WorldWideScience

Sample records for learning design guidelines

  1. Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design)

    NARCIS (Netherlands)

    Burgos, Daniel; Hummel, Hans; Tattersall, Colin; Brouns, Francis; Koper, Rob

    2007-01-01

    Burgos, D., Hummel, H. G. K., Tattersall, C., Brouns, F., & Koper, R. (2009). Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design). In L. Lockyer, S. Bennett, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design

  2. Design guidelines for self-assessment support for adult academic distance learning

    NARCIS (Netherlands)

    Menendez Blanco, Maria; Van der Veer, Gerrit; Benvenuti, Laura; Kirschner, Paul A.

    2011-01-01

    Menendez Blanco, M., Van der Veer, G., Benvenuti, L., & Kirschner, P. A. (2011). Design guidelines for self-assessment support for adult academic distance learning. In H-J Shalin (Ed.), Constructing self-discovery learning spaces online: scaffolding and decision making technologies (pp. 169-198).

  3. Designing algorithm visualization on mobile platform: The proposed guidelines

    Science.gov (United States)

    Supli, A. A.; Shiratuddin, N.

    2017-09-01

    This paper entails an ongoing study about the design guidelines of algorithm visualization (AV) on mobile platform, helping students learning data structures and algorithm (DSA) subject effectively. Our previous review indicated that design guidelines of AV on mobile platform are still few. Mostly, previous guidelines of AV are developed for AV on desktop and website platform. In fact, mobile learning has been proved to enhance engagement in learning circumstances, and thus effect student's performance. In addition, the researchers highly recommend including UI design and Interactivity in designing effective AV system. However, the discussions of these two aspects in previous AV design guidelines are not comprehensive. The UI design in this paper describes the arrangement of AV features in mobile environment, whereas interactivity is about the active learning strategy features based on learning experiences (how to engage learners). Thus, this study main objective is to propose design guidelines of AV on mobile platform (AVOMP) that entails comprehensively UI design and interactivity aspects. These guidelines are developed through content analysis and comparative analysis from various related studies. These guidelines are useful for AV designers to help them constructing AVOMP for various topics on DSA.

  4. Guidelines for Learning Stations.

    Science.gov (United States)

    Fehrle, Carl C.; Schulz, Jolene

    Guidelines for designing and planning learning stations for pupils at the elementary grade level include suggestions on how to develop a station that will be successful in meeting the learners' needs. Instructions for the use of tapes at a station and matching pupils with stations are given, as are guidelines on classroom arrangement and record…

  5. Designing Instructional Materials: Some Guidelines.

    Science.gov (United States)

    Burbank, Lucille; Pett, Dennis

    Guidelines for the design of instructional materials are outlined in this paper. The principles of design are presented in five major categories: (1) general design (structural appeal and personal appeal); (2) instructional design (attention, memory, concept learning, and attitude change); (3) visual design (media considerations, pictures, graphs…

  6. US Department of Energy natural phenomena design/evaluation guidelines/lessons learned

    International Nuclear Information System (INIS)

    Conrads, T.J.

    1991-08-01

    In the spring of 1988, DOE Order 6430.1A, General Design Criteria [1], was issued for use. This document references UCRL-15910, Design and Evaluation Guidelines for DOE Facilities Subjected to Natural Phenomena Hazards [2], which is to be used as the basis for the design and evaluation of new and existing facilities to natural phenomena loading. Rather than use the historical deterministic methods for computing structural and component loading from potential natural phenomena, UCRL-15910 incorporated the years of hazards studies conducted throughout the US Department of Energy complex into probabilistic-based methods. This paper describes the process used to incorporate US Department of Energy natural phenomena design guidelines into the Hanford Plant Standards -- Standard Design Criteria for Architectural and Civil Standards [3]. It also addresses the subsequent use of these criteria during structural assessments of facilities, systems, and components of various vintage in support of updating safety analysis reports. The paper includes comparison of results using these most recent probabilistic-based natural phenomena loading criteria to those obtained from previous assessments, and it addresses the lessons learned from the many structural evaluations of 1940--1960 vintage buildings

  7. Bridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments

    Directory of Open Access Journals (Sweden)

    Lisa D. Young

    2003-10-01

    Full Text Available Abstract. The design of computer-based learning environments has undergone a paradigm shift; moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments. The goal of the resulting computer-based learning environment design principles is to have students learn with technology, rather than from technology. This paper reviews the general constructivist theory that has guided the development of these environments, and offers suggestions for the adaptation of modest, generic guidelines, not mandated principles, that can be flexibly applied and allow for the expression of true constructivist ideals in online learning environments.

  8. Healthy eating design guidelines for school architecture.

    Science.gov (United States)

    Huang, Terry T-K; Sorensen, Dina; Davis, Steven; Frerichs, Leah; Brittin, Jeri; Celentano, Joseph; Callahan, Kelly; Trowbridge, Matthew J

    2013-01-01

    We developed a new tool, Healthy Eating Design Guidelines for School Architecture, to provide practitioners in architecture and public health with a practical set of spatially organized and theory-based strategies for making school environments more conducive to learning about and practicing healthy eating by optimizing physical resources and learning spaces. The design guidelines, developed through multidisciplinary collaboration, cover 10 domains of the school food environment (eg, cafeteria, kitchen, garden) and 5 core healthy eating design principles. A school redesign project in Dillwyn, Virginia, used the tool to improve the schools' ability to adopt a healthy nutrition curriculum and promote healthy eating. The new tool, now in a pilot version, is expected to evolve as its components are tested and evaluated through public health and design research.

  9. Web 2.0 systems supporting childhood chronic disease management: design guidelines based on information behaviour and social learning theories.

    Science.gov (United States)

    Ekberg, Joakim; Ericson, Leni; Timpka, Toomas; Eriksson, Henrik; Nordfeldt, Sam; Hanberger, Lena; Ludvigsson, Johnny

    2010-04-01

    Self-directed learning denotes that the individual is in command of what should be learned and why it is important. In this study, guidelines for the design of Web 2.0 systems for supporting diabetic adolescents' every day learning needs are examined in light of theories about information behaviour and social learning. A Web 2.0 system was developed to support a community of practice and social learning structures were created to support building of relations between members on several levels in the community. The features of the system included access to participation in the culture of diabetes management practice, entry to information about the community and about what needs to be learned to be a full practitioner or respected member in the community, and free sharing of information, narratives and experience-based knowledge. After integration with the key elements derived from theories of information behaviour, a preliminary design guideline document was formulated.

  10. Interoperability Guidelines for Lithuanian E-Learning Management Systems

    Directory of Open Access Journals (Sweden)

    Eugenijus Kurilovas

    2011-08-01

    Full Text Available Purpose – the paper aims to analyse e-learning content and repositories along with the problems of learning organisation interoperability. The main objective of the paper is to analyse scientific research results and the newest international experience in the area and to provide interoperability guidelines and recommendations for the implementation of appropriate Lithuanian state programmes. The learning content and repositories recommendations are designed for the implementation of the Lithuanian education portal project as well as Lithuanian Virtual University (LVU programme’s information services’ (LABT / eLABa and e-learning services’ (LieDM sub-programmes. The whole education institution recommendations are designed for the maintenance and development of LVU programme’s management services’ (LieMSIS system.Design/methodology/approach – methods used for the general analysis of proposed interoperability guidelines (reccomendations were bibliographic research and comparative analysis of Lithuanian and foreign scientific works published in periodicals and large-scale EU-funded interoperability projects deliverables. System analysis and comparative analysis methods were used in order to formulate and analyse systems’ interoperability guidelines and recommendations. The author employed the experimental research method while working in the appropriate EU-funded interoperability projects to form the guidelines (recommendations. In order to summarize the results, the evaluative research method was used..Findings – the international guidelines and recommendations presented in the paper could be suitable for implementation while developing Lithuanian state education information systems such as the Lithuanian education portal, the Lithuanian academic libraries’ (eLABa system, the Lithuanian distance learning system (LieDM, and the Lithuanian universities’ management system (LieMSIS.Research limitations/implications – the paper

  11. Interoperability Guidelines for Lithuanian E-Learning Management Systems

    Directory of Open Access Journals (Sweden)

    Eugenijus Kurilovas

    2013-08-01

    Full Text Available Purpose – the paper aims to analyse e-learning content and repositories along with the problems of learning organisation interoperability. The main objective of the paper is to analyse scientific research results and the newest international experience in the area and to provide interoperability guidelines and recommendations for the implementation of appropriate Lithuanian state programmes. The learning content and repositories recommendations are designed for the implementation of the Lithuanian education portal project as well as Lithuanian Virtual University (LVU programme’s information services’ (LABT / eLABa and e-learning services’ (LieDM sub-programmes. The whole education institution recommendations are designed for the maintenance and development of LVU programme’s management services’ (LieMSIS system.Design/methodology/approach – methods used for the general analysis of proposed interoperability guidelines (reccomendations were bibliographic research and comparative analysis of Lithuanian and foreign scientific works published in periodicals and large-scale EU-funded interoperability projects deliverables. System analysis and comparative analysis methods were used in order to formulate and analyse systems’ interoperability guidelines and recommendations. The author employed the experimental research method while working in the appropriate EU-funded interoperability projects to form the guidelines (recommendations. In order to summarize the results, the evaluative research method was used.Findings – the international guidelines and recommendations presented in the paper could be suitable for implementation while developing Lithuanian state education information systems such as the Lithuanian education portal, the Lithuanian academic libraries’ (eLABa system, the Lithuanian distance learning system (LieDM, and the Lithuanian universities’ management system (LieMSIS.Research limitations/implications – the paper

  12. Inclusive E-Learning - Towards an Integrated System Design.

    Science.gov (United States)

    Patzer, Yasmin; Pinkwart, Niels

    2017-01-01

    At first sight there seem to be issues combining technical accessibility guidelines and educational needs when designing inclusive E-Learning. Furthermore Universal Design for Learning seems to contradict individualization. In this paper we address both issues with an inclusive E-Learning design for the LAYA system, which targets disabled and non-disabled learners.

  13. The design guidelines of mobile augmented reality for tourism in Malaysia

    Science.gov (United States)

    Shukri, Saidatul A'isyah Ahmad; Arshad, Haslina; Abidin, Rimaniza Zainal

    2017-10-01

    Recent data shows that one in every five people in the world owns a Smartphone and spends most of their time on the phone using apps. Visitors prefer this type of portable, convenient, practical and simple technology when travelling, especially geo location-enabled applications such as the GPS. The aim of this paper is to develop design guidelines for Mobile Augmented Reality (MAR) for tourism. From the analysis of existing design guidelines of Mobile Augmented Reality (MAR) for tourism, an application design guidelines are proposed based on Human-computer interaction principle and usability design that would fulfils the user's requirement in a better way. Six design principles were examined in this analysis. The analysis identified eleven suggestions for design principles. These recommendations are offered towards designing principles and developing prototype app for tourist in Malaysia. This paper identifies design principles to reduce cognitive overhead of tourist, learn ability and suitable context for providing content whiles their travel in Malaysia.

  14. Universal Design for Learning: Guidelines for Accessible Online Instruction

    Science.gov (United States)

    Rogers-Shaw, Carol; Carr-Chellman, Davin J.; Choi, Jinhee

    2018-01-01

    Universal Design for Learning (UDL) is a framework for the teaching-learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners' needs more effectively. In…

  15. Design of Guidelines on the Learning Psychology in the Use of Facebook as a Medium for Teaching & Learning in Secondary School

    Science.gov (United States)

    Noh, Nurulrabihah Mat; Siraj, Saedah; Jamil, Mohd Ridhuan Mohd; Husin, Zaharah; Sapar, Ahmad Arifin

    2015-01-01

    Use of Facebook in education is an innovation that is very suitable for getting the benefits of ICT to improve the quality of learning in Malaysia. Although Facebook is much applied in the teaching and learning process, no guidelines exist in Malaysia as a reference for teachers to develop teaching and learning effectively with Facebook. This…

  16. Sustainable design guidelines to support the Washington State ferries terminal design manual : design guideline application and refinement.

    Science.gov (United States)

    2013-08-01

    The Sustainable Design Guidelines were developed in Phase I of this research program (WA-RD : 816.1). Here we are reporting on the Phase II effort that beta-tested the Phase I Guidelines on : example ferry terminal designs and refinements made ...

  17. Guidelines for Lifelong Education Management to Mobilize Learning Community

    Science.gov (United States)

    Charungkaittikul, Suwithida

    2018-01-01

    This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong…

  18. K-Basins design guidelines

    International Nuclear Information System (INIS)

    Roe, N.R.; Mills, W.C.

    1995-06-01

    The purpose of the design guidelines is to enable SNF and K Basin personnel to complete fuel and sludge removal, and basin water mitigation by providing engineering guidance for equipment design for the fuel basin, facility modifications (upgrades), remote tools, and new processes. It is not intended to be a purchase order reference for vendors. The document identifies materials, methods, and components that work at K Basins; it also Provides design input and a technical review process to facilitate project interfaces with operations in K Basins. This document is intended to compliment other engineering documentation used at K Basins and throughout the Spent Nuclear Fuel Project. Significant provisions, which are incorporated, include portions of the following: General Design Criteria (DOE 1989), Standard Engineering Practices (WHC-CM-6-1), Engineering Practices Guidelines (WHC 1994b), Hanford Plant Standards (DOE-RL 1989), Safety Analysis Manual (WHC-CM-4-46), and Radiological Design Guide (WHC 1994f). Documents (requirements) essential to the engineering design projects at K Basins are referenced in the guidelines

  19. 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.

  20. The virtual asthma guideline e-learning program: learning effectiveness and user satisfaction.

    Science.gov (United States)

    Kang, Sung-Yoon; Kim, Sae-Hoon; Kwon, Yong-Eun; Kim, Tae-Bum; Park, Hye-Kyung; Park, Heung-Woo; Chang, Yoon-Seok; Jee, Young-Koo; Moon, Hee-Bom; Min, Kyung-Up; Cho, Sang-Heon

    2018-05-01

    Effective educational tools are important for increasing adherence to asthma guidelines and clinical improvement of asthma patients. We developed a computer-based interactive education program for asthma guideline named the Virtual Learning Center for Asthma Management (VLCAM). We evaluated the usefulness of program in terms of its effects on user awareness of asthma guideline and level of satisfaction. Physicians-in-training at tertiary hospitals in Korea were enrolled in a cross-sectional questionnaire survey. The e-learning program on asthma guideline was conducted over a 2-week period. We investigated changes in the awareness of asthma guideline using 35-item self-administered questionnaire aiming at assessing physicians' knowledge, attitude, and practice. Satisfaction with the program was scored on 4-point Likert scales. A total of 158 physicians-in-training at six tertiary hospitals completed the survey. Compared with baseline, the overall awareness obtained from the scores of knowledge, attitude, and practice was improved significantly. Participants were satisfied with the VLCAM program in the following aspects: helpfulness, convenience, motivation, effectiveness, physicians' confidence, improvement of asthma management, and willingness to recommend. All items in user satisfaction questionnaires received high scores over 3 points. Moreover, the problem-based learning with a virtual patient received the highest user satisfaction among all parts of the program. Our computer-based e-learning program is useful for improving awareness of asthma management. It could improve adherence to asthma guidelines and enhance the quality of asthma care.

  1. Design Guidelines for Low Crested Structures

    DEFF Research Database (Denmark)

    Burcharth, H. F.; Lamberti, Alberto

    2004-01-01

    1998-2002. The Guidelines comprise engineering aspects related to morphological impact and structure stability, biological aspects related to ecological impact, and socio-economical aspects related to the implementation of LCS-schemes. The guidelines are limited to submerged and regularly overtopped......The paper presents an overview of the design guidelines for low crested structures (LCS's) to be applied in coastal protection schemes. The design guidelines are formulated as a part of the research project: Environmental Design of Low Crested Coastal Defence Structures (DELOS) within the EC 5FP...

  2. Teacher educators' design and implementation of group learning activities

    NARCIS (Netherlands)

    De Hei, Miranda S.A.; Sjoer, Ellen; Admiraal, Wilfried; Strijbos, J.W.

    2016-01-01

    Group Learning Activities (GLAs) are a key ingredient of course designs in higher education. Various approaches for designing GLAs have been developed, featuring different design components. However, this has not yet resulted in clear guidelines for teachers on how to design GLAs. The purpose of

  3. Developing Teachers’ Competences for Designing Inclusive Learning Experiences

    OpenAIRE

    Baldiris Navarro, Silvia Margarita; Zervas, Panagiotis; Fabregat Gesa, Ramon; Sampson, Demetrios G.

    2016-01-01

    Inclusive education, namely the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide. In order to address this issue, a widely used framework has been developed, namely the Universal Design for Learning (UDL), which aims to provide specific educational design guidelines to ensure accessibility of all learner types to the learning environment. On the other hand, nowadays teachers are provided with ample ...

  4. D 59 Design Guidelines

    DEFF Research Database (Denmark)

    Burcharth, Hans F.; Lamberti, Alberto

    The present guidelines are specifically dedicated to Low Crested Structures on attempt to provide methodological tools both for the engineering design of structures and for prediction of performance and environmental impacts. It is anticipated that the guidelines will provide valuable inputs to c...

  5. FDH radiological design review guidelines

    International Nuclear Information System (INIS)

    Millsap, W.J.

    1998-01-01

    These guidelines discuss in more detail the radiological design review process used by the Project Hanford Management Contractors as described in HNF-PRO-1622, Radiological Design Review Process. They are intended to supplement the procedure by providing background information on the design review process and providing a ready source of information to design reviewers. The guidelines are not intended to contain all the information in the procedure, but at points, in order to maintain continuity, they contain some of the same information

  6. FDH radiological design review guidelines

    Energy Technology Data Exchange (ETDEWEB)

    Millsap, W.J.

    1998-09-29

    These guidelines discuss in more detail the radiological design review process used by the Project Hanford Management Contractors as described in HNF-PRO-1622, Radiological Design Review Process. They are intended to supplement the procedure by providing background information on the design review process and providing a ready source of information to design reviewers. The guidelines are not intended to contain all the information in the procedure, but at points, in order to maintain continuity, they contain some of the same information.

  7. Symphony: A case study for exploring and describing design methods and guidelines for learner-centered design

    Science.gov (United States)

    Quintana, Christopher

    Learner-centered design is an evolving software design perspective addressing the needs of learners---a specific audience trying to work in and understand new work practices in which they have a novice or naive understanding. Learner-centered design involves designing software that incorporates work support features (or scaffolding features) informed by social constructivist learning theories. By adopting a constructivist "learning by doing" perspective, scaffolds should support learners so they can mindfully engage in previously inaccessible work activity, which in turn allows those learners to progressively gain a better understanding of the new work. While there is an intuitive notion of "learner-centered design", there is less specific design information for developing learner-centered software. As a result, learner-centered software results from "educated guesses" and ad-hoc design approaches rather than from systematic design methods. Thus there is a need for specific design guidance to facilitate the development of learner-centered tools that help learners see the tasks, terminology, tools, etc. in the new work context and engage in that work. The research in this dissertation provides a more specific base of learner-centered design descriptions, methods, and guidelines to analyze work practices and design and evaluate scaffolds. The research approach involves using the development of Symphony---a scaffolded integrated tool environment for high-school students learning the work of computational science inquiry---as a case study to develop the learner-centered design approach. Symphony incorporates a variety of science tools with process scaffolding to support students in performing complex air pollution investigations. Six ninth-grade students used Symphony to investigate air quality questions for several weeks in an environmental science class. The student testing helped assess the effectiveness of the software scaffolding and in turn, the learner

  8. Energy Design Guidelines for High Performance Schools: Hot and Humid Climates

    Energy Technology Data Exchange (ETDEWEB)

    2002-06-01

    School districts around the country are finding that the smart energy choices can help them save money and provide healthier, more effective learning environments. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs. These savings can be redirected to educational needs such as additional teachers, instructional materials, or new computers. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school. By incorporating these principles, you can create and exemplary building that is both energy and resource efficient.

  9. Energy Design Guidelines for High Performance Schools: Temperate and Humid Climates

    Energy Technology Data Exchange (ETDEWEB)

    2002-06-01

    School districts around the country are finding that the smart energy choices can help them save money and provide healthier, more effective learning environments. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs. These savings can be redirected to educational needs such as additional teachers, instructional materials, or new computers. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school. By incorporating these principles, you can create and exemplary building that is both energy and resource efficient.

  10. Energy Design Guidelines for High Performance Schools: Temperate and Mixed Climates

    Energy Technology Data Exchange (ETDEWEB)

    2002-06-01

    School districts around the country are finding that the smart energy choices can help them save money and provide healthier, more effective learning environments. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs. These savings can be redirected to educational needs such as additional teachers, instructional materials, or new computers. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school. By incorporating these principles, you can create and exemplary building that is both energy and resource efficient.

  11. Energy Design Guidelines for High Performance Schools: Cold and Humid Climates

    Energy Technology Data Exchange (ETDEWEB)

    2002-06-01

    School districts around the country are finding that the smart energy choices can help them save money and provide healthier, more effective learning environments. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs. These savings can be redirected to educational needs such as additional teachers, instructional materials, or new computers. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school. By incorporating these principles, you can create and exemplary building that is both energy and resource efficient.

  12. Energy Design Guidelines for High Performance Schools: Cool and Dry Climates

    Energy Technology Data Exchange (ETDEWEB)

    2002-06-01

    School districts around the country are finding that the smart energy choices can help them save money and provide healthier, more effective learning environments. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs. These savings can be redirected to educational needs such as additional teachers, instructional materials, or new computers. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school. By incorporating these principles, you can create and exemplary building that is both energy and resource efficient.

  13. Energy Design Guidelines for High Performance Schools: Hot and Dry Climates

    Energy Technology Data Exchange (ETDEWEB)

    2002-01-01

    School districts around the country are finding that smart energy choices can help them save money and provide healthier, more effective learning environments. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs. These savings can be redirected to educational needs such as additional teachers, instructional materials, or new computers. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school. By incorporating these principles, you can create an exemplary building that is both energy and resource efficient.

  14. Energy Design Guidelines for High Performance Schools: Cool and Humid Climates

    Energy Technology Data Exchange (ETDEWEB)

    2002-06-01

    School districts around the country are finding that the smart energy choices can help them save money and provide healthier, more effective learning environments. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs. These savings can be redirected to educational needs such as additional teachers, instructional materials, or new computers. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school. By incorporating these principles, you can create and exemplary building that is both energy and resource efficient.

  15. Demarcating Mobile Phone Interface Design Guidelines to Expedite Selection

    Directory of Open Access Journals (Sweden)

    Karen Vera Renaud

    2017-12-01

    Full Text Available Guidelines are recommended as a tool for informing user interface design. Despite a proliferation of guidelines in the research literature, there is little evidence of their use in industry, nor their influence in academic literature. In this paper, we explore the research literature related to mobile phone design guidelines to find out why this should be so. We commenced by carrying out a scoping literature review of the mobile phone design guideline literature to gain insight into the maturity of the field. The question we wanted to explore was: “Are researchers building on each others’ guidelines, or is the research field still in the foundational stage?” We discovered a poorly structured field, with many researchers proposing new guidelines, but little incremental refinement of extant guidelines. It also became clear that the current reporting of guidelines did not explicitly communicate their multi-dimensionality or deployment context. This leaves designers without a clear way of discriminating between guidelines, and could contribute to the lack of deployment we observed. We conducted a thematic analysis of papers identified by means of a systematic literature review to identify a set of dimensions of mobile phone interface design guidelines. The final dimensions provide a mechanism for differentiating guidelines and expediting choice.

  16. Physical Activity Design Guidelines for School Architecture.

    Science.gov (United States)

    Brittin, Jeri; Sorensen, Dina; Trowbridge, Matthew; Lee, Karen K; Breithecker, Dieter; Frerichs, Leah; Huang, Terry

    2015-01-01

    Increasing children's physical activity at school is a national focus in the U.S. to address childhood obesity. While research has demonstrated associations between aspects of school environments and students' physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment's impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. The tool bridges a translational gap between research and environmental design practice, and may contribute to setting new industry and education standards.

  17. Integrated Human Factors Design Guidelines for Sound Interface

    International Nuclear Information System (INIS)

    Lee, Jung Woon; Lee, Yong Hee; Oh, In Seok; Lee, Hyun Chul; Cha, Woo Chang

    2004-05-01

    Digital MMI, such as CRT, LCD etc., has been used increasingly in the design of main control room of the Korean standard nuclear power plants following the YGN units 3 and 4. The utilization of digital MMI may introduce various kind of sound interface into the control room design. In this project, for five top-level guideline items, including Sound Formats, Alarms, Sound Controls, Communications, and Environments, a total of 147 detail guidelines were developed and a database system for these guidelines was developed. The integrated human factors design guidelines for sound interface and the database system developed in this project will be useful for the design of sound interface of digital MMI in Korean NPPs

  18. Integrated Human Factors Design Guidelines for Sound Interface

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Jung Woon; Lee, Yong Hee; Oh, In Seok; Lee, Hyun Chul [KAERI, Daejeon (Korea, Republic of); Cha, Woo Chang [Kumoh National Univ. of Technology, Gumi (Korea, Republic of)

    2004-05-15

    Digital MMI, such as CRT, LCD etc., has been used increasingly in the design of main control room of the Korean standard nuclear power plants following the YGN units 3 and 4. The utilization of digital MMI may introduce various kind of sound interface into the control room design. In this project, for five top-level guideline items, including Sound Formats, Alarms, Sound Controls, Communications, and Environments, a total of 147 detail guidelines were developed and a database system for these guidelines was developed. The integrated human factors design guidelines for sound interface and the database system developed in this project will be useful for the design of sound interface of digital MMI in Korean NPPs.

  19. Physical Activity Design Guidelines for School Architecture.

    Directory of Open Access Journals (Sweden)

    Jeri Brittin

    Full Text Available Increasing children's physical activity at school is a national focus in the U.S. to address childhood obesity. While research has demonstrated associations between aspects of school environments and students' physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment's impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. The tool bridges a translational gap between research and environmental design practice, and may contribute to setting new industry and education standards.

  20. Energy Design Guidelines for High Performance Schools: Hot and Dry Climates (Revision)

    Energy Technology Data Exchange (ETDEWEB)

    2002-06-01

    School districts around the country are finding that the smart energy choices can help them save money and provide healthier, more effective learning environments. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs. These savings can be redirected to educational needs such as additional teachers, instructional materials, or new computers. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school. By incorporating these principles, you can create and exemplary building that is both energy and resource efficient.

  1. Advanced human-system interface design review guidelines

    International Nuclear Information System (INIS)

    O'Hara, J.M.

    1990-01-01

    Advanced, computer-based, human-system interface designs are emerging in nuclear power plant (NPP) control rooms. These developments may have significant implications for plant safety in that they will greatly affect the ways in which operators interact with systems. At present, however, the only guidance available to the US Nuclear Regulatory Commission (NRC) for the review of control room-operator interfaces, NUREG-0700, was written prior to these technological changes and is thus not designed to address them. The objective of the project reported in this paper is to develop an Advanced Control Room Design Review Guideline for use in performing human factors reviews of advanced operator interfaces. This guideline will be implemented, in part, as a portable, computer-based, interactive document for field use. The paper describes the overall guideline development methodology, the present status of the document, and the plans for further guideline testing and development. 21 refs., 3 figs

  2. E-Learning over Mobile Phone Technology: Best Practices and Guidelines

    Directory of Open Access Journals (Sweden)

    Ferial Khaddage

    2009-07-01

    Full Text Available Over the past decade, we have seen a large advancement in picture and sound quality that is now offered through mobile phones. Through this advancement we have now seen the development of mobile phones that have cameras that can take picture and videos. They can also play music, provide internet services, pay-per-view TV, radio, and even hi-res computer games are now becoming available to mobile phone users. With all these available services that are now offered through mobile phone, we now believe that those who provide E-learning materials can now provide their presentations that is clear and concise, but also make their materials fun and enjoyable so that it does not have the opposite effect of learning. In this brief paper, we covered some of the best practices and guidelines that course designers could use in guiding them to provide E-learning material over mobile phones.

  3. Implementation of seismic design and evaluation guidelines for the Department of Energy high-level waste storage tanks and appurtenances

    International Nuclear Information System (INIS)

    Conrads, T.J.

    1993-06-01

    In the fall of 1992, a draft of the Seismic Design and Evaluation Guidelines for the Department of Energy (DOE) High-level Waste Storage Tanks and Appurtenances was issued. The guidelines were prepared by the Tanks Seismic Experts Panel (TSEP) and this task was sponsored by DOE, Environmental Management. The TSEP is comprised of a number of consultants known for their knowledge of seismic ground motion and expertise in the analysis of structures, systems and components subjected to seismic loads. The development of these guidelines was managed by staff from Brookhaven National Laboratory, Engineering Research and Applications Division, Department of Nuclear Energy. This paper describes the process used to incorporate the Seismic Design and Evaluation Guidelines for the DOE High-Level Waste Storage Tanks and Appurtenances into the design criteria for the Multi-Function Waste Tank Project at the Hanford Site. This project will design and construct six new high-level waste tanks in the 200 Areas at the Hanford Site. This paper also discusses the vehicles used to ensure compliance to these guidelines throughout Title 1 and Title 2 design phases of the project as well as the strategy used to ensure consistent and cost-effective application of the guidelines by the structural analysts. The paper includes lessons learned and provides recommendations for other tank design projects which might employ the TSEP guidelines

  4. Implementation of seismic design and evaluation guidelines for the Department of Energy high-level waste storage tanks and appurtenances

    International Nuclear Information System (INIS)

    Conrads, T.J.

    1993-01-01

    In the fall of 1992, a draft of the Seismic Design and Evaluation Guidelines for the U.S. Department of Energy (DOE) High-level Waste Storage Tanks and Appurtenances was issued. The guidelines were prepared by the Tanks Seismic Experts Panel (TSEP) and this task was sponsored by DOE, Environmental Management. The TSEP comprises a number of consultants known for their understanding of seismic ground motion and expertise in the analysis of structures, systems and components subjected to seismic loads. The development of these guidelines was managed by staff from Brookhaven National Laboratory, Engineering Research and Applications Division, Department of Nuclear Energy. This paper describes the process used to incorporate the Seismic Design and Evaluation guidelines for the DOE High-Level Waste Storage Tanks and Appurtenances into the design criteria for the Multi-Function Waste Tank Project at the Hanford Site. This project will design and construct six new high-level waste tanks in the 200 Areas at the Hanford Site. This paper also discusses the vehicles used to ensure compliance to these guidelines throughout Title 1 and Title 2 design phases of the project as well as the strategy used to ensure consistent and cost-effective application of the guidelines by the structural analysts. The paper includes lessons learned and provides recommendations for other tank design projects that might employ the TSEP guidelines

  5. 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...

  6. A Guideline for Game Development-Based Learning: A Literature Review

    Directory of Open Access Journals (Sweden)

    Bian Wu

    2012-01-01

    Full Text Available This study aims at reviewing the published scientific literature on the topics of a game development-based learning (GDBL method using game development frameworks (GDFs with the perspective of (a summarizing a guideline for using GDBL in a curriculum, (b identifying relevant features of GDFs, and (c presenting a synthesis of impact factors with empirical evidence on the educational effectiveness of the GDBL method. After systematically going through the available literature on the topic, 34 relevant articles were selected for the final study. We analyzed the articles from three perspectives: (1 pedagogical context and teaching process, (2 selection of GDFs, and (3 evaluation of the GDBL method. The findings from the 34 articles suggest that GDFs have many potential benefits as an aid to teach computer science, software engineering, art design, and other fields and that such GDFs combined with the motivation from games can improve the students’ knowledge, skills, attitudes, and behaviors in contrast to the traditional classroom teaching. Furthermore, based on the results of the literature review, we extract a guideline of how to apply the GDBL method in education. The empirical evidence of current findings gives a positive overall picture and can provide a useful reference to educators, practitioners, and researchers in the area of game-based learning.

  7. Decreasing spatial disorientation in care-home settings: How psychology can guide the development of dementia friendly design guidelines.

    Science.gov (United States)

    O'Malley, Mary; Innes, Anthea; Wiener, Jan M

    2017-04-01

    Alzheimer's disease results in marked declines in navigation skills that are particularly pronounced in unfamiliar environments. However, many people with Alzheimer's disease eventually face the challenge of having to learn their way around unfamiliar environments when moving into assisted living or care-homes. People with Alzheimer's disease would have an easier transition moving to new residences if these larger, and often more institutional, environments were designed to compensate for decreasing orientation skills. However, few existing dementia friendly design guidelines specifically address orientation and wayfinding. Those that do are often based on custom, practice or intuition and not well integrated with psychological and neuroscientific knowledge or navigation research, therefore often remaining unspecific. This paper discusses current dementia friendly design guidelines, reports findings from psychological and neuropsychological experiments on navigation and evaluates their potential for informing design guidelines that decrease spatial disorientation for people with dementia.

  8. Towards design guidelines for work related learning arrangements

    NARCIS (Netherlands)

    J.H. Lappia

    2011-01-01

    Work related learning is a topic of considerable interest currently and can be broadly seen to be concerned with all forms of training and learning closely related to the daily work of employees. From the angle of higher education work related learning is an important development because parts of

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

    Directory of Open Access Journals (Sweden)

    Enrique Palou

    2012-04-01

    Full Text Available 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 developed. To date, the redesign of the undergraduate course entitled Introduction to Engineering Design has signicantly (p<0.05 increased student participation; formative assessment and feedback are more common and rapid; and instructors are utilizing the information gained through real-time formative assessments to tailor instruction to meet student needs. Particularly important have been opportunities to make student thinking visible and to give them chances to revise, as well as opportunities for "what if" thinking.

  10. Guidelines for control room design reviews

    International Nuclear Information System (INIS)

    1981-09-01

    The control room design review is part of a broad program being undertaken by the nuclear industry and the government to ensure consideration of human factors in nuclear power plant design and operation. The purpose of the control room design review described by these guidelines is to (1) review and evaluate the control room workspace, instrumentation, controls, and other equipment from a human factors engineering point of view that takes into account both system demands and operator capabilities; and (2) to identify, assess, and implement control room design modifications that correct inadequate or unsuitable items. The scope of the control room design review described by these guidelines covers the human engineering review of completed control rooms; i.e., operational control rooms or those at that stage of the licensing process where control room design and equipment selection are committed. These guidelines should also be of use during the design process for new control rooms. However, additional analyses to optimize the allocation of functions to man and machine, and further examination of advanced control system technology, are recommended for new control rooms. Guidelines and references for comprehensive system analyses designed to incorporate human factors considerations into the design and development of new control rooms are presented in Appendix B. Where possible, a generic approach to the control room design review process is encouraged; for example, when control room designs are replicated wholly or in part in two or more units. Even when designs are not replicated exactly, generic reviews which can be modified to account for specific differences in particular control rooms should be considered. Industry organizations and owners groups are encouraged to coordinate joint efforts and share data to develop generic approaches to the design review process. The control room design review should accomplish the following specific objectives. To determine

  11. Integration of educational methods and physical settings: design guidelines for High/Scope methodology in pre-schools

    Directory of Open Access Journals (Sweden)

    Shirin Izadpanah

    2014-06-01

    Full Text Available Quality design and appropriate space organization in preschool settings can support preschool children's educational activities. Although the relationship between the well-being and development of children and physical settings has been emphasized by many early childhood researchers, there is still a need for theoretical design guidelines that are geared towards the improvement of this issue. This research focuses on High/Scope education and aims to shape a theoretical guideline that raises teachers' awareness about the potential of learning spaces and guides them to improve the quality of the physical spaces. To create a theoretical framework, reliable sources are investigated in the light of High/Scope education and the requirements of pre-school children educational spaces. Physical space characteristics, the preschool child's requirements and High/Scope methodology identified design inputs, design considerations and recommendations that shape the final guideline for spatial arrangement in a High/Scope setting are integrated. Discussions and suggestions in this research benefit both designers and High/ Scope teaching staff. Results help High/Scope teaching staff increase the quality of a space in an educational setting without having an architectural background. The theoretical framework of the research allows designers to consider key features and users' possible activities in High/ Scope settings and shape their designs accordingly.

  12. Virtual Chemical Engineering: Guidelines for E-Learning in Engineering Education

    Directory of Open Access Journals (Sweden)

    Damian Schofield

    2010-11-01

    Full Text Available Advanced three-dimensional virtual environment technology, similar to that used by the film and computer games industry can allow educational developers to rapidly create realistic three-dimensional, virtual environments. This technology has been used to generate a range of interactive learning environments across a broad spectrum of industries.The paper will discuss the implementation of these systems and extrapolate the lessons learnt into general guidelines to be considered for the development of a range of educational learning resources. These guidelines will then be discussed in the context of the development of ViRILE (Virtual Reality Interactive Learning Environment, software which simulates the configuration and operation of a polymerisation plant. This software package has been developed for use by undergraduate chemical engineers at the University of Nottingham.

  13. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...... for the theory have focussed specifically on learning designs that constitute students as learning designers of digital productions (both multimodal and coded productions). This includes learning designs that contribute to students’ empowerment, involvement and autonomy within the teacher-designed frameworks...

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

    Science.gov (United States)

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

    2014-08-20

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

  15. Digital Skill Training Research: Preliminary Guidelines for Distributed Learning

    National Research Council Canada - National Science Library

    Childs, Jerry

    2001-01-01

    This task was aimed at the development of guidelines for distributed learning (DL). A matrix was generated to evaluate the effectiveness of various DL media for training representative knowledge/skill types...

  16. Engineering design guidelines for nuclear criticality safety

    International Nuclear Information System (INIS)

    Waltz, W.R.

    1988-08-01

    This document provides general engineering design guidelines specific to nuclear criticality safety for a facility where the potential for a criticality accident exists. The guide is applicable to the design of new SRP/SRL facilities and to major modifications Of existing facilities. The document is intended an: A guide for persons actively engaged in the design process. A resource document for persons charged with design review for adequacy relative to criticality safety. A resource document for facility operating personnel. The guide defines six basic criticality safety design objectives and provides information to assist in accomplishing each objective. The guide in intended to supplement the design requirements relating to criticality safety contained in applicable Department of Energy (DOE) documents. The scope of the guide is limited to engineering design guidelines associated with criticality safety and does not include other areas of the design process, such as: criticality safety analytical methods and modeling, nor requirements for control of the design process

  17. Design guidelines for mini-roundabouts

    CSIR Research Space (South Africa)

    Emslie, I

    1997-03-01

    Full Text Available Guidelines for Traffic Calming. Concepts and principles relating to the use of mini-roundabouts as a form of intersection control and in the traffic calming context are discussed. Warrants for the implementation of mini-roundabouts and design standards...

  18. The Impact of E-Learning on Adherence to Guidelines for Acute Gastroenteritis: A Single-Arm Intervention Study

    Science.gov (United States)

    Nicastro, Emanuele; Lo Vecchio, Andrea; Liguoro, Ilaria; Chmielewska, Anna; De Bruyn, Caroline; Dolinsek, Jernej; Doroshina, Elena; Fessatou, Smaragdi; Pop, Tudor Lucian; Prell, Christine; Tabbers, Merit Monique; Tavares, Marta; Urenden-Elicin, Pinar; Bruzzese, Dario; Zakharova, Irina; Sandhu, Bhupinder; Guarino, Alfredo

    2015-01-01

    Objective E-learning is a candidate tool for clinical practice guidelines (CPG) implementation due to its versatility, universal access and low costs. We aimed to assess the impact of a five-module e-learning course about CPG for acute gastroenteritis (AGE) on physicians’ knowledge and clinical practice. Study design This work was conceived as a pre/post single-arm intervention study. Physicians from 11 European countries registered for the online course. Personal data, pre- and post-course questionnaires and clinical data about 3 to 5 children with AGE managed by each physician before and after the course were collected. Primary outcome measures included the proportion of participants fully adherent to CPG and number of patients managed with full adherence. Results Among the 149 physicians who signed up for the e-learning course, 59 took the course and reported on their case management of 519 children E-learning is effective in increasing knowledge and improving clinical practice in paediatric AGE and is an effective tool for implementing clinical practice guidelines. PMID:26148301

  19. Guidelines for preparing IAEA design information questionnaires

    International Nuclear Information System (INIS)

    Swartz, J.M.; Bieber, A.M.

    1980-01-01

    The format of the IAEA Design Information Questionnaires and the SAI prepared guidelines for completing them, is described. The guidelines should assist facility operators in meeting the time constraints set forth in the Subsidiary Arrangements by effectively supplying the information needed by the IAEA and in minimizing resource allocations to the preparation effort. 8 refs

  20. Technical guidelines for aseismic design of nuclear power plants

    International Nuclear Information System (INIS)

    Park, Y.J.; Hofmayer, C.H.

    1994-06-01

    This document is a translation, in its entirety, of the Japan Electric Association (JEA) publication entitled open-quotes Technical Guidelines for Aseismic Design of Nuclear Power Plants - JEAG 4601-1987.close quotes This guideline describes in detail the aseismic design techniques used in Japan for nuclear power plants. It contains chapters dealing with: (a)the selection of earthquake ground motions for a site, (b) the investigation of foundation and bedrock conditions, (c) the evaluation of ground stability and the effects of ground movement on buried piping and structures, (d) the analysis and design of structures, and (e) the analysis and design of equipment and distribution systems (piping, electrical raceways, instrumentation, tubing and HVAC duct). The guideline also includes appendices which summarize data, information and references related to aseismic design technology

  1. Efficient Learning Design

    DEFF Research Database (Denmark)

    Godsk, Mikkel

    This paper presents the current approach to implementing educational technology with learning design at the Faculty of Science and Technology, Aarhus University, by introducing the concept of ‘efficient learning design’. The underlying hypothesis is that implementing learning design is more than...... engaging educators in the design process and developing teaching and learning, it is a shift in educational practice that potentially requires a stakeholder analysis and ultimately a business model for the deployment. What is most important is to balance the institutional, educator, and student...... perspectives and to consider all these in conjunction in order to obtain a sustainable, efficient learning design. The approach to deploying learning design in terms of the concept of efficient learning design, the catalyst for educational development, i.e. the learning design model and how it is being used...

  2. Designing Applications for Physics Learning: Facilitating High School Students' Conceptual Understanding by Using Tablet PCs

    Science.gov (United States)

    Wang, June-Yi; Wu, Hsin-Kai; Chien, Sung-Pei; Hwang, Fu-Kwun; Hsu, Ying-Shao

    2015-01-01

    So far relatively little research in education has explored the pedagogical and learning potentials of applications (Apps) on tablet PCs (TPCs). Drawing upon research on learning technologies and taking an embodied perspective, this study first identified educational functionalities of TPCs and generated guidelines to design educational Apps for…

  3. A Comparison of Interactive Multimedia Instruction Designs Addressing Soldiers Learning Needs

    Science.gov (United States)

    2016-03-01

    animations, and if learners need such cues to support their learning (de Koning et al., 2009). If cues are overused, learners’ attention can be divided...J. P., Paas, F. (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational...information (i.e., contextual content) than familiarization. This design strategy was selected on the basis of discussion with MCoE DOTD, who expressed a

  4. Advanced control room design review guidelines: Integration of the NUREG-0700 guidelines and development of new human-system interface guidelines

    Energy Technology Data Exchange (ETDEWEB)

    Carter, R.J.

    1997-07-01

    This report documents the work conducted in four tasks of the Nuclear Regulatory Commission (NRC) project entitled Review Criteria for Human Factors Aspects of Advanced Controls and Instrumentation. The purpose of the first task was to integrate the applicable sections of NUREG-0700 into the advanced control room design review (ACRDR) guidelines to ensure that all applicable guidelines are together in one document and conveniently accessible to users. The primary objective of the second task was to formulate a strategy for the development of new ACRDR guidelines that have not otherwise been identified. The main focus of the third task was to modify the individual ACRDR guidelines generated to date to ensure that they are suitable for the intended nuclear power plant (NPP) control station system application. The goal of the fourth task was to develop human factors guidelines for two human-system interface categories that are missing from the current ACRDR guidelines document. During the first task those areas in NUREG-0700 that are not addressed by the ACRDR guidelines document were identified, the areas were subsequently reviewed against six recent industry human factors engineering review guidelines, and the NUREG-0700 guidelines were updated as necessary. In the second task 13 general categories of human-system interface guidelines that are either missing from or not adequately addressed by the ACRDR document were discovered. An approach was derived for the development of new ACRDR guidelines, a preliminary assessment of the available sources that may be useful in the creation of new guidelines and their applicability to the identified human-system interface categories was performed, and an estimate was made of the amount of time and level of effort required to complete the development of needed new ACRDR guidelines. During the third task those NPP control station systems to which the NUREG-0700 and ACRDR guidelines apply were identified, matrices of such

  5. Advanced control room design review guidelines: Integration of the NUREG-0700 guidelines and development of new human-system interface guidelines

    International Nuclear Information System (INIS)

    Carter, R.J.

    1997-07-01

    This report documents the work conducted in four tasks of the Nuclear Regulatory Commission (NRC) project entitled Review Criteria for Human Factors Aspects of Advanced Controls and Instrumentation. The purpose of the first task was to integrate the applicable sections of NUREG-0700 into the advanced control room design review (ACRDR) guidelines to ensure that all applicable guidelines are together in one document and conveniently accessible to users. The primary objective of the second task was to formulate a strategy for the development of new ACRDR guidelines that have not otherwise been identified. The main focus of the third task was to modify the individual ACRDR guidelines generated to date to ensure that they are suitable for the intended nuclear power plant (NPP) control station system application. The goal of the fourth task was to develop human factors guidelines for two human-system interface categories that are missing from the current ACRDR guidelines document. During the first task those areas in NUREG-0700 that are not addressed by the ACRDR guidelines document were identified, the areas were subsequently reviewed against six recent industry human factors engineering review guidelines, and the NUREG-0700 guidelines were updated as necessary. In the second task 13 general categories of human-system interface guidelines that are either missing from or not adequately addressed by the ACRDR document were discovered. An approach was derived for the development of new ACRDR guidelines, a preliminary assessment of the available sources that may be useful in the creation of new guidelines and their applicability to the identified human-system interface categories was performed, and an estimate was made of the amount of time and level of effort required to complete the development of needed new ACRDR guidelines. During the third task those NPP control station systems to which the NUREG-0700 and ACRDR guidelines apply were identified, matrices of such

  6. Seismic isolation design guidelines for KALIMER(Revision A)

    International Nuclear Information System (INIS)

    Yoo, B; Koo, Gyeong Hoi; Lee, J. H.

    2000-04-01

    The main purpose of this report is to develop the seismic isolation design guideline for KALIMER(Korea Advanced LIquid MEtal Reactor). The proposed design rules(revision A) are only applicable to the seismic isolation design with using the high damping laminated rubber bearings. When using other seismic isolation devices and applying to 3-dimensional isolation, the proposed guidelines shall be modified and added with proper research data. The rules described in this report are based on the research results performed up to now but needed to be upgraded and verified with more detail research works for the future

  7. The Use of a Well-Designed Instructional Guideline in Online MBA Teaching

    Science.gov (United States)

    Duesing, Robert J.; Ling, Juan; Yang, Jiaqin

    2016-01-01

    This study investigated the positive impact of a teaching practice on student learning outcomes in an online MBA program. An instructional project guideline was developed to help online students enhance their achieving required learning objectives corresponding to five categories of Bloom's Taxonomy. The course learning objectives are based on…

  8. Development of guidelines for inelastic analysis in design of fast reactor components

    International Nuclear Information System (INIS)

    Nakamura, Kyotada; Kasahara, Naoto; Morishita, Masaki; Shibamoto, Hiroshi; Inoue, Kazuhiko; Nakayama, Yasunari

    2008-01-01

    The interim guidelines for the application of inelastic analysis to design of fast reactor components were developed. These guidelines are referred from 'Elevated Temperature Structural Design Guide for Commercialized Fast Reactor (FDS)'. The basic policies of the guidelines are more rational predictions compared with elastic analysis approach and a guarantee of conservative results for design conditions. The guidelines recommend two kinds of constitutive equations to estimate strains conservatively. They also provide the methods for modeling load histories and estimating fatigue and creep damage based on the results of inelastic analysis. The guidelines were applied to typical design examples and their results were summarized as exemplars to support users

  9. Design guidelines for teaching about design guidelines for educational WWW-sites

    NARCIS (Netherlands)

    Collis, Betty; Winnips, Koos; Ottmann, Thomas; Tomek, Ivan

    1998-01-01

    This paper describes how the authors use a mixture of World Wide Web (WWW)-based functionalities and new didactics to teach educational technology students at the University of Twente (Netherlands) about the design of WWW-based learning environments. Topics discussed include: (1) the content of

  10. Learning Design Development for Blended Learning

    DEFF Research Database (Denmark)

    Hansen, Janne Saltoft

    Learning design development for blended learning We started implementing Blackboard at Aarhus University in 2013. At the Health Faculty Blackboard replaced AULA which was a LMS with functionality for file distribution and only a vague focus on learning tools. Most teachers therefore had...... no experiences with blended leaning and technology supported out-of-class activities. At the pedagogical unit at the Health faculty we wanted to follow the Blackboard implementation with pedagogical tools for learning design to evolve the pedagogical use of the system. We needed to make development of blended...... learning courses easier for the teachers and also ensure quality in the courses. This poster describes the process from development of the learning design to implementation of the learning design at the faculty: 1. How to place demands on a learning design-model and how to develop and use such a model. 2...

  11. Human-system interface design review guideline -- Process and guidelines: Final report. Revision 1, Volume 1

    International Nuclear Information System (INIS)

    1996-06-01

    NUREG-0700, Revision 1, provides human factors engineering (HFE) guidance to the US Nuclear Regulatory Commission staff for its: (1) review of the human system interface (HSI) design submittals prepared by licensees or applications for a license or design certification of commercial nuclear power plants, and (2) performance of HSI reviews that could be undertaken as part of an inspection or other type of regulatory review involving HSI design or incidents involving human performance. The guidance consists of a review process and HFE guidelines. The document describes those aspects of the HSI design review process that are important to the identification and resolution of human engineering discrepancies that could adversely affect plant safety. Guidance is provided that could be used by the staff to review an applicant's HSI design review process or to guide the development of an HSI design review plan, e.g., as part of an inspection activity. The document also provides detailed HFE guidelines for the assessment of HSI design implementations. NUREG-0700, Revision 1, consists of three stand-alone volumes. Volume 1 consists of two major parts. Part 1 describes those aspects of the review process of the HSI design that are important to identifying and resolving human engineering discrepancies. Part 2 contains detailed guidelines for a human factors engineering review which identify criteria for assessing the implementation of an applicant's or licensee's HSI design

  12. A study on design guidelines for the icons used in nuclear power plants

    International Nuclear Information System (INIS)

    Lee, Jung Woon; Lee, Yong Hee; Oh, In Seok; Lee, Hyun Chul; Lee, Dhong Ha

    2004-05-01

    In this project, advantages and disadvantages of icons on electronic displays were analyzed, and design procedures, design evaluation principles, and design guidelines for icons on electronic displays were developed. In addition, as design guidelines for special effects applicable to icons on electronic displays, guidelines for color coding, flashing, and 3-dimensional effects were developed. A questionnaire survey was performed to investigate how NPP operators consider methods representing icons on electronic displays (such as colors, dynamic effects, and 3-dimensional effects) compared to methods representing icons by using outlines in the P and ID drawings. NPP operators' preference of the icons designed in accordance with icon design guidelines to the icons without considering the guidelines was also investigated

  13. Design Guidelines for the Development of Virtual Reality and Augmented Reality Training Systems for Maintenance and Assembly Tasks

    Directory of Open Access Journals (Sweden)

    Tecchia Franco

    2011-12-01

    Full Text Available The current work describes design guidelines for the development of Virtual Reality (VR and Augmented Reality (AR platforms to train technicians on maintenance and assembly tasks of industrial machineries. The main skill involved in this kind of tasks is the procedural skill. Based on past literature and studies conducted within the SKILLS project, several main design guidelines were formulated. First, observational learning integrated properly within the training protocol increases training efficiency. Second, training protocols combining physical and cognitive fidelity enhances procedural skills acquisition. Third, guidance aids should be provided in a proper and controlled way. And last, enriched information about the task helps trainees to develop a useful mental model of the task. These recommendations were implemented in both VR and AR training platforms.

  14. Applying established guidelines to team-based learning programs in medical schools: a systematic review.

    Science.gov (United States)

    Burgess, Annette W; McGregor, Deborah M; Mellis, Craig M

    2014-04-01

    Team-based learning (TBL), a structured form of small-group learning, has gained popularity in medical education in recent years. A growing number of medical schools have adopted TBL in a variety of combinations and permutations across a diversity of settings, learners, and content areas. The authors conducted this systematic review to establish the extent, design, and practice of TBL programs within medical schools to inform curriculum planners and education designers. The authors searched the MEDLINE, PubMed, Web of Knowledge, and ERIC databases for articles on TBL in undergraduate medical education published between 2002 and 2012. They selected and reviewed articles that included original research on TBL programs and assessed the articles according to the seven core TBL design elements (team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the four S's [significant problem, same problem, specific choice, and simultaneous reporting], incentive structure, and peer review) described in established guidelines. The authors identified 20 articles that satisfied the inclusion criteria. They found significant variability across the articles in terms of the application of the seven core design elements and the depth with which they were described. The majority of the articles, however, reported that TBL provided a positive learning experience for students. In the future, faculty should adhere to a standardized TBL framework to better understand the impact and relative merits of each feature of their program.

  15. Building Accessible Educational Web Sites: The Law, Standards, Guidelines, Tools, and Lessons Learned

    Science.gov (United States)

    Liu, Ye; Palmer, Bart; Recker, Mimi

    2004-01-01

    Professional education is increasingly facing accessibility challenges with the emergence of webbased learning. This paper summarizes related U.S. legislation, standards, guidelines, and validation tools to make web-based learning accessible for all potential learners. We also present lessons learned during the implementation of web accessibility…

  16. Development of human factors design review guidelines

    International Nuclear Information System (INIS)

    Lee, Jung Woon; Oh, In Suk; Suh, Sang Moon; Lee, Hyun Chul

    1997-10-01

    The Objective of this study is to develop human factors engineering program review guidelines and alarm system review guidelines in order to resolve the two major technical issues: '25, Human factors engineering program review model' and '26, Review criteria for human actors aspects of advanced controls and instrumentation', which are related to the development of human factors safety regulation guides be ing performed by KINS. For the development of human factors program review guidelines, we made a Korean version of NUREG-0711 and added our comments by considering Korean regulatory situation and reviewing the reference documents of NUREG-0711. We also computerized the Korean version of NUREG-0711, additional comments, and selected portion of the reference documents for the developer of safety regulation guides in KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system review guidelines, we made a Korean version of NUREG/CR-6105, which was published by NRC in 1994 as a guideline document for the human factors review of alarm systems. Then we well update the guidelines by reviewing the literature related to alarm design published after 1994

  17. Development of human factors design review guidelines

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Jung Woon; Oh, In Suk; Suh, Sang Moon; Lee, Hyun Chul [Korea Atomic Energy Research Institute, Taejon (Korea)

    1997-10-01

    The objective of this study is to develop human factors engineering program review guidelines and alarm system review guidelines in order to resolve the two major technical issues: 25. Human Factors Engineering Program Review Model and 26. Review Criteria for Human Factors Aspects of Advanced Controls and Instrumentation, which are related to the development of human factors safety regulation guides being performed by KINS. For the development of human factors program review guidelines, we made a Korean version of NUREG-0711 and added our comments by considering Korean regulatory situation and reviewing the reference documents of NUREG-0711. We also computerized the Korean version of NUREG-0711, additional comments, and selected portion of the reference documents for the developer of safety regulation guides in KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system review guidelines, we made a Korean version of NUREG/CR-6105, which was published by NRC in 1994 as a guideline document for the human factors review of alarm systems. Then we will update the guidelines by reviewing the literature related to alarm design published after 1994. (author). 12 refs., 5 figs., 2 tabs.

  18. How Student Game Designers Design Learning into Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2017-01-01

    This investigation examined how to support students in creating learning designs for specific learning goals in analogue and digital games as a means of learning. The study also explored the learning trajectories that emerged in the digital games created by the student learning-game designers....... The DBR study was developed through three iterations over two years, involving teachers and students in co-design processes. Together with the teachers, an overall learning design supported the learning process for students by inviting them to be their own learning designers as they designed digital...... learning games for specific learning goals in cross-disciplinary subject matters. The findings were that the students succeeded in developing and implementing specific learning goals in their games. The students also developed learning trajectories through the games by designing various learning...

  19. Energy Design Guidelines for High Performance Schools: Tropical Island Climates

    Energy Technology Data Exchange (ETDEWEB)

    2004-11-01

    The Energy Design Guidelines for High Performance Schools--Tropical Island Climates provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school in tropical island climates. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs.

  20. Liberating Learning Object Design from the Learning Style of Student Instructional Designers

    Science.gov (United States)

    Akpinar, Yavuz

    2007-01-01

    Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument…

  1. Screen Design Guidelines for Motivation in Interactive Multimedia Instruction: A Survey and Framework for Designers.

    Science.gov (United States)

    Lee, Sung Heum; Boling, Elizabeth

    1999-01-01

    Identifies guidelines from the literature relating to screen design and design of interactive instructional materials. Describes two types of guidelines--those aimed at enhancing motivation and those aimed at preventing loss of motivation--for typography, graphics, color, and animation and audio. Proposes a framework for considering motivation in…

  2. Designing Websites for Learning and Enjoyment: A study of museum experiences

    Directory of Open Access Journals (Sweden)

    Aleck C. H. Lin

    2006-12-01

    Full Text Available This study reports on an exploratory research study that examined the design of websites that encourage both learning and enjoyment. This study examines museum websites that offer educational materials. As part of their mission, most museums provide the general public with educational materials for study and enjoyment. Many museums use the Internet in support of their mission. Museum websites offer excellent opportunity to study learning environments designed for enjoyment. Computer-supported learning of various types has been studied over the years, including computer-aided learning, computer-aided instruction, computer-managed learning, and more recently, learning via the Internet. Some relevant work appears in the literature on pleasure; however, the concept of online learning for enjoyment – specifically when learning is not part of a formal instructional undertaking – has not been well studied and thus is not well understood. This study seeks to redress this gap in the literature, specifically ‘learning for enjoyment,’ by reporting on a number of semi-structured in-depth interviews with museum and educational experts in Taiwan. Our study identified a number of characteristics required of online learning websites, and we conclude some suggested guidelines for developing an online learning website for enjoyment.

  3. Human-system interface design review guideline -- Process and guidelines: Final report. Revision 1, Volume 1

    Energy Technology Data Exchange (ETDEWEB)

    None

    1996-06-01

    NUREG-0700, Revision 1, provides human factors engineering (HFE) guidance to the US Nuclear Regulatory Commission staff for its: (1) review of the human system interface (HSI) design submittals prepared by licensees or applications for a license or design certification of commercial nuclear power plants, and (2) performance of HSI reviews that could be undertaken as part of an inspection or other type of regulatory review involving HSI design or incidents involving human performance. The guidance consists of a review process and HFE guidelines. The document describes those aspects of the HSI design review process that are important to the identification and resolution of human engineering discrepancies that could adversely affect plant safety. Guidance is provided that could be used by the staff to review an applicant`s HSI design review process or to guide the development of an HSI design review plan, e.g., as part of an inspection activity. The document also provides detailed HFE guidelines for the assessment of HSI design implementations. NUREG-0700, Revision 1, consists of three stand-alone volumes. Volume 1 consists of two major parts. Part 1 describes those aspects of the review process of the HSI design that are important to identifying and resolving human engineering discrepancies. Part 2 contains detailed guidelines for a human factors engineering review which identify criteria for assessing the implementation of an applicant`s or licensee`s HSI design.

  4. Design Guidelines for New Generation Network Architecture

    Science.gov (United States)

    Harai, Hiroaki; Fujikawa, Kenji; Kafle, Ved P.; Miyazawa, Takaya; Murata, Masayuki; Ohnishi, Masaaki; Ohta, Masataka; Umezawa, Takeshi

    Limitations are found in the recent Internet because a lot of functions and protocols are patched to the original suite of layered protocols without considering global optimization. This reveals that end-to-end argument in the original Internet was neither sufficient for the current societal network and nor for a sustainable network of the future. In this position paper, we present design guidelines for a future network, which we call the New Generation Network, which provides the inclusion of diverse human requirements, reliable connection between the real-world and virtual network space, and promotion of social potentiality for human emergence. The guidelines consist of the crystal synthesis, the reality connection, and the sustainable & evolutional guidelines.

  5. Developing Inclusive Teaching and Learning Through the Principles of Universal Design.

    Science.gov (United States)

    Knarlag, Kjetil; Olaussen, Elinor

    2016-01-01

    For decades, the term reasonable accommodations has been the lead strategy and praxis in addressing diversity and disabilities in Higher Education. Universal Design for Learning (UDL) is a well-known theory and a practical approach which challenges these traditions in order to improve inclusive teaching and learning in the American school system. A European funded project, UDLL, has transferred these theories to a European context, and developed best practice guidelines for key stakeholders in European Higher Education Institutions. This universal approach challenges established traditions, methods and mindsets in addressing the diverse student population.

  6. Guidelines for the design and operation of makeup water treatment systems

    International Nuclear Information System (INIS)

    Lee, Y.H.; Planek, M.A.; Sopocy, D.M.; Tomaga, C.M.; Abrams, I.M.; Anderson, C.C.; Balazs, M.K.; Houskava, J.; Williams, R.

    1989-06-01

    These guidelines present the industry with a standardized program to ensure the optimum design and operation of their individual makeup water treatment systems. These guidelines present, in a non-technical and non-proprietary format, the makeup water treatment system design and operating topics that are discussed in detail in Volumes 1 and 2 of NP-6377-SL. The individual guidelines contained in Volumes 1 and 2 are presented as separate imperative statements, followed by a technical justification discussion, which provides further explanations. In addition and when applicable, the guidelines relate pertinent operational in regard to monitoring parameters for operation, alternative actions, troubleshooting, management responsibilities and shutdown practices. Design considerations are also addressed, when applicable, in regard to equipment cost and advantages and disadvantages for the design recommendations. Appendices provide background information for performance criteria, component description, economic evaluation procedures and definitions. 4 refs

  7. Persuasive Designs for Learning - Learning in Persuasive Design

    DEFF Research Database (Denmark)

    Hansen, Sandra Burri Gram

    and evaluate persuasive learning designs for energy and environment education. Through an exploratory mixed methods approach, I extend my understanding of persuasive design and strive to establish its claim in relation to other more established research areas. I contribute to the field by arguing towards......In this dissertation, the potential of applying persuasive design principles to the development of learning designs in complex organizations is explored, analysed and developed. My research is conducted in collaboration with the Danish Ministry of Defence and the Danish army, where I design, test...... the potential of constructive ethics applied in practice, and with initial steps towards a methodological framework for persuasive design, which bridges between system-oriented and user-centred approaches to design....

  8. DOE (Department of Energy) natural phenomena guidelines flood design and evaluation

    International Nuclear Information System (INIS)

    McCann, M.W.; Savy, J.B.

    1989-01-01

    Design and evaluation guidelines for DOE (Department of Energy) facilities subjected to earthquake, wind/tornado, and flood have been developed and presented in UCRL-15910 (Ref.1). This paper summarizes Chapter 6 of UCRL-15910 describing the philosophy and procedures for the design or evaluation of facilities for flood. The flood design and evaluation guidelines seek to ensure that DOE facilities satisfy the performance goals described in UCRL-15910. The guidelines are applicable to new and existing construction; however, in the evaluation of existing facilities, fewer design options may be available to satisfy the performance goals. Evaluation of the flood design for a facility consists of: (1) defining the design basis flood (DBFL), (2) evaluating site conditions (e.g., facility location, location of openings and doorways), and (3) assessing flood design strategies (e.g., build above DBFL levels, harden the site)

  9. Selection of low-risk design guidelines for energetic events

    International Nuclear Information System (INIS)

    Ferguson, D.; Marchaterre, J.; Graham, J.

    1982-01-01

    This paper recommends the establishment of specific design guidelines for protection against potential, but low-probability, energetic events. These guidelines recognize the plant protective features incorporated to prevent such events, as well as the inherent capability of the plant to accommodate a certain level of energy release. Further, their application is recommended within the context of necessary standardized and agreed-upon acceptance criteria which are less restrictive than ASME code requirements. The paper provides the background upon which the selection of the design is made, including the characterization of energetic events dependent on various core-design parameters, and including the necessity of a low-risk design balanced between prevention of accidents and the mitigation of consequences

  10. Learning by watching Vernacular Iñupiaq-Inuit design learning as inspiration for design education

    Directory of Open Access Journals (Sweden)

    Janne Beate Reitan

    2014-12-01

    Full Text Available In this article, I explore a single case of vernacular clothing design — the practice and learning of design for contemporary Iñupiaq-Inuit clothing made by women from Kaktovik in Northern Alaska — and I hope to contribute to a better understanding of design practice and learning in general. Design research has many unexplored areas, and one of these omissions is vernacular design, or folk design. In my opinion, professional and academic design may well have something to learn from vernacular design, although this research is about vernacular learning and about what, why and how the‘making’ discipline of clothing design is learned. This study was based on observations of and interviews with seamstresses and research-by-design, which includes authorial participation in designing and sewing in adherence to Iñupiaq tradition. All of this was recorded on digital video film. The investigation of Iñupiaq-Inuit clothing design indicates that watching was the most common way of learning, a phenomenon I have chosen to call learning-by-watching, a concept that can be seen as a development of both Schön and Wenger’s theories of learning, as influenced by John Dewey’s theory of learning-by-doing. This study will be discussed in connection with design education, from kindergarten to professional studies in higher education, in the forthcoming research project, Design Literacy, the purpose of which is to develop theory to improve design education in both compulsory and academic design education. Consequently, to improve design education in general, a thorough focus on learning-by-watching in communities of practice would make for more reflective practitioners and more sustainable design practices in the long run.Keywords: Vernacular design, clothing design, design thinking, learning-by-watching, learning-bydoing.

  11. Guidelines for Developing and Reporting Machine Learning Predictive Models in Biomedical Research: A Multidisciplinary View.

    Science.gov (United States)

    Luo, Wei; Phung, Dinh; Tran, Truyen; Gupta, Sunil; Rana, Santu; Karmakar, Chandan; Shilton, Alistair; Yearwood, John; Dimitrova, Nevenka; Ho, Tu Bao; Venkatesh, Svetha; Berk, Michael

    2016-12-16

    As more and more researchers are turning to big data for new opportunities of biomedical discoveries, machine learning models, as the backbone of big data analysis, are mentioned more often in biomedical journals. However, owing to the inherent complexity of machine learning methods, they are prone to misuse. Because of the flexibility in specifying machine learning models, the results are often insufficiently reported in research articles, hindering reliable assessment of model validity and consistent interpretation of model outputs. To attain a set of guidelines on the use of machine learning predictive models within clinical settings to make sure the models are correctly applied and sufficiently reported so that true discoveries can be distinguished from random coincidence. A multidisciplinary panel of machine learning experts, clinicians, and traditional statisticians were interviewed, using an iterative process in accordance with the Delphi method. The process produced a set of guidelines that consists of (1) a list of reporting items to be included in a research article and (2) a set of practical sequential steps for developing predictive models. A set of guidelines was generated to enable correct application of machine learning models and consistent reporting of model specifications and results in biomedical research. We believe that such guidelines will accelerate the adoption of big data analysis, particularly with machine learning methods, in the biomedical research community. ©Wei Luo, Dinh Phung, Truyen Tran, Sunil Gupta, Santu Rana, Chandan Karmakar, Alistair Shilton, John Yearwood, Nevenka Dimitrova, Tu Bao Ho, Svetha Venkatesh, Michael Berk. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 16.12.2016.

  12. Design Guidelines for Coffee Vending Machines

    OpenAIRE

    Schneidermeier, Tim; Burghardt, Manuel; Wolff, Christian

    2013-01-01

    Walk-up-and-use-systems such as vending and self-service machines request special attention concerning an easy to use and self-explanatory user interface. In this paper we present a set of design guidelines for coffee vending machines based on the results of an expert-based usability evaluation of thirteen different models.

  13. Expert validation of fit-for-purpose guidelines for designing programmes of assessment

    Directory of Open Access Journals (Sweden)

    Dijkstra Joost

    2012-04-01

    Full Text Available Abstract Background An assessment programme, a purposeful mix of assessment activities, is necessary to achieve a complete picture of assessee competence. High quality assessment programmes exist, however, design requirements for such programmes are still unclear. We developed guidelines for design based on an earlier developed framework which identified areas to be covered. A fitness-for-purpose approach defining quality was adopted to develop and validate guidelines. Methods First, in a brainstorm, ideas were generated, followed by structured interviews with 9 international assessment experts. Then, guidelines were fine-tuned through analysis of the interviews. Finally, validation was based on expert consensus via member checking. Results In total 72 guidelines were developed and in this paper the most salient guidelines are discussed. The guidelines are related and grouped per layer of the framework. Some guidelines were so generic that these are applicable in any design consideration. These are: the principle of proportionality, rationales should underpin each decisions, and requirement of expertise. Logically, many guidelines focus on practical aspects of assessment. Some guidelines were found to be clear and concrete, others were less straightforward and were phrased more as issues for contemplation. Conclusions The set of guidelines is comprehensive and not bound to a specific context or educational approach. From the fitness-for-purpose principle, guidelines are eclectic, requiring expertise judgement to use them appropriately in different contexts. Further validation studies to test practicality are required.

  14. Energy Design Guidelines for High Performance Schools: Arctic and Subarctic Climates

    Energy Technology Data Exchange (ETDEWEB)

    2004-11-01

    The Energy Design Guidelines for High Performance Schools--Arctic and Subarctic Climates provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. These design guidelines outline high performance principles for the new or retrofit design of your K-12 school in arctic and subarctic climates. By incorporating energy improvements into their construction or renovation plans, schools can significantly reduce energy consumption and costs.

  15. Designing User-Computer Dialogues: Basic Principles and Guidelines.

    Science.gov (United States)

    Harrell, Thomas H.

    This discussion of the design of computerized psychological assessment or testing instruments stresses the importance of the well-designed computer-user interface. The principles underlying the three main functional elements of computer-user dialogue--data entry, data display, and sequential control--are discussed, and basic guidelines derived…

  16. Environmental Design Guidelines for Low Crested Coastal Structures

    DEFF Research Database (Denmark)

    Burcharth, Hans F.; Hawkins, Stephen J.; Zanuttigh, Barbara

    selected to represent a variety of environmental conditions (Chapter 11); the application of the proposed methodology to a real prototype case, in order to give a practical example to designers (Chapter 12). The third part contains all the formulae and tools to help engineers (Chapter 13), ecologists....... The guidelines have been drafted in a generic way to be appropriate throughout the European Union taking into regard current European Commission policy and directives to promote sustainable development and integrated coastal zone management. The guidelines are composed of three main parts. The first part...... (Chapters 1-10) contains the description of the design methodology, from the preliminary identification of design alternatives till the selection of the sustainable scheme and its construction. The second part presents: the analysis of the performance of beach defences in DELOS study sites, which were...

  17. Development of human factors design review guidelines(II)

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Jung Woon; Oh, In Suk; Suh, Sang Moon; Lee, Hyun Chul [Korea Atomic Energy Research Institute, Taejon (Korea)

    1998-06-01

    The objective of this study is to develop human factors engineering program review guidelines and alarm system review guidelines in order to resolve the two major technical issues: 25. Human Factors Engineering Program Review Model and 26. Review Criteria for Human Factors Aspects of Advanced Controls and Instrumentation, which are related to the development of human factors safety regulation guides being performed by KINS. For the development of human factors program review guidelines, we made a Korean version of NUREG-0711 and added our comments by considering Korean regulatory situation and reviewing the reference documents of NUREG-0711. We also computerized the Korean version of NUREG-0711, additional comments, and selected portion of the reference documents for the developer of safety regulation guides in KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system review guidelines, we made a Korean version of NUREG/CR-6105, which was published by NRC in 1994 as a guideline document for the human factors review of alarm systems. Then we will update the guidelines by reviewing the literature related to alarm design published after 1994. (author). 11 refs., 2 figs., 2 tabs.

  18. Teachers’ Learning Design Practice for Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin Tweddell; Sørensen, Birgitte Holm

    2018-01-01

    that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research studies have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with their acquisition of digital literacy and 21......This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary...... schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding...

  19. Design Guidelines of a Spring-Damper System for Emergency Diesel Generator Sets

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Min Kyu; Choun, Young Sun; Seo, Jeong Moon

    2007-05-15

    This guidelines described about the procedure of isolation system design for Emergency Diesel Generator (EDG) of Nuclear Power Plant (NPP). First of all, a vibration concept including the ground vibration was described and vibration control system and seismic isolation system were considered. The behavior characteristics and design consideration of coil spring-viscose damper system were summarized. The material properties of foundation of EDG system and the ground were considered. A design load and seismic load for isolation system design were described and an analysis method was explained. Finally, a design example for an EDG in Yonggwang Nuclear Unit 5 and 6 was attached of Appendix. First of all, this design guideline can apply to design of a vibration and seismic isolation system for EDG system and the design example present a design procedure practically. Moreover, this design guideline can be used for isolation design of other rotational machines and other isolation system except spring-damper system.

  20. Designing Learning Resources in Synchronous Learning Environments

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2015-01-01

    Computer-mediated Communication (CMC) and synchronous learning environments offer new solutions for teachers and students that transcend the singular one-way transmission of content knowledge from teacher to student. CMC makes it possible not only to teach computer mediated but also to design...... and create new learning resources targeted to a specific group of learners. This paper addresses the possibilities of designing learning resources within synchronous learning environments. The empirical basis is a cross-country study involving students and teachers in primary schools in three Nordic...... Countries (Denmark, Sweden and Norway). On the basis of these empirical studies a set of design examples is drawn with the purpose of showing how the design fulfills the dual purpose of functioning as a remote, synchronous learning environment and - using the learning materials used and recordings...

  1. Toward best practice in Human Machine Interface design for older drivers: A review of current design guidelines.

    Science.gov (United States)

    Young, K L; Koppel, S; Charlton, J L

    2017-09-01

    Older adults are the fastest growing segment of the driving population. While there is a strong emphasis for older people to maintain their mobility, the safety of older drivers is a serious community concern. Frailty and declines in a range of age-related sensory, cognitive, and physical impairments can place older drivers at an increased risk of crash-related injuries and death. A number of studies have indicated that in-vehicle technologies such as Advanced Driver Assistance Systems (ADAS) and In-Vehicle Information Systems (IVIS) may provide assistance to older drivers. However, these technologies will only benefit older drivers if their design is congruent with the complex needs and diverse abilities of this driving cohort. The design of ADAS and IVIS is largely informed by automotive Human Machine Interface (HMI) guidelines. However, it is unclear to what extent the declining sensory, cognitive and physical capabilities of older drivers are addressed in the current guidelines. This paper provides a review of key current design guidelines for IVIS and ADAS with respect to the extent they address age-related changes in functional capacities. The review revealed that most of the HMI guidelines do not address design issues related to older driver impairments. In fact, in many guidelines driver age and sensory cognitive and physical impairments are not mentioned at all and where reference is made, it is typically very broad. Prescriptive advice on how to actually design a system so that it addresses the needs and limitations of older drivers is not provided. In order for older drivers to reap the full benefits that in-vehicle technology can afford, it is critical that further work establish how older driver limitations and capabilities can be supported by the system design process, including their inclusion into HMI design guidelines. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

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

  3. Reliability Based Calibration of Fatigue Design Guidelines for Ship Structures

    DEFF Research Database (Denmark)

    Folsø, Rasmus; Otto, S.; Parmentier, G.

    2002-01-01

    A simple reliability based framework is applied to calibrate a new set of fatigue design guidelines. This new guideline considers two different approaches for the assessment of both loads, stresses and local stress raising effects, and partial safety factors must be given for any combination...

  4. The Identification, Implementation, and Evaluation of Critical User Interface Design Features of Computer-Assisted Instruction Programs in Mathematics for Students with Learning Disabilities

    Science.gov (United States)

    Seo, You-Jin; Woo, Honguk

    2010-01-01

    Critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities and corresponding implementation guidelines were identified in this study. Based on the identified features and guidelines, a multimedia computer-assisted instruction program, "Math Explorer", which delivers…

  5. Advanced human-system interface design review guideline. General evaluation model, technical development, and guideline description

    International Nuclear Information System (INIS)

    O'Hara, J.M.

    1994-07-01

    Advanced control rooms will use advanced human-system interface (HSI) technologies that may have significant implications for plant safety in that they will affect the operator's overall role in the system, the method of information presentation, and the ways in which operators interact with the system. The U.S. Nuclear Regulatory Commission (NRC) reviews the HSI aspects of control rooms to ensure that they are designed to good human factors engineering principles and that operator performance and reliability are appropriately supported to protect public health and safety. The principal guidance available to the NRC, however, was developed more than ten years ago, well before these technological changes. Accordingly, the human factors guidance needs to be updated to serve as the basis for NRC review of these advanced designs. The purpose of this project was to develop a general approach to advanced HSI review and the human factors guidelines to support NRC safety reviews of advanced systems. This two-volume report provides the results of the project. Volume I describes the development of the Advanced HSI Design Review Guideline (DRG) including (1) its theoretical and technical foundation, (2) a general model for the review of advanced HSIs, (3) guideline development in both hard-copy and computer-based versions, and (4) the tests and evaluations performed to develop and validate the DRG. Volume I also includes a discussion of the gaps in available guidance and a methodology for addressing them. Volume 2 provides the guidelines to be used for advanced HSI review and the procedures for their use

  6. Advanced human-system interface design review guideline. General evaluation model, technical development, and guideline description

    Energy Technology Data Exchange (ETDEWEB)

    O`Hara, J.M.

    1994-07-01

    Advanced control rooms will use advanced human-system interface (HSI) technologies that may have significant implications for plant safety in that they will affect the operator`s overall role in the system, the method of information presentation, and the ways in which operators interact with the system. The U.S. Nuclear Regulatory Commission (NRC) reviews the HSI aspects of control rooms to ensure that they are designed to good human factors engineering principles and that operator performance and reliability are appropriately supported to protect public health and safety. The principal guidance available to the NRC, however, was developed more than ten years ago, well before these technological changes. Accordingly, the human factors guidance needs to be updated to serve as the basis for NRC review of these advanced designs. The purpose of this project was to develop a general approach to advanced HSI review and the human factors guidelines to support NRC safety reviews of advanced systems. This two-volume report provides the results of the project. Volume I describes the development of the Advanced HSI Design Review Guideline (DRG) including (1) its theoretical and technical foundation, (2) a general model for the review of advanced HSIs, (3) guideline development in both hard-copy and computer-based versions, and (4) the tests and evaluations performed to develop and validate the DRG. Volume I also includes a discussion of the gaps in available guidance and a methodology for addressing them. Volume 2 provides the guidelines to be used for advanced HSI review and the procedures for their use.

  7. Development of human factors design review guidelines(III)

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Jung Woon; Oh, In Suk; Suh, Sang Moon; Lee, Hyun Chul [Korea Atomic Energy Research Institute, Taejon (Korea, Republic of)

    1999-02-15

    The objective of this study is to develop human factors engineering program review guidelines and alarm system review guidelines in order to resolve the two major technical issues: '25, human factors engineering program review model' and '26, review criteria for human factors aspects of advanced controls and instrumentation', which are related to the development of human factors safety regulation guides being performed by KINS. For the development of human factors program review guidelines, we made a Korean version of NUREG-0711 and added our comments by considering Korean regulatory situation and reviewing the reference documents NUREG--0711, additional comments, and selected portion of the reference documents for the developer of safety regulation guides in KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system review guides in KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system review guidelines, we made a Korean version of NUREG/CR-6105, which was published by NRC in 1994 as a guideline document for the human factors review of alarm system. Then we will update the guidelines by reviewing the literature related to alarm design published after 1994.

  8. Development of human factors design review guidelines(III)

    International Nuclear Information System (INIS)

    Lee, Jung Woon; Oh, In Suk; Suh, Sang Moon; Lee, Hyun Chul

    1999-02-01

    The objective of this study is to develop human factors engineering program review guidelines and alarm system review guidelines in order to resolve the two major technical issues: '25, human factors engineering program review model' and '26, review criteria for human factors aspects of advanced controls and instrumentation', which are related to the development of human factors safety regulation guides being performed by KINS. For the development of human factors program review guidelines, we made a Korean version of NUREG-0711 and added our comments by considering Korean regulatory situation and reviewing the reference documents NUREG--0711, additional comments, and selected portion of the reference documents for the developer of safety regulation guides in KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system review guides in KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system review guidelines, we made a Korean version of NUREG/CR-6105, which was published by NRC in 1994 as a guideline document for the human factors review of alarm system. Then we will update the guidelines by reviewing the literature related to alarm design published after 1994

  9. Development of human factors design review guidelines(II)

    International Nuclear Information System (INIS)

    Lee, Jung Woon; Oh, In Suk; Suh, Sang Moon; Lee, Hyun Chul

    1998-06-01

    The objective of this study is to develop human factors engineering program review guidelines and alarm system review guidelines in order to resolve the two major technical issues: '25, human factors engineering program review model' and '26, review criteria for human factors aspects of advanced controls and instrumentation', which are related to the development of human factors safety regulation guides being performed by KINS. For the development of human factors program review guidelines, we made a Korean version of NUREG-0711 and added our comments by considering Korean regulatory situation and reviewing the reference documents NUREG--0711, additional comments, and selected portion of the reference documents for the developer of safety regulation guides in KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system review guides in KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system review guidelines, we made a Korean version of NUREG/CR-6105, which was published by NRC in 1994 as a guideline document for the human factors review of alarm system. Then we will update the guidelines by reviewing the literature related to alarm design published after 1994

  10. Development of human factors design review guidelines(III)

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Jung Woon; Oh, In Suk; Suh, Sang Moon; Lee, Hyun Chul [Korea Atomic Energy Research Institute, Taejon (Korea, Republic of)

    1999-02-15

    The objective of this study is to develop human factors engineering program review guidelines and alarm system review guidelines in order to resolve the two major technical issues: '25, human factors engineering program review model' and '26, review criteria for human factors aspects of advanced controls and instrumentation', which are related to the development of human factors safety regulation guides being performed by KINS. For the development of human factors program review guidelines, we made a Korean version of NUREG-0711 and added our comments by considering Korean regulatory situation and reviewing the reference documents NUREG--0711, additional comments, and selected portion of the reference documents for the developer of safety regulation guides in KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system review guides in KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system review guidelines, we made a Korean version of NUREG/CR-6105, which was published by NRC in 1994 as a guideline document for the human factors review of alarm system. Then we will update the guidelines by reviewing the literature related to alarm design published after 1994.

  11. The selection of low-risk design guidelines for energetic events

    International Nuclear Information System (INIS)

    Fergusson, Donald; Marchaterre, John; Graham, John

    1982-01-01

    This paper recommends the establishment of specific design guidelines for protection against potential, but low probability, energetic events. These guidelines recognize the plant protective features incorporated to prevents such events, as well as the inherent capability of the plant to accommodate a certain level of energy release. Further, their application is recommended within the context of necessary standardized and agreed upon acceptance criteria which are less restrictive than ASME code requirements. The paper provides the background upon which the selection of the design is made, including the characterization of energetic events dependent on various core-design parameters, and including the necessity of a low-risk design balanced between prevention of accidents and the mitigation of consequences

  12. Learning Design Tools

    NARCIS (Netherlands)

    Griffiths, David; Blat, Josep; Garcia, Rocío; Vogten, Hubert; Kwong, KL

    2005-01-01

    Griffiths, D., Blat, J., Garcia, R., Vogten, H. & Kwong, KL. (2005). Learning Design Tools. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 109-136). Berlin-Heidelberg: Springer Verlag.

  13. Wireless application guidelines for usability design and evaluation for developing countries

    International Nuclear Information System (INIS)

    Khoja, S.A.; Ursani, A.A.; Ali, A.

    2009-01-01

    The aim of this paper is to provide guidelines for designing wireless applications. These guidelines are developed with the help of Human Computer Interaction based Usability Evaluation surveys and tests results. These guidelines will help in making wireless applications more usable and attractive for users and will help designers to plan effective interactive applications. The guidelines presented in the paper have been derived from the results of surveys, usability tests and SET (Summative Evaluation Tests) carried out over 200 people of Karachi, Pakistan, from different walks of life with different academic and professional backgrounds, making imperative suggestions not only to improve the usability of exciting features given in wireless and mobile products, but also provide suggestions to improve usability of basic components such as, text, navigation, interactivity, multimedia, control and behavior. (author)

  14. Virtual reality verification of workplace design guidelines for the process plant control room

    International Nuclear Information System (INIS)

    Droeivoldsmo, Asgeir; Nystad, Espen; Helgar, Stein

    2001-02-01

    Early identification of potential human factors guideline-violations and corrective input into the design process is desired for efficient and cost-effective control room design. Virtual reality (VR) technology makes it possible to perform evaluation of the design of the control room at an early stage of the design process, but can we trust the results from such evaluations? This paper describes an experimental validation of a VR model against the real world in five different guideline verification tasks. Results indicate that guideline verification in the VR model can be done with satisfactory accuracy for a number of evaluations. However, some guideline categories require further development of measurement tools and use of a model with higher resolution than the model used in this study. (Author). 30 refs., 4 figs., 1 tab

  15. Consistent natural phenomena design and evaluation guidelines for U.S. Department of Energy facilities

    International Nuclear Information System (INIS)

    Murray, R.C.; Short, S.A.

    1989-01-01

    Uniform design and evaluation guidelines for protection against natural phenomena hazards such as earthquakes, extreme winds, and flooding for facilities at Department of Energy (DOE) sites throughout the United States have been developed. The guidelines apply to design of new facilities and to evaluation or modification of existing facilities. These guidelines are an approach for design or evaluation for mitigating the effects of natural phenomena hazards. These guidelines are intended to control the level of conservatism introduced in the design/evaluation process such that all hazards are treated on a reasonably consistent and uniform basis and such that the level of conservatism is appropriate for facility characteristics such as importance, cost, and hazards to on-site personnel, the general public, and the environment. The philosophy and goals of these guidelines are covered by this paper

  16. Engineering policy guidelines for design of driven piles.

    Science.gov (United States)

    2011-08-01

    These guidelines were developed as part of a comprehensive research program undertaken by the Missouri Department of : Transportation (MoDOT) to reduce costs associated with design and construction of bridge foundations while maintaining appropriate ...

  17. Design patterns for modelling guidelines

    NARCIS (Netherlands)

    Serban, Radu; Ten Teije, Annette; Marcos, Mar; Polo-Conde, Cristina; Rosenbrand, Kitty C J G M; Wittenberg, Jolanda; van Croonenborg, Joyce

    2005-01-01

    It is by now widely accepted that medical guidelines can help to significantly improve the quality of medical care. Unfortunately, constructing the required medical guidelines is a very labour intensive and costly process. The cost of guideline construction would decrease if guidelines could be

  18. Engineering policy guidelines for design of earth slopes.

    Science.gov (United States)

    2011-10-01

    These guidelines were developed as part of a comprehensive research program undertaken by the Missouri Department of Transportation (MoDOT) to reduce costs associated with design and construction of bridge foundations while maintaining appropriate le...

  19. Engineering policy guidelines for design of spread footings.

    Science.gov (United States)

    2011-10-01

    These guidelines were developed as part of a comprehensive research program undertaken by the Missouri Department of Transportation (MoDOT) to reduce costs associated with design and construction of bridge foundations while maintaining appropriate le...

  20. Engineering policy guidelines for design of drilled shafts.

    Science.gov (United States)

    2011-10-01

    These guidelines were developed as part of a comprehensive research program undertaken by the Missouri Department of Transportation (MoDOT) to reduce costs associated with design and construction of bridge foundations while maintaining appropriate le...

  1. HVAC design guidelines for effective indoor air quality

    International Nuclear Information System (INIS)

    Bladykas, M.P.

    1993-01-01

    Building owners, designers and occupants need to consider all the design measures that contribute to high indoor air quality. Building occupants, furnishings, equipment, and ambient air pollution all contribute to surmounting indoor air quality concerns. However, these can be minimized by following HVAC design guidelines which promote high indoor air quality while maintaining reasonable energy-efficiency. The possible liabilities and loss of business productivity due to air quality problems are too great to ignore

  2. Serious game design principles: The impact of game design on learning outcomes

    Science.gov (United States)

    Martin, Michael W.

    This dissertation examines the research question "How do video game design principles affect learning outcomes in serious games?" This research first develops a theoretical foundation concerning the meaning of the terms "game" and "serious game". This conceptual clarification is broken down into analytic propositions, which state that games have participants, rules, goals and challenges, and synthetic propositions, which state that the games should be intrinsically compelling, provide meaningful choices, and be self encapsulated. Based on these synthetic propositions, three hypotheses were developed. The hypotheses are that games with an enhanced aesthetic presentation, more meaningful choices, or provide player competition will elicit higher learning outcomes than identical games without these factors. These hypotheses were tested via a quantitative experiment involving 172 undergraduate students in the Old Dominion University Chemistry Department. The students were asked to play a chemistry-oriented serious game entitled Element Solitaire©, which was created by the research author. The students were randomly given different treatments of the Element Solitaire© game to play, and the difference between their learning outcomes were compared. The experimental results demonstrated that the aesthetic presentation of a game can have a significant impact upon the learning outcome. The experiment was not able to discern significant effects from the choice or competition conditions, but further examination of the experimental data did reveal some insight into these aspects of serious game design. Choices need to provide the player with options that have a sufficient value that they will be considered and the application of competition within games needs to be judiciously implemented to promote a positive affect for all players. The results of the theoretical foundations and empirical evidence were then combined with additional theoretical research to develop a set of

  3. Learning by watching Vernacular Iñupiaq-Inuit design learning as inspiration for design education

    OpenAIRE

    Janne Beate Reitan

    2014-01-01

    In this article, I explore a single case of vernacular clothing design — the practice and learning of design for contemporary Iñupiaq-Inuit clothing made by women from Kaktovik in Northern Alaska — and I hope to contribute to a better understanding of design practice and learning in general. Design research has many unexplored areas, and one of these omissions is vernacular design, or folk design. In my opinion, professional and academic design may well have something to learn from vernacular...

  4. Development of safety evaluation guidelines for base-isolated buildings in Japan

    International Nuclear Information System (INIS)

    Aoyama, Hiroyuki

    1989-01-01

    This paper describes the safety evaluation guidelines and the review process for non-nuclear base-isolated buildings proposed for construction in Japan. The paper discusses the guidelines application for two types of soil: hard soil and intermediate soil (soft soil was excluded.); safety evaluation items included in the level C design review; and safety margin of base isolation. Lessons learned through these design review efforts have potential applicability to design of seismic base isolation for nuclear power plants

  5. Advanced human-system interface design review guideline. Evaluation procedures and guidelines for human factors engineering reviews

    Energy Technology Data Exchange (ETDEWEB)

    O`Hara, J.M.; Brown, W.S. [Brookhaven National Lab., Upton, NY (United States); Baker, C.C.; Welch, D.L.; Granda, T.M.; Vingelis, P.J. [Carlow International Inc., Falls Church, VA (United States)

    1994-07-01

    Advanced control rooms will use advanced human-system interface (HSI) technologies that may have significant implications for plant safety in that they will affect the operator`s overall role in the system, the method of information presentation, and the ways in which operators interact with the system. The U.S. Nuclear Regulatory Commission (NRC) reviews the HSI aspects of control rooms to ensure that they are designed to good human factors engineering principles and that operator performance and reliability are appropriately supported to protect public health and safety. The principal guidance available to the NRC, however, was developed more than ten years ago, well before these technological changes. Accordingly, the human factors guidance needs to be updated to serve as the basis for NRC review of these advanced designs. The purpose of this project was to develop a general approach to advanced HSI review and the human factors guidelines to support. NRC safety reviews of advanced systems. This two-volume report provides the results of the project. Volume I describes the development of the Advanced HSI Design Review Guideline (DRG) including (1) its theoretical and technical foundation, (2) a general model for the review of advanced HSIs, (3) guideline development in both hard-copy and computer-based versions, and (4) the tests and evaluations performed to develop and validate the DRG. Volume I also includes a discussion of the gaps in available guidance and a methodology for addressing them. Volume 2 provides the guidelines to be used for advanced HSI review and the procedures for their use.

  6. Advanced human-system interface design review guideline. Evaluation procedures and guidelines for human factors engineering reviews

    International Nuclear Information System (INIS)

    O'Hara, J.M.; Brown, W.S.; Baker, C.C.; Welch, D.L.; Granda, T.M.; Vingelis, P.J.

    1994-07-01

    Advanced control rooms will use advanced human-system interface (HSI) technologies that may have significant implications for plant safety in that they will affect the operator's overall role in the system, the method of information presentation, and the ways in which operators interact with the system. The U.S. Nuclear Regulatory Commission (NRC) reviews the HSI aspects of control rooms to ensure that they are designed to good human factors engineering principles and that operator performance and reliability are appropriately supported to protect public health and safety. The principal guidance available to the NRC, however, was developed more than ten years ago, well before these technological changes. Accordingly, the human factors guidance needs to be updated to serve as the basis for NRC review of these advanced designs. The purpose of this project was to develop a general approach to advanced HSI review and the human factors guidelines to support. NRC safety reviews of advanced systems. This two-volume report provides the results of the project. Volume I describes the development of the Advanced HSI Design Review Guideline (DRG) including (1) its theoretical and technical foundation, (2) a general model for the review of advanced HSIs, (3) guideline development in both hard-copy and computer-based versions, and (4) the tests and evaluations performed to develop and validate the DRG. Volume I also includes a discussion of the gaps in available guidance and a methodology for addressing them. Volume 2 provides the guidelines to be used for advanced HSI review and the procedures for their use

  7. Learning Space Service Design

    Directory of Open Access Journals (Sweden)

    Elliot Felix

    2011-12-01

    Full Text Available Much progress has been made in creating informal learning spaces that incorporate technology and flexibly support a variety of activities. This progress has been principally in designing the right combination of furniture, technology, and space. However, colleges and universities do not design services within learning spaces with nearly the same level of sophistication or integration. Nor do they adequately assess their services. This paper calls for a focus on designing services to facilitate better learning experiences. It describes the fundamentals of service design practice, a selection of exemplary spaces, and the implications for design, budgeting, and staffing.

  8. Guidelines for Reporting Quantitative Methods and Results in Primary Research

    Science.gov (United States)

    Norris, John M.; Plonsky, Luke; Ross, Steven J.; Schoonen, Rob

    2015-01-01

    Adequate reporting of quantitative research about language learning involves careful consideration of the logic, rationale, and actions underlying both study designs and the ways in which data are analyzed. These guidelines, commissioned and vetted by the board of directors of "Language Learning," outline the basic expectations for…

  9. Energy Design Guidelines for High Performance Schools: Tropical Island Climates

    Energy Technology Data Exchange (ETDEWEB)

    None

    2004-11-01

    Design guidelines outline high performance principles for the new or retrofit design of K-12 schools in tropical island climates. By incorporating energy improvements into construction or renovation plans, schools can reduce energy consumption and costs.

  10. Revised guideline for the approval procedure of package designs in Germany

    International Nuclear Information System (INIS)

    Nitsche, F.; Roedel, R.

    2004-01-01

    The IAEA Regulations for the Safe Transport of Radioactive Material, TS-R-1 are applied in Germany through the implementation of the Dangerous Goods Transport Regulations for class 7 of the International Modal Organisations (ADR, RID, IMDG-Code, ICAO-TI). Based on this the approval procedures for packages designs applied in Germany are in compliance with the provisions of TS-R-1. The Guideline R 003 issued by the Ministry of Transport, Building and Housing (BMVBW) in 1991 is the basis for the package design approval procedures in Germany. This Guideline has been reviewed and revised to reflect latest developments in the regulations as well as in the regulatory practice. In particular it has been extended to the approval procedures of Type C packages, packages subject to transitional arrangements, special form and low dispersible radioactive material and provides more detailed information to the applicant about the requested documentation. Publication of this revised guideline has been delayed but it is expected to take place in October 2004. The paper gives an overview about the main parts and provisions of this revised Guideline R 003 with the focus on package design approval procedures

  11. Design guidelines for audio presentation of graphs and tables

    OpenAIRE

    Brown, L.M.; Brewster, S.A.; Ramloll, S.A.; Burton, R.; Riedel, B.

    2003-01-01

    Audio can be used to make visualisations accessible to blind and visually impaired people. The MultiVis Project has carried out research into suitable methods for presenting graphs and tables to blind people through the use of both speech and non-speech audio. This paper presents guidelines extracted from this research. These guidelines will enable designers to implement visualisation systems for blind and visually impaired users, and will provide a framework for researchers wishing to invest...

  12. Human factors design guidelines for maintainability of Department of Energy nuclear facilities

    Energy Technology Data Exchange (ETDEWEB)

    Bongarra, J.P. Jr.; VanCott, H.P.; Pain, R.F.; Peterson, L.R.; Wallace, R.I.

    1985-06-18

    Intent of these guidelines is to provide design and design review teams of DOE nuclear facilities with human factors principles to enhance the design and aid in the inspection of DOE nuclear facilities, systems, and equipment. These guidelines are concerned with design features of DOE nuclear facilities which can potentially affect preventive and corrective maintenance of systems within DOE nuclear facilities. Maintenance includes inspecting, checking, troubleshooting, adjusting, replacing, repairing, and servicing activities. Other factors which influence maintainability such as repair and maintenance suport facilities, maintenance information, and various aspects of the environment are also addressed.

  13. Human factors design guidelines for maintainability of Department of Energy nuclear facilities

    International Nuclear Information System (INIS)

    Bongarra, J.P. Jr.; VanCott, H.P.; Pain, R.F.; Peterson, L.R.; Wallace, R.I.

    1985-01-01

    Intent of these guidelines is to provide design and design review teams of DOE nuclear facilities with human factors principles to enhance the design and aid in the inspection of DOE nuclear facilities, systems, and equipment. These guidelines are concerned with design features of DOE nuclear facilities which can potentially affect preventive and corrective maintenance of systems within DOE nuclear facilities. Maintenance includes inspecting, checking, troubleshooting, adjusting, replacing, repairing, and servicing activities. Other factors which influence maintainability such as repair and maintenance suport facilities, maintenance information, and various aspects of the environment are also addressed

  14. A proposal to develop a high temperature structural design guideline for HTGR components

    International Nuclear Information System (INIS)

    Hada, K.

    1989-01-01

    This paper presents some proposals for developing a high-temperature structural design guideline for HTGR structural components. It is appropriate that a basis for developing high-temperature structural design rules is rested on well-established elevated-temperature design guidelines, if the same failure modes are expected for high-temperature components as considered in such design guidelines. As for the applicability of ASME B and PV Code Case N-47 to structural design rules for high-temperature components (service temperatures ≥ 900 deg. C), the following critical issues on material properties and service life evaluation rules have been pointed out. (i) no work-hardening of stress-strain curves at high temperatures due to dynamic recrystallization; (ii) issues relating to very significant creep; (iii) ductility loss after long-term ageing at high temperatures; (iv) validity of life-fraction rule (Robinson-Taira rule) as creep-fatigue damage evaluation rule. Furthermore, the validity of design margins of elevated-temperature structural design guidelines to high-temperature design rules should be clarified. Solutions and proposals to these issues are presented in this paper. Concerning no work-hardening due to dynamic recrystallization, it is shown that viscous effects cannot be neglected even at high extension rate for tensile tests, and that changes in viscous deformation rates by dynamic recrystallization should be taken into account. The extension rate for tensile tests is proposed to change at high temperatures. The solutions and proposals to the above-mentioned issues lead to the conclusion that the design methodologies of N-47 are basically applicable to the high-temperature structural design guideline for HTGR structural components in service at about 900 deg. C. (author). 9 refs, 5 figs

  15. Measure Guideline: Ventilation Guidance for Residential High-Performance New Construction - Multifamily

    Energy Technology Data Exchange (ETDEWEB)

    Lstiburek, Joseph [Building Science Corporation, Westford, MA (United States)

    2017-01-01

    The measure guideline provides ventilation guidance for residential high performance multifamily construction that incorporates the requirements of the ASHRAE 62.2 ventilation and indoor air quality standard. The measure guideline focus is on the decision criteria for weighing cost and performance of various ventilation systems. The measure guideline is intended for contractors, builders, developers, designers and building code officials. The guide may also be helpful to building owners wishing to learn more about ventilation strategies available for their buildings. The measure guideline includes specific design and installation instructions for the most cost effective and performance effective solutions for ventilation in multifamily units that satisfies the requirements of ASHRAE 62.2-2016.

  16. Sustainable design guidelines to support the Washington State ferries terminal design manual : stormwater and material issues.

    Science.gov (United States)

    2011-08-01

    In an effort to assist the developers of the terminal design manual in potentially addressing : sustainable design issues, the overall goal is to produce Sustainable Design Guidelines that : will specifically address the unique needs and requirements...

  17. Additional guideline for the design of BWR reload patterns

    International Nuclear Information System (INIS)

    Burte, D.P.

    1990-01-01

    The problems of the high magnitude of the reactivity worths of control rods/notches and the thermal shocks to fuel due to control rod withdrawals are considered in this paper. These problems are shown to be mitigated if in addition to complying with the traditional guidelines for designing fuel bundles and reload patterns the proposed additional guideline (in the form of the condition that the shape of the K∞ distribution remains constant throughout the cycle) is also complied with. It is argued that application of the additional guideline for operating conditions ensures that the core can operate with a constant power profile throughout the cycle without control rod movement. Fixed (integral or stand-alone) burnable poisons are thought to be useful in this regard. Some comments on how this may be attempted are included. Additional advantages resulting from the additional guideline are discussed. (author)

  18. Critical features of peer assessment of clinical performance to enhance adherence to a low back pain guideline for physical therapists: a mixed methods design.

    Science.gov (United States)

    Maas, Marjo J M; van Dulmen, Simone A; Sagasser, Margaretha H; Heerkens, Yvonne F; van der Vleuten, Cees P M; Nijhuis-van der Sanden, Maria W G; van der Wees, Philip J

    2015-11-12

    Clinical practice guidelines are intended to improve the process and outcomes of patient care. However, their implementation remains a challenge. We designed an implementation strategy, based on peer assessment (PA) focusing on barriers to change in physical therapy care. A previously published randomized controlled trial showed that PA was more effective than the usual strategy "case discussion" in improving adherence to a low back pain guideline. Peer assessment aims to enhance knowledge, communication, and hands-on clinical skills consistent with guideline recommendations. Participants observed and evaluated clinical performance on the spot in a role-play simulating clinical practice. Participants performed three roles: physical therapist, assessor, and patient. This study explored the critical features of the PA program that contributed to improved guideline adherence in the perception of participants. Dutch physical therapists working in primary care (n = 49) organized in communities of practice (n = 6) participated in the PA program. By unpacking the program we identified three main tasks and eleven subtasks. After the program was finished, a questionnaire was administered in which participants were asked to rank the program tasks from high to low learning value and to describe their impact on performance improvement. Overall ranking results were calculated. Additional semi-structured interviews were conducted to elaborate on the questionnaires results and were transcribed verbatim. Questionnaires comments and interview transcripts were analyzed using template analysis. Program tasks related to performance in the therapist role were perceived to have the highest impact on learning, although task perceptions varied from challenging to threatening. Perceptions were affected by the role-play format and the time schedule. Learning outcomes were awareness of performance, improved attitudes towards the guideline, and increased self-efficacy beliefs in

  19. Introducing guidelines for eco-dynamic development and design

    NARCIS (Netherlands)

    Van Koningsveld, M.; Van Raalte, G.H.

    2011-01-01

    One of the key activities within the Building with Nature innovation programme is the development of a guideline for Eco-dynamic Development and Design. This guidance will be focussed on implementation of the Building with Nature principles throughout all of the stages of hydraulic engineering

  20. Designing Learning for Co-Creation

    DEFF Research Database (Denmark)

    Gnaur, Dorina; Larsen-Nielsen, Marie

    2017-01-01

    Designing learning for co-creation - conceptual and practical considerations, Dorina Gnaur and Inger Marie Larsen-Nielsen explore the practical educational point of view. The question they are posing themselves is: how can higher and further education (HE) educate for co-creation, that is, provide...... educational frameworks that respond to the societal demand for co-creation, particularly within the public welfare sector? First, they focus on which organisational and individual requirements an HE learning design should take into account in order to support the diffusion of co-creation competences....... Then they argue for the need to integrate these considerations in the learning design and demonstrate a practical application in the form of a didactical design. They call this a hybrid learning design, in that it takes advantage of technological developments to mediate co-creative learning in multiple learning...

  1. Using IMS Learning Design to model collaborative learning activities

    NARCIS (Netherlands)

    Tattersall, Colin

    2006-01-01

    IMS Learning Design provides a counter to the trend towards designing for lone-learners reading from screens. It guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives. It recognises that learning can happen without

  2. Guidelines for designing messages in risk communication

    International Nuclear Information System (INIS)

    Takashita, Hirofumi; Horikoshi, Hidehiko

    2004-07-01

    Risk Communication Study Team (hereafter called RC team) has designed messages for risk communication based on the analysis of the local residents' opinions which were expressed in several questionnaire surveys. The messages are described in a side format (Power Point format) every single content. This report provides basic guidelines for making messages that are used for risk communication, and does not include concrete messages which RC team designed. The RC team has already published the report entitled 'Information materials for risk communication' (JNC TN8450 2003-008) separately, and it gives the concrete messages. This report shows general cautions and checklists in designing messages, comments on the messages from outside risk communication experts, and opinions from local residents. (author)

  3. DOE (Department of Energy) natural phenomena guidelines earthquake design and evaluation

    International Nuclear Information System (INIS)

    Short, S.A.; Murray, R.C.; Kennedy, R.P.

    1989-01-01

    Design and evaluation guidelines for DOE (Department of Energy) facilities subjected to earthquake, wind/tornado, and flood have been developed. This paper describes the philosophy and procedures fr the design or evaluation of facilities for earthquake ground shaking. The guidelines are intended to meet probabilistic-based performance goals expressed in terms of annual probability of exceedance of some level of structural damage. Meeting performance goals can be accomplished by specifying hazard probabilities of exceedance along with seismic behavior evaluation procedures in which the level of conservatism introduced is controlled such that desired performance can be achieved. Limited inelastic behavior is permitted by permitting demand determined from elastic response spectrum analyses to exceed capacity by an allowable inelastic demand-capacity ratio specified in the guidelines for different materials and construction

  4. Incorporating a gender perspective into the development of clinical guidelines: a training course for guideline developers

    Directory of Open Access Journals (Sweden)

    Burgers Jako S

    2007-11-01

    Full Text Available Abstract Background Dutch guideline-developing organizations do not focus systematically on differences between men and women when developing guidelines, even though there is increasing evidence that being male or female may have an effect on health and health outcomes. In collaboration with two prominent Dutch guideline-developing organizations, we designed a training course to encourage systematic attention to sex differences in guideline development procedures. Methods The course is targeted towards guideline developers. Its aims are to improve awareness concerning the relevance of considering sex differences in the guideline development process, as well as the competence and skills necessary for putting this into practice. The design and teaching methods of the course are based on adult learning styles and principles of changing provider behaviour. It was adjusted to the working methods of guideline organizations. The course was taught to, and evaluated by, a group of staff members from two guideline organizations in the Netherlands. Results The course consists of five modules, each of which corresponds to a key step in the guideline development process. The participants rated the training course positively on content, programme, and trainers. Their written comments suggest that the course met its objectives. Conclusion The training course is the first to address sex differences in guideline development. Results from the pilot test suggest that the course achieved its objectives. Because its modules and teaching methods of the course are widely transferable, the course could be useful for many organizations that are involved in developing guidelines. Follow-up studies are needed to assess the long-term effect of the course on the actions of guideline developers and its utility in other settings.

  5. Outline of the seismic design guideline of an FBR - a tentative draft

    International Nuclear Information System (INIS)

    Akiyama, Hiroshi; Ohtsubo, Hideomi; Nakamura, Hideharu; Matsuura, Shinichi; Hagiwara, Yutaka; Yuhara, Tetsuo; Hirayama, Hiroshi; Kokubo, Kunio; Ooka, Yuji.

    1993-01-01

    Central Research Institute of Electric Power Industry (Japan) is carrying out the Demonstration Test and Research Program of Buckling of FBR (FY 1987-FY 1993). The first half of the research program was finished after establishing a seismic buckling design guideline (a tentative draft). The purpose of this paper is to describe the dynamic buckling characteristics of FBR main vessels and the outline of the rationalized buckling design guideline for seismic loadings. (orig.)

  6. Hard-Rock Stability Analysis for Span Design in Entry-Type Excavations with Learning Classifiers

    Directory of Open Access Journals (Sweden)

    Esperanza García-Gonzalo

    2016-06-01

    Full Text Available The mining industry relies heavily on empirical analysis for design and prediction. An empirical design method, called the critical span graph, was developed specifically for rock stability analysis in entry-type excavations, based on an extensive case-history database of cut and fill mining in Canada. This empirical span design chart plots the critical span against rock mass rating for the observed case histories and has been accepted by many mining operations for the initial span design of cut and fill stopes. Different types of analysis have been used to classify the observed cases into stable, potentially unstable and unstable groups. The main purpose of this paper is to present a new method for defining rock stability areas of the critical span graph, which applies machine learning classifiers (support vector machine and extreme learning machine. The results show a reasonable correlation with previous guidelines. These machine learning methods are good tools for developing empirical methods, since they make no assumptions about the regression function. With this software, it is easy to add new field observations to a previous database, improving prediction output with the addition of data that consider the local conditions for each mine.

  7. Hard-Rock Stability Analysis for Span Design in Entry-Type Excavations with Learning Classifiers.

    Science.gov (United States)

    García-Gonzalo, Esperanza; Fernández-Muñiz, Zulima; García Nieto, Paulino José; Bernardo Sánchez, Antonio; Menéndez Fernández, Marta

    2016-06-29

    The mining industry relies heavily on empirical analysis for design and prediction. An empirical design method, called the critical span graph, was developed specifically for rock stability analysis in entry-type excavations, based on an extensive case-history database of cut and fill mining in Canada. This empirical span design chart plots the critical span against rock mass rating for the observed case histories and has been accepted by many mining operations for the initial span design of cut and fill stopes. Different types of analysis have been used to classify the observed cases into stable, potentially unstable and unstable groups. The main purpose of this paper is to present a new method for defining rock stability areas of the critical span graph, which applies machine learning classifiers (support vector machine and extreme learning machine). The results show a reasonable correlation with previous guidelines. These machine learning methods are good tools for developing empirical methods, since they make no assumptions about the regression function. With this software, it is easy to add new field observations to a previous database, improving prediction output with the addition of data that consider the local conditions for each mine.

  8. Evaluating Learning Management System (LMS)-facilitated Delivery of Universal Design for Learning (UDL)

    Science.gov (United States)

    Bryans Bongey, Sarah

    This quantitative study involved 157 students in two sections of an undergraduate class in general biology, as well as one instructor who taught both sections of the course. It used resources from the Center for Applied Special Technologies (CAST) to evaluate the viability of a Learning Management System (LMS) to provide Universal Design for Learning (UDL). It also measured and tracked the instructor's level of efficacy in sustaining UDL approaches throughout the semester. In an effort to identify the UDL's specific outcomes or benefits to students, this study used a pre- and post- test to identify the treatment's impact on student engagement. Findings indicated that the LMS could be designed to comply with UDL guidelines, and the instructor was able to establish a high level of efficacy in maintaining that UDL design. However, based on the statistical analysis of pre- and post-test responses from control vs. treatment groups of students, the treatment was seen to have no significant effect in the area of student engagement. Overall, the study added to the literature by suggesting (a) the viability of the LMS as a means of providing UDL approaches, (b) the promise of the LMS as a tool faculty can use to deliver UDL with a high level of efficacy, and (c) the design's lack of effect in the area of student engagement. The fact that this study was limited to a single brand of LMS (Blackboard), a single instructor, and a single group of students underscores the need for further research.

  9. ITER physics design guidelines: 1989

    International Nuclear Information System (INIS)

    Uckan, N.A.

    1990-01-01

    The physics basis for ITER has been developed from an assessment of the results of the last twenty-five years of tokamak research and from detailed analysis of important physics issues specifically for the ITER design. This assessment has been carried out with direct participation of members of the experimental teams of each of the major tokamaks in the world fusion program through participation in ITER workshops, contributions to the ITER Physics R and D Program, and by direct contacts between the ITER team and the cognizant experimentalists. Extrapolations to the present data base, where needed, are made in the most cautious way consistent with engineering constraints and performance goals of the ITER. In cases where a working assumptions had to be introduced, which is insufficiently supported by the present data base, is explicitly stated. While a strong emphasis has been placed on the physics credibility of the design, the guidelines also take into account that ITER should be designed to be able to take advantage of potential improvements in tokamak physics that may occur before and during the operation of ITER. (author). 33 refs

  10. Human-system interface design review guideline -- Reviewer`s checklist: Final report. Revision 1, Volume 2

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-06-01

    NUREG-0700, Revision 1, provides human factors engineering (HFE) guidance to the US Nuclear Regulatory Commission staff for its: (1) review of the human system interface (HSI) design submittals prepared by licensees or applications for a license or design certification of commercial nuclear power plants, and (2) performance of HSI reviews that could be undertaken as part of an inspection or other type of regulatory review involving HSI design or incidents involving human performance. The guidance consists of a review process and HFE guidelines. The document describes those aspects of the HSI design review process that are important to the identification and resolution of human engineering discrepancies that could adversely affect plant safety. Guidance is provided that could be used by the staff to review an applicant`s HSI design review process or to guide the development of an HSI design review plan, e.g., as part of an inspection activity. The document also provides detailed HFE guidelines for the assessment of HSI design implementations. NUREG-0700, Revision 1, consists of three stand-alone volumes. Volume 2 is a complete set of the guidelines contained in Volume 1, Part 2, but in a checklist format that can be used by reviewers to assemble sets of individual guidelines for use in specific design reviews. The checklist provides space for reviewers to enter guidelines evaluations and comments.

  11. Designing, Developing, and Implementing Diversity Training: Guidelines for Practitioners.

    Science.gov (United States)

    Kincaid, Tanna M.; Horner, Erin R.

    1997-01-01

    Discusses diversity in the workplace and offers guidelines for practitioners in designing, developing, and implementing diversity training. Highlights include linking the diversity initiative to the organization's mission, cultural climate assessments, reviewing policies and procedures, needs assessment, learner analysis, establishing objectives,…

  12. Design guidelines for multi-seam mining at Elliot Lake

    International Nuclear Information System (INIS)

    Hedley, D.G.F.

    1978-04-01

    With the current expansion in uranium mining, multi-seam mining could again be practised at Elliot Lake as it was in the 1960s. Information on the dimensions of stopes, pillars, and parting zone was gathered from plans and sections of the relevant closed mines. Discussions were held with personnel familiar with these mines to establish instances of pillar, roof, and parting zone failures. Design guidelines are formulated for stope and pillar dimensions in multi-seam mining for a range of orebody configurations using past practice in a back-analysis approach. Constraints imposed by dip and seam thickness on the choice of equipment and mining layout are evaluated. An attempt is made to bring together the engineering aspects, including rock mechanics, of multi-seam mine design with uranium recovery and other economic factors for three alternative mine layouts: single-seam mining, double-seam mining, and seams-and-parting mining. A series of examples are worked through, showing how the design guidelines can be applied for typical orebody configurations

  13. Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm

    2013-01-01

    This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT-integrated st......This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT......-integrated student productions which was developed during the project in relation to different subjects. Ownership, iteration and feedforward are the central concepts in this model. Two exemplary cases are presented illustrating the students’ and teachers’ roles as learning designers in relation to the model...

  14. A Learning Activity Design Framework for Supporting Mobile Learning

    Directory of Open Access Journals (Sweden)

    Jalal Nouri

    2016-01-01

    Full Text Available This article introduces the Learning Activity Design (LEAD framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL. The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

  15. Learning Space Service Design

    Science.gov (United States)

    Felix, Elliot

    2011-01-01

    Much progress has been made in creating informal learning spaces that incorporate technology and flexibly support a variety of activities. This progress has been principally in designing the right combination of furniture, technology, and space. However, colleges and universities do not design services within learning spaces with nearly the same…

  16. Acoustical Design Guidelines for Living Rooms for Adults with intellectual Disabilities

    NARCIS (Netherlands)

    Saher, K.

    2013-01-01

    The aim of this thesis is to investigate the effects of building design tools on acoustical quality parameters in living rooms for adults with intellectual disabilities (ID) and develop acoustical design guidelines for architects. This study is specifically concerned with the validation of

  17. Application of core structural design guidelines in conceptual fuel pin design

    International Nuclear Information System (INIS)

    Patel, M.R.; Stephen, J.D.

    1979-01-01

    The paper describes an application of the Draft RDT Standards F9-7, -8, and -9 to conceptual design of Fast Breeder Reactor (FBR) fuel pins. The Standards are being developed to provide guidelines for structural analysis and design of the FBR core components which have limited ductility at high fluences and are not addressed by the prevalent codes. The development is guided by a national working group sponsored by the Division of Reactor Researcch and Technology of the Department of Energy. The development program summarized in the paper includes establishment of design margins consistent with the test data and component performance requirements, and application of the design rules in various design activities. The application program insures that the quantities required for proper application of the design rules are available from the analysis methods and test data, and that the use of the same design rules in different analysis tools used at different stages of a component design producees consistent results. This is illustrated in the paper by application of the design rules in the analysis methods developed for conceptual and more detailed designs of an FBR fuel pin

  18. Review of revised Japanese seismic guidelines for Nuclear Power Plant design

    International Nuclear Information System (INIS)

    Kato, M.

    1987-01-01

    Development of aseismic design for nuclear power plants in Japan has evolved roughly in three stages. The first phase, which continued by 1978, was a period progressive development when design for each siteplant has referred to designs of predecessor plants and have added the latest knowledge and experience in that time. The second phase from issuance of 'Regulatory Guide for Aseismic Design of Nuclear Power Reactor Facilities' (1978, revised in 1981), or 1978 to 1986, was a period when the application of customary conservative design method was continued, while standardization of the aseismic design technology have been proceded. It is in this phase when new knowledge was accumulated by aseismic proof studies. The third phase represents a transient period to rational design when the conservative aseismic design technology has been reviewed due to the new knowledge and revision of the above JEAG guideline has progressed for incorporation in design, and ont the other hand by-laws of the Ministry of International Trade and Industry are being provided. In this report a review is given of aseismic design and its guideline after the second phase onward and an overview of the revised JEAG - Recent Aseismic Design Method - and the by-laws including rationalization of aseismic design technology

  19. Designing with the mind in mind simple guide to understanding user interface design guidelines

    CERN Document Server

    Johnson, Jeff

    2014-01-01

    In this completely updated and revised edition of Designing with the Mind in Mind, Jeff Johnson provides you with just enough background in perceptual and cognitive psychology that user interface (UI) design guidelines make intuitive sense rather than being just a list or rules to follow. Early UI practitioners were trained in cognitive psychology, and developed UI design rules based on it. But as the field has evolved since the first edition of this book, designers enter the field from many disciplines. Practitioners today have enough experience in UI design that they have been exposed to

  20. Designing Creative Learning Environments

    Directory of Open Access Journals (Sweden)

    Thomas Cochrane

    2015-05-01

    Full Text Available Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios.

  1. Learning design guided learning analytics in MOOCs

    NARCIS (Netherlands)

    Brouns, Francis; Firssova, Olga

    2016-01-01

    Poster presentation for our paper Brouns, F., & Firssova, O. (2016, October).The role of learning design and learning analytics in MOOCs. Paper presented at 9th EDEN Research Workshop, Oldenburg, Germany.

  2. Ergonomics standards and guidelines for computer workstation design and the impact on users' health - a review.

    Science.gov (United States)

    Woo, E H C; White, P; Lai, C W K

    2016-03-01

    This paper presents an overview of global ergonomics standards and guidelines for design of computer workstations, with particular focus on their inconsistency and associated health risk impact. Overall, considerable disagreements were found in the design specifications of computer workstations globally, particularly in relation to the results from previous ergonomics research and the outcomes from current ergonomics standards and guidelines. To cope with the rapid advancement in computer technology, this article provides justifications and suggestions for modifications in the current ergonomics standards and guidelines for the design of computer workstations. Practitioner Summary: A research gap exists in ergonomics standards and guidelines for computer workstations. We explore the validity and generalisability of ergonomics recommendations by comparing previous ergonomics research through to recommendations and outcomes from current ergonomics standards and guidelines.

  3. Sound & Vibration 20 Design Guidelines for Health Care Facilities

    CERN Document Server

    Tocci, Gregory; Cavanaugh, William

    2013-01-01

    Sound, vibration, noise and privacy have significant impacts on health and performance. As a result, they are recognized as essential components of effective health care environments. However, acoustics has only recently become a prominent consideration in the design, construction, and operation of healthcare facilities owing to the absence, prior to 2010, of clear and objective guidance based on research and best practices. Sound & Vibration 2.0 is the first publication to comprehensively address this need. Sound & Vibration 2.0 is the sole reference standard for acoustics in health care facilities and is recognized by: the 2010 FGI Guidelines for the Design and Construction of Health Care Facilities (used in 60 countries); the US Green Building Council’s LEED for Health Care (used in 87 countries); The Green Guide for Health Care V2.2; and the International Code Council (2011). Sound & Vibration 2.0 was commissioned by the Facility Guidelines Institute in 2005, written by the Health Care Acous...

  4. Guidelines for determining design basis ground motions

    International Nuclear Information System (INIS)

    1993-11-01

    This report develops and applies a method for estimating strong earthquake ground motion. The emphasis of this study is on ground motion estimation in Eastern North America (east of the Rocky Mountains), with particular emphasis on the Eastern United States and southeastern Canada. Specifically considered are ground motions resulting from earthquakes with magnitudes from 5 to 8, fault distances from 0 to 500 km, and frequencies from 1 to 35 Hz. The two main objectives were: (1) to develop generic relations for estimating ground motion appropriate for site screening; and (2) to develop a guideline for conducting a thorough site investigation needed to define the seismic design basis. For the first objective, an engineering model was developed to predict the expected ground motion on rock sites, with an additional set of amplification factors to account for the response of the soil column over rock at soil sites. The results incorporate best estimates of ground motion as well as the randomness and uncertainty associated with those estimates. For the second objective, guidelines were developed for gathering geotechnical information at a site and using this information in calculating site response. As a part of this development, an extensive set of geotechnical and seismic investigations was conducted at three reference sites. Together, the engineering model and guidelines provide the means to select and assess the seismic suitability of a site

  5. Play for All Guidelines: Planning, Design and Management of Outdoor Play Settings for All Children. Second Edition.

    Science.gov (United States)

    Moore, Robin C., Ed.; Goltsman, Susan M., Ed.; Iacofano, Daniel S., Ed.

    These guidelines assist professional designers, park and recreation managers, and community groups when making decisions about the planning, design, and ongoing management of children's public play environments. The guidelines are updated to meet or exceed the requirements of the Americans with Disabilities Act Guidelines (July 26, 1991) and the…

  6. Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    This design-based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross-disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game-based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

  7. Supporting industrial equipment development through a set of design-for-maintenance guidelines

    NARCIS (Netherlands)

    Mulder, W.; Basten, Robertus Johannes Ida; Jauregui Becker, Juan Manuel; Blok, Jeroen; Hoekstra, Sipke; Kokkeler, Frans; Marjanovic, Dorian; Storga, Mario; Pavkovic, Neven; Bojcetic, Nenad

    2014-01-01

    This paper presents a leaflet with design-for-maintenance guidelines. It aims at supporting developers of industrial equipment in their design-for-maintenance practices. The use of this leaflet should lead to increased attention for design-for-maintenance aspects and to improve idea generation. The

  8. Navigation and wayfinding in learning spaces in 3D virtual worlds

    OpenAIRE

    Minocha, Shailey; Hardy, Christopher

    2016-01-01

    There is a lack of published research on the design guidelines of learning spaces in virtual worlds. Therefore, when institutions aspire to create learning spaces in Second Life, there are few studies or guidelines to inform them except for individual case studies. The Design of Learning Spaces in 3D Virtual Environments (DELVE) project, funded by the Joint Information Systems Committee in the UK, was one of the first initiatives that identified through empirical investigations the usability ...

  9. Development of new canine and feline preventive healthcare guidelines designed to improve pet health.

    Science.gov (United States)

    2011-01-01

    The American Veterinary Medical Association (AVMA) and American Animal Hospital Association (AAHA) have jointly introduced the first Canine and Feline Preventive Healthcare Guidelines. These consensus statements provide veterinarians with a new resource for improving patient care by emphasizing the value and scope of regular pet examinations. The two guidelines provide complete recommendations for comprehensive preventive healthcare programs, published as accessible, single-page documents. The guidelines are based on the subjective-objective-assessment-plan (SOAP) methodology of case management, a proven approach traditionally used with sick or injured patients. This logical and disciplined process is equally applicable to healthy patients and is designed to consistently deliver optimal patient care. The guidelines recommend visits for health examinations on at least an annual basis, recognizing that for many pets, more frequent visits may be appropriate, depending on the individual needs of the patient. The guidelines also provide detailed diagnostic, therapeutic, prevention, and follow up plans, to be accompanied by appropriate documentation. The inclusive content and concise format of the guidelines are designed to maximize their practical value and make them easy to implement.

  10. Organizational Design within University Extension Units: Some Concepts, Options, and Guidelines

    Science.gov (United States)

    Baker, Harold R.

    1976-01-01

    Drawing on the behavioral sciences, the author outlines alternative modes of structuring and organizing an extension unit. The advantages and disadvantages of several organizational design options, the purposes and management of the temporary task force, and some general guidelines for making organizational design decisions are discussed.…

  11. Improving STEM Undergraduate Education with Efficient Learning Design

    DEFF Research Database (Denmark)

    Godsk, Mikkel

    2018-01-01

    The project investigates the potential of Learning Design for efficiently improving STEM undergraduate education with technology. In order to investigate this potential, the project consists of two main studies at Aarhus University: a study of the perspectives of the main stakeholders on Learning...... Design uptake. The project concludes that it is possible to improve STEM undergraduate education with Learning Design for technology-enhanced learning efficiently and that Efficient Learning Design provides a useful concept for qualifying educational decisions....... provided by technology-enhanced learning based on Learning Design, and in particular students’ learning was of a high common interest. However, only the educators were directly interested in Learning Design and its support for design, reuse in their practice and to inform pedagogy. A holistic concept...

  12. Designing for Learning in Coupled Contexts

    DEFF Research Database (Denmark)

    Gleerup, Janne; Heilesen, Simon; Helms, Niels Henrik

    2014-01-01

    In the case discussed in this chapter, involving the training of electrician apprentices at a Danish vocational college, many of the apprentices have difficulties understanding how the two modes of learning, i.e. formal learning at the college and the more informal learning through the in......-service training, relate to one another. This chapter is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The actual design process used is based on a recently developed method for user-driven innovation......, the “quadrant model”, involving apprentices, teachers and masters and journeymen from companies as active and equal cocreators of new pedagogical designs. The final outcome has been three designs for networked learning. They facilitate communication between apprentice and apprentice, college and apprentice...

  13. Advanced human-system interface design review guidelines

    International Nuclear Information System (INIS)

    O'Hara, J.M.

    1990-01-01

    Advanced, computer-based, human-system interface designs are emerging in nuclear power plant control rooms as a result of several factors. These include: (1) incorporation of new systems such as safety parameter display systems, (2) backfitting of current control rooms with new technologies when existing hardware is no longer supported by equipment vendors, and (3) development of advanced control room concepts. Control rooms of the future will be developed almost exclusively with advanced instrumentation and controls based upon digital technology. In addition, the control room operator will be interfacing with more intelligent systems which will be capable of providing information processing support to the operator. These developments may have significant implications for plant safety in that they will greatly affect the operator's role in the system as well as the ways in which he interacts with it. At present, however, the only guidance available to the Nuclear Regulatory Commission (NRC) for the review of control room-operator interfaces is NUREG-0700. It is a document which was written prior to these technological changes and is, therefore, tailored to the technologies used in traditional control rooms. Thus, the present guidance needs to be updated since it is inadequate to serve as the basis for NRC staff review of such advanced or hybrid control room designs. The objective of the project reported in this paper is to develop an Advanced Control Room Design Review Guideline suitable for use in performing human factors reviews of advanced operator interfaces. This guideline will take the form of a portable, interactive, computer-based document that may be conveniently used by an inspector in the field, as well as a text-based document

  14. 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.

  15. Some difference of concepts between design guideline for FBR base isolation system and aseismic design guideline of LWR in Japan

    International Nuclear Information System (INIS)

    Shibata, Heki

    1992-01-01

    This paper deals with the concept and the relation of 'the Base Isolation System and FBR' to the Safety Criteria and the Guideline of the Aseismic Design of LWR in Japan. The Central Research Institute of Electric Power Industries have been working for FBR last several years. The author has been contribute to their works, and this is one of the subjects. He described his own idea obtained through the cooperative work with CRIEPI. (author)

  16. Clinical practice guidelines as learned treatises: understanding their use as evidence in the courtroom.

    Science.gov (United States)

    Recupero, Patricia R

    2008-01-01

    It is important for forensic experts to understand how clinical practice guidelines may enter the courtroom, what role they may play in a trial, and how they relate to expert testimony. Guidelines enter the record in several different ways and in several types of cases, typically with the assistance of an expert witness. A common vehicle for their introduction is the learned-treatise exception to the hearsay rule. Case law before and after Daubert v. Merrell Dow Pharmaceuticals, Inc. helps to elucidate the scrutiny that courts may direct toward medical texts proffered as evidence. This article discusses the implications of different rules and relevant case law for the forensic psychiatrist. The discussion notes important considerations for the expert witness, such as how guidelines may affect the expert's role, concerns about the reliability and relevance of scientific evidence, and questions about whether guidelines will be used for inculpatory or exculpatory purposes in medical malpractice trials.

  17. Designing usable web forms- Empirical evaluation of web form improvement guidelines

    DEFF Research Database (Denmark)

    Seckler, Mirjam; Heinz, Silvia; Bargas-Avila, Javier A.

    2014-01-01

    This study reports a controlled eye tracking experiment (N = 65) that shows the combined effectiveness of 20 guidelines to improve interactive online forms when applied to forms found on real company websites. Results indicate that improved web forms lead to faster completion times, fewer form...... submission trials, and fewer eye movements. Data from subjective questionnaires and interviews further show increased user satisfaction. Overall, our findings highlight the importance for web designers to improve their web forms using UX guidelines....

  18. Blended e-learning Design: Discussion of Cultural Issues

    Directory of Open Access Journals (Sweden)

    Ahmed A Al-Hunaiyyan

    2008-06-01

    Full Text Available Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emphasizes on the importance of cultural learning objects (CLO and its role in the design of multimedia-based e-learning systems.

  19. Evidence-Based Practice Guidelines for Fetal Alcohol Spectrum Disorder and Literacy and Learning

    Science.gov (United States)

    Mitten, H. Rae

    2013-01-01

    Evidence-based Practice Guidelines for Fetal Alcohol Spectrum Disorder (FASD) and Literacy and Learning are derived from an inductive analysis of qualitative data collected in field research. FASD is the umbrella term for a spectrum of neurocognitive and physical disabilities caused by prenatal exposure to alcohol. Data from a sample of N =150 was…

  20. iPad Learning Ecosystem: Developing Challenge-Based Learning Using Design Thinking

    Science.gov (United States)

    Marin, Catalina; Hargis, Jace; Cavanaugh, Cathy

    2013-01-01

    In order to maximize college English language students' learning, product development, 21st Century skills and engagement with real world meaningful challenges, a course was designed to integrate Challenge Based Learning (CBL) and iPad mobile learning technology. This article describes the course design, which was grounded in design thinking, and…

  1. Guidelines for the structural design of experimental multi-purpose VHTR at the elevated temperature services

    International Nuclear Information System (INIS)

    Nomura, Sueo; Uga, Takeo; Miyamoto, Yoshiaki; Muto, Yasushi; Ikushima, Takeshi

    1976-02-01

    The guidelines are presented for structural design of the experimental multi-purpose VHTR(Very High Temperature Reactor) at the elevated temperature services. Covered are features of the VHTR structural design, specifications, safety design, seismic design, failure modes to be considered, stress criteria for various load combinations and the mechanical properties of the materials. The guidelines were prepared by referring to safety criteria of high-temperature gas cooled reactors, ASME Boiler and Pressure Vessel code, Section III, case 1592 and the domestic seismic design guide of nuclear power facilities. (auth.)

  2. Guidelines for design and development of computer/microprocessor based systems in research and power reactors

    International Nuclear Information System (INIS)

    Dhodapkar, S.D.; Chandra, A.K.

    1993-01-01

    Computer systems are being used in Indian research reactors and nuclear power plants in the areas of data acquisition, process monitoring and control, alarm annunciation and safety. The design and evaluation of these systems requires a special approach particularly due to the unique nature of the software which is an essential constituent of these systems. It was decided to evolve guidelines for designing and review of computer/microprocessor based systems for use in nuclear power plants in India. The present document tries to address various issues and presents guidelines which are as comprehensive as possible and cover all issues relating to the design and development of computer based systems. These guidelines are expected to be useful to the specifiers, designers and reviewers of such systems. (author). 6 refs., 1 fig

  3. An educational design for organizational Learning

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    The aim of my study is to explore how employees may learn collaboratively from common work experience in the context of work. The study includes the development of an educational design for learning from work experience. The development of the educational design was initially not a research project......, but a task for me to solve in my role as manager of Organisational Learning, Oracle EMEA (Europe, Middle East and Africa) from 2005 to 2012. The development of the educational design was not planned as a scientific research. However, its success was founded on the feedback from participants, decision...... and b) me as an active participant in the research object. The research area is Educational Research with the theory-driven design of learning environments. (Design-Based Research Collective 2003: 8). Design-based research (DBR) was developed for researching classical classroom training. In this study...

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

    OpenAIRE

    Lau, Kung Wong

    2010-01-01

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

  5. Deriving guidelines for the design of plate evaporators in heat pumps using zeotropic mixtures

    DEFF Research Database (Denmark)

    Mancini, Roberta; Zühlsdorf, Benjamin; Jensen, Jonas Kjær

    2018-01-01

    This paper presents a derivation of design guidelines for plate heat exchangers used for evaporation of zeotropic mixtures in heat pumps. A mapping of combined heat exchanger and cycle calculations for different combinations of geometrical parameters and working fluids allowed estimating the trade....... It was found that the pressure drop limit leading to infeasible designs was dependent on the working fluid, thereby making it impossible to define a guideline based on maximum allowable pressure drops. It was found that economically feasible designs could be obtained by correlating the vapour Reynolds number...

  6. Learning and Motivational Processes When Students Design Curriculum‐Based Digital Learning Games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This design‐based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross‐disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game‐based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

  7. Guidelines in lower-middle income countries.

    Science.gov (United States)

    Olayemi, Edeghonghon; Asare, Eugenia V; Benneh-Akwasi Kuma, Amma A

    2017-06-01

    Guidelines include recommendations intended to optimize patient care; used appropriately, they make healthcare consistent and efficient. In most lower-middle income countries (LMICs), there is a paucity of well-designed guidelines; as a result, healthcare workers depend on guidelines developed in Higher Income Countries (HICs). However, local guidelines are more likely to be implemented because they are applicable to the specific environment; and consider factors such as availability of resources, specialized skills and local culture. If guidelines developed in HICs are to be implemented in LMICs, developers need to incorporate local experts in their development. Involvement of local stakeholders may improve the rates of implementation by identifying and removing barriers to implementation in LMICs. Another option is to encourage local experts to adapt them for use in LMICs; these guidelines may recommend strategies different from those used in HICs, but will be aimed at achieving the best practicable standard of care. Infrastructural deficits in LMICs could be improved by learning from and building on the successful response to the human immunodeficiency virus/acquired immunodeficiency syndrome pandemic through interactions between HICs and LMICs. Similarly, collaborations between postgraduate medical colleges in both HICs and LMICs may help specialist doctors training in LMICs develop skills required for guideline development and implementation. © 2017 John Wiley & Sons Ltd.

  8. Learning Design Patterns for Hybrid Synchronous Video-Mediated Learning Environments

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article describes an innovative learning environment where remote and face-to-face full-time general upper secondary adult students jointly participate in the same live classes at VUC Storstrøm, an adult learning centre in Denmark. The teachers developed new learning designs as a part of the...... activating and equal learning designs for the students. This article is written on the basis of a chapter in the PhD–thesis by the author....

  9. Persuasive Designs for LearningLearning in Persuasive Design

    DEFF Research Database (Denmark)

    Hansen, Sandra Burri Gram; Bertel, Lykke Brogaard; Ryberg, Thomas

    2016-01-01

    Both in theory and in practice, learning has been argued to hold significant potential in relation to persuasive technologies. Particularly when persuasive initiatives strive to motivate sustainable behavior changes. Correspondingly, the notion of persuasive design may constitute a valuable...

  10. Blended e-learning Design: Discussion of Cultural Issues

    OpenAIRE

    Ahmed A Al-Hunaiyyan; Salah AL-Sharhan; Nabeel Al-Huwail

    2008-01-01

    Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. Educators as the question: can we design these systems to accommodate different cultural groups and various learning strategies. This paper addresses some design issues when selecting a blended e-learning approach; it discusses some cultural elements that affect the design of blended e-learning. The paper also explores issues related to learning design, then emph...

  11. Designing informal learning spaces using student perspectives

    Directory of Open Access Journals (Sweden)

    Matthew David Riddle

    2012-06-01

    Full Text Available This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectives and principles developed through applied research in teaching and learning can inform real world learning space design projects in a higher education context.

  12. INCORPORATING THE BEHAVIORAL DIMENSION IN DESIGNING INCLUSIVE LEARNING ENVIRONMENT FOR AUTISM

    Directory of Open Access Journals (Sweden)

    Rachna Khare

    2009-11-01

    Full Text Available In last two decades environment and behavior studies has profoundly influenced the practice of architecture and there is growing trend towards people-centered and evidence-based design. The field has tremendous application in designing for special needs; most of the researches on designing for special groups, accessibility codes and design guidelines are based on the functional needs of the users, necessity to explore potential of behavioral aspects to design for people with cognitive limitations is felt though. In the present research, the systematic study of behavioral features in autism has provided a wealth of understanding that is applied to the process of design. There are several stages to this research project, in initial stage, learning behaviors of children, their strength and weakness in educational spaces helped in defining ‘enabling environment’ for autism, which is tested in the subsequent stages to provide evidence based body of knowledge that is expected to help architects and designers to design autism friendly inclusive educational spaces. The purpose of this paper is to present the enabling aspects of educational environment for children with autism and measure their affects on functional performance.

  13. Guidelines of the Development and the Supporting Learning Resources by the Community Participatory of Case Study for the Schools Under Secondary Education Service Area Office 24

    Directory of Open Access Journals (Sweden)

    Wisan Payungwong

    2017-06-01

    Full Text Available This research aimed 1 to study the components of guidelines of the development and the supporting learning resources by the community participatory of case study for the schools under Secondary Education Service Area Office 24 and 2 to investigate guidelines of guidelines of the development and the supporting learning resources by the community participatory of case study for the schools under Secondary Education Service Area Office 24. This research was conducted into two phases. The first phase was investigated the components and indicators of guidelines of the development and the supporting learning resources by the community participatory of case study for the schools under Secondary Education Service Area Office 24. The samples group were five respondents to provide the information by an assessment form. The second phase was conducted to find out the guidelines of development and supporting learning resources by community participatory of case study which included four steps. The first step was the focus group of case study schools with best practice. The samples were fourteen key informants from 2 schools. There were school directors, deputy director of academic administration, head of learning, village leaders, wisdom villagers and religious leaders. The data were collected by using focus group discussion form. The second step was draft the develop management guideline of academic administration. The sample group were 7 professionals. The data were collected by using the evaluation from of propriety/feasibility/utility of the develop management guideline of academic administration. The data were analyzed in average ( and standard deviation (S.D.. The third step was group discussion for evaluated the applying of the develop management guideline of academic administration. The samples group were 14 key informants from 2 schools. There were school directors, deputy director of academic administration, head of learning, village leaders

  14. Agile Contracts: Designing an Agile Team Selection Guideline

    DEFF Research Database (Denmark)

    Pries-Heje, Lene; Pries-Heje, Jan

    2014-01-01

    with “endless” re-negotiation of the requirements; you need a more flexible way to develop IS. A new way of coping with many changes is to use an agile development approach and a fixed budget and resources contract. This paper presents an example case. We analyse the case and design a guideline for how......When you have stable and non-ambiguous requirements then a classic contract for IS between a supplier and a public sector institution based on a requirements specification may be well suited. However, if you have to accept many changes or have ambiguous requirements then you may end up...... to implement a fixed budget and resources contract in the public sector. The guideline includes elements to cope with challenges in a tender process such as transparency, criteria for supplier selection, and live assessment of resource skills and capabilities, as well as achieving the flexibility for change...

  15. Interactive Learning for Graphic Design Foundations

    Science.gov (United States)

    Chu, Sauman; Ramirez, German Mauricio Mejia

    2012-01-01

    One of the biggest problems for students majoring in pre-graphic design is students' inability to apply their knowledge to different design solutions. The purpose of this study is to examine the effectiveness of interactive learning modules in facilitating knowledge acquisition during the learning process and to create interactive learning modules…

  16. Advanced control room design review guidelines: Merging old and new

    International Nuclear Information System (INIS)

    Carter, R.J.; Wachtel, J.A.

    1992-01-01

    The nuclear power industry is currently developing operator interface systems based on innovative applications of digital computers. To assure that this advanced technology is incorporated in a way that maximizes the potential safety benefits of the technology and minimizes the potential negative effects on human performance, human factors principles must be considered. NUREG-0700 contains guidelines for the review of operator interfaces. However, in light of the rapid technological advances in digital technology which have taken place in the eleven years since its publication, it is no longer adequate to assess the rapidly changing human-system interfaces. A research program, the purpose of which is to upgrade NUREG-0700, has been initiated. Thus far a set of draft advanced control room design review (ACRDR) guidelines has been complied. Three tasks, which were oriented towards integrating the applicable guidelines in NUREG-0700 into the ACRDR document, are described in the paper

  17. Teaching machine learning to design students

    NARCIS (Netherlands)

    Vlist, van der B.J.J.; van de Westelaken, H.F.M.; Bartneck, C.; Hu, J.; Ahn, R.M.C.; Barakova, E.I.; Delbressine, F.L.M.; Feijs, L.M.G.; Pan, Z.; Zhang, X.; El Rhalibi, A.

    2008-01-01

    Machine learning is a key technology to design and create intelligent systems, products, and related services. Like many other design departments, we are faced with the challenge to teach machine learning to design students, who often do not have an inherent affinity towards technology. We

  18. Student Learning-Game Designs

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article presents new knowledge about how students can implement learning and game elements into analogue and digital learning games as a means of learning and teaching curriculum‐based subject matter. The purpose of the analysis is to identify what learning‐game design elements were used...... in four learning games created by students, to investigate how these elements were em83 ployed, to determine what learning trajectories emerged in the two digital game tools and to offer reflections and suggestions regarding the learning processes students experienced when building the various learning...... trajectories for specific learning goals into the digital games. The article examines how specific features in the two digital game tools, Scratch and RGBMaker, afford creation of learning trajectories in various ways, enabling deep learning and gameplay processes for the players of the games. According...

  19. Designing for learning and empowerment

    DEFF Research Database (Denmark)

    Jönsson, Lise Høgh

    2017-01-01

    worked together to develop five new visual and digital methods for interviewing in special education. Thereby enhancing students’ competences, knowledge and proficiency in innovation and research as well as designing a solution aiding people with learning disabilities to communicate with peers......This paper proposes design-based research as a teaching approach to enhance the learning environment of university college students and as a potential tool for empowerment in practice. The paper depicts how students, professors, professional educationalists, and people with learning disabilities...

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

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2014-01-01

    worth investigating as a motivational learning strategy. As meaning can be constructed through the manipulation of materials, which facilitates reflection and new ways of thinking, the use of learning games in education is taken one step further into the building of learning games in collaborative...... enables the students to be the designers of their own learning, by allowing them to create their own digital learning games, while implementing learning goals from cross-disciplinary subject matters (Figure 1). Another focus has been to create a learning design that scaffolds the students’ own learning-game......This article presents and discusses the first iteration of a design-based research experiment focusing on how to create a motivating gamified learning design, one that facilitates a deep learning process for adult students making their own learning games. Using games for learning has attracted...

  1. Learning design and feedback processes at scale

    DEFF Research Database (Denmark)

    Ringtved, Ulla L.; Miligan, Sandra; Corrin, Linda

    2016-01-01

    Design for teaching in scaled courses is shifting away from replication of the traditional on-campus or online teaching-learning relationship towards exploiting the distinctive characteristic and potentials of that environment to transform both teaching and learning. This involves consideration...... design and would benefit from learning analytics support? What is the character of analytics that can be deployed to help deliver good design of online learning platforms? What are the theoretical and pedagogical bases inherent in different analytics designs? These and other questions will be examined...

  2. Design of a Networked Learning Master Environment for Professionals

    DEFF Research Database (Denmark)

    Dirckinck-Holmfeld, Lone

    2010-01-01

    The paper is presenting the overall learning design of MIL (Master in ICT and Learning). The learning design is integrating a number of principles: 1. Principles of problem and project based learning 2. Networked learning / learning in communities of practice. The paper will discuss how these pri......The paper is presenting the overall learning design of MIL (Master in ICT and Learning). The learning design is integrating a number of principles: 1. Principles of problem and project based learning 2. Networked learning / learning in communities of practice. The paper will discuss how...

  3. Enhanced learning through design problems

    DEFF Research Database (Denmark)

    Jensen, Bogi Bech; Högberg, Stig; Jensen, Frida av Fløtum

    2012-01-01

    This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical...... machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled ‘learning through design’ is a very effective way of teaching...

  4. Design guideline to prevent the pipe rupture by radiolysis gases in BWR steam piping

    International Nuclear Information System (INIS)

    Inagaki, T.; Miyagawa, M.; Ota, T.; Sato, T.; Sakata, K.

    2009-01-01

    In late 2001, pipe rupture accidents due to fast combustion of radiolysis gas occurred in Japan and elsewhere's BWR power plants. TENPES began to set up the guideline as action to such a new problem to prevent accumulation and combustion of radiolysis gas in BWR steam piping. And then, the first edition of guideline was published in October 2005. Afterwards, the experimental study about combustion/detonation of radiolysis gas have been continued. And in March 2007, TENPES published a revised edition of the guideline. This is the report of the revised edition of that guideline. According to this guideline, it became possible to design BWR's steam piping to prevent accumulation of radiolysis gas. (author)

  5. The effect of an e-learning supported Train-the-Trainer programme on implementation of suicide guidelines in mental health care.

    Science.gov (United States)

    de Beurs, Derek P; de Groot, Marieke H; de Keijser, Jos; Mokkenstorm, Jan; van Duijn, Erik; de Winter, Remco F P; Kerkhof, Ad J F M

    2015-04-01

    Randomized studies examining the effect of training of mental health professionals in suicide prevention guidelines are scarce. We assessed whether professionals benefited from an e-learning supported Train-the-Trainer programme aimed at the application of the Dutch multidisciplinary suicide prevention guideline. 45 psychiatric departments from all over the Netherlands were clustered in pairs and randomized. In the experimental condition, all of the staff of psychiatric departments was trained by peers with an e-learning supported Train-the-Trainer programme. Guideline adherence of individual professionals was measured by means of the response to on-line video fragments. Multilevel analyses were used to establish whether variation between conditions was due to differences between individual professionals or departments. Multilevel analysis showed that the intervention resulted in an improvement of individual professionals. At the 3 month follow-up, professionals who received the intervention showed greater guideline adherence, improved self-perceived knowledge and improved confidence as providers of care than professionals who were only exposed to traditional guideline dissemination. Subgroup analyses showed that improved guideline adherence was found among nurses but not among psychiatrists and psychologists. No significant effect of the intervention on team performance was found. The ICT environment in departments was often technically inadequate when displaying the video clips clip of the survey. This may have caused considerable drop-out and possibly introduced selection bias, as professionals who were strongly affiliated to the theme of the study might have been more likely to finish the study. Our results support the idea that an e-learning supported Train-the-Trainer programme is an effective strategy for implementing clinical guidelines and improving care for suicidal patients. Netherlands Trial Register (NTR3092 www.trialregister.nl). Copyright © 2015 The

  6. Design for game based learning platforms

    DEFF Research Database (Denmark)

    Sørensen, Birgitte Holm; Meyer, Bente

    2010-01-01

    This paper focuses on the challenges related to the design of game based learning platforms for formal learning contexts that are inspired by the pupil's leisure time related use of web 2.0. The paper is based on the project Serious Games on a Global Market Place (2007-2011) founded by the Danish...... of web 2.0 and integrates theories of learning, didactics, games, play, communication, multimodality and different pedagogical approaches. In relation to the introduced model the teacher role is discussed.......This paper focuses on the challenges related to the design of game based learning platforms for formal learning contexts that are inspired by the pupil's leisure time related use of web 2.0. The paper is based on the project Serious Games on a Global Market Place (2007-2011) founded by the Danish...... Council for Strategic Research, in which an online game-based platform for English as a foreign language in primary school is studied. The paper presents a model for designing for game based learning platforms. This design is based on cultural and ethnographic based research on children's leisure time use...

  7. Digital Games, Design, and Learning

    Science.gov (United States)

    Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S.

    2016-01-01

    In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions (g¯ = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs (g¯ = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium. PMID:26937054

  8. Learning for design reuse

    DEFF Research Database (Denmark)

    Duffy, Alex; Duffy, Sandra M.

    1996-01-01

    Over the past decade "design assistance", that is, where the computer is viewed as an Intelligent Design Assistant (IDA), has emerged in knowledge based design support and has formed the basic research strategy for the CAD Cantre, University of Strathclyde, since the mid-1980s. Within this philos......Over the past decade "design assistance", that is, where the computer is viewed as an Intelligent Design Assistant (IDA), has emerged in knowledge based design support and has formed the basic research strategy for the CAD Cantre, University of Strathclyde, since the mid-1980s. Within...... this philosophy, an IDA would act as a colleague to a designer, providing guidance, learning from past experiences, carrying out semi- and fully-automated tasks, explaining its reasoning and in essence complementing the designer's own natural skills, and thus leaving the ultimate decision-making, control......, and responsibility with the designer.The ability to learn and evolve has been recognized as one of the key components of an IDA for it to fully support the designer's activities. Consequently, we have been directing our research effort on two main fronts, formalizing our understanding and developing models...

  9. Reducing aquatic hazards of industrial chemicals: probabilistic assessment of sustainable molecular design guidelines.

    Science.gov (United States)

    Connors, Kristin A; Voutchkova-Kostal, Adelina M; Kostal, Jakub; Anastas, Paul; Zimmerman, Julie B; Brooks, Bryan W

    2014-08-01

    Basic toxicological information is lacking for the majority of industrial chemicals. In addition to increasing empirical toxicity data through additional testing, prospective computational approaches to drug development aim to serve as a rational basis for the design of chemicals with reduced toxicity. Recent work has resulted in the derivation of a "rule of 2," wherein chemicals with an octanol-water partition coefficient (log P) less than 2 and a difference between the lowest unoccupied molecular orbital and the highest occupied molecular orbital (ΔE) greater than 9 (log P9 eV) are predicted to be 4 to 5 times less likely to elicit acute or chronic toxicity to model aquatic organisms. The present study examines potential reduction of aquatic toxicity hazards from industrial chemicals if these 2 molecular design guidelines were employed. Probabilistic hazard assessment approaches were used to model the likelihood of encountering industrial chemicals exceeding toxicological categories of concern both with and without the rule of 2. Modeling predicted that utilization of these molecular design guidelines for log P and ΔE would appreciably decrease the number of chemicals that would be designated to be of "high" and "very high" concern for acute and chronic toxicity to standard model aquatic organisms and end points as defined by the US Environmental Protection Agency. For example, 14.5% of chemicals were categorized as having high and very high acute toxicity to the fathead minnow model, whereas only 3.3% of chemicals conforming to the design guidelines were predicted to be in these categories. Considerations of specific chemical classes (e.g., aldehydes), chemical attributes (e.g., ionization), and adverse outcome pathways in representative species (e.g., receptor-mediated responses) could be used to derive future property guidelines for broader classes of contaminants. © 2014 SETAC.

  10. Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

    Science.gov (United States)

    Özerem, Aysen; Akkoyunlu, Buket

    2015-01-01

    Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

  11. Service-Learning Instructional Design Considerations

    Science.gov (United States)

    Maddrell, Jennifer

    2014-01-01

    This paper explores the design of "service-learning" experiences to engage college students in the real-world application of course subject matter. Service learning is an educational approach that combines community service, academic coursework, and work-based applied learning. Based on data gathered during a series of recent interviews…

  12. Building Design Guidelines for Interior Architecture Concerned with Animal Researches Facilities

    International Nuclear Information System (INIS)

    ElDib, A.A. E.

    2014-01-01

    This paper discusses the most important design guidelines elements and characteristics for animal facilities, in order to achieve and maintain highest efficiency can be, with respect to the pivot role of Interior Architecture as one of the accurate specializations for completing the Architectural Sciences, for designer/s concerned with those types of facilities, (specially those using radioactive materials). These building types known as vivariums, are specially designed, accommodating and having sophisticated controlled environments for the care and maintenance of experimental animals, and are related to, but distinct from other research laboratories premises

  13. Guidelines of the Design of Electropyrotechnic Firing Circuit for Unmanned Flight and Ground Test Projects

    Science.gov (United States)

    Gonzalez, Guillermo A.; Lucy, Melvin H.; Massie, Jeffrey J.

    2013-01-01

    The NASA Langley Research Center, Engineering Directorate, Electronic System Branch, is responsible for providing pyrotechnic support capabilities to Langley Research Center unmanned flight and ground test projects. These capabilities include device selection, procurement, testing, problem solving, firing system design, fabrication and testing; ground support equipment design, fabrication and testing; checkout procedures and procedure?s training to pyro technicians. This technical memorandum will serve as a guideline for the design, fabrication and testing of electropyrotechnic firing systems. The guidelines will discuss the entire process beginning with requirements definition and ending with development and execution.

  14. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit; Voogt, Joke

    2015-01-01

    Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher

  15. Human factors design review guidelines for advanced nuclear control room technologies

    International Nuclear Information System (INIS)

    O'Hara, J.; Brown, W.; Granda, T.; Baker, C.

    1991-01-01

    Advanced control rooms (ACRs) for future nuclear power plants are being designed utilizing computer-based technologies. The US Nuclear Regulatory Commission reviews the human engineering aspects of such control rooms to ensure that they are designed to good human factors engineering principles and that operator performance and reliability are appropriately supported in order to protect public health and safety. This paper describes the rationale, general approach, and initial development of an NRC Advanced Control Room Design Review Guideline. 20 refs., 1 fig

  16. Innovative design with learning reflexiveness for developing the Hamiltonian circuit learning games

    Directory of Open Access Journals (Sweden)

    Meng-Chien Yang

    2018-02-01

    Full Text Available In this study, we use a new proposed framework to develop the Hamiltonian circuit learning games for college students. The framework is for enhancing learners’ activities with learning reflexiveness. The design of these games is based on this framework to achieve the targeted learning outcomes. In recent years, the game-based learning is a very popular research topic. The Hamiltonian circuit is an important concepts for learning many computer science and electric engineering topics, such as IC design routing algorithm. The developed games use guiding rules to enable students to learn the Hamiltonian circuit in complicate graph problem. After the game, the learners are given a reviewing test which using the animation film for explaining the knowledge. This design concept is different from the previous studies. Through this new design, the outcome gets the better learning results under the effect of reflection. The students will have a deeper impression on the subject, and through self-learning and active thinking, in the game will have a deeper experience.

  17. A Well Designed School Environment Facilitates Brain Learning.

    Science.gov (United States)

    Chan, Tak Cheung; Petrie, Garth

    2000-01-01

    Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

  18. Learning Design for Sustainable Educational and Professional Development

    DEFF Research Database (Denmark)

    Godsk, Mikkel; Bjælde, Ole Eggers; Caspersen, Michael E.

    2015-01-01

    This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transformi...... modules. Both DiLD and the STREAM model have proven to be effective for encouraging educators across all career steps to embrace the potential of educational technology in science higher education and for improving teaching and learning.......This poster presents the impact of two learning design initiatives at Faculty of Science and Technology, Aarhus University: the professional development module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model for enhancing and transforming...

  19. Effective e-Learning by Thoughtful Design

    Directory of Open Access Journals (Sweden)

    Gordon Joyes

    2009-11-01

    Full Text Available This paper provides an insight into an e-learning design approach that has been used by the author in a wide range of contexts in Higher Education as part of an ongoing enquiry into transforming online teaching and learning within sustainable 'real' courses. A key driver has been the need to engage learners in Higher Education in moving from consumers to producers of knowledge and to engage in communities of practice through the use of online tools for learning. These developments use an analytic framework to support thoughtful e-learning design and insights into the way his framework has been applied are presented through a number of case studies. This work is shaping Web2.0 technologies to match a learning rather than a social agenda by casting them in particular learning activities within specific contexts for particular learning purposes.Keywords: e-learning, activity theory

  20. Towards Cognitive Load Theory as Guideline for Instructional Design in Science Education

    Science.gov (United States)

    Meissner, Barbara; Bogner, Franz X.

    2013-01-01

    We applied cognitive load theory in an heuristic out-of-school science lesson. The lesson comprises experiments concerning major attributes of NaCl and was designed for 5th to 8th grade students. Our interest focused on whether cognitive load theory provides sufficient guidelines for instructional design in the field of heuristic science…

  1. Designing Professional Learning Communities through Understanding the Beliefs of Learning

    Science.gov (United States)

    Ke, Jie; Kang, Rui; Liu, Di

    2016-01-01

    This study was designed to initiate the process of building professional development learning communities for pre-service math teachers through revealing those teachers' conceptions/beliefs of students' learning and their own learning in China. It examines Chinese pre-service math teachers' conceptions of student learning and their related…

  2. Meta-Design and the Triple Learning Organization in Architectural Design Process

    Science.gov (United States)

    Barelkowski, Robert

    2017-10-01

    The paper delves into the improvement of Meta-Design methodology being the result of implementation of triple learning organization. Grown from the concept of reflective practice, it offers an opportunity to segregate and hierarchize both criteria and knowledge management and at least twofold application. It induces constant feedback loops recharging the basic level of “design” with second level of “learning from design” and third level of “learning from learning”. While learning from design reflects the absorption of knowledge, structuralization of skills, management of information, learning from learning gives deeper understanding and provides axiological perspective which is necessary when combining cultural, social, and abstract conceptual problems. The second level involves multidisciplinary applications imported from many engineering disciplines, technical sciences, but also psychological background, or social environment. The third level confronts these applications with their respective sciences (wide extra-architectural knowledge) and axiological issues. This distinction may be represented in difference between e.g. purposeful, systemic use of participatory design which again generates experience-by-doing versus use of disciplinary knowledge starting from its theoretical framework, then narrowed down to be relevant to particular design task. The paper discusses the application in two cases: awarded competition proposal of Digital Arts Museum in Madrid and BAIRI university building. Both cases summarize the effects of implementation and expose the impact of triple-loop knowledge circles onto design, teaching the architect or helping them to learn how to manage information flows and how to accommodate paradigm shifts in the architectural design process.

  3. Seismic design evaluation guidelines for buried piping for the DOE HLW Facilities

    International Nuclear Information System (INIS)

    Lin, Chi-Wen; Antaki, G.; Bandyopadhyay, K.; Bush, S.H.; Costantino, C.; Kennedy, R.

    1995-01-01

    This paper presents the seismic design and evaluation guidelines for underground piping for the Department of Energy (DOE) High-Level-Waste (HLW) Facilities. The underground piping includes both single and double containment steel pipes and concrete pipes with steel lining, with particular emphasis on the double containment piping. The design and evaluation guidelines presented in this paper follow the generally accepted beam-on-elastic-foundation analysis principle and the inertial response calculation method, respectively, for piping directly in contact with the soil or contained in a jacket. A standard analysis procedure is described along with the discussion of factors deemed to be significant for the design of the underground piping. The following key considerations are addressed: the design feature and safety requirements for the inner (core) pipe and the outer pipe; the effect of soil strain and wave passage; assimilation of the necessary seismic and soil data; inertial response calculation for the inner pipe; determination of support anchor movement loads; combination of design loads; and code comparison. Specifications and justifications of the key parameters used, stress components to be calculated and the allowable stress and strain limits for code evaluation are presented

  4. A Complete Validated Learning Analytics Framework: Designing Issues from Data Preparation Perspective

    Science.gov (United States)

    Tlili, Ahmed; Essalmi, Fathi; Jemni, Mohamed; Kinshuk; Chen, Nian-Shing

    2018-01-01

    With the rapid growth of online education in recent years, Learning Analytics (LA) has gained increasing attention from researchers and educational institutions as an area which can improve the overall effectiveness of learning experiences. However, the lack of guidelines on what should be taken into consideration during application of LA hinders…

  5. Project Management Approaches for Online Learning Design

    Science.gov (United States)

    Eby, Gulsun; Yuzer, T. Volkan

    2013-01-01

    Developments in online learning and its design are areas that continue to grow in order to enhance students' learning environments and experiences. However, in the implementation of new technologies, the importance of properly and fairly overseeing these courses is often undervalued. "Project Management Approaches for Online Learning Design"…

  6. Design and Development of a Learning Design Virtual Internship Program

    Science.gov (United States)

    Ruggiero, Dana; Boehm, Jeff

    2016-01-01

    Incorporation of practical experience in learning design and technology education has long been accepted as an important step in the developmental process of future learning designers. The proliferation of adult online education has increased the number of graduate students who are in need of a practical internship placement but have limited…

  7. Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning

    NARCIS (Netherlands)

    Miao, Yongwu; Burgos, Daniel; Griffiths, David; Koper, Rob

    2007-01-01

    Miao, Y., Burgos, D., Griffiths, D., & Koper, R. (2008). Representation of Coordination Mechanisms in IMS Learning Design to Support Group-based Learning. In L. Lockyer, S. Bennet, S. Agostinho & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications and

  8. Designing for Diverse Learning: Case Study of Place-Based Learning in Design and Technologies Pre-Service Teacher Education

    Science.gov (United States)

    Best, Marnie; MacGregor, Denise; Price, Deborah

    2017-01-01

    Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with…

  9. Human factors guidelines and methodology in the design of a user computer interface: a case study

    International Nuclear Information System (INIS)

    Richards, R.E.; Gilmore, W.E.; Haney, L.N.

    1986-01-01

    In this case study, human factors personnel were requested to participate in a project team of programmers and operations specialists to design a cathode ray tube (CRT) display system for a complex process control application. This presentation describes the process and benefits obtained by incorporating human factors guidelines and methods in system design. Standard human engineering guidelines and techniques were utilized by the project team. In addition, previously published documents and research findings sponsored by the US Nuclear Regulatory Commission (USNRC) were used. Preliminary tasks involved a review of the draft plant procedures. Then, interviews with operators were conducted to establish the initial information for the displays. These initial requirements were evaluated against existing guidelines and criteria to determine the optimal presentation formats. Detailed steps of the approaches used, design decisions made, and tradeoffs that resulted in the final user acceptable design are discussed. 7 refs., 2 figs

  10. Design, Participation, and Social Change: What Design in Grassroots Spaces Can Teach Learning Scientists

    Science.gov (United States)

    Zavala, Miguel

    2016-01-01

    While a science of design (and theory of learning) is certainly useful in design-based research, a participatory design research framework presents an opening for learning scientists to rethink design and learning as processes. Grounded in the autoethnographic investigation of a grassroots organization's design of a local campaign, the author…

  11. Flexible learning and the design of instruction

    NARCIS (Netherlands)

    Collis, Betty; Nikolova, Iliana

    1998-01-01

    The paper deals with the problem of designing flexible learning and instruction. Flexibility is considered both from the learner's and the designer's perspective. The potential of telematics in the design, development and implementation of flexible and distance learning is discussed. A Method for

  12. Designing for Learning and Play - The Smiley Model as Framework

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    digital games. The Smiley Model inspired and provided a scaffold or a heuristic for the overall gamified learning design –- as well as for the students’ learning game design processes when creating small games turning the learning situation into an engaging experience. The audience for the experiments......This paper presents a framework for designing engaging learning experiences in games – the Smiley Model. In this Design-Based Research project, student-game-designers were learning inside a gamified learning design - while designing and implementing learning goals from curriculum into the small...... was adult upper secondary general students as well as 7th grade primary school students. The intention with this article is to inspire future learning designers that would like to experiment with integrating learning and play....

  13. Passive solar design strategies: Remodeling guidelines for conserving energy at home

    Science.gov (United States)

    The idea of passive solar is simple, but applying it effectively does require information and attention to the details of design and construction. Some passive solar techniques are modest and low-cost, and require only small changes in remodeler's typical practice. At the other end of the spectrum, some passive solar systems can almost eliminate a house's need for purchased heating (and in some cases, cooling) energy - but probably at a relatively high first cost. In between are a broad range of energy-conserving passive solar techniques. Whether or not they are cost-effective, practical, and attractive enough to offer a market advantage to any individual remodeler depends on very specific factors such as local costs, climate, and market characteristics. Passive Solar Design Strategies: Remodeling Guidelines For Conserving Energy At Home is written to help give remodelers the information they need to make these decisions. Passive Solar Design Strategies is a package in three basic parts: the guidelines contain information about passive solar techniques and how they work, and provides specific examples of systems which will save various percentages of energy; the worksheets offer a simple, fill-in-the-blank method to pre-evaluate the performance of a specific design; and the worked example demonstrates how to complete the worksheets for a typical residence.

  14. Balancing Design Project Supervision and Learning Facilitation

    DEFF Research Database (Denmark)

    Nielsen, Louise Møller

    2012-01-01

    experiences and expertise to guide the students’ decisions in relation to the design project. This paper focuses on project supervision in the context of design education – and more specifically on how this supervision is unfolded in a Problem Based Learning culture. The paper explores the supervisor......’s balance between the roles: 1) Design Project Supervisor – and 2) Learning Facilitator – with the aim to understand when to apply the different roles, and what to be aware of when doing so. This paper represents the first pilot-study of a larger research effort. It is based on a Lego Serious Play workshop......In design there is a long tradition for apprenticeship, as well as tradition for learning through design projects. Today many design educations are positioned within the University context, and have to be aligned with the learning culture and structure, which they represent. This raises a specific...

  15. Designing for Learning in Coupled Contexts

    DEFF Research Database (Denmark)

    Gleerup, Janne; Heilesen, Simon; Helms, Niels Henrik

    2014-01-01

    -service training, relate to one another. This chapter is an account of an experiment in designing for net-based vocational learning with the aim of providing a coupling between widely different learning contexts. The actual design process used is based on a recently developed method for user-driven innovation...

  16. Teaching Strategies to Promote Concept Learning by Design Challenges

    Science.gov (United States)

    Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc

    2017-01-01

    Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD). Purpose: LBD uses the context of design challenges to learn, among other things, science.…

  17. Practical Design Guidelines of qZSI Based Step-Up DC/DC Converter

    Science.gov (United States)

    Zakis, Janis; Vinnikov, Dmitri; Roasto, Indrek; Jalakas, Tanel

    2010-01-01

    This paper presents some design guidelines for a new voltage fed step-up DC/DC isolated converter. The most significant advantage of proposed converter is voltage buck-boost operation on single stage. The most promising application for proposed converter is in the field of distributed power generation e.g. fuel cells or photovoltaic. The most sensitive issues - such as power losses caused by high currents in the input side of converter and high transient overvoltages across the inverter bridge caused by stray inductances were discussed and solved. The proposals and recommendations to overcome these issues are given in the paper. The Selection and design guidelines of converter elements are proposed and explained. The prototype of proposed converter was built and experimentally tested. Some results are presented and evaluated.

  18. Teachers as Designers of Technology Enhanced Learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2015-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

  19. Teachers as Designers of Technology Enhanced Learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2016-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be

  20. Aligning Theory and Design: The Development of an Online Learning Intervention to Teach Evidence-based Practice for Maximal Reach.

    Science.gov (United States)

    Delagran, Louise; Vihstadt, Corrie; Evans, Roni

    2015-09-01

    Online educational interventions to teach evidence-based practice (EBP) are a promising mechanism for overcoming some of the barriers to incorporating research into practice. However, attention must be paid to aligning strategies with adult learning theories to achieve optimal outcomes. We describe the development of a series of short self-study modules, each covering a small set of learning objectives. Our approach, informed by design-based research (DBR), involved 6 phases: analysis, design, design evaluation, redesign, development/implementation, and evaluation. Participants were faculty and students in 3 health programs at a complementary and integrative educational institution. We chose a reusable learning object approach that allowed us to apply 4 main learning theories: events of instruction, cognitive load, dual processing, and ARCS (attention, relevance, confidence, satisfaction). A formative design evaluation suggested that the identified theories and instructional approaches were likely to facilitate learning and motivation. Summative evaluation was based on a student survey (N=116) that addressed how these theories supported learning. Results suggest that, overall, the selected theories helped students learn. The DBR approach allowed us to evaluate the specific intervention and theories for general applicability. This process also helped us define and document the intervention at a level of detail that covers almost all the proposed Guideline for Reporting Evidence-based practice Educational intervention and Teaching (GREET) items. This thorough description will facilitate the interpretation of future research and implementation of the intervention. Our approach can also serve as a model for others considering online EBP intervention development.

  1. Context-Adaptive Learning Designs by Using Semantic Web Services

    Science.gov (United States)

    Dietze, Stefan; Gugliotta, Alessio; Domingue, John

    2007-01-01

    IMS Learning Design (IMS-LD) is a promising technology aimed at supporting learning processes. IMS-LD packages contain the learning process metadata as well as the learning resources. However, the allocation of resources--whether data or services--within the learning design is done manually at design-time on the basis of the subjective appraisals…

  2. Designing informal learning spaces using student perspectives

    OpenAIRE

    Matthew David Riddle; Kay Souter

    2012-01-01

    This article describes the design of informal learning spaces at an Australian university that support students in the generation of knowledge. Recent learning space design projects at La Trobe have been informed by a number of pre-existing projects, including a small research project on student use of technologies, a national project on learning space design, and a significant curriculum renewal process at the university. It demonstrates the ways in which evidence based on student perspectiv...

  3. Evaluation of the clinical implementation of a large-scale online e-learning program on venous blood specimen collection guideline practices.

    Science.gov (United States)

    Willman, Britta; Grankvist, Kjell; Bölenius, Karin

    2018-05-11

    When performed erroneously, the venous blood specimen collection (VBSC) practice steps patient identification, test request management and test tube labeling are at high risk to jeopardize patient safety. VBSC educational programs with the intention to minimize risk of harm to patients are therefore needed. In this study, we evaluate the efficiency of a large-scale online e-learning program on personnel's adherence to VBSC practices and their experience of the e-learning program. An interprofessional team transformed an implemented traditional VBSC education program to an online e-learning program developed to stimulate reflection with focus on the high-risk practice steps. We used questionnaires to evaluate the effect of the e-learning program on personnel's self-reported adherence to VBSC practices compared to questionnaire surveys before and after introduction of the traditional education program. We used content analysis to evaluate the participants free text experience of the VBSC e-learning program. Adherence to the VBSC guideline high-risk practice steps generally increased following the implementation of a traditional educational program followed by an e-learning program. We however found a negative trend over years regarding participation rates and the practice to always send/sign the request form following the introduction of an electronic request system. The participants were in general content with the VBSC e-learning program. Properly designed e-learning programs on VBSC practices supersedes traditional educational programs in usefulness and functionality. Inclusion of questionnaires in the e-learning program is necessary for follow-up of VBSC participant's practices and educational program efficiency.

  4. A Framework for the Flexible Content Packaging of Learning Objects and Learning Designs

    Science.gov (United States)

    Lukasiak, Jason; Agostinho, Shirley; Burnett, Ian; Drury, Gerrard; Goodes, Jason; Bennett, Sue; Lockyer, Lori; Harper, Barry

    2004-01-01

    This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and uses IEEE Learning Object Metadata (LOM) to provide bibliographic, technical, and pedagogical descriptors for the retrieval and description of learning…

  5. Case-based learning in VTLE: An effective strategy for improving learning design

    OpenAIRE

    Guàrdia Ortiz, Lourdes; Sangrà, Albert; Maina, Marcelo Fabián

    2014-01-01

    This article presents preliminary research from an instructional design perspective on the design of the case method as an integral part of pedagogy and technology. Key features and benefits using this teaching and learning strategy in a Virtual Teaching and Learning Environment (VTLE) are identified, taking into account the requirements of the European Higher Education Area (EHEA) for a competence-based curricula design. The implications of these findings for a learning object appro...

  6. Design and evaluation guidelines for Department of Energy facilities subjected to natural phenomena hazards

    International Nuclear Information System (INIS)

    Kennedy, R.P.; Short, S.A.; McDonald, J.R.; McCann, M.W. Jr.; Murray, R.C.; Hill, J.R.

    1990-06-01

    The Department of Energy (DOE) and the DOE Natural Phenomena Hazards Panel have developed uniform design and evaluation guidelines for protection against natural phenomena hazards at DOE sites throughout the United States. The goal of the guidelines is to assure that DOE facilities can withstand the effects of natural phenomena such as earthquakes, extreme winds, tornadoes, and flooding. The guidelines apply to both new facilities (design) and existing facilities (evaluation, modification, and upgrading). The intended audience is primarily the civil/structural or mechanical engineers conducting the design or evaluation of DOE facilities. The likelihood of occurrence of natural phenomena hazards at each DOE site has been evaluated by the DOE Natural Phenomena Hazard Program. Probabilistic hazard models are available for earthquake, extreme wind/tornado, and flood. Alternatively, site organizations are encouraged to develop site-specific hazard models utilizing the most recent information and techniques available. In this document, performance goals and natural hazard levels are expressed in probabilistic terms, and design and evaluation procedures are presented in deterministic terms. Design/evaluation procedures conform closely to common standard practices so that the procedures will be easily understood by most engineers. Performance goals are expressed in terms of structure or equipment damage to the extent that: (1) the facility cannot function; (2) the facility would need to be replaced; or (3) personnel are endangered. 82 refs., 12 figs., 18 tabs

  7. Design and evaluation guidelines for Department of Energy facilities subjected to natural phenomena hazards

    Energy Technology Data Exchange (ETDEWEB)

    Kennedy, R.P. (Structural Mechanics Consulting, Inc., Yorba Linda, CA (USA)); Short, S.A. (ABB Impell Corp., Mission Viejo, CA (USA)); McDonald, J.R. (Texas Tech Univ., Lubbock, TX (USA)); McCann, M.W. Jr. (Benjamin (J.R.) and Associates, Inc., Mountain View, CA (USA)); Murray, R.C. (Lawrence Livermore National Lab., CA (USA)); Hill, J.R. (USDOE Assistant Secretary for Environment, Safety, and He

    1990-06-01

    The Department of Energy (DOE) and the DOE Natural Phenomena Hazards Panel have developed uniform design and evaluation guidelines for protection against natural phenomena hazards at DOE sites throughout the United States. The goal of the guidelines is to assure that DOE facilities can withstand the effects of natural phenomena such as earthquakes, extreme winds, tornadoes, and flooding. The guidelines apply to both new facilities (design) and existing facilities (evaluation, modification, and upgrading). The intended audience is primarily the civil/structural or mechanical engineers conducting the design or evaluation of DOE facilities. The likelihood of occurrence of natural phenomena hazards at each DOE site has been evaluated by the DOE Natural Phenomena Hazard Program. Probabilistic hazard models are available for earthquake, extreme wind/tornado, and flood. Alternatively, site organizations are encouraged to develop site-specific hazard models utilizing the most recent information and techniques available. In this document, performance goals and natural hazard levels are expressed in probabilistic terms, and design and evaluation procedures are presented in deterministic terms. Design/evaluation procedures conform closely to common standard practices so that the procedures will be easily understood by most engineers. Performance goals are expressed in terms of structure or equipment damage to the extent that: (1) the facility cannot function; (2) the facility would need to be replaced; or (3) personnel are endangered. 82 refs., 12 figs., 18 tabs.

  8. Science Technology Engineering and Math (STEM) Education MUST Begin in Early Childhood Education: A Systematic Analysis of Washington State Guidelines Used to Gauge the Development and Learning of Young Learners

    Science.gov (United States)

    Briseno, Luis Miguel

    This paper reflects future direction for early Science Technology Engineering and Mathematics (STEM) education, science in particular. Washington State stakeholders use guidelines including: standards, curriculums and assessments to gauge young children's development and learning, in early childhood education (ECE). Next Generation Science Standards (NGSS), and the Framework for K-12 programs (National Research Council, 2011) emphasizes the need for reconfiguration of standards: "Too often standards are a long list of detailed and disconnected facts... this approach alienates young people, it also leaves them with fragments of knowledge and little sense of the inherent logic and consistency of science and of its universality." NGSS' position elevates the concern and need for learners to experience teaching and learning from intentionally designed cohesive curriculum units, rather than as a series of unrelated and isolated lessons. To introduce the argument the present study seeks to examine Washington State early learning standards. To evaluate this need, I examined balance and coverage/depth. Analysis measures the level of continuum in high-quality guidelines from which Washington State operates to serve its youngest citizens and their families.

  9. Helping Education Students Understand Learning through Designing

    Science.gov (United States)

    Ronen-Fuhrmann, Tamar; Kali, Yael; Hoadley, Christopher

    2008-01-01

    This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: "Analyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in…

  10. A New Design Approach to Game-Based learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel

    2012-01-01

    to ground the student’s reason to learn. This paper proposes a different approach: using visualisation in immersive 3D worlds as both documentation of learning progress and as a reward system which motivates further learning. The overall design idea is to build a game based learning system from three......This paper puts forward a new design perspective for gamebased learning. The general idea is to abandon the long sought-after dream of designing a closed learning system, where students in both primary and secondary school could learn – without the interference of teachers – whatever subject......-based learning system, but will also confront aspects of modern learning theory, especially the notion of reference between the content of an assignment and the reality with which it should or could be connected (situated learning). The second idea promotes a way of tackling the common experience of the average...

  11. What is the teachers’ role when students learn through design of learning games in a scaffolded gamified learning environment?

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    The aim of this research project is to create a reusable and flexible gamified learning design where the students are learning subject matters through the design of digital learning games. The students are their own learning designers forming teams that create games. The teams also peer review...... how the use of pre-build learning games in education can be taken a step further into the building of learning games while implementing subject matters from curriculum, not only focussing on the creative game design process. The aim of the form of this learning design is to scaffold the novice....../ play test each others games as a way to qualify the learning taking place around as well as inside the games they are building. The discussion is focusing on how the chosen pedagogical approach is framed within the gamified environment as well as on how the teachers can guide and scaffold the learning...

  12. Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

    Science.gov (United States)

    Chiu, Thomas K. F.; Churchill, Daniel

    2016-01-01

    Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

  13. Teachers as Designers of Technology Enhanced Learning

    Science.gov (United States)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2015-01-01

    While the benefits of teacher involvement in designing technology enhanced learning are acknowledged in the literature, far less is known about shaping that involvement to yield those benefits. Research is needed to understand how teachers learn through design; how teacher design activities may be supported; and how teacher involvement in design…

  14. Designing learning environments to promote student learning: ergonomics in all but name.

    Science.gov (United States)

    Smith, Thomas J

    2013-01-01

    This report introduces evidence for the conclusion that a common theme underlies almost all proposed solutions for improving the performance of K-12 students, namely their reliance on the design of educational system environments, features and operations. Two categories of design factors impacting such performance are addressed: (1) 9 factors reliably shown to have a strong influence - namely environmental design of classroom and building facilities, longer exposure to learning, cooperative learning designs, early childhood education, teaching quality, nutritional adequacy, participation in physical activity, good physical fitness, and school-community integration; and (2) 11 factors with an equivocal, varied or weak influence - classroom technology, online learning environments, smaller class size, school choice, school funding, school size, school start times, teacher training level, amount of homework, student self-confidence and informal learning. It is concluded that: (1) student learning outcomes, and more broadly the edifice of education itself, are largely defined in terms of an extensive system of design factors and conditions; (2) the time is long overdue for the educational system to acknowledge the central role of E/HF design as the major influence on student performance and learning; and (3) K-12 educators and administrators should emphasize allocation of resources to design factors reliably shown to have a strongly positive impact on student performance, but should treat expenditure on factors with equivocal, varied or weak influence on such performance with more caution and/or skepticism.

  15. Design Fixation and Cooperative Learning in Elementary Engineering Design Project: A Case Study

    Directory of Open Access Journals (Sweden)

    Yi Luo

    2015-09-01

    Full Text Available This paper presents a case study examining 3rd, 4th and 5th graders’ design fixation and cooperative learning in an engineering design project. A mixed methods instrument, the Cooperative Learning Observation Protocol (CLOP, was adapted to record frequency and class observation on cooperative learning engagement through detailed field notes. Students’ design journals and reflections were also analyzed for an inductive qualitative analysis. The findings indicate three major themes of design fixation: 1 fixation on common features of things; 2 fixation on popular teenage culture; 3 fixation on the first design idea. In the cooperative learning process of elementary engineering design project, although pupils had demonstrated some abilities to solve concrete problems in a logical fashion, the participants encountered a number of obstacles in the group. Dominance, social loafing, and other problems occurring in the group process might have offset certain benefits of cooperative learning. Implications of the findings are also discussed.

  16. Design fixation and cooperative learning in elementary engineering design project: A case study

    Directory of Open Access Journals (Sweden)

    Yi Luo

    2015-09-01

    Full Text Available This paper presents a case study examining 3rd, 4th and 5th graders’ design fixation and cooperative learning in an engineering design project. A mixed methods instrument, the Cooperative Learning Observation Protocol (CLOP, was adapted to record frequency and class observation on cooperative learning engagement through detailed field notes. Students’ design journals and reflections were also analyzed for an inductive qualitative analysis. The findings indicate three major themes of design fixation: 1 fixation on common features of things; 2 fixation on popular teenage culture; 3 fixation on the first design idea. In the cooperative learning process of elementary engineering design project, although pupils had demonstrated some abilities to solve concrete problems in a logical fashion, the participants encountered a number of obstacles in the group. Dominance, social loafing, and other problems occurring in the group process might have offset certain benefits of cooperative learning. Implications of the findings are also discussed.

  17. Developing a Design Methodology for Web 2.0 Mediated Learning

    DEFF Research Database (Denmark)

    Buus, Lillian; Georgsen, Marianne; Ryberg, Thomas

    In this paper we discuss the notion of a learning methodology and situate this within the wider frame of learning design or ?Designing for Learning?. We discuss existing work within this broad area by trying to categorize different approaches and interpretations and we present our development...... of particular ?mediating design artefacts?. We discuss what can be viewed as a lack of attention paid to integrating the preferred teaching styles and learning philosophies of practitioners into design tools, and present a particular method for learning design; the COllaborative E-learning Design method (Co......Ed). We describe how this method has been adopted as part of a learning methodology building on concepts and models presented in the other symposium papers, in particular those of active, problem based learning and web 2.0-technologies. The challenge of designing on the basis of an explicit learning...

  18. Developing a Design Methodology for Web 2.0 Mediated Learning

    DEFF Research Database (Denmark)

    Buus, Lillian; Georgsen, Marianne; Ryberg, Thomas

    2017-01-01

    In this paper we discuss the notion of a learning methodology and situate this within the wider frame of learning design or ?Designing for Learning?. We discuss existing work within this broad area by trying to categorize different approaches and interpretations and we present our development...... of particular ?mediating design artefacts?. We discuss what can be viewed as a lack of attention paid to integrating the preferred teaching styles and learning philosophies of practitioners into design tools, and present a particular method for learning design; the COllaborative E-learning Design method (Co......Ed). We describe how this method has been adopted as part of a learning methodology building on concepts and models presented in the other symposium papers, in particular those of active, problem based learning and web 2.0-technologies. The challenge of designing on the basis of an explicit learning...

  19. Passive solar design strategies: Remodeling guidelines for conserving energy at home

    Energy Technology Data Exchange (ETDEWEB)

    1991-01-01

    The idea of passive solar is simple, but applying it effectively does require information and attention to the details of design and construction. Some passive solar techniques are modest and low-cost, and require only small changes in remodeler's typical practice. At the other end of the spectrum, some passive solar systems can almost eliminate a house's need for purchased heating (and in some cases, cooling) energy -- but probably at a relatively high first cost. In between are a broad range of energy-conserving passive solar techniques. Whether or not they are cost-effective, practical and attractive enough to offer a market advantage to any individual remodeler depends on very specific factors such as local costs, climate, and market characteristics. Passive solar design strategies: Remodeling Guidelines For Conserving Energy At Homes is written to help give remodelers the information they need to make these decisions. Passive Solar Design Strategies is a package in three basic parts: The Guidelines contain information about passive solar techniques and how they work, and provides specific examples of systems which will save various percentages of energy; The Worksheets offer a simple, fill-in-the-blank method to pre-evaluate the performance of a specific design; The Worked Example demonstrates how to complete the worksheets for a typical residence.

  20. Designing for Learning in Coupled Contexts

    DEFF Research Database (Denmark)

    Heilesen, Simon; Mogensen, Kevin; Gleerup, Janne

    2012-01-01

    Vocational training curricula are often designed as a progression of alternating periods of attending school and working as an apprentice in a company. In the case discussed in this paper, involving the training of electrician apprentices at a Danish vocational school, many of the apprentices...... (pupils) have difficulties understanding how the two modes of learning, i.e. formal learning by means of instruction and informal learning through apprenticeship, relate to one another and add up to a meaningful whole. This paper is an account of an experiment in designing for net-based vocational...

  1. DESIGNING MOTIVATIONAL LEARNING SYSTEMS IN DISTANCE EDUCATION

    Directory of Open Access Journals (Sweden)

    Jale BALABAN-SALI

    2008-07-01

    Full Text Available ABSTRACT The designing of instruction, when considered as a process, is the determination of instructional requirements of the learner and development of functional learning systems in order to meet these requirements. In fact, as a consequence of studies on the development of effective learning systems some instructional design theories have emerged. Among these theories the motivational design theory points out that instructional processes are required to be configured with the strategies which increases the attention, relevance, confidence and satisfaction of the students for an instructional design which ensures the continuity of learning motivation. The studies indicate that the systems which are developed on the basis of mentioned strategies raise the attention of the student during instruction, develop a relevance to the students’ requirements, create a positive expectation for success and help having a satisfaction by reinforcing success. In this article, the empirical studies related with this subject and the suggestions for presenting more effective motivational instructional designs in distance learning are summarized.

  2. Designing Learning Opportunities in Interaction Design: Interactionaries as a means to study and teach student design processes

    Directory of Open Access Journals (Sweden)

    Robert Ramberg

    2013-12-01

    Full Text Available Learning by practice, apprenticeship and paradigmatic examples have been prime paths for learning within interaction design. These have been criticized for being time-consuming and costly, of not being implementable in academic contexts. In this article we suggest and evaluate a pedagogical model to address these problems in design teaching and learning. Results from a time-constrained collaborative design exercise, a so-called “interactionary”, are presented. Student design work is analyzed using the framework of learning design sequences and analysis of the primary transformation unit shows that interactionaries reveal patterns in student design work. Materials are used mainly to document design ideas rather than as a design material to further investigate design ideas and aspects of interaction. In the critiquing sessions, regarded as the secondary transformation unit, many issues hardly addressed during the design work were brought up. Thus, the designers continued to develop their design proposal primed by critique presented by the reviewers. Based on the results, possible teacher interventions to coach student design work are suggested.

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

    Directory of Open Access Journals (Sweden)

    Marte Sørebø Gulliksen

    2016-06-01

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

  4. The Effectiveness of a Computer-Tailored E-Learning Program for Practice Nurses to Improve Their Adherence to Smoking Cessation Counseling Guidelines: Randomized Controlled Trial.

    Science.gov (United States)

    de Ruijter, Dennis; Candel, Math; Smit, Eline Suzanne; de Vries, Hein; Hoving, Ciska

    2018-05-22

    Improving practice nurses' (PN) adherence to smoking cessation counseling guidelines will benefit the quality of smoking cessation care and will potentially lead to higher smoking abstinence rates. However, support programs to aid PNs in improving their guideline uptake and adherence do not exist yet. The aim of this study was to assess the effects of a novel computer-tailored electronic learning (e-learning) program on PNs' smoking cessation guideline adherence. A Web-based randomized controlled trial (RCT) was conducted in which an intervention group (N=147) with full access to the e-learning program for 6 months was compared with a control group (N=122) without access. Data collection was fully automated at baseline and 6-month follow-up via online questionnaires, assessing PNs' demographics, work-related factors, potential behavioral predictors based on the I-Change model, and guideline adherence. PNs also completed counseling checklists to retrieve self-reported counseling activities for each consultation with a smoker (N=1175). To assess the program's effectiveness in improving PNs' guideline adherence (ie, overall adherence and adherence to individual counseling guideline steps), mixed linear and logistic regression analyses were conducted, thus accommodating for the smokers being nested within PNs. Potential effect moderation by work-related factors and behavioral predictors was also examined. After 6 months, 121 PNs in the intervention group (82.3%, 121/147) and 103 in the control group (84.4%, 103/122) completed the follow-up questionnaire. Mixed linear regression analysis revealed that counseling experience moderated the program's effect on PNs' overall guideline adherence (beta=.589; 95% CI 0.111-1.068; P Holm-Bonferroni =.048), indicating a positive program effect on adherence for PNs with a more than average level of counseling experience. Mixed logistic regression analyses regarding adherence to individual guideline steps revealed a trend toward

  5. IMAGE Programming Guidelines

    Energy Technology Data Exchange (ETDEWEB)

    Stehfest, E; De Waal, L.

    2010-09-15

    This document describes the requirements and guidelines for the software of the IMAGE system. The motivation for this report was a substantial restructuring of the source code for IMAGE version 2.5. The requirements and guidelines relate to design considerations as well as to aspects of maintainability and portability. The design considerations determine guidelines about subjects, such as program structure, model hierarchy, the use of data modules, and the error message system. Maintainability and portability aspects determine the guidelines on, for example, the Fortran 90 standard, naming conventions, code lay-out, and internal documentation.

  6. Teaching strategies to promote concept learning by design challenges

    Science.gov (United States)

    Van Breukelen, Dave; Van Meel, Adrianus; De Vries, Marc

    2017-07-01

    Background: This study is the second study of a design-based research, organised around four studies, that aims to improve student learning, teaching skills and teacher training concerning the design-based learning approach called Learning by Design (LBD).

  7. Cultivating Collaborations: Site Specific Design for Embodied Science Learning.

    Science.gov (United States)

    Gill, Katherine; Glazier, Jocelyn; Towns, Betsy

    2018-05-21

    Immersion in well-designed outdoor environments can foster the habits of mind that enable critical and authentic scientific questions to take root in students' minds. Here we share two design cases in which careful, collaborative, and intentional design of outdoor learning environments for informal inquiry provide people of all ages with embodied opportunities to learn about the natural world, developing the capacity for understanding ecology and the ability to empathize, problem-solve and reflect. Embodied learning, as facilitated by and in well-designed outdoor learning environments, leads students to develop new ways of seeing, new scientific questions, new ways to connect with ideas, with others and new ways of thinking about the natural world. Using examples from our collaborative practices as experiential learning designers, we illustrate how creating the habits of mind critical to creating scientists, science-interested, and science-aware individuals benefits from providing students spaces to engage in embodied learning in nature. We show how public landscapes designed in creative partnerships between educators, scientists, designers and the public have potential to amplify science learning for all.

  8. Guide to good practices for developing learning objectives. DOE guideline

    Energy Technology Data Exchange (ETDEWEB)

    1992-07-01

    This guide to good practices provides information and guidance on the types of, and the development of learning objectives in performance-based training system at reactor and nonreactor nuclear facilities. Contractors are encouraged to consider this guidance as a reference when developing new learning objectives or refining existing ones. Training managers, designers, developers, and instructors are the intended audiences.

  9. Designing an Intelligent Mobile Learning Tool for Grammar Learning (i-MoL

    Directory of Open Access Journals (Sweden)

    Munir Shuib

    2015-01-01

    Full Text Available English is the most important second language in most non-English speaking countries, including Malaysia. A good English proficiency comes from good grasp of grammar. To conquer the problems of low English proficiency among Malaysians, it is important to identify the key motivators that could facilitate the process of grammar learning. In this digital age, technology can play a very important role and mobile technology could be one of it. Thus, this study aims at designing a mobile learning tool, namely the Intelligent Mobile Learning Tool for Grammar Learning (i-MoL to act as the “on-the-go” grammar learning support via mobile phones. i-MoL helps reinforce grammar learning through mobile phone with game-like applications, inquiry-based activities and flashcard-like information. The intelligent part of i-MoL lies in its ability to map the mobile-based grammar learning content to individual’s preferred learning styles based on Felder-Silverman Learning Style Model (FSLSM. The instructional system design through the ADDIE model was used in this study as a systematic approach in designing a novel and comprehensive mobile learning tool for grammar learning. In terms of implications, this study provides insights on how mobile technologies can be utilized to meet the mobility demand among language learners today.

  10. A Learning and Interaction design framework, from a study on formulating principles for the design of engaging music learning games

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke; Ørngreen, Rikke

    2012-01-01

    Based on a preliminary action research study investigating the design of digital music games and years of experiences from interaction design processes of learning resources, this extended abstract presents a framework that mixes designs for learning principles and game design with a process view...... using a simple interaction design lifecycle. Though the first outset was to design engaging music games, the resulting framework has a more generic character....

  11. Applying Sparse Machine Learning Methods to Twitter: Analysis of the 2012 Change in Pap Smear Guidelines. A Sequential Mixed-Methods Study.

    Science.gov (United States)

    Lyles, Courtney Rees; Godbehere, Andrew; Le, Gem; El Ghaoui, Laurent; Sarkar, Urmimala

    2016-06-10

    It is difficult to synthesize the vast amount of textual data available from social media websites. Capturing real-world discussions via social media could provide insights into individuals' opinions and the decision-making process. We conducted a sequential mixed methods study to determine the utility of sparse machine learning techniques in summarizing Twitter dialogues. We chose a narrowly defined topic for this approach: cervical cancer discussions over a 6-month time period surrounding a change in Pap smear screening guidelines. We applied statistical methodologies, known as sparse machine learning algorithms, to summarize Twitter messages about cervical cancer before and after the 2012 change in Pap smear screening guidelines by the US Preventive Services Task Force (USPSTF). All messages containing the search terms "cervical cancer," "Pap smear," and "Pap test" were analyzed during: (1) January 1-March 13, 2012, and (2) March 14-June 30, 2012. Topic modeling was used to discern the most common topics from each time period, and determine the singular value criterion for each topic. The results were then qualitatively coded from top 10 relevant topics to determine the efficiency of clustering method in grouping distinct ideas, and how the discussion differed before vs. after the change in guidelines . This machine learning method was effective in grouping the relevant discussion topics about cervical cancer during the respective time periods (~20% overall irrelevant content in both time periods). Qualitative analysis determined that a significant portion of the top discussion topics in the second time period directly reflected the USPSTF guideline change (eg, "New Screening Guidelines for Cervical Cancer"), and many topics in both time periods were addressing basic screening promotion and education (eg, "It is Cervical Cancer Awareness Month! Click the link to see where you can receive a free or low cost Pap test.") It was demonstrated that machine learning

  12. Applying a learning design methodology in the flipped classroom approach – empowering teachers to reflect and design for learning

    Directory of Open Access Journals (Sweden)

    Evangelia Triantafyllou

    2016-05-01

    Full Text Available One of the recent developments in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper discusses how the learning design methodology can be applied to represent, share and guide educators through flipped classroom designs. In order to discuss the opportunities arising by this approach, the different components of the Learning Design – Conceptual Map (LD-CM are presented and examined in the context of the flipped classroom. It is shown that viewing the flipped classroom through the lens of learning design can promote the use of theories and methods to evaluate its effect on the achievement of learning objectives, and that it may draw attention to the employment of methods to gather learner responses. Moreover, a learning design approach can enforce the detailed description of activities, tools and resources used in specific flipped classroom models, and it can make educators more aware of the decisions that have to be taken and people who have to be involved when designing a flipped classroom. By using the LD-CM, this paper also draws attention to the importance of characteristics and values of different stakeholders (i.e. institutions, educators, learners, and external agents, which influence the design and success of flipped classrooms. Moreover, it looks at the teaching cycle from a flipped instruction model perspective and adjusts it to cater for the reflection loops educators are involved when designing, implementing and re-designing a flipped classroom. Finally, it highlights the effect of learning design on the guidance

  13. A Design Framework for Personal Learning Environments

    NARCIS (Netherlands)

    Rahimi, E.

    2015-01-01

    The purpose of our research was to develop a PLE (personal learning environment) design framework for workplace settings. By doing such, the research has answered this research question, how should a technology-based personal learning environment be designed, aiming at supporting learners to gain

  14. Web Interface Design Principles for Adults’ Self-Directed Learning

    Directory of Open Access Journals (Sweden)

    Mehmet FIRAT

    2016-10-01

    Full Text Available One of the most important features which e-learning tools and environments must possess within the scope of lifelong learning is self-directed learning, which can be considered as a form of self-learning. The aim of this study was to determine, based on the views and recommendations of experts, interface design principles for the development of educational web interfaces that will support the self-directed learning of adults. This descriptive study was conducted with the contribution of 12 academicians specializing in interface design and self-directed learning. Within the scope of the study, new interfaces features were identified based on an evaluation of the literature on interface designs for self-directed learning, and the views of subject experts. Based on the study results, it was determined that interface designs supporting self-directed learning must possess five basic features, which include being user-directed, ensuring variety, being supported by learning analytics, being motivational, and being sharing-oriented.

  15. Learning experiences in population education: proposed guidelines and core messages.

    Science.gov (United States)

    1984-01-01

    As a result of the 1984 Regional Workshop for the Development of Packages of Adequate Learning Requirements in Population Education, the participants tackled the problem of non-institutionalization of population education into the formal and non-formal educational curricula in their countries. Based on their deliberations, several sets of guidelines and core messages were formulated to provide countries with a more definite direction that will hopefully ensure the functional and effective integration of population education in their respective national school and out-of-school curriculum system. Useful packages of learning materials in population education should help realize the country's population policy and goals within the broader framework of socioeconomic development, and the content of the package should comprehensively cover the core messages of the country's Population Information, Education and Communication (IEC) Program. The population knowledge base of the package should be accurate and relevant; the package should provide for graphic and visual presentation and for assessment of effects on the target groups. Proposed core messages in population education discuss the advantages of small family size and delayed marriage, and aspects of responsible parenthood. Other messages discuss population resource development and population-related beliefs and values.

  16. Computerization of guidelines: towards a "guideline markup language".

    Science.gov (United States)

    Dart, T; Xu, Y; Chatellier, G; Degoulet, P

    2001-01-01

    Medical decision making is one of the most difficult daily tasks for physicians. Guidelines have been designed to reduce variance between physicians in daily practice, to improve patient outcomes and to control costs. In fact, few physicians use guidelines in daily practice. A way to ease the use of guidelines is to implement computerised guidelines (computer reminders). We present in this paper a method of computerising guidelines. Our objectives were: 1) to propose a generic model that can be instantiated for any specific guidelines; 2) to use eXtensible Markup Language (XML) as a guideline representation language to instantiate the generic model for a specific guideline. Our model is an object representation of a clinical algorithm, it has been validated by running two different guidelines issued by a French official Agency. In spite of some limitations, we found that this model is expressive enough to represent complex guidelines devoted to diabetes and hypertension management. We conclude that XML can be used as a description format to structure guidelines and as an interface between paper-based guidelines and computer applications.

  17. A Learning Research Informed Design and Evaluation of a Web-Enhanced Object Oriented Programming Seminar

    Science.gov (United States)

    Georgantaki, Stavroula C.; Retalis, Symeon D.

    2007-01-01

    "Object-Oriented Programming" subject is included in the ACM Curriculum Guidelines for Undergraduate and Graduate Degree Programs in Computer Science as well as in Curriculum for K-12 Computer Science. In a few research studies learning problems and difficulties have been recorded, and therefore, specific pedagogical guidelines and…

  18. Distributed learning process: principles of design and implementation

    Directory of Open Access Journals (Sweden)

    G. N. Boychenko

    2016-01-01

    Full Text Available At the present stage, broad information and communication technologies (ICT usage in educational practices is one of the leading trends of global education system development. This trend has led to the instructional interaction models transformation. Scientists have developed the theory of distributed cognition (Salomon, G., Hutchins, E., and distributed education and training (Fiore, S. M., Salas, E., Oblinger, D. G., Barone, C. A., Hawkins, B. L.. Educational process is based on two separated in time and space sub-processes of learning and teaching which are aimed at the organization of fl exible interactions between learners, teachers and educational content located in different non-centralized places.The purpose of this design research is to fi nd a solution for the problem of formalizing distributed learning process design and realization that is signifi cant in instructional design. The solution to this problem should take into account specifi cs of distributed interactions between team members, which becomes collective subject of distributed cognition in distributed learning process. This makes it necessary to design roles and functions of the individual team members performing distributed educational activities. Personal educational objectives should be determined by decomposition of team objectives into functional roles of its members with considering personal and learning needs and interests of students.Theoretical and empirical methods used in the study: theoretical analysis of philosophical, psychological, and pedagogical literature on the issue, analysis of international standards in the e-learning domain; exploration on practical usage of distributed learning in academic and corporate sectors; generalization, abstraction, cognitive modelling, ontology engineering methods.Result of the research is methodology for design and implementation of distributed learning process based on the competency approach. Methodology proposed by

  19. Seismic-resistant design of nuclear power stations in Japan, earthquake country. Lessons learned from Chuetsu-oki earthquake

    International Nuclear Information System (INIS)

    Irikura, Kojiro

    2008-01-01

    The new assessment (back-check) of earthquake-proof safety was being conducted at Kashiwazaki-Kariwa Nuclear Power Plants, Tokyo Electric Co. in response to a request based on the guideline for reactor evaluation for seismic-resistant design code, revised in 2006, when the 2007 Chuetsu-oki Earthquake occurred and brought about an unexpectedly huge tremor in this area, although the magnitude of the earthquake was only 6.8 but the intensity of earthquake motion exceeded 2.5-fold more than supposed. This paper introduces how and why the guideline for seismic-resistant design of nuclear facilities was revised in 2006, the outline of the Chuetsu-oki Earthquake, and preliminary findings and lessons learned from the Earthquake. The paper specifically discusses on (1) how we may specify in advance geologic active faults as has been overlooked this time, (2) how we can make adequate models for seismic origin from which we can extract its characteristics, and (3) how the estimation of strong ground motion simulation may be possible for ground vibration level of a possibly overlooked fault. (S. Ohno)

  20. Structural design guidelines for concrete bridge decks reinforced with corrosion-resistant reinforcing bars.

    Science.gov (United States)

    2014-10-01

    This research program develops and validates structural design guidelines and details for concrete bridge decks with : corrosion-resistant reinforcing (CRR) bars. A two-phase experimental program was conducted where a control test set consistent : wi...

  1. LEARNING AND ENVIRONMENTAL DESIGN: Softer Learning Spaces

    Directory of Open Access Journals (Sweden)

    E. Ümran TOPÇU

    2013-07-01

    Full Text Available Learning is a central part of everyone’s life that is often associated with school and  classrooms. Today’ classroom looks and functions like the classroom of an earlier century. Desks lined up in neat rows, facing the teacher and a board or screen is the general condition in many educational institutions. Most of us have sat through classes in plain, hard rooms. Although they did not look very pleasant, we all coped with them. If they could be designed slightly more tolerable, would they help in the betterment of education and learning in any measurable way? This paper aims at describing an attempt to design an alternative classroom. Based on several years of experience, it is observed that there is a demand among students for softer, warmer and more intimate instructional spaces. Students of “People and Environment” Course were asked to select a suitable space to redesign as a “Soft Classroom” within Bahçeşehir University Besiktas Campus  premises. This case study presented a potential research project to etter understand,  how student engagement can be increased by changing learning spaces.

  2. Implementing E-Learning Designed Courses in General Education

    Science.gov (United States)

    Nuangchalerm, Prasart; Sakkumduang, Krissada; Uhwha, Suleepornn; Chansirisira, Pacharawit

    2014-01-01

    The aim of this study is to implement e-learning designed course for general education. The study employed 3 phases for developing e-learning course: contextual study, designing, and implementing. Two courses general education, 217 undergraduate students are participated the study. Research tool consisted of interview about e-learning form and…

  3. Design Fixation and Cooperative Learning in Elementary Engineering Design Project: A Case Study

    Science.gov (United States)

    Luo, Yi

    2015-01-01

    This paper presents a case study examining 3rd, 4th and 5th graders' design fixation and cooperative learning in an engineering design project. A mixed methods instrument, the Cooperative Learning Observation Protocol (CLOP), was adapted to record frequency and class observation on cooperative learning engagement through detailed field notes.…

  4. Lessons learned from the CEOG generic accident management guidelines confirmation (validation) exercise

    International Nuclear Information System (INIS)

    Khalil, Y.F.; Schneider, R.E.; Greene, M.A.

    1996-01-01

    In July 1995, the CE Owner's Group completed and issued Revision 0 of the Generic Accident Management Guidelines (AMG's) to the owners group task participants. This guidance provides a structured mechanism for the plant staff at CE utilities to respond to accidents that beyond the plant design basis and, possibly, the Emergency Operating Procedures. Prior to final issue of the generic AMGs, the CEOG conducted an AMG Confirmation Exercise to establish the ability of the AMGs to fulfill this important role. The specific objectives of the AMG Confirmation Exercise were to (1) clarify the interactions and transitions between the AMG/Technical Support Center (TSC) and the EOPS/Operations Personnel (2) validate the adequacy of the AMG data collection and plant condition diagnostic evaluation process and (3) assess the feasibility of the mechanical material and recommendations contained in the AMG's. The purpose of paper is to provide a detailed description of the AMG Confirmation Exercise as well as important lessons learned during the planning and implementation of the exercise. In addition, a discussion will be presented pertaining to the relationship between the AMG's (incumbent to the Technical Support Center) and the plants Emergency Operating Procedures (incumbent to the Control Room Operations Staff)

  5. Reconceptualizing Design Research in the Age of Mobile Learning

    Science.gov (United States)

    Bannan, Brenda; Cook, John; Pachler, Norbert

    2016-01-01

    The purpose of this paper is to begin to examine how the intersection of mobile learning and design research prompts the reconceptualization of research and design individually as well as their integration appropriate for current, complex learning environments. To fully conceptualize and reconceptualize design research in mobile learning, the…

  6. Adaptive e-learning methods and IMS Learning Design. An integrated approach

    NARCIS (Netherlands)

    Burgos, Daniel; Specht, Marcus

    2006-01-01

    Please, cite this publication as: Burgos, D., & Specht, M. (2006). Adaptive e-learning methods and IMS Learning Design. In Kinshuk, R. Koper, P. Kommers, P. Kirschner, D. G. Sampson & W. Didderen (Eds.), Proceedings of the 6th IEEE International Conference on Advanced Learning Technologies (pp.

  7. Holistic approaches to e-learning accessibility

    OpenAIRE

    Phipps, Lawrie; Kelly, Brian

    2006-01-01

    The importance of accessibility to digital e-learning resources is widely acknowledged. The World Wide Web Consortium Web Accessibility Initiative has played a leading role in promoting the importance of accessibility and developing guidelines that can help when developing accessible web resources. The accessibility of e-learning resources provides additional challenges. While it is important to consider the technical and resource related aspects of e-learning when designing and developing re...

  8. Using learning materials for design-based interventions

    DEFF Research Database (Denmark)

    Gissel, Stig Toke

    2015-01-01

    This article considers a methodological issue concerning the use of learning materials for interventions in design-based research. When the researcher uses existing or creates new didacticised learning materials for research purposes and tests their applicability in authentic contexts, many...... variables are in play. When using or designing a learning material a lot of choices have to be made and effects are difficult to isolate. The advantage of using learning materials for interventions is that results could have high ecological validity. In the article this methodological issue is exemplified...... through a research project using and developing digital learning materials for developing literacy in the early grades. One of many important choices to be made in elaborating this learning material concerns which texts should be used for supporting students’ literacy development in the lower grades...

  9. Empathy in Distance Learning Design Practice

    Science.gov (United States)

    Matthews, Michael T.; Williams, Gregory S.; Yanchar, Stephen C.; McDonald, Jason K.

    2017-01-01

    The notion of designer empathy has become a cornerstone of design philosophy in fields such as product design, human-computer interaction, and service design. But the literature on instructional designer empathy and learner analysis suggests that distance learning designers are generally quite removed from the learners with whom they could be…

  10. Introducing the Collaborative E-Learning Design Method (CoED)

    DEFF Research Database (Denmark)

    Ryberg, Thomas; Buus, Lillian; Nyvang, Tom

    2015-01-01

    In this chapter, a specific learning design method is introduced and explained, namely the Collaborative E-learning Design method (CoED), which has been developed through various projects in “e-Learning Lab – Centre for User Driven Innovation, Learning and Design” (Nyvang & Georgsen, 2007). We br...

  11. The Office Software Learning and Examination System Design Based on Fragmented Learning Idea

    Directory of Open Access Journals (Sweden)

    Xu Ling

    2016-01-01

    Full Text Available Fragmented learning is that through the segmentation of learning content or learning time, make learners can use the fragmented time for learning fragmentated content, have the characteristics of time flexibility, learning targeted and high learning efficiency. Based on the fragmented learning ideas, combined with the teaching idea of micro class and interactive teaching, comprehensive utilization of flash animation design software, .NET development platform, VSTO technology, multimedia development technology and so on, design and develop a system integrated with learning, practice and examination of the Office software, which is not only conducive to the effective and personalized learning of students, but also conducive to the understanding the students’ situation of teachers, and liberate teachers from the heavy labor of mechanical, focus on promoting the formation of students’ knowledge system.

  12. Designerly Learning: Workshops for Schools at the Design Museum

    Science.gov (United States)

    Charman, Helen

    2010-01-01

    This paper presents qualitative research recently undertaken by the Head of Learning at the Design Museum. The research explores how learning in the museum's workshop programme for schools is conceptualised by the museum educators who devise and teach on the programme. The study is framed by an epistemological stance of social constructionism, in…

  13. Machine learning paradigms in design optimization: Applications in turbine aerodynamic design

    Science.gov (United States)

    Goel, Sanjay

    Mechanisms of incorporating machine learning paradigms in design optimization have been investigated in the current research. The primary focus of the work is on machine learning algorithms which use computational models that are analogous to the hypothesized principles of natural or biological learning. Examples from structural and aerodynamic optimization have been used to demonstrate the potential of the proposed schemes. The first strategy examined in the current work seeks to improve the convergence of optimization problems by pruning the search space of weak variables. Such variables are identified by learning from a database of existing designs using neural networks. By using clustering techniques, different sets of weak variables are identified in different regions of the design space. Parameter sensitivity information obtained in the process of identifying weak variables provides accurate heuristics for formulating design rules. The impact of this methodology on obtaining converged designs has been investigated for a turbine design problem. Optimization results from a three-stage power turbine and an aircraft engine turbine are presented in this thesis. The second scheme is an evolutionary design optimization technique which gets progressively 'smarter' during the optimization process by learning from computed domain knowledge. This technique employs adaptive learning mechanisms (classifiers) which recognize the influence of the design variables on the problem solution and then generalize them to dynamically create or change design rules during optimization. This technique, when applied to a constrained optimization problem, shows progressive improvement in convergence of search, as successive generations of rules evolve by learning from the environment. To investigate this methodology, a truss optimization problem is solved with an objective of minimizing the truss weight subject to stress constraints in the truss members. A distinct convergent trend is

  14. The Design and Evaluation of African Language Learning Materials. Proceedings of the Spring 1984 Conference on Developing Guidelines for the Evaluation of African Language Learning Materials (East Lansing, Michigan, April 13-14, 1984).

    Science.gov (United States)

    Dwyer, David J., Ed.

    Representatives from major institutions teaching African languages convened to discuss the design of African language textbooks and to propose guidelines for the writing of new textbooks and evaluation of existing ones. Conference papers include: "Language Acquisition Theory and Materials Construction" (Stephen Krashen); "The Structures of Verbal…

  15. LEARNING STYLES AND STUDENTS’ PERFORMANCE IN DESIGN PROBLEM SOLVING

    Directory of Open Access Journals (Sweden)

    Elçin Tezel

    2010-07-01

    Full Text Available Design curricula and all core design studio courses are prepared for performance attainment by giving theoretical and professional training. However students’ performance may be affected by both the constraints set on a design problem, and their learning styles. This study explores the performance of interior architectural students in relation to their learning styles (as proposed by Kolb’s Experiential Learning Theory, and different types of constraints set on design problems. Design performance, measured as conceptual development, form and spatial configuration, structural innovation and ergonomics, and craftsmanship, was found to change throughout the two bipolar continuum of the learning cycle with regard to two design conditions characterized by different types of constraint use.

  16. Universal Design for Learning in Teaching Large Lecture Classes

    Science.gov (United States)

    Dean, Tereza; Lee-Post, Anita; Hapke, Holly

    2017-01-01

    To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes. To this end, we incorporated four…

  17. Synchronous E-Learning: Reflections and Design Considerations

    Science.gov (United States)

    Tabak, Filiz; Rampal, Rohit

    2014-01-01

    This paper is a personal reflection on the design, development, and delivery of online synchronous conferencing as a pedagogical tool complementing traditional, face-to-face content delivery and learning. The purpose of the paper is to demonstrate how instructors can combine collaborative and virtual learning principles in course design. In…

  18. THE DESIGNING OF ELECTRONIC TEACHING-METHODS COMPLEX «GRAPHICS» FOR REALIZATION OF COMPUTER-BASED LEARNING OF ENGINEERING-GRAPHIC DISCIPLINES

    Directory of Open Access Journals (Sweden)

    Іван Нищак

    2015-12-01

    Full Text Available The article contains Theoretical Foundations of designing of author’s electronic educational-methodical complex (EEMC «Graphics», intended to implement the engineering-graphic preparation of future teachers of technology in terms of computer-based learning. The process of designing of electronic educational-methodical complex “Graphics” includes the following successive stages: 1 identification of didactic goals and objectives; 2the designing of patterns of EEMC; 3 the selection of contents and systematization of educational material; 4 the program-technical implementation of EEMC; 5 interface design; 6 expert assessment of quality of EEMC; 7 testing of EEMC; 8 adjusting the software; 9 the development of guidelines and instructions for the use of EEMC.

  19. A "Knowledge Trading Game" for Collaborative Design Learning in an Architectural Design Studio

    Science.gov (United States)

    Wang, Wan-Ling; Shih, Shen-Guan; Chien, Sheng-Fen

    2010-01-01

    Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces of knowledge. In this research, firstly, "Knowledge Trading Game" is proposed to be a way for…

  20. Lost in Space: Designing for Learning

    Science.gov (United States)

    La Marca, Susan

    2010-01-01

    The design of a learning space, and the many factors that come together to create that space, impact on how we feel and behave in that space and ultimately how we learn. This paper will discuss the importance of mission statements, policy and planning in light of how we create spaces that are learning-driven, human-centred and flexible. Of…

  1. A Concept Transformation Learning Model for Architectural Design Learning Process

    Science.gov (United States)

    Wu, Yun-Wu; Weng, Kuo-Hua; Young, Li-Ming

    2016-01-01

    Generally, in the foundation course of architectural design, much emphasis is placed on teaching of the basic design skills without focusing on teaching students to apply the basic design concepts in their architectural designs or promoting students' own creativity. Therefore, this study aims to propose a concept transformation learning model to…

  2. Learning Design for a Successful Blended E-learning Environment: Cultural Dimensions

    OpenAIRE

    Al-Huwail, N.; Gulf Univ. for Science & Technology; Al-Sharhan, S.; Gulf Univ. for Science & Technology; Al-Hunaiyyan, A.; Gulf Univ. for Science & Technology

    2007-01-01

    Blended e-learning is becoming an educational issue especially with the new development of e-learning technology and globalization. This paper presents a new framework for delivery environment in blended e-learning. In addition, new concepts related to the learning strategies and multimedia design in blended e-learning are introduced. The work focuses on the critical cultural factors that affect a blended elearning system. Since it is common that good systems may fail due to cultural issues, ...

  3. Pedagogical and Design Aspects of a Blended Learning Course

    Directory of Open Access Journals (Sweden)

    Karen Precel, Yoram Eshet-Alkalai, Yael Alberton

    2009-04-01

    Full Text Available Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning used in a graduate-level course at the Open University of Israel. Fifty-eight of the course’s 91 students participated in the study and completed a questionnaire regarding three major aspects of the course design: (1 pedagogy, (2 textbook format (print vs. digital, and (3 learning environment usability. The results illustrate the importance of completing the pedagogical and visual design of online learning in advance. Also, the course model suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning in general and of open universities in particular.

  4. The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

    Science.gov (United States)

    Alseddiqi, M.; Mishra, R.; Pislaru, C.

    2012-05-01

    This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

  5. Development of safety and regulatory requirements for Korean next generation reactor - Development of human factors design review guidelines (II)

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Jung Woon; Oh, In Suk; Lee, Hyun Chul; Cheon, Se Woo [Korea Atomic Energy Research Institute, Taejon (Korea)

    1999-02-01

    The objective of this study is to develop human factors engineering program review guidelines and alarm system review guidelines in order to resolve the two major technical issues: '25. Human Factors Engineering Program Review Model' and '26. Review Criteria for Human Factors Aspects of Advanced Controls and Instrumentation', which are related to the development of human factors safety regulation guides being performed by KINS. For the development of human factors program review guidelines, we made a Korean version of NUREG-0711 and added our comments by considering Korean regulatory situation and the characteristics of the KNGR design, and reviewing the reference documents of NURGE-0711. We also computerized the Korean version of NUREG-0711, additional comments, and selected portion of the reference documents for the developer of safety regulation guides at KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system design review guidelines, we made a Korean version of NUREG/CR-6105, which was published by NRC in 1994 as a guideline document for the human factors review of alarm systems. Then we updated the guidelines by reviewing the literature related to alarm design that published after 1994. 12 refs., 11 figs., 2 tabs. (Author)

  6. Development of safety and regulatory requirements for Korean next generation reactor - Development of human factors design review guidelines (II)

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Jung Woon; Oh, In Suk; Lee, Hyun Chul; Cheon, Se Woo [Korea Atomic Energy Research Institute, Taejon (Korea)

    1999-02-01

    The objective of this study is to develop human factors engineering program review guidelines and alarm system review guidelines in order to resolve the two major technical issues: '25. Human Factors Engineering Program Review Model' and '26. Review Criteria for Human Factors Aspects of Advanced Controls and Instrumentation', which are related to the development of human factors safety regulation guides being performed by KINS. For the development of human factors program review guidelines, we made a Korean version of NUREG-0711 and added our comments by considering Korean regulatory situation and the characteristics of the KNGR design, and reviewing the reference documents of NURGE-0711. We also computerized the Korean version of NUREG-0711, additional comments, and selected portion of the reference documents for the developer of safety regulation guides at KINS to see the contents comparatively at a glance and use them easily. For the development of alarm system design review guidelines, we made a Korean version of NUREG/CR-6105, which was published by NRC in 1994 as a guideline document for the human factors review of alarm systems. Then we updated the guidelines by reviewing the literature related to alarm design that published after 1994. 12 refs., 11 figs., 2 tabs. (Author)

  7. Online Repositories of Learning Designs: Pipedreams and Possibilities

    NARCIS (Netherlands)

    McKenney, Susan

    2013-01-01

    McKenney, S. (2013, 28 January-1 February). Online Repositories of Learning Designs: Pipedreams and Possibilities. Position paper for the Alpine Rendezvous Workshop on Teacher-led inquiry and learning design, Villard‐de‐Lans, Vercors, France.

  8. Design of dialogic eLearning-to-learn: metalearning as pedagogical methodology

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard

    2008-01-01

    This paper presents a perspective emphasising Meta learning (ML) as the most significant and pertinent feature for promoting a democratic, collaborative eLearning-to-Learn (eL2L) phenomenon in a global context. Through attempting to understand and clarify the powers of pedagogical design of global...... networked e Learning based on Learning-to-Learn (L2L), it makes a plea for L2L in a dialogic global learning context, offering a vision of global democratic citizens able to engage in critical dialogue with fellow learners. http://www.inderscience.com/search/index.php?action=record&rec_id=17675&prev...

  9. Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios

    Directory of Open Access Journals (Sweden)

    Ashraf M. Soliman

    2017-06-01

    Full Text Available The national qualification framework of a country requires a certain level of knowledge and complexity of skills for an academic degree to be recognized. For architectural programs, student workload is heavy on design courses. Therefore, each course must be carefully developed to ensure that students are not overloaded. Teaching and learning strategies have different implications for courses, which occasionally result in overloading the students. This research aims to study the three main pillars of teaching and learning strategies for each design phase in pedagogic design studios. The most appropriate model for each teaching and learning strategy, including a set of the three main pillars, is then identified for each design phase. A practical strategy for managing design studios is also determined. The aforementioned three pillars are as follows: teaching and learning methods, assigned tasks or study aspects, and design communication techniques. Two research methods, namely, a literature review and a survey among design educators, are adopted. The literature review examines aspects that contribute to the design process and its phases, teaching methods, design skills, communication methods, and studio management strategies. On the basis of the literature review, the background of developments and practices in the design education process are used as constructive tools to develop the survey for design educators. Through the survey, the pillars of teaching and learning strategies that are frequently practiced in design studios are evaluated. Results of this study are classified into three ranks using the nature break classification method for numerical values. Subsequently, three priority models that correspond to teaching and learning strategies, as well as to the required skills and capabilities, are established. A group-based strategy with an interdisciplinary approach is also determined to be the most suitable technique for managing the

  10. Designing an automated clinical decision support system to match clinical practice guidelines for opioid therapy for chronic pain

    Directory of Open Access Journals (Sweden)

    Clark Michael E

    2010-04-01

    Full Text Available Abstract Background Opioid prescribing for chronic pain is common and controversial, but recommended clinical practices are followed inconsistently in many clinical settings. Strategies for increasing adherence to clinical practice guideline recommendations are needed to increase effectiveness and reduce negative consequences of opioid prescribing in chronic pain patients. Methods Here we describe the process and outcomes of a project to operationalize the 2003 VA/DOD Clinical Practice Guideline for Opioid Therapy for Chronic Non-Cancer Pain into a computerized decision support system (DSS to encourage good opioid prescribing practices during primary care visits. We based the DSS on the existing ATHENA-DSS. We used an iterative process of design, testing, and revision of the DSS by a diverse team including guideline authors, medical informatics experts, clinical content experts, and end-users to convert the written clinical practice guideline into a computable algorithm to generate patient-specific recommendations for care based upon existing information in the electronic medical record (EMR, and a set of clinical tools. Results The iterative revision process identified numerous and varied problems with the initially designed system despite diverse expert participation in the design process. The process of operationalizing the guideline identified areas in which the guideline was vague, left decisions to clinical judgment, or required clarification of detail to insure safe clinical implementation. The revisions led to workable solutions to problems, defined the limits of the DSS and its utility in clinical practice, improved integration into clinical workflow, and improved the clarity and accuracy of system recommendations and tools. Conclusions Use of this iterative process led to development of a multifunctional DSS that met the approval of the clinical practice guideline authors, content experts, and clinicians involved in testing. The

  11. Not just another multi-professional course! Part 2: nuts and bolts of designing a transformed curriculum for multi-professional learning.

    Science.gov (United States)

    Mayers, Pat; Alperstein, Melanie; Duncan, Madeleine; Olckers, Lorna; Gibbs, Trevor

    2006-03-01

    Multi-professional education has traditionally aimed to develop health professionals who are able to collaborate effectively in comprehensive healthcare delivery. The respective professions learn about their differences in order to work together, rather than developing unity in their commitment to a shared vision of professionalism and service. In this, the second of two papers, the 'nuts and bolts' or practicalities of designing a transformed curriculum for a multi-professional course with a difference is described. Guidelines for the curriculum design process, which seeks to be innovative, grounded in theory and relevant to the learning of the students and the ultimately the health of the patients, include: valuing education; gaining buy-in; securing buy-out; defining of roles; seeking consensus; negotiating difference and expediting decisions. The phases of the design process are described, as well as the educational outcomes envisaged during the process. Reflections of the designers, in particular on what it means to be a multi-professional team, and a reconceptualization of multi-professional education are presented as challenges for educators of health professionals.

  12. The FITS model: an improved Learning by Design approach

    NARCIS (Netherlands)

    Drs. Ing. Koen Michels; Prof. Dr. Marc de Vries; MEd Dave van Breukelen; MEd Frank Schure

    2016-01-01

    Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A

  13. The E-learning Cabaret: do's and don'ts in E-Learning Design

    NARCIS (Netherlands)

    Westera, Wim

    2009-01-01

    Westera, W. (2006). The E-Learning Cabaret: do's and don'ts in E-Learning Design. Book of Abstracts, 12th International Conference on Technology Supported Learning & Teaching, Online Educa Berlin (pp. 169-171). November, 29-December, 1, 2006, Berlin, Germany: ICWE-GmbH.

  14. 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...

  15. Acttention – Influencing Communities of Practice with Persuasive Learning Designs

    DEFF Research Database (Denmark)

    Hansen, Sandra Burri Gram; Ryberg, Thomas

    2015-01-01

    design within this more established field of research and development. Rather than focus on improving learning technologies or motivating the interest in a subject, persuasive designs may be more efficient when used to influence the communities of practice in educational institutions.......Based on the preliminary results of implementing and testing a persuasive learning initiative in the Danish Military, this paper discusses and develops the notion of persuasive learning designs. It is suggested that the acquirement of new knowledge is fundamental to persuasion, and that persuasive...... learning designs distinguish themselves by leading to sustainable change to the learner’s attitude and/or behaviour. A practical example of persuasive learning designs is provided in terms of the interactive location-based learning game Acttention, which has been developed and tested on behalf...

  16. Integrated Design Process in Problem-Based Learning

    DEFF Research Database (Denmark)

    Knudstrup, Mary-Ann

    2004-01-01

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

  17. Theoretically Based Pedagogical Strategies Leading to Deep Learning in Asynchronous Online Gerontology Courses

    Science.gov (United States)

    Majeski, Robin; Stover, Merrily

    2007-01-01

    Online learning has enjoyed increasing popularity in gerontology. This paper presents instructional strategies grounded in Fink's (2003) theory of significant learning designed for the completely asynchronous online gerontology classroom. It links these components with the development of mastery learning goals and provides specific guidelines for…

  18. Improving Distance Courses: Understanding Teacher Trainees and their Learning Styles for the design of Teacher Training Courses and Materials at a Distance

    Directory of Open Access Journals (Sweden)

    Hisham DZAKIRIA

    2004-01-01

    Full Text Available Literature on distance education and teacher education seems to show that what we do not know about Distance Teacher Trainees (DTT and their learning process involved exceeds what we know about it. As more DTT enroll in distance education programmes globally, distance education providers and institutions will witness trainees coming with different backgrounds and experiences begin to take advantage of this learning opportunities. One important variable in the effectiveness of distance learning is the preference of the distance learner for a particular learning mode. A key to maintaining distance learners participation in learning lies in understanding the Learning Styles Preferences (LSP and the processes involved.This is also true for teacher training. There is much greater variation in the range of LSP and how to address them when preparing distance training materials and courses. The primary purpose of this paper is to propose ways in which individual learning differences should be accommodated when designing instructional learning materials in print for DTTs. Kolb’s (1984 model on learning cycle and styles are discussed to provide instructional design guidelines which accommodate each stage of the learning cycles and individual differences between DTT in processing and presenting information and knowledge. In addition, issues on teacher education, distance learning, individual differences, and ways in which the ‘differences’ can be accommodated when designing learning materials for DTT are also discussed. This paper resonates the idea and belief that if attempts are made to match learning styles of DTTs and andragogy with content to be learned, distance teacher educators (DTEs and instructors can develop better instructional materials with greater prospects of success. Getting to know and understand the teacher trainees and their learning process involved must first be addressed to facilitate the diverse needs of the Malaysian teacher

  19. Application Design Of Interactive Multimedia Development Based Motion Graphic On Making Fashion Design Learning In Digital Format

    OpenAIRE

    Winwin Wiana

    2017-01-01

    This study is a research and development aimed at developing multimedia interactive learning based animation as an effort to improve student learning motivation in learning Fashion Design Technology apart from this study also aims to design a learning program courses Fashion Design Technology with a focus on optimizing the use of interactive media in learning process. From this study showed 1 A preliminary study found that the problems faced by students when studying Fashion Design Technology...

  20. Learning design: reflections upon the current landscape

    Directory of Open Access Journals (Sweden)

    Brock Craft

    2012-08-01

    Full Text Available The mounting wealth of open and readily available information and the accelerated evolution of social, mobile and creative technologies call for a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This call is reverberated by the rising trend of research in learning design (LD. Addressing this, the Art and Science of Learning Design workshop brought together leading voices in the field, and provided a forum for discussing its key issues. It focused on three major themes: (1 practices, methods and methodologies, (2 tools and resources and (3 theoretical frameworks. This paper proposes a definition of LD, reviews the main contributions from the workshop, and suggests some challenges for future research.

  1. Designing computer programs

    CERN Document Server

    Haigh, Jim

    1994-01-01

    This is a book for students at every level who are learning to program for the first time - and for the considerable number who learned how to program but were never taught to structure their programs. The author presents a simple set of guidelines that show the programmer how to design in a manageable structure from the outset. The method is suitable for most languages, and is based on the widely used 'JSP' method, to which the student may easily progress if it is needed at a later stage.Most language specific texts contain very little if any information on design, whilst books on des

  2. Designing and Evaluating Conative Game-Based Learning Scenarios

    DEFF Research Database (Denmark)

    Schønau-Fog, Henrik

    2014-01-01

    It is an essential prerequisite to design for motivation in game-based learning applications, tools and activities. However, how is it possible to design and evaluate motivational game-based learning scenarios in a systematic process-oriented manner based on conation and player engagement? While...... of ‘continuation desire’ such as interfacing with the scenario, exploration and socialising. This paper aims to combine the concepts of Player Engagement, Conation and Continuation Desire by focusing on the conative aspects which are the essential drivers for the desire to continue any learning activity......-based learning scenarios....

  3. Multidimensional Learner Model In Intelligent Learning System

    Science.gov (United States)

    Deliyska, B.; Rozeva, A.

    2009-11-01

    The learner model in an intelligent learning system (ILS) has to ensure the personalization (individualization) and the adaptability of e-learning in an online learner-centered environment. ILS is a distributed e-learning system whose modules can be independent and located in different nodes (servers) on the Web. This kind of e-learning is achieved through the resources of the Semantic Web and is designed and developed around a course, group of courses or specialty. An essential part of ILS is learner model database which contains structured data about learner profile and temporal status in the learning process of one or more courses. In the paper a learner model position in ILS is considered and a relational database is designed from learner's domain ontology. Multidimensional modeling agent for the source database is designed and resultant learner data cube is presented. Agent's modules are proposed with corresponding algorithms and procedures. Multidimensional (OLAP) analysis guidelines on the resultant learner module for designing dynamic learning strategy have been highlighted.

  4. Passive solar design strategies: Remodeling guidelines for conserving energy at home. [Final report

    Energy Technology Data Exchange (ETDEWEB)

    1991-12-31

    The idea of passive solar is simple, but applying it effectively does require information and attention to the details of design and construction. Some passive solar techniques are modest and low-cost, and require only small changes in remodeler`s typical practice. At the other end of the spectrum, some passive solar systems can almost eliminate a house`s need for purchased heating (and in some cases, cooling) energy -- but probably at a relatively high first cost. In between are a broad range of energy-conserving passive solar techniques. Whether or not they are cost-effective, practical and attractive enough to offer a market advantage to any individual remodeler depends on very specific factors such as local costs, climate, and market characteristics. Passive solar design strategies: Remodeling Guidelines For Conserving Energy At Homes is written to help give remodelers the information they need to make these decisions. Passive Solar Design Strategies is a package in three basic parts: The Guidelines contain information about passive solar techniques and how they work, and provides specific examples of systems which will save various percentages of energy; The Worksheets offer a simple, fill-in-the-blank method to pre-evaluate the performance of a specific design; The Worked Example demonstrates how to complete the worksheets for a typical residence.

  5. Benchmarking of venous thromboembolism prophylaxis practice with ENT.UK guidelines.

    Science.gov (United States)

    Al-Qahtani, Ali S

    2017-05-01

    The aim of this study was to benchmark our guidelines of prevention of venous thromboembolism (VTE) in ENT surgical population against ENT.UK guidelines, and also to encourage healthcare providers to utilize benchmarking as an effective method of improving performance. The study design is prospective descriptive analysis. The setting of this study is tertiary referral centre (Assir Central Hospital, Abha, Saudi Arabia). In this study, we are benchmarking our practice guidelines of the prevention of VTE in the ENT surgical population against that of ENT.UK guidelines to mitigate any gaps. ENT guidelines 2010 were downloaded from the ENT.UK Website. Our guidelines were compared with the possibilities that either our performance meets or fall short of ENT.UK guidelines. Immediate corrective actions will take place if there is quality chasm between the two guidelines. ENT.UK guidelines are evidence-based and updated which may serve as role-model for adoption and benchmarking. Our guidelines were accordingly amended to contain all factors required in providing a quality service to ENT surgical patients. While not given appropriate attention, benchmarking is a useful tool in improving quality of health care. It allows learning from others' practices and experiences, and works towards closing any quality gaps. In addition, benchmarking clinical outcomes is critical for quality improvement and informing decisions concerning service provision. It is recommended to be included on the list of quality improvement methods of healthcare services.

  6. Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles.

    Science.gov (United States)

    Emmons, Mark; Wilkinson, Frances C.

    2001-01-01

    Applies learning theory and ergonomic principles to the design of effective learning environments for library instruction. Discusses features of electronic classroom ergonomics, including the ergonomics of physical space, environmental factors, and workstations; and includes classroom layouts. (Author/LRW)

  7. Human-system interface design review guideline -- Review software and user's guide: Final report. Revision 1, Volume 3

    International Nuclear Information System (INIS)

    1996-06-01

    NUREG-0700, Revision 1, provides human factors engineering (HFE) guidance to the US Nuclear Regulatory Commission staff for its: (1) review of the human system interface (HSI) design submittals prepared by licensees or applications for a license or design certification of commercial nuclear power plants, and (2) performance of HSI reviews that could be undertaken as part of an inspection or other type of regulatory review involving HSI design or incidents involving human performance. The guidance consists of a review process and HFE guidelines. The document describes those aspects of the HSI design review process that are important to the identification and resolution of human engineering discrepancies that could adversely affect plant safety. Guidance is provided that could be used by the staff to review an applicant's HSI design review process or to guide the development of an HSI design review plan, e.g., as part of an inspection activity. The document also provides detailed HFE guidelines for the assessment of HSI design implementations. NUREG-0700, Revision 1, consists of three stand-alone volumes. Volume 3 contains an interactive software application of the NUREG-0700, Revision 1 guidance and a user's guide for this software. The software supports reviewers during review preparation, evaluation design using the human factors engineering guidelines, and in report preparation. The user's guide provides system requirements and installation instructions, detailed explanations of the software's functions and features, and a tutorial on using the software

  8. IMS Learning Design Frequently Asked Questions

    NARCIS (Netherlands)

    Tattersall, Colin; Manderveld, Jocelyn; Hummel, Hans; Sloep, Peter; Koper, Rob; De Vries, Fred

    2004-01-01

    This list of frequently asked questions was composed on the basis of questions asked of the Educational Technology Expertise Centrum. The questions addessed are: Where can I find the IMS Learning Design Specification? What is meant by the phrase “Learning Design”? What is the IMS LD Specification

  9. Implementing Inclusive Design for Learning in an introductory geology laboratory

    Science.gov (United States)

    Robert, G.; Merriman, J. D.; Ceylan, G. M.

    2013-12-01

    As an expansion of universal design for learning, IDL provides a framework for opening up and adapting classroom interaction systems, minimizing barriers through promoting perception, engagement, expression, and accommodation for diverse learners. We implemented an introductory-level laboratory for communicating the concept of magma viscosity using the guidelines and principles of IDL. We developed the lab as a mini-implementation project for an IDL course offered by the University of Missouri (MU) Graduate School. The laboratory was subsequently taught during the summer session of Principles of Geology in our Department of Geological Sciences. Traditional geology laboratories rely heavily on visual aids, either physical (rocks and minerals) or representative (idealized cartoons of processes, videos), with very few alternative representations and descriptions made available to the students. Our main focus for this new lab was to diversify the means of representation available to the students (and instructor) to make the lab as equitable and flexible as possible. We considered potential barriers to learning arising from the physical lab environment, from the means of representation, engagement and expression, and tried to minimize them upfront. We centred the laboratory on the link between volcano shape and viscosity as an applied way to convey that viscosity is the resistance to flow. The learning goal was to have the students observe that more viscous eruptives resulted in steeper-sided volcanoes through experimentation. Students built their own volcanoes by erupting lava (foods of various viscosities) onto the Earth's surface (a piece of sturdy cardboard with a hole for the 'vent') through a conduit (pastry bag). Such a hands on lab exercise allows students to gain a tactile and visual, i.e., physical representation of an abstract concept. This specific exercise was supported by other, more traditional, means of representation (e.g., lecture, videos, cartoons, 3D

  10. Flight critical system design guidelines and validation methods

    Science.gov (United States)

    Holt, H. M.; Lupton, A. O.; Holden, D. G.

    1984-01-01

    Efforts being expended at NASA-Langley to define a validation methodology, techniques for comparing advanced systems concepts, and design guidelines for characterizing fault tolerant digital avionics are described with an emphasis on the capabilities of AIRLAB, an environmentally controlled laboratory. AIRLAB has VAX 11/750 and 11/780 computers with an aggregate of 22 Mb memory and over 650 Mb storage, interconnected at 256 kbaud. An additional computer is programmed to emulate digital devices. Ongoing work is easily accessed at user stations by either chronological or key word indexing. The CARE III program aids in analyzing the capabilities of test systems to recover from faults. An additional code, the semi-Markov unreliability program (SURE) generates upper and lower reliability bounds. The AIRLAB facility is mainly dedicated to research on designs of digital flight-critical systems which must have acceptable reliability before incorporation into aircraft control systems. The digital systems would be too costly to submit to a full battery of flight tests and must be initially examined with the AIRLAB simulation capabilities.

  11. Residential neighbourhoods in Kathmandu: Key design guidelines

    Directory of Open Access Journals (Sweden)

    Bijaya K. Shrestha

    2013-01-01

    Full Text Available Residential neighbourhoods developed using various techniques in Kathmandu by both the public and private sectors have not only provided a poor urban setting and failed to address socio-cultural needs, but are also poor at building a community and creating links to the built environment, with the result that the planned areas lack a sense of place and the inhabitants lack a feeling of home. Although traditional neighbourhoods in the historic core area had many features of a good residential neighbourhood in the past, they are currently undergoing rapid destruction. The residents of these neighbourhoods have little awareness of these issues. The existing legal and institutional frameworks are inadequate and ineffective and cannot address these problems, and so the formulation of design guidelines, their strict implementation, and enhancement of socio-cultural events including social networking are recommended for future residential neighbourhood development.

  12. Collaborative Design of Technology-Enhanced Learning: What Can We Learn from Teacher Talk?

    Science.gov (United States)

    McKenney, Susan; Boschman, Ferry; Pieters, Jules; Voogt, Joke

    2016-01-01

    The collaborative design of technology-enhanced learning is seen as a practical and effective professional development strategy, especially because teachers learn from each other as they share and apply knowledge. But how teacher design team participants draw on and develop their knowledge has not yet been investigated. This qualitative…

  13. The FITS model: an improved Learning by Design approach

    OpenAIRE

    Michels, Koen; Vries, de, Marc; Breukelen, van, Dave; Schure, Frank

    2016-01-01

    Learning by Design (LBD) is a project-based inquiry approach for interdisciplinary teaching that uses design contexts to learn skills and conceptual knowledge. Research around the year 2000 showed that LBD students achieved high skill performances but disappointing conceptual learning gains. A series of exploratory studies, previous to the study in this paper, indicated how to enhance concept learning. Small-scale tested modifications, based on explicit teaching and scaffolding, were promisin...

  14. The Implementation of Service-Learning in Graduate Instructional Design Coursework

    Science.gov (United States)

    Stefaniak, Jill E.

    2015-01-01

    This paper describes the design of service-learning experiences with a graduate-level instructional design course. Service-learning provides students with real-life experiences in a situated-learning environment. Students were tasked with working on an instructional design project in a real-world setting to gain consultative experience. This paper…

  15. A framework for studying teacher learning by design

    NARCIS (Netherlands)

    Voogt, Joke; McKenney, Susan; Janssen, Fred; Berry, Amanda; Kicken, Wendy; Coenders, Fer

    2012-01-01

    Voogt, J., McKenney, S., Janssen, F., Berry, A., Kicken, W., & Coenders, F. (2012, 2-6 July). A framework for studying teacher learning by design. Paper presentation at the Teachers as Designers of Technology Enhanced Learning pre-conference workshop in conjunction with the ISLS annual meeting,

  16. Teaching in a digital age guidelines for designing teaching and learning

    CERN Document Server

    Bates, Anthony William

    2015-01-01

    The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.

  17. Creating by Reusing Learning Design Solutions

    NARCIS (Netherlands)

    Hernández-Leo, Davinia; Harrer, Andreas; Dodero, Juan Manuel; Asensio-Pérez, Juan; Burgos, Daniel

    2006-01-01

    Hernández-Leo, D., Harrer, A., Dodero, J. M., Asension-Pérez, J. I., & Burgos, D. (2006). Creating by reusing Learning Design solutions. Proceedings of 8th Simposo Internacional de Informática Educativa, León, Spain: IEEE Technical Committee on Learning Technology. Retrieved October 3rd, 2006, from

  18. The Astro Learning Design Player

    NARCIS (Netherlands)

    Sharples, Paul; Wilson, Scott; Popat, Kris; Griffiths, David; Beauvoir, Phillip

    2010-01-01

    Sharples, Paul Wilson, S., Popat, K., Griffiths, D., Beauvoir, P. (2009) The Astro Learning Design Player. This software is distributed under the three clause BSD license, copyright TENCompetence Foundation

  19. Implementing Project Based Learning Approach to Graphic Design Course

    Science.gov (United States)

    Riyanti, Menul Teguh; Erwin, Tuti Nuriah; Suriani, S. H.

    2017-01-01

    The purpose of this study was to develop a learning model based Commercial Graphic Design Drafting project-based learning approach, was chosen as a strategy in the learning product development research. University students as the target audience of this model are the students of the fifth semester Visual Communications Design Studies Program…

  20. Metadata and Ontologies in Learning Resources Design

    Science.gov (United States)

    Vidal C., Christian; Segura Navarrete, Alejandra; Menéndez D., Víctor; Zapata Gonzalez, Alfredo; Prieto M., Manuel

    Resource design and development requires knowledge about educational goals, instructional context and information about learner's characteristics among other. An important information source about this knowledge are metadata. However, metadata by themselves do not foresee all necessary information related to resource design. Here we argue the need to use different data and knowledge models to improve understanding the complex processes related to e-learning resources and their management. This paper presents the use of semantic web technologies, as ontologies, supporting the search and selection of resources used in design. Classification is done, based on instructional criteria derived from a knowledge acquisition process, using information provided by IEEE-LOM metadata standard. The knowledge obtained is represented in an ontology using OWL and SWRL. In this work we give evidence of the implementation of a Learning Object Classifier based on ontology. We demonstrate that the use of ontologies can support the design activities in e-learning.

  1. D.3.3 PLOT Persuasive Learning Design Framework

    DEFF Research Database (Denmark)

    Gram-Hansen, Sandra Burri

    2012-01-01

    In this third and final deliverable of WP3: Persuasive Learning Designs, the theoretical cross field between persuasion and learning and the practical analysis of the technological learning tools and products which are currently related to the PLOT project, namely the GLOMaker and the 3ET tool......, are linked together as persuasive learning designs are defined and exemplified through the four e-PLOT cases. Based on the literary study of D.3.1 as well as the subsequent discussions and reflections regarding the theoretical foundation and practical application of persuasive learning technologies......-PLOT work cases. In conclusion, the report presents a number of suggestions regarding the improvement of the two learning tools, which from a theoretical perspective will enhance the persuasive potential, and which can be taken into consideration in WP4 and 5....

  2. Context and Deep Learning Design

    Science.gov (United States)

    Boyle, Tom; Ravenscroft, Andrew

    2012-01-01

    Conceptual clarification is essential if we are to establish a stable and deep discipline of technology enhanced learning. The technology is alluring; this can distract from deep design in a surface rush to exploit the affordances of the new technology. We need a basis for design, and a conceptual unit of organization, that are applicable across…

  3. LMFBR safety criteria and guidelines for consideration in the design of future plants

    International Nuclear Information System (INIS)

    1990-01-01

    For many years the Commission of the European Communities has been conducting activities aimed at the progressive harmonization of safety requirements and criteria applied to nuclear installations in the Community. These activities cover thermal and fast reactors. This publication represents a major achievement in reaching this goal. The document, which has been prepared in the framework of activities of the CEC fast-reactor safety working group (SWG), consists of safety criteria and guidelines for fast reactors. It represents the common view of all EC Member States which have a fast-reactor programme or are interested in fast-reactor development. The criteria and guidelines are structured according to different types of possible faults, such as core reactivity faults, general cooling faults, subassembly faults, faults outside the core and causes external to the station. Only those events are considered which are in the design basis of current fast-reactor projects. Proposed measures or guidelines to satisfy the criteria are based on the present knowledge and proven technology

  4. Learning design som systematisk alternativ til one-hit wonders

    DEFF Research Database (Denmark)

    Godsk, Mikkel; Hansen, Janne Saltoft

    2016-01-01

    In 2011 an ambitious policy for educational IT was issued at Aarhus University (AU). The policy includes a number of focus areas of which particularly the acquisition and implementation of a common e‐learning platform, training of educators, and the development of teaching are of the highest...... priority (Aarhus Universitet, 2011). Due to limited funds there has been a need for an extraordinary systematic and effective way to manage the work of implementation and development. This meant that Faculty of Science and Technology (ST) in 2013 developed a learning design framework, STREAM (Godsk, 2013...... of coherent teaching (Conole & Fill, 2005; Fink, 2013). This operationalisation meant that the learning design approach could also be used to pedagogically qualify the implementation and deployment of the university's new e­‐learning platform, Blackboard Learn. In the article we describe our learning design...

  5. Colour Size Illusion on Liquid Crystal Displays and Design Guidelines for Bioinformatics Tools

    Science.gov (United States)

    Yoo, Hyun Seung; Smith-Jackson, Tonya L.

    2011-01-01

    Although the influence of colour on size perception has been known for a century, there is only limited research on interventions that can reduce this effect. This study was therefore undertaken in order to identify appropriate interventions and propose design guidelines for information visualisation, especially in applications where size…

  6. Guidelines for the undergraduate psychology major: Version 2.0.

    Science.gov (United States)

    2016-01-01

    The APA Guidelines for the Undergraduate Psychology Major: Version 2.0 (henceforth Guidelines 2.0; APA, 2013) represents a national effort to describe and develop high-quality undergraduate programs in psychology. The task force charged with the revision of the original guidelines for the undergraduate major examined the success of the document's implementation and made changes to reflect emerging best practices and to integrate psychology's work with benchmarking scholarship in higher education. Guidelines 2.0 abandoned the original distinction drawn between psychology-focused skills and psychology skills that enhance liberal arts development. Instead, Guidelines 2.0 describes five inclusive goals for the undergraduate psychology major and two developmental levels of student learning outcomes. Suggestions for assessment planning are provided for each of the five learning goals. (c) 2016 APA, all rights reserved).

  7. Research Notes ~ Elements of Effective e-Learning Design

    Directory of Open Access Journals (Sweden)

    Andrew R. Brown

    2005-03-01

    Full Text Available Preparing and developing e-learning materials is a costly and time consuming enterprise. This paper highlights the elements of effective design that we consider assist in the development of high quality materials in a cost efficient way. We introduce six elements of design and discuss each in some detail. These elements focus on paying attention to the provision of a rich learning activity, situating this activity within an interesting story line, providing meaningful opportunities for student reflection and third party criticism, considering appropriate technologies for delivery, ensuring that the design is suitable for the context in which it will be used, and bearing in mind the personal, social, and environmental impact of the designed activities. Along the way, we describe how these design elements can be effectively utilized by contextualizing them with examples from an e-learning initiative.

  8. A New Design Approach to game or play based learning

    DEFF Research Database (Denmark)

    Larsen, Lasse Juel

    to ground the students sense of meaning. This paper proposes another approach: using visualization in immersive 3D-worlds as documentation of learning progress while at the same time constituting a reward system which motivate further learning. The overall design idea is to build a game based learning......Abstract: The present paper proposes a new design perspective for game based learning. The general idea is to abandon the long and sought after dream of designing a closed learning system, where students from elementary school to high school without teachers’ interference could learn whatever...... game based learning system, but also confront aspects of modern learning theory especially the notion of reference between content of an assignment and the reality with which it should or could be connected (situated learning). The second idea promotes a way to tackle the common experience...

  9. Implementation of Guidelines for Effective Fieldwork Designs: Exploring Learning Activities, Learning Processes, and Student Engagement in the Classroom and the Field

    Science.gov (United States)

    Remmen, Kari Beate; Frøyland, Merethe

    2014-01-01

    Teachers find the implementation of fieldwork challenging. Therefore, this study investigates two teachers' implementation of theoretical guidelines for student-centered fieldwork activities, following their participation in a professional development course focusing on earth science fieldwork pedagogy. Video observation and instructional…

  10. Design as if people matter: aesthetic guidelines for the wind industry

    International Nuclear Information System (INIS)

    Gipe, P.

    1995-01-01

    Opinion surveys show that wind has high public support, but a worrisome NIMBY factor. This support erodes once specific projects are proposed. Because support is fragile and can be squandered by ill-conceived projects, the industry must do everything it can to ensure that wind turbines and wind power plants become good neighbours. One means of maximizing acceptance is to incorporate aesthetic guidelines into the design of wind turbines and wind power plants. (Author)

  11. Managing the Complexity of Design Problems through Studio-Based Learning

    Science.gov (United States)

    Cennamo, Katherine; Brandt, Carol; Scott, Brigitte; Douglas, Sarah; McGrath, Margarita; Reimer, Yolanda; Vernon, Mitzi

    2011-01-01

    The ill-structured nature of design problems makes them particularly challenging for problem-based learning. Studio-based learning (SBL), however, has much in common with problem-based learning and indeed has a long history of use in teaching students to solve design problems. The purpose of this ethnographic study of an industrial design class,…

  12. The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia

    Directory of Open Access Journals (Sweden)

    Shengru Li

    2018-04-01

    Full Text Available The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1 teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2 teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.

  13. Rich services in interoperable Learning Designs: can the circle be squared?

    OpenAIRE

    Griffiths, David

    2009-01-01

    Griffiths, D. (2009). Rich services in interoperable Learning Designs: Can the circle be squared?. Presented at Opening Up Learning Design, European LAMS and Learning Design Conference 2009. July, 6-9, 2009, Milton Keynes, United Kingdom.

  14. A BIO-EXPERIENTIAL MODEL FOR LEARNING CREATIVE DESIGN PRACTICES THAT SUPPORTS TRANSFORMATIVE DEVELOPMENT IN BEGINNING DESIGN STUDENTS

    Directory of Open Access Journals (Sweden)

    Stephen Temple

    2010-07-01

    Full Text Available This paper asks what beginning design learning experiences best support the remainder of design education. It is a conjecture of brain-based learning theory that a student’s direct, concrete primary experiences are responsible for the construction of fundamental structures of neural processing as “hard wired” pathways. These structures then form the ground of and set into play patterns of later more abstracted learning experiences. Pedagogy of basic design courses that seeks introduction of creative processes as a foundation for design education must recognize these experiential, biologically developmental relationships as basic to developmentally appropriate beginning design curriculum. This paper models a beginning design pedagogy on developmental relationships between concrete and abstract processes of learning as a basis for transformative creative thinking that enables student self-development that progresses up the curriculum. Aligning with developmental learning theories (Piaget and others, a basic tenant of this approach is that learning at the primary level of direct experience self initiates brain changes where students form their own structure of learning. Thus, initial learning experiences will be those that best enable decision-making consistent with the biological interactivity between body and mind, between, respectively, the concrete and the abstract. This is important because the designed environment in which we all live is grounded in the development of abstract content experientially based in concrete material physicality. Experiential learning theories (Kolb and others, following Piaget identify concrete and abstract learning as fundamental poles for acquiring and acting on knowledge: Concrete learning involves direct experiential engagement through heuristic discovery and reflection and abstract learning involves indirect representational cues in acts of conceptualization, synthesis, and experimentation. The

  15. The effect of an e-learning supported Train-the-Trainer programme on implementation of suicide guidelines in mental health care.

    NARCIS (Netherlands)

    Beurs, D.P. de; Groot, M.H. de; Keijser, J. de; Mokkenstorm, J.; Duijn, E. van; Winter, R.F.P. de; Kerkhof, A.J.F.M.

    2015-01-01

    Background: Randomized studies examining the effect of training of mental health professionals in suicide prevention guidelines are scarce. We assessed whether professionals benefited from an e-learning supported Train-the-Trainer programme aimed at the application of the Dutch multidisciplinary

  16. Apps i anatomiundervisningen - perspektiver for et nyt learning design

    Directory of Open Access Journals (Sweden)

    Solvej Videbaek

    2016-05-01

    Full Text Available Dansk Formålet med denne artikel var at diskutere, hvordan Learning Design kan anvendes ved implementering af mobile platforme i undervisningen på universitetsniveau. Med udgangspunkt i teoretiske modeller og undervisernes overvejelser diskuteres brug af Learning Design og implementering informationsteknologi med afsæt i anvendelse af applikationer til tablets og smartphones i anatomiundervisningen på Aarhus Universitet. Sekundært præsenterer artiklen resultater fra et pilotprojekt i anatomiundervisningen på medicinstudiet, Aarhus Universitet, der viser, at de studerende er positivt indstillede over for informationsteknologi i undervisningen, at de er teknologiparate, og at anatomiapplikationerne forbedrer de studerendes oplevelse af tredimensional forståelse. Ved anvendelse af et veltilrettelagt Learning Design kan undervisningssessioner og kurser designes til i højere grad at anvende informations- og uddannelsesteknologi i integrerede læringsforløb. English The purpose of the this study was to discuss how Learning Design can be used when implementing mobile learning devices in education at universities. Based on theoretical models and the teachers’ thoughts and reflections, the use of Learning Design and implementation of information technology is discussed on the basis of using tablets and smartphones with anatomy specific applications in anatomy courses at the School of medicine, Aarhus University, Denmark. Secondarily, the results from a pilot project including tablets in anatomy teaching are presented, showing that the students have a positive attitude towards information technology in education, that they are used to using information technology in education, and that anatomy applications improve the students’ understanding of anatomy in three dimensions. By application of a well-designed Learning Design, teaching sessions can implement information- and educational technology in a combination of in-class and out-of-class.

  17. The future of the IMS Learning Design specification: a critical look

    NARCIS (Netherlands)

    Sloep, Peter

    2009-01-01

    P. B. Sloep (2009). The future of the IMS Learning Design specification: a critical look. Presentation at the IMS Learning Design seminar 'The future of IMS Learning Design'. December, 10, 2009, Wollongong, Australia: University of Wollongong.

  18. [Guidelines for management of epilepsy--commentary on Scottish ("SIGN") guidelines].

    Science.gov (United States)

    Planjar-Prvan, Miljenka; Granić, Davorka

    2005-01-01

    The choice of AED (antiepileptic drug), worldwide and in Croatia, is been still based on the physician's subjective decision, personal experience, knowledge and marketing pressure made by big pharmaceutical industries. Therefore, according to some opinions, there is a need of treatment guidelines for epilepsy that would provide relevant information based on scientific evidence on the efficacy, tolerability and safety of AEDs. The guidelines, published by a competent source, should be designed as to allow for easy access to the information on the best practice in specific cases. An extensive background literature review was made to identify such a type of guidelines for the management of epilepsy. The literature review revealed a number of references with the recommendations for treating epilepsy in different groups of patients and from various, specific aspects of epilepsy treatment. However, only one comprehensive set of guidelines for the diagnosis and treatment of epilepsy treatment was found, i.e. the evidence-based guidelines published by the Scottish Intercollegiate Guidelines Network (SIGN). The development of this set of guidelines is quite extensively described in order to illustrate how rigorous and long-lasting the process was, including a great number of health professionals at the national level. Such a type of well designed guidelines facilitates access to highest educational standards for all professionals involved in the primary and secondary care of people with epilepsy. However, it is clear that guidelines can fully replace the standards of clinical practice based on critical evaluation and integration of all clinical data of each individual patient. No guidelines can replace the physician's obligation to keep informed of the novel achievements in the epileptology either.

  19. Revising the South African guidelines for human settlement planning and design (the red book)

    CSIR Research Space (South Africa)

    Van Niekerk, Willemien

    2015-11-01

    Full Text Available The Guidelines for Human Settlement Planning and Design, commonly known as the Red Book, is a South African publication aimed at providing practical guidance to built environment professionals in support of the creation of sustainable and vibrant...

  20. Bridging the Design-Science Gap with Tools: Science Learning and Design Behaviors in a Simulated Environment for Engineering Design

    Science.gov (United States)

    Chao, Jie; Xie, Charles; Nourian, Saeid; Chen, Guanhua; Bailey, Siobhan; Goldstein, Molly H.; Purzer, Senay; Adams, Robin S.; Tutwiler, M. Shane

    2017-01-01

    Many pedagogical innovations aim to integrate engineering design and science learning. However, students frequently show little attempt or have difficulties in connecting their design projects with the underlying science. Drawing upon the Cultural-Historical Activity Theory, we argue that the design tools available in a learning environment…

  1. Design Framework for an Adaptive MOOC Enhanced by Blended Learning

    DEFF Research Database (Denmark)

    Gynther, Karsten

    2016-01-01

    The research project has developed a design framework for an adaptive MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of learning design principles which can be used to design in-service courses for teacher professional...

  2. Transparent Guideline Methodology Needed

    DEFF Research Database (Denmark)

    Lidal, Ingeborg; Norén, Camilla; Mäkelä, Marjukka

    2013-01-01

    As part of learning at the Nordic Workshop of Evidence-based Medicine, we have read with interest the practice guidelines for central venous access, published in your Journal in 2012.1 We appraised the quality of this guideline using the checklist developed by The Evidence-Based Medicine Working ...... are based on best currently available evidence. Our concerns are in two main categories: the rigor of development, including methodology of searching, evaluating, and combining the evidence; and editorial independence, including funding and possible conflicts of interest....... Group.2 Similar criteria for guideline quality have been suggested elsewhere.3 Our conclusion was that this much needed guideline is currently unclear about several aspects of the methodology used in developing the recommendations. This means potential users cannot be certain that the recommendations...

  3. Learning styles and courseware design

    OpenAIRE

    Valley, Karen

    1997-01-01

    In this paper we examine how (courseware) can accommodate differences in preferred learning style. A review of the literature on learning styles is followed by a discussion of the implications of being able to accurately classify learners, and key issues that must be addressed are raised. We then present two courseware design solutions that take into account individual learning‐style preference: the first follows on from traditional research in this area and assumes that learners can be class...

  4. Teacher-Led Design of an Adaptive Learning Environment

    Science.gov (United States)

    Mavroudi, Anna; Hadzilacos, Thanasis; Kalles, Dimitris; Gregoriades, Andreas

    2016-01-01

    This paper discusses a requirements engineering process that exemplifies teacher-led design in the case of an envisioned system for adaptive learning. Such a design poses various challenges and still remains an open research issue in the field of adaptive learning. Starting from a scenario-based elicitation method, the whole process was highly…

  5. technical guidelines for the design and construction of the next generation of nuclear power plants with pressurized water reactors

    International Nuclear Information System (INIS)

    2009-01-01

    These technical guidelines present the opinion of the French 'Groupe Permanent charge des Reacteurs nucleaires' (GPR) concerning the safety philosophy and approach as well as the general safety requirements to be applied for the design and construction of the next generation of nuclear power plants of the PWR (pressurized water reactor) type, assuming the construction of the first units of this generation would start at the beginning of the 21. century. These technical guidelines are based on common work of the French Institut de Protection et de Surete Nucleaire (IPSN) and of the German Gesellschaft fuer Anlagen- und Reaktorsicherheit (GRS). Moreover, these technical guidelines were extensively discussed with members of the German Reaktor Sicherheitskommission (RSK) until the end of 1998 and further with German experts. The context of these technical guidelines must be clearly understood. Faced with the current situation of nuclear energy in the world, the various nuclear steam supply system designers are developing new products, all of them claiming their intention of obtaining a higher safety level, by various ways. GPR believes that, for the operation of a new series of nuclear power plants at the beginning of the next century, the adequate way is to derive the design of these plants in an 'evolutionary' way from the design of existing plants, taking into account the operating experience and the in-depth studies conducted for such plants. Nevertheless, introduction of innovative features must also be considered in the frame of the design of the new generation of plants, especially in preventing and mitigating severe accidents. GPR underlines here that a significant improvement of the safety of the next generation of nuclear power plants at the design stage is necessary, compared to existing plants. If the search for improvement is a permanent concern in the field of safety, the necessity of a significant step at the design stage clearly derives from better

  6. Leo Spacecraft Charging Design Guidelines: A Proposed NASA Standard

    Science.gov (United States)

    Hillard, G. B.; Ferguson, D. C.

    2004-01-01

    Over the past decade, Low Earth Orbiting (LEO) spacecraft have gradually required ever-increasing power levels. As a rule, this has been accomplished through the use of high voltage systems. Recent failures and anomalies on such spacecraft have been traced to various design practices and materials choices related to the high voltage solar arrays. NASA Glenn has studied these anomalies including plasma chamber testing on arrays similar to those that experienced difficulties on orbit. Many others in the community have been involved in a comprehensive effort to understand the problems and to develop practices to avoid them. The NASA Space Environments and Effects program, recognizing the timeliness of this effort, commissioned and funded a design guidelines document intended to capture the current state of understanding. This document, which was completed in the spring of 2003, has been submitted as a proposed NASA standard. We present here an overview of this document and discuss the effort to develop it as a NASA standard.

  7. Clean air program : design guidelines for bus transit systems using compressed natural gas as an alternative fuel

    Science.gov (United States)

    1996-06-01

    This report documents design guidelines for the safe use of Compressed Natural Gas (CNG). The report is designed to provide guidance, information on safe industry practices, applicable national codes and standards, and reference data that transit age...

  8. A Study of an Architecture Design Learning Process Based on Social Learning, Course Teaching, Interaction, and Analogical Thinking

    Directory of Open Access Journals (Sweden)

    Yun-Wu Wu

    2014-01-01

    Full Text Available The students in the vocational education of architecture design in Taiwan often face many learning obstacles, such as no problem solving ability and lack of creativity. Therefore, this study used a social learning model as a learning strategy in the architecture design learning process to solve related learning difficulties. Firstly, this study used cognitive development teaching activities and a learning process based on analogical thinking and analogical reasoning to build the social learning model. Secondly, the social learning model of this study was implemented in the teaching of a required course of architecture design for 120 freshmen in China University of Technology. The questionnaire survey results were then statically analyzed and compared to measure the differences in the students’ knowledge about architecture designs before and after the teaching in this study. In this study, the social learning model is proven helpful in inspiring the students’ creativity by converting new knowledge of architecture design into schemas and hence retaining the new knowledge for future application. The social learning model can be applied in the teaching of architecture design in other schools, while more research can be conducted in the future to further confirm its feasibility to promote effective learning.

  9. Utilizing a Collaborative Learning Model to Promote Early Extubation Following Infant Heart Surgery.

    Science.gov (United States)

    Mahle, William T; Nicolson, Susan C; Hollenbeck-Pringle, Danielle; Gaies, Michael G; Witte, Madolin K; Lee, Eva K; Goldsworthy, Michelle; Stark, Paul C; Burns, Kristin M; Scheurer, Mark A; Cooper, David S; Thiagarajan, Ravi; Sivarajan, V Ben; Colan, Steven D; Schamberger, Marcus S; Shekerdemian, Lara S

    2016-10-01

    To determine whether a collaborative learning strategy-derived clinical practice guideline can reduce the duration of endotracheal intubation following infant heart surgery. Prospective and retrospective data collected from the Pediatric Heart Network in the 12 months pre- and post-clinical practice guideline implementation at the four sites participating in the collaborative (active sites) compared with data from five Pediatric Heart Network centers not participating in collaborative learning (control sites). Ten children's hospitals. Data were collected for infants following two-index operations: 1) repair of isolated coarctation of the aorta (birth to 365 d) and 2) repair of tetralogy of Fallot (29-365 d). There were 240 subjects eligible for the clinical practice guideline at active sites and 259 subjects at control sites. Development and application of early extubation clinical practice guideline. After clinical practice guideline implementation, the rate of early extubation at active sites increased significantly from 11.7% to 66.9% (p collaborative learning strategy designed clinical practice guideline significantly increased the rate of early extubation with no change in the rate of reintubation. The early extubation clinical practice guideline did not significantly change postoperative ICU length of stay.

  10. Seismic PSA implementation standards by AESJ and the utilization of the advanced safety examination guideline for seismic design for nuclear power plant

    International Nuclear Information System (INIS)

    Ebisawa, Katsumi; Hibino, Kenta

    2008-01-01

    The Advanced Safety Examination Guideline for Seismic Design for Nuclear Power Plant (the advanced safety examination guideline) was worked out on September 19, 2006. In this paper, a summary of the method of probability theory in the advanced safety examination guideline and the Seismic PSA Implementation Standards is stated. On utilization of the probability theory for the advanced safety examination guideline, the uncertainty resulting from the process of the decision of the basic design earthquake ground motion (Ss) is stated to be considered using the proper method. The references of the extra probability for evaluation of earthquake hazard and combination of the working load and the earthquake load are stated. Definition, evaluation method and effort to lower the 'residual risks', and relation between the residual risks and the extra probability of Ss are described. A summary of the earthquake-resistant design for nuclear power facilities is explained by the old guideline. (S.Y.)

  11. 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

  12. Designing Scientific Academic Conferences as a Learning Environment: How to Stimulate Active Learning at Academic Conferences?

    DEFF Research Database (Denmark)

    Verbeke, Johan

    2015-01-01

    conference design and an appropriate learning environment are available. The overall conference design, however, is a crucial aspect in the learning of the participants and deserves special attention from conference organizers. Method: I have organized around 15 carefully designed conferences (and attended...... architecture, arts and design) and on the way knowledge sharing and knowledge development was stimulated at these events. These conferences included less traditional conference designs, collective learning and explicit sharing of understanding between participants. Results: Collaboration in small groups...... for discussing and learning makes a huge difference in sharing and developing new knowledge. This paper aims to highlight the importance and raise awareness of different methods of stimulating the construction of knowledge by conference participants. I hope it will inspire future conference organizers and help...

  13. Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design

    OpenAIRE

    Burgos, Daniel; Tattersall, Colin; Koper, Rob

    2006-01-01

    Burgos, D., Tattersall, C., & Koper, E. J. R. (2007). Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design. In B. Fernández Manjon, J. M. Sanchez Perez, J. A. Gómez Pulido, M. A. Vega Rodriguez & J. Bravo (Eds.), Computers and Education: E-learning - from theory to practice. Germany: Kluwer.

  14. Application Design Of Interactive Multimedia Development Based Motion Graphic On Making Fashion Design Learning In Digital Format

    Directory of Open Access Journals (Sweden)

    Winwin Wiana

    2017-05-01

    Full Text Available This study is a research and development aimed at developing multimedia interactive learning based animation as an effort to improve student learning motivation in learning Fashion Design Technology apart from this study also aims to design a learning program courses Fashion Design Technology with a focus on optimizing the use of interactive media in learning process. From this study showed 1 A preliminary study found that the problems faced by students when studying Fashion Design Technology is the student is not optimal when learning designing clothes based computer technology both in terms of learning content learning mechanisms that still uses a linear media and limitations of highly structured learning time. 2 Animation multimedia has the following characteristics a media of learning is convergent interactive self-contained in the sense of giving convenience to users without the guidance of others as multimedia applications can present the material to see more interesting and informative. 3 Design of multimedia learning software developed include the creation of flowcharts storyboards and drafting manuscript of interactive multimedia based animation. 4 Based on the results of validation by multimedia experts obtained an average percentage of 85.55 viability of the material experts obtained an average percentage of 90.84 viability and by students as users gained an average percentage of 96.38 eligibility so it can be said that the standard of the feasibility of interactive multimedia based animation developed is included in the category of Very High or Very Good. Furthermore experts agree that the development of interactive multimedia based animation on learning Fashion Design Technology can be used with some aspects that need to be improved to obtain higher levels of feasibility more optimal.

  15. Designing blended learning interventions for the 21st century student.

    Science.gov (United States)

    Eagleton, Saramarie

    2017-06-01

    The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for physiology. The aim of the model is to encourage methodical development of learning interventions, while the purpose is to provide conceptual and communication tools that can be used to develop appropriate operational learning interventions. A whole brain approach that encourages challenging the four quadrants is encouraged. The main arguments of the model are to first determine the learning task requirements, as these will inform the design and development of learning interventions to facilitate learning and the assessment thereof. Delivery of the content is based on a blended approach. Copyright © 2017 the American Physiological Society.

  16. Integration of Educational Methods and Physical Settings: Design Guidelines for High/Scope Methodology in Pre-Schools

    Science.gov (United States)

    Izadpanah, Shirin; Günçe, Kaðan

    2014-01-01

    Quality design and appropriate space organization in preschool settings can support preschool children's educational activities. Although the relationship between the well-being and development of children and physical settings has been emphasized by many early childhood researchers, there is still a need for theoretical design guidelines that are…

  17. Towards a Web-Based Handbook of Generic, Process-Oriented Learning Designs

    Science.gov (United States)

    Marjanovic, Olivera

    2005-01-01

    Process-oriented learning designs are innovative learning activities that include a set of inter-related learning tasks and are generic (could be used across disciplines). An example includes a problem-solving process widely used in problem-based learning today. Most of the existing process-oriented learning designs are not documented, let alone…

  18. Learning Bridges: A Role for Mobile Technologies in Education

    Science.gov (United States)

    Vavoula, Giasemi; Sharples, Mike; Lonsdale, Peter; Rudman, Paul; Meek, Julia

    2007-01-01

    MyArtSpace is a service for children to spread their learning between schools and museums using mobile phones linked to a personal Web space. Using MyArtSpace as an example, the authors discuss the possibilities for mobile technology to form bridges between formal and informal learning. They also offer guidelines for designing such bridges.…

  19. Reinventing Learning: A Design-Research Odyssey

    Science.gov (United States)

    Abrahamson, Dor

    2015-01-01

    Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholars' interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in…

  20. Content-based VLE designs improve learning efficiency in constructivist statistics education.

    Science.gov (United States)

    Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

    2011-01-01

    We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific-purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under investigation. The findings demonstrate that a

  1. Content-based VLE designs improve learning efficiency in constructivist statistics education.

    Directory of Open Access Journals (Sweden)

    Patrick Wessa

    Full Text Available BACKGROUND: We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses, which required us to develop a specific-purpose Statistical Learning Environment (SLE based on Reproducible Computing and newly developed Peer Review (PR technology. OBJECTIVES: The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. METHODS: Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. RESULTS: The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student

  2. Content-Based VLE Designs Improve Learning Efficiency in Constructivist Statistics Education

    Science.gov (United States)

    Wessa, Patrick; De Rycker, Antoon; Holliday, Ian Edward

    2011-01-01

    Background We introduced a series of computer-supported workshops in our undergraduate statistics courses, in the hope that it would help students to gain a deeper understanding of statistical concepts. This raised questions about the appropriate design of the Virtual Learning Environment (VLE) in which such an approach had to be implemented. Therefore, we investigated two competing software design models for VLEs. In the first system, all learning features were a function of the classical VLE. The second system was designed from the perspective that learning features should be a function of the course's core content (statistical analyses), which required us to develop a specific–purpose Statistical Learning Environment (SLE) based on Reproducible Computing and newly developed Peer Review (PR) technology. Objectives The main research question is whether the second VLE design improved learning efficiency as compared to the standard type of VLE design that is commonly used in education. As a secondary objective we provide empirical evidence about the usefulness of PR as a constructivist learning activity which supports non-rote learning. Finally, this paper illustrates that it is possible to introduce a constructivist learning approach in large student populations, based on adequately designed educational technology, without subsuming educational content to technological convenience. Methods Both VLE systems were tested within a two-year quasi-experiment based on a Reliable Nonequivalent Group Design. This approach allowed us to draw valid conclusions about the treatment effect of the changed VLE design, even though the systems were implemented in successive years. The methodological aspects about the experiment's internal validity are explained extensively. Results The effect of the design change is shown to have substantially increased the efficiency of constructivist, computer-assisted learning activities for all cohorts of the student population under

  3. Students as Learning Designers in Innovation Education

    DEFF Research Database (Denmark)

    Magnussen, Rikke; Sørensen, Birgitte Holm

    2014-01-01

    This paper, which concerns criteria for developing technology-enhanced innovation education, discusses how teacher and student relationships change in these learning spaces. The case study in this paper involves a school in Denmark where teachers and students, aged 6-14, were involved in developing...... and testing new forms of technology-enhanced innovation education as part of the establishment of an EduTechLab at the school. Established in new facilities at the school, the lab contained learning technologies such as Nao robots, sensor kits, and 3D visualisation and printing facilities. The goal of the Edu......TechLab project was to establish a creative learning environment for students and teachers that would support innovative practice with new forms of learning technology. Part of this goal was to involve students in innovative design processes in order for them to experiment with their own design solutions to case...

  4. Enabling Curricula: The Development of a Teaching Observation Protocol to Address Students' Diverse Learning Needs

    Science.gov (United States)

    Hayden, Sharon

    2011-01-01

    Diverse learning needs are students' learning needs in areas such as language, learning styles, background, disabilities, technology skills, motivation, engagement, and access. Teacher candidates must be aware of and plan to meet these needs. The Universal Design for Learning (UDL) provides guidelines that can increase the level of student…

  5. Motivating Students through Positive Learning Experiences: A Comparison of Three Learning Designs for Computer Programming Courses

    Science.gov (United States)

    Lykke, Marianne; Coto, Mayela; Jantzen, Christian; Mora, Sonia; Vandel, Niels

    2015-01-01

    Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students' emotional responses to and engagement in different learning designs. By comparing students' reports on the experiential qualities of three different learning designs, their…

  6. Learning How to Design a Technology Supported Inquiry-Based Learning Environment

    Science.gov (United States)

    Hakverdi-Can, Meral; Sonmez, Duygu

    2012-01-01

    This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

  7. Design, Analysis and User Acceptance of Architectural Design Education in Learning System Based on Knowledge Management Theory

    Science.gov (United States)

    Wu, Yun-Wu; Lin, Yu-An; Wen, Ming-Hui; Perng, Yeng-Hong; Hsu, I-Ting

    2016-01-01

    The major purpose of this study is to develop an architectural design knowledge management learning system with corresponding learning activities to help the students have meaningful learning and improve their design capability in their learning process. Firstly, the system can help the students to obtain and share useful knowledge. Secondly,…

  8. Designing Teaching Materials for Learning Problem Solving in Technology Education

    NARCIS (Netherlands)

    Doornekamp, B.G.

    In the process of designing teaching materials for learning problem solving in technology education, domain-specific design specifications are considered important elements to raise learning outcomes with these materials. Two domain-specific design specifications were drawn up using a four-step

  9. Maintenance Trades Guidelines

    Science.gov (United States)

    Weidner, Theodore J.

    2008-01-01

    In 2002, APPA published "Maintenance Staffing Guidelines for Educational Facilities," the first building maintenance trades staffing guideline designed to assist educational facilities professionals with their staffing needs. addresses how facilities professionals can determine the appropriate size and mix of their organization. Contents…

  10. Multimodal designs for learning in contexts of diversity

    Directory of Open Access Journals (Sweden)

    Arlene Archer

    2014-12-01

    Full Text Available This paper aims to identify multimodal designs for learning in diverse and developing contexts, where access to resources remains vastly unequal. Using case studies from South African education, the paper explores ways of surfacing the range of students’ resources which are often not noticed or valued in formal educational settings. The studies showcased here demonstrate how ethnographic and textually-based approaches can be combined. Opening up the semiotic space of the classroom through multimodal designs for learning is important for finding innovative ways of addressing access, diversity, and past inequalities. This is of relevance not only to South Africa, but a range of global contexts. The paper argues that multimodal designs for learning can involve interrogating the relation between ‘tradition’ and ‘modernity’; harnessing students’ creative practices as resources for pedagogy; developing metalanguages for critical reflection; creating less regulated pedagogical spaces in order to enable useful teaching and learning practices.

  11. Designing for expansive science learning and identification across settings

    Science.gov (United States)

    Stromholt, Shelley; Bell, Philip

    2017-10-01

    In this study, we present a case for designing expansive science learning environments in relation to neoliberal instantiations of standards-based implementation projects in education. Using ethnographic and design-based research methods, we examine how the design of coordinated learning across settings can engage youth from non-dominant communities in scientific and engineering practices, resulting in learning experiences that are more relevant to youth and their communities. Analyses highlight: (a) transformative moments of identification for one fifth-grade student across school and non-school settings; (b) the disruption of societal, racial stereotypes on the capabilities of and expectations for marginalized youth; and (c) how youth recognized themselves as members of their community and agents of social change by engaging in personally consequential science investigations and learning.

  12. Computer-based teaching module design: principles derived from learning theories.

    Science.gov (United States)

    Lau, K H Vincent

    2014-03-01

    The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to

  13. [Guidelines for hygienic classification of learning technologies].

    Science.gov (United States)

    Kuchma, V R; Teksheva, L M; Milushkina, O Iu

    2008-01-01

    Optimization of the educational environment under the present-day conditions has been in progress, by using learning techwares (LTW) without fail. To organize and regulate an academic process in terms of the safety of applied LTW, there is a need for their classification. The currently existing attempts to structure LTW disregard hygienically significant aspects. The task of the present study was to substantiate a LTW safety criterion ensuring a universal approach to working out regulations. This criterion may be the exposure intensity determined by the form of organization of education and its pattern, by the procedure of information presentation, and the age-related peculiarities of a pupil, i.e. by the actual load that is presented by the product of the intensity exposure and its time. The hygienic classification of LTW may be used to evaluate their negative effect in an educational process on the health status of children and adolescents, to regulate hazardous factors and training modes, to design and introduce new learning complexes. The structuring of a LTW system allows one to define possible deleterious actions and the possibilities of preventing this action on the basis of strictly established regulations.

  14. Guidelines for the development of natural phenomena hazards design criteria for surface facilities

    International Nuclear Information System (INIS)

    Nelson, T.A.; Hossain, Q.A.; Murray, R.C.

    1992-01-01

    This paper discusses the rationale behind the guidelines, criteria, and methodologies that are currently used for natural phenomena hazard design and evaluation of DOE nuclear and non-nuclear facilities. The bases for the performance goals and usage categories specified in UCRL-15910 are examined, and the sources of intentional conservatism in the analyses, design, and evaluation methods and criteria are identified. Outlines of recent developments/changes in DOE Orders related to Natural Phenomena hazard mitigation are also presented. Finally, the authors recommend the use of DOE methodologies as embodied in UCRL-15910 for design and evaluation of surface facilities of the high level nuclear waste repository site

  15. Keeping Kids Safe from a Design Perspective: Ethical and Legal Guidelines for Designing a Video-Based App for Children

    Science.gov (United States)

    Zydney, Janet Mannheimer; Hooper, Simon

    2015-01-01

    Educators can use video to gain invaluable information about their students. A concern is that collecting videos online can create an increased security risk for children. The purpose of this article is to provide ethical and legal guidelines for designing video-based apps for mobile devices and the web. By reviewing the literature, law, and code…

  16. Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design

    NARCIS (Netherlands)

    Burgos, Daniel; Tattersall, Colin; Koper, Rob

    2006-01-01

    Burgos, D., Tattersall, C., & Koper, E. J. R. (2007). Representing adaptive and adaptable Units of Learning. How to model personalized eLearning in IMS Learning Design. In B. Fernández Manjon, J. M. Sanchez Perez, J. A. Gómez Pulido, M. A. Vega Rodriguez & J. Bravo (Eds.), Computers and Education:

  17. Designing effective eLearning for healthcare professionals

    International Nuclear Information System (INIS)

    Delf, P.

    2013-01-01

    Overview: eLearning has been identified as a versatile, economic method of delivering education, adopted by many education providers. Yet, little research has been undertaken into its impact as a sole method of delivery and effectiveness for imparting new knowledge or skills. This may have particular implications for busy healthcare practitioners wishing to access an educational programme to maintain, or extend their knowledge base in response to service needs. Aims and methodology: Following an action research approach and using an instructional design methodology, a discrete eLearning resource was devised and constructed to prepare non-medical healthcare practitioners to report radionuclide bone scans. Volunteers were recruited from across the UK to assess and establish the feasibility and efficacy of the module. Results: In terms of versatility, access, design and content, the module achieved resonance, with knowledge gains and transferability demonstrated, particularly amongst less experienced volunteers, suggesting a positive influence of the eLearning approach. Conclusions: Owing to the small-scale nature of the study, the capability of eLearning, as a sole educational medium to establish emergent skills, can only be cautiously expressed. However, as a tool for blended learning, continuing professional development, or audit purposes, it demonstrated its potential, confirming the place for this type of resource within the professional learning arena

  18. Improving the application of a practice guideline for the assessment and treatment of suicidal behavior by training the full staff of psychiatric departments via an e-learning supported Train-the-Trainer program: study protocol for a randomized controlled trial.

    Science.gov (United States)

    de Beurs, Derek P; de Groot, Marieke H; de Keijser, Jos; Verwey, Bastiaan; Mokkenstorm, Jan; Twisk, Jos W R; van Duijn, Erik; van Hemert, Albert M; Verlinde, Lia; Spijker, Jan; van Luijn, Bert; Vink, Jan; Kerkhof, Ad J F M

    2013-01-09

    In 2012, in The Netherlands a multidisciplinary practice guideline for the assessment and treatment of suicidal behavior was issued. The release of guidelines often fails to change professional behavior due to multiple barriers. Structured implementation may improve adherence to guidelines. This article describes the design of a study measuring the effect of an e-learning supported Train-the-Trainer program aiming at the training of the full staff of departments in the application of the guideline. We hypothesize that both professionals and departments will benefit from the program. In a multicenter cluster randomized controlled trial, 43 psychiatric departments spread over 10 regional mental health institutions throughout The Netherlands will be clustered in pairs with respect to the most prevalent diagnostic category of patients and average duration of treatment. Pair members are randomly allocated to either the experimental or the control condition. In the experimental condition, the full staff of departments, that is, all registered nurses, psychologists, physicians and psychiatrists (n = 532, 21 departments) will be trained in the application of the guideline, in a one-day small interactive group Train-the-Trainer program. The program is supported by a 60-minute e-learning module with video vignettes of suicidal patients and additional instruction. In the control condition (22 departments, 404 professionals), the guideline shall be disseminated in the traditional way: through manuals, books, conferences, internet, reviews and so on. The effectiveness of the program will be assessed at the level of both health care professionals and departments. We aim to demonstrate the effect of training of the full staff of departments with an e-learning supported Train-the-Trainer program in the application of a new clinical guideline. Strengths of the study are the natural setting, the training of full staff, the random allocation to the conditions, the large scale of the

  19. The CARE guidelines: consensus-based clinical case report guideline development.

    Science.gov (United States)

    Gagnier, Joel J; Kienle, Gunver; Altman, Douglas G; Moher, David; Sox, Harold; Riley, David

    2014-01-01

    A case report is a narrative that describes, for medical, scientific, or educational purposes, a medical problem experienced by one or more patients. Case reports written without guidance from reporting standards are insufficiently rigorous to guide clinical practice or to inform clinical study design. Develop, disseminate, and implement systematic reporting guidelines for case reports. We used a three-phase consensus process consisting of (1) pre-meeting literature review and interviews to generate items for the reporting guidelines, (2) a face-to-face consensus meeting to draft the reporting guidelines, and (3) post-meeting feedback, review, and pilot testing, followed by finalization of the case report guidelines. This consensus process involved 27 participants and resulted in a 13-item checklist-a reporting guideline for case reports. The primary items of the checklist are title, key words, abstract, introduction, patient information, clinical findings, timeline, diagnostic assessment, therapeutic interventions, follow-up and outcomes, discussion, patient perspective, and informed consent. We believe the implementation of the CARE (CAse REport) guidelines by medical journals will improve the completeness and transparency of published case reports and that the systematic aggregation of information from case reports will inform clinical study design, provide early signals of effectiveness and harms, and improve healthcare delivery. Copyright © 2014 Reproduced with permission of Global Advances in Health and Medicine. Published by Elsevier Inc. All rights reserved.

  20. Learning from video modeling examples : Effects of seeing the human model's face

    NARCIS (Netherlands)

    Van Gog, Tamara; Verveer, Ilse; Verveer, Lise

    2014-01-01

    Video modeling examples in which a human(-like) model shows learners how to perform a task are increasingly used in education, as they have become very easy to create and distribute in e-learning environments. However, little is known about design guidelines to optimize learning from video modeling

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

    Science.gov (United States)

    Aleong, Richard James Chung Mun

    There is a societal need for design education to prepare holistic engineers with the knowledge, skills, and attitudes to innovate and compete globally. Design skills are paramount to the espoused values of higher education, as institutions of higher learning strive to develop in students the cognitive abilities of critical thinking, problem solving, and creativity. To meet these interests from industry and academia, it is important to advance the teaching and learning of engineering design. This research aims to understand how engineering students learn and think about design, as a way for engineering educators to optimize instructional practice and curriculum development. Qualitative research methodology was used to investigate the meaning that engineering students' ascribe to engineering design. The recruitment of participants and corresponding collection of data occurred in two phases using two different data collection techniques. The first phase involved the distribution of a one-time online questionnaire to all first year, third year, and fourth year undergraduate engineering students at three Canadian Universities. After the questionnaire, students were asked if they would be willing to participate in the second phase of data collection consisting of a personal interview. A total of ten students participated in interviews. Qualitative data analysis procedures were conducted on students' responses from the questionnaire and interviews. The data analysis process consisted of two phases: a descriptive phase to code and categorize the data, followed by an interpretative phase to generate further meaning and relationships. The research findings present a conceptual understanding of students' descriptions about engineering design, structured within two educational orientations: a learning studies orientation and a curriculum studies orientation. The learning studies orientation captured three themes of students' understanding of engineering design: awareness

  2. Design of Feedback in Interactive Multimedia Language Learning Environments

    Directory of Open Access Journals (Sweden)

    Vehbi Türel

    2012-01-01

    Full Text Available In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46. This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.. This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

  3. Primary care guidelines

    DEFF Research Database (Denmark)

    Ijäs, Jarja; Alanen, Seija; Kaila, Minna

    2009-01-01

    OBJECTIVE: To describe the adoption of the national Hypertension Guideline in primary care and to evaluate the consistency of the views of the health centre senior executives on the guideline's impact on clinical practices in the treatment of hypertension in their health centres. DESIGN: A cross...... Guideline. RESULTS: Data were available from 143 health centres in Finland (49%). The views of head physicians and senior nursing officers on the adoption of the Hypertension Guideline were not consistent. Head physicians more often than senior nursing officers (44% vs. 29%, p ...: Hypertension Guideline recommendations that require joint agreements between professionals are less often adopted than simple, precise recommendations. More emphasis on effective multidisciplinary collaboration is needed....

  4. Flaws in current human training protocols for spontaneous Brain-Computer Interfaces: lessons learned from instructional design

    Directory of Open Access Journals (Sweden)

    Fabien eLotte

    2013-09-01

    Full Text Available While recent research on Brain-Computer Interfaces (BCI has highlighted their potential for many applications, they remain barely used outside laboratories. The main reason is their lack of robustness. Indeed, with current BCI, mental state recognition is usually slow and often incorrect. Spontaneous BCI (i.e., mental imagery-based BCI often rely on mutual learning efforts by the user and the machine, with BCI users learning to produce stable EEG patterns (spontaneous BCI control being widely acknowledged as a skill while the computer learns to automatically recognize these EEG patterns, using signal processing. Most research so far was focused on signal processing, mostly neglecting the human in the loop. However, how well the user masters the BCI skill is also a key element explaining BCI robustness. Indeed, if the user is not able to produce stable and distinct EEG patterns, then no signal processing algorithm would be able to recognize them. Unfortunately, despite the importance of BCI training protocols, they have been scarcely studied so far, and used mostly unchanged for years.In this paper, we advocate that current human training approaches for spontaneous BCI are most likely inappropriate. We notably study instructional design literature in order to identify the key requirements and guidelines for a successful training procedure that promotes a good and efficient skill learning. This literature study highlights that current spontaneous BCI user training procedures satisfy very few of these requirements and hence are likely to be suboptimal. We therefore identify the flaws in BCI training protocols according to instructional design principles, at several levels: in the instructions provided to the user, in the tasks he/she has to perform, and in the feedback provided. For each level, we propose new research directions that are theoretically expected to address some of these flaws and to help users learn the BCI skill more efficiently.

  5. Design of a Blended Learning Environment Based on Merrill’s Principles

    Science.gov (United States)

    Simarmata, Janner; Djohar, Asari; Purba, Janulis; Juanda, Enjang A.

    2018-01-01

    Designing blended learning courses requires a systematic approach, in instructional design decisions and implementations, instructional principles help educators not only to specify the elements of the course, but also to provide a solid base from which to build the technology. The blended learning course was designed based on Merrill’s First Principles of Instruction with five phases. This paper helps inform educators about how to develop appropriate learning styles and preferences according to students’ learning needs.

  6. 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...

  7. Methodological Reflections: Designing and Understanding Computer-Supported Collaborative Learning

    Science.gov (United States)

    Hamalainen, Raija

    2012-01-01

    Learning involves more than just a small group of participants, which makes designing and managing collaborative learning processes in higher education a challenging task. As a result, emerging concerns in current research have pointed increasingly to teacher orchestrated learning processes in naturalistic learning settings. In line with this…

  8. Gamification and e-learning: study of a university context for the adaptation of the design

    Directory of Open Access Journals (Sweden)

    Mario Germán Almonte Moreno

    2016-05-01

    Full Text Available Gamification, applied to educational contexts, can increase the motivation and engagement of students. First analysis of the bibliography tells that there is not enough research done in this topic, and there are few guidelines marked to implement gamification. This work aims to generate hypotheses that guide the design of a future pilot study in e-learning high education. Students and teachers from the Master of Education and New Technologies at the Madrid Open University (UDIMA have been tested. The methodology includes qualitative and quantitative aspects and two different on-line questionnaires. Student’s questionnaire included a translation of the BrainHex test. Conclusions about the gamification characteristics which are more suitable in this e-learning high education context are generated using these results and through a review of existing research: related to the acceptance of gamification by students and teachers; related to the type of gamification elements that are more suitable for use in the context at the UDIMA and related to aspects or behaviors that need to be changed through the motivation of students.

  9. Guidelines for sustainable building design: Recommendations from the Presidio of San Francisco energy efficiency design charrette

    Energy Technology Data Exchange (ETDEWEB)

    Brown, K.; Sartor, D.; Greenberg, S. [and others

    1996-05-01

    In 1994, the Bay Chapter of the Association of Energy Engineers{reg_sign} organized a two-day design charrette for energy-efficient redevelopment of buildings by the National Park Services (NPS) at the Presidio of San Francisco. This event brought together engineers, researchers, architects, government officials, and students in a participatory environment to apply their experience to create guidelines for the sustainable redesign of Presidio buildings. The venue for the charrette was a representative barracks building located at the Main Post of the Presidio. Examination of this building allowed for the development of design recommendations, both for the building and for the remainder of the facilities. The charrette was organized into a committee structure consisting of: steering, measurement and monitoring, modeling, building envelope and historic preservation (architectural), HVAC and controls, lighting, and presentation. Prior to the charrette itself, the modeling and measurement/monitoring committees developed substantial baseline data for the other committees during the charrette. An integrated design approach was initiated through interaction between the committees during the charrette. Later, committee reports were cross-referenced to emphasize whole building design and systems integration.

  10. Design guidelines for the use of audio cues in computer interfaces

    Energy Technology Data Exchange (ETDEWEB)

    Sumikawa, D.A.; Blattner, M.M.; Joy, K.I.; Greenberg, R.M.

    1985-07-01

    A logical next step in the evolution of the computer-user interface is the incorporation of sound thereby using our senses of ''hearing'' in our communication with the computer. This allows our visual and auditory capacities to work in unison leading to a more effective and efficient interpretation of information received from the computer than by sight alone. In this paper we examine earcons, which are audio cues, used in the computer-user interface to provide information and feedback to the user about computer entities (these include messages and functions, as well as states and labels). The material in this paper is part of a larger study that recommends guidelines for the design and use of audio cues in the computer-user interface. The complete work examines the disciplines of music, psychology, communication theory, advertising, and psychoacoustics to discover how sound is utilized and analyzed in those areas. The resulting information is organized according to the theory of semiotics, the theory of signs, into the syntax, semantics, and pragmatics of communication by sound. Here we present design guidelines for the syntax of earcons. Earcons are constructed from motives, short sequences of notes with a specific rhythm and pitch, embellished by timbre, dynamics, and register. Compound earcons and family earcons are introduced. These are related motives that serve to identify a family of related cues. Examples of earcons are given.

  11. Strategy Guideline: Demonstration Home

    Energy Technology Data Exchange (ETDEWEB)

    Savage, C.; Hunt, A.

    2012-12-01

    This guideline will provide a general overview of the different kinds of demonstration home projects, a basic understanding of the different roles and responsibilities involved in the successful completion of a demonstration home, and an introduction into some of the lessons learned from actual demonstration home projects. Also, this guideline will specifically look at the communication methods employed during demonstration home projects. And lastly, we will focus on how to best create a communication plan for including an energy efficient message in a demonstration home project and carry that message to successful completion.

  12. Strategy Guideline. Demonstration Home

    Energy Technology Data Exchange (ETDEWEB)

    Hunt, A.; Savage, C.

    2012-12-01

    This guideline will provide a general overview of the different kinds of demonstration home projects, a basic understanding of the different roles and responsibilities involved in the successful completion of a demonstration home, and an introduction into some of the lessons learned from actual demonstration home projects. Also, this guideline will specifically look at the communication methods employed during demonstration home projects. And lastly, we will focus on how to best create a communication plan for including an energy efficient message in a demonstration home project and carry that message to successful completion.

  13. 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…

  14. Blended Learning at the Boundary: Designing a New Internship

    Science.gov (United States)

    Heckman, Robert; Østerlund, Carsten S.; Saltz, Jeffrey

    2015-01-01

    This paper explores how blended learning can enhance learning at the boundary between academia and industry, and make possible the design of a new kind of internship. Boundary theory proposes that socio-cultural discontinuities between different environments create opportunities for learning. Blended learning pedagogy makes it possible to make the…

  15. Learning design for science education in the 21st century

    Directory of Open Access Journals (Sweden)

    Churchill Daniel

    2013-01-01

    Full Text Available Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ‘learning design.’ This paper introduces the RASE (Resources-Activity-Support-Evaluation learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ‘conceptual models’ as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ‘information transfer’ models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.

  16. Heuristic guidelines for making effective augmented-reality based training instruction

    International Nuclear Information System (INIS)

    Yim, Ho Bin

    2009-02-01

    As industrial plants and factories age, their maintenance requirements increase. Because maintenance mistakes directly increase the operating costs of a power plant, maintenance quality is of significant concern to plant management. By law, all personnel working with nuclear technology must be re-trained every three years; however, as the statistical data show, the number of shutdown accidents at nuclear power plants (NPPs) due to maintenance failure is still high and needs to be reduced. Industries have started to adopt various technologies to increase the speed and accuracy of maintenance. Among those technologies, augmented reality (AR) is the latest multimedia presentation technology to be applied to plant maintenance, and it offers superior intuitiveness and user interactivity over other conventional multimedia. The objectives of this empirical study are to measure the optimum amounts of information to be delivered at a time and to identify what types of information enhance the learning ability of novices and to suggest heuristic guidelines by which to make effective AR training instructions. In addition, AR training instructions will be composed based on the suggested heuristic guidelines and on the Cognitive Theory of Multimedia Learning, which provides guidelines for multimedia instructions, and the efficiency of those guidelines will be compared with that of other AR instructions. Cognitive Load Theory addresses how working memory is structured. Intrinsic cognitive load refers to the cognitive load that is inherent in information to be learned. It depends on the basic amount of processing required for understanding a presentation. Intrinsic cognitive load is determined by the complexity of the learning material. Extraneous cognitive load refers to the cognitive load created through the presentation, format and delivery of the instruction. Germane cognitive load is the remaining part of the cognitive load, and it helps the learner transfer information from

  17. Heuristic guidelines for making effective augmented-reality based training instruction

    Energy Technology Data Exchange (ETDEWEB)

    Yim, Ho Bin

    2009-02-15

    As industrial plants and factories age, their maintenance requirements increase. Because maintenance mistakes directly increase the operating costs of a power plant, maintenance quality is of significant concern to plant management. By law, all personnel working with nuclear technology must be re-trained every three years; however, as the statistical data show, the number of shutdown accidents at nuclear power plants (NPPs) due to maintenance failure is still high and needs to be reduced. Industries have started to adopt various technologies to increase the speed and accuracy of maintenance. Among those technologies, augmented reality (AR) is the latest multimedia presentation technology to be applied to plant maintenance, and it offers superior intuitiveness and user interactivity over other conventional multimedia. The objectives of this empirical study are to measure the optimum amounts of information to be delivered at a time and to identify what types of information enhance the learning ability of novices and to suggest heuristic guidelines by which to make effective AR training instructions. In addition, AR training instructions will be composed based on the suggested heuristic guidelines and on the Cognitive Theory of Multimedia Learning, which provides guidelines for multimedia instructions, and the efficiency of those guidelines will be compared with that of other AR instructions. Cognitive Load Theory addresses how working memory is structured. Intrinsic cognitive load refers to the cognitive load that is inherent in information to be learned. It depends on the basic amount of processing required for understanding a presentation. Intrinsic cognitive load is determined by the complexity of the learning material. Extraneous cognitive load refers to the cognitive load created through the presentation, format and delivery of the instruction. Germane cognitive load is the remaining part of the cognitive load, and it helps the learner transfer information from

  18. Reentry Vehicle Flight Controls Design Guidelines: Dynamic Inversion

    Science.gov (United States)

    Ito, Daigoro; Georgie, Jennifer; Valasek, John; Ward, Donald T.

    2002-01-01

    This report addresses issues in developing a flight control design for vehicles operating across a broad flight regime and with highly nonlinear physical descriptions of motion. Specifically it addresses the need for reentry vehicles that could operate through reentry from space to controlled touchdown on Earth. The latter part of controlled descent is achieved by parachute or paraglider - or by all automatic or a human-controlled landing similar to that of the Orbiter. Since this report addresses the specific needs of human-carrying (not necessarily piloted) reentry vehicles, it deals with highly nonlinear equations of motion, and then-generated control systems must be robust across a very wide range of physics. Thus, this report deals almost exclusively with some form of dynamic inversion (DI). Two vital aspects of control theory - noninteracting control laws and the transformation of nonlinear systems into equivalent linear systems - are embodied in DI. Though there is no doubt that the mathematical tools and underlying theory are widely available, there are open issues as to the practicality of using DI as the only or primary design approach for reentry articles. This report provides a set of guidelines that can be used to determine the practical usefulness of the technique.

  19. Seismic design and evaluation guidelines for the Department of Energy high-level waste storage tanks and appurtenances

    International Nuclear Information System (INIS)

    Bandyopadhyay, K.; Cornell, A.; Costantino, C.; Kennedy, R.; Miller, C.; Veletsos, A.

    1993-01-01

    This document provides guidelines for the design and evaluation of underground high-level waste storage tanks due to seismic loads. Attempts were made to reflect the knowledge acquired in the last two decades in the areas of defining the ground motion and calculating hydrodynamic loads and dynamic soil pressures for underground tank structures. The application of the analysis approach is illustrated with an example. The guidelines are developed for specific design of underground storage tanks, namely double-shell structures. However, the methodology discussed is applicable for other types of tank structures as well. The application of these and of suitably adjusted versions of these concepts to other structural types will be addressed in a future version of this document

  20. A Review of Adventure Learning

    Directory of Open Access Journals (Sweden)

    George Veletsianos

    2009-12-01

    Full Text Available Adventure learning (AL is an approach for the design of digitally-enhanced teaching and learning environments driven by a framework of guidelines grounded on experiential and inquiry-based education. The purpose of this paper is to review the adventure learning literature and to describe the status quo of the practice by identifying the current knowledge, misconceptions, and future opportunities in adventure learning. Specifically, the authors present an integrative analysis of the adventure learning literature, identify knowledge gaps, present future research directions, and discuss research methods and approaches that may improve the AL approach.The authors engaged in a systematic search strategy to identify adventure learning studies then applied a set of criteria to decide whether to include or exclude each study. Results from the systematic review were combined, analyzed, and critiqued inductively using the constant comparative method and weaved together using the qualitative metasynthesis approach.Results indicate the appeal and promise of the adventure learning approach. Nevertheless, the authors recommend further investigation of the approach. Along with studies that investigate learning outcomes, aspects of the AL approach that are engaging, and the nature of expert-learner collaboration, future adventure learning projects that focus on higher education and are (a small and (b diverse can yield significant knowledge into adventure learning. Research and design in this area will benefit by taking an activity theory and design-based research perspective.

  1. SALTO Peer Review Guidelines. Guidelines for Peer Review of Safety Aspects of Long Term Operation of Nuclear Power Plants

    International Nuclear Information System (INIS)

    2014-01-01

    International peer review is a useful tool for Member States to exchange experiences, learn from each other and apply good practices in the long term operation (LTO) of nuclear power plants (NPPs). The peer review is also an important mechanism through which the IAEA supports Member States in enhancing the safety of NPPs. The IAEA has conducted various types of safety review that indirectly address aspects of LTO, including safety reviews for design, engineering, operation and external hazards. Operational Safety Review Team (OSART) services include review of ageing management programmes. In addition, several Member States have requested Ageing Management Assessment Team (AMAT) missions. Through these experiences, it was recognized that a comprehensive peer review on LTO would be very useful to Member States. The Safety Aspects of Long Term Operation (SALTO) peer review addresses strategy and key elements for the safe LTO of NPPs, which includes AMAT objectives and complements OSART reviews. The SALTO peer review is designed to assist operating organizations in adopting a proper approach to LTP including implementing appropriate activities to ensure that plant safety will be maintained during the LTO period. The SALTO peer review can be tailored to focus on ageing management programmes (AMPs) or on other activities related to LTO to support the Member State in enhancing the safety of its NPPs. The SALTO peer review can also support regulators in establishing or improving regulatory and licensing strategies for the LTO of NPPs. The guidelines in this publication are primarily intended for members of a SALTO review team and provide a basic structure and common reference for peer reviews of LTO. Additionally, the guidelines also provide useful information to the operating organizations of NPPs (or technical support organizations) for carrying out their own self-assessments or comprehensive programme reviews. The guidelines are intended to be generic, as there are

  2. Design Principles for Cell Phone Learning in EFL

    Science.gov (United States)

    Wang, Feihong

    2010-01-01

    Cell phone learning (C-learning), as an instructional approach, has been gaining more and more attention in the field of teaching English as a foreign language (EFL) in the last 10 years. While studies have proved C-learning an effective instructional approach in research settings, a review of literature indicates the lack of design principles to…

  3. Volunteer Educators' Influence on Youth Participation and Learning in 4-H STEM Learning by Design Programs

    Science.gov (United States)

    Worker, Steven Michael

    The purpose of this study was to describe the co-construction of three 4-H STEM (science, technology, engineering, and mathematics) learning by design programs by volunteer educators and youth participants in the 4-H Youth Development Program. The programs advanced STEM learning through design, a pedagogical approach to support youth in planning, designing, and making shareable artifacts. This pedagogical approach is a special case of project-based learning, related to the practices found in the science learning through design literature as well as the making and tinkering movements. Specifically, I explored adult volunteer educators' roles and pedagogical strategies implementing the 4-H Junk Drawer Robotics curriculum (Mahacek, Worker, and Mahacek, 2011) and how that, in turn, afforded and constrained opportunities for youth to display or report engagement in design practices; learning of STEM content; strengthening tool competencies; dispositions of resilience, reciprocity, and playfulness; and psychological ownership. The curriculum targeted middle school youth with a sequence of science inquiry activities and engineering design challenges. This study employed naturalist and multiple-case study methodology relying on participant observations and video, interviews with educators, and focus groups with youth within three 4-H educational robotics programs organized by adult 4-H volunteer educators. Data collection took place in 2014 and 2015 at Santa Clara with an educator and seven youth; Solano with three educators and eight youth; and Alameda with an educator and seven youth. Data analysis revealed six discrete categories of pedagogy and interactions that I labeled as participation structures that included lecture, demonstration, learning activity, group sharing, scripted build, and design & build. These participation structures were related to the observed pedagogical practices employed by the educators. There was evidence of youth engagement in design

  4. Applied CAL on Problem Based Learning Using Gagne’s Instructional Design

    Directory of Open Access Journals (Sweden)

    Sri Sundari Purbohadi

    2014-10-01

    Full Text Available Abstract— In the Problem-Based Learning (PBL model, students are expected to study independently. One of the methods that can improve the ability or skill of learners is using Computer Assisted Learning (CAL. Implementation of CAL in PBL should be able to create Self-Directed Learning (SDL culture through appropriate instructional design and interesting modules. In this paper, the CAL software is developed using multimedia learning principles, convenient appearance, and user-friendly navigation. The CAL’s learning content is designed using Gagne's instructional design. The experiment proved the CAL was able to give effect size 0.89 and developed self-directed learning culture. From the interviews, students were very glad and interested to use the CAL modules because they can learn anytime and can reach the course objectives without a lecturer.

  5. Preparing Instructional Designers for Game-Based Learning: Part 1

    Science.gov (United States)

    Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

    2010-01-01

    Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game…

  6. THE FIQH OF THE IMAM AND CONGREGATION POSITION AS DESIGN GUIDELINES IN DESIGNING A VERTICAL MOSQUE

    Directory of Open Access Journals (Sweden)

    Muhammar Khamdevi

    2013-12-01

    Full Text Available Abstract In the books of hadeeth and fiqh, it has been narrated many instructions about the imam and congregation position, especially about the position between the imam and the congregation and about the farthest and highest distance of the last row. Suprisingly, if we look closely, these lead us to the possibility in designing a vertical mosque. That is important to address the problem of urban sprawl, where the buildings would have to be directed vertically to solve urban density and to avoid further loss of urban green space. But, is there any high restriction in the hadeeth and the fiqh? Would it be opposed to other hadeeths about the warning of vying to build a magnificent tall mosque? This paper discussed about the possibility in designing a vertical mosque in terms of islamic fiqh and architecture. The research aimed to create a design guideline for vertical mosque and to correct some misconceptions in designing a mosque. This research used a qualitative method, namely literature review. The outcome of this research is the guidelines in designing a vertical mosque. Keywords: Fiqh, Islamic Architecture, Imam and Congregation, Mosque     Abstrak Dalam buku-buku hadits dan fiqh banyak diriwayatkan petunjuk-petunjuk mengenai posisi imam dan jamaah, terutama tentang posisi antara imam dan jamaah dan tentang jarak terjauh dan tertinggi dari baris shaf terakhir. Ternyata jika dicermati, ini membawa kita kepada kemungkinan dalam merancang sebuah masjid vertikal. Hal ini sangat penting untuk menjawab masalah urban sprawl, di mana bangunan harus diarahkan secara vertikal untuk mengatasi kepadatan kota dan menghindari kehilangan lebih lanjut dari ruang terbuka hijau. Tapi, apakah ada pembatasan tingginya pada hadits dan fiqh? Apakah itu akan bertentangan dengan hadits lain mengenai peringatan berlomba membangun masjid mewah dan tinggi? Makalah  ini membahas kemungkinan dalam merancang sebuah masjid vertikal dari segi fiqh islam dan arsitektur

  7. Metric Guidelines Inservice and/or Preservice

    Science.gov (United States)

    Granito, Dolores

    1978-01-01

    Guidelines are given for designing teacher training for going metric. The guidelines were developed from existing guidelines, journal articles, a survey of colleges, and the detailed reactions of a panel. (MN)

  8. Learning to Be: The Modelling of Art and Design Practice in University Art and Design Teaching

    Science.gov (United States)

    Budge, Kylie

    2016-01-01

    Learning to be an artist or designer is a complex process of becoming. Much of the early phase of "learning to be" occurs during the time emerging artists and designers are students in university art/design programmes, both undergraduate and postgraduate. Recent research reveals that a critical role in assisting students in their…

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

    Science.gov (United States)

    Hill, Glen Andrew

    2017-01-01

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

  10. Main-coolant-pump shaft-seal guidelines. Volume 3. Specification guidelines. Final report

    International Nuclear Information System (INIS)

    Fair, C.E.; Greer, A.O.

    1983-03-01

    This report presents a set of guidelines and criteria to aid in the generation of procurement specifications for Main Coolant Pump Shaft Seals. The noted guidelines are developed from EPRI sponsored nuclear power plant seal operating experience studies, a review of pump and shaft seal literature and discussions with pump and seal designers. This report is preliminary in nature and could be expanded and finalized subsequent to completion of further design, test and evaluation efforts

  11. Designing Nordic Technology-Enhanced Learning

    Science.gov (United States)

    Cerratto-Pargman, Teresa; Jarvela, Sanna M.; Milrad, Marcelo

    2012-01-01

    The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic…

  12. Introducing blended e-learning course design

    DEFF Research Database (Denmark)

    Gyamfi, Samuel Adu; Ryberg, Thomas

    2012-01-01

    In the face of diminishing education budgets in higher education, blended learning has been found to be a viable and effective approach to deliver high-quality, up-to-date, on-demand solutions to developing cross-curricular skills of undergraduates. However, research has also shown that blended...... learning solutions do not often live up to the potential of the approach or fail to produce the intended results because the students are not always equipped to handle the technical, psychological and organisational challenges of blended learning approaches. This project surveyed seventy-five first year...... the students’ e-readiness for an implementation of a blend-ed course design....

  13. Volunteered Geographic Information System Design: Project and Participation Guidelines

    Directory of Open Access Journals (Sweden)

    José-Pablo Gómez-Barrón

    2016-07-01

    Full Text Available This article sets forth the early phases of a methodological proposal for designing and developing Volunteered Geographic Information (VGI initiatives based on a system perspective analysis in which the components depend and interact dynamically among each other. First, it focuses on those characteristics of VGI projects that present different goals and modes of organization, while using a crowdsourcing strategy to manage participants and contributions. Next, a tool is developed in order to design the central crowdsourced processing unit that is best suited for a specific project definition, associating it with a trend towards crowd-based or community-driven approaches. The design is structured around the characterization of different ways of participating, and the task cognitive demand of working on geo-information management, spatial problem solving and ideation, or knowledge acquisition. Then, the crowdsourcing process design helps to identify what kind of participants are needed and outline subsequent engagement strategies. This is based on an analysis of differences among volunteers’ participatory behaviors and the associated set of factors motivating them to contribute, whether on a crowd or community-sourced basis. From a VGI system perspective, this paper presents a set of guidelines and methodological steps in order to align project goals, processes and volunteers and thus successfully attract participation. This methodology helps establish the initial requirements for a VGI system, and, in its current state, it mainly focuses on two components of the system: project and participants.

  14. Designing management education: Practice what you teach

    NARCIS (Netherlands)

    Romme, A.G.L.; Putzel, R.

    2003-01-01

    In management education the medium can be the message. Students can experience the concepts they are learning if the curriculum is organized and run according to the management and organization principles being taught. This article defines ideas and presents guidelines for the design-in-the-large of

  15. DESIGNING ENGLISH LEARNING MATERIALS TO FOSTER CHILDREN‟S CREATIVITY

    Directory of Open Access Journals (Sweden)

    C. Murni Wahyanti

    2017-04-01

    Full Text Available Learning materials form an important part of English teaching-learning processes in Elementary schools. In many cases, teachers and students rely on the learning materials available and the materials dictate teachers‘ strategies. Despite the availability of commercially produced materials, it is considered necessary for teachers to construct or adapt learning materials. Teachers know better about their students‘ ability, needs and interests. In addition, the materials can be more contextual. Good materials should foster children‘s creative thinking since creativity is one of the important skills children need to develop. Features of creativity involve using imagination, generating ideas and questions, experimenting with alternatives, being original and making judgment. This presentation will focus on how to develop learning materials that can foster children‘s creativity. It will discuss about why teachers need to design their own materials, principles for designing effective English learning materials, the concepts and components of creativity and the importance of creativity in language learning. Examples of how to apply features of creativity in the English learning materials for children will be provided.

  16. Interactivity, Game Creation, Design, Learning, and Innovation

    DEFF Research Database (Denmark)

    This book constitutes the proceedings of two conferences: The 5th International Conference on ArtsIT, Interactivity and Game Creation (ArtsIT 2016) and the First International Conference on Design, Learning and Innovation (DLI 2016). ArtsIT is reflecting trends in the expanding field of digital art......, interactive art, and how game creation is considered an art form. The decision was made to augment the title of ArtsIT to be in future known as “The International Conference on Interactivity, Game Creation, Design, Learning, and Innovation”. The event was hosted in Esbjerg, Denmark in May 2016 and attracted...

  17. Colouring the Gaps in Learning Design: Aesthetics and the Visual in Learning

    Science.gov (United States)

    Carroll, Fiona; Kop, Rita

    2016-01-01

    The visual is a dominant mode of information retrieval and understanding however, the focus on the visual dimension of Technology Enhanced Learning (TEL) is still quite weak in relation to its predominant focus on usability. To accommodate the future needs of the visual learner, designers of e-learning environments should advance the current…

  18. Web Accessibility and Guidelines

    Science.gov (United States)

    Harper, Simon; Yesilada, Yeliz

    Access to, and movement around, complex online environments, of which the World Wide Web (Web) is the most popular example, has long been considered an important and major issue in the Web design and usability field. The commonly used slang phrase ‘surfing the Web’ implies rapid and free access, pointing to its importance among designers and users alike. It has also been long established that this potentially complex and difficult access is further complicated, and becomes neither rapid nor free, if the user is disabled. There are millions of people who have disabilities that affect their use of the Web. Web accessibility aims to help these people to perceive, understand, navigate, and interact with, as well as contribute to, the Web, and thereby the society in general. This accessibility is, in part, facilitated by the Web Content Accessibility Guidelines (WCAG) currently moving from version one to two. These guidelines are intended to encourage designers to make sure their sites conform to specifications, and in that conformance enable the assistive technologies of disabled users to better interact with the page content. In this way, it was hoped that accessibility could be supported. While this is in part true, guidelines do not solve all problems and the new WCAG version two guidelines are surrounded by controversy and intrigue. This chapter aims to establish the published literature related to Web accessibility and Web accessibility guidelines, and discuss limitations of the current guidelines and future directions.

  19. Lessons Learned from Applying Design Thinking in a NASA Rapid Design Study in Aeronautics

    Science.gov (United States)

    McGowan, Anna-Maria; Bakula, Casey; Castner, Raymond

    2017-01-01

    In late 2015, NASA's Aeronautics Research Mission Directorate (ARMD) funded an experiment in rapid design and rapid teaming to explore new approaches to solving challenging design problems in aeronautics in an effort to cultivate and foster innovation. This report summarizes several lessons learned from the rapid design portion of the study. This effort entailed learning and applying design thinking, a human-centered design approach, to complete the conceptual design for an open-ended design challenge within six months. The design challenge focused on creating a capability to advance experimental testing of autonomous aeronautics systems, an area of great interest to NASA, the US government as a whole, and an entire ecosystem of users and developers around the globe. A team of nine civil servant researchers from three of NASA's aeronautics field centers with backgrounds in several disciplines was assembled and rapidly trained in design thinking under the guidance of the innovation and design firm IDEO. The design thinking process, while used extensively outside the aerospace industry, is less common and even counter to many practices within the aerospace industry. In this report, several contrasts between common aerospace research and development practices and design thinking are discussed, drawing upon the lessons learned from the NASA rapid design study. The lessons discussed included working towards a design solution without a set of detailed design requirements, which may not be practical or even feasible for management to ascertain for complex, challenging problems. This approach allowed for the possibility of redesigning the original problem statement to better meet the needs of the users. Another lesson learned was to approach problems holistically from the perspective of the needs of individuals that may be affected by advances in topic area instead of purely from a technological feasibility viewpoint. The interdisciplinary nature of the design team also

  20. Condensate polishing guidelines for PWR and BWR plants

    International Nuclear Information System (INIS)

    Robbins, P.; Crinigan, P.; Graham, B.; Kohlmann, R.; Crosby, C.; Seager, J.; Bosold, R.; Gillen, J.; Kristensen, J.; McKeen, A.; Jones, V.; Sawochka, S.; Siegwarth, D.; Keeling, D.; Polidoroff, T.; Morgan, D.; Rickertsen, D.; Dyson, A.; Mills, W.; Coleman, L.

    1993-03-01

    Under EPRI sponsorship, an industry committee, similar in form and operation to other guideline committees, was created to develop Condensate Polishing Guidelines for both PWR and BWR systems. The committee reviewed the available utility and water treatment industry experience on system design and performance and incorporated operational and state-of-the-art information into document. These guidelines help utilities to optimize present condensate polisher designs as well as be a resource for retrofits or new construction. These guidelines present information that has not previously been presented in any consensus industry document. The committee generated guidelines that cover both deep bed and powdered resin systems as an integral part of the chemistry of PWR and BWR plants. The guidelines are separated into sections that deal with the basis for condensate polishing, system design, resin design and application, data management and performance and management responsibilities

  1. Teaching Parametric Urban Design in a Blended Learning Format

    DEFF Research Database (Denmark)

    Steinø, Nicolai

    2015-01-01

    On the basis of a theoretical discussion of the concept of blended learning, this paper presents the pre- paration, execution and evaluation of a 5 ECTS blended learning course on parametric urban design for a group of some 50 BSc students of architecture and design at Aalborg university...... and curriculum develop- ment, and di culties to nd time for research. Despite the general consensus that developing online/blended learning courses requires both technical support, complex software installations, and substantial preparation time, it is shown that free web ser- vices and low-tech adaptations...... of traditional teaching assets are su cient to get started with blended learning with only little extra e ort. While the pilot blended learning course which provided the insights for this paper has room for impro- vement, it represents a decent rst shot at developing blended learning courses for higher education...

  2. The Design and Analysis of Learning Effects for a Game-based Learning System

    OpenAIRE

    Wernhuar Tarng; Weichian Tsai

    2010-01-01

    The major purpose of this study is to use network and multimedia technologies to build a game-based learning system for junior high school students to apply in learning “World Geography" through the “role-playing" game approaches. This study first investigated the motivation and habits of junior high school students to use the Internet and online games, and then designed a game-based learning system according to situated and game-based learning theories. A teaching experiment was conducted to...

  3. Architectural Design and the Learning Environment: A Framework for School Design Research

    Science.gov (United States)

    Gislason, Neil

    2010-01-01

    This article develops a theoretical framework for studying how instructional space, teaching and learning are related in practice. It is argued that a school's physical design can contribute to the quality of the learning environment, but several non-architectural factors also determine how well a given facility serves as a setting for teaching…

  4. LdShake: Learning Design Solutions Sharing and Co-Edition

    Science.gov (United States)

    Hernandez-Leo, Davinia; Romeo, Lauren; Carralero, Miguel A.; Chacon, Jonathan; Carrio, Mar; Moreno, Pau; Blat, Josep

    2011-01-01

    Two important challenges that teachers are currently facing are the sharing and the collaborative authoring of their learning design solutions, such as didactical units and learning materials. On the one hand, there are tools that can be used for the creation of design solutions and only some of them facilitate the co-edition. However, they do not…

  5. Web Interface Design Principles for Adults' Self-Directed Learning

    Science.gov (United States)

    Firat, Mehmet; Sakar, A. Nurhan; Kabakci Yurdakul, Isil

    2016-01-01

    One of the most important features which e-learning tools and environments must possess within the scope of lifelong learning is self-directed learning, which can be considered as a form of self-learning. The aim of this study was to determine, based on the views and recommendations of experts, interface design principles for the development of…

  6. Multidimensional (OLAP) Analysis for Designing Dynamic Learning Strategy

    Science.gov (United States)

    Rozeva, A.; Deliyska, B.

    2010-10-01

    Learning strategy in an intelligent learning system is generally elaborated on the basis of assessment of the following factors: learner's time for reaction, content of the learning object, amount of learning material in a learning object, learning object specification, e-learning medium and performance control. Current work proposes architecture for dynamic learning strategy design by implementing multidimensional analysis model of learning factors. The analysis model concerns on-line analytical processing (OLAP) of learner's data structured as multidimensional cube. Main components of the architecture are analysis agent for performing the OLAP operations on learner data cube, adaptation generator and knowledge selection agent for performing adaptive navigation in the learning object repository. The output of the analysis agent is involved in dynamic elaboration of learning strategy that fits best to learners profile and behavior. As a result an adaptive learning path for individual learner and for learner groups is generated.

  7. 36 CFR 910.67 - Square guidelines.

    Science.gov (United States)

    2010-07-01

    ... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Square guidelines. 910.67... GUIDELINES AND UNIFORM STANDARDS FOR URBAN PLANNING AND DESIGN OF DEVELOPMENT WITHIN THE PENNSYLVANIA AVENUE DEVELOPMENT AREA Glossary of Terms § 910.67 Square guidelines. Square Guidelines establish the Corporation's...

  8. A tailorable infrastructure to enhance mobile seamless learning

    DEFF Research Database (Denmark)

    Malandrino, Delfina; Manno, Ilaria; Palmieri, Giuseppina

    2015-01-01

    The widespread use of mobile devices is leading towards their adoption in the learning process, even if some pedagogical challenges are still not fully addressed when integrating mobile-assisted activities into regular curricula activities. In this paper, we first define some guidelines to design...

  9. Designing future learning. A posthumanist approach to researching design processes

    DEFF Research Database (Denmark)

    Juelskjær, Malou

    I investigate how a design process – leading up to the design of a new education building - enact, transform and highlight tacit everyday practices and experiences in an education setting, whereby becoming an art of managing. I apply a post-humanist performative perspective, highlighting entangled...... agencies rather than focusing on human agency. I focus on the design process rather than the designer. The design process accelerated and performed past and future experiences of schooling, learning, teaching. This called for analytical attention to agential forces of not only the material but also...... and temporalities matter in design processes. Furthermore, the analysis emphasise how design translate affective economies and that attention to those affective economies are vital for the result of the design process....

  10. Developing an eLearning tool formalizing in YAWL the guidelines used in a transfusion medicine service.

    Science.gov (United States)

    Russo, Paola; Piazza, Miriam; Leonardi, Giorgio; Roncoroni, Layla; Russo, Carlo; Spadaro, Salvatore; Quaglini, Silvana

    2012-01-01

    The blood transfusion is a complex activity subject to a high risk of eventually fatal errors. The development and application of computer-based systems could help reducing the error rate, playing a fundamental role in the improvement of the quality of care. This poster presents an under development eLearning tool formalizing the guidelines of the transfusion process. This system, implemented in YAWL (Yet Another Workflow Language), will be used to train the personnel in order to improve the efficiency of care and to reduce errors.

  11. What Does Design and Technology Learning Really Look Like?

    Science.gov (United States)

    Southall, Mary

    2016-01-01

    This paper presents findings from a research study investigating the relationship between "intended" learning and "actual" learning in Design and Technology lessons (Southall, 2015). The research focused upon the "pre active" phase of the teaching-learning process, that is the teacher's planning processes and…

  12. GUIDELINES FOR EVALUATION OF PSYCHOLOGICAL AND PEDAGOGICAL QUALITY CHARACTERISTICS OF ELECTRONIC EDUCATIONAL RESOURCES

    Directory of Open Access Journals (Sweden)

    Galina P. Lavrentieva

    2014-05-01

    Full Text Available The article highlights the causes of insufficient effective use of electronic learning resources and sets out the guidelines on ways to solve the aforementioned problems. The set of didactic, methodical, psychological, pedagogical, design and ergonomic quality requirements is considered for evaluation, selection and application of information and communication technologies in the educational process. The most appropriate mechanisms for the ICT introduction into the learning process are disclosed as it should meet the specific learning needs of the student and the objectives of the educational process. The guidance for psycho-educational assessment of quality of electronic educational resources is provided. It is argued that the effectiveness of the ICT use is to be improved by means of quality evaluation mechanisms involved into the educational process.

  13. Explicit teaching and scaffolding to enhance concept learning by design challenges

    NARCIS (Netherlands)

    MEd Maurice Smeets; MEd Dave van Breukelen; Prof. Dr. Marc de Vries

    2016-01-01

    This paper presents a mixed methods study in which 21 first-year student teachers took part that investigated learning outcomes of a modified learning by design task. The study is part of a series of studies that aims to improve student learning, teaching skills and teacher training. Design-based

  14. A Framework for Adaptive Learning Design in a Web-Conferencing Environment

    Science.gov (United States)

    Bower, Matt

    2016-01-01

    Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on preemptive learning design thinking. Based on a…

  15. Designing e-learning solutions with a client centred approach

    DEFF Research Database (Denmark)

    Ørngreen, Rikke; Nielsen, Janni; Levinsen, Karin

    2008-01-01

      This paper claims that the strategies applied in designing e-learning solutions tend to focus on how to proceed after the precondition, e.g., learners requirements, pedagogical choice, etc., have been decided upon. Investigating the HCI research field, we find that the methodological approaches...... as the organisation that has initiated the e-learning project and needs to manage the e-learning system after its development. Through the Client Centred Design and in close collaboration with the client, three strategic issues are uncovered and strategic models are presented for each. These models are complementary...... perspectives in a Client Centred framework that is useable as the starting point for others in developing large scale e-learning projects....

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

    Science.gov (United States)

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

    2013-10-01

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

  17. Problem based Learning versus Design Thinking in Team based Project work

    DEFF Research Database (Denmark)

    Denise J. Stokholm, Marianne

    2014-01-01

    project based learning issues, which has caused a need to describe and compare the two models; in specific the understandings, approaches and organization of learning in project work. The PBL model viewing the process as 3 separate project stages including; problem analysis, problem solving and project......All educations at Aalborg University has since 1974 been rooted in Problem Based Learning (PBL). In 1999 a new education in Industrial design was set up, introducing Design Based Learning (DBL). Even though the two approaches have a lot in common they also hold different understandings of core...... report, with focus on problem solving through analysis. Design Based Learning viewing the process as series of integrated design spaces including; alignment, research, mission, vision, concept, product and process report, with focus on innovative ideation though integration. There is a need of renewing...

  18. Do we need teachers as designers of technology enhanced learning?

    NARCIS (Netherlands)

    Kirschner, Paul A.

    2016-01-01

    In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable.

  19. Crew aiding and automation: A system concept for terminal area operations, and guidelines for automation design

    Science.gov (United States)

    Dwyer, John P.

    1994-01-01

    This research and development program comprised two efforts: the development of guidelines for the design of automated systems, with particular emphasis on automation design that takes advantage of contextual information, and the concept-level design of a crew aiding system, the Terminal Area Navigation Decision Aiding Mediator (TANDAM). This concept outlines a system capable of organizing navigation and communication information and assisting the crew in executing the operations required in descent and approach. In service of this endeavor, problem definition activities were conducted that identified terminal area navigation and operational familiarization exercises addressing the terminal area navigation problem. Both airborne and ground-based (ATC) elements of aircraft control were extensively researched. The TANDAM system concept was then specified, and the crew interface and associated systems described. Additionally, three descent and approach scenarios were devised in order to illustrate the principal functions of the TANDAM system concept in relation to the crew, the aircraft, and ATC. A plan for the evaluation of the TANDAM system was established. The guidelines were developed based on reviews of relevant literature, and on experience gained in the design effort.

  20. Design and validation of general biology learning program based on scientific inquiry skills

    Science.gov (United States)

    Cahyani, R.; Mardiana, D.; Noviantoro, N.

    2018-03-01

    Scientific inquiry is highly recommended to teach science. The reality in the schools and colleges is that many educators still have not implemented inquiry learning because of their lack of understanding. The study aims to1) analyze students’ difficulties in learning General Biology, 2) design General Biology learning program based on multimedia-assisted scientific inquiry learning, and 3) validate the proposed design. The method used was Research and Development. The subjects of the study were 27 pre-service students of general elementary school/Islamic elementary schools. The workflow of program design includes identifying learning difficulties of General Biology, designing course programs, and designing instruments and assessment rubrics. The program design is made for four lecture sessions. Validation of all learning tools were performed by expert judge. The results showed that: 1) there are some problems identified in General Biology lectures; 2) the designed products include learning programs, multimedia characteristics, worksheet characteristics, and, scientific attitudes; and 3) expert validation shows that all program designs are valid and can be used with minor revisions. The first section in your paper.

  1. Learning design Rashomon I – supporting the design of one lesson through different approaches

    Directory of Open Access Journals (Sweden)

    Donatella Persico

    2013-08-01

    Full Text Available This paper presents and compares a variety of approaches that have been developed to guide the decision-making process in learning design. Together with the companion Learning Design Rashomon II (Prieto et al., 2013, devoted to existing tools to support the same process, it aims to provide a view on relevant research results in this field. The common thread followed in these two contributions is inspired by Kurosawa's Rashomon film, which takes multiple perspectives on the same action. Similarly, in this paper, Rashomon I, a lesson on “Healthy Eating” is analysed according to five different approaches, while the Rashomon II paper is used to exemplify the affordances of different tools. For this reason, this paper does not follow the conventional structure of research papers (research question, method, results and discussion, but rather it moves from an introduction providing the rationale for the paper, to a description of the five different approaches to learning design (the 4SPPIces Model, the 4Ts, the e-Design Template, the Design Principles Database and the Design Narrative and then to a discussion of their similarities and differences to inform the choice of potential users.

  2. Guidelines for the design and management of artificial raptor ...

    African Journals Online (AJOL)

    The aim of this paper is to provide timber growers with silvicultural guidelines for the establishment of raptor perches and nest stands on forestry estates. Rodents do extensive damage to young saplings and as an ecologically friendly alternative to rodenticides, we provide guidelines on perch height and densities that can ...

  3. Alternative routes for highway shipments of radioactive materials and lessons learned from state designations

    International Nuclear Information System (INIS)

    1990-07-01

    Pursuant to the Hazardous Materials Transportation Act (HMTA), the Department of Transportation (DOT) has promulgated a comprehensive set of regulations regarding the highway transportation of high-level radioactive materials. These regulations, under docket numbers HM-164 and HM-164A, establish interstate highways as the preferred routes for the transportation of radioactive materials within and through the states. The regulations also provide a methodology by which a state may select altemative routes. First, the state must establish a ''state routing agency'', defined as an entity authorized to use the state legal process to impose routing requirements on carriers of radioactive material (49 CFR 171.8). Once identified, the state routing agency must select routes in accordance with DOTs Guidelines for Selecting Preferred Highway Routes for Large Quantity Shipments of Radioactive Materials or an equivalent routing analysis. Adjoining states and localities should be consulted on the impact of proposed alternative routes as a prerequisite of final route selection. Lastly, the states must provide written notice to DOT of any alternative route designation before the routes are deemed effective. The purpose of this report is to discuss the ''lessons learned'' by the five states within the southern region that have designated alternative or preferred routes under the regulations of the Department of Transportation (DOT) established for the transportation of radioactive materials. The document was prepared by reviewing applicable federal laws and regulations, examining state reports and documents and contacting state officials and routing agencies involved in making routing decisions. In undertaking this project, the Southern States Energy Board hopes to reveal the process used by states that have designated alternative routes and thereby share their experiences (i.e., lessons learned) with other southern states that have yet to make designations

  4. Relationship between energy systems and landscapes. Guidelines and tools for design and management

    Directory of Open Access Journals (Sweden)

    Elisabetta Ginelli

    2014-10-01

    Full Text Available Landscapes undergoing conservation, valorisation, management and reconstruction policies, become a fundamental factor for the local/global development of natural, cultural, human and social potentials of territories. With the contribution of technological design culture, the research, having a strong multidisciplinary character, focuses on managing the relationship between energy systems and landscapes with the general aim of subverting and transforming apparent conflicts in synergies, in order to overcome a sectorial and segmented approach barely based on energy performances. Through the introduction of a complex multidimensional methodology of analysis and evaluation the goal of this work, is to develop standards of acceptability, meta-design criteria and guidelines for design, intro- ducing a methodology for multidimen- sional complex analysis and evaluation, to support Public Authorities.

  5. Applying multimedia design principles enhances learning in medical education.

    Science.gov (United States)

    Issa, Nabil; Schuller, Mary; Santacaterina, Susan; Shapiro, Michael; Wang, Edward; Mayer, Richard E; DaRosa, Debra A

    2011-08-01

    The Association of American Medical Colleges' Institute for Improving Medical Education's report entitled 'Effective Use of Educational Technology' called on researchers to study the effectiveness of multimedia design principles. These principles were empirically shown to result in superior learning when used with college students in laboratory studies, but have not been studied with undergraduate medical students as participants. A pre-test/post-test control group design was used, in which the traditional-learning group received a lecture on shock using traditionally designed slides and the modified-design group received the same lecture using slides modified in accord with Mayer's principles of multimedia design. Participants included Year 3 medical students at a private, midwestern medical school progressing through their surgery clerkship during the academic year 2009-2010. The medical school divides students into four groups; each group attends the surgery clerkship during one of the four quarters of the academic year. Students in the second and third quarters served as the modified-design group (n=91) and students in the fourth-quarter clerkship served as the traditional-design group (n=39). Both student cohorts had similar levels of pre-lecture knowledge. Both groups showed significant improvements in retention (paffect transfer of learning. Further research on applying the principles of multimedia design to medical education is needed to verify the impact it has on the long-term learning of medical students, as well as its impact on other forms of multimedia instructional programmes used in the education of medical students. © Blackwell Publishing Ltd 2011.

  6. Enhanced Learning through Design Problems--Teaching a Components-Based Course through Design

    Science.gov (United States)

    Jensen, Bogi Bech; Hogberg, Stig; Jensen, Frida av Flotum; Mijatovic, Nenad

    2012-01-01

    This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is…

  7. Designing technology for young children: what we can learn from theories of cognitive development

    CSIR Research Space (South Africa)

    Gelderblom, H

    2008-10-01

    Full Text Available on child development provides an ample starting point for setting up a useful framework of such guidelines. This paper demonstrates how the knowledge contained in psychological theories of child development can be translated into guidelines for the design...

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

    Science.gov (United States)

    Ke, Fengfeng

    2016-01-01

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

  9. MOOC Design – Dissemination to the Masses or Facilitation of Social Learning and a Deep Approach to Learning?

    DEFF Research Database (Denmark)

    Christensen, Inger-Marie F.; Dam Laursen, Mette; Bøggild, Jacob

    2016-01-01

    This article accounts for the design of the massive open online course (MOOC) Hans Christian Andersen’s Fairy tales on FutureLearn and reports on the effectiveness of this design in terms of engaging learners in social learning and encouraging a deep approach to learning. A learning pathway...... and increased educator feedback. Course data show that that some learners use the space provided for social interaction and mutual support. A learning pathway that engages learners in discussion and progression from week to week facilitates a deep approach to learning. However, this requires more support from...

  10. Forward-Oriented Designing for Learning as a Means to Achieve Educational Quality

    Science.gov (United States)

    Ghislandi, Patrizia M. M.; Raffaghelli, Juliana E.

    2015-01-01

    In this paper, we reflect on how Design for Learning can create the basis for a culture of educational quality. We explore the process of Design for Learning within a blended, undergraduate university course through a teacher-led inquiry approach, aiming at showing the connections between the process of Design for Learning and academic…

  11. Collaborative learning in higher education : design, implementation and evaluation of group learning activities

    NARCIS (Netherlands)

    Hei, de M.S.A.

    2016-01-01

    In higher education, group learning activities (GLAs) are frequently implemented in online, blended or face-to-face educational contexts. A major problem for the design and implementation of good quality GLAs that lead to the desired learning outcomes is that many approaches to GLAs have been

  12. Improving Learning in a Traditional, Large-Scale Science Module with a Simple and Efficient Learning Design

    DEFF Research Database (Denmark)

    Godsk, Mikkel

    2014-01-01

    the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms...... of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning...... is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today....

  13. Designing Game “Belajar Hanacaraka” As A Javanese Script Learning Media

    Directory of Open Access Journals (Sweden)

    Yonathan Happy Setiawan

    2018-01-01

    Full Text Available This paper discusses the design of games used as a medium of learning. The learning material is about Javanese script, which is taught from elementary to high school. Although it has been taught since elementary school, but not many students have mastered this material. The method of delivering the material used by the lecturers is usually by lecturing so that students become tired and bored, because they are forced to remember without understanding the basic concepts. The lack of an attractive and modern learning tool becomes another obstacle to the difficulty of studying the Javanese script. Games usually used as entertainment, now can be used for learning. Through the game, the learning process becomes more fun. Therefore it will be designed an educational game used for learning Javanese script. But to design the right educational game, research is needed. With the presence of this game is expected players can learn Javanese script material while playing.

  14. Safety Standard for Oxygen and Oxygen Systems: Guidelines for Oxygen System Design, Materials Selection, Operations, Storage, and Transportation

    Science.gov (United States)

    1996-01-01

    NASA's standard for oxygen system design, materials selection, operation, and transportation is presented. Minimum guidelines applicable to NASA Headquarters and all NASA Field Installations are contained.

  15. An e-learning supported Train-the-Trainer program to implement a suicide practice guideline. Rationale, content and dissemination in Dutch mental health care.

    NARCIS (Netherlands)

    Groot, M. de; Beurs, D.P. de; Keijser, J. de; Kerkhof, A.F.J.M.

    2015-01-01

    An e-learning supported Train-the-Trainer program was developed to implement the Dutch suicide practice guideline inmental health care. Literature on implementation strategies has been restricted to the final reporting of studieswith little opportunity to describe relevant contextual, developmental

  16. Usability and Safety in Electronic Medical Records Interface Design: A Review of Recent Literature and Guideline Formulation.

    Science.gov (United States)

    Zahabi, Maryam; Kaber, David B; Swangnetr, Manida

    2015-08-01

    The objectives of this study were to (a) review electronic medical record (EMR) and related electronic health record (EHR) interface usability issues, (b) review how EMRs have been evaluated with safety analysis techniques along with any hazard recognition, and (c) formulate design guidelines and a concept for enhanced EMR interfaces with a focus on diagnosis and documentation processes. A major impact of information technology in health care has been the introduction of EMRs. Although numerous studies indicate use of EMRs to increase health care quality, there remain concerns with usability issues and safety. A literature search was conducted using Compendex, PubMed, CINAHL, and Web of Science databases to find EMR research published since 2000. Inclusion criteria included relevant English-language papers with subsets of keywords and any studies (manually) identified with a focus on EMR usability. Fifty studies met the inclusion criteria. Results revealed EMR and EHR usability problems to include violations of natural dialog, control consistency, effective use of language, effective information presentation, and customization principles as well as a lack of error prevention, minimization of cognitive load, and feedback. Studies focusing on EMR system safety made no objective assessments and applied only inductive reasoning methods for hazard recognition. On the basis of the identified usability problems and structure of safety analysis techniques, we provide EMR design guidelines and a design concept focused on the diagnosis process and documentation. The design guidelines and new interface concept can be used for prototyping and testing enhanced EMRs. © 2015, Human Factors and Ergonomics Society.

  17. Client Mobile Software Design Principles for Mobile Learning Systems

    Directory of Open Access Journals (Sweden)

    Qing Tan

    2009-01-01

    Full Text Available In a client-server mobile learning system, client mobile software must run on the mobile phone to acquire, package, and send student’s interaction data via the mobile communications network to the connected mobile application server. The server will receive and process the client data in order to offer appropriate content and learning activities. To develop the mobile learning systems there are a number of very important issues that must be addressed. Mobile phones have scarce computing resources. They consist of heterogeneous devices and use various mobile operating systems, they have limitations with their user/device interaction capabilities, high data communications cost, and must provide for device mobility and portability. In this paper we propose five principles for designing Client mobile learning software. A location-based adaptive mobile learning system is presented as a proof of concept to demonstrate the applicability of these design principles.

  18. Draft revision of human factors guideline HF-010

    International Nuclear Information System (INIS)

    Lee, Hyun Chul; Lee, Yong Hee; Oh, In Seok; Lee, Jung Woon; Cha, Woo Chang; Lee, Dhong Ha

    2003-05-01

    The Application of Human Factors to the design of Man-Machine Interfaces System(MMIS) in the nuclear power plant is essential to the safety and productivity of the nuclear power plants, human factors standards and guidelines as well as human factors analysis methods and experiments are weightily used to the design application. A Korean engineering company has developed a human factors engineering guideline, so-call HF-010, and has used it for human factors design, however the revision of HF-010 is necessary owing to lack of the contents related to the advanced MMI(Man-Machine Interfaces). As the results of the reviews of HF-010, it is found out that the revision of Section 9. Computer Displays of HF-010 is urgent, thus the revision was drafted on the basis of integrated human factors design guidelines for VDT, human factors design guidelines for PMAS SPADES display, human factors design guidelines for PMAS alarm display, and human factors design guidelines for electronic displays developed by the surveillance and operation support project of KOICS. The draft revision of HF-010 Section 9 proposed in this report can be utilized for the human factors design of the advanced MMI, and the high practical usability of the draft can be kept up through the continuous revision according to the advancement of digital technology

  19. Design for learning - a case study of blended learning in a science unit.

    Science.gov (United States)

    Gleadow, Roslyn; Macfarlan, Barbara; Honeydew, Melissa

    2015-01-01

    Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the 'real' teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a 'question of the week', a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university's teaching and learning into the 21 (st) century.

  20. Exploring the Effectiveness of Blended Learning in Interior Design Education

    Science.gov (United States)

    Afacan, Yasemin

    2016-01-01

    This study explores how blended learning can contribute to interior design students' learning outcomes, their engagement with non-studio courses and affect their learning achievements. Within the framework of the study, a blended learning experience was carried out in "IAED 342 Building Performance" module at Bilkent University, Turkey.…

  1. Capstone Portfolios and Geography Student Learning Outcomes

    Science.gov (United States)

    Mossa, Joann

    2014-01-01

    Due to increasing demands regarding student learning outcomes and accreditation, a capstone portfolio was added to assess critical thinking and communication skills of geography majors at a large public university in the USA. The portfolio guidelines were designed to be adaptable to a flexible curriculum where about half of the requirements within…

  2. Theory-Generating Practice: Proposing a principle for learning design

    Directory of Open Access Journals (Sweden)

    Mie Buhl

    2016-06-01

    Full Text Available This contribution proposes a principle for learning design: Theory-Generating Practice (TGP as an alternative to the way university courses often are taught and structured with a series of theoretical lectures separate from practical experience and concluding with an exam or a project. The aim is to contribute to a development of theoretical frameworks for learning designs by suggesting TGP which may lead to new practices and turn the traditional dramaturgy for teaching upside down. TGP focuses on embodied experience prior to text reading and lectures to enhance theoretical knowledge building and takes tacit knowledge into account. The article introduces TGP and contextualizes it to a Danish tradition of didactics as well as discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP, and is discussed through three empirical examples from bachelor and master programs involving technology, and showing three ways of practicing it.

  3. Theory-Generating Practice: Proposing a principle for learning design

    Directory of Open Access Journals (Sweden)

    Mie Buhl

    2016-05-01

    Full Text Available This contribution proposes a principle for learning design: Theory-Generating Practice (TGP as an alternative to the way university courses often are taught and structured with a series of theoretical lectures separate from practical experience and concluding with an exam or a project. The aim is to contribute to a development of theoretical frameworks for learning designs by suggesting TGP which may lead to new practices and turn the traditional dramaturgy for teaching upside down. TGP focuses on embodied experience prior to text reading and lectures to enhance theoretical knowledge building and takes tacit knowledge into account. The article introduces TGP and contextualizes it to a Danish tradition of didactics as well as discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP, and is discussed through three empirical examples from bachelor and master programs involving technology, and showing three ways of practicing it.

  4. Theory-generating practice. Proposing a principle for learning design

    DEFF Research Database (Denmark)

    Buhl, Mie

    2016-01-01

    This contribution proposes a principle for learning design – Theory-Generating Practice (TGP) – as an alternative to the way university courses are traditionally taught and structured, with a series of theoretical lectures isolated from practical experience and concluding with an exam or a project...... building, and takes tacit knowledge into account. The article introduces TGP, contextualizes it to a Danish tradition of didactics, and discusses it in relation to contemporary conceptual currents of didactic design and learning design. This is followed by a theoretical framing of TGP. Finally, three...

  5. Designing for Motivation: Design-Considerations for Spaced-Repetition-Based Learning Games on Mobile Devices

    Science.gov (United States)

    Schimanke, Florian; Mertens, Robert; Vornberger, Oliver

    2017-01-01

    Learning games are an ideal vessel for many kinds of learning content. Playful interaction with the subject matter makes the human mind more receptive and thus learning itself more effective. Well designed games also come with an addictive game-play that makes users want to play the game over and over. This is intended in fun games but it can be…

  6. The guideline and practical procedures for earthquake-resistant design of nuclear power plants in Japan

    International Nuclear Information System (INIS)

    Watabe, M.

    1985-01-01

    The Guideline for the aseismic design of nuclear reactor facilities, revised in 1981, is introduced. The basic philosophy entails structural integrity against a major earthquake, rigid structure for less deformation and foundation on rock. The classification of facilities is then explained. Some practical examples are tabulated. In the light of the above classifications, evaluation procedures for aseismic design are defined. Design basis earthquake ground motions, S1 and S2, are defined. S1 is the maximum possible earthquake ground motion, while S2 is the maximum credible one. The relation between active faults and S1, S2 motions is explained, seismic forces induced by S1 and S2 are expressed in terms of response spectra. Static seismic coefficient procedures are also applied to evaluate seismic forces, as a minimum guide-line based on dynamic analysis. Combinations of seismic forces and allowable limits are then explained. In the second part of the paper, seismic analysis for reactor buildings as a part of design practice is outlined. There are three major key points in practical aseismic design. The first one is input design earthquake motions, in which soil/foundation interaction problems are also included. In practice, ground motions at the free field rock surface have to be convoluted or deconvoluted to obtain base rock motions, which are applied to estimate input design earthquake motions by way of finite element analysis or a lumped mass lattice model. Also introduced is dynamic modelling of the reactor building with its non-linear behaviour represented by plastic deformation of reinforced concrete members as well as by uplift characteristics of foundations. Then an evaluation of aseismic safety is introduced. (author)

  7. Threats to validity in the design and conduct of preclinical efficacy studies: a systematic review of guidelines for in vivo animal experiments.

    Directory of Open Access Journals (Sweden)

    Valerie C Henderson

    Full Text Available The vast majority of medical interventions introduced into clinical development prove unsafe or ineffective. One prominent explanation for the dismal success rate is flawed preclinical research. We conducted a systematic review of preclinical research guidelines and organized recommendations according to the type of validity threat (internal, construct, or external or programmatic research activity they primarily address.We searched MEDLINE, Google Scholar, Google, and the EQUATOR Network website for all preclinical guideline documents published up to April 9, 2013 that addressed the design and conduct of in vivo animal experiments aimed at supporting clinical translation. To be eligible, documents had to provide guidance on the design or execution of preclinical animal experiments and represent the aggregated consensus of four or more investigators. Data from included guidelines were independently extracted by two individuals for discrete recommendations on the design and implementation of preclinical efficacy studies. These recommendations were then organized according to the type of validity threat they addressed. A total of 2,029 citations were identified through our search strategy. From these, we identified 26 guidelines that met our eligibility criteria--most of which were directed at neurological or cerebrovascular drug development. Together, these guidelines offered 55 different recommendations. Some of the most common recommendations included performance of a power calculation to determine sample size, randomized treatment allocation, and characterization of disease phenotype in the animal model prior to experimentation.By identifying the most recurrent recommendations among preclinical guidelines, we provide a starting point for developing preclinical guidelines in other disease domains. We also provide a basis for the study and evaluation of preclinical research practice. Please see later in the article for the Editors' Summary.

  8. Threats to validity in the design and conduct of preclinical efficacy studies: a systematic review of guidelines for in vivo animal experiments.

    Science.gov (United States)

    Henderson, Valerie C; Kimmelman, Jonathan; Fergusson, Dean; Grimshaw, Jeremy M; Hackam, Dan G

    2013-01-01

    The vast majority of medical interventions introduced into clinical development prove unsafe or ineffective. One prominent explanation for the dismal success rate is flawed preclinical research. We conducted a systematic review of preclinical research guidelines and organized recommendations according to the type of validity threat (internal, construct, or external) or programmatic research activity they primarily address. We searched MEDLINE, Google Scholar, Google, and the EQUATOR Network website for all preclinical guideline documents published up to April 9, 2013 that addressed the design and conduct of in vivo animal experiments aimed at supporting clinical translation. To be eligible, documents had to provide guidance on the design or execution of preclinical animal experiments and represent the aggregated consensus of four or more investigators. Data from included guidelines were independently extracted by two individuals for discrete recommendations on the design and implementation of preclinical efficacy studies. These recommendations were then organized according to the type of validity threat they addressed. A total of 2,029 citations were identified through our search strategy. From these, we identified 26 guidelines that met our eligibility criteria--most of which were directed at neurological or cerebrovascular drug development. Together, these guidelines offered 55 different recommendations. Some of the most common recommendations included performance of a power calculation to determine sample size, randomized treatment allocation, and characterization of disease phenotype in the animal model prior to experimentation. By identifying the most recurrent recommendations among preclinical guidelines, we provide a starting point for developing preclinical guidelines in other disease domains. We also provide a basis for the study and evaluation of preclinical research practice. Please see later in the article for the Editors' Summary.

  9. Enabling Teachers to Develop Pedagogically Sound and Technically Executable Learning Designs

    NARCIS (Netherlands)

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

    2008-01-01

    Miao, Y., Van der Klink, M., Boon, J., Sloep, P. B., & Koper, R. (2009). Enabling Teachers to Develop Pedagogically Sound and Technically Executable Learning Designs [Special issue: Learning Design]. Distance Education, 30(2), 259-276.

  10. Task design for improving students’ engagement in mathematics learning

    Science.gov (United States)

    Khairunnisa

    2018-01-01

    This article analysed the importance of task design as one of the instruments in the learning and its application in several studies. Through task design, students engage in learning caused them enthusiastically in expressing ideas, opinion or knowledge of them. Thus, the teacher was able to gain an idea of knowledge belonging to students. By using this information, teachers are able to develop the thinking ability of students.

  11. Learning by Example: Designing and Developing Linked Data Application

    Science.gov (United States)

    Tharani, Karim

    2016-01-01

    According to constructivist theory of learning, new knowledge is learned on the basis of what is already known by learners. Thus for an emerging and transformative technology such as Linked Data to be learned, the technology must be made relevant for learners and must be compatible with their skillset. Designing and developing Linked Data…

  12. Relationship between Designing Computer-based Educational Games, and Learning Motivation among Elementary Students

    Directory of Open Access Journals (Sweden)

    Zahra Jamebozorg

    2017-12-01

    Full Text Available Background: Motivation is an important factor in learning. Educational games increase the learning motivation and understanding of students by creating a sense of joy, satisfaction and involvement. However, it is necessary to incorporate learning elements into the games, differently. In this study, the researcher tried to provide a model for designing educational games and determining its relationship with learning motivation. Materials and Methods:  Components of the model for designing educational games were first determined qualitatively. Then, the relationship between the educational games designed and students' learning motivation was determined. A self-made questionnaire, with elements of educational game designing along with another questionnaire was used to determine the learning motivation. The obtained data were analyzed using Pearson correlation coefficient and independent t-test. Results: The model, with 4 main components and 26 sub-components, was designed. That set of various elements, including: the rules, objectives, tools, results and feedbacks, accidents, challenges and interactions displayed in the context of the game, along with instructional design component such as analysis, design, development, utilization and evaluation were used. After implementation of the pattern and designing the "States of Matter" lesson in the science book for the third graders, the results showed that there is a significant correlation between the use of designed educational game and components of the students’ learning motivation (r= 0.85 and P=0.01. Conclusion: According to this study given the relationship between the use of educational games and motivation to learn, it can be concluded that the educational games designed according to scientific principles could lead to the improved students’ motivation and learning.

  13. Learning Theory Expertise in the Design of Learning Spaces: Who Needs a Seat at the Table?

    Science.gov (United States)

    Rook, Michael M.; Choi, Koun; McDonald, Scott P.

    2015-01-01

    This study highlights the impact of including stakeholders with expertise in learning theory in a learning space design process. We present the decision-making process during the design of the Krause Innovation Studio on the campus of the Pennsylvania State University to draw a distinction between the architect and faculty member's decision-making…

  14. Using "get with the guidelines" to improve cardiovascular secondary prevention.

    Science.gov (United States)

    LaBresh, Kenneth A; Gliklich, Richard; Liljestrand, James; Peto, Randolph; Ellrodt, A Gray

    2003-10-01

    "Get With The Guidelines (GWTG)" was developed and piloted by the American Heart Association (AHA), New England Affiliate; MassPRO, Inc.; and other organizations to reduce the gap in the application of secondary prevention guidelines in hospitalized cardiovascular disease patients. Collaborative learning programs and technology solutions were created for the project. The interactive Web-based patient management tool (PMT) was developed using quality measures derived from the AHA/American College of Cardiology secondary prevention guidelines. It provided data entry, embedded reminders and guideline summaries, and online reports of quality measure performance, including comparisons with the aggregate performance of all hospitals. Multidisciplinary teams from 24 hospitals participated in the 2000-2001 pilot. Four collaborative learning sessions and monthly conference calls supported team interaction. Best-practices sharing and the use of an Internet tool enabled hospitals to change systems and collect data on 1,738 patients. The GWTG program, a template of learning sessions with didactic presentations, best-practices sharing, and collaborative multidisciplinary team meetings supported by the Internet-based data collection and reporting system, can be extended to multiple regions without requiring additional development. Following the completion of the pilot, the AHA adopted GWTG as a national program.

  15. Transforming Future Teaching through ‘Carpe Diem’ Learning Design

    Directory of Open Access Journals (Sweden)

    Gilly Salmon

    2014-01-01

    Full Text Available Academic staff in Higher Education (HE need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as barriers to the implementation of successful staff development. We illuminate the Carpe Diem learning design workshop process and illustrate its impact on academic staff as a viable, constructive alternative to traditional staff development processes. The Carpe Diem model directly exposes and addresses the irony that educational institutions expect their academic staff to learn to design and deliver personalized, mobile and technology-enhanced learning to students, whilst wedded to ‘one size fits all’ face-to-face interventions…or worse, ‘page turning’ e-learning that masquerades as staff development. To avoid further frustrations and expensive, inappropriate initiatives, the spirit and practice of Carpe Diem could act as a ‘pathfinder beacon’, and be more widely adopted to enable fast, effective and fully embedded, learner-ready, future-proofed learning.

  16. Using Problem Based Learning and Game Design to motivate Non-technical Students to engage in Technical Learning

    DEFF Research Database (Denmark)

    Reng, Lars; Schoenau-Fog, Henrik

    2010-01-01

    technology, a broader segment of students are consequently enrolled. One of the challenges of these new educations is to motivate the artistic minded students in learning the technical aspects of the curriculum, as they need these qualifications to work in the industry. At Aalborg University’s department...... have engaged and motivated artistic students to learn technical topics on their own....... of Medialogy, we employ problem based learning and game design to engage these students in learning the technical elements. This paper will describe our approach and exemplify the method by introducing various examples of student projects, where the interest in game design combined with problem based learning...

  17. Creating European guidelines for Chiropractic Incident Reporting and Learning Systems (CIRLS: relevance and structure

    Directory of Open Access Journals (Sweden)

    Wangler Martin

    2011-04-01

    Full Text Available Abstract Background In 2009, the heads of the Executive Council of the European Chiropractors' Union (ECU and the European Academy of Chiropractic (EAC involved in the European Committee for Standardization (CEN process for the chiropractic profession, set out to establish European guidelines for the reporting of adverse reactions to chiropractic treatment. There were a number of reasons for this: first, to improve the overall quality of patient care by aiming to reduce the application of potentially harmful interventions and to facilitate the treatment of patients within the context of achieving maximum benefit with a minimum risk of harm; second, to inform the training objectives for the Graduate Education and Continuing Professional Development programmes of all 19 ECU member nations, regarding knowledge and skills to be acquired for maximising patient safety; and third, to develop a guideline on patient safety incident reporting as it is likely to be part of future CEN standards for ECU member nations. Objective To introduce patient safety incident reporting within the context of chiropractic practice in Europe and to help individual countries and their national professional associations to develop or improve reporting and learning systems. Discussion Providing health care of any kind, including the provision of chiropractic treatment, can be a complex and, at times, a risky activity. Safety in healthcare cannot be guaranteed, it can only be improved. One of the most important aspects of any learning and reporting system lies in the appropriate use of the data and information it gathers. Reporting should not just be seen as a vehicle for obtaining information on patient safety issues, but also be utilised as a tool to facilitate learning, advance quality improvement and to ultimately minimise the rate of the occurrence of errors linked to patient care. Conclusions Before a reporting and learning system can be established it has to be clear

  18. Service-Learning and Interior Design: A Case Study

    Science.gov (United States)

    Sterling, Mary

    2007-01-01

    The case study approach was used to analyze experiential learning through its three components: knowledge, action, and reflection. Two interior design courses were integrated through a university service-learning project. The restoration/adaptive reuse of a 95-year-old library building was to serve as a prototype for future off-campus…

  19. Empirical investigation to explore factors that achieve high quality of mobile learning system based on students’ perspectives

    Directory of Open Access Journals (Sweden)

    Mohammed Amin Almaiah

    2016-09-01

    Full Text Available This study presents three frameworks for mobile learning system based on quality factors derived from the updated DeLone and McLean information system success model. This study used the questionnaire as a quantitative method to explore quality factors for mobile learning system based on perspectives of 392 students. This study opens future work for using the identified quality factors as guidelines for researchers and designers to design and develop mobile learning applications.

  20. Creating Learning Environment Connecting Engineering Design and 3D Printing

    Science.gov (United States)

    Pikkarainen, Ari; Salminen, Antti; Piili, Heidi

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