone of transformation. Reflect on team structures and also interactions of the team members. Taking the time to reflect will facilitate greater sensemaking and learning and

Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework

Science.gov (United States)

Leow, Choy Khim; Yahaya, Wan Ahmad Jaafar Wan; Samsudin, Zarina

2014-01-01

The Mobile Assisted Language Learning concept has offered infinite language learning opportunities since its inception 20 years ago. Second Language Acquisition however embraces a considerably different body of knowledge from first language learning. While technological advances have optimized the psycholinguistic environment for language…

Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

OpenAIRE

Mehmet FIRAT

2016-01-01

Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS), which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this pur...

Developing a Mobile Extension Course for Youth Livestock Producers

Science.gov (United States)

Weitzenkamp, Deborah; Dam, Karna; Chichester, Lindsay

2015-01-01

The 4-H Livestock Quality Assurance course is a mobile Extension course for youth and youth leaders. In 3 years of implementation, over 6,600 participants from 16 states have learned about good production practices for animal agriculture through the innovative online Nebraska Livestock Quality Assurance course. By evaluating the needs of our youth…

Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).

Science.gov (United States)

von der Emde, Silke; Schneider, Jeffrey; Kotter, Markus

2001-01-01

Draws on experiences from a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Maps out the benefits to using a MOO (multiple user domains object-oriented) for language learning: a student-centered learning environment structured by such objectives as peer teaching,…

Analysis of Business Center Implementation in Banyumas Regency

Directory of Open Access Journals (Sweden)

Lina Rifda Naufalin

2017-06-01

Full Text Available The research aims to help the development of business center as an entrepreneurship laboratory for vocational students in order to increase the number of young entrepreneurs in Indonesia. This study is also  to find out how the implementation of the existing Business Center program in SMK Banyumas District viewed from the aspects of learning, economics, organizational, and capital. Research method used qualitative method and techniques of collecting data used observation and interview. The place of research is in Vocational School 1 Purwokerto and Vocational School 2 Purwokerto. The sampling technique was purposive sampling technique. Validity of data in this research used data triangulation.The result of the research shows that the learning aspect of the implementation of the business center is effective because it becomes the student training center. Economic aspect of the business center is effective to carry out the activities of selling goods, goods production and service, business because it is supported by qualified human resources and internal audits conducted regularly. The aspect of the capital of the business center can be managed effectively.

Lessons Learned Recruiting Minority Participants for Research in Urban Community Health Centers.

Science.gov (United States)

Fam, Elizabeth; Ferrante, Jeanne M

2018-02-01

To help understand and mitigate health disparities, it is important to conduct research with underserved and underrepresented minority populations under real world settings. There is a gap in the literature detailing real-time research staff experience, particularly in their own words, while conducting in-person patient recruitment in urban community health centers. This paper describes challenges faced at the clinic, staff, and patient levels, our lessons learned, and strategies implemented by research staff while recruiting predominantly low-income African-American women for an interviewer-administered survey study in four urban Federally Qualified Health Centers in New Jersey. Using a series of immersion-crystallization cycles, fieldnotes and research reflections written by recruiters, along with notes from team meetings during the study, were qualitatively analyzed. Clinic level barriers included: physical layout of clinic, very low or high patient census, limited private space, and long wait times for patients. Staff level barriers included: unengaged staff, overburdened staff, and provider and staff turnover. Patient level barriers included: disinterested patients, patient mistrust and concerns over confidentiality, no-shows or lack of patient time, and language barrier. We describe strategies used to overcome these barriers and provide recommendations for in-person recruitment of underserved populations into research studies. To help mitigate health disparities, disseminating recruiters' experiences, challenges, and effective strategies used will allow other researchers to build upon these experience in order to increase recruitment success of underserved and underrepresented minority populations into research studies. Copyright © 2018 National Medical Association. Published by Elsevier Inc. All rights reserved.

Learning Sequences of Actions in Collectives of Autonomous Agents

Science.gov (United States)

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

2001-01-01

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

Experiental Civic Learning by using "Projekt: Aktive Bürger"

Directory of Open Access Journals (Sweden)

Klaus Koopmann

2002-01-01

Full Text Available Various social and political developments seem to sum up to a process of 'de-civilization' which impede - rather than facilitate - the project of a humane and democratic society. In order to make this project a successful one it is necessary to reclaim citizens as politically acting subjects. The ability to act as enlightened and autonomous citizens will be sustainably acquired by experiencing extensive participation in society and in politics. Civic education should foster this process of 'revi-talization of citizenship' by offering youth meaningful participatory experiences of social and po-litical relevance. That is: Civic education should create, organize and offer learning strategies that are oriented towards the notion of reflective acting as experiential learning. Experiential learning processes, aimed at the sustainable acquisition of competencies which are relevant in politics and civil society, will particularly unfold in the course of the (interactive dealing of the individual(s with the authentic political and social problems and processes that surround and concern them. This also includes reflection and co-operation. One example of how to practice an experiential and prob-lem-centred learning strategy is well being demonstrated by the civic education program "Projekt: Aktive Bürger", the German adaptation of "We the People ... Project Citizen" designed by the American Center for Civic Education.

Self-Access Centers: Maximizing Learners’ Access to Center Resources

Directory of Open Access Journals (Sweden)

Mark W. Tanner

2010-09-01

Full Text Available Originally published in TESL-EJ March 2009, Volume 12, Number 4 (http://tesl-ej.org/ej48/a2.html. Reprinted with permission from the authors.Although some students have discovered how to use self-access centers effectively, the majority appear to be unaware of available resources. A website and database of materials were created to help students locate materials and use the Self-Access Study Center (SASC at Brigham Young University’s English Language Center (ELC more effectively. Students took two surveys regarding their use of the SASC. The first survey was given before the website and database were made available. A second survey was administered 12 weeks after students had been introduced to the resource. An analysis of the data shows that students tend to use SASC resources more autonomously as a result of having a web-based database. The survey results suggest that SAC managers can encourage more autonomous use of center materials by provided a website and database to help students find appropriate materials to use to learn English.

Poverty Simulations: Building Relationships among Extension, Schools, and the Community

Science.gov (United States)

Franck, Karen L.; Barnes, Shelly; Harrison, Julie

2016-01-01

Poverty simulations can be effective experiential learning tools for educating community members about the impact of poverty on families. The project described here includes survey results from three simulations with community leaders and teachers. This project illustrated how such workshops can help Extension professionals extend their reach and…

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,…

Analyzing the Extensive Reading Approach: Benefits and Challenges in the Mexican Context

Directory of Open Access Journals (Sweden)

Aurora Varona Archer

2012-12-01

Full Text Available Some scholars have highlighted the benefits of using extensive reading as a way to motivate students to learn a second language (L2. This article is derived from a study that aimed at implementing extensive reading in an action research project in a public University in Mexico. Therefore, the following article examines some arguments of different researchers who have carried out extensive reading studies in contexts of teaching English as a foreign language (TEFL. The implementation issues of this reading approach are also analyzed by the approach’s constraints and educational practices in the Mexican TEFL context. The concluding remarks are an attempt to contribute to the growth of future research in the field of extensive reading in Mexico.

Quality indicators for learner-centered postgraduate medical e-learning

NARCIS (Netherlands)

de Leeuw, Robert A; Westerman, Michiel; Scheele, Fedde

2017-01-01

Objectives: The objectives of this study were to identify the needs and expectations of learners and educational experts in postgraduate medical e-learning, and to contribute to the current literature. Methods: We performed four focus-group discussions with e-learning end-users (learners) and

75 FR 36588 - Veterinary Feed Directive; Extension of Comment Period

Science.gov (United States)

2010-06-28

... 558 [Docket No. FDA-2010-N-0155] Veterinary Feed Directive; Extension of Comment Period AGENCY: Food... veterinary feed directive (VFD) regulation. The agency is taking this action in response to requests for an... CONTACT: Neal Bataller, Center for Veterinary Medicine (HFV-230), Food and Drug Administration, 7500...

Assessment of (Computer-Supported) Collaborative Learning

Science.gov (United States)

Strijbos, J. -W.

2011-01-01

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

Understanding Learning Cultures

Science.gov (United States)

Hodkinson, Phil; Biesta, Gert; James, David

2007-01-01

This paper sets out an explanation about the nature of learning cultures and how they work. In so doing, it directly addresses some key weaknesses in current situated learning theoretical writing, by working to overcome unhelpful dualisms, such as the individual and the social, and structure and agency. It does this through extensive use of some…

Assessing Student Behaviors and Motivation for Actively Learning Biology

Science.gov (United States)

Moore, Michael Edward

2017-01-01

Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is…

Design of learner-centred constructivism based learning process

OpenAIRE

Schreurs, Jeanne; Al-Huneidi, Ahmad

2012-01-01

A Learner-centered learning is constructivism based and Competence directed. We define general competencies, domain competencies and specific course competencies. Constructivism based learning activities are based on constructivism theory. For each course module the intended learning level will be defined. A model is built for the design of a learner centered constructivism based and competency directed learning process. The application of it in two courses are presented. Constructivism ba...

[Features associated with retinal thickness extension in diabetic macular oedema].

Science.gov (United States)

Razo Blanco-Hernández, Dulce Milagros; Lima-Gómez, Virgilio; García-Rubio, Yatzul Zuhaila

2015-01-01

Clinically significant macular edema has features that are associated with a major risk of visual loss, with thickening that involves the centre of the macula, field 7 or visual deficiency, although it is unknown if these features are related to retinal thickness extension. An observational, analytical, prospective, cross-sectional and open study was conducted. The sample was divided into initial visual acuity ≥0.5, central field thickness, center point thickness, field 7 and macular volume more than the reported 2 standard deviation mean value in eyes without retinopathy. The extension was determined by the number of the central field area equivalent thickening and these features were compared with by Student's t test for independent samples. A total of 199 eyes were included. In eyes with visual acuity of ≥0.5, the mean extension was 2.88±1.68 and 3.2±1.63 in area equivalent in eyes with visual acuity 0.5 (p=0.12). The mean extension in eyes with less than 2 standard deviation of central field thickness, center point thickness, field 7 and macular volume was significantly lower than in eyes with more than 2 standard deviations (1.9±0.93 vs. 4.07±1.49, 2.44±1.47 vs. 3.94±1.52, 1.79±1.07 vs. 3.61±1.57 and 1.6±0.9 vs. 3.9±1.4, respectively, p<0.001). The extension of retinal thickness is related with the anatomical features reported with a greater risk of visual loss, but is not related to initial visual deficiency. Copyright © 2015 Academia Mexicana de Cirugía A.C. Published by Masson Doyma México S.A. All rights reserved.

Voice Blog: An Exploratory Study of Language Learning

Directory of Open Access Journals (Sweden)

Yu-Chih Sun

2009-06-01

Full Text Available This study uses voice blogs as a platform for an extensive study of language learners’ speaking skills. To triangulate the findings, the study collected data by surveying the learners’ blogging processes, investigating learning strategies, and conducting retrospective interviews. The results revealed that students (a developed a series of blogging stages, including conceptualizing, brainstorming, articulation, monitoring, and evaluating, and used a wide variety of strategies to cope with blogging-related difficulties, and (b perceived blogging as a means of learning, self-presentation, information exchange, and social networking. Findings suggest that blogs can constitute a dynamic forum that fosters extensive practice, learning motivation, authorship, and development of learning strategies.

An influence of extremal edges on boundary extension.

Science.gov (United States)

Hale, Ralph G; Brown, James M; McDunn, Benjamin A; Siddiqui, Aisha P

2015-08-01

Studies have shown that people consistently remember seeing more of a studied scene than was physically present (e.g., Intraub & Richardson Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 179-187, 1989). This scene memory error, known as boundary extension, has been suggested to occur due to an observer's failure to differentiate between the contributing sources of information, including the sensory input, amodal continuation beyond the view boundaries, and contextual associations with the main objects and depicted scene locations (Intraub, 2010). Here, "scenes" made of abstract shapes on random-dot backgrounds, previously shown to elicit boundary extension (McDunn, Siddiqui, & Brown Psychonomic Bulletin & Review, 21, 370-375, 2014), were compared with versions made with extremal edges (Palmer & Ghose Psychological Science, 19, 77-84, 2008) added to their borders, in order to examine how boundary extension is influenced when amodal continuation at the borders' view boundaries is manipulated in this way. Extremal edges were expected to reduce boundary extension as compared to the same scenes without them, because extremal edge boundaries explicitly indicate an image's end (i.e., they do not continue past the view boundary). A large and a small difference (16 % and 40 %) between the close and wide-angle views shown during the experiment were tested to examine the effects of both boundary extension and normalization with and without extremal edges. Images without extremal edges elicited typical boundary extension for the 16 % size change condition, whereas the 40 % condition showed signs of normalization. With extremal edges, a reduced amount of boundary extension occurred for the 16 % condition, and only normalization was found for the 40 % condition. Our findings support and highlight the importance of amodal continuation at the view boundaries as a component of boundary extension.

A Fuzzy Logic-Based Personalized Learning System for Supporting Adaptive English Learning

Science.gov (United States)

Hsieh, Tung-Cheng; Wang, Tzone-I; Su, Chien-Yuan; Lee, Ming-Che

2012-01-01

As a nearly global language, English as a Foreign Language (EFL) programs are essential for people wishing to learn English. Researchers have noted that extensive reading is an effective way to improve a person's command of English. Choosing suitable articles in accordance with a learner's needs, interests and ability using an e-learning system…

The CenterSpot: Safari Schoolroom.

Science.gov (United States)

Wirtz, Ruth E.

1980-01-01

Described are activities to be used in five learning centers which build on children's interests in wild animals. Developed is an imaginary safari park with artwork depicting wild animals and tropical vegetation. Objectives, materials, and directions are included. (KC)

IoTFLiP: IoT-based flipped learning platform for medical education

Directory of Open Access Journals (Sweden)

Maqbool Ali

2017-08-01

Full Text Available Case-Based Learning (CBL has become an effective pedagogy for student-centered learning in medical education, which is founded on persistent patient cases. Flippped learning and Internet of Things (IoTs concepts have gained significant attention in recent years. Using these concepts in conjunction with CBL can improve learning ability by providing real evolutionary medical cases. It also enables students to build confidence in their decision making, and efficiently enhances teamwork in the learing environment. We propose an IoT-based Flip Learning Platform, called IoTFLiP, where an IoT infrastructure is exploited to support flipped case-based learning in a cloud environment with state of the art security and privacy measures for personalized medical data. It also provides support for application delivery in private, public, and hybrid approaches. The proposed platform is an extension of our Interactive Case-Based Flipped Learning Tool (ICBFLT, which has been developed based on current CBL practices. ICBFLT formulates summaries of CBL cases through synergy between students' and medical expert knowledge. The low cost and reduced size of sensor device, support of IoTs, and recent flipped learning advancements can enhance medical students' academic and practical experiences. In order to demonstrate a working scenario for the proposed IoTFLiP platform, real-time data from IoTs gadgets is collected to generate a real-world case for a medical student using ICBFLT.

You Can Lead Students to Water, but You Can't Make Them Think: An Assessment of Student Engagement and Learning through Student-Centered Teaching

Science.gov (United States)

Bradford, Jennifer; Mowder, Denise; Bohte, Joy

2016-01-01

The current project conducted an assessment of specific, directed use of student-centered teaching techniques in a criminal justice and criminology research methods and statistics class. The project sought to ascertain to what extent these techniques improved or impacted student learning and engagement in this traditionally difficult course.…

One Year of Extensive Reading on Mobile Devices: Engagement and Impressions

Science.gov (United States)

Milliner, Brett; Cote, Travis

2015-01-01

Extensive Reading (ER) is a popular strategy to improve reading fluency, vocabulary knowledge and reading confidence. The process of ER, traditionally done with paperbacks, is a practice being transformed by smartphone technology. This paper introduces Xreading® (www.xreading.com), an online Graded Reader (GR) library and Learning Management…

未来学习空间应用效果评价--以北京师范大学未来学习体验中心为例%Evaluation of the Future Learning Space:A Case Analysis of the Future Experiential Learning Center at Beijing Normal University

Institute of Scientific and Technical Information of China (English)

宋畅; 刘月; 陈悦; 李秋菊; 江丰光

2015-01-01

Research on active learning spaces has attracted great attention in recent years. A focus of the research is the design and use of these spaces that provide diverse and comfortable learning experiences. In 2014, the Future Ex-periential Learning Center at Beijing Normal University which contained eight classrooms with different functions was opened. They are interactive discussion classroom, interactive teaching classroom, interactive group-learning class-room, teacher education-training classroom, international cooperation remote classroom, mobile learning classroom, explore learning classroom, and recording and broadcasting control room. Twenty-one classes were taught in the Fu-ture Experiential Learning Center with eighteen teachers and more than 300 students involved. This study employed a combination of quantitative and qualitative methods to systematically evaluate the design and effects of the active learn-ing space at the Future Experiential Learning Center. We used questionnaires, interviews, and classroom observations to obtain data about student and teacher satisfaction and classroom interaction. Student satisfaction survey involved all the students. Questionnaires were sent to 215 students and 180 questionnaires were ultimate recovered. Teacher satis-faction survey was a sampling survey. Interviews were conducted with four typical teachers among all the eighteen teachers. Classroom observations were carried out in four typical classes which were chosen from all the twenty-one classes. The study found that students and teachers were overall satisfied with the classroom and believed the Future Learning Space could better support teaching. Firstly, the questionnaires showed that the mean value of the student satisfaction was 3. 90 (M=3. 90) which indicated the students were satisfied with the classroom generally. In all eight dimensions, there were five dimensions of which mean values were higher than the overall average (M=3. 90). They were classroom

The extensive writing. Teaching writing in high school

Directory of Open Access Journals (Sweden)

Daniel Cassany Comas

2016-08-01

Full Text Available Following the distinction between intensive and extensive reading, we introduce the extensive written tasks to promote the following learning objectives: 1 bringing writing closer to the learner’s personal life; 2 practicing the epistemic and communicative language functions; 3 giving the learner full responsibility for the creative act; 4 facilitating the development of cognitive processes, and 5 developing habits of written production in a variety of situations. As a consequence, extensive writing assignments produce longer texts, last longer, are self-directed by the learner-author, treat interdisciplinary topics and are not in the textbook. These tasks markedly differ from the more frequent written exercises in the classroom, which are teacher-led, contain shorter texts, work on executive or instrumental functions, and their correction is focused on spelling and grammar. We propose several educational tools in order to develop this type of tasks: portfolios (to save drafts, corrections and final versions of each text, formats (such as reading logs, lecture notes and laboratory protocols and contexts (common communicative tasks. We also discuss some basic parameters of extensive tasks, such as the length of the text, the use of several working sessions for text production, the practice of composition processes and the use of peer review, in pairs or teams.

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

Science.gov (United States)

Glowa, Liz; Goodell, Jim

2016-01-01

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of…

Learners' Ensemble Based Security Conceptual Model for M-Learning System in Malaysian Higher Learning Institution

Science.gov (United States)

Mahalingam, Sheila; Abdollah, Faizal Mohd; Sahib, Shahrin

2014-01-01

M-Learning has a potential to improve efficiency in the education sector and has a tendency to grow advance and transform the learning environment in the future. Yet there are challenges in many areas faced when introducing and implementing m-learning. The learner centered attribute in mobile learning implies deployment in untrustworthy learning…

Articulating Value and Impact Through Outcome-Centered Service Delivery: the Student and Learning Support Experience at the University of Sunderland.

OpenAIRE

Grieves, Kay; Pritchard, Oliver

2018-01-01

Purpose- The purpose of this paper is to share the ways in which Student and Learning Support at the University of Sunderland has embedded and matured a new outcome-centered performance model - our Quality Model - in order to create an agile evidence-base of value, outcome and impact evidence. We will also share how, having established the fundamental principles regarding value and impact capture in our library setting, the concepts and approaches have also been developed and applied successf...

78 FR 33228 - Final Waiver and Extension of the Project Period for the National Dropout Prevention Center for...

Science.gov (United States)

2013-06-04

... the National Dropout Prevention Center for Students With Disabilities [Catalog of Federal Domestic... period enables the currently funded National Dropout Prevention Center for Students with Disabilities... Dropout Prevention Center for Students with Disabilities. The Center was funded under the Technical...

Prospects for Digital Campus with Extensive Applications of Virtual Collaborative Space

Science.gov (United States)

Nishide, Ryo

2011-01-01

This paper proposes extensive applications of virtual collaborative space in order to enhance the efficiency and capability of Digital Campus. The usability of Digital Campus has been experimented in different learning environments and evaluated by questionnaire as that the presence technology and a sense of solidarity influence the participants'…

Learning to learn with farmers : a case study of an adult learning extension project conducted in Queensland, Australia 1990 - 1995

NARCIS (Netherlands)

Hamilton, N.A.

1995-01-01

In this thesis, the relationship between the use of participatory processes in the development and use of information and knowledge and their impact on change is described and explored. This research utilises a major extension project carried out with respect to fallow management in

Programming for the Public Good: Ensuring Public Value Through the Cooperative Extension Program Development Model

Directory of Open Access Journals (Sweden)

Nancy Franz

2015-06-01

Full Text Available Effective Cooperative Extension programs produce important private and public value for individuals, families, businesses, and communities. However, the public value of Extension programming often goes unmeasured and unarticulated. Extension needs to reclaim its role as a key provider of public value for Land-Grant Universities through strong educational programs driven by infusing public value into all elements of the Extension Program Development Model. This article describes Extension’s public value movement including organizational, professional, program, and scholarship development efforts to enhance public good effectiveness articulation. Lessons learned, implications, and next steps for Extension’s public value success through a strong program development model are also shared.

Problem-Based Learning in Social Work Education

DEFF Research Database (Denmark)

Monrad, Merete; Mølholt, Anne-Kirstine

2017-01-01

’ experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when...

Integrated Support Center for Nuclear Nonproliferation and Security

International Nuclear Information System (INIS)

Kimura, Naohito; Naoi, Yosuke

2010-01-01

In April 2010, at the Nuclear Security Summit, Japan demonstrated its commitment to the strengthening of nuclear non-proliferation and nuclear security and announced the establishment of the Integrated Comprehensive Support Center for Nuclear Non-proliferation and Nuclear Security in the Japan Atomic Energy Agency (JAEA), under the guidance and authority of the Ministry of Education, Culture, Sports and Science and Technology (MEXT), and in cooperation with other ministries. The goal of the Center is to strengthen nuclear non-proliferation and security in emerging nuclear power countries by sharing Japan's accumulated experiences in its peaceful use of nuclear energy. To achieve its goal, the Center serves three functions: (1) human resource and capacity building, (2) infrastructure development and technical assistance and (3) international coordination and cooperation. The Center will offer three types of training courses to strengthen human resources and capacity building in emerging nuclear power countries. In the Training Course on Nuclear Security, the participants will learn the design and evaluation process for physical protection and detection of and response to illegal or unauthorized acts related to nuclear materials. They will learn these issues not only through lectures and training but also using mockup facilities and virtual reality systems. Second, in the Training Course on Safeguards and State System of Accounting for and Control of Nuclear Material (SSAC), the Center will teach the experience of advanced safeguards activities in Japan for its full-scale nuclear fuel cycle facilities as a non-nuclear weapon state. The participants will learn the IAEA and national safeguards systems, the material accounting system and inspector activities. Third, in the Training on the International Nuclear Nonproliferation Framework, the participants will learn the international framework of nuclear non-proliferation including the IAEA safeguards system and

Learning Across the Big-Science Boundary: Leveraging Big-Science Centers for Technological Learning

CERN Document Server

Autio, E.; Streit-Bianchi, M.

2003-01-01

The interaction between industrial companies and the public research sector has intensified significantly during recent years (Bozeman, 2000), as firms attempt to build competitive advantage by leveraging external sources of learning (Lambe et al., 1997). By crossing the boundary between industrial and re- search spheres, firms may tap onto sources of technological learning, and thereby gain a knowledge- based competitive advantage over their competitors. Such activities have been actively supported by national governments, who strive to support the international competitiveness of their industries (Georghiou et al., 2000; Lee, 1994; Rothwell et al., 1992).

Future applications of artificial intelligence to Mission Control Centers

Science.gov (United States)

Friedland, Peter

1991-01-01

Future applications of artificial intelligence to Mission Control Centers are presented in the form of the viewgraphs. The following subject areas are covered: basic objectives of the NASA-wide AI program; inhouse research program; constraint-based scheduling; learning and performance improvement for scheduling; GEMPLAN multi-agent planner; planning, scheduling, and control; Bayesian learning; efficient learning algorithms; ICARUS (an integrated architecture for learning); design knowledge acquisition and retention; computer-integrated documentation; and some speculation on future applications.

iPads and Tablets: Today’s Extension Demonstration

OpenAIRE

Nancy Franz; Peggy Martin

2013-01-01

Iowa State University Extension and Outreach educators are using iPadsto deepen and expand education by showing learners online resources on nutrition including signing up for blogs and visiting our Spend Smart Eat Smart website and Facebook page. A video describing the project is available at http://vimeo.com/64757580. Of the 281 learners who responded to a survey, 96% learned additional nutrition information outside of our classes from the Spend Smart Eat Smart Facebook page, blog, and webs...

Microsoft System Center 2012 R2 compliance management cookbook

CERN Document Server

Baumgarten, Andreas; Roesner, Susan

2014-01-01

Whether you are an IT manager, an administrator, or security professional who wants to learn how Microsoft Security Compliance Manager and Microsoft System Center can help fulfil compliance and security requirements, this is the book for you. Prior knowledge of Microsoft System Center is required.

78 FR 8149 - Extension of a Currently Approved Information Collection; Comment Request

Science.gov (United States)

2013-02-05

... to be evaluated, including those funded under Section 105 of The Child Abuse Prevention and Treatment... DEPARTMENT OF HEALTH AND HUMAN SERVICES Administration for Children and Families Extension of a... Children's Bureau's Child Welfare Technical Assistance Implementation Centers and National Child Welfare...

The role of informal science centers in science education: attitudes, skills, and self-efficacy

OpenAIRE

Sasson, Irit

2014-01-01

Informal learning relates to activities that occur outside the school environment. These learning environments, such as visits to science centers provide valuable motivational opportunities for students to learn science. The purpose of this study was to investigate the role of the pre-academic center in science education and particularly to explore its effects on 750 middle-school students' attitudes toward science, their scientific thinking skills and self-efficacy. Pre and post-case based q...

Maximising policy learning in international committees

DEFF Research Database (Denmark)

Nedergaard, Peter

In spite of their long history and extensive activities, the international committees of the Nordic Council of Ministers have not hitherto been subject to scholarly examination. This paper demonstrates that valuable lessons can be learned about policy learning in practise and theoretically...

An access to care center as a learning organization.

Science.gov (United States)

Parris, U

2000-01-01

The Durham Access to Care (DATC) is one of the new streamlined vehicles for the delivery of integrated home-based and community-based health services across Ontario. Management and staff in this change transition have undertaken to become a learning organization. To implement this visionary process leadership qualities and style is key. This article gives a brief account of DATC and its move to becoming a learning organization and the author's observational reflections of an effective leadership style.

Interactive and collaborative learning in the classroom at the medical school Automated response systems and team-based learning.

Science.gov (United States)

Nasr, Rihab; Antoun, Jumana; Sabra, Ramzi; Zgheib, Nathalie K

2016-01-01

There has been a pedagogic shift in higher education from the traditional teacher centered to the student centered approach in teaching, necessitating a change in the role of the teacher from a supplier of information to passive receptive students into a more facilitative role. Active learning activities are based on various learning theories such as self-directed learning, cooperative learning and adult learning. There exist many instructional activities that enhance active and collaborative learning. The aim of this manuscript is to describe two methods of interactive and collaborative learning in the classroom, automated response systems (ARS) and team-based learning (TBL), and to list some of their applications and advantages. The success of these innovative teaching and learning methods at a large scale depends on few elements, probably the most important of which is the support of the higher administration and leadership in addition to the availability of “champions” who are committed to lead the change.

ENERGY RESOURCES CENTER

Energy Technology Data Exchange (ETDEWEB)

Sternberg, Virginia

1979-11-01

First I will give a short history of this Center which has had three names and three moves (and one more in the offing) in three years. Then I will tell you about the accomplishments made in the past year. And last, I will discuss what has been learned and what is planned for the future. The Energy and Environment Information Center (EEIC), as it was first known, was organized in August 1975 in San Francisco as a cooperative venture by the Federal Energy Administration (FEA), Energy Research and Development Administration (ERDA) and the Environmental Protection Agency (EPA). These three agencies planned this effort to assist the public in obtaining information about energy and the environmental aspects of energy. The Public Affairs Offices of FEA, ERDA and EPA initiated the idea of the Center. One member from each agency worked at the Center, with assistance from the Lawrence Berkeley Laboratory Information Research Group (LBL IRG) and with on-site help from the EPA Library. The Center was set up in a corner of the EPA Library. FEA and ERDA each contributed one staff member on a rotating basis to cover the daily operation of the Center and money for books and periodicals. EPA contributed space, staff time for ordering, processing and indexing publications, and additional money for acquisitions. The LBL Information Research Group received funds from ERDA on a 189 FY 1976 research project to assist in the development of the Center as a model for future energy centers.

Implementing Process Oriented Guided Inquiry Learning (POGIL) in Undergraduate Biomechanics: Lessons Learned by a Novice

Science.gov (United States)

Simonson, Shawn R.; Shadle, Susan E.

2013-01-01

Process Oriented Guided Inquiry Learning (POGIL) uses specially designed activities and cooperative learning to teach content and to actively engage students in inquiry, analytical thinking and teamwork. It has been used extensively in Chemistry education, but the use of POGIL is not well documented in other physical and biological sciences. This…

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

Directory of Open Access Journals (Sweden)

Mary Burns

2014-01-01

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

VMware vCenter cookbook

CERN Document Server

Kuminsky, Konstantin

2015-01-01

If you are a system administrator who has some experience with virtualization and already uses VMware vCenter, but wishes to learn more, then this is the book for you. If you are looking for tips or shortcuts for common administration tasks as well as workarounds for pain points in vSphere administration, you'll find this guide useful.

REPORT AND RECOMMENDATION FOR LEARNING MATERIALS CENTER.

Science.gov (United States)

KEIM, WILLIAM A.; AND OTHERS

THIS REPORT IS A HISTORY OF THE DEVELOPMENT OF A SET OF EDUCATIONAL SPECIFICATIONS FOR THE EXPANSION OF AN EXISTING LIBRARY AND THE ADDITION OF AN INSTRUCTIONAL MATERIALS CENTER. PRELIMINARY CONSIDERATION WAS GIVEN TO THE METHODS OF INSTRUCTION AT THE COLLEGE, THE STUDENTS, THE FACULTY, AND THE AVAILABLE FINANCIAL RESOURCES. A GENERAL STUDY…

National Center for Mathematics and Science

Science.gov (United States)

NCISLA logo National Center for Improving Student Learning and Achievement in Mathematics and Wisconsin-Madison Powerful Practices in Mathematics & Sciences A multimedia product for educators . Scaling Up Innovative Practices in Mathematics and Science (Research Report). Thomas P. Carpenter, Maria

Productive Extension of Semantic Memory in School-Aged Children: Relations with Reading Comprehension and Deployment of Cognitive Resources

Science.gov (United States)

Bauer, Patricia J.; Blue, Shala N.; Xu, Aoxiang; Esposito, Alena G.

2016-01-01

We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and…

Extensive but not Limited Repeated Trials in Passive Avoidance Task Induce Stress-like Symptoms and Affect Memory Function in Rats.

Science.gov (United States)

Tabassum, Saiqa; Haider, Saida

2018-02-10

Stressful and emotionally arousing experiences are remembered, and previous reports show that repeated exposure to stressful condition enhances emotional learning. However, the usefulness of the repeated exposure depends on the intensity and duration. Although repeated training as a strategy to improve memory performance is receiving increased attention from researchers, repeated training may induce stressful effects that have not yet been considered. The present study investigated whether exposure to repetitive learning trials with limited or extensive durations in a passive avoidance task (PAT) would be beneficial or harmful to emotional memory performance in rats. Rats were exposed to repetitive learning trials for two different durations in the limited exposure (exposure to four repetitive trials) and extensive exposure groups (exposure to 16 repetitive trials) in a single day to compare the impact of both conditions on rat emotional memory performance. Alterations in corticosterone content and associated oxidative and neurochemical systems were assessed to explore the underlying mechanism responsible for changes in emotional memory. Following extensive exposure, a negative impact on emotional memory was observed compared with the limited exposure group. A lack of any further improvement in memory function following extensive training exposure was supported by increased corticosterone levels, decreased 5-hydroxytryptamine (5-HT) levels and abnormal oxidative stress levels, which may induce negative effects on memory consolidation. It is suggested that limited exposure to repetitive learning trials is more useful for studying improvement in emotional memory, whereas extensive exposure may produce chronic stress-like condition that can be detrimental and responsible for compromised memory performance. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.

Lessons learned in the environmental qualification of class IE equipment at Tennessee Valley Authority

International Nuclear Information System (INIS)

Bell, R.N.; Akos, T.

1985-01-01

Tennessee Valley Authority has been engaged in an extensive program for the environmental qualification of Class 1E components. This program has been conducted in accordance with the requirements set forth in various industry standards and federal regulations, including IEEE 323-1971, IEEE 323-1974, Nuclear Regulatory Commission (NRC) IE Bulletin 7901B, NRC NUREG-0588, and the Code of Federal Regulations 10CFR50.49. Valuable lessons have been learned as a result of this program, particularly in the area of environmental qualification testing. This paper describes some unique experiences in the qualification testing of main steam isolation valve control manifold assemblies, control relays, and motor control centers

Visitor empowerment and the authority of science: Exploring institutionalized tensions in a science center

Science.gov (United States)

Loomis, Molly

This research explored the relationships among societal, organizational, and visitor assumptions about learning in a science center. The study combined a sociocultural theory of learning with a constructivist theory of organizations to examine empirical links among the history of the Exploratorium (founded in 1969 and located in San Francisco, California), its organizational practices, and family activity at its exhibits. The study focused on three perspectives on science learning in a science center: (1) the societal perspective, which traced assumptions about science learning to the history of science centers; (2) the organizational perspective, which documented the ways that assumptions about science learning were manifested in historic museum exhibits; and (3) the family perspective, which documented the assumptions about science learning that characterized family activity at historic exhibits. All three perspectives uncovered a tension between the goals of supporting public empowerment on the one hand and preserving scientific authority on the other. Findings revealed this tension to be grounded in the social context of the organization's development, where ideas about promoting democracy and preserving the authority of science intersected. The tension was manifested in museum exhibits, which had as their task addressing the dual purposes of supporting all visitors, while also supporting committed visitors. The tension was also evident in the activity of families, who echoed sentiments about potential for their own empowerment but deferred to scientific authority. The study draws on critiques of a hidden curriculum in schools in order to explore the relationship between empowerment and authority in science centers, specifically as they are conveyed in the explicit and underlying missions of the Exploratorium. Findings suggest the need for science centers to engage in ongoing critical reflection and also lend empirical justification to the need for science

User-Centered Design Strategies for Massive Open Online Courses (MOOCs)

Science.gov (United States)

Mendoza-Gonzalez, Ricardo, Ed.

2016-01-01

In today's society, educational opportunities have evolved beyond the traditional classroom setting. Most universities have implemented virtual learning environments in an effort to provide more opportunities for potential or current students seeking alternative and more affordable learning solutions. "User-Centered Design Strategies for…

Learning styles and approaches to learning among medical undergraduates and postgraduates.

Science.gov (United States)

Samarakoon, Lasitha; Fernando, Tharanga; Rodrigo, Chaturaka

2013-03-25

The challenge of imparting a large amount of knowledge within a limited time period in a way it is retained, remembered and effectively interpreted by a student is considerable. This has resulted in crucial changes in the field of medical education, with a shift from didactic teacher centered and subject based teaching to the use of interactive, problem based, student centered learning. This study tested the hypothesis that learning styles (visual, auditory, read/write and kinesthetic) and approaches to learning (deep, strategic and superficial) differ among first and final year undergraduate medical students, and postgraduates medical trainees. We used self administered VARK and ASSIST questionnaires to assess the differences in learning styles and approaches to learning among medical undergraduates of the University of Colombo and postgraduate trainees of the Postgraduate Institute of Medicine, Colombo. A total of 147 participated: 73 (49.7%) first year students, 40 (27.2%) final year students and 34(23.1%) postgraduate students. The majority (69.9%) of first year students had multimodal learning styles. Among final year students, the majority (67.5%) had multimodal learning styles, and among postgraduates, the majority were unimodal (52.9%) learners.Among all three groups, the predominant approach to learning was strategic. Postgraduates had significant higher mean scores for deep and strategic approaches than first years or final years (p learning approaches suggest a positive shift towards deep and strategic learning in postgraduate students. However a similar difference was not observed in undergraduate students from first year to final year, suggesting that their curriculum may not have influenced learning methodology over a five year period.

Preparation for the Nuclear Non-Proliferation Treaty Extension Conference in 1995

International Nuclear Information System (INIS)

Chrzanowski, P.L.

1993-01-01

About 30 specialists in non-proliferation participated in a workshop to explore ideas for US Government preparatory steps leading to the 1995 Nuclear Non-Proliferation Treaty (NPT) Extension Conference. To that end, workshop sessions were devoted to reviewing the lessons learned from previous Review Conferences, discussing the threats to the non-proliferation regime together with ways of preserving and strengthening it, and examining the management of international nuclear commerce. A fundamental premise shared by workshop participants was that extension of the NPT is immensely important to international security. The importance of stemming proliferation and, more specifically, extending the Treaty, is growing as a result of the significant changes in the world. If the conferees of the Extension Conference decide on no extension or extension for a short limited duration, some technically advanced states that have foregone development of nuclear weapons may begin to rethink their options. Also, other arms control measures, such as the Chemical Weapons Convention, could start to unravel. The US must provide strong international leadership to ensure that the Extension Conference is a success, resulting in Treaty extension, perhaps through successive terms, into the indefinite future. Workshop participants were struck by the urgent need for the US to take organizational steps so that it is highly effective in its advance preparations for the Extension Conference. Moreover, the Extension Conference provides both a challenge and an opportunity to mold a cohesive set of US policy actions to define the future role of nuclear weapons and combat their proliferation

21st Century Community Learning Centers: Stable Funding for Innovation and Continuous Improvement. Research Update: Highlights from the Out-of-School Time Database. Number 8

Science.gov (United States)

Wimer, Christopher; Harris, Erin

2012-01-01

As the only federal funding stream that provides dedicated funds for afterschool programs across the country, the 21st Century Community Learning Centers (21st CCLC) initiative plays an important role in supporting the innovation that takes place in afterschool programs. Social innovation has been defined as "a novel solution to a social…

What is Unique About Extension Personnel in the City?

Directory of Open Access Journals (Sweden)

Julie Fox

2017-06-01

Full Text Available Extension’s pursuit to better attract, develop, retain, and structure competent personnel in the city requires new strategies to build on the knowledge base established through previous research and practice. With the support of numerous national organizations, this study utilized a Competency Framework Development (CFD process to systematically tap into the knowledge of County Extension Directors serving in large urban communities. Findings indicated these local leaders need specific knowledge, skills, attitudes, and beliefs that are both similar and unique when compared with results from other Extension competency studies. Competencies identified included building social and financial capital, strategic planning and organizing, resource attraction and management, advocacy and impact accountability with multiple stakeholders, and others. A primary difference was that diversity, complexity, and scale in urban communities influenced the extent to which competencies are demonstrated. Research results can be applied to a competency model that incorporates intentional recruiting and hiring practices that reflect the diversity and priorities of the community, competency-based professional development, competitive compensation and retention tactics, and staffing structure and strategies. Further research can include CFD with various types of Extension personnel and perspectives. Extension leaders can continue learning alongside others who can help inform administrators about human capital policies and practices.

Mobile Based User-Centered Learning Environment for Adult Absolute Illiterates

Directory of Open Access Journals (Sweden)

Inayat ur-Rehman

2016-01-01

Full Text Available Education plays a vital role in the success of any community. Countries with increased literacy rate have improved their status on the world map. In recent years, the use of e-learning methodologies has been significant. However, majority of the previous methodologies are focused on the formal education or toddlers. The technoliteracy solutions for children are not suitable for adults and those designed specifically for adults are text dominant and require the users of these applications to be functional literate. Moreover, users’ interest (sense of belonging is not taken into consideration in existing solutions. To address the aforementioned issues, a user study is conducted to collect users’ interests. Another highlight of our study is that we develop our system as a mobile device application to facilitate our target user group. Based on the collected interests, a 3D virtual learning environment is designed and developed for adult illiterate learners. To evaluate the effectiveness of the proposed environment, an experimental study is carried out with users. The results show that the proposed learning environment significantly improves adults learning.

Lessons learned: mobile device encryption in the academic medical center.

Science.gov (United States)

Kusche, Kristopher P

2009-01-01

The academic medical center is faced with the unique challenge of meeting the multi-faceted needs of both a modern healthcare organization and an academic institution, The need for security to protect patient information must be balanced by the academic freedoms expected in the college setting. The Albany Medical Center, consisting of the Albany Medical College and the Albany Medical Center Hospital, was challenged with implementing a solution that would preserve the availability, integrity and confidentiality of business, patient and research data stored on mobile devices. To solve this problem, Albany Medical Center implemented a mobile encryption suite across the enterprise. Such an implementation comes with complexities, from performance across multiple generations of computers and operating systems, to diversity of application use mode and end user adoption, all of which requires thoughtful policy and standards creation, understanding of regulations, and a willingness and ability to work through such diverse needs.

Turning an Extension Aide into an Extension Agent

Science.gov (United States)

Seevers, Brenda; Dormody, Thomas J.

2010-01-01

For any organization to remain sustainable, a renewable source of faculty and staff needs to be available. The Extension Internship Program for Juniors and Seniors in High School is a new tool for recruiting and developing new Extension agents. Students get "hands on" experience working in an Extension office and earn college credit…

Learning Disabilities: Implications for Policy regarding Research and Practice--A Report by the National Joint Committee on Learning Disabilities, March 2011

Science.gov (United States)

Learning Disabilities: A Multidisciplinary Journal, 2012

2012-01-01

The National Joint Committee on Learning Disabilities (NJCLD) affirms that the construct of learning disabilities represents a valid, unique, and heterogeneous group of disorders, and that recognition of this construct is essential for sound policy and practice. An extensive body of scientific research on learning disabilities continues to support…

Universal Design for Learning: Critical Need Areas for People with Learning Disabilities

Science.gov (United States)

Strobel, Wendy; Arthanat, Sajay; Bauer, Stephen; Flagg, Jennifer

2007-01-01

The primary market research outlined in this paper was conducted by the Rehabilitation Engineering Research Center on Technology Transfer to identify critical technology needs for people with learning disabilities. Based on the research conducted, the underlying context of these technology needs is Universal Design for Learning (UDL). The paper…

A new learning paradigm: learning using privileged information.

Science.gov (United States)

Vapnik, Vladimir; Vashist, Akshay

2009-01-01

In the Afterword to the second edition of the book "Estimation of Dependences Based on Empirical Data" by V. Vapnik, an advanced learning paradigm called Learning Using Hidden Information (LUHI) was introduced. This Afterword also suggested an extension of the SVM method (the so called SVM(gamma)+ method) to implement algorithms which address the LUHI paradigm (Vapnik, 1982-2006, Sections 2.4.2 and 2.5.3 of the Afterword). See also (Vapnik, Vashist, & Pavlovitch, 2008, 2009) for further development of the algorithms. In contrast to the existing machine learning paradigm where a teacher does not play an important role, the advanced learning paradigm considers some elements of human teaching. In the new paradigm along with examples, a teacher can provide students with hidden information that exists in explanations, comments, comparisons, and so on. This paper discusses details of the new paradigm and corresponding algorithms, introduces some new algorithms, considers several specific forms of privileged information, demonstrates superiority of the new learning paradigm over the classical learning paradigm when solving practical problems, and discusses general questions related to the new ideas.

Extensive reading through the Internet: is it worth the while?

Directory of Open Access Journals (Sweden)

Juan Pino Silva

2009-12-01

Full Text Available Reading materials written in English is the prime goal of many reading programs around the world. Extensive reading (ER has for years aided new students at my institution to gradually acquire large vocabularies and other sub-skills that are needed to read fluently. To continue to do that effectively, a new scheme involving the use of internet - called w-ERP- was set in place in collaboration with the students. The main focus of this article is to describe the 3-phase, gradual process that led to the current design of the web-based ER scheme. The paper begins with a brief discussion of ER, reading on line (RO and self-directed learning as part of the rationale for the new scheme. Participants’ preliminary data on the benefits and potentials for learning to read and reading for learning other things are discussed.

Improvement of Engineering Students' Communication Skills in English through Extensive Reading

Science.gov (United States)

Nishizawa, Hitoshi; Yoshioka, Takayoshi; Itoh, Kazuaki

The students' communication skills in English have improved after introducing Extensive Reading courses into the curriculum of Electrical and Electronic Engineering Department. The students' average TOEIC scores, which used to be far lower than the ones of students in other educational institutions, have increased in recent two years. The students who used to avoid learning English have welcomed extensive reading of graded readers for foreign learners and books for native children of English. This is because the extensive reading causes less stress and it is enjoyable. The students who have read more than 0.2 million words of English texts have faster reading speed and more confidence in reading. They seem to change their reading style from English-to-Japanese translation (and comprehension in Japanese) to direct comprehension in English. Their listening comprehension is also improved. Extensive reading is an effective educational method to improve English communication skills of engineering students, and it also becomes a useful method of continuous education for engineers in need of improving their skills.

Problem-Based Learning Approaches in Meteorology

Science.gov (United States)

Charlton-Perez, Andrew James

2013-01-01

Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a…

Learning and geometry computational approaches

CERN Document Server

Smith, Carl

1996-01-01

The field of computational learning theory arose out of the desire to for­ mally understand the process of learning. As potential applications to artificial intelligence became apparent, the new field grew rapidly. The learning of geo­ metric objects became a natural area of study. The possibility of using learning techniques to compensate for unsolvability provided an attraction for individ­ uals with an immediate need to solve such difficult problems. Researchers at the Center for Night Vision were interested in solving the problem of interpreting data produced by a variety of sensors. Current vision techniques, which have a strong geometric component, can be used to extract features. However, these techniques fall short of useful recognition of the sensed objects. One potential solution is to incorporate learning techniques into the geometric manipulation of sensor data. As a first step toward realizing such a solution, the Systems Research Center at the University of Maryland, in conjunction with the C...

Quiet or Questioning? Students' Discussion Behaviors in Student-Centered Education across Cultures

Science.gov (United States)

Frambach, Janneke M.; Driessen, Erik W.; Beh, Philip; van der Vleuten, Cees P. M.

2014-01-01

A tool used in student-centered education is discussion among students in small learning groups. The Western origin of student-centered education, coupled with cross-cultural differences in communication styles, may detract from its cross-cultural applicability. This study investigates how in student-centered education, students' cultural…

A Web-Based Learning Support System for Inquiry-Based Learning

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Kim, Dong Won; Yao, Jingtao

The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

Teaching and Learning Hand in Hand: Adaptive Teaching and Self-Regulated Learning

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Randi, Judi

2017-01-01

This article presents case studies of two novice teachers and their mentors who, without formal knowledge of self-regulation theory, established a classroom environment that promoted self-regulated learning. This case was drawn from a larger descriptive study of novice teachers learning to integrate a student-centered visual literacy instructional…

User-centered Technologies For Blind Children

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Jaime Sánchez

2008-01-01

Full Text Available The purpose of this paper is to review, summarize, and illustrate research work involving four audio-based games created within a user-centered design methodology through successive usability tasks and evaluations. These games were designed by considering the mental model of blind children and their styles of interaction to perceive and process data and information. The goal of these games was to enhance the cognitive development of spatial structures, memory, haptic perception, mathematical skills, navigation and orientation, and problem solving of blind children. Findings indicate significant improvements in learning and cognition from using audio-based tools specially tailored for the blind. That is, technologies for blind children, carefully tailored through user-centered design approaches, can make a significant contribution to cognitive development of these children. This paper contributes new insight into the design and implementation of audio-based virtual environments to facilitate learning and cognition in blind children.

Manifold Regularized Reinforcement Learning.

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Li, Hongliang; Liu, Derong; Wang, Ding

2018-04-01

This paper introduces a novel manifold regularized reinforcement learning scheme for continuous Markov decision processes. Smooth feature representations for value function approximation can be automatically learned using the unsupervised manifold regularization method. The learned features are data-driven, and can be adapted to the geometry of the state space. Furthermore, the scheme provides a direct basis representation extension for novel samples during policy learning and control. The performance of the proposed scheme is evaluated on two benchmark control tasks, i.e., the inverted pendulum and the energy storage problem. Simulation results illustrate the concepts of the proposed scheme and show that it can obtain excellent performance.

THE PROFESSIONAL QUALIFICATION SOLIDARY EXTENSION PROJECT AT ELECTRONICS: TECHNICAL AUXILIAR

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Glaucio Lopes Ramos

2009-10-01

Full Text Available This paper has the objective to present the extension course “professional qualification solidary extension project at electronics: technical auxiliar” in the Electrical Engineering course in the University Center of Belo Horizonte, as a professional qualification activity that make possible to young, adults and elderly people from poor communities the social inclusion and an opportunity to improve their access to the labor market. The course is part of extension program of Uni-BH, UniTrabalho e Renda, that is offered since 2006. The responsible for the course are professors and students of the Electrical Engineering course, and an electricity project is also offered. This paper presents the results of an evaluation that is made for the students at the beginning and at the end of the course and showed that the concepts had been assimilated by the students and the expectation of them related to the insertion at labor market is also improved.

Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time

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Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten; van der Molen, Henk

2017-01-01

In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one's own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational…

Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials

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Basham, James D.; Smith, Sean J.; Satter, Allyson L.

2016-01-01

In the process of evaluating online learning products for accessibility, researchers in the Center on Online Learning and Students with Disabilities concluded that most often consultation guides and assessment tools were useful in determining sensory accessibility but did not extend to critical aspects of learning within the Universal Design for…

Advanced Training Technologies and Learning Environments

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Noor, Ahmed K. (Compiler); Malone, John B. (Compiler)

1999-01-01

This document contains the proceedings of the Workshop on Advanced Training Technologies and Learning Environments held at NASA Langley Research Center, Hampton, Virginia, March 9-10, 1999. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees were from NASA, other government agencies, industry, and universities. The objective of the workshop was to assess the status and effectiveness of different advanced training technologies and learning environments.

Cloud-Based Mobile Learning

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Alexandru BUTOI

2013-01-01

Full Text Available As the cloud technologies are largely studied and mobile technologies are evolving, new di-rections for development of mobile learning tools deployed on cloud are proposed.. M-Learning is treated as part of the ubiquitous learning paradigm and is a pervasive extension of E-Learning technologies. Development of such learning tools requires specific development strategies for an effective abstracting of pedagogical principles at the software design and implementation level. Current paper explores an interdisciplinary approach for designing and development of cloud based M-Learning tools by mapping a specific development strategy used for educational programs to software prototyping strategy. In order for such instruments to be user effective from the learning outcome point of view, the evaluation process must be rigorous as we propose a metric model for expressing the trainee’s overall learning experience with evaluated levels of interactivity, content presentation and graphical user interface usability.

Writing-to-Learn, Writing-to-Communicate, & Scientific Literacy

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Balgopal, Meena; Wallace, Alison

2013-01-01

Writing-to-learn (WTL) is an effective instructional and learning strategy that centers on the process of organizing and articulating ideas, as opposed to writing-to-communicate, which centers on the finished written product. We describe a WTL model that we have developed and tested with various student groups over several years. With effective…

Carolinas Energy Career Center

Energy Technology Data Exchange (ETDEWEB)

Classens, Anver; Hooper, Dick; Johnson, Bruce

2013-03-31

Central Piedmont Community College (CPCC), located in Charlotte, North Carolina, established the Carolinas Energy Career Center (Center) - a comprehensive training entity to meet the dynamic needs of the Charlotte region's energy workforce. The Center provides training for high-demand careers in both conventional energy (fossil) and renewable energy (nuclear and solar technologies/energy efficiency). CPCC completed four tasks that will position the Center as a leading resource for energy career training in the Southeast: • Development and Pilot of a New Advanced Welding Curriculum, • Program Enhancement of Non-Destructive Examination (NDE) Technology, • Student Support through implementation of a model targeted toward Energy and STEM Careers to support student learning, • Project Management and Reporting. As a result of DOE funding support, CPCC achieved the following outcomes: • Increased capacity to serve and train students in emerging energy industry careers; • Developed new courses and curricula to support emerging energy industry careers; • Established new training/laboratory resources; • Generated a pool of highly qualified, technically skilled workers to support the growing energy industry sector.

Student teachers' perceptions about their experiences in a student centered course

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Canan Perkan Zeki

2014-03-01

Full Text Available There is a growing need to provide curricula that meets the changing needs of students in higher education. To train pre-service teachers according to the demands of the new educational contexts, the move from teacher-centered curricula to learning-centered curricula is a must. The aim of this research is to examine the currently used curriculum of EGIT 450 Student Centered Education (SCE course to highlight suggestions for a better design and implementation of the SCE approach. A qualitative paradigm was used with an interpretive methodology. The participants of the study were the 37 third year undergraduate students enrolled in the course at one of the tertiary institutions in North Cyprus. Qualitative data were collected through end-of-the-semester reflective essays and analyzed through content analysis method. The findings revealed that SCE methodology helped improve student teachers' cognitive skills via holding an active role and their affective skills through group work activities emphasizing its effect on permanent learning and learning how to learn. Participants also pointed out the difficulty and complexity of the roles expected from the teacher and learners individually and cooperatively. The inefficiency of some of the teaching-learning activities, physical characteristics of the classroom setting and duration of the allocated time for the activities were among the weak aspects of the course.

Medical student use of digital learning resources.

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Scott, Karen; Morris, Anne; Marais, Ben

2018-02-01

University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98; 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94; 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies; however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology. © 2017 John

Searching for learning-dependent changes in the antennal lobe: simultaneous recording of neural activity and aversive olfactory learning in honeybees

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Edith Roussel

2010-09-01

Full Text Available Plasticity in the honeybee brain has been studied using the appetitive olfactory conditioning of the proboscis extension reflex, in which a bee learns the association between an odor and a sucrose reward. In this framework, coupling behavioral measurements of proboscis extension and invasive recordings of neural activity has been difficult because proboscis movements usually introduce brain movements that affect physiological preparations. Here we took advantage of a new conditioning protocol, the aversive olfactory conditioning of the sting extension reflex, which does not generate this problem. We achieved the first simultaneous recordings of conditioned sting extension responses and calcium imaging of antennal lobe activity, thus revealing on-line processing of olfactory information during conditioning trials. Based on behavioral output we distinguished learners and non-learners and analyzed possible learning-dependent changes in antennal lobe activity. We did not find differences between glomerular responses to the CS+ and the CS- in learners. Unexpectedly, we found that during conditioning trials non-learners exhibited a progressive decrease in physiological responses to odors, irrespective of their valence. This effect could neither be attributed to a fitness problem nor to abnormal dye bleaching. We discuss the absence of learning-induced changes in the antennal lobe of learners and the decrease in calcium responses found in non-learners. Further studies will have to extend the search for functional plasticity related to aversive learning to other brain areas and to look on a broader range of temporal scales

Selected Influences on Solo and Small-Ensemble Festival Ratings: Replication and Extension

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Bergee, Martin J.; McWhirter, Jamila L.

2005-01-01

Festival performance is no trivial endeavor. At one midwestern state festival alone, 10,938 events received a rating over a 3-year period (2001-2003). Such an extensive level of participation justifies sustained study. To learn more about variables that may underlie success at solo and small ensemble evaluative festivals, Bergee and Platt (2003)…

Designing and application of SAN extension interface based on CWDM

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Qin, Leihua; Yu, Shengsheng; Zhou, Jingli

2005-11-01

As Fibre Channel (FC) becomes the protocol of choice within corporate data centers, enterprises are increasingly deploying SANs in their data central. In order to mitigate the risk of losing data and improve the availability of data, more and more enterprises are increasingly adopting storage extension technologies to replicate their business critical data to a secondary site. Transmitting this information over distance requires a carrier grade environment with zero data loss, scalable throughput, low jitter, high security and ability to travel long distance. To address this business requirements, there are three basic architectures for storage extension, they are Storage over Internet Protocol, Storage over Synchronous Optical Network/Synchronous Digital Hierarchy (SONET/SDH) and Storage over Dense Wavelength Division Multiplexing (DWDM). Each approach varies in functionality, complexity, cost, scalability, security, availability , predictable behavior (bandwidth, jitter, latency) and multiple carrier limitations. Compared with these connectiviy technologies,Coarse Wavelength Division Multiplexing (CWDM) is a Simplified, Low Cost and High Performance connectivity solutions for enterprises to deploy their storage extension. In this paper, we design a storage extension connectivity over CWDM and test it's electrical characteristic and random read and write performance of disk array through the CWDM connectivity, testing result show us that the performance of the connectivity over CWDM is acceptable. Furthermore, we propose three kinds of network architecture of SAN extension based on CWDM interface. Finally the credit-Based flow control mechanism of FC, and the relationship between credits and extension distance is analyzed.

AUTHENTIC MATERIALS IN EXTENSIVE READING CLASS AT STAIN PONOROGO

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Dhinuk Puspita Kirana

2013-12-01

Full Text Available It is widely believed that English Foreign Language (EFL learners need to develop their language proficiency by getting so much input. Moreover, students need to be familiarized with the real English us­age where real forms of communication and cultural knowledge are crucially exposed. Teaching through authentic materials will make the learners feel that they are learning a real language which is used by the real native speakers for real communication. incorporating au­thentic materials helps students acquire an effective communicative competence in the language focus. The research intended to describe the implementation of authentic materials in extensive reading class, the problems arise and the students’ responses toward the authen­tic materials in extensive reading class. The design of the research was Descriptive Qualitative method and the research subject was the lecturer of Extensive Reading class and 33 students in B class of the fourth semester of STAIN Ponorogo who took Extensive Read­ing subject. The instruments used were in the form of observation sheet, interview guideline and questionnaire. The implementation of authentic materials in extensive reading class covered some procedures into three main phases namely (1 Pre­ Activity, (2 Main­ Activity and (3 Post­Activity. The activities in main activity are as follows: (a Pre­ Activity; (b Whilst ­Activity; and (3 The language focus stage. There were problems arose during the implementation in terms of complicated planning, more time allocation and some disinterested students. Finally, the students showed significantly positive attitude toward the implementation of authentic materials in extensive reading class.

Technology Enhanced Learning: Virtual Realities; Concrete Results--Case Study on the Impact of TEL on Learning

Science.gov (United States)

Al-Khatib, Hayat

2011-01-01

Technology Enhanced Learning is a feature of 21st century education. Innovations in ICT have provided unbound access to information in support of the learning process (APTEL, 2010; Allert et al, 2002; Baldry et al, 2006; Frustenberg et al, 2001; Sarkis, 2010). LMS has been extensively put to use in universities and educational institutions to…

Learner-Centered Pedagogy: Considerations for Application in a Didactic Course

Science.gov (United States)

Moate, Randall M.; Cox, Jane A.

2015-01-01

A learner-centered teaching approach is well known in higher education but has not been fully addressed within counselor education. Instructors who adopt this approach value a collaborative approach to teaching and learning, one that honors students' wisdom and contributions. Teachers create a learning environment encouraging students to actively…

Adult Basic Learning in an Activity Center: A Demonstration Approach.

Science.gov (United States)

Metropolitan Adult Education Program, San Jose, CA.

Escuela Amistad, an activity center in San Jose, California, is now operating at capacity, five months after its origin. Average daily attendance has been 125 adult students, 18-65, most of whom are females of Mexican-American background. Activities and services provided by the center are: instruction in English as a second language, home…

Multiple Kernel Sparse Representation based Orthogonal Discriminative Projection and Its Cost-Sensitive Extension.

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Zhang, Guoqing; Sun, Huaijiang; Xia, Guiyu; Sun, Quansen

2016-07-07

Sparse representation based classification (SRC) has been developed and shown great potential for real-world application. Based on SRC, Yang et al. [10] devised a SRC steered discriminative projection (SRC-DP) method. However, as a linear algorithm, SRC-DP cannot handle the data with highly nonlinear distribution. Kernel sparse representation-based classifier (KSRC) is a non-linear extension of SRC and can remedy the drawback of SRC. KSRC requires the use of a predetermined kernel function and selection of the kernel function and its parameters is difficult. Recently, multiple kernel learning for SRC (MKL-SRC) [22] has been proposed to learn a kernel from a set of base kernels. However, MKL-SRC only considers the within-class reconstruction residual while ignoring the between-class relationship, when learning the kernel weights. In this paper, we propose a novel multiple kernel sparse representation-based classifier (MKSRC), and then we use it as a criterion to design a multiple kernel sparse representation based orthogonal discriminative projection method (MK-SR-ODP). The proposed algorithm aims at learning a projection matrix and a corresponding kernel from the given base kernels such that in the low dimension subspace the between-class reconstruction residual is maximized and the within-class reconstruction residual is minimized. Furthermore, to achieve a minimum overall loss by performing recognition in the learned low-dimensional subspace, we introduce cost information into the dimensionality reduction method. The solutions for the proposed method can be efficiently found based on trace ratio optimization method [33]. Extensive experimental results demonstrate the superiority of the proposed algorithm when compared with the state-of-the-art methods.

Optical wireless communication in data centers

Science.gov (United States)

Arnon, Shlomi

2018-01-01

In the last decade data centers have become a crucial element in modern human society. However, to keep pace with internet data rate growth, new technologies supporting data center should develop. Integration of optical wireless communication (OWC) in data centers is one of the proposed technologies as augmented technology to the fiber network. One implementation of the OWC technology is deployment of optical wireless transceiver on top of the existing cable/fiber network as extension to the top of rack (TOR) switch; in this way, a dynamic and flexible network is created. Optical wireless communication could reduce energy consumption, increase the data rate, reduce the communication latency, increase flexibility and scalability, and reduce maintenance time and cost, in comparison to extra fiber network deployment. In this paper we review up to date literature in the field, propose an implementation scheme of OWC network, discuss ways to reduce energy consumption by parallel link communication and report preliminary measurement result of university data center environment.

Personal Learning Environment – a Conceptual Study

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Herbert Mühlburger

2010-01-01

Full Text Available The influence of digital technologies as well as the World Wide Web on education rises dramatically. In former years Learning Management Systems (LMS were introduced on educational institutes to address the needs both their institutions and their lecturers. Nowadays a shift from an institution-centered approach to a learner-centered one becomes necessary to allow individuality through the learning process and to think about learning strategies in general. In this paper a first approach of a Personal Learning Environment (PLE is described. The technological concept is pointed out as well as a study about the graphical user-interface done at Graz University of Technology (TU Graz. It can be concluded that PLEs are the next generation environments, which help to improve the learning and teaching behavior

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

NARCIS (Netherlands)

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

2010-01-01

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

The Activity Theory Approach to Learning

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Ritva Engeström

2014-12-01

Full Text Available In this paper the author offers a practical view of the theory-grounded research on education action. She draws on studies carried out at the Center for Research on Activity, Development and Learning (CRADLE at the University of Helsinki in Finland. In its work, the Center draws on cultural-historical activity theory (CHAT and is well-known for the theory of Expansive Learning and its more practical application called Developmental Work Research (DWR. These approaches are widely used to understand professional learning and have served as a theoreticaland methodological foundation for studies examining change and professional development in various human activities.

Putting Fun Back into Learning.

Science.gov (United States)

Rao, Srikumar S.

1995-01-01

People will learn better if they like what they are learning. Computers offer an extensive library of cases, examples, and stories that are easy to access, fun to work through, and tell students what they want to know. One example is the ASK system, a 15-module, self-study, multimedia program that is fun for trainees to use, which should enhance…

The Plant Information Center (PIC): A Web-Based Learning Center for Botanical Study.

Science.gov (United States)

Greenberg, J.; Daniel, E.; Massey, J.; White, P.

The Plant Information Center (PIC) is a project funded under the Institute of Museum and Library Studies that aims to provide global access to both primary and secondary botanical resources via the World Wide Web. Central to the project is the development and employment of a series of applications that facilitate resource discovery, interactive…

78 FR 11803 - Proposed Waiver and Extension of the Project Period for the National Dropout Prevention Center...

Science.gov (United States)

2013-02-20

... the National Dropout Prevention Center for Students With Disabilities [Catalog of Federal Domestic... would enable the currently funded National Dropout Prevention Center for Students with Disabilities to... about dropout prevention for students with disabilities, and to develop a series of high-quality...

Creating a flexible learning environment.

Science.gov (United States)

Taylor, B A; Jones, S; Winters, P

1990-01-01

Lack of classroom space is a common problem for many hospital-based nurse educators. This article describes how nursing educators in one institution redesigned fixed classroom space into a flexible learning center that accommodates their various programs. Using the nursing process, the educators assessed their needs, planned the learning environment, implemented changes in the interior design, and evaluated the outcome of the project. The result was a learning environment conducive to teaching and learning.

All in One Stop? The Accessibility of Work Support Programs at One-Stop Centers.

Science.gov (United States)

Richer, Elise; Kubo, Hitomi; Frank, Abbey

The accessibility of work support programs at one-stop centers was examined in a study during which 33 telephone directors or managers of one-stop centers in 22 states were interviewed by telephone. The interviews established the existence of extensive differences between one-stop centers from the standpoint of all aspects of their operation,…

Impact of E-Learning on Teacher Effectiveness

Science.gov (United States)

Kumar, Rajesh M.; Krishna Kumar, R.

2010-01-01

Technology offers tremendous opportunities for increasing the effectiveness and efficiency of education. Students, faculty and administrators now use technology extensively in their daily activities and have become technologically literate. The trend of using e-learning as learning and teaching tool is now rapidly expanding into education. Many…

Investigating the Effect of Learning Styles in a Blended E-Learning System: An Extension of the Technology Acceptance Model (TAM)

Science.gov (United States)

Al-Azawei, Ahmed; Parslow, Patrick; Lundqvist, Karsten

2017-01-01

This study assesses learner perceptions of a blended e-learning system (BELS) and the feasibility of accommodating educational hypermedia systems (EHSs) according to learning styles using a modified version of the technology acceptance model (TAM). Recently, Moodle has been adopted by an Iraqi university alongside face-to-face (F2F) classrooms to…

An Integrated Multimedia Learning Model vs. the Traditional Face-to-Face Learning Model: An Examination of College Economics Classes

Science.gov (United States)

Son, Barbara; Simonian, Mark

2016-01-01

Multimedia learning tools can assist and help motivate students by supplementing traditional teaching modalities with learner-centered learning through application and practice. The overall effectiveness of multimedia learning has been documented (Son & Simonian, 2013; Son & Goldstone, 2012; Zhang, 2005). How are effective multimedia…

M-Learning: The New Horizon of Learning at SQU

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Z. Al-Khanjari

2014-12-01

Full Text Available M-learning extends the theory and practice of learning and mobility in converging technological environments. Developing a smart course in order to improve the standard of education at Sultan Qaboos University (SQU is one of the main aims of the current authors. This proposal requires developing innovative applications for ubiquitous, mobile technologies for learning. This kind of development covers new educational and technological methods and concepts for supporting formal and informal learning. SQU is currently using Moodle as the open source e-learning management system to support and enhance traditional learning. Although elearning in SQU has proven its importance in enhancing traditional learning, it is limited to areas and locations where a personal computer exists. This constraint is a burden to many e-learning users who are staff or students, especially if they live in rural areas of Oman. To overcome this drawback, an investigative survey of the importance of m-learning was designed and distributed to SQU students. The results showed that almost all students favored and supported the idea and requested the implementation of a m-learning application. As a step forward, this paper proposes an extension for e-learning—a new m-learning tool to support learners who use mobile device technologies. Our goal in introducing m-learning at SQU is not to replace e-learning but to complement and improve it so both modalities are available, since each grants certain advantages to users.

Cross-cultural medical education: can patient-centered cultural competency training be effective in non-Western countries?

Science.gov (United States)

Ho, Ming-Jung; Yao, Grace; Lee, Keng-Lin; Beach, Mary Catherine; Green, Alexander R

2008-01-01

No evidence addresses the effectiveness of patient-centered cultural competence training in non-Western settings. To examine whether a patient-centered cultural competency curriculum improves medical students' skills in eliciting the patients' perspective and exploring illness-related social factors. Fifty-seven medical students in Taiwan were randomly assigned to either the control (n = 27) or one of two intervention groups: basic (n = 15) and extensive (n = 15). Both intervention groups received two 2-hour patient-centered cultural competency workshops. In addition, the extensive intervention group received a 2-hour practice session. The control group received no training. At the end of the clerkship, all students were evaluated with an objective structured clinical examination (OSCE). Students in the extensive intervention group scored significantly higher than the basic intervention and control groups in eliciting the patient's perspective (F = 18.38, p social factors (F = 6.66, p = 0.003, eta(2) = 0.20). Patient-centered cultural competency training can produce improvement in medical students' cross-cultural communication skills in non-Western settings, especially when adequate practice is provided.

E-Learning in Medical Education in India.

Science.gov (United States)

Dhir, Shashi Kant; Verma, Devender; Batta, Meenal; Mishra, Devendra

2017-10-15

E-learning, or learning and teaching facilitated and supported through the application of technology, is presently being used widely in all fields of education, and also being utilized extensively in medical education. This narrative review aims to introduce the concept of e-learning, and discuss its need and scope in medical education in India. Experience shows that students and faculty are mostly in favor of adopting e-learning side-by-side with traditional learning, and the advantages far outweigh the likely discomfort associated with adoption of this new method.

Editorial: Advanced learning technologies

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Yu-Ju Lan

2012-03-01

Full Text Available Recent rapid development of advanced information technology brings high expectations of its potential to improvement and innovations in learning. This special issue is devoted to using some of the emerging technologies issues related to the topic of education and knowledge sharing, involving several cutting edge research outcomes from recent advancement of learning technologies. Advanced learning technologies are the composition of various related technologies and concepts such as mobile technologies and social media towards learner centered learning. This editorial note provides an overview of relevant issues discussed in this special issue.

[Teaching practices and learning strategies in health careers].

Science.gov (United States)

Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo

2016-09-01

Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers’ ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.

E-Learning Tutoring System for Sijil Pelajaran Malaysia (SPM English

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Mohd Yusof Munirah

2018-01-01

Full Text Available An E-Learning tutoring system for English (SPM is an e-learning platform for Sijil Pelajaran Malaysia English subject. E-learning is a web based application that supports the delivery of learning, skills and knowledge related to the English subject in SPM. E-learning use the technology to enable people to learn anytime and anywhere. Besides, it is developed with the purpose to evaluate student’s performance through an online quiz. Nowadays, tuition center have a lot of students, hence insufficient time to analyze the individual performance in learning English. In addition, e-learning is able to reduce the printing cost and administrative cost at the same time reducing usage of paper and printed materials associate in learning. The system developed by using Javascript and PHP language based on system prototyping methodology. The result will produce student’s performance in monthly quiz and teacher are able to monitor the performance of each students. Although the development or this e-learning is based on requirement gathered via tuition center, however it can be proposed to be by any learning center or to self-study. It is hoped that this e-learning will be able to improve student knowledge in English language and subsequently help student to obtain the best result in SPM by providing more guided references and practices.

Energy management of internet data centers in smart grid

CERN Document Server

Jiang, Tao; Cao, Yang

2015-01-01

This book reports the latest findings on intelligent energy management of Internet data centers in smart-grid environments. The book gathers novel research ideas in Internet data center energy management, especially scenarios with cyber-related vulnerabilities, power outages and carbon emission constraints. The book will be of interest to university researchers, R&D engineers and graduate students in communication and networking areas who wish to learn the core principles, methods, algorithms, and applications of energy management of Internet data centers in smart grids.

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…

Do "trainee-centered ward rounds" help overcome barriers to learning and improve the learning satisfaction of junior doctors in the workplace?

Science.gov (United States)

Acharya, Vikas; Reyahi, Amir; Amis, Samuel M; Mansour, Sami

2015-01-01

Ward rounds are widely considered an underutilized resource with regard to medical education, and therefore, a project was undertaken to assess if the initiation of "trainee-centered ward rounds" would help improve the confidence, knowledge acquisition, and workplace satisfaction of junior doctors in the clinical environment. Data were collated from junior doctors, registrar grade doctors, and consultants working in the delivery suite at Luton and Dunstable University Hospital in Luton over a 4-week period in March-April 2013. A review of the relevant literature was also undertaken. This pilot study found that despite the reservations around time constraints held by both junior and senior clinicians alike, feedback following the intervention was largely positive. The junior doctors enjoyed having a defined role and responsibility during the ward round and felt they benefited from their senior colleagues' feedback. Both seniors and junior colleagues agreed that discussing learning objectives prior to commencing the round was beneficial and made the round more learner-orientated; this enabled maximal learner-focused outcomes to be addressed and met. The juniors were generally encouraged to participate more during the round and the consultants endeavored to narrate their decision-making, both were measures that led to greater satisfaction of both parties. This was in keeping with the concept of "Legitimate peripheral participation" as described by Lave and Wenger. Overall, trainee-centered ward rounds did appear to be effective in overcoming some of the traditional barriers to teaching in the ward environment, although further work to formalize and quantify these findings, as well as using greater sample sizes from different hospital departments and the inclusion of a control group, is needed.

Mobile Learning and Indigenous Education in Canada: A Synthesis of New Ways of Learning

Science.gov (United States)

Pulla, Siomonn

2017-01-01

M-Learning holds great potential for supporting the positive educational outcomes of underserved Indigenous communities in the Canadian North, and even in urban centers, that are at risk of exclusion from affordable, high-quality learning experiences. The technical advantages of having mobile technology to deliver educational curricula and assess…

Centers of Excellence Contribution to Knowledge Augmentation

International Nuclear Information System (INIS)

Mignone, O.

2016-01-01

Full text: Knowledge management is a key need of the nuclear industry to cope with the knowledge limited augmentation and the risks of knowledge loss due to a number of reasons, such as: staff attrition, organizational changes, upgraded technologies, new projects implementation, and the nuclear power evolution in recent years (i.e., post-Fukushima upgrades). This document describes the contribution of nuclear centers of excellence to knowledge augmentation. The effective implementation of nuclear centers of excellence is a key success factor for the knowledge management programme of nuclear organizations. This document, is based on a real example of operating organization approach in launching such initiative for staff knowledge augmentation and performance improvement. Eventually, any type of organizations in the nuclear sector could apply the proposed technique to reach better knowledge usage. The nuclear centers of excellence are a key knowledge management initiative for the learning organizations that are caring about organizational intellectual capital and striving for performance improvement. The nuclear centers of excellence can be realized as a forum to exchange ideas, knowledge, information, experiences; to collect lessons learned; and to identify areas for improvement where further organizational competence building is needed. Usual realization of this initiative is going through an active staff involvement in knowledge sharing in a form of different technical communities of practice focusing on specific knowledge domains. (author

Organizational learning and organizational design

OpenAIRE

Curado, Carla

2006-01-01

Literature review Approach This paper explores a new idea presenting the possible relationship between organizational learning and organizational design. The establishment of this relation is based upon extensive literature review. Findings Organizational learning theory has been used to understand several organizational phenomena, like resources and competencies, tacit knowledge or the role of memory in the organization; however, it is difficult to identify fits and consequent misf...

Extra-Anatomic Revascularization of Extensive Coral Reef Aorta.

Science.gov (United States)

Gaggiano, Andrea; Kasemi, Holta; Monti, Andrea; Laurito, Antonella; Maselli, Mauro; Manzo, Paola; Quaglino, Simone; Tavolini, Valeria

2017-10-01

Coral reef aorta (CRA) is a rare, potential lethal disease of the visceral aorta as it can cause visceral and renal infarction. Various surgical approaches have been proposed for the CRA treatment. The purpose of this article is to report different extensive extra-anatomic CRA treatment modalities tailored on the patients' clinical and anatomic presentation. From April 2006 to October 2012, 4 symptomatic patients with extensive CRA were treated at our department. Extra-anatomic aortic revascularization with selective visceral vessels clamping was performed in all cases. Technical success was 100%. No perioperative death was registered. All patients remained asymptomatic during the follow-up period (62, 49, 25, and 94 months, respectively), with bypasses and target vessels patency. The extra-anatomic bypass with selective visceral vessels clamping reduces the aortic occlusion time and the risk of organ ischemia. All approaches available should be considered on a case-by-case basis and in high-volume centers. Copyright © 2017 Elsevier Inc. All rights reserved.

LORIS: A web-based data management system for multi-center studies.

Directory of Open Access Journals (Sweden)

Samir eDas

2012-01-01

Full Text Available LORIS (Longitudinal Online Research and Imaging System is a modular and extensible web-based data management system that integrates all aspects of a multi-center study: from heterogeneous data acquisition (imaging, clinical, behavior, genetics to storage, processing and ultimately dissemination. It provides a secure, user-friendly, and streamlined platform to automate the flow of clinical trials and complex multi-center studies. A subject-centric internal organization allows researchers to capture and subsequently extract all information, longitudinal or cross-sectional, from any subset of the study cohort. Extensive error-checking and quality control procedures, security, data management, data querying and administrative functions provide LORIS with a triple capability (i continuous project coordination and monitoring of data acquisition (ii data storage/cleaning/querying, (iii interface with arbitrary external data processing pipelines. LORIS is a complete solution that has been thoroughly tested through the full life cycle of a multi-center longitudinal project# and is now supporting numerous neurodevelopment and neurodegeneration research projects internationally.

Improving Multi-Instance Multi-Label Learning by Extreme Learning Machine

Directory of Open Access Journals (Sweden)

Ying Yin

2016-05-01

Full Text Available Multi-instance multi-label learning is a learning framework, where every object is represented by a bag of instances and associated with multiple labels simultaneously. The existing degeneration strategy-based methods often suffer from some common drawbacks: (1 the user-specific parameter for the number of clusters may incur the effective problem; (2 SVM may bring a high computational cost when utilized as the classifier builder. In this paper, we propose an algorithm, namely multi-instance multi-label (MIML-extreme learning machine (ELM, to address the problems. To our best knowledge, we are the first to utilize ELM in the MIML problem and to conduct the comparison of ELM and SVM on MIML. Extensive experiments have been conducted on real datasets and synthetic datasets. The results show that MIMLELM tends to achieve better generalization performance at a higher learning speed.

75 FR 57470 - Clinical Center; Proposed Collection; Comment Request; Customer and Other Partners Satisfaction...

Science.gov (United States)

2010-09-21

... Collection; Comment Request; Customer and Other Partners Satisfaction Surveys SUMMARY: In compliance with the... Satisfaction Surveys. Type of Information Collection Request: Extension request. Need and Use of Information... evaluate the satisfaction of various Clinical Center customers and other partners with Clinical Center...

Practicing Learner-Centered Teaching: Pedagogical Design and Assessment of a Second Life Project

Science.gov (United States)

Schiller, Shu Z.

2009-01-01

Guided by the principles of learner-centered teaching methodology, a Second Life project is designed to engage students in active learning of virtual commerce through hands-on experiences and teamwork in a virtual environment. More importantly, an assessment framework is proposed to evaluate the learning objectives and learning process of the…

Introducing Inmates to Extension through Financial Education and Experiential Learning Tools

Science.gov (United States)

Richel, Karen

2013-01-01

Research shows that in order to reduce recidivism rates in prisons, financial education and other life skills should be a mandatory topic in our prison systems. By creating a learning environment conducive to the specialized needs of this audience, an inmate's ability to set goals, recognize wants and needs, maintain bank accounts, create a…

Learning how to learn: Meta-learning strategies for the challenges of learning pharmacology.

Science.gov (United States)

Alton, Suzanne

2016-03-01

Nursing students have difficulty with pharmacology courses because of the complicated nomenclature and the difficulty of applying drug information to actual patient care. As part of a new pharmacology course being created, meta-learning strategies designed to diminish the difficulties of learning this difficult content were part of the course pedagogy. Strategies were demonstrated, reviewed in class, and implemented through homework assignments. The setting was an Academic Health Center's School of Nursing in the southern United States. Participants were third-year nursing students in an undergraduate nursing program. Surveys of students' opinions of learning gains were conducted at the end of the course over several semesters. In addition, pharmacology scores on a standardized exit exam were compared prior to implementing the course and after. Students reported learning dry material more easily, having greater confidence, and finding substantial value in the learning strategies. Students indicated the most helpful strategies, in descending order, as follows: making charts to compare and contrast drugs and drug classes, writing out drug flash cards, making or reviewing creative projects, prioritizing information, making or using visual study aids, and using time and repetition to space learning. Implementation of the new course improved pharmacology scores on a standardized exit exam from 67.0% to 74.3%. Overall response to learning strategies was positive, and the increase in the pharmacology standardized exit exam scores demonstrated the effectiveness of this instructional approach. Copyright © 2016 Elsevier Ltd. All rights reserved.

Extending the "Knowledge Advantage": Creating Learning Chains

Science.gov (United States)

Maqsood, Tayyab; Walker, Derek; Finegan, Andrew

2007-01-01

Purpose: The purpose of this paper is to develop a synergy between the approaches of knowledge management in a learning organisation and supply chain management so that learning chains can be created in order to unleash innovation and creativity by managing knowledge in supply chains. Design/methodology/approach: Through extensive literature…

Repurposing Video Documentaries as Features of a Flipped-Classroom Approach to Community-Centered Development

Science.gov (United States)

Arbogast, Douglas; Eades, Daniel; Plein, L. Christopher

2017-01-01

Online and off-site educational programming is increasingly incorporated by Extension educators to reach their clientele. Models such as the flipped classroom combine online content and in-person learning, allowing clients to both gain information and build peer learning communities. We demonstrate how video documentaries used in traditional…

Visual Learning: A Learner Centered Approach to Enhance English Language Teaching

Science.gov (United States)

Philominraj, Andrew; Jeyabalan, David; Vidal-Silva, Christian

2017-01-01

This article presents an empirical study carried out among the students of higher secondary schools to find out how English language learning occurs naturally in an environment where learners are encouraged by an appropriate method such as visual learning. The primary data was collected from 504 students with different pretested questionnaires. A…

Workforce Optimization for Bank Operation Centers: A Machine Learning Approach

OpenAIRE

Sefik Ilkin Serengil; Alper Ozpinar

2017-01-01

Online Banking Systems evolved and improved in recent years with the use of mobile and online technologies, performing money transfer transactions on these channels can be done without delay and human interaction, however commercial customers still tend to transfer money on bank branches due to several concerns. Bank Operation Centers serve to reduce the operational workload of branches. Centralized management also offers personalized service by appointed expert employees in these centers. In...

Multisensory perceptual learning of temporal order: audiovisual learning transfers to vision but not audition.

Directory of Open Access Journals (Sweden)

David Alais

2010-06-01

Full Text Available An outstanding question in sensory neuroscience is whether the perceived timing of events is mediated by a central supra-modal timing mechanism, or multiple modality-specific systems. We use a perceptual learning paradigm to address this question.Three groups were trained daily for 10 sessions on an auditory, a visual or a combined audiovisual temporal order judgment (TOJ. Groups were pre-tested on a range TOJ tasks within and between their group modality prior to learning so that transfer of any learning from the trained task could be measured by post-testing other tasks. Robust TOJ learning (reduced temporal order discrimination thresholds occurred for all groups, although auditory learning (dichotic 500/2000 Hz tones was slightly weaker than visual learning (lateralised grating patches. Crossmodal TOJs also displayed robust learning. Post-testing revealed that improvements in temporal resolution acquired during visual learning transferred within modality to other retinotopic locations and orientations, but not to auditory or crossmodal tasks. Auditory learning did not transfer to visual or crossmodal tasks, and neither did it transfer within audition to another frequency pair. In an interesting asymmetry, crossmodal learning transferred to all visual tasks but not to auditory tasks. Finally, in all conditions, learning to make TOJs for stimulus onsets did not transfer at all to discriminating temporal offsets. These data present a complex picture of timing processes.The lack of transfer between unimodal groups indicates no central supramodal timing process for this task; however, the audiovisual-to-visual transfer cannot be explained without some form of sensory interaction. We propose that auditory learning occurred in frequency-tuned processes in the periphery, precluding interactions with more central visual and audiovisual timing processes. Functionally the patterns of featural transfer suggest that perceptual learning of temporal order

Multisensory perceptual learning of temporal order: audiovisual learning transfers to vision but not audition.

Science.gov (United States)

Alais, David; Cass, John

2010-06-23

An outstanding question in sensory neuroscience is whether the perceived timing of events is mediated by a central supra-modal timing mechanism, or multiple modality-specific systems. We use a perceptual learning paradigm to address this question. Three groups were trained daily for 10 sessions on an auditory, a visual or a combined audiovisual temporal order judgment (TOJ). Groups were pre-tested on a range TOJ tasks within and between their group modality prior to learning so that transfer of any learning from the trained task could be measured by post-testing other tasks. Robust TOJ learning (reduced temporal order discrimination thresholds) occurred for all groups, although auditory learning (dichotic 500/2000 Hz tones) was slightly weaker than visual learning (lateralised grating patches). Crossmodal TOJs also displayed robust learning. Post-testing revealed that improvements in temporal resolution acquired during visual learning transferred within modality to other retinotopic locations and orientations, but not to auditory or crossmodal tasks. Auditory learning did not transfer to visual or crossmodal tasks, and neither did it transfer within audition to another frequency pair. In an interesting asymmetry, crossmodal learning transferred to all visual tasks but not to auditory tasks. Finally, in all conditions, learning to make TOJs for stimulus onsets did not transfer at all to discriminating temporal offsets. These data present a complex picture of timing processes. The lack of transfer between unimodal groups indicates no central supramodal timing process for this task; however, the audiovisual-to-visual transfer cannot be explained without some form of sensory interaction. We propose that auditory learning occurred in frequency-tuned processes in the periphery, precluding interactions with more central visual and audiovisual timing processes. Functionally the patterns of featural transfer suggest that perceptual learning of temporal order may be

Analysis of Business Center Implementation in Banyumas Regency

OpenAIRE

Lina Rifda Naufalin; Aldila Dinanti; Aldila Krisnaresanti

2017-01-01

The research aims to help the development of business center as an entrepreneurship laboratory for vocational students in order to increase the number of young entrepreneurs in Indonesia. This study is also to find out how the implementation of the existing Business Center program in SMK Banyumas District viewed from the aspects of learning, economics, organizational, and capital. Research method used qualitative method and techniques of collecting data used observation and interview. The pl...

Do collaborative practical tests encourage student-centered active learning of gross anatomy?

Science.gov (United States)

Green, Rodney A; Cates, Tanya; White, Lloyd; Farchione, Davide

2016-05-06

Benefits of collaborative testing have been identified in many disciplines. This study sought to determine whether collaborative practical tests encouraged active learning of anatomy. A gross anatomy course included a collaborative component in four practical tests. Two hundred and seven students initially completed the test as individuals and then worked as a team to complete the same test again immediately afterwards. The relationship between mean individual, team, and difference (between team and individual) test scores to overall performance on the final examination (representing overall learning in the course) was examined using regression analysis. The overall mark in the course increased by 9% with a decreased failure rate. There was a strong relationship between individual score and final examination mark (P learning occurring during the collaborative testing and that weaker students gained the benefit from team marks without significant active learning taking place. This negative outcome may be due to insufficient encouragement of the active learning strategies that were expected to occur during the collaborative testing process. An improved understanding of the efficacy of collaborative assessment could be achieved through the inclusion of questionnaire based data to allow a better interpretation of learning outcomes. Anat Sci Educ 9: 231-237. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Effective, Efficient Online Training in Cooperative Extension

Directory of Open Access Journals (Sweden)

Jane Chin Young

2014-09-01

Full Text Available In order to keep pace with media and communications trends in education, Cooperative Extension (CE faces the need to shift from traditional face-to-face delivery to online alternatives. This exploratory study focused on evaluating the effectiveness of on-demand, interactive online training compared to its face-to-face counterpart. Targeted for CE staff and volunteers whose work impacts youth, families and communities, the design centered on the university’s cost-effective in-house technology tools. The study results make the case for online delivery as effective and efficient. Strategies for developing a process for online delivery in CE are also offered.

Assessing the Value of E-Learning Systems

Science.gov (United States)

Levy, Yair

2006-01-01

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

Organizing to Use Facebook Advertisements: A Planning Tool for Extension Professionals, Businesses, and Communities

Science.gov (United States)

Barnes, James

2016-01-01

The purpose of this article is to explain how Extension professionals, businesses, and communities can use Facebook advertisements effectively. The article is a planning tool that introduces Facebook's Advertiser Help Center, explains some applicable key concepts, and suggests best practices to apply before launching a Facebook advertising…

Constructivism Based Learning: Design and Practice

Directory of Open Access Journals (Sweden)

Lia Kurniawati

2016-06-01

Full Text Available Abstract One of many problems in the madrasahs is that learning processes less-involve students actively (teacher-centered, thus, it affects to the improvement of learning outcomes and quality of the graduates. The purposes of this study are , firstly, to analyze what type of constructivism learning models, which can be developed to overcome madrasahs’ problems. Secondly, how to design and implement a learning plan based on the developed constructivism models. This research was conducted at Private Islamic Elementary School  (Madrasah Ad-Diyanah Ciputat, South Tangerang. Research method used in this study is descriptive-qualitative research. The results showed that the active learning models based on constructivism are suitable to be developed in the Madarasah, which were the models of Problem Based Learning (PBM, Realistic Learning, Inquiry Learning and Thematic Learning and also how the development of the learning processes from the lesson plans to the learning implementation showed a paradigm shifting from teacher-centered to student-centered. Abstrak Salah satu permasalahan di madrasah-madrasah adalah proses pembelajaran yang kurang melibatkan siswa secara aktif (berpusat pada guru, sehingga hal ini mengakibatkan pada peningkatan hasil belajar dan kualitas lulusan. Tujuan dari penelitian ini adalah, pertama, untuk menganalisis jenis model pembelajaran konstruktivisme apa yang dapat dikembangkan untuk mengatasi permasalahan di madrasah. Ke dua, bagaimana merancang dan melaksanakan rencana pembelajaran berdasarkan model konstruktivisme yang dikembangkan. Penelitian ini dilaksanakan di Sekolah Dasar Swasta (madrasah Ad-Diayanah Ciputat, Tangerang Selatan. Metode penelitian yang digunakan adalah metode deskriptif-kualitatif. Hasil penelitian menunjukkan bahwa model pembelajaran aktif yang berbasis konstruktivisme sesuai untuk dikembangkan di madrasah, yakni model pembelajaran Problem Based Learning (PBL, Pembelajaran Realistis, Pembelajaran

Leadership for Learning: Tasks of Learning Culture

Science.gov (United States)

Corrigan, Joe

2012-01-01

This is a comparative analysis of leadership related to organizational culture and change that occurred at a large Canadian university during a twenty year period 1983-2003. From an institutional development perspective, leadership is characterized as a culture creation and development responsibility. By centering on the tasks of learning culture,…

The double luminescence of Color Centers

International Nuclear Information System (INIS)

Baldacchini, Giuseppe

2015-01-01

An experiment on the luminescence of Color Centers (CCs) carried out in 1987 at the ENEA Laboratories in Frascati had a negative result, but subsequent investigations showed that it was not a failure but rather a discovery of a new phenomenon. Since the coming of lasers, CCs in alkali halides have been successfully used as optically active materials, in particular FA Centers. One of these centers, well known for its medium infrared laser emission at 77 K, cooled further to 2 K emitted in the near infrared and without laser effect. Further investigations showed that the double luminescence was a fundamental property unknown until that time. This important discovery was achieved in Frascati because of the existence since 1973 of a solid and extensive expertise in the field of CCs, which continued over time and later on applied to the modern miniaturized photonic devices [it

Learning as way-finding

DEFF Research Database (Denmark)

Dau, Susanne

and teachers education. Furthermore, a survey was conducted after three month of students’ enrolment and some few observations-studies in teachers’ education. The empirical data are interpreted in a narrative form through the use of prefiguration, configuration and refiguration and presented as themes around...... of learning used in this paper is inspired by the latest work of the Danish professor Illeris and the interwoven concept of knowledge development as revealed in the SECI-model generated by the Japanese professors Nonaka and Takeuchi. The empirical investigation, which is the basis of the presented assumptions...... to be “blurred ecotones” between studying, leisure, sociality, identity-seeking and daily life which demands for an extension of the concept of learning. It is stressed that learning are conditioned by contextual orientations-processes in peripersonal spaces. Spaces of learning seem to guide how learning can...

A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching

Science.gov (United States)

Marbach-Ad, Gili; Hunt Rietschel, Carly

2016-01-01

In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., lecture-based) instruction to teaching that focuses on the students. Using the innovation-decision model for change, we explored the motivation, decision-making, and reflective processes of the two instructors through two consecutive, large-enrollment biology course offerings. Our data reveal that the change process is somewhat unpredictable, requiring patience and persistence during inevitable challenges that arise for instructors and students. For example, the change process requires instructors to adopt a teacher-facilitator role as opposed to an expert role, to cover fewer course topics in greater depth, and to give students a degree of control over their own learning. Students must adjust to taking responsibility for their own learning, working collaboratively, and relinquishing the anonymity afforded by lecture-based teaching. We suggest implications for instructors wishing to change their teaching and administrators wishing to encourage adoption of learner-centered teaching at their institutions. PMID:27856550

Student Perceptions of Active Learning

Science.gov (United States)

Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

2015-01-01

A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

TIME-ON-TASK IN PRIMARY CLASSROOMS, DURING DIFFERENT TEACHING-LEARNING APPROACHES

OpenAIRE

Sachin Mohite; Meenal Dashputre

2017-01-01

The entire education system is moving from the teacher-centered teaching-learning approaches towards student-centered teaching-learning approaches, with anticipation that it would increase the learning outcomes. This empirical study was carried out to compare the traditional and non-traditional classrooms. It also tried to understand the effectiveness of the Alternate Instructions in the Mathematics and Primary Language (Marathi) classrooms. This study collected about 8000 snapshots from the ...

Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology

Science.gov (United States)

Randler, Christoph; Kummer, Barbara; Wilhelm, Christian

2012-06-01

The aim of this study was to assess the outcome of a zoo visit in terms of learning and retention of knowledge concerning the adaptations and behavior of vertebrate species. Basis of the work was the concept of implementing zoo visits as an out-of-school setting for formal, curriculum based learning. Our theoretical framework centers on the self-determination theory, therefore, we used a group-based, hands-on learning environment. To address this questions, we used a treatment—control design (BACI) with different treatments and a control group. Pre-, post- and retention tests were applied. All treatments led to a substantial increase of learning and retention knowledge compared to the control group. Immediately after the zoo visit, the zoo-guide tour provided the highest scores, while after a delay of 6 weeks, the learner-centered environment combined with a teacher-guided summarizing scored best. We suggest incorporating the zoo as an out-of-school environment into formal school learning, and we propose different methods to improve learning in zoo settings.

34 CFR 669.1 - What is the Language Resource Centers Program?

Science.gov (United States)

2010-07-01

... improving the nation's capacity for teaching and learning foreign languages effectively. (Authority: 20 U.S... 34 Education 3 2010-07-01 2010-07-01 false What is the Language Resource Centers Program? 669.1... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION LANGUAGE RESOURCE CENTERS PROGRAM General § 669.1 What is the...

A pilot project on non-conventional learning

OpenAIRE

Fernandes, Sara; Cerone, Antonio; Barbosa, L. S.

2013-01-01

This poster presents a pilot project on non-conventional learning strategies based on students’ active participation in real-life FLOSS projects. The aim of the project is to validate the hypothesis that the peer-production model, which underlies most FLOSS projects, can enhance the learning-teaching process based on extensive and systematic collaborative practices.

Sociologists in Extension

Science.gov (United States)

Christenson, James A.; And Others

1977-01-01

The article describes the work activities of the extension sociologist, the relative advantage and disadvantage of extension roles in relation to teaching/research roles, and the relevance of sociological training and research for extension work. (NQ)

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

OpenAIRE

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

2012-01-01

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

Scaling up machine learning: parallel and distributed approaches

National Research Council Canada - National Science Library

Bekkerman, Ron; Bilenko, Mikhail; Langford, John

2012-01-01

... presented in the book cover a range of parallelization platforms from FPGAs and GPUs to multi-core systems and commodity clusters; concurrent programming frameworks that include CUDA, MPI, MapReduce, and DryadLINQ; and various learning settings: supervised, unsupervised, semi-supervised, and online learning. Extensive coverage of parallelizat...

USER SERVICES AND EXTENSION SERVICES IN SELECTED SPECIAL LIBRARIES AND INFORMATION CENTERS IN THE UNITED STATES.

Science.gov (United States)

NONINI, CERISE

A SURVEY BY QUESTIONNAIRE WAS MADE OF THE PROBLEM OF USER SERVICES AND EXTENSION SERVICES USED IN THE DISSEMINATION OF MATERIALS AND INFORMATION TO A SELECTED NUMBER OF INDUSTRIAL LIBRARIES. THE SURVEY RESULTED IN DATA CONCERNING STAFF SIZE, PROFESSIONAL-TO-CLERICAL RATIO, SIZE OF BOOK, DOCUMENT, PERIODICAL AND MICROFORM COLLECTIONS, LIBRARY…

Android Security Framework: Enabling Generic and Extensible Access Control on Android

OpenAIRE

Backes, Michael; Bugiel, Sven; Gerling, Sebastian; von Styp-Rekowsky, Philipp

2014-01-01

We introduce the Android Security Framework (ASF), a generic, extensible security framework for Android that enables the development and integration of a wide spectrum of security models in form of code-based security modules. The design of ASF reflects lessons learned from the literature on established security frameworks (such as Linux Security Modules or the BSD MAC Framework) and intertwines them with the particular requirements and challenges from the design of Android's software stack. ...

The effectiveness of E- learning in learning: A review of the literature

Directory of Open Access Journals (Sweden)

Mousazadeh Somayeh

2016-02-01

Full Text Available Entry to the information age and effective life in information-oriented society requires an understanding of its characteristics. One of the social institutions that will undergo extensive changes at this age is general and higher education and training institutions. The aim of this review study is to evaluate the effectiveness of e learning in learning. This paper is a review study carried out using Medline and CINAHL databases and Google search engine. The studies used include review articles and English meta-analysis of language.Of the retrieved results,38 documents including articles, books and web sites were investigated and classified. At first, the background of e learning was studied history and in the next section its effectiveness in learning was briefly examined. The overall benefits of e-learning include the promotion of learning, independence and individual satisfaction, learning at anytime, anywhere and with any background, learning without the same prerequisites, speed and process of learning due to individual needs, individual learning along with cooperative learning, saving time and costs significantly, the possibility of teaching and learning for all people, mutual teaching and learning, getting quick results in learning, learning more by using multimedia and maintaining resources and reducing environmental and audio pollution. The results of studies suggest positive effects of e-learning on learning thus it is suggested that this approach be used more in education, which requires building the required grounds.

Student-centered and teacher-centered learning environment in pre-vocational secondary education: Needs and motivation

NARCIS (Netherlands)

Smit, Karin; De Brabander, Cornelis; Martens, Rob

2017-01-01

In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in

Evaluation of knowledge transfer in an immersive virtual learning environment for the transportation community.

Science.gov (United States)

2014-05-01

Immersive Virtual Learning Environments (IVLEs) are extensively used in training, but few rigorous scientific investigations regarding the : transfer of learning have been conducted. Measurement of learning transfer through evaluative methods is key ...

A User-Centered Educational Modeling Language Improving the Controllability of Learning Design Quality

Science.gov (United States)

Zendi, Asma; Bouhadada, Tahar; Bousbia, Nabila

2016-01-01

Semiformal EMLs are developed to facilitate the adoption of educational modeling languages (EMLs) and to address practitioners' learning design concerns, such as reusability and readability. In this article, SDLD (Structure Dialogue Learning Design) is presented, which is a semiformal EML that aims to improve controllability of learning design…

Team-Based Learning Enhances Performance in Introductory Biology

Science.gov (United States)

Carmichael, Jeffrey

2009-01-01

Given the problems associated with the traditional lecture method, the constraints associated with large classes, and the effectiveness of active learning, continued development and testing of efficient student-centered learning approaches are needed. This study explores the effectiveness of team-based learning (TBL) in a large-enrollment…

Wnt signaling maintains the notochord fate for progenitor cells and supports the posterior extension of the notochord

OpenAIRE

Ukita, Kanako; Hirahara, Shino; Oshima, Naoko; Imuta, Yu; Yoshimoto, Aki; Jang, Chuan-Wei; Oginuma, Masayuki; Saga, Yumiko; Behringer, Richard R.; Kondoh, Hisato; Sasaki, Hiroshi

2009-01-01

The notochord develops from notochord progenitor cells (NPCs) and functions as a major signaling center to regulate trunk and tail development. NPCs are initially specified in the node by Wnt and Nodal signals at the gastrula stage. However, the underlying mechanism that maintains the NPCs throughout embryogenesis to contribute to the posterior extension of the notochord remains unclear. Here, we demonstrate that Wnt signaling in the NPCs is essential for posterior extension of the notochord....

Adults' motivation of learning English as a second language

Institute of Scientific and Technical Information of China (English)

吴梦楠

2005-01-01

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

ONLINE EDUCATION, ACTIVE LEARNING, AND ANDRAGOGY: An approach for Student Engagement

OpenAIRE

CARUTH, Gail D.

2015-01-01

Online learning opportunities have become essential for today’s colleges and universities. Online technology can support active learning approaches to learning. The purpose of the paper was to investigate why active learning in online classes has a positive effect on student engagement. A review of the literature revealed that research studies have been conducted to investigate the benefits of active learning. There exists extensive evidence to support the notion that active learning enhances...

Near-term benefits of life extension planning for nuclear power plants

International Nuclear Information System (INIS)

Pickens, T.; Gregor, F.E.

1988-01-01

Life Extension of Nuclear Power Plants is now viewed as a realistic alternative to construction of new generating facilities. The subject has been under intensive study since 1984 and two comprehensive pilot plant programs have been completed under EPRI, U.S. Department of Energy and utility sponsorship. A major lesson learned from these studies is that planning for life extension must start early and that many activities must be implemented as early in life as possible to enhance the option for life extension through mitigate and preventive actions. It was also determined that achievement of a 40-year licensed life is by no means guaranteed without substantial effort during the remaining plant life. In examining these recommended actions, it becomes obvious that conscientious implementation also leads to realization of significant short-term benefits in the form of availability improvement, outage reduction, maintenance optimization and longer term planning decisions. In addition to the economic benefits, plant safety is also enhanced by reducing challenges to the safety systems and slowly switching from a corrective maintenance to a preventive maintenance program

Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century.

Science.gov (United States)

Gwee, Matthew Choon-Eng

2009-05-01

Problem-based learning (PBL) was first implemented by McMaster University medical school in 1969 as a radical, innovative, and alternative pathway to learning in medical education, thus setting a new educational trend. PBL has now spread widely across the globe and beyond the healthcare disciplines, and has prevailed for almost four decades. PBL is essentially a strategic learning system design, which combines several complementary educational principles for the delivery of instruction. PBL is specifically aimed at enhancing and optimizing the educational outcomes of learner-centered, collaborative, contextual, integrated, self-directed, and reflective learning. The design and delivery of instruction in PBL involve peer teaching and learning in small groups through the social construction of knowledge using a real-life problem case to trigger the learning process. Therefore, PBL represents a major shift in the educational paradigm from the traditional teacher-directed (teacher-centered) instruction to student-centered (learner-centered) learning. PBL is firmly underpinned by several educational theories, but problems are often encountered in practice that can affect learning outcomes. Educators contemplating implementing PBL in their institutions should have a clear understanding of its basic tenets, its practice and its philosophy, as well as the issues, challenges, and opportunities associated with its implementation. Special attention should be paid to the training and selection of PBL tutors who have a critical role in the PBL process. Furthermore, a significant change in the mindsets of both students and teachers are required for the successful implementation of PBL. Thus, effective training programs for students and teachers must precede its implementation. PBL is a highly resource-intensive learning strategy and the returns on investment (i.e. the actual versus expected learning outcomes) should be carefully and critically appraised in the decision

Energy efficient data centers

Energy Technology Data Exchange (ETDEWEB)

Tschudi, William; Xu, Tengfang; Sartor, Dale; Koomey, Jon; Nordman, Bruce; Sezgen, Osman

2004-03-30

through extensive participation with data center professionals, examination of case study findings, and participation in data center industry meetings and workshops. Industry partners enthusiastically provided valuable insight into current practice, and helped to identify areas where additional public interest research could lead to significant efficiency improvement. This helped to define and prioritize the research agenda. The interaction involved industry representatives with expertise in all aspects of data center facilities, including specialized facility infrastructure systems and computing equipment. In addition to the input obtained through industry workshops, LBNL's participation in a three-day, comprehensive design ''charrette'' hosted by the Rocky Mountain Institute (RMI) yielded a number of innovative ideas for future research.

Playing SNES in the Retro Learning Environment

OpenAIRE

Bhonker, Nadav; Rozenberg, Shai; Hubara, Itay

2016-01-01

Mastering a video game requires skill, tactics and strategy. While these attributes may be acquired naturally by human players, teaching them to a computer program is a far more challenging task. In recent years, extensive research was carried out in the field of reinforcement learning and numerous algorithms were introduced, aiming to learn how to perform human tasks such as playing video games. As a result, the Arcade Learning Environment (ALE) (Bellemare et al., 2013) has become a commonly...

Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time

OpenAIRE

Wijnen, Marit; Loyens, Sofie; Smeets, Guus; Kroeze, Maarten; Molen, Henk

2017-01-01

textabstractIn educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life pro...

Robot learning from human teachers

CERN Document Server

Chernova, Sonia

2014-01-01

Learning from Demonstration (LfD) explores techniques for learning a task policy from examples provided by a human teacher. The field of LfD has grown into an extensive body of literature over the past 30 years, with a wide variety of approaches for encoding human demonstrations and modeling skills and tasks. Additionally, we have recently seen a focus on gathering data from non-expert human teachers (i.e., domain experts but not robotics experts). In this book, we provide an introduction to the field with a focus on the unique technical challenges associated with designing robots that learn f

Context-Aware Recommender Systems for Learning: A Survey and Future Challenges

Science.gov (United States)

Verbert, K.; Manouselis, N.; Ochoa, X.; Wolpers, M.; Drachsler, H.; Bosnic, I.; Duval, E.

2012-01-01

Recommender systems have been researched extensively by the Technology Enhanced Learning (TEL) community during the last decade. By identifying suitable resources from a potentially overwhelming variety of choices, such systems offer a promising approach to facilitate both learning and teaching tasks. As learning is taking place in extremely…

Effects of e-Learning and m-Learning on Nursing Care in a Continuing Education Context: An Overview of Mixed Method Systematic Reviews (Protocol).

Science.gov (United States)

Rouleau, Geneviève; Gagnon, Marie-Pierre; Côté, José; Hudson, Emilie; Payne-Gagnon, Julie; Bouix-Picasso, Julien; Duboi, Carl-Ardy

2017-01-01

Continuing education is an imperative for professional nursing. e-Learning is one modality to support education and it has been extensively examined in a nursing academic context. An overview of quantitative, qualitative, and mixed-method systematic reviews were conducted to draw a broad picture of the effects of e-Learning and m-Learning used by registered nurses in a continuing education context.

Application of the non-extensive statistical approach to high energy particle collisions

Science.gov (United States)

Bíró, Gábor; Barnaföldi, Gergely Gábor; Biró, Tamás Sándor; Ürmössy, Károly

2017-06-01

In high-energy collisions the number of created particles is far less than the thermodynamic limit, especially in small colliding systems (e.g. proton-proton). Therefore final-state effects and fluctuations in the one-particle energy distribution are appreciable. As a consequence the characterization of identified hadron spectra with the Boltzmann - Gibbs thermodynamical approach is insuffcient [1]. Instead particle spectra measured in high-energy collisions can be described very well with Tsallis -Pareto distributions, derived from non-extensive thermodynamics [2, 3]. Using the Tsallis q-entropy formula, a generalization of the Boltzmann - Gibbs entropy, we interpret the microscopic physics by analysing the Tsallis q and T parameters. In this paper we give a quick overview on these parameters, analyzing identified hadron spectra from recent years in a wide center-of-mass energy range. We demonstrate that the fitted Tsallis-parameters show dependency on the center-of-mass energy and particle species. Our findings are described well by a QCD inspired evolution ansatz. Based on this comprehensive study, apart from the evolution, both mesonic and barionic components found to be non-extensive (q > 1), beside the mass ordered hierarchy observed in parameter T.

Regulatory Approach To and Lessons Learned with Licensing of Service Life Extension at PAKS NPP

International Nuclear Information System (INIS)

Petofi, G.

2012-01-01

Paks Nuclear Power Plant of Hungary decided to extend the original design lifetime of the plant by 20 years, which expires on December 31, 2012 concerning unit 1. The Hungarian Atomic Energy Authority established the legal environments in order to license the extension using an approach similar to that followed in the United States. The regulation specifies the pre-conditions for the extension, defines the scoping and screening process for the passive and long lived systems, structures and components to be involved in the licensing and the respective methods of treatment and also determines how the active components shall be dealt with during the extended lifetime. The regulatory procedure is a two-step process including the oversight of the preparatory programme of the operator for the extension that started 4 years before the expiry of the lifetime and the licensing process itself, which is currently under way for unit 1 after the submittal of the licensee's application at the end of 2011. The first experiences with the regulatory assessment of the application are available yet and presented in this paper. (author)

Competency Modeling in Extension Education: Integrating an Academic Extension Education Model with an Extension Human Resource Management Model

Science.gov (United States)

Scheer, Scott D.; Cochran, Graham R.; Harder, Amy; Place, Nick T.

2011-01-01

The purpose of this study was to compare and contrast an academic extension education model with an Extension human resource management model. The academic model of 19 competencies was similar across the 22 competencies of the Extension human resource management model. There were seven unique competencies for the human resource management model.…

Preparing Teens for Success: Building 21st Century Skills through a 4-H Work-Based Learning Program

Directory of Open Access Journals (Sweden)

Theresa M. Ferrari

2008-06-01

Full Text Available There is widespread concern that youth lack the skills essential for job success and are entering the workplace unprepared. To address issues of workforce preparation, Extension educators at an urban 4-H education center created the Job Experience and Training (JET program, a work-based learning program for teens. JET is conducted over a six-month period, culminating in an eight-week summer work experience in collaboration with a local park district. Supervisors and teens completed a performance appraisal measure based on SCANS workforce skills at two points during the program. Both teens and supervisors provided written comments addressing teens’ strengths and areas for growth, as well as comments on their satisfaction with the program itself. Overall, the experience appears to have produced improvements in teens’ workforce skills, as evidenced by their own self-assessment and that of their supervisors. We conclude with implications for conducting work-based learning programs.

Range Extension Opportunities While Heating a Battery Electric Vehicle

Energy Technology Data Exchange (ETDEWEB)

Lustbader, Jason A [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Rugh, John P [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Titov, Eugene V [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Meyer, John [Hanon Systems; Agathocleous, Nicos [Hanon Systems; Vespa, Antonio [Hyundai-Kia America Technical Center Inc.

2018-04-03

The Kia Soul battery electric vehicle (BEV) is available with either a positive temperature coefficient (PTC) heater or an R134a heat pump (HP) with PTC heater combination (1). The HP uses both ambient air and waste heat from the motor, inverter, and on-board-charger (OBC) for its heat source. Hanon Systems, Hyundai America Technical Center, Inc. (HATCI) and the National Renewable Energy Laboratory jointly, with financial support from the U.S. Department of Energy, developed and proved-out technologies that extend the driving range of a Kia Soul BEV while maintaining thermal comfort in cold climates. Improved system configuration concepts that use thermal storage and waste heat more effectively were developed and evaluated. Range extensions of 5%-22% at ambient temperatures ranging from 5 degrees C to -18 degrees C were demonstrated. This paper reviews the three-year effort, including test data of the baseline and modified vehicles, resulting range extension, and recommendations for future actions.

An Empirical Verification of a-priori Learning Models on Mailing Archives in the Context of Online Learning Activities of Participants in Free\\Libre Open Source Software (FLOSS) Communities

Science.gov (United States)

Mukala, Patrick; Cerone, Antonio; Turini, Franco

2017-01-01

Free\\Libre Open Source Software (FLOSS) environments are increasingly dubbed as learning environments where practical software engineering skills can be acquired. Numerous studies have extensively investigated how knowledge is acquired in these environments through a collaborative learning model that define a learning process. Such a learning…

Students-exhibits interaction at a science center

Science.gov (United States)

Botelho, Agostinho; Morais, Ana M.

2006-12-01

In this study we investigate students' learning during their interaction with two exhibits at a science center. Specifically, we analyze both students' procedures when interacting with exhibits and their understanding of the scientific concepts presented therein. Bernstein's theory of pedagogic discourse (1990, 2000) provided the sociological foundation to assess the exhibit-student interaction and allowed analysis of the influence of the characteristics of students, exhibits, and interactions on students' learning. Eight students (ages 12ndash;13 years of age) with distinct sociological characteristics participated in the study. Several findings emerged from the results. First, the characteristics of the students, exhibits, and interactions appeared to influence student learning. Second, to most students, what they did interactively (procedures) seems not to have had any direct consequence on what they learned (concept understanding). Third, the data analysis suggest an important role for designers and teachers in overcoming the limitations of exhibit-student interaction.

The Impact of National Culture on Informal Learning in the Workplace

Science.gov (United States)

Kim, Sehoon; McLean, Gary N.

2014-01-01

The purpose of this article was to identify how differing cultural factors affect informal learning in the workplace. We have introduced concepts and reviewed studies on informal learning and national culture based on an extensive literature review on the factors influencing informal learning, particularly based on five Hofstede's dimensions of…

Technology Acceptance of Healthcare E-Learning Modules: A Study of Korean and Malaysian Students' Perceptions

Science.gov (United States)

Neo, Mai; Park, Heykyung; Lee, Min-Jae; Soh, Jian-Yuan; Oh, Ji-Young

2015-01-01

Educators today are moving towards transforming their teaching and learning methods from conventional teacher-centered approaches to student-centered learning approaches with the support of technology so as to better motivate students to participate and engage in their learning process. This study was developed as a joint collaborative effort…

The Ideology of Learning Organisations in Africa: A Critical Analysis

Science.gov (United States)

Akella, Devi

2010-01-01

Organisations worldwide have acknowledged the connection between corporate learning, development and business sustainability. Emphasis is being laid on creating and designing a learning organisation "that is skilled at creating, acquiring, interpreting, transferring and retaining knowledge" [Garvin, (2000), p.32]. Extensive literature…

Financing Public Higher Education: The Impact of Responsibility Center Management on a Public Research University

Science.gov (United States)

Pappone, David J.

2016-01-01

To explore the impacts on public universities of implementing an incentive-based budgeting system, this dissertation focuses on one university's extensive experience with Responsibility Center Management. The financial and non-financial impacts of Responsibility Center Management will be considered by examining the extent to which commonly held…

Reframing Teachers' Intercultural Learning as an Emotional Process

Science.gov (United States)

Jokikokko, Katri

2016-01-01

The importance of emotions in the process of intercultural learning has been recognised, but the topic has not been extensively theorised. This theoretical review article synthesises the research literature on emotions in the context of teachers' intercultural learning. The article argues that emotions are a vital part of any change, and thus play…

Better Broader Impacts through National Science Foundation Centers

Science.gov (United States)

Campbell, K. M.

2010-12-01

National Science Foundation Science and Technology Centers (STCs) play a leading role in developing and evaluating “Better Broader Impacts”; best practices for recruiting a broad spectrum of American students into STEM fields and for educating these future professionals, as well as their families, teachers and the general public. With staff devoted full time to Broader Impacts activities, over the ten year life of a Center, STCs are able to address both a broad range of audiences and a broad range of topics. Along with other NSF funded centers, such as Centers for Ocean Sciences Education Excellence, Engineering Research Centers and Materials Research Science and Engineering Centers, STCs develop both models and materials that individual researchers can adopt, as well as, in some cases, direct opportunities for individual researchers to offer their disciplinary research expertise to existing center Broader Impacts Programs. The National Center for Earth-surface Dynamics is an STC headquartered at the University of Minnesota. NCED’s disciplinary research spans the physical, biological and engineering issues associated with developing an integrative, quantitative and predictive understanding of rivers and river basins. Funded in 2002, we have had the opportunity to partner with individuals and institutions ranging from formal to informal education and from science museums to Tribal and women’s colleges. We have developed simple table top physical models, complete museum exhibitions, 3D paper maps and interactive computer based visualizations, all of which have helped us communicate with this wide variety of learners. Many of these materials themselves or plans to construct them are available online; in many cases they have also been formally evaluated. We have also listened to the formal and informal educators with whom we partner, from whom we have learned a great deal about how to design Broader Impacts activities and programs. Using NCED as a case study

Lifeguard Final Exam—Encouraging the Use of Active Learning

OpenAIRE

Griswold, Elise N.; Klionsky, Daniel J.

2015-01-01

To anyone familiar with the extensive literature on teaching and learning, there is little question that active learning is more effective than passive learning. Thus, we are not directing this letter to that particular audience. Instead, we are attempting to address the question of the best way to convince instructors who have not tried to incorporate elements of active learning into their courses to make such an attempt. There are numerous examples where it becomes immediately clear that ac...

Advanced Learning Technologies and Learning Networks and Their Impact on Future Aerospace Workforce

Science.gov (United States)

Noor, Ahmed K. (Compiler)

2003-01-01

This document contains the proceedings of the training workshop on Advanced Learning Technologies and Learning Networks and their impact on Future Aerospace Workforce. The workshop was held at the Peninsula Workforce Development Center, Hampton, Virginia, April 2 3, 2003. The workshop was jointly sponsored by Old Dominion University and NASA. Workshop attendees came from NASA, other government agencies, industry, and universities. The objectives of the workshop were to: 1) provide broad overviews of the diverse activities related to advanced learning technologies and learning environments, and 2) identify future directions for research that have high potential for aerospace workforce development. Eighteen half-hour overviewtype presentations were made at the workshop.

Embodied and mediated learning in SMALLab: a student-centered mixed-reality environment

NARCIS (Netherlands)

Birchfield, D.A.; Campana, E.; Hatton, S.; Johnson-Glenberg, M.C.; Kelliher, A.; Olson, L.; Martinez, C.; Savvides, P.; Tolentino, L.; Uysal, S.

2009-01-01

In recent years, much work in K-12 educational technology has shifted away from addressing the problem of mere accessibility and toward a greater emphasis on the effective design of learning environments that make innovative use of emerging digital technologies. Contemporary research in the Learning

ReaderBench: An Integrated Cohesion-Centered Framework

NARCIS (Netherlands)

Dascalu, Mihai; Stavarache, Lucia Larise; Dessus, Philippe; Trausan-Matu, Stefan; McNamara, Danielle S.; Bianco, Maryse

2015-01-01

Dascalu, M., Stavarache, L.L., Dessus, P., Trausan-Matu, S., McNamara, D.S., & Bianco, M. (2015). ReaderBench: An Integrated Cohesion-Centered Framework. In G. Conole, T. Klobucar, C. Rensing, J. Konert & É. Lavoué (Eds.), 10th European Conf. on Technology Enhanced Learning (pp. 505–508). Toledo,

Animal Agriculture in a Changing Climate Online Course: An Effective Tool for Creating Extension Competency

Science.gov (United States)

Whitefield, Elizabeth; Schmidt, David; Witt-Swanson, Lindsay; Smith, David; Pronto, Jennifer; Knox, Pam; Powers, Crystal

2016-01-01

There is a need to create competency among Extension professionals on the topic of climate change adaptation and mitigation in animal agriculture. The Animal Agriculture in a Changing Climate online course provides an easily accessible, user-friendly, free, and interactive experience for learning science-based information on a national and…

Tampa Bay Extension Agents’ Views of Urban Extension: Philosophy and Program Strategies

Directory of Open Access Journals (Sweden)

Amy Harder

2017-06-01

Full Text Available The purpose of this article was to explore the concept of urban Extension as perceived by Extension agents within the Tampa Bay area, one of Florida’s fastest growing metropolitan areas. From a theoretical perspective, it is critical to understand Extension agents’ beliefs about urban Extension because behaviors are directly related to attitudes (Ajzen, 2012. In 2016, a qualitative investigation was undertaken to explore the perspectives of 23 agents working within the Tampa Bay area. Results showed the majority of agents believed that context and client needs are unique for urban Extension, and that to a lesser extent, unique agent expertise is required. Further, these beliefs impacted how agents reported their approach to programming, with an emphasis on providing convenience and seeking partnerships. Difficulties were identified related to identifying the role of Extension in a resource-rich environment of service providers, which contributed to the existence of a perceived disconnect between urban audiences and Extension. Opportunities exist for Extension leadership to provide strategic organizational support that will enhance agents’ abilities to succeed in the metropolitan environment.

Using active learning strategies to investigate student learning and attitudes in a large enrollment, introductory geology course

Science.gov (United States)

Berry, Stacy Jane

There has been an increased emphasis for college instruction to incorporate more active and collaborative involvement of students in the learning process. These views have been asserted by The Association of American Colleges (AAC), the National Science Foundation (NSF), and The National Research Counsel (NRC), which are advocating for the modification of traditional instructional techniques to allow students the opportunity to be more cooperative (Task Group on General Education, 1988). This has guided educators and facilitators into shifting teaching paradigms from a teacher centered to a more student-centered curriculum. The present study investigated achievement outcomes and attitudes of learners in a large enrollment (n ~ 200), introductory geology course using a student centered learning cycle format of instruction versus another similar section that used a traditional lecture format. Although the course is a recruiting class for majors, over 95% of the students that enroll are non-majors. Measurements of academic evaluation were through four unit exams, classroom communication systems, weekly web-based homework, in-class activities, and a thematic collaborative poster/paper project and presentation. The qualitative methods to investigate the effectiveness of the teaching design included: direct observation, self-reporting about learning, and open-ended interviews. By disaggregating emerging data, we tried to concentrate on patterns and causal relationships between achievement performance and attitudes regarding learning geology. Statistical analyses revealed positive relationships between student engagement in supplemental activities and achievement mean scores within and between the two sections. Completing weekly online homework had the most robust relationship with overall achievement performance. Contrary to expectations, a thematic group project only led to modest gains in achievement performance, although the social and professional gains could be

SOL: A Library for Scalable Online Learning Algorithms

OpenAIRE

Wu, Yue; Hoi, Steven C. H.; Liu, Chenghao; Lu, Jing; Sahoo, Doyen; Yu, Nenghai

2016-01-01

SOL is an open-source library for scalable online learning algorithms, and is particularly suitable for learning with high-dimensional data. The library provides a family of regular and sparse online learning algorithms for large-scale binary and multi-class classification tasks with high efficiency, scalability, portability, and extensibility. SOL was implemented in C++, and provided with a collection of easy-to-use command-line tools, python wrappers and library calls for users and develope...

Landscapes of Musical Metaphor and Musical Learning: The Example of Jazz Education

Science.gov (United States)

Bjerstedt, Sven

2015-01-01

Theoretical approaches to learning in practice-based jazz improvisation contexts include situated learning and ecological perspectives. This article focuses on how interest-driven, self-sustaining jazz learning activities can be matched against the results of a recent Swedish investigation based on extensive qualitative interviews with jazz…

Measuring and Articulating the Value of Community Engagement: Lessons Learned from 100 Years of Cooperative Extension Work

Science.gov (United States)

Franz, Nancy

2014-01-01

The Cooperative Extension System was created in 1914 with the passage of the Smith-Lever Act. The act provided resources to improve access to education by creating this nationwide organization to bring land-grant university research and resources to people where they lived and worked. Cooperative Extension was the first formal nationwide structure…

Multi-task feature learning by using trace norm regularization

Directory of Open Access Journals (Sweden)

Jiangmei Zhang

2017-11-01

Full Text Available Multi-task learning can extract the correlation of multiple related machine learning problems to improve performance. This paper considers applying the multi-task learning method to learn a single task. We propose a new learning approach, which employs the mixture of expert model to divide a learning task into several related sub-tasks, and then uses the trace norm regularization to extract common feature representation of these sub-tasks. A nonlinear extension of this approach by using kernel is also provided. Experiments conducted on both simulated and real data sets demonstrate the advantage of the proposed approach.

A phenomenological investigation of science center exhibition developers' expertise development

Science.gov (United States)

Young, Denise L.

The purpose of this study was to examine the exhibition developer role in the context of United States (U.S.) science centers, and more specifically, to investigate the way science center exhibition developers build their professional expertise. This research investigated how successfully practicing exhibition developers described their current practices, how they learned to be exhibition developers, and what factors were the most important to the developers in building their professional expertise. Qualitative data was gathered from 10 currently practicing exhibition developers from three science centers: the Exploratorium, San Francisco, California; the Field Museum, Chicago, Illinois; and the Science Museum of Minnesota, St. Paul, Minnesota. In-depth, semistructured interviews were used to collect the data. The study embraced aspects of the phenomenological tradition and sought to derive a holistic understanding of the position and how expertise was built for it. The data were methodically coded and organized into themes prior to analysis. The data analysis found that the position consisted of numerous and varied activities, but the developers' primary roles were advocating for the visitor, storytelling, and mediating information and ideas. They conducted these activities in the context of a team and relied on an established exhibition planning process to guide their work. Developers described a process of learning exhibition development that was experiential in nature. Learning through daily practice was key, though they also consulted with mentors and relied on visitor studies to gauge the effectiveness of their work. They were adept at integrating prior knowledge gained from many aspects of their lives into their practice. The developers described several internal factors that contributed to their expertise development including the desire to help others, a natural curiosity about the world, a commitment to learning, and the ability to accept critique. They

The impact of brand extension fit, extension strategy and product exposure on attitudinal responses to brand extensions

OpenAIRE

Farstad, Lena Kvelland; Jabran, Mohammed

2013-01-01

Brand extensions have for decades been one of the most used strategies for growth, but the sad reality is that 8 out of 10 extensions fail, making the likelihood of failure unattractively high. In addition, competition and pressure on margins increases as retailers’ power improves due to proliferation of private labels. As a result, managers are eager for new innovative strategies that can differentiate their extension and improve likelihood of success. The purpose of this paper is therefore ...

From web 2.0 to learning games 2.0

DEFF Research Database (Denmark)

Duus Henriksen, Thomas

2011-01-01

Learning games often fail in taking into account the extensive knowledge adult learners often have on the subject taught. This paper reports from a reconfiguration of a current learning game on leadership styles called LEADER, which on basis of ideas from web 2.0, is reconfigured to include...

Program Evaluation Metrics for U.S. Army Lifelong Learning Centers

National Research Council Canada - National Science Library

Cianciolo, Anna T

2007-01-01

.... The impact of lifelong learning on organizational excellence seems clear. However, it is unknown how LLCs promote readiness using educational technology and how LLC effectiveness should be measured...

A Learner-Centered Spiral Knowledge Approach to Teaching Isotope Geology

Science.gov (United States)

Reid, M. R.

2006-12-01

Aided by the insights I gained by participation in the Arizona Board of Regents Tri-University Collaboration on Learner-Centered Practice, I made major changes to a graduate course in isotope geology (GLG617), including: 1) implementation of a spiral knowledge approach (e.g., Bruner, 1990; Dyar et al., 2004); 2) incorporation of more learner-centered in-class activities; and 3) more explicit emphasis on skills that I regarded as important for success in geochemistry. In the geosciences, the field of isotope geology is now an essential area of inquiry with implications for geologic timescales, climate information, tracing geochemical processes, and biological evolution, to name a few. The traditional approach to teaching isotope geology suffers from the fact that learning tends to be compartmentalized by technique/approach and one subfield (e.g., stable or radiogenic isotopes) is usually favored by appearing earlier in semester. To make learning more integrated, I employed a simplified spiral learning approach so that common principles could be revisited several times over the course of the semester and, in so doing, students' grasp of the fundamental principles could be scaffolded into greater understanding. Other learner-centered changes to the course included more explicit emphasis on helping students become comfortable with interpreting data displayed graphically and explicit emphasis on helping students give and evaluate oral presentations that rely on isotope data. I also developed a detailed grading rubric for the final paper and allowed students to have a draft of their final papers evaluated and graded (guided by Huba and Freed, 2000) A number of cooperative learning activities developed specifically for this course (19 in all) enabled me to gain a better appreciation for students' learning. Activities included pair share, round-robin, small group explorations of techniques and case studies (sometimes as introduction to, sometimes as review of material

DATA CENTER REMODELING FOR THE INTERNET OF THINGS

Directory of Open Access Journals (Sweden)

Cristian IVĂNUŞ

2015-05-01

Full Text Available Designing efficient data center is more than ever a challenge for many companies when it comes to meet the requirements of having a greater and extensible computing capacity. It should be stored increasing volumes of data. Applications became increasingly complex. The requirements for running business operations should be very flexible. If we want that ICT infrastructure (Information Technology & Communication to be able to offer, continuosly, high level of services, it is essential to rethink the "robustness" and the need for innovation in data centers. This is true for both servers and storage as well as for the processing power. Companies operating in this field help customers to optimize their data center availability and security by evaluating the energy consumption, cooling capacity and other factors involved in data centers upgrading. The objective is to obtain an optimum in terms of occupied space, most efficient power consumption and most effective cooling in order to achieve a sustainable long term data center operation. The development and modernization explosive data centers as a result to the three major trends existent in the IT (Information Technology now: cloud computing, Internet of Things and Big Data [1, 9].

Active Learning versus Traditional Teaching

Directory of Open Access Journals (Sweden)

L.A. Azzalis

2009-05-01

Full Text Available In traditional teaching most of the class time is spent with the professor lecturing and the students watching and listening. The students work individually, and cooperation is discouraged. On the other hand,  active learning  changes the focus of activity from the teacher to the learners, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate during class;  moreover, students work in teams on problems and projects under conditions that assure positive interdependence and individual accountability. Although student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, the literature regarding the efficacy of various teaching methods is inconclusive. The purpose of this study was to compare the student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections  in Health Sciences´ courses by statistical data from Anhembi Morumbi University. Results indicated significant  difference between active  learning and traditional  teaching. Our conclusions were that strategies promoting  active  learning to  traditional lectures could increase knowledge and understanding.

Establishment of a Learning Management System

International Nuclear Information System (INIS)

Han, K. W.; Kim, Y. T.; Lee, E. J.; Min, B. J.

2006-01-01

A web-based learning management system (LMS) has been established to address the need of customized education and training of Nuclear Training Center (NTC) of KAERI. The LMS is designed to deal with various learning types (e.g. on-line, off-line and blended) and a practically comprehensive learning activity cycle (e.g. course preparation, registration, learning, and postlearning) as well as to be user-friendly. A test with an example course scenario on the established system has shown its satisfactory performance. This paper discusses details of the established webbased learning management system in terms of development approach and functions of the LMS

Learning from induced changes in opponent (re)actions in multi-agent games