WorldWideScience

Sample records for learning experience involving

  1. Learning from games: Stakeholders’ experiences involved in local health policy

    DEFF Research Database (Denmark)

    Spitters, Hilde; van de Goor, Ien; Juel Lau, Cathrine

    2018-01-01

    Since public health problems are complex and the related policies need to address a wide range of sectors, cross-sectoral collaboration is beneficial. One intervention focusing on stimulating collaboration is a ‘policy game’. The focus on specific problems facilitates relationships between...... the stakeholders and stimulates cross-sectoral policymaking. The present study explores stakeholders’ learning experiences with respect to the collaboration process in public health policymaking. This was achieved via their game participation, carried out in real-life stakeholder networks in the Netherlands...... the collaboration processes in local policymaking. Specific learning experiences were related to: (i) the stakeholder network, (ii) interaction and (iii) relationships. The game also increased participant’s understanding of group dynamics and need for a coordinator in policymaking. This exploratory study shows...

  2. Co-researching with people with learning disabilities: an experience of involvement in qualitative data analysis.

    Science.gov (United States)

    Tuffrey-Wijne, Irene; Butler, Gary

    2010-06-01

    People with learning disabilities have been included in research as co-researchers since the 1990s. However, there is limited literature about the processes of involving people with learning disabilities in the more intellectual and analytical stages of the research process. To examine the potential contribution of people with learning disabilities to data analysis in qualitative research. This article is a reflection on one research experience. The two authors include one researcher with and one without learning disabilities. They each describe their experience and understanding of user involvement in analysing the data of an ethnographic study of people with learning disabilities who had cancer. The researcher with learning disabilities was given extensive vignettes and extracts from the research field notes, and was supported to extract themes, which were cross-compared with the analysis of other members of the research team. The researcher with learning disabilities coped well with the emotive content of the data and with the additional support provided, he was able to extract themes that added validity to the overall analysis. His contribution complemented those of the other members of the research team. There were unexpected benefits, in particular, in terms of a more reciprocal and supportive relationship between the two researchers. It is possible and valuable to extend involvement to data analysis, but to avoid tokenism and maintain academic rigour, there must be a clear rationale for such involvement. Extra support, time and costs must be planned for.

  3. An e-Learning System with MR for Experiments Involving Circuit Construction to Control a Robot

    Science.gov (United States)

    Takemura, Atsushi

    2016-01-01

    This paper proposes a novel e-Learning system for technological experiments involving electronic circuit-construction and controlling robot motion that are necessary in the field of technology. The proposed system performs automated recognition of circuit images transmitted from individual learners and automatically supplies the learner with…

  4. Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment.

    Science.gov (United States)

    Ramm, Dianne; Thomson, Anna; Jackson, Andrew

    2015-06-01

    The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

  5. 3D Simulation as a Learning Environment for Acquiring the Skill of Self-Management: An Experience Involving Spanish University Students of Education

    Science.gov (United States)

    Cela-Ranilla, Jose María; Esteve-Gonzalez, Vanessa; Esteve-Mon, Francesc; Gisbert-Cervera, Merce

    2014-01-01

    In this study we analyze how 57 Spanish university students of Education developed a learning process in a virtual world by conducting activities that involved the skill of self-management. The learning experience comprised a serious game designed in a 3D simulation environment. Descriptive statistics and non-parametric tests were used in the…

  6. Learning models of activities involving interacting objects

    DEFF Research Database (Denmark)

    Manfredotti, Cristina; Pedersen, Kim Steenstrup; Hamilton, Howard J.

    2013-01-01

    We propose the LEMAIO multi-layer framework, which makes use of hierarchical abstraction to learn models for activities involving multiple interacting objects from time sequences of data concerning the individual objects. Experiments in the sea navigation domain yielded learned models that were t...

  7. The realization of three special photovoltaic (PV) pilot projects. The roles and learning experiences of parties involved

    International Nuclear Information System (INIS)

    Geuzendam, C.; Van Mierlo, B.

    1995-11-01

    Experiences with the following three demonstration projects, carried out in the Netherlands, are inventorized and evaluated: (1) 16 private grid-connected PV-systems in existing houses within the framework of the project of the Organization for Renewable Energy (ODE, abbreviated in Dutch); (2) five private grid-connected roof-integrated PV-systems in renovated buildings in Leiden; and (3) the integration of PV in an acoustic baffle along the high-way A-27 near De Bilt. Attention is paid to the decision making processes, the most important actors, the management of the projects and what is learned from the experiences

  8. Physical experience enhances science learning.

    Science.gov (United States)

    Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L

    2015-06-01

    Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.

  9. Involvement in Learning Revisited: Lessons We Have Learned.

    Science.gov (United States)

    Astin, Alexander W.

    1996-01-01

    Discusses interconnections between the following two national reports: (1) Involvement in Learning; and (2) The Student Learning Imperative. Reviews recent research on student development in order to demonstrate how student affairs professionals can use this information to enhance learning. (SNR)

  10. The interprofessional learning experience

    DEFF Research Database (Denmark)

    Jakobsen, Flemming; Morcke, Anne Mette; Hansen, Torben Baek

    2017-01-01

    in a safe and challenging learning environment. The shift to the outpatient setting was strongly and practically supported by the management. This study indicates that student learning can be shifted to the outpatient clinic setting if there is supportive management and dedicated supervisors who establish...... a challenging yet safe interprofessional learning environment....... who worked in an interprofessional outpatient orthopaedic clinic from March 2015 to January 2016. The interviews were transcribed and analysed using systematic text condensation. The students’ self-reported learning experience in this outpatient clinic was characterised by direct patient contact...

  11. Student Involvement in Learning and School Achievement.

    Science.gov (United States)

    Anderson, Lorin W.

    The purpose of the study was to investigate the relationship between selected student characteristics, student involvement in learning, and achievement. Both naturalistic (n = 28, 27) and experimental studies were conducted. In the experimental study, two classes (n = 29, 26) learned a sequence of matrix arithmetic by mastery learning strategies.…

  12. Learning and Experience

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2017-01-01

    Abstract: This chapter introduces a psycho-societal approach to theorizing learning, combining a materialist theory of socialization with a hermeneutic interpretation methodology. The term "approach" indicates the intrinsic connection between theory, empirical research process and epistemic subject....... Learning is theorized as dynamic subjective experience of (socially situated) realities, counting on individual subjectivity as well as subjective aspects of social interaction. This psycho-societal theory of subjective experiences conceptualizes individual psychic development as interactional experience...... of societal relations, producing an inner psycho-dynamic as a conscious and unconscious individual resource in future life. The symbolization of immediate sensual experiences form an individual life experience of social integration, language use being the medium of collective, social experience (knowledge...

  13. Lessons learned in NEPA public involvement

    International Nuclear Information System (INIS)

    Stevens, A.D.; Glore, D.M.

    1995-01-01

    'In recent years Uncle Sam has been asking citizens for their help in improving the environment. The government is learning that with public input it can better prioritize environmental problems and more effectively direct limited funding.' The National Environmental Policy Act (NEPA), like many other government regulations, is a 'living law.' Although there are agency and Council guidelines, it is practical application, based on past practices and case law that refines the Act's broad concepts. The specifics of how to meet requirements are constantly being honed and melded to fit the unique situational needs of an agency, a project, or a public. This fluidity presents a challenge for stakeholder involvement activities. Communication practioners and project managers may have room for creativity and customized approaches, but they also find less than clear direction on what it takes to successfully avoid challenges of non-compliance. Because of the continuing uncertainty on how to involve the public meaningfully, it is vital to share important lessons learned from NEPA projects. The following practical suggestions are derived primarily from experiences with the Department of Energy's first ever complex-wide and site-specific environmental impact statement (EIS)-the Programmatic Spent Nuclear Fuel Management and Idaho National Engineering Laboratory Environmental Restoration and Waste Management Programs EIS (SNF ampersand INEL EIS)

  14. Learning From Experience

    DEFF Research Database (Denmark)

    Visholm, Steen; Beck, Ulla Charlotte

    2014-01-01

    University and NAPSO2). Seen from the horizon of their experience some of the basic concepts in the theories about GRC need clarifying, revision, and development. The GRC is a part of the learning from experience movement and as a consequence it stresses the underlying basis: learning is personal so everyone...... presented and discussed and two later contributions are presented: Barry Palmer's theory (Palmer, 1979) and Junell Silver and Ruthellen Josselson's study (Silver & Josselson, 2010). The learning concepts of the GRCs are found to be too general and too far from organisational life. As an attempt to move......In this paper the learning concept of group relation's conferences are discussed. The authors have worked with group relations conferences (GRC) in different contexts for many years-mainly as a part of educational programmes for managers and consultants (OPU at IGA Copenhagen, MPO at Roskilde...

  15. Involvement of Students in E-Learning

    Science.gov (United States)

    Al Ya, Marwa; Aziz, Sheikha A.; Mohyuddin, Muhammad Raheel; Al Balushi, Nabila

    2017-01-01

    The involvement of E-learning activities for students in the classroom play an important role in the teaching and learning process. In this paper, the authors describe how we collected information from 3-different Colleges/Universities in Oman forming an online study with regard to the use of internet, e-library, online book access, and…

  16. Creating Learning at Conferences Through Participant Involvement

    DEFF Research Database (Denmark)

    Ravn, Ib; Elsborg, Steen

    as a forum for learning, mutual inspiration and "human co-flourishing." We offer five design principles that specify how conferences may involve participants more and hence increase their learning. In the research and development effort reported here, our team collaborated with conference organizers......The typical conference is brimming with PowerPoint presentations that leave very little time for participant involvement. Students of learning have long abandoned the transfer model that underlies this massive show of one-way communication. We propose an alternative theory of the conference...... in Denmark to introduce a variety of simple learning techniques related to the design principles at thirty real conferences of some 100-200 participants each. We present twelve of these techniques and the data evaluating them and conclude that by spending a fraction of the time at a conference on involving...

  17. Language experience changes subsequent learning

    Science.gov (United States)

    Onnis, Luca; Thiessen, Erik

    2013-01-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

  18. "Involvement in Learning" Revisited: Lessons We Have Learned.

    Science.gov (United States)

    Astin, Alexander W.

    1999-01-01

    Originally published in March/April 1996, reviews the interconnections between two national reports, "Involvement in Learning," and the "Student Learning Imperative." Focuses on the issue of shared values and demonstrates how student affairs professionals can utilize the most recent research to realize the full potential of the…

  19. Mobile Assisted Language Learning Experiences

    Science.gov (United States)

    Kim, Daesang; Ruecker, Daniel; Kim, Dong-Joong

    2017-01-01

    The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students…

  20. Experience Learning and Community Development

    Directory of Open Access Journals (Sweden)

    Nena Mijoč

    1996-12-01

    Full Text Available Research in the field of education, carried out in living and working environment, which has undergone so profound changes recently, is of extreme importance. In schools, courses and seminars, one cannot prepare him/herself for the changes as these are often so rapid that it is impossible to foresee them. Therefore, one can only learn by experience. In defining the term 'experience learning', the teoreticians vary greatly. In this paper, experience learning is understood as a process of learning taking part mainly outside the planned educational process and including an active and participative attitude towards environment and people. Original and direct experience can thus serve as a basis for gaining new comprehensions, for planning future activities as well as for a reinterpretation of the past experiences. Let us first mention the basic factors of successful experience learning, such as an individual's character features, possibilities for learning, learning atmosphere and positive stimulations. It has been estimated that local community can increase or decrease the possibilities for experience learning. However, the relation is active in other direction too: the more experience learning bas been asserted in a community, the greater its influence on social and cultural development of the community. On has to bear in mind that well-planned education for local community and stimulating sociocultural animation can facilitate the development of local community.

  1. Understanding the cognitive processes involved in writing to learn.

    Science.gov (United States)

    Arnold, Kathleen M; Umanath, Sharda; Thio, Kara; Reilly, Walter B; McDaniel, Mark A; Marsh, Elizabeth J

    2017-06-01

    Writing is often used as a tool for learning. However, empirical support for the benefits of writing-to-learn is mixed, likely because the literature conflates diverse activities (e.g., summaries, term papers) under the single umbrella of writing-to-learn. Following recent trends in the writing-to-learn literature, the authors focus on the underlying cognitive processes. They draw on the largely independent writing-to-learn and cognitive psychology learning literatures to identify important cognitive processes. The current experiment examines learning from 3 writing tasks (and 1 nonwriting control), with an emphasis on whether or not the tasks engaged retrieval. Tasks that engaged retrieval (essay writing and free recall) led to better final test performance than those that did not (note taking and highlighting). Individual differences in structure building (the ability to construct mental representations of narratives; Gernsbacher, Varner, & Faust, 1990) modified this effect; skilled structure builders benefited more from essay writing and free recall than did less skilled structure builders. Further, more essay-like responses led to better performance, implicating the importance of additional cognitive processes such as reorganization and elaboration. The results highlight how both task instructions and individual differences affect the cognitive processes involved when writing-to-learn, with consequences for the effectiveness of the learning strategy. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  2. Contingency learning in human fear conditioning involves the ventral striatum.

    Science.gov (United States)

    Klucken, Tim; Tabbert, Katharina; Schweckendiek, Jan; Merz, Christian Josef; Kagerer, Sabine; Vaitl, Dieter; Stark, Rudolf

    2009-11-01

    The ability to detect and learn contingencies between fearful stimuli and their predictive cues is an important capacity to cope with the environment. Contingency awareness refers to the ability to verbalize the relationships between conditioned and unconditioned stimuli. Although there is a heated debate about the influence of contingency awareness on conditioned fear responses, neural correlates behind the formation process of contingency awareness have gained only little attention in human fear conditioning. Recent animal studies indicate that the ventral striatum (VS) could be involved in this process, but in human studies the VS is mostly associated with positive emotions. To examine this question, we reanalyzed four recently published classical fear conditioning studies (n = 117) with respect to the VS at three distinct levels of contingency awareness: subjects, who did not learn the contingencies (unaware), subjects, who learned the contingencies during the experiment (learned aware) and subjects, who were informed about the contingencies in advance (instructed aware). The results showed significantly increased activations in the left and right VS in learned aware compared to unaware subjects. Interestingly, this activation pattern was only found in learned but not in instructed aware subjects. We assume that the VS is not involved when contingency awareness does not develop during conditioning or when contingency awareness is unambiguously induced already prior to conditioning. VS involvement seems to be important for the transition from a contingency unaware to a contingency aware state. Implications for fear conditioning models as well as for the contingency awareness debate are discussed.

  3. Supporting Seamless Learning Experiences

    NARCIS (Netherlands)

    Rusman, Ellen; Specht, Marcus; Klemke, Roland; Ternier, Stefaan; Tan, Esther; Firssova, Olga; Stracke, Christian M.; Suarez, Angel; Van Dijk, Guido

    2017-01-01

    Elevator pitch about Seamless learning for the Board of the Open University of the Netherlands. People increasingly learn in different (physical and social) settings with less effort than 50 years ago, as both technological as well as physical infrastructures allow them to do so. Learners easily

  4. "Experience and Learning"

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2007-01-01

    to the understanding of knowledge, based on examples from the author's research into professional learning (general practitioners). The pivotal role of language use and language socialisation is explained in brief, developing a psychodynamic complement to a language game concept of language use.......Taking it's point of departure in some critical remarks to some of the most important recent theorizing of learning in the workplace, this chapter presents an alternative framework for theorizing learning as a subjective process in a social and societal context, based in life history research. Key...

  5. Involving Motion Graphics in Spatial Experience Design

    DEFF Research Database (Denmark)

    Steijn, Arthur

    2013-01-01

    elements such as e.g. space, tone, color, movement, time and timing. Developing this design model has two purposes. The first is as a tool for analyzing empirical examples or cases of where motion graphics is used in spatial experience design. The second is as a tool that can be used in the actual design...... process, and therefore it should be constructed as such. Since the development of the design model has this double focus, I involve design students in design laboratories related to my practice as a teacher in visual communication design and production design. I also reflect on how an initial design...

  6. Learning Disability: Experience of Diagnosis

    Science.gov (United States)

    Kenyon, Elinor; Beail, Nigel; Jackson, Tom

    2014-01-01

    Studies have focused on the experience of diagnosis from the perspectives of parents of children with learning disabilities, but there has been limited methodologically rigorous investigation into the experience for the person themselves. Eight participants were recruited from a range of different backgrounds. Interviews were analysed using…

  7. Learner characteristics involved in distance learning

    Energy Technology Data Exchange (ETDEWEB)

    Cernicek, A.T.; Hahn, H.A.

    1991-01-01

    Distance learning represents a strategy for leveraging resources to solve educational and training needs. Although many distance learning programs have been developed, lessons learned regarding differences between distance learning and traditional education with respect to learner characteristics have not been well documented. Therefore, we conducted a survey of 20 distance learning professionals. The questionnaire was distributed to experts attending the second Distance Learning Conference sponsored by Los Alamos National Laboratory. This survey not only acquired demographic information from each of the respondents but also identified important distance learning student characteristics. Significant distance learner characteristics, which were revealed statistically and which influence the effectiveness of distance learning, include the following: reading level, student autonomy, and self-motivation. Distance learning cannot become a more useful and effective method of instruction without identifying and recognizing learner characteristics. It will be important to consider these characteristics when designing all distance learning courses. This paper will report specific survey findings and their implications for developing distance learning courses. 9 refs., 6 tabs.

  8. Public involvement in the decision making process, Argentine experience

    International Nuclear Information System (INIS)

    Clein, D.

    1999-01-01

    In the frame of a young participative democracy the Comision Nacional de Energia Atomica (C.N.E.A.), technical and legal responsible for radioactive waste management, is developing a plan for the close out of tailings facilities from past mining and milling operations and the environmental restoration of nine different sites in six provinces all over the country. In the first site, Malargue Facility, different activities have been developed promoting public involvement in the decision making process. The lessons learned and the experience acquired have given the background for the systematization of public consultation in the ongoing and future stages of the plan. Malargue's experience in this field will be analyzed stressing on different aspects considered of importance for the design of a communicational strategy adapted to the characteristics of a society without experience in this field. The influence of public concern on conservative bias of technical decisions will be evaluated. (author)

  9. Involvement of Working Memory in College Students' Sequential Pattern Learning and Performance

    Science.gov (United States)

    Kundey, Shannon M. A.; De Los Reyes, Andres; Rowan, James D.; Lee, Bern; Delise, Justin; Molina, Sabrina; Cogdill, Lindsay

    2013-01-01

    When learning highly organized sequential patterns of information, humans and nonhuman animals learn rules regarding the hierarchical structures of these sequences. In three experiments, we explored the role of working memory in college students' sequential pattern learning and performance in a computerized task involving a sequential…

  10. Accessible Article: Involving People with Learning Disabilities in Research

    Science.gov (United States)

    Garbutt, Ruth; Tattersall, John; Dunn, Jo; Boycott-Garnett, Rachel

    2010-01-01

    This is an article that talks about our research about sex and relationships for people with learning disabilities. It talks about how people with learning disabilities have been fully involved in the research. (Contains 2 footnotes.)

  11. Assessing student clinical learning experiences.

    Science.gov (United States)

    Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

    2017-08-01

    This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  12. Investigation of learning and experience curves

    Energy Technology Data Exchange (ETDEWEB)

    Krawiec, F.; Thornton, J.; Edesess, M.

    1980-04-01

    The applicability of learning and experience curves for predicting future costs of solar technologies is assessed, and the major test case is the production economics of heliostats. Alternative methods for estimating cost reductions in systems manufacture are discussed, and procedures for using learning and experience curves to predict costs are outlined. Because adequate production data often do not exist, production histories of analogous products/processes are analyzed and learning and aggregated cost curves for these surrogates estimated. If the surrogate learning curves apply, they can be used to estimate solar technology costs. The steps involved in generating these cost estimates are given. Second-generation glass-steel and inflated-bubble heliostat design concepts, developed by MDAC and GE, respectively, are described; a costing scenario for 25,000 units/yr is detailed; surrogates for cost analysis are chosen; learning and aggregate cost curves are estimated; and aggregate cost curves for the GE and MDAC designs are estimated. However, an approach that combines a neoclassical production function with a learning-by-doing hypothesis is needed to yield a cost relation compatible with the historical learning curve and the traditional cost function of economic theory.

  13. Learning Experience with Virtual Worlds

    Science.gov (United States)

    Wagner, Christian

    2008-01-01

    Virtual worlds create a new opportunity to enrich the educational experience through media-rich immersive learning. Virtual worlds have gained notoriety in games such as World of Warcraft (WoW), which has become the most successful online game ever, and in "general purpose" worlds, such as Second Life (SL), whose participation levels (more than 10…

  14. Learning More Effectively from Experience

    Directory of Open Access Journals (Sweden)

    Ioan Fazey

    2005-12-01

    Full Text Available Developing the capacity for individuals to learn effectively from their experiences is an important part of building the knowledge and skills in organizations to do good adaptive management. This paper reviews some of the research from cognitive psychology and phenomenography to present a way of thinking about learning to assist individuals to make better use of their personal experiences to develop understanding of environmental systems. We suggest that adaptive expertise (an individual's ability to deal flexibly with new situations is particularly relevant for environmental researchers and practitioners. To develop adaptive expertise, individuals need to: (1 vary and reflect on their experiences and become adept at seeking out and taking different perspectives; and (2 become proficient at making balanced judgements about how or if an experience will change their current perspective or working representation of a social, economic, and biophysical system by applying principles of "good thinking." Such principles include those that assist individuals to be open to the possibility of changing their current way of thinking (e.g., the disposition to be adventurous and those that reduce the likelihood of making erroneous interpretations (e.g., the disposition to be intellectually careful. An example of applying some of the principles to assist individuals develop their understanding of a dynamically complex wetland system (the Macquarie Marshes in Australia is provided. The broader implications of individual learning are also discussed in relation to organizational learning, the role of experiential knowledge for conservation, and for achieving greater awareness of the need for ecologically sustainable activity.

  15. Auditory cortex involvement in emotional learning and memory.

    Science.gov (United States)

    Grosso, A; Cambiaghi, M; Concina, G; Sacco, T; Sacchetti, B

    2015-07-23

    Emotional memories represent the core of human and animal life and drive future choices and behaviors. Early research involving brain lesion studies in animals lead to the idea that the auditory cortex participates in emotional learning by processing the sensory features of auditory stimuli paired with emotional consequences and by transmitting this information to the amygdala. Nevertheless, electrophysiological and imaging studies revealed that, following emotional experiences, the auditory cortex undergoes learning-induced changes that are highly specific, associative and long lasting. These studies suggested that the role played by the auditory cortex goes beyond stimulus elaboration and transmission. Here, we discuss three major perspectives created by these data. In particular, we analyze the possible roles of the auditory cortex in emotional learning, we examine the recruitment of the auditory cortex during early and late memory trace encoding, and finally we consider the functional interplay between the auditory cortex and subcortical nuclei, such as the amygdala, that process affective information. We conclude that, starting from the early phase of memory encoding, the auditory cortex has a more prominent role in emotional learning, through its connections with subcortical nuclei, than is typically acknowledged. Copyright © 2015 IBRO. Published by Elsevier Ltd. All rights reserved.

  16. Modeling human learning involved in car driving

    NARCIS (Netherlands)

    Wewerinke, P.H.

    1994-01-01

    In this paper, car driving is considered at the level of human tracking and maneuvering in the context of other traffic. A model analysis revealed the most salient features determining driving performance and safety. Learning car driving is modelled based on a system theoretical approach and based

  17. The patient as experience broker in clinical learning.

    Science.gov (United States)

    Stockhausen, Lynette J

    2009-05-01

    A review of the literature reveals deficit information on patient's involvement in student's learning. The study presented in this paper investigates how the educationally unprepared patient engages with students and experienced clinicians to become involved in learning and teaching encounters. As a qualitative study 14 adult patients were interviewed to determine how they perceived experienced clinicians and students engage in learning and teaching moments and how the patient contributes to students learning to care. Revealed is a new and exciting dimension in learning and teaching in the clinical environment. Patients as experience brokers are positioned in a unique learning triad as they mediate and observe teaching and learning to care between students and experienced clinicians whilst also becoming participants in teaching to care. Further investigation is warranted to determine the multi-dimensional aspects of patients' involvement in student learning in various clinical environments. Future studies have the potential to represent a new educational perspective (andragogy).

  18. The Design, Experience and Practice of Networked Learning

    DEFF Research Database (Denmark)

    . The Design, Experience and Practice of Networked Learning will prove indispensable reading for researchers, teachers, consultants, and instructional designers in higher and continuing education; for those involved in staff and educational development, and for those studying post graduate qualifications...

  19. Recent Experiments Involving Few-Nucleon Systems

    Science.gov (United States)

    Tornow, W.

    2014-08-01

    Recent experimental results are presented for reactions involving A = 3 to A = 6 nuclear systems. The emphasis is on unique data obtained at new experimental facilities. It is shown that the inertial confinement fusion facilities OMEGA and NIF provide a largely unexpected opportunity for experimental few-body physics to both obtain data of unprecedented quality and extend previous measurements to energies not accessible in the past. Whenever possible, data are compared to state-of-the-art theoretical calculations.

  20. Recent Experiments Involving Few-Nucleon Systems

    International Nuclear Information System (INIS)

    Tornow, W.

    2014-01-01

    Recent experimental results are presented for reactions involving A = 3 to A = 6 nuclear systems. The emphasis is on unique data obtained at new experimental facilities. It is shown that the inertial confinement fusion facilities OMEGA and NIF provide a largely unexpected opportunity for experimental few-body physics to both obtain data of unprecedented quality and extend previous measurements to energies not accessible in the past. Whenever possible, data are compared to state-of-the-art theoretical calculations. (author)

  1. THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNERS

    Directory of Open Access Journals (Sweden)

    Fatemeh Khonamri

    2013-01-01

    Full Text Available This study investigated Laufer and Hustijn’s (2001 Involvement Load Hypothesis in vocabulary learning. It comprised two experiments. Experiment 1 examined whether two tasks with equal involvement load but different distribution of components would yield the same result in initial learning and retention of target words. Experiment 2 investigated whether two tasks, one input and another output, with equal involvement load and the same distribution of components would result in equivalent initial learning and retention of target words. 126 advanced English learners completed one of three vocabulary learning tasks that equated in the amount of involvement they induced: sentence writing, fill-in, and translation (L2-L1. Receptive knowledge of the target words was assessed immediately after treatment and two weeks later, and one month interval after the first delayed posttest. The result of t-test for Experiment 1 showed that when two tasks had equal involvement load but different distribution of components they resulted in similar amounts of initial learning and retention of new words. The findings of Experiment 2 indicated when two tasks, one input and another output, had equal involvement load and the same distribution of components, they led to superiority of fill-in task over translation task in initial vocabulary learning, however, not in retention of new words.

  2. Recent experiments involving highly excited atoms

    International Nuclear Information System (INIS)

    Latimer, C.J.

    1979-01-01

    Very large and fragile atoms may be produced by exciting normal atoms with light or by collisions with other atomic particles. Atoms as large as 10 -6 m are now routinely produced in the laboratory and their properties studied. In this review some of the simpler experimental methods available for the production and detection of such atoms are described including tunable dye laser-excitation and field ionization. A few recent experiments which illustrate the collision properties and the effects of electric and and magnetic fields are also described. The relevance of highly excited atoms in other areas of research including radioastronomy and isotope separation are discussed. (author)

  3. Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

    Science.gov (United States)

    Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

    2015-01-01

    Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201

  4. Using Service-Learning to Educate Students about Stakeholder Involvement

    Directory of Open Access Journals (Sweden)

    Beth Walter Honadle

    2012-04-01

    Full Text Available Using Lee’s definition of service-learning as “an instructional method in which students learn course content by actively participating in thoughtfully organized service experiences related to that content”, this article offers a case of action-oriented service- learning. It shows one way to combine traditional teaching methods with an action-oriented approach to service-learning that benefits both the community and imparts critical know-how into the education of planning students. Through service-learning students acquire valuable skills and also increase their competence as practitioners and increase their confidence in their field in a way that nurtures their abilities and provides minimal risk to the clientele because the students are working under the guidance of faculty. As previous research from diverse fields have shown, service-learning benefits the students and the groups they encounter through their projects. KEYWORDSservice-learning, civic engagement, community development

  5. Learners' experiences of learning support in selected Western Cape schools

    Directory of Open Access Journals (Sweden)

    Olaniyi Bojuwoye

    2014-01-01

    Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.

  6. Enabling organisational learning and knowledge sharing through employee involvement

    DEFF Research Database (Denmark)

    Bjerrum, Eva; Dahl, Susanne

    In this paper we want to suggest that involving the employees in the development of the new workspaces is an important element in organisational learning and that it makes good sense to rethink space in order to support both tacit knowledge and collaboration. We want to argue that involving...... the employees in the design of their future workplace is key to giving the employee ownership for the change and may provide the organisation with invaluable ideas for the new work environment and the process of enabling organisational learning and knowledge sharing. We base our argument on a series of research...

  7. Modeling of modification experiments involving neutral-gas release

    International Nuclear Information System (INIS)

    Bernhardt, P.A.

    1983-01-01

    Many experiments involve the injection of neutral gases into the upper atmosphere. Examples are critical velocity experiments, MHD wave generation, ionospheric hole production, plasma striation formation, and ion tracing. Many of these experiments are discussed in other sessions of the Active Experiments Conference. This paper limits its discussion to: (1) the modeling of the neutral gas dynamics after injection, (2) subsequent formation of ionosphere holes, and (3) use of such holes as experimental tools

  8. Lessons Learned from Decontamination Experiences

    Energy Technology Data Exchange (ETDEWEB)

    Sorensen, JH

    2000-11-16

    This interim report describes a DOE project currently underway to establish what is known about decontamination of buildings and people and the procedures and protocols used to determine when and how people or buildings are considered ''clean'' following decontamination. To fulfill this objective, the study systematically examined reported decontamination experiences to determine what procedures and protocols are currently employed for decontamination, the timeframe involved to initiate and complete the decontamination process, how the contaminants were identified, the problems encountered during the decontamination process, how response efforts of agencies were coordinated, and the perceived social psychological effects on people who were decontaminated or who participated in the decontamination process. Findings and recommendations from the study are intended to aid decision-making and to improve the basis for determining appropriate decontamination protocols for recovery planners and policy makers for responding to chemical and biological events.

  9. The Role of Involvement in Learning Management System Success

    Science.gov (United States)

    Klobas, Jane E.; McGill, Tanya J.

    2010-01-01

    Learning management systems (LMS) have been adopted by the majority of higher education institutions and research that explores the factors that influence the success of LMS is needed. This paper investigates the roles of student and instructor involvement in LMS success, using the DeLone and McLean (2003) model of information systems success as a…

  10. Learning in innovation networks: Some simulation experiments

    Science.gov (United States)

    Gilbert, Nigel; Ahrweiler, Petra; Pyka, Andreas

    2007-05-01

    According to the organizational learning literature, the greatest competitive advantage a firm has is its ability to learn. In this paper, a framework for modeling learning competence in firms is presented to improve the understanding of managing innovation. Firms with different knowledge stocks attempt to improve their economic performance by engaging in radical or incremental innovation activities and through partnerships and networking with other firms. In trying to vary and/or to stabilize their knowledge stocks by organizational learning, they attempt to adapt to environmental requirements while the market strongly selects on the results. The simulation experiments show the impact of different learning activities, underlining the importance of innovation and learning.

  11. Meta-learning from an experiment database

    OpenAIRE

    Driessens, Kurt; Vanwinckelen, Gitte; Blockeel, Hendrik

    2012-01-01

    In this short paper, we present a student project run as part of the Machine Learning and Inductive Inference course at KU Leuven during the 2010-2011 academic year. The goal of the project was to analyze a Machine Learning Experiment database, using standard SQL queries and data mining tools with the goals of (1) giving the students some practice with applying the machine learning techniques on a real problem, (2) teaching them something about the properties of machine learning algorithms...

  12. Contagious Learning: Drama, Experience and "Perezhivanie"

    Science.gov (United States)

    Davis, Susan; Dolan, Kathryn

    2016-01-01

    The relationship between experience, emotions, cognition, and learning is of increasing interest to educators and researchers who recognise that efforts to promote student engagement and learning must take into account factors beyond the purely cognitive and instrumental. The significance of experience considered as a unity in regard to child…

  13. Students' Perceptions and Experiences of Mobile Learning

    Science.gov (United States)

    Kim, Daesang; Rueckert, Daniel; Kim, Dong-Joong; Seo, Daeryong

    2013-01-01

    This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile…

  14. Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education

    Science.gov (United States)

    Sternquist, Brenda; Huddleston, Patricia; Fairhurst, Ann

    2018-01-01

    We provide an overview of ways to involve undergraduate business and retailing students in faculty research projects and discuss advantages of these student-faculty collaborations. We use Kolb's experiential learning cycle to provide a framework for creating an effective and engaging undergraduate research experience and use it to classify types…

  15. Dynamic functional brain networks involved in simple visual discrimination learning.

    Science.gov (United States)

    Fidalgo, Camino; Conejo, Nélida María; González-Pardo, Héctor; Arias, Jorge Luis

    2014-10-01

    Visual discrimination tasks have been widely used to evaluate many types of learning and memory processes. However, little is known about the brain regions involved at different stages of visual discrimination learning. We used cytochrome c oxidase histochemistry to evaluate changes in regional brain oxidative metabolism during visual discrimination learning in a water-T maze at different time points during training. As compared with control groups, the results of the present study reveal the gradual activation of cortical (prefrontal and temporal cortices) and subcortical brain regions (including the striatum and the hippocampus) associated to the mastery of a simple visual discrimination task. On the other hand, the brain regions involved and their functional interactions changed progressively over days of training. Regions associated with novelty, emotion, visuo-spatial orientation and motor aspects of the behavioral task seem to be relevant during the earlier phase of training, whereas a brain network comprising the prefrontal cortex was found along the whole learning process. This study highlights the relevance of functional interactions among brain regions to investigate learning and memory processes. Copyright © 2014 Elsevier Inc. All rights reserved.

  16. Accounting Experiences in Collaborative Learning

    Science.gov (United States)

    Edmond, Tracie; Tiggeman, Theresa

    2009-01-01

    This paper discusses incorporating collaborative learning into accounting classes as a response to the Accounting Education Change Commission's call to install a more active student learner in the classroom. Collaborative learning requires the students to interact with each other and with the material within the classroom setting. It is a…

  17. The Impact of Parental Involvement on a Structured Youth Program Experience: A Qualitative Inquiry

    Directory of Open Access Journals (Sweden)

    Mat D. Duerden

    2013-12-01

    Full Text Available Parental involvement is an often proposed, but rarely researched, key element of youth programs. Questions remain regarding the impact of parental involvement on program processes and outcomes. Qualitative data were collected over a one-year period with youth participants (n=46, parents (n=26, and teachers (n=5 associated with an international immersion/service learning program for adolescents. Three main research questions guided the data analysis: (1 what role does parental involvement play in the youths’ experience in the program; (2 how does parental involvement in the program influence the parent/child relationship; and (3 what role does parental involvement play in terms of the program’s long-term impact on the youth participants? Findings suggest a relationship between parental involvement in youth programs and improved parent/child communication, bonding, and perceptions of one another. Findings also suggest that having a common ground experience prolonged the experience’s positive post-participation effects.

  18. Learning in Early Childhood: Experiences, Relationships and "Learning to Be"

    Science.gov (United States)

    Tayler, Collette

    2015-01-01

    Learning in the earliest stage of life--the infancy, toddlerhood and preschool period--is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience…

  19. Involving users with learning difficulties in health improvement: lessons from inclusive learning disability research.

    Science.gov (United States)

    Walmsley, Jan

    2004-03-01

    In this paper the author considers the lessons to be drawn from what is termed "inclusive" learning disability research for user involvement around health improvement. Inclusive learning disability research refers to research where people with learning difficulties (intellectual disability) are involved as active participants, as opposed to passive subjects. There is by now a considerable body of such research, developed over the past 25 years. From the review, the author draws attention to areas which can inform practice in involvement of users in a way that adds value.

  20. Information literacy experiencies inside virtual learning environments

    Directory of Open Access Journals (Sweden)

    Patricia Hernández Salazar

    2016-03-01

    Full Text Available Objective. Suggest the use of virtual learning environments as an Information Literacy (IL alternative. Method. Analysis of the main elements of web sites. To achieve this purpose the article includes the relationship between IL and the learning virtual environment (by defining both phrases; phases to create virtual IL programs; processes to elaborate didactic media; the applications that may support this plan; and the description of eleven examples of learning virtual environments IL experiences from four countries (Mexico, United States of America, Spain and United Kingdom these examples fulfill the conditions expressed. Results. We obtained four comparative tables examining five elements of each experience: objectives; target community; institution; country; and platform used. Conclusions. Any IL proposal should have a clear definition; IL experiences have to follow a didactic systematic process; described experiences are based on IL definition; the experiences analyzed are similar; virtual learning environments can be used as alternatives of IL.

  1. Managing Changes with focus on Employee Involvement and Learning

    DEFF Research Database (Denmark)

    Kofoed, L.B.; Rosenørn, T.U.; Jensen, Lars Peter

    1999-01-01

    in the experimentarium, and it is shown that the role of managers and supervisors is very important for the outcome of the learning. Results from work in experimentaria show that management and employees have unclear, different and not communicated expectations to each other and that this is a barrier for a successful......The initiating question guiding this study is how employee participation can be established during an organisational change process in order to ensure the employees' involvement in the design of their future work environment. A case study where an "experimentarium" (learning lab) was set up...... in a medium size Danish company (200 employees) is presented in this paper. The study shows that management as well as employees have to learn respectively to manage and to participate in the change process and to deal with the unforeseen problems during the change process. The case study demonstrates...

  2. Managing Changes With Focus on Employee Involvement and Learning

    DEFF Research Database (Denmark)

    Kofoed, Lise Busk; Rosenørn, Torben

    2000-01-01

    The initiating question guiding this study is how employee participation can be established during an organisational change process in order to ensure the employees' involvement in the design of their future work environment. A case study where an "experimentarium" (learning lab) was set up...... that it is feasible to generate employee participation in designing their future working environment in the experimentarium when careful attention is given to the influence of situational factors and the work in the experimentarium is supported by management. Furthermore a common learning process was started...... in the experimentarium, and it is shown that the role of managers and supervisors is very important for the outcome of the learning. Results from work in experimentaria show that management and employees have unclear, different and not communicated expectations to each other and that this is a barrier for a successful...

  3. Estrogenic involvement in social learning, social recognition and pathogen avoidance.

    Science.gov (United States)

    Choleris, Elena; Clipperton-Allen, Amy E; Phan, Anna; Valsecchi, Paola; Kavaliers, Martin

    2012-04-01

    Sociality comes with specific cognitive skills that allow the proper processing of information about others (social recognition), as well as of information originating from others (social learning). Because sociality and social interactions can also facilitate the spread of infection among individuals the ability to recognize and avoid pathogen threat is also essential. We review here various studies primarily from the rodent literature supporting estrogenic involvement in the regulation of social recognition, social learning (socially acquired food preferences and mate choice copying) and the recognition and avoidance of infected and potentially infected individuals. We consider both genomic and rapid estrogenic effects involving estrogen receptors α and β, and G-protein coupled estrogen receptor 1, along with their interactions with neuropeptide systems in the processing of social stimuli and the regulation and expression of these various socially relevant behaviors. Copyright © 2012 Elsevier Inc. All rights reserved.

  4. Prostate cancer patients’ experience of involvement in decision-making

    DEFF Research Database (Denmark)

    Løwe Netsey-Afedo, Mette Margrethe; Birkelund, Regner

    2016-01-01

    experiences of being involved in the course of their disease and whether they experience being informed in a relevant way. In Denmark this area remains under investigated. Patient satisfaction, treatment results and patient safety can be improved if patients are involved in decision-making concerning...... sufficiently informed. Method: This study is based on qualitative semi-structured life-world interviews of 6 prostate cancer patients. The interviews were carried out in the participants’ homes during March and April 2014. The interpretation of the data is based on Paul Ricoeur’s phenomenological...

  5. Parents involvement in cyber bullying experience of middle school students

    OpenAIRE

    Hrnčić, Jasna; Lončar, Nina

    2017-01-01

    Cyber bullying has been widespread among youth during the last few decades, sometimes with deadly consequences. This type of violence remains too often out of adult's control since for many parents and teachers Internet and social media still represent an unknown territory. The objective of the current study is the analysis of the scope of parental involvement in children's online experience and their peer cyber bullying experience, and the analysis of connection between these two phenomena. ...

  6. Extending the experiences of learning games

    DEFF Research Database (Denmark)

    Henriksen, Thomas Duus

    2008-01-01

    The article addresses the question on whether learning games should be thought as realistic, content-rich and fun, based on the disadvantages that these follows these understandings, as well as addressing the advantages of their alternatives. From a discourse analytical perspective......, the opportunities held by other appraoches to 'participatory incentives, understanding of the learning process, and finally the quality of the experience offered by the game-based learning setting....

  7. The involvement of student teachers in the development of language learning tasks. Lessons from the ETALAGE project

    NARCIS (Netherlands)

    Koet, T.; Žogla, I.; Rutka, L.

    2012-01-01

    In this paper I report a small experiment about the involvement of student teachers as well as experienced professionals in the development of language learning tasks. I argue that involving student teachers as well as experienced professionals may yield better results than involving experienced

  8. Predictors of site choice and eventual learning experiences in a ...

    African Journals Online (AJOL)

    To assess the effect of students' gender, race, place of birth and place of high school completion on their choice of training site location and to assess the extent to which the training programme enhanced students' learning experiences relevant to primary care across training sites. Methods. A survey design involving six ...

  9. Learning Process and Vocational Experience Attainments.

    Science.gov (United States)

    Colardyn, Danielle; White, Kathleen M.

    From a search of (mostly French) literature, a hypothesis was formulated that students with both academic training and work experience would solve a practical learning problem more easily than students with academic learning only. A study was conducted at the Conservatoire National des Arts et Metiers in Paris to test this hypothesis. Two groups,…

  10. Teachers' Teaching Experience and Students' Learning Outcomes ...

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.

  11. Learning through Teaching: A Microbiology Service-Learning Experience

    Directory of Open Access Journals (Sweden)

    Ginny Webb

    2015-11-01

    Full Text Available Service learning is defined as a strategy in which students apply what they have learned in the classroom to a community service project. Many educators would agree that students often learn best through teaching others. This premise was the motivation for a new service-learning project in which undergraduate microbiology students developed and taught hands-on microbiology lessons to local elementary school children. The lessons included teaching basic information about microbes, disease transmission, antibiotics, vaccines, and methods of disease prevention. This service-learning project benefitted the college students by enforcing their knowledge of microbiology and provided them an opportunity to reach out to children within their community. This project also benefitted the local schools by teaching the younger students about microbes, infections, and handwashing. In this paper, I discuss the development and implementation of this new microbiology service-learning project, as well as the observed impact it had on everyone involved.

  12. Connecting Formal and Informal Learning Experiences

    Science.gov (United States)

    O'Mahony, Timothy Kieran

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

  13. Docker Containers for Deep Learning Experiments

    OpenAIRE

    Gerke, Paul K.

    2017-01-01

    Deep learning is a powerful tool to solve problems in the area of image analysis. The dominant compute platform for deep learning is Nvidia’s proprietary CUDA, which can only be used together with Nvidia graphics cards. The nivida-docker project allows exposing Nvidia graphics cards to docker containers and thus makes it possible to run deep learning experiments in docker containers.In our department, we use deep learning to solve problems in the area of medical image analysis and use docker ...

  14. A Blended Learning Approach to Teaching Project Management: A Model for Active Participation and Involvement: Insights from Norway

    Directory of Open Access Journals (Sweden)

    Bassam A. Hussein

    2015-04-01

    Full Text Available The paper demonstrates and evaluates the effectiveness of a blended learning approach to create a meaningful learning environment. We use the term blended learning approach in this paper to refer to the use of multiple or hybrid instructional methods that emphasize the role of learners as contributors to the learning process rather than recipients of learning. Contribution to learning is attained by using in class gaming as pathways that ensure active involvement of learners. Using a blended learning approach is important in order to be able to address different learning styles of the target group. The approach was also important in order to be able to demonstrate different types of challenges, issues and competences needed in project management. Student evaluations of the course confirmed that the use of multiple learning methods and, in particular, in class gaming was beneficial and contributed to a meaningful learning experience.

  15. Erratum to: The blocking effect in associative learning involves learned biases in rapid attentional capture.

    Science.gov (United States)

    2018-04-01

    Luque, D., Vadillo, M, A., Gutiérrez-Cobo, M, J., Le Pelley, M, E. (2018). The blocking effect in associative learning involves learned biases in rapid attentional capture. Quarterly Journal of Experimental Psychology, 71, 522-544. doi: 10.1080/17470218.2016.1262435. The above article is part of the Special Issue on Associative Learning (in honour of Nick Mackintosh) and was inadvertently published in the February 2018 issue of Quarterly Journal of Experimental Psychology. After publication of the Special Issue, an online collection on Associative Learning will be created on SAGE Journals and this paper will be included in that collection. The Publisher apologises for this error.

  16. Learning from experience in the context of work

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    experience in the context of work. The educational design is called Proactive Review (PR) and includes two opposite directions simultaneously, proactive, which entails looking ahead and review, which entails reflecting on the past. The subjects for learning in a PR may be any group of employees that have...... in the field, more specifically an educational design of seven questions called PR, four roles involved in PR and suggestions for organizational requirements and codes of conduct that support learning from experience in the context of work...

  17. Powerful Learning Experiences and Suzuki Music Teachers

    Science.gov (United States)

    Reuning-Hummel, Carrie; Meyer, Allison; Rowland, Gordon

    2016-01-01

    Powerful Learning Experiences (PLEs) of Suzuki music teachers were examined in this fifth study in a series. The definition of a PLE is: "Experiences that stand out in memory because of their high quality, their impact on one's thoughts and actions over time, and their transfer to a wide range of contexts and circumstances." Ten…

  18. Digital media Experiences for Visual Learning

    DEFF Research Database (Denmark)

    Buhl, Mie

    2013-01-01

    for new tools and new theoretical approaches with which to understand them. the article argues that the current phase of social practices and technological development makes it difficult to disitnguish between experience with digital media and mediated experiences, because of the use of renegotiation og......Visual learning is a topic for didactic studies in all levels of educaion, brought about by an increasing use of digital meida- digital media give rise to discussions of how learning expereienes come about from various media ressources that generate new learning situations. new situations call...... about by the nature of diverse digital artefacts, 3. the learning potentials in using mobils devices for integrating the body in visual perception processes....

  19. Parent Involvement in Meaningful Post-School Experiences for Young Adults with IDD and Pervasive Support Needs

    Science.gov (United States)

    Rossetti, Zachary; Lehr, Donna; Pelerin, Dana; Huang, Shuoxi; Lederer, Leslie

    2016-01-01

    Despite initiatives supporting young adults with intellectual and developmental disabilities (IDD) to engage in post-secondary education and integrated employment, those with more intensive support needs are not as easily involved in these post-school experiences. In an effort to learn from positive examples, we examined parent involvement in…

  20. Learning from Experiments in Optimization

    DEFF Research Database (Denmark)

    Winthereik, Brit Ross; Jensen, Casper Bruun

    2017-01-01

    This article examines attempts by professionals in the Danish branch of the environmental NGO NatureAid to optimize their practice by developing a local standard. Describing these efforts as an experiment in optimization, we outline a post-critical alternative to critiques that centre on the redu...... of management as ‘broken up;’ as a distributed, ambient activity, variably performed by different actors using different standards....

  1. Learning from nuclear accident experience

    International Nuclear Information System (INIS)

    Vaurio, J.K.

    1984-01-01

    Statistical procedures are developed to estimate accident occurrence rates from historical event records, to predict future rates and trends, and to estimate the accuracy of the rate estimates and predictions. Maximum likelihood estimation is applied to several learning models, and results are compared to earlier graphical and analytical estimates. The models are based on (1) the cumulative number of operating years, (2) the cumulative number of plants built, and (3) accidents (explicitly), with the accident rate distinctly different before and after an accident. The statistical accuracies of the parameters estimated are obtained in analytical form using the Fisher information matrix. Using data on core damage accidents in electricity producing plants, it is estimated that the probability for a plant to have a serious flaw has decreased from 0.1 to 0.01 during the developmental phase of the nuclear industry. At the same time the equivalent frequency of accidents has decreased from 0.04 per reactor year to 0.0004 per reactor year, partly due to the increasing population of plants. 10 references, 7 figures, 2 tables

  2. ASSOCIATION BETWEEN AFFECTS AND REPRESENTATIONS INVOLVED IN THE SCHOOL LEARNING ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Andreia Osti

    2017-04-01

    Full Text Available This study assumes that the affective dimensions involves the process of planning and developing pedagogical practices and are an important factor in determining the nature of relations between the students and the various objects of knowledge. In this sense, the study aimed to analyze how students represent the affective aspects of both the teaching and learning process and what are their perceptions of the learning environment. The participants were 120 students of the 5th year of elementary school of public schools in the metropolitan region of Campinas, 60 of those students having satisfactory academic performance and 60 having learning disabilities. To gather the data, three instruments were used: “Psychopedagogical Educational Par Proof”, “AffectionsZanon Scale” and “Teacher Expectations Scale”. The results revealed that students with learning disabilities differ significantly from those with adequate performance. Students with learning difficulties establish fewer ties with the formal school learning and for their teachers and this portrays non-school situations while students with satisfactory performance have a better understanding of the expectations of their teachers and this shows that they have a more emotional relationship with the school environment. It is believed that this study contributes to the understanding of the relationship between the feelings experienced by students in the context of the classroom and its implications for the academic performance of the same. Keywords: Positive Psychology. Interpersonal relationships. Learning experiences.

  3. The Lived Experience of a Doctoral Student: The Process of Learning and Becoming

    Science.gov (United States)

    Callary, Betina; Werthner, Penny; Trudel, Pierre

    2012-01-01

    The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this…

  4. Autonomous reinforcement learning with experience replay.

    Science.gov (United States)

    Wawrzyński, Paweł; Tanwani, Ajay Kumar

    2013-05-01

    This paper considers the issues of efficiency and autonomy that are required to make reinforcement learning suitable for real-life control tasks. A real-time reinforcement learning algorithm is presented that repeatedly adjusts the control policy with the use of previously collected samples, and autonomously estimates the appropriate step-sizes for the learning updates. The algorithm is based on the actor-critic with experience replay whose step-sizes are determined on-line by an enhanced fixed point algorithm for on-line neural network training. An experimental study with simulated octopus arm and half-cheetah demonstrates the feasibility of the proposed algorithm to solve difficult learning control problems in an autonomous way within reasonably short time. Copyright © 2012 Elsevier Ltd. All rights reserved.

  5. A Blended Learning Experience in Statistics for Psychology Students Using the Evaluation as a Learning Tool

    Directory of Open Access Journals (Sweden)

    Alberto VALENTÍN CENTENO

    2016-05-01

    Full Text Available Teaching statistics course Applied Psychology, was based on different teaching models that incorporate active teaching methodologies. In this experience have combined approaches that prioritize the use of ICT with other where evaluation becomes an element of learning. This has involved the use of virtual platforms to support teaching that facilitate learning and activities where no face-to-face are combined. The design of the components of the course is inspired by the dimensions proposed by Carless (2003 model. This model uses evaluation as a learning element. The development of this experience has shown how the didactic proposal has been positively interpreted by students. Students recognized that they had to learn and deeply understand the basic concepts of the subject, so that they can teach and assess their peers.

  6. Workplace Stress and the Student Learning Experience

    Science.gov (United States)

    Stevenson, Anne; Harper, Sarah

    2006-01-01

    Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

  7. Learning with the ATLAS Experiment at CERN

    Science.gov (United States)

    Barnett, R. M.; Johansson, K. E.; Kourkoumelis, C.; Long, L.; Pequenao, J.; Reimers, C.; Watkins, P.

    2012-01-01

    With the start of the LHC, the new particle collider at CERN, the ATLAS experiment is also providing high-energy particle collisions for educational purposes. Several education projects--education scenarios--have been developed and tested on students and teachers in several European countries within the Learning with ATLAS@CERN project. These…

  8. Didactic Experiments Suggest Enhanced Learning Outcomes

    DEFF Research Database (Denmark)

    Pals Svendsen, Lisbet

    2011-01-01

    and presenting material in the language studied, just as they were encouraged to systematically use evaluation processes to enhance learning outcomes. Eventually, increased grade point averages suggested that the experiment was successful. The article also mentions subsequent revisions to the original format...

  9. Educators' experiences of inclusive learning contexts: An ...

    African Journals Online (AJOL)

    Our purpose in the research was to explore the experiences of educators in ordinary schools regarding the challenges experienced in inclusive learning contexts and to identify the competencies they used to deal with some of these challenges. A qualitative research design was chosen, using a case study. The study was ...

  10. A Smart Material Interfaces Learning Experience

    NARCIS (Netherlands)

    Minuto, A.; Pittarello, Fabio; Nijholt, Antinus

    2015-01-01

    This paper describes a learning experience held with a class of primary school children who were introduced to a novel class of resources, named smart materials, and the interfaces built with them (Smart Material Interfaces). The pupils were guided along a multidisciplinary educational path in which

  11. Supporting learning experiences beyond the school context

    NARCIS (Netherlands)

    Rusman, Ellen

    2015-01-01

    In this workshop you’ll become familiar with two examples of how technology can support learning experiences that go beyond, but still connect to, the school context. The first example, called Elena, is for primary schools. The second example, called weSPOT, is for secondary schools. The Elena

  12. Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment.

    Science.gov (United States)

    Gong, Tao; Lam, Yau W; Shuai, Lan

    2016-01-01

    Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages.

  13. Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment

    Science.gov (United States)

    Gong, Tao; Lam, Yau W.; Shuai, Lan

    2016-01-01

    Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages. PMID:28066281

  14. Experience Effect in E-Learning Research

    Science.gov (United States)

    Wu, Bing; Xu, WenXia; Ge, Jun

    This study is a productivity review on the literature gleaned from SSCI, SCIE databases concerning experience in E-Learning research. The result indicates that the number of literature productions on experience effect in ELearning research is still growing from 2005. The main research development country is Croatia, and from the analysis of the publication year, the number of papers is increasing to the peaking in 2010. And the main source title is British Journal of Educational Technology. In addition the subject area concentrated on Education & Educational Research. Moreover the research focuses on are mainly survey research and empirical research, in order to explore experience effect in E-Learning research. Also the limitations and future research of these research were discussed, so that the direction for further research work can be exploited

  15. Virtual experiences in business administration learning

    Directory of Open Access Journals (Sweden)

    Jesse Alves Amâncio

    2007-09-01

    Full Text Available In Business Administration, the question about contents’ specialization has arisen, which would difficult the construction of student’s global view and promote detachment between those contents and their application, compromising his professional performance. Considering Theory of Experiential Learning KOLB, 1984 which relates concrete experience and abstract conceptualization, the overcoming of those problems is searched by using a free simulation software that provides a virtual environment for those experiences – in this case, for business plan formulation including all organizational aspects. This paper reports one of those experiences and highlights as important innovations: the appreciation of contents’ integration; the student’s active and critical participation; and the teacher’s essential role as a facilitator of all the process. The incorporation of a new didactical/technological resource to enhance Business Administration Teaching and Learning Process stands out as a contribution of this work.

  16. Active learning machine learns to create new quantum experiments.

    Science.gov (United States)

    Melnikov, Alexey A; Poulsen Nautrup, Hendrik; Krenn, Mario; Dunjko, Vedran; Tiersch, Markus; Zeilinger, Anton; Briegel, Hans J

    2018-02-06

    How useful can machine learning be in a quantum laboratory? Here we raise the question of the potential of intelligent machines in the context of scientific research. A major motivation for the present work is the unknown reachability of various entanglement classes in quantum experiments. We investigate this question by using the projective simulation model, a physics-oriented approach to artificial intelligence. In our approach, the projective simulation system is challenged to design complex photonic quantum experiments that produce high-dimensional entangled multiphoton states, which are of high interest in modern quantum experiments. The artificial intelligence system learns to create a variety of entangled states and improves the efficiency of their realization. In the process, the system autonomously (re)discovers experimental techniques which are only now becoming standard in modern quantum optical experiments-a trait which was not explicitly demanded from the system but emerged through the process of learning. Such features highlight the possibility that machines could have a significantly more creative role in future research.

  17. Designing learning experiences together with children

    OpenAIRE

    Leinonen, Jonna; Venninen, Tuulikki

    2012-01-01

    Children’s participation in early childhood education context has attracted considerable attention in recent years. Participation means involving and enabling children to take part in decision-making processes about their everyday life. Educators are supporters and enablers of participatory practices. The process of planning activities is an important part of educator’s profession in early childhood education and it can be viewed as a designing learning process. But not only as adults designi...

  18. First year clinical tutorials: students’ learning experience

    Directory of Open Access Journals (Sweden)

    Burgess A

    2014-11-01

    Full Text Available Annette Burgess,1 Kim Oates,2 Kerry Goulston,2 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia; 2Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: Bedside teaching lies at the heart of medical education. The learning environment afforded to students during clinical tutorials contributes substantially to their knowledge, thinking, and learning. Situated cognition theory posits that the depth and breadth of the students' learning experience is dependent upon the attitude of the clinical teacher, the structure of the tutorial, and the understanding of tutorial and learning objectives. This theory provides a useful framework to conceptualize how students' experience within their clinical tutorials impacts their knowledge, thinking, and learning. Methods: The study was conducted with one cohort (n=301 of students who had completed year 1 of the medical program at Sydney Medical School in 2013. All students were asked to complete a three-part questionnaire regarding their perceptions of their clinical tutor's attributes, the consistency of the tutor, and the best features of the tutorials and need for improvement. Both quantitative and qualitative data were collected and analyzed using descriptive statistics. Results: The response rate to the questionnaire was 88% (265/301. Students perceived that their tutors displayed good communication skills and enthusiasm, encouraged their learning, and were empathetic toward patients. Fifty-two percent of students reported having the same communications tutor for the entire year, and 28% reported having the same physical examination tutor for the entire year. Students would like increased patient contact, greater structure within their tutorials, and greater alignment of teaching with the curriculum. Conclusion: Situated cognition theory provides a valuable lens to view students' experience of learning within the

  19. Discovering students mobile learning experiences in higher education in Nigeria

    OpenAIRE

    Oyelere, Solomon S.; Suhonen, Jarkko; Shonola, Shaibu A.; Joy, Mike

    2016-01-01

    M-learning plays a progressively significant role in the advancement of teaching and learning in higher education. However, the effective implementation of m-learning in higher education will be based on users’ experiences and motivation to use this technology. Though m-learning has become global, developing countries such as Nigeria are yet to enjoy the full potential offered by m-learning. This study is focused on ascertaining students’ experiences with m-learning, determining the influence...

  20. E-Learning Experiences of Hong Kong Students

    OpenAIRE

    J. Lam; R. Chan

    2013-01-01

    The adoption of e-learning in Hong Kong has been increasing rapidly in the past decade. To understand the e-learning experiences of the students, the School of Professional and Continuing Education of The University of Hong Kong conducted a survey. The survey aimed to collect students- experiences in using learning management system, their perceived e-learning advantages, barriers in e-learning and preferences in new e-learning development. A questionnaire with 84 questio...

  1. Sport students' perception of their learning experience: Amazing ...

    African Journals Online (AJOL)

    Learning environments and activities that focus on learners being active participants can enrich the students' learning experience and in this regard, outdoor adventure education programmes are utilised effectively to enhance the quality and scope of learning. This study investigated the perceived learning experience ...

  2. The potential of capstone learning experiences in addressing ...

    African Journals Online (AJOL)

    The potential of capstone learning experiences in addressing perceived shortcomings in LLB training in South Africa. ... A literature review on capstone courses and learning experiences (collectively referred to ... AJOL African Journals Online.

  3. Family experiences, the motivation for science learning and science ...

    African Journals Online (AJOL)

    Family experiences, the motivation for science learning and science achievement of ... active learning and achievement goals); boys perceived family experiences ... Recommendations were made as to how schools can support families in ...

  4. University of Limpopo student nurses' clinical learning experiences ...

    African Journals Online (AJOL)

    University of Limpopo student nurses' clinical learning experiences in a public hospital at ... was applied to explore and describe the experiences of student nurses' clinical learning ... The ethical principles relevant to the study were observed.

  5. Field Trips as Valuable Learning Experiences in Geography Courses

    Science.gov (United States)

    Krakowka, Amy Richmond

    2012-01-01

    Field trips have been acknowledged as valuable learning experiences in geography. This article uses Kolb's (1984) experiential learning model to discuss how students learn and how field trips can help enhance learning. Using Kolb's experiential learning theory as a guide in the design of field trips helps ensure that field trips contribute to…

  6. "Earthquake!"--A Cooperative Learning Experience.

    Science.gov (United States)

    Hodder, A. Peter W.

    2001-01-01

    Presents an exercise designed as a team building experience for managers that can be used to demonstrate to science students the potential benefit of group decision-making. Involves the ranking of options for surviving a large earthquake. Yields quantitative measures of individual student knowledge and how well the groups function. (Author/YDS)

  7. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... and Learning forms (ViLL). The experiment was to transfer a well functioning on-campus engineering program based on project organized collaborative learning to a technology supported distance education program. After three years the experiments indicate that adjustments are required in this transformation....... The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  8. Experimenting `learn by doing' and `learn by failing'

    Science.gov (United States)

    Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

    2015-01-01

    According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based experiential learning overlook daily difficulties, which play a central role in manufacturing systems. To fill the need of a game overcoming such lack of vision, an innovative game direct in-field, named Kart Factory, has been developed. Actual production shifts are simulated, while keeping all the elements peculiar to a real production set (i.e. complexity, effort, safety). The working environment is a real pedal car assembly department, the products to be assembled have relevant size and weight (i.e. up to 35 kg approximately), and the provided tools are real production equipment (e.g. keys, screwdrivers, trans-pallets, etc.). Due to the need to maximise the impact on students, a labour-intensive process characterises the production department. The whole training process is based on three educational principles: Experience Value Principle, Error Value Principle, and Team Value Principle. As the 'learn by doing' and 'learn by failing' are favoured, the theory follows the practice, while crating the willingness to 'do' instead of just designing or planning. The gathered data prove the Kart Factory's effectiveness in reaching a good knowledge of lean concepts, notwithstanding the students' initial knowledge level.

  9. Packages of participation: Swedish employees' experience of Lean depends on how they are involved.

    Science.gov (United States)

    Brännmark, Mikael; Holden, Richard J

    2013-01-01

    Lean Production is a dominant approach in Swedish and global manufacturing and service industries. Studies of Lean's employee effects are few and contradictory. Employee effects from Lean are likely not uniform. This paper investigates the effect of employees' participation on their experiences of Lean. This study investigated how different packages of employee participation in Lean affected manufacturing workers' experiences of Lean. During 2008-2011, qualitative and quantitative data were collected from Swedish manufacturing companies participating in the national Swedish Lean Production program Produktionslyftet. Data from 129 surveys (28 companies), 39 semi-structured interviews, and 30 reports were analyzed. In the main analysis, comparisons were made of the survey-reported Lean experiences of employees in three groups: temporary group employees (N = 36), who participated in Lean mostly through intermittent projects; continuous group employees (N = 69), who participated through standing improvement groups; and combined group employees (N = 24), who participated in both ways. Continuous group employees had the most positive experience of Lean, followed by the combined group. Temporary group employees had the least positive experiences, being less likely than their counterparts to report that Lean improved teamwork, occupational safety, and change-related learning, decision making, and authority. These findings support the importance of continuous, structured opportunities for participation but raise the possibility that more participation may result in greater workload and role overload, mitigating some benefits of employee involvement. Consequently, companies should consider involving employees in change efforts but should attend to the specific design of participation activities.

  10. Lessons learned from the non-proliferation experiment

    Energy Technology Data Exchange (ETDEWEB)

    McWilliam, C.; Curtis, S. [DOE, Las Vegas, NV (United States)

    1994-12-31

    The Department of Energy sponsored Non-Proliferation Experiment (formerly known as the Chemical Kiloton) involved the detonation of blasting agent approximately equivalent to one kiloton of energy release on the Nevada Test Site in an effort to determine if (and if so, which) discriminators exist between conventional and nuclear detonations of similar yield. Coordination among hundreds of scientists from at least fifteen different organizations were required to design the experiments necessary to collect and interpret data from this unique and complex event. Stakeholders and members of the Group of Scientific Experts of the Conference on Disarmament observed the progress of the experiment first hand. The experiment was a success in that a vast majority of the expected data was collected and shared quickly and efficiently throughout the international scientific community. The management of the project was discussed among the major co-sponsoring organizations and the significant {open_quotes}lessons learned{close_quotes} are presented.

  11. Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

    Science.gov (United States)

    Villarreal-Stewart, Irene

    The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications

  12. Learning Disabilities and Conductive Hearing Loss Involving Otitis Media.

    Science.gov (United States)

    Reichman, Julie; Healey, William C.

    1983-01-01

    A review of research on the relationship of otitis media (ear infection) and learning/language/hearing disorders revealed that incidence of otitis media was twice as common in learning disabled as nonLD students; and that, in general, otitis-prone children scored below controls with frequent evidence of performance deficits. (CL)

  13. Virtual Learning Environments and Learning Forms -experiments in ICT-based learning

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten

    2004-01-01

    This paper report the main results of a three year experiment in ICT-based distance learning. The results are based on a full scale experiment in the education, Master of Industrial Information Technology (MII) and is one of many projects deeply rooted in the project Virtual Learning Environments...... didactic model has until now been a positive experience........ The main problem is that we do not find the same self regulatoring learning effect in the group work among the off-campus students as is the case for on-campus students. Based on feedback from evaluation questionnaires and discussions with the students didactic adjustments have been made. The revised...

  14. Blogs: Enhancing the Learning Experience for Technology Students

    OpenAIRE

    Birney, Rosanne

    2006-01-01

    Weblogs can be used to enhance the learning experience for technology students, by providing them with several features that are often absent in Learning Management Systems (LMSs). This research aims to demonstrate that weblogs can improve the learning experience by allowing students to reflect on their learning, and by allowing them to easily collaborate with their tutors and with one another. The incorporation of weblogs into the existing learning environment can provide several enhancemen...

  15. A Peer-Assisted Learning Experience in Computer Programming Language Learning and Developing Computer Programming Skills

    Science.gov (United States)

    Altintas, Tugba; Gunes, Ali; Sayan, Hamiyet

    2016-01-01

    Peer learning or, as commonly expressed, peer-assisted learning (PAL) involves school students who actively assist others to learn and in turn benefit from an effective learning environment. This research was designed to support students in becoming more autonomous in their learning, help them enhance their confidence level in tackling computer…

  16. Emotional Involvement as a Factor in the Learning Process

    Science.gov (United States)

    Mumpower, D. L.

    1973-01-01

    Sexual items on a pre-post vocabulary test of little known words in college level abnormal psychology produced the greatest evidence of learning; word associations and no aid'' conditions were used in comparison. (Editor)

  17. [Involvement of aquaporin-4 in synaptic plasticity, learning and memory].

    Science.gov (United States)

    Wu, Xin; Gao, Jian-Feng

    2017-06-25

    Aquaporin-4 (AQP-4) is the predominant water channel in the central nervous system (CNS) and primarily expressed in astrocytes. Astrocytes have been generally believed to play important roles in regulating synaptic plasticity and information processing. However, the role of AQP-4 in regulating synaptic plasticity, learning and memory, cognitive function is only beginning to be investigated. It is well known that synaptic plasticity is the prime candidate for mediating of learning and memory. Long term potentiation (LTP) and long term depression (LTD) are two forms of synaptic plasticity, and they share some but not all the properties and mechanisms. Hippocampus is a part of limbic system that is particularly important in regulation of learning and memory. This article is to review some research progresses of the function of AQP-4 in synaptic plasticity, learning and memory, and propose the possible role of AQP-4 as a new target in the treatment of cognitive dysfunction.

  18. Seamless learning: Technology-enhanced learning from practical experiences across contexts

    NARCIS (Netherlands)

    Rusman, Ellen

    2018-01-01

    Rusman, E. (2018, 8th of June). Seamless learning: Technology-enhanced learning from practical experiences across contexts. Keynote presentation at the Seamless learning conference, Maastricht, The Netherlands. http://www.ou.nl/slc

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

    African Journals Online (AJOL)

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

  20. Learning maternity: the experiences of rural nurses.

    Science.gov (United States)

    MacKinnon, Karen

    2010-03-01

    Two research studies explored rural nurses' experience with the provision of maternity care in rural British Columbia, Canada. Frontline nurses, managers, and health-care providers were interviewed and their practices observed. One of the main challenges identified by rural nurses was ensuring that a knowledgeable/skilled maternity or perinatal nurse was always available at the local hospital. Learning how to provide safe and supportive maternity care is difficult for nurses working in small rural hospitals today due to declining birth rates, increased workloads, and a decrease in opportunities for mentoring. Decisions about the allocation of time off and resources for rural nurses' continuing professional education (CPE) were structured by discourses of personal responsibility for "continuing competence." These institutional work processes increase the burden on rural nurses, negatively affecting their opportunities for CPE and their experiences of providing maternity care, with implications for both patient safety and nurse retention.

  1. Beyond the Didactic Classroom: Educational Models to Encourage Active Student Involvement in Learning

    OpenAIRE

    Shreeve, Michael W.

    2008-01-01

    In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpos...

  2. Perceptions of Skill Development in a Living-Learning First-Year Experience Program

    Science.gov (United States)

    Smith, Kerri Anna

    2012-01-01

    The purpose of this study was to explore the perceptions of students and faculty involved in a living-learning first-year experience program at a small, liberal arts institution about developing skills for life-long learning including critical thinking, written communication, and reflection and engagement across disciplines. The researcher…

  3. Alpbach Summer School - a unique learning experience

    Science.gov (United States)

    Kern, K.; Aulinas, J.; Clifford, D.; Krejci, D.; Topham, R.

    2011-12-01

    The Alpbach Summer School is a ten-day program that provides a unique opportunity for young european science and engineering students, both undergraduate and graduate, to learn how to approach the entire design process of a space mission. The theme of the 2010 Summer School was "New Space Missions to Understand Climate Change", a current, challenging, very broad and complex topic. The program was established more than 35 years ago and is organised in two interrelated parts: a series of lectures held by renowned experts in the field (in the case of this specific year, climate change and space engineering experts) that provides a technical and scientific background for the workshops that follow, the core of the Summer School. For the workshops the students are split into four international, interdisciplinary teams of about 15 students. In 2010 every team had to complete a number of tasks, four in total: (1) identify climate change research gaps and design a space mission that has not yet been flown or proposed, (2) define the science objectives and requirements of the mission, (3) design a spacecraft that meets the mission requirements, which includes spacecraft design and construction, payload definition, orbit calculations, but also the satellite launch, operation and mission costs and (4) write up a short mission proposal and present the results to an expert review panel. Achieving these tasks in only a few days in a multicultural, interdisciplinary team represents a major challenge for all participants and provides an excellent practical learning experience. Over the course of the program, students do not just learn facts about climate change and space engineering, but scientists also learn from engineers and engineers from scientists. The participants have to deepen their knowledge in an often unfamiliar field, develop organisational and team-work skills and work under pressure. Moreover, teams are supported by team and roving tutors and get the opportunity to

  4. Learning experience in endodontics: Brazilian students' perceptions.

    Science.gov (United States)

    Seijo, Marilia O S; Ferreira, Efigênia F; Ribeiro Sobrinho, Antônio P; Paiva, Saul M; Martins, Renata C

    2013-05-01

    Including students' perceptions in the educational process is considered a key component in monitoring the quality of academic programs. This study aimed to evaluate the concept of one's learning experience in endodontic teaching from the perspective of a group of Brazilian students. A total of 126 self-administered, structured questionnaires were distributed to undergraduate dental students enrolled in endodontics courses during the second semester of the 2009 academic year. The questionnaires were administered during final examinations and focused on students' opinions concerning learning during endodontic treatments, time spent during endodontic treatments, difficulties found during endodontic treatments, quality of endodontic treatments performed, characteristics of the technique employed, and suggestions to improve endodontic teaching. Ninety-one percent of the questionnaires were returned for evaluation. The obtained answers were discussed and analyzed, thereby generating quantitative and qualitative data showing students' perceptions of their experiences in endodontics courses. The main points that can affect the teaching of endodontics, according to the undergraduate students, included patients' absences and delays, selection of patients, preclinical and clinical training, difficulties found, type of technique employed, and teachers' orientation during endodontic treatment. The students' perceptions provided valuable information about the development of the course and the teacher-student relationship, together with the added intention of enhancing the teaching of endodontics as well as other courses.

  5. Strategies for Effective Faculty Involvement in Online Activities Aimed at Promoting Critical Thinking and Deep Learning

    Science.gov (United States)

    Abdul Razzak, Nina

    2016-01-01

    Highly-traditional education systems that mainly offer what is known as "direct instruction" usually result in graduates with a surface approach to learning rather than a deep one. What is meant by deep-learning is learning that involves critical analysis, the linking of ideas and concepts, creative problem solving, and application…

  6. Power and Identity in Immigrant Parents' Involvement in Early Years Mathematics Learning

    Science.gov (United States)

    Takeuchi, Miwa Aoki

    2018-01-01

    This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and…

  7. Practical Applications and Experiences in K-20 Blended Learning Environments

    Science.gov (United States)

    Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

    2014-01-01

    Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

  8. The ICCE Framework: Framing Learning Experiences Afforded by Games

    Science.gov (United States)

    Foster, Aroutis; Shah, Mamta

    2015-01-01

    There is a need for game-based learning frameworks that provide a lens for understanding learning experiences afforded in digital games. These frameworks should aim to facilitate game analyses, identification of learning opportunities, and support for learner experiences. This article uses the inquiry, communication, construction, and expression…

  9. Blending Student Technology Experiences in Formal and Informal Learning

    Science.gov (United States)

    Lai, K.-W.; Khaddage, F.; Knezek, Gerald

    2013-01-01

    In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

  10. Teaching and Learning Science for Transformative, Aesthetic Experience

    Science.gov (United States)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-01-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an…

  11. Antecedents of Employees' Involvement in Work-Related Learning: A Systematic Review

    Science.gov (United States)

    Kyndt, Eva; Baert, Herman

    2013-01-01

    Involvement in work-related learning seems to be more complex than a simple supply-demand fit. An interplay of several factors can influence this involvement at different stages of the decision-making process of the employee. The aim of this systematic review is to examine which antecedents of work-related learning have been identified in previous…

  12. Learning from Experience: From Case-Based Teaching to Experience-Based Learning

    Science.gov (United States)

    van der Steen, Martijn; Van Twist, Mark; Frissen, Paul

    2017-01-01

    Senior-level civil servants can learn a lot from methods such as theory-lectures and case-teaching, but there is another resource of knowledge and insight that can be utilized more for teaching public administration: the professional experience of participants in training programmes. This paper argues that it is possible to use the professional…

  13. 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

  14. Children and adolescents with migratory experience at risk in language learning and psychosocial adaptation contexts.

    OpenAIRE

    Figueiredo, Sandra; Silva, Carlos Fernandes da; Monteiro, Sara

    2007-01-01

    A compelling body of evidence shows a strong association between psychological, affective and learning variables, related also with the age and gender factors, which are involved in the language learning development process. Children and adolescents with migratory experience (direct/indirect) can develop behaviours at risk in their academic learning and psychosocial adaptation, according to several stressors as anxiety, low motivation, negative attitudes, within a stressed internal l...

  15. Selection as a learning experience: an exploratory study.

    Science.gov (United States)

    de Visser, Marieke; Laan, Roland F; Engbers, Rik; Cohen-Schotanus, Janke; Fluit, Cornelia

    2018-01-01

    Research on selection for medical school does not explore selection as a learning experience, despite growing attention for the learning effects of assessment in general. Insight in the learning effects allows us to take advantage of selection as an inclusive part of medical students' learning process to become competent professionals. The aims of this study at Radboud University Medical Center, the Netherlands, were 1) to determine whether students have learning experiences in the selection process, and, if so, what experiences; and 2) to understand what students need in order to utilize the learning effects of the selection process at the start of the formal curriculum. We used focus groups to interview 30 students admitted in 2016 about their learning experiences in the selection process. Thematic analysis was used to explore the outcomes of the interviews and to define relevant themes. In the selection process, students learned about the curriculum, themselves, their relation to others, and the profession they had been selected to enter, although this was not explicitly perceived as learning. Students needed a connection between selection and the curriculum as well as feedback to be able to really use their learning experiences for their further development. Medical school selection qualifies as a learning experience, and students as well as medical schools can take advantage of this. We recommend a careful design of the selection procedure, integrating relevant selection learning experiences into the formal curriculum, providing feedback and explicitly approaching the selection and the formal curriculum as interconnected contributors to students' development.

  16. Feedback of safety - related operational experience: Lessons learned

    Energy Technology Data Exchange (ETDEWEB)

    Elias, D [Commonwealth Edison Co. (United States)

    1997-09-01

    The presentation considers the following aspects of feedback of safety-related operational experience: lessons learned program, objectives, personnel characteristics; three types of documents for transmitting lessons learned issues.

  17. Feedback of safety - related operational experience: Lessons learned

    International Nuclear Information System (INIS)

    Elias, D.

    1997-01-01

    The presentation considers the following aspects of feedback of safety-related operational experience: lessons learned program, objectives, personnel characteristics; three types of documents for transmitting lessons learned issues

  18. Professional development in sport psychology : relating learning experiences to learning outcomes

    NARCIS (Netherlands)

    Hutter, R. I. (Vana); Oldenhof-Veldman, Tanja; Pijpers, J. R. (Rob); Oudejans, Raôul R.D.

    2017-01-01

    To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences

  19. Learning from Scientific Texts: Personalizing the Text Increases Transfer Performance and Task Involvement

    Science.gov (United States)

    Dutke, Stephan; Grefe, Anna Christina; Leopold, Claudia

    2016-01-01

    In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students' learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in…

  20. Learning from games : Stakeholders’ experiences involved in local health policy

    NARCIS (Netherlands)

    Spitters, H.P.E.M.; van de Goor, L.A.M.; Juel Lau, C.; Sandu, P.; Eklund Karlsson, L.; Jansen, J.; van Oers, J.A.M.

    2018-01-01

    Since public health problems are complex and the related policies need to address a wide range of sectors, cross-sectoral collaboration is beneficial. One intervention focusing on stimulating collaboration is a 'policy game'. The focus on specific problems facilitates relationships between the

  1. Midwifery students learning experiences in labor wards: a grounded theory.

    Science.gov (United States)

    Brunstad, Anne; Hjälmhult, Esther

    2014-12-01

    The labor ward is an important and challenging learning area for midwifery students. It is there the students learn in authentic complex situations, in intimate situations, with potential risk for the life and health of mothers and their babies. The aim of this study was to explore the main concern expressed by midwifery students in labor wards and how they handled this concern. A longitudinal study based on grounded theory methodology was used. The participants were 10 postgraduate midwifery students, from a University College in Norway. Data were gathered and analyzed throughout the 2-year postgraduate program, in the students first, third and fourth semesters. Every student was interviewed three times in a total of 15 single and three focus-group sessions. The grounded theory of "building relationships" explains how students dealt with their main concern: "how to gain access to learning experiences". This theory consisted of three strategies; a) controlling vulnerability, b) cultivating trust and c) obtaining acceptance. Clarifying discussions involving midwives and students may facilitate the process of building relationships and contribute to confident learning. Students appreciate it when the midwives initiate discussions about acute situations and state that a novice may perceive labor and childbirth as more frightening than an experienced midwife would. Copyright © 2014 Elsevier Ltd. All rights reserved.

  2. Everyday life; Lived Experiences and Designed Learning

    DEFF Research Database (Denmark)

    Vestbo, Michelle; Helms, Niels Henrik; Dræbel, Tania Aase

    of participating in study life. Inspired by sociological phenomenological approach, the study uses participant observations, interviews and a workshop to explore the life-worlds of daily living of students who train to become professionals of social education or nutrition and health education. The study......Everyday life; Lived Experiences and Designed Learning: Students knowledge cultures and epistemic trajectories in a range of professional bachelor educations Helms, N.H., Vestbo, M., Steenfeldt, V.O., Dræbel, T.A., Hansen, T.A.E., Storm, H., and Schmidt, L.S.K. (University College Zealand......) In this panel the use of different methodological approaches to answer questions about students’ knowledge cultures and epistemic trajectories is discussed. The context is qualitative empirical educational studies in a range of professional bachelor educations; Nursing, Social Education and Nutrition and Health...

  3. Concept formation knowledge and experience in unsupervised learning

    CERN Document Server

    Fisher, Douglas H; Langley, Pat

    1991-01-01

    Concept Formation: Knowledge and Experience in Unsupervised Learning presents the interdisciplinary interaction between machine learning and cognitive psychology on unsupervised incremental methods. This book focuses on measures of similarity, strategies for robust incremental learning, and the psychological consistency of various approaches.Organized into three parts encompassing 15 chapters, this book begins with an overview of inductive concept learning in machine learning and psychology, with emphasis on issues that distinguish concept formation from more prevalent supervised methods and f

  4. Business oriented educational experiments enhance active learning by engineering students

    DEFF Research Database (Denmark)

    Christiansen, Nynne Mia; Schjær-Jacobsen, Hans; Simon, Jens

    2012-01-01

    It is generally agreed that one of the keys to recreating industrial growth after the financial crisis is to mobilize universities and engineering schools to be more actively involved in innovation and entrepreneurship activities in cooperation with industrial companies. This active learning...... exploration symposium on bridging the gap between engineering education and business is proposed on the basis of the Copenhagen University College of Engineering (IHK) being involved in a DKK 50m ongoing project “Business Oriented Educational Experiments” financed by the Capital Region of Denmark...... and the European Social Fund. The project is carried out with other major educational institutions in the Copenhagen area and organized in five themes: 1) world class competences, 2) new interactions between education and business, 3) the experimenting organization, 4) education on demand, and 5) new career paths...

  5. Packages of participation: Swedish employees’ experience of Lean depends on how they are involved

    Science.gov (United States)

    Brännmark, Mikael; Holden, Richard J.

    2013-01-01

    Background Lean Production is a dominant approach in Swedish and global manufacturing and service industries. Studies of Lean’s employee effects are few and contradictory. Purpose Employee effects from Lean are likely not uniform. This paper investigates the effect of employees' participation on their experiences of Lean. Method This study investigated how different packages of employee participation in Lean affected manufacturing workers’ experiences of Lean. During 2008–2011, qualitative and quantitative data were collected from Swedish manufacturing companies participating in the national Swedish Lean Production program Produktionslyftet. Data from 129 surveys (28 companies), 39 semi-structured interviews, and 30 reports were analyzed. In the main analysis, comparisons were made of the survey-reported Lean experiences of employees in three groups: temporary group employees (N = 36), who participated in Lean mostly through intermittent projects; continuous group employees (N = 69), who participated through standing improvement groups; and combined group employees (N = 24), who participated in both ways. Results Continuous group employees had the most positive experience of Lean, followed by the combined group. Temporary group employees had the least positive experiences, being less likely than their counterparts to report that Lean improved teamwork, occupational safety, and change-related learning, decision making, and authority. Conclusions These findings support the importance of continuous, structured opportunities for participation but raise the possibility that more participation may result in greater workload and role overload, mitigating some benefits of employee involvement. Consequently, companies should consider involving employees in change efforts but should attend to the specific design of participation activities. PMID:24665370

  6. Motivating students through positive learning experiences

    DEFF Research Database (Denmark)

    Lykke, Marianne; Coto Chotto, Mayela; Jantzen, Christian

    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 respective influence on students’ motivation for learning is discussed with the purpose of exploring the relationship between positive emotions, engagement and intrinsic motivation for learning. Our study thus aims at evaluating the motivational elements...

  7. Family experiences, the motivation for science learning and science ...

    African Journals Online (AJOL)

    Schulze, Salome

    Student Motivation for Science Learning questionnaire combined with items investigating family experiences. ... science achievement: inadequate school resources and weak household ..... informal interviews with the science teachers of the.

  8. Teaching and Learning Science for Transformative, Aesthetic Experience

    Science.gov (United States)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-11-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

  9. Chain Experiment competition inspires learning of physics

    Science.gov (United States)

    Dziob, Daniel; Górska, Urszula; Kołodziej, Tomasz

    2017-05-01

    The Chain Experiment is an annual competition which originated in Slovenia in 2005 and later expanded to Poland in 2013. For the purpose of the event, each participating team designs and builds a contraption that transports a small steel ball from one end to the other. At the same time the constructed machine needs to use a number of interesting phenomena and physics laws. In the competition’s finale, all contraptions are connected to each other to form a long chain transporting steel balls. In brief, they are all evaluated for qualities such as: creativity and advance in theoretical background, as well as the reliability of the constructed machine to work without human help. In this article, we present the contraptions developed by students taking part in the competition in order to demonstrate the advance in theoretical basis together with creativity in design and outstanding engineering skills of its participants. Furthermore, we situate the Chain Experiment in the context of other group competitions, at the same time demonstrating that—besides activating numerous group work skills—it also improves the ability to think critically and present one’s knowledge to a broader audience. We discussed it in the context of problem based learning, gamification and collaborative testing.

  10. Evidence for the involvement of extinction-associated inhibitory learning in the forced swimming test.

    Science.gov (United States)

    Campus, P; Colelli, V; Orsini, C; Sarra, D; Cabib, S

    2015-02-01

    The forced swimming test (FST) remains one of the most used tools for screening antidepressants in rodent models. Nonetheless, the nature of immobility, its main behavioral measure, is still a matter of debate. The present study took advantage of our recent finding that mice of the inbred DBA/2J strain require a functioning left dorsolateral striatum (DLS) to consolidate long-term memory of FST to test whether immobility is the outcome of stress-related learning. Infusion of the GABA-A agonist muscimol in the left DLS immediately after a single experience of FST prevented and infusion in the left or the right amygdala impaired recall of the acquired levels of immobility in a probe test performed 24h later. Post-training left DLS infusion of muscimol, at a dose capable of preventing retention of FST-induced immobility, did not influence 24h retention of inhibitory avoidance training or of the escape response acquired in a water T-maze. However, this same treatment prevented 24h retention of the extinction training of the consolidated escape response. These results indicate that a left DLS-centered memory system selectively mediates memory consolidation of FST and of escape extinction and support the hypothesis that immobility is the result of extinction-like inhibitory learning involving all available escape responses due to the inescapable/unavoidable nature of FST experience. Copyright © 2014 Elsevier B.V. All rights reserved.

  11. EDUCATION REFORMS TOWARDS 21ST CENTURY SKILLS: TRANSFORMING STUDENTS' LEARNING EXPERIENCES THROUGH EFFECTIVE LEARNING ENVIRONMENTS

    OpenAIRE

    Harriet Wambui Njui

    2018-01-01

    This paper reviews literature on learning environments with a view to making recommendations on how teachers could create effective and high-quality learning environments that provide learners with transformative learning experiences as they go through the process of education. An effective learning environment is critical because quality education, which is essential to real learning and human development, is influenced by factors both inside and outside the classroom. Learning institutions ...

  12. Experience of Public Involvement in Canada Presented to the Forum for Stakeholder Confidence

    International Nuclear Information System (INIS)

    Facella, Jo-Ann; Patton, Pat

    2008-01-01

    Pat Patton of NWMO, Canada, summarised the experiences of the organisation's three-year study aimed at identifying a broadly supported approach to managing Canada's nuclear fuel waste. The starting point of the study was the recognition that citizen perception of safety and acceptability are strongly interrelated, therefore understanding and addressing the social dimension of safety would be critical for finding a socially acceptable RWM approach. An iterative and collaborative dialogue was conducted between specialists and citizens to both identify how safety is to be assessed and to carry out the assessment. First, objectives, values and ethical principles were defined, which formed the basis for the criteria of selecting a preferred RWM approach. The dialogue revealed that adaptability of the management approach to new information and technological advancement is a key requirement. Continuous learning, RD and D, and citizen involvement over the course of implementation were also identified as important components of the management approach. Ms Patton presented an illustrative model for public involvement during the implementation process. According to the model, implementation would be a multi-stage process with a continuous interaction between scientific and technical specialists, potentially affected communities and the implementer. Finally, Ms Patton outlined some key challenges for future dialogues between non-specialists and experts, including the development of tools for involving citizens in increasingly more knowledge-intensive areas and communicating research results which address issues highlighted by citizens

  13. Developing a registry of workers involved in nanotechnology: BASF experiences.

    Science.gov (United States)

    David, Raymond M; Nasterlack, Michael; Engel, Stefan; Conner, Patrick R

    2011-06-01

    To assist BASF in the establishment of a registry of workers involved in nanotechnology. The initial step was a complete inventory of nanomaterials and sites of use. Guidance was developed to clarify which particulate nanomaterials were to be included in the survey. Site management was then contacted by the medical department to obtain a list of workers. The time line for collecting data ranged from several months to a year, depending on the information needed, and presented challenges based on the lack of global definition and labeling of nanomaterials. Less than 50 nanomaterials are used as raw materials in less than 10% of the sites globally. In North America, less than 5% of sites and 5% workers use nanomaterials. Further work is required to integrate the inventory, registry, and exposure assessments.

  14. THE VIRTUAL LEARNING ENVIRONMENTS IN VOCATIONAL EDUCATION: A REPORT OF BLENDED LEARNING EXPERIENCES

    Directory of Open Access Journals (Sweden)

    Paulo Roberto Prado Constantino

    2013-07-01

    Full Text Available This paper presents an experiment in uses of virtual learning environments (VLE in the vocational education, evaluated by the Educational Supervision of Vocational and Secondary Schools of Paula Souza Center. The experience occurred in Etec "Jacinto Ferreira de Sá", São Paulo, Brazil, between 2009 and 2011, where the reported activities were organized and developed in the degree of Music, with students of different ages. Using specifics instruments to qualitative research for data collection were selected class record books, the reports to the virtual environment, the records of the participants' personal reflections, interviews and examination of the minutes of class councils involved. The experience has served as a basis for replication in other contexts and vocational courses presented by the institution.

  15. A Feedback Model for Data-Rich Learning Experiences

    Science.gov (United States)

    Pardo, Abelardo

    2018-01-01

    Feedback has been identified as one of the factors with the largest potential for a positive impact in a learning experience. There is a significant body of knowledge studying feedback and providing guidelines for its implementation in learning environments. In parallel, the areas of learning analytics or educational data mining have emerged to…

  16. Participation in Informal Science Learning Experiences: The Rich Get Richer?

    Science.gov (United States)

    DeWitt, Jennifer; Archer, Louise

    2017-01-01

    Informal science learning (ISL) experiences have been found to provide valuable opportunities to engage with and learn about science and, as such, form a key part of the STEM learning ecosystem. However, concerns remain around issues of equity and access. The Enterprising Science study builds upon previous research in this area and uses the…

  17. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

    In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

  18. Early clinical experience: do students learn what we expect?

    NARCIS (Netherlands)

    Helmich, E.; Bolhuis, S.; Laan, R.F.J.M.; Koopmans, R.T.C.M.

    2011-01-01

    CONTEXT: Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes.

  19. Early clinical experience : do students learn what we expect?

    NARCIS (Netherlands)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    CONTEXT Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes.

  20. Improving Learning Experiences through Gamification: A Case Study

    Science.gov (United States)

    Geelan, Benjamin; de Salas, Kristy; Lewis, Ian; King, Carolyn; Edwards, Dale; O'Mara, Aidan

    2015-01-01

    Gamified learning systems are becoming increasingly common within educational institutions, however there is a lack of understanding on the elements of gamification that influence, either positively or negatively, the learning experiences of students using these systems. This study examines an existing gamified learning tool implemented within an…

  1. Learning Experiences Reuse Based on an Ontology Modeling to Improve Adaptation in E-Learning Systems

    Science.gov (United States)

    Hadj M'tir, Riadh; Rumpler, Béatrice; Jeribi, Lobna; Ben Ghezala, Henda

    2014-01-01

    Current trends in e-Learning focus mainly on personalizing and adapting the learning environment and learning process. Although their increasingly number, theses researches often ignore the concepts of capitalization and reuse of learner experiences which can be exploited later by other learners. Thus, the major challenge of distance learning is…

  2. e-Learning Continuance Intention: Moderating Effects of User e-Learning Experience

    Science.gov (United States)

    Lin, Kan-Min

    2011-01-01

    This study explores the determinants of the e-learning continuance intention of users with different levels of e-learning experience and examines the moderating effects of e-learning experience on the relationships among the determinants. The research hypotheses are empirically validated using the responses received from a survey of 256 users. The…

  3. Public involvement in cleanup - the Rocky Flats experience

    International Nuclear Information System (INIS)

    Paukert, J.; Pennock, S.; Schassburger, R.

    1992-01-01

    The U.S. Department of Energy's Rocky Flats Plant recently completed and implemented the Rocky Flats Plant Community Relations Plan for public involvement in environmental restoration of the site. The plan was developed in cooperation with the plant's regulators, the U.S. Environmental Protection Agency and the Colorado Department of Health. In addition, citizens near the plant played a significant role in shaping the document through extensive community interviews and public comment. The result of these cooperative efforts is a plan that meets and exceeds the applicable federal and state community relations requirements for a cleanup program. In fact, the U.S. Environmental Protection Agency has used the Rocky Flats Plant Community Relations Plants a model for similar plans at other federal facilities. Plan development, however, is only the starting point for an effective community relations effort. The Rocky Flats Plant and the public will face many challenges together as we implement the plan and build a partnership for addressing environmental cleanup issues. (author)

  4. Personalization and Contextualization of Learning Experiences based on Semantics

    Directory of Open Access Journals (Sweden)

    Nicola Capuano

    2014-04-01

    Full Text Available Context-aware e-learning is an educational model that foresees the selection of learning resources to make the e-learning content more relevant and suitable for the learner in his/her situation. The purpose of this paper is to demonstrate that an ontological approach can be used to define leaning contexts and to allow contextualizing learning experiences finding out relevant topics for each context. To do that, we defined a context model able to formally describe a learning context, an ontology-based model enabling the representation of a teaching domain (including context information and a methodology to generate personalized and context-aware learning experiences starting from them. Based on these theoretical components we improved an existing system for personalized e-learning with contextualisation features and experimented it with real users in two University courses. The results obtained from this experimentation have been compared with those achieved by similar systems.

  5. Public involvement in environmental activities: Initiatives and lessons learned

    International Nuclear Information System (INIS)

    Gray, R.H.

    1995-01-01

    Efforts to communicate the results of environmental studies and involve the public in environmental decisions have increased nationwide. Outreach efforts at two US Department of Energy sites (i.e., the Hanford Site in southeastern Washington State and the Pantex Plant in the Texas Panhandle) have used a broad spectrum of communications media, including technical articles (open literature and symposium publications, annual and topical reports); information brochures and fact sheets; video productions; interactive exhibits; presentations at scientific, technical, civic, and other public meetings; and proactive interactions with the news media and with local, state, federal, and other agencies. In addition, representatives of local communities now operate offsite environmental monitoring stations and Native Americans are involved in studying cultural resources, fisheries, and other issues at Hanford and a program to obtain environmental samples from neighbor's property is underway at the Pantex Plant. All major environmental programs, such as the multi-year effort to reconstruct past radiological doses to offsite human populations at Hanford, are now conducted with open public participation

  6. Associative and sensorimotor learning for parenting involves mirror neurons under the influence of oxytocin.

    Science.gov (United States)

    Ho, S Shaun; Macdonald, Adam; Swain, James E

    2014-04-01

    Mirror neuron-based associative learning may be understood according to associative learning theories, in addition to sensorimotor learning theories. This is important for a comprehensive understanding of the role of mirror neurons and related hormone modulators, such as oxytocin, in complex social interactions such as among parent-infant dyads and in examples of mirror neuron function that involve abnormal motor systems such as depression.

  7. Associative and sensorimotor learning for parenting involves mirror neurons under the influence of oxytocin

    OpenAIRE

    Ho, S. Shaun; MacDonald, Adam; Swain, James E.

    2014-01-01

    Mirror neuron–based associative learning may be understood according to associative learning theories, in addition to sensorimotor learning theories. This is important for a comprehensive understanding of the role of mirror neurons and related hormone modulators, such as oxytocin, in complex social interactions such as among parent–infant dyads and in examples of mirror neuron function that involve abnormal motor systems such as depression.

  8. Identifying Student Types in a Gamified Learning Experience

    Science.gov (United States)

    Barata, Gabriel; Gama, Sandra; Jorge, Joaquim; Gonçalves, Daniel

    2014-01-01

    Gamification of education is a recent trend, and early experiments showed promising results. Students seem not only to perform better, but also to participate more and to feel more engaged with gamified learning. However, little is known regarding how different students are affected by gamification and how their learning experience may vary. In…

  9. Learning from Change: Issues and Experiences in Participatory ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation. Book cover Learning from Change: Issues and Experiences in Participatory Monitoring and Evaluation. Directeur(s) : Marisol Estrella, Jutta Blauert, Dindo Campilan, John Gaventa, Julian Gonsalves, Irene Guijt, Deb Johnson, and ...

  10. Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation

    Science.gov (United States)

    Santos, Marc Ericson C.; Chen, Angie; Taketomi, Takafumi; Yamamoto, Goshiro; Miyazaki, Jun; Kato, Hirokazu

    2014-01-01

    Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore…

  11. Professional Learning Experiences and Administrator Practice: Is There a Connection?

    Science.gov (United States)

    Bickmore, Dana L.

    2012-01-01

    This study identified the formal and informal professional learning experiences in which school administrators engaged and the relationship between these professional learning experiences and administrator practice. The researcher developed an instrument that solicited school administrators' engagement and perceived value of formal and informal…

  12. Dyslexia and Learning a Foreign Language: A Personal Experience.

    Science.gov (United States)

    Simon, Charlann S.

    2000-01-01

    This participant observer report reviews research on how dyslexia complicates learning a second language, a description of how dyslexia has affected educational experiences, personal experiences learning a foreign language, and recommendations to individuals with dyslexia who are faced with fulfilling a foreign language requirement and their…

  13. The Experience of Deep Learning by Accounting Students

    Science.gov (United States)

    Turner, Martin; Baskerville, Rachel

    2013-01-01

    This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how…

  14. Some experiences of public meetings/involvement in Sweden

    International Nuclear Information System (INIS)

    Stroemberg, Bo

    2008-01-01

    Bo Stroemberg from SKI presented recent Swedish experiences of public meetings organised in connection with site investigations and the regular review of RD and D programmes. He introduced examples of stakeholder concerns that have been expressed during RD and D programme reviews. Academic institutions have identified needs for additional research. Environmental groups have raised concerns about potential disruptive events and degradation mechanisms. They have called attention to deficiencies related to decision-making processes, and recommended alternative approaches for site and method selection. Municipalities and local authorities have been critical about the insufficient degree of transparency, while other authorities have focused on legal responsibility, transport safety, and security issues, among others. Next, Mr Stroemberg highlighted examples of technical comments concerning long-term safety. Some of these referred to catastrophic impacts of earthquakes, especially the formation of new fractures, which could invalidate the KBS-3 concept. Others called attention to scenarios of deliberate human intrusion, if for example the repository was excavated as an archaeological site. Some comments concerned the issue of retrievability, the greatest advantage of the KBS-3 method, but also its most important shortcoming, since it would necessitate monitoring and surveillance indefinitely. Some suggested that an inland site with regional recharge conditions should be used, while others proposed the use of deep boreholes, i.e., the location of the repository in deep stagnant conditions. Mr Stroemberg concluded that questions and comments put during public meetings represent useful information to the experts for the identification of issues to be addressed by RD and D

  15. 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...

  16. Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

    NARCIS (Netherlands)

    Dewiyanti, Silvia; Brand-Gruwel, Saskia; Jochems, Wim; Broers, Nick

    2008-01-01

    Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

  17. Perception of chemesthetic stimuli in groups who differ by food involvement and culinary experience.

    Science.gov (United States)

    Byrnes, Nadia; Loss, Christopher R; Hayes, John E

    2015-12-01

    In the English language, there is generally a limited lexicon when referring to the sensations elicited by chemesthetic stimuli like capsaicin, allyl isothiocyanate, and eugenol, the orally irritating compounds found in chiles, wasabi, and cloves, respectively. Elsewhere, experts and novices have been shown to use language differently, with experts using more precise language. Here, we compare perceptual maps and word usage across three cohorts: experts with formal culinary education, naïve individuals with high Food Involvement Scale (FIS) scores, and naïve individuals with low FIS scores. We hypothesized that increased experience with foods, whether through informal experiential learning or formal culinary education, would have a significant influence on the perceptual maps generated from a sorting task conducted with chemesthetic stimuli, as well as on language use in a descriptive follow-up task to this sorting task. The low- and highFIS non-expert cohorts generated significantly similar maps, though in other respects the highFIS cohort was an intermediate between the lowFIS and expert cohorts. The highFIS and expert cohorts generated more attributes but used language more idiosyncratically than the lowFIS group. Overall, the results from the expert group with formal culinary education differed from the two naïve cohorts both in the perceptual map generated using MDS as well as the mean number of attributes generated. Present data suggest that both formal education and informal experiential learning result in lexical development, but the level and type of learning can have a significant influence on language use and the approach to a sorting task.

  18. 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...

  19. Adar3 Is Involved in Learning and Memory in Mice

    Directory of Open Access Journals (Sweden)

    Dessislava Mladenova

    2018-04-01

    Full Text Available The amount of regulatory RNA encoded in the genome and the extent of RNA editing by the post-transcriptional deamination of adenosine to inosine (A-I have increased with developmental complexity and may be an important factor in the cognitive evolution of animals. The newest member of the A-I editing family of ADAR proteins, the vertebrate-specific ADAR3, is highly expressed in the brain, but its functional significance is unknown. In vitro studies have suggested that ADAR3 acts as a negative regulator of A-I RNA editing but the scope and underlying mechanisms are also unknown. Meta-analysis of published data indicates that mouse Adar3 expression is highest in the hippocampus, thalamus, amygdala, and olfactory region. Consistent with this, we show that mice lacking exon 3 of Adar3 (which encodes two double stranded RNA binding domains have increased levels of anxiety and deficits in hippocampus-dependent short- and long-term memory formation. RNA sequencing revealed a dysregulation of genes involved in synaptic function in the hippocampi of Adar3-deficient mice. We also show that ADAR3 transiently translocates from the cytoplasm to the nucleus upon KCl-mediated activation in SH-SY5Y cells. These results indicate that ADAR3 contributes to cognitive processes in mammals.

  20. Teachers' experiences of teaching in a blended learning environment.

    Science.gov (United States)

    Jokinen, Pirkko; Mikkonen, Irma

    2013-11-01

    This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

  1. Experiences with E-learning in Ophthalmology

    OpenAIRE

    Seema Dutt Bandhu; Swati Raje

    2014-01-01

    Introduction: E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. Materials and Methods: E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthal...

  2. Persons' various experiences of learning processes in patient education for osteoarthritis, a qualitative phenomenographic approach.

    Science.gov (United States)

    Larsson, Ingalill; Sundén, Anne; Ekvall Hansson, Eva

    2018-03-30

    Patient education (PE) is a core treatment of osteoarthritis (OA) with the aim to increase persons' knowledge, self-efficacy, and empowerment. To describe person's various experiences of learning processes in PE for OA. Phenomenography. Semi-structured interviews were performed with the same persons, pre- (11) and post- (9) education. Various experiences on learning processes were found and were described in an outcome space. Achieving knowledge describes self-regulated learning and strongly relates to Control, which describes a high order cognitive learning skill, and minor to Confirm, which describes a cognitive learning skill based on recognition and application. Receiving knowledge describes the expectancy of learning regulated from the educator and strongly relates to Comply, which describes a low-order cognitive learning skill, and minor to Confirm. Different experiences of motivation and learning impact on persons' learning processes which, in turn, influence the persons' capability to accomplish self-efficacy and empowerment. The outcome space may serve as a basis for discussions between healthcare educators involved in PE to better understand what learning implies and to develop PE further.

  3. Unlearning to Learn: Investigating the Lived Experience of Learning English

    Science.gov (United States)

    Hickey, Pamela J.

    2012-01-01

    What is the journey of acquiring language? What is the journey of sharing it? These are the questions that compelled the hermeneutic phenomenological investigation (Gadamer, 1960/2004; van Manen, 1997) that led to this paper. Guided by the voice of Heidegger (1954/2008), I discovered the necessity of "un-learning to learn" in order to hear the…

  4. Early clinical experience: do students learn what we expect?

    Science.gov (United States)

    Helmich, Esther; Bolhuis, Sanneke; Laan, Roland; Koopmans, Raymond

    2011-07-01

    Early clinical experience is thought to contribute to the professional development of medical students, but little is known about the kind of learning processes that actually take place. Learning in practice is highly informal and may be difficult to direct by predefined learning outcomes. Learning in medical practice includes a socialisation process in which some learning outcomes may be valued, but others neglected or discouraged. This study describes students' learning goals (prior to a Year 1 nursing attachment) and learning outcomes (after the attachment) in relation to institutional educational goals, and evaluates associations between learning outcomes, student characteristics and place of attachment. A questionnaire containing open-ended questions about learning goals and learning outcomes was administered to all Year 1 medical students (n = 347) before and directly after a 4-week nursing attachment in either a hospital or a nursing home. Two confirmatory focus group interviews were conducted and data were analysed using qualitative and quantitative content analyses. Students' learning goals corresponded with educational goals with a main emphasis on communication and empathy. Other learning goals included gaining insight into the organisation of health care and learning to deal with emotions. Self-reported learning outcomes were the same, but students additionally mentioned reflection on professional behaviour and their own future development. Women and younger students mentioned communication and empathy more often than men and older students. Individual learning goals, with the exception of communicating and empathising with patients, did not predict learning outcomes. Students' learning goals closely match educational goals, which are adequately met in early nursing attachments in both hospitals and nursing homes. Learning to deal with emotions was under-represented as a learning goal and learning outcome, which may indicate that emotional aspects

  5. Experiences with E-learning in Ophthalmology

    Directory of Open Access Journals (Sweden)

    Seema Dutt Bandhu

    2014-01-01

    Full Text Available Introduction: E-learning is the use of internet for the purpose of education. E-learning in medical education is at a nascent stage in our country. The present study was carried out with the purpose of introducing e-learning to third year medical students in the subject of Ophthalmology and taking feedback on their attitude towards the new methodology of teaching and evaluating. Materials and Methods: E-learning was introduced to the seventh semester students of MBBS in the subject of Ophthalmology. The topics were converted to web friendly format and used for teaching and evaluating. Feedback was taken from the students on completion of the term on their attitudes towards e-learning and their views on the scope of e-learning in medical education. Results: All the students agreed on the usefulness of e-learning in medical education. Eleven students (27.5% found the medium of e-learning to be interesting, 15 (37.5% considered it to be easy and accessible, 10 (25% found it to be fast and easy, 4 (10% considered it to be a medium which can give updated information. Twenty-three (57.5% students considered that e-learning should be a medium of instruction in all the subjects, 15 (37.5% students considered its usefulness in clinical subjects only. Twenty-eight students (70% desired that e-learning should be used to provide important notes, questions, MCQs on all topics. Conclusions: E-learning is well accepted as a medium of instruction by medical students.

  6. The Effectiveness of the Gesture-Based Learning System (GBLS and Its Impact on Learning Experience

    Directory of Open Access Journals (Sweden)

    Moamer Ali Shakroum

    2016-06-01

    Full Text Available Several studies and experiments have been conducted in recent years to examine the value and the advantage of using the Gesture-Based Learning System (GBLS.The investigation of the influence of the GBLS mode on the learning outcomes is still scarce. Most previous studies did not address more than one category of learning outcomes (cognitive, affective outcomes, etc. at the same time when used to understand the impact of GBLS. Moreover, none of these studies considered the difference in students’ characteristics such as learning styles and spatial abilities. Therefore, a comprehensive empirical research on the impact of the GBLS mode on learning outcomes is needed. The purpose of this paper is to fill in the gap and to investigate the effectiveness of the GBLS mode on learning using Technology Mediated Learning (TML models. This study revealed that the GBLS mode has greater positive impact on students’ learning outcomes (cognitive and affective outcomes when compared with other two learning modes that are classified as Computer Simulation Software Learning (CSSL mode and conventional learning mode. In addition, this study also found that the GBLS mode is capable of serving all students with different learning styles and spatial ability levels. The results of this study revealed that the GBLS mode outperformed the existing learning methods by providing a unique learning experience that considers the differences between students. The results have also shown that the Kinect user interface can create an interactive and an enjoyable learning experience.

  7. Parental involvement, adolescents' self-determined learning and academic achievement in Urban China.

    Science.gov (United States)

    Wang, Hongyu; Cai, Tianji

    2017-02-01

    Self-determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self-determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self-determined learning and (b) Can self-determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self-determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self-regulation and students' academic achievement. © 2015 International Union of Psychological Science.

  8. Instant messaging and nursing students' clinical learning experience.

    Science.gov (United States)

    Pimmer, Christoph; Brühlmann, Florian; Odetola, Titilayo Dorothy; Dipeolu, Oluwafemi; Gröhbiel, Urs; Ajuwon, Ademola J

    2018-05-01

    Although learning in clinical settings is a key element of nursing education, for many learners these are challenging developmental contexts often marked by isolation and a lack of belongingness. Despite the massive appropriation of mobile instant messaging (MIM) platforms and the connective properties attendant to them, very little is known about their role in and impact on nursing students' clinical learning experiences. To address this gap, the study, which was part of a multinational research project on the use of mobile social media in health professions education in developing countries, examined the use of the instant messaging platform WhatsApp by nursing students during placements and potential associations with socio-professional indicators. The survey involved a total number of 196 nursing students from 5 schools in Oyo State, Nigeria. The findings suggest that students used WhatsApp relatively frequently and they perceived that this platform strongly enhanced their communication with other students and nurses. WhatsApp use during placements was positively associated with students' maintained social capital with peer students, the development of a professional identity, placement satisfaction and with reduced feelings of isolation from professional communities. The determinants that influenced WhatsApp use during placements were perceived usefulness and perceived ease of use. No associations were found between WhatsApp use during placement and age, attitude, subjective norms and placement duration. This study is one of the first of its kind that points to the relevance of mobile instant messaging as part of nursing students' (inter)personal learning environments in clinical settings and, particularly, in the development setting under investigation. Further research is needed to corroborate these findings, to enhance the understanding of the impact mechanisms, and to evaluate a more systematic use of MIM in clinical learning contexts. Copyright © 2018

  9. Demonstrating the unit hydrograph and flow routing processes involving active student participation - a university lecture experiment

    Science.gov (United States)

    Schulz, Karsten; Burgholzer, Reinhard; Klotz, Daniel; Wesemann, Johannes; Herrnegger, Mathew

    2018-05-01

    The unit hydrograph (UH) has been one of the most widely employed hydrological modelling techniques to predict rainfall-runoff behaviour of hydrological catchments, and is still used to this day. Its concept is based on the idea that a unit of effective precipitation per time unit (e.g. mm h-1) will always lead to a specific catchment response in runoff. Given its relevance, the UH is an important topic that is addressed in most (engineering) hydrology courses at all academic levels. While the principles of the UH seem to be simple and easy to understand, teaching experiences in the past suggest strong difficulties in students' perception of the UH theory and application. In order to facilitate a deeper understanding of the theory and application of the UH for students, we developed a simple and cheap lecture theatre experiment which involved active student participation. The seating of the students in the lecture theatre represented the hydrological catchment in its size and form. A set of plastic balls, prepared with a piece of magnetic strip to be tacked to any white/black board, each represented a unit amount of effective precipitation. The balls are evenly distributed over the lecture theatre and routed by some given rules down the catchment to the catchment outlet, where the resulting hydrograph is monitored and illustrated at the black/white board. The experiment allowed an illustration of the underlying principles of the UH, including stationarity, linearity, and superposition of the generated runoff and subsequent routing. In addition, some variations of the experimental setup extended the UH concept to demonstrate the impact of elevation, different runoff regimes, and non-uniform precipitation events on the resulting hydrograph. In summary, our own experience in the classroom, a first set of student exams, as well as student feedback and formal evaluation suggest that the integration of such an experiment deepened the learning experience by active

  10. Community-Based Learning. Adding Value to Programs Involving Service Agencies and Schools.

    Science.gov (United States)

    Cumming, Jim

    Community-based learning (CBL) is a structured approach to learning and teaching that connects meaningful community experience with intellectual development, personal growth, and active citizenship. Enthusiasm for CBL is emerging in Australia and elsewhere because it is seen as the following: strategy for whole-school reform, especially in…

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

    Science.gov (United States)

    Kane, Ruth G.; Maw, Nicola

    2005-01-01

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

  12. Creating Significant Learning Experiences across Disciplines

    Science.gov (United States)

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

    2008-01-01

    The purpose of this study was to use Fink's (2003) taxonomy of significant learning to redesign courses and assess student learning. Significant improvements were found across the semester for students in the six courses, but there were differences in which taxa showed improvement in each course. The meta-analysis showed significant, positive…

  13. The Guided Autobiography Method: A Learning Experience

    Science.gov (United States)

    Thornton, James E.

    2008-01-01

    This article discusses the proposition that learning is an unexplored feature of the guided autobiography method and its developmental exchange. Learning, conceptualized and explored as the embedded and embodied processes, is essential in narrative activities of the guided autobiography method leading to psychosocial development and growth in…

  14. Students' perceptions of a blended learning experience in dental education.

    Science.gov (United States)

    Varthis, S; Anderson, O R

    2018-02-01

    "Flipped" instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. The purpose of this study was to document dental students' perceptions of flipped-based blended learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated learning and social constructivism as a theoretical framework when blended learning is incorporated in dental curricula. Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the learning experience. Students reported positive perceptions of the blended learning, and the ICND analysis of their responses before and after the learning experience provided insights into their social (group-based) cognition about the learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. The students positively received blended learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the learning experience based on the pre- and post-Likert survey data. Self-regulated learning and social constructivism

  15. 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...

  16. Boys' and girls' involvement in science learning and their self-efficacy in Taiwan.

    Science.gov (United States)

    Hong, Zuway-R; Lin, Huann-shyang

    2013-01-01

    This cross-sectional study investigated the significant differences in students' self-efficacy and their involvement in learning science. Nine hundred and twenty-two elementary school fifth graders, 499 junior high school eighth graders, and 1455 senior or vocational high school eleventh graders completed the students' questionnaire. Analyses of variance (ANOVAs) and independent t-tests compared the significant similarities and differences across school levels and genders. The initial findings were as follows: A sharp decline in boys' and girls' self-efficacy scores from elementary to secondary school levels; boys have significantly higher self-efficacy scores than girls at vocational and senior high school levels; students with more involvement in science learning presented significantly higher self-efficacy scores than those with less involvement. The significant discrepancies in terms of gender and age in students' self-efficacy and involvement in learning science need to be addressed. Implications and limitations are provided.

  17. A longitudinal online interprofessional education experience involving family nurse practitioner students and pharmacy students.

    Science.gov (United States)

    Collins, Andrea; Broeseker, Amy; Cunningham, Jill; Cortes, Cyndi; Beall, Jennifer; Bigham, Amy; Chang, Jongwha

    2017-03-01

    Interprofessional education (IPE) continues to gain traction worldwide. Challenges integrating IPE into health profession programmes include finding convenient times, meeting spaces, and level-appropriate assignments for each profession. This article describes the implementation of a 21-month prospective cohort study pilot programme for the Master of Science in nursing family nurse practitioner (FNP) and doctor of pharmacy (PharmD) students at a private university in the United States. This IPE experience utilised a blended approach for the learning activities; these students had initial and final sessions where they met face-to-face, with asynchronous online activities between these two sessions. The online assignments, discussions, and quizzes during the pilot programme involved topics such as antimicrobial stewardship, hormone replacement therapy, human papilloma virus vaccination, prenatal counselling, emergency contraception, and effects of the Affordable Care Act on practice. The results suggested that the FNP students held more favourable attitudes about online IPE and that the PharmD students reported having a clearer understanding of their own roles and those of the other participating healthcare students. However, the students also reported wanting more face-to-face interaction during their online IPE experience. Implications from this study suggest that effective online IPE can be supported by ensuring educational parity between students regarding the various topics discussed and a consistent approach of the required involvement for all student groups is needed. In addition, given the students desire for more face-to-face interaction, it may be beneficial to offer online IPE activities for a shorter time period. It is anticipated that this study may inform other programmes that are exploring innovative approaches to provide IPE to promote effective collaboration in patient care.

  18. Selecting Learning Tasks: Effects of Adaptation and Shared Control on Learning Efficiency and Task Involvement

    Science.gov (United States)

    Corbalan, Gemma; Kester, Liesbeth; van Merrienboer, Jeroen J. G.

    2008-01-01

    Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. "Science, 255", 556-559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner's competence level and perceived task…

  19. Are positive learning experiences levers for lifelong learning among low educated workers?van kennistekorten?

    NARCIS (Netherlands)

    Sanders, J.M.A.F.; Damen, M.A.W.; Dam, K. van

    2015-01-01

    Purpose Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach

  20. Learning during Tourism: The Experience of Learning from the Tourist's Perspective

    Science.gov (United States)

    Van Winkle, Christine M.; Lagay, Katya

    2012-01-01

    The purpose of the research described in the paper was to explore the learning experience that occurs during leisure tourism from the tourist's perspective. Learning throughout the lifespan occurs in diverse contexts and travel presents a unique learning environment enabling both unplanned and planned opportunities. The Husserlian phenomenology…

  1. Peer Mentorship and Transformational Learning: PhD Student Experiences

    Science.gov (United States)

    Preston, Jane P.; Ogenchuk, Marcella J.; Nsiah, Joseph K.

    2014-01-01

    The purpose of the paper is to describe our peer mentorship experiences and explain how these experiences fostered transformational learning during our PhD graduate program in educational administration. As a literature backdrop, we discuss characteristics of traditional forms of mentorship and depict how our experiences of peer mentorship was…

  2. Study Abroad: Enhanced Learning Experience in Cultural Diversity

    Science.gov (United States)

    Jaoko, Japheth

    2010-01-01

    This paper examines how a study abroad experiential learning course in diversity provided a cultural immersion experience for a group of social work students from a small private university in central Kentucky. The students participated in a three-week international education experience in Kenya and reported this experience helped them become more…

  3. Institutional policy learning and public consultation: the Canadian xenotransplantation experience.

    Science.gov (United States)

    Jones, Mavis; Einsiedel, Edna

    2011-09-01

    Attempts to evaluate public consultations, participatory technology assessment, and deliberative democracy have typically considered impacts on either policy or participants. The determination of impacts on policy institutions has been limited due to the challenges of tracing effects through the policy process, or penetrating bureaucratic walls. This paper presents findings from a retrospective study exploring the institutional lessons learned from a 2001 Canadian national public consultation on xenotransplantation. The consultation was conducted through an arm's-length process and involved the use of citizen juries in six regional sites. We conducted in-depth interviews of regulatory and policy actors who were engaged in early policy discussions and the consultation process. We reviewed evaluations of this process, both internal and external, which gave us richer insights into what institutional actors saw as the impacts of this consultative experience on their policy environment. Participants in our research identified a broader shift toward openness in policy culture which they linked specifically to the innovative consultation process employed for xenotransplantation. We argue that beyond input into policy decisions, a consultation may have an impact in terms of its contribution to overall shifts in institutional culture (related to institutional learning), such as an "opening" of technological decision processes to a broader range of actors, knowledge, and values. Copyright © 2011 Elsevier Ltd. All rights reserved.

  4. Self-directed learning: A heretical experiment in teaching physics

    Science.gov (United States)

    Silverman, M. P.

    1995-06-01

    An account is given of the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognized as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalized; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena: (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and oral language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.

  5. Enhancing the blended learning experience of Calculus I students

    Directory of Open Access Journals (Sweden)

    A. Al-Ghassani

    2015-08-01

    Full Text Available Blended Learning showed in the last two decades to be one of the effective ways in education and training. We illustrate our initiative experience with blended learning in the course Calculus I. The main goals we want to achieve are improving students understanding of the course concepts, increasing the level of uniformity in this multi-sections course and enhancing students blended learning experience online and offline. Consequently, this affects positively students' academic performance. We describe and discuss the results that we achieved and the challenges we encountered in view of the initiative aims and goals. The blended learning delivery methods were through Learning Management System (LMS as the online medium and through new offline activities inside and outside the classroom. The LMS we used is Moodle. We designed the resources and activities to cater for the learners different needs. The offline activities were chosen and designed to strengthen the weakness in students study skills based in our experience.

  6. Evoked prior learning experience and approach to learning as predictors of academic achievement.

    Science.gov (United States)

    Trigwell, Keith; Ashwin, Paul; Millan, Elena S

    2013-09-01

    In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate, and greater learning motivation. University learning improvement strategies have been built on these research results. To investigate how students' evoked prior experience, perceptions of their learning environment, and their approaches to learning collectively contribute to academic achievement. This is the first study to investigate motivation and self-efficacy in the same educational context as conceptions of learning, approaches to learning and perceptions of the learning environment. Undergraduate students (773) from the full range of disciplines were part of a group of over 2,300 students who volunteered to complete a survey of their learning experience. On completing their degrees 6 and 18 months later, their academic achievement was matched with their learning experience survey data. A 77-item questionnaire was used to gather students' self-report of their evoked prior experience (self-efficacy, learning motivation, and conceptions of learning), perceptions of learning context (teaching quality and appropriate workload), and approaches to learning (deep and surface). Academic achievement was measured using the English honours degree classification system. Analyses were conducted using correlational and multi-variable (structural equation modelling) methods. The results from the correlation methods confirmed those found in numerous earlier studies. The results from the multi-variable analyses indicated that surface approach to learning was the strongest predictor of academic achievement, with self-efficacy and motivation also found to be directly related. In contrast to the correlation results, a deep approach to learning was

  7. Analysis of previous perceptual and motor experience in breaststroke kick learning

    Directory of Open Access Journals (Sweden)

    Ried Bettina

    2015-12-01

    Full Text Available One of the variables that influence motor learning is the learner’s previous experience, which may provide perceptual and motor elements to be transferred to a novel motor skill. For swimming skills, several motor experiences may prove effective. Purpose. The aim was to analyse the influence of previous experience in playing in water, swimming lessons, and music or dance lessons on learning the breaststroke kick. Methods. The study involved 39 Physical Education students possessing basic swimming skills, but not the breaststroke, who performed 400 acquisition trials followed by 50 retention and 50 transfer trials, during which stroke index as well as rhythmic and spatial configuration indices were mapped, and answered a yes/no questionnaire regarding previous experience. Data were analysed by ANOVA (p = 0.05 and the effect size (Cohen’s d ≥0.8 indicating large effect size. Results. The whole sample improved their stroke index and spatial configuration index, but not their rhythmic configuration index. Although differences between groups were not significant, two types of experience showed large practical effects on learning: childhood water playing experience only showed major practically relevant positive effects, and no experience in any of the three fields hampered the learning process. Conclusions. The results point towards diverse impact of previous experience regarding rhythmic activities, swimming lessons, and especially with playing in water during childhood, on learning the breaststroke kick.

  8. ASSOCIATION BETWEEN AFFECTS AND REPRESENTATIONS INVOLVED IN THE SCHOOL LEARNING ENVIRONMENT

    OpenAIRE

    Andreia Osti; Ana Paula Porto Noronha

    2017-01-01

    This study assumes that the affective dimensions involves the process of planning and developing pedagogical practices and are an important factor in determining the nature of relations between the students and the various objects of knowledge. In this sense, the study aimed to analyze how students represent the affective aspects of both the teaching and learning process and what are their perceptions of the learning environment. The participants were 120 students of the 5th year of elementar...

  9. Exploring nursing students’ experience of peer learning in clinical practice

    Science.gov (United States)

    Ravanipour, Maryam; Bahreini, Masoud; Ravanipour, Masoumeh

    2015-01-01

    Background: Peer learning is an educational process wherein someone of the same age or level of experience level interacts with other students interested in the same topic. There is limited evidence specifically focusing on the practical use of peer learning in Iran. The aim of this study was to explore nursing students’ experiences of peer learning in clinical practice. Materials and Methods: A qualitative content analysis was conducted. Focus groups were used to find the students’ experiences about peerlearning. Twenty-eight baccalaureate nursing students at Bushehr University of Medical Sciences were selected purposively, and were arranged in four groups of seven students each. The focus group interviews were conducted using a semi-structured interview schedule. All interviews were tape-recorded, transcribed verbatim, and analyzed using conventional content analysis method. Results: The analysis identified four themes: Paradoxical dualism, peer exploitation, first learning efficacy, and socialization practice. Gained advantages and perceived disadvantages created paradoxical dualism, and peer exploitation resulted from peer selection and peer training. Conclusion: Nursing students reported general satisfaction concerning peer learning due to much more in-depth learning with little stress than conventional learning methods. Peer learning is a useful method for nursing students for practicing educational leadership and learning the clinical skills before they get a job. PMID:26097860

  10. Learning from an Artistically Crafted Moment: Valuing Aesthetic Experience in the Student Teacher's Drama Education

    Science.gov (United States)

    Anderson, Elizabeth

    2016-01-01

    This paper takes the position that drama education falls within the field of aesthetic education, and involves learners in both creating and responding to the art of drama through a blending of thoughts, senses and emotions. The paper looks at aspects key to the experience of teaching and learning in drama within the aesthetic framework, and…

  11. Turning Experience into Learning: Educational Contributions of Collaborative Peer Songwriting during Music Therapy Training

    Science.gov (United States)

    Baker, Felicity; Krout, Robert

    2012-01-01

    This article reports on a study of 21 Australian and United States (US) tertiary/university students involved in training to become professional music therapists. The study aimed to identify the learning outcomes--musical, professional, and personal--that occurred when students participated in collaborative peer songwriting experiences. Student…

  12. Experiences of Chinese international students learning English at ...

    African Journals Online (AJOL)

    This article aims to provide insight into the experiences of Chinese international students in some South African tertiary institutions. The study investigates their successes and failures in endeavouring to learn English and the culture shock and 'learning shock' they endure when registering to study in an African country with ...

  13. Optimising the Blended Learning Environment: The Arab Open University Experience

    Science.gov (United States)

    Hamdi, Tahrir; Abu Qudais, Mohammed

    2018-01-01

    This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face…

  14. 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…

  15. Student teachers' experiences of a learning programme based on ...

    African Journals Online (AJOL)

    The aim of this article is to explore student teachers' experiences of the content dimension of the essential features of technology and Technology Education in an OBE related learning programme. To achieve this, a learning programme was developed using criteria derived from these essential features. In gauging ...

  16. Leading and Learning as a Transcultural Experience: A Visual Account

    Science.gov (United States)

    Schratz, Michael

    2009-01-01

    Leaving one's own territory in research by taking part in an international project is like learning a new language: it's not just learning a new vocabulary and grammar, but is a total human experience which is best learnt in everyday activity. Social scientists like Jean Lave argued that "knowledge-in-practice, constituted in the settings of…

  17. Enhancing Children's Outdoor Learning Experiences with a Mobile Application

    Science.gov (United States)

    Rikala, Jenni

    2015-01-01

    This paper examines how a mobile learning application can enhance children's outdoor learning experiences. The study draws upon empirical evidence gathered in one case study conducted in a Finnish primary school setting in the fall of 2012. The data were collected with student and teacher surveys. The case study indicated that the mobile…

  18. Information Literacy (IL) learning experiences: A literature review ...

    African Journals Online (AJOL)

    This paper is a review of extant literature on information literacy. The study reports literature on IL learning experiences in institutions across the globe. It also discusses the spectrum of literacy to give information literacy a context. Furthermore, the paper presents an overview of IL learning initiatives in academic ...

  19. Learning English: Experiences and Needs of Saudi Engineering Students

    Science.gov (United States)

    Unruh, Susan; Obeidat, Fayiz

    2015-01-01

    In this qualitative study, Saudi engineering students talk openly of their experiences learning English in the Kingdom of Saudi Arabia (KSA) and as university students in the United States (US). These students reported that they learned only the basics of vocabulary and grammar in KSA. Consequently, they came to the US with few English skills. In…

  20. Informal Learning: A Lived Experience in a University Musicianship Class

    Science.gov (United States)

    Mok, Annie O.

    2017-01-01

    This study investigates how a class of university music students who engaged in a "lived" experience of informal learning adopted methods and strategies to complete a self-learning "aural copying" performance assignment in a musicianship class in Hong Kong. Data were collected from observations of the performances and the…

  1. Experiences of Practice-Based Learning in Phenomenographic Perspective

    Science.gov (United States)

    Rovio-Johansson, Airi

    2018-01-01

    Purpose: The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach: The paper introduces the cooperation project between Tibro Training…

  2. Higher Education Learning Experiences among Vietnamese Immigrant Women in Taiwan

    Science.gov (United States)

    Wu, Ya-Ling; Wu, Hsing-Chen

    2015-01-01

    Based on a sociocultural approach to adult learning and poststructural feminist theories, this study draws on interviews with 11 married Vietnamese women to explore the higher education learning experiences of Vietnamese immigrant women in Taiwan. On the basis of their husbands' permission and support, Vietnamese immigrant women embraced the…

  3. Subtitles and language learning principles, strategies and practical experiences

    CERN Document Server

    Mariotti, Cristina; Caimi, Annamaria

    2014-01-01

    The articles collected in this publication combine diachronic and synchronic research with the description of updated teaching experiences showing the educational role of subtitled audiovisuals in various foreign language learning settings.

  4. An exploration of students' experiences of Blended Learning in a ...

    African Journals Online (AJOL)

    ... experiences of Blended Learning through their interaction with the adaptive ... to university resources such as computers and Wi-Fi had a greater chance of ... were discordant - students scored better on online tests than in written tests.

  5. Family experiences, the motivation for science learning and science ...

    African Journals Online (AJOL)

    Schulze, Salome

    Student Motivation for Science Learning questionnaire combined with items investigating family experiences. The findings .... decisions and formulate behavioural goals for their ..... science achievement, making interpretation diffi- cult and ...

  6. Experimenting "Learn by Doing" and "Learn by Failing"

    Science.gov (United States)

    Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

    2015-01-01

    According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based…

  7. Grounded Learning Experience: Helping Students Learn Physics through Visuo-Haptic Priming and Instruction

    Science.gov (United States)

    Huang, Shih-Chieh Douglas

    2013-01-01

    In this dissertation, I investigate the effects of a grounded learning experience on college students' mental models of physics systems. The grounded learning experience consisted of a priming stage and an instruction stage, and within each stage, one of two different types of visuo-haptic representation was applied: visuo-gestural simulation…

  8. What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-01-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…

  9. Involving people with learning disabilities in nurse education: towards an inclusive approach.

    Science.gov (United States)

    Bollard, Martin; Lahiff, John; Parkes, Neville

    2012-02-01

    There is limited evidence that explores how to effectively include people with learning disabilities in nurse education in the U.K. The majority of reported work relates to mental health nursing and social work training (Morgan and Jones, 2009). This paper specifically reports on the processes and activities undertaken by the authors with people with learning disabilities in the development of a new BSc learning disability nursing programme, a specific branch of nursing in the U.K. In doing so, findings and discussion from two separate projects involving students and people with learning disabilities will be integrated into the paper. EPICURE (Engagement, Processing, Interpretation, Critique, Usefulness, Relevance and Ethics (Stige et al. 2009) is adopted as a qualitative framework throughout the paper to evaluate the reported work that took place between September 2006 and October 2010. Suggestions are therefore made regarding the benefits and challenges of striving towards an inclusive approach to user involvement in nurse education, with particular reference to learning disability. The work presented in the paper demonstrates how through careful involvement of this population, deeper learning opportunities for all nursing students can be created. Copyright © 2011 Elsevier Ltd. All rights reserved.

  10. How to Involve Students in an Online Course: A Redesigned Online Pedagogy of Collaborative Learning and Self-Regulated Learning

    Science.gov (United States)

    Tsai, Chia-Wen

    2013-01-01

    In an online course, students learn independently in the virtual environment without teacher's on-the-spot support. However, many students are addicted to the Internet which is filled with a plethora of shopping websites, online games, and social networks (e.g. Facebook). To help keep students focused on and involved in online or blended…

  11. Using dual-task methodology to dissociate automatic from nonautomatic processes involved in artificial grammar learning.

    Science.gov (United States)

    Hendricks, Michelle A; Conway, Christopher M; Kellogg, Ronald T

    2013-09-01

    Previous studies have suggested that both automatic and intentional processes contribute to the learning of grammar and fragment knowledge in artificial grammar learning (AGL) tasks. To explore the relative contribution of automatic and intentional processes to knowledge gained in AGL, we utilized dual-task methodology to dissociate automatic and intentional grammar- and fragment-based knowledge in AGL at both acquisition and at test. Both experiments used a balanced chunk strength grammar to assure an equal proportion of fragment cues (i.e., chunks) in grammatical and nongrammatical test items. In Experiment 1, participants engaged in a working memory dual-task either during acquisition, test, or both acquisition and test. The results showed that participants performing the dual-task during acquisition learned the artificial grammar as well as the single-task group, presumably by relying on automatic learning mechanisms. A working memory dual-task at test resulted in attenuated grammar performance, suggesting a role for intentional processes for the expression of grammatical learning at test. Experiment 2 explored the importance of perceptual cues by changing letters between the acquisition and test phase; unlike Experiment 1, there was no significant learning of grammatical information for participants under dual-task conditions in Experiment 2, suggesting that intentional processing is necessary for successful acquisition and expression of grammar-based knowledge under transfer conditions. In sum, it appears that some aspects of learning in AGL are indeed relatively automatic, although the expression of grammatical information and the learning of grammatical patterns when perceptual similarity is eliminated both appear to require explicit resources. PsycINFO Database Record (c) 2013 APA, all rights reserved.

  12. Relationship between student preparedness, learning experiences ...

    African Journals Online (AJOL)

    Background. One of the more discernible needs that challenges universities is addressing the level of preparedness of students entering the higher education environment. Students expect to participate in active learning, while at the same time adopting a certain level of agency to successfully pass through higher ...

  13. Learning experiences of physiotherapy students during primary ...

    African Journals Online (AJOL)

    Background. Primary healthcare (PHC) is necessary to address the health needs of communities. It creates the opportunity for the attainment of curricular outcomes through community-based education. Appropriate learning opportunities are needed to enable students to develop the necessary skills to attain these outcomes ...

  14. Teacher Learning from Girls' Informal Science Experiences

    Science.gov (United States)

    Birmingham, Daniel J.

    2013-01-01

    School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP,…

  15. University Academics' Experiences of Learning through Mentoring

    Science.gov (United States)

    Ambler, Trudy; Harvey, Marina; Cahir, Jayde

    2016-01-01

    The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one…

  16. The learning experience with electronic museum guides

    NARCIS (Netherlands)

    Bartneck, C.; Masuoka, A.; Takahashi, T.; Fukaya, T.

    2006-01-01

    Within the contextual model of learning framework, the authors conducted a study with electronic handheld guides at the Van Abbemuseum (Eindhoven, the Netherlands). This study investigated the influence that limiting users' freedom of choice and control by facilitated mediation of others has on

  17. Myanmar: The Community Learning Centre Experience.

    Science.gov (United States)

    Middelborg, Jorn; Duvieusart, Baudouin, Ed.

    A community learning centre (CLC) is a local educational institution outside the formal education system, usually set up and managed by local people. CLCs were first introduced in Myanmar in 1994, and by 2001 there were 71 CLCs in 11 townships. The townships are characterized by remoteness, landlessness, unemployment, dependency on one cash crop,…

  18. An Analysis of Creative Process Learning in Computer Game Activities Through Player Experiences

    Directory of Open Access Journals (Sweden)

    Wilawan Inchamnan

    2016-09-01

    Full Text Available This research investigates the extent to which creative processes can be fostered through computer gaming. It focuses on creative components in games that have been specifically designed for educational purposes: Digital Game Based Learning (DGBL. A behavior analysis for measuring the creative potential of computer game activities and learning outcomes is described. Creative components were measured by examining task motivation and domain-relevant and creativity-relevant skill factors. The research approach applied heuristic checklists in the field of gameplay to analyze the stage of player activities involved in the performance of the task and to examine player experiences with the Player Experience of Need Satisfaction (PENS survey. Player experiences were influenced by competency, autonomy, intuitive controls, relatedness and presence. This study examines the impact of these activities on the player experience for evaluating learning outcomes through school records. The study is designed to better understand the creative potential of people who are engaged in learning knowledge and skills during the course while playing video games. The findings show the creative potential that occurred to yield levels of creative performance within game play activities to support learning. The anticipated outcome is knowledge on how video games foster creative thinking as an overview of the Creative Potential of Learning Model (CPLN. CPLN clearly describes the interrelationships between principles of learning and creative potential, the interpretation of the results is indispensable.

  19. The student fieldwork experience: influencing factors and implications for learning

    Science.gov (United States)

    Boyle, Alan; Stokes, Alison

    2010-05-01

    Fieldwork has always been a crucial component of undergraduate geoscience degrees, yet our understanding of the learning processes that operate in a field environment is limited. Learning is a complex process, and there is increasing interest in the role played in this process by the affective domain, in particular the link between affect (emotion and attitude) and cognition (understanding). This presentation covers two UK-based studies that investigated the impact of residential geoscience fieldwork on students' affective responses (e.g. feelings, attitudes, motivations), and their subsequent learning outcomes; student affective responses are thought to be linked to the adoption of effective approaches to learning. The first study involved ~300 students from 7 UK universities undertaking residential field classes in, geography, earth and environmental sciences (GEES disciplines). Mixed-format surveys applied before and after fieldwork demonstrated significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. The data were analysed for any subgroup differences (gender, age, previous experience) but the only significant difference concerned levels of anxiety amongst some groups of students prior to fieldwork. However, post fieldwork surveys showed that the field experience mitigated these anxieties; for most it was not as bad as they thought it would be. This study demonstrated that fieldwork generated positive attitudes amongst students to their subject of study as well as development of ‘soft' interpersonal skills. The second study collected qualitative and quantitative data from 62 students at a single UK university before, during and after a nine day geologic mapping-training field course, a style of fieldwork not surveyed in the first study. As with the first study, pre-field class positive affects became strengthened, while negative feelings and

  20. Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials.

    Science.gov (United States)

    Potter, Christine E; Wang, Tianlin; Saffran, Jenny R

    2017-04-01

    Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. Copyright © 2016 Cognitive Science Society, Inc.

  1. How to explore learning as an occupational experience

    DEFF Research Database (Denmark)

    Lunn, Tine Bieber Kirkegaard; Sørensen, Marie-Louise; Østergaard, Amanda

    occupation as a theoretical concept, and learning and mastering occupation as a competence. We learn from doing, sharing the doing and developing skills through doing (1). How do we design the curriculum so that the students can embody the power and meaning of occupation? By rethinking curriculum we designed...... “Exploratorium of occupation”. A learning space to explore and do occupation. Students reflect and work on challenges, feelings, motivation, adaptation and adjustments to seek the potential of their chosen occupation. Experience is shared and participants will participate in exploring learning about occupation....

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

    Directory of Open Access Journals (Sweden)

    Yulia Hapsari

    2014-10-01

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

  3. Education on electrical phenomena involved in electroporation-based therapies and treatments: a blended learning approach.

    Science.gov (United States)

    Čorović, Selma; Mahnič-Kalamiza, Samo; Miklavčič, Damijan

    2016-04-07

    Electroporation-based applications require multidisciplinary expertise and collaboration of experts with different professional backgrounds in engineering and science. Beginning in 2003, an international scientific workshop and postgraduate course electroporation based technologies and treatments (EBTT) has been organized at the University of Ljubljana to facilitate transfer of knowledge from leading experts to researches, students and newcomers in the field of electroporation. In this paper we present one of the integral parts of EBTT: an e-learning practical work we developed to complement delivery of knowledge via lectures and laboratory work, thus providing a blended learning approach on electrical phenomena involved in electroporation-based therapies and treatments. The learning effect was assessed via a pre- and post e-learning examination test composed of 10 multiple choice questions (i.e. items). The e-learning practical work session and both of the e-learning examination tests were carried out after the live EBTT lectures and other laboratory work. Statistical analysis was performed to compare and evaluate the learning effect measured in two groups of students: (1) electrical engineers and (2) natural scientists (i.e. medical doctors, biologists and chemists) undergoing the e-learning practical work in 2011-2014 academic years. Item analysis was performed to assess the difficulty of each item of the examination test. The results of our study show that the total score on the post examination test significantly improved and the item difficulty in both experimental groups decreased. The natural scientists reached the same level of knowledge (no statistical difference in total post-examination test score) on the post-course test take, as do electrical engineers, although the engineers started with statistically higher total pre-test examination score, as expected. The main objective of this study was to investigate whether the educational content the e-learning

  4. Nursing student voices: reflections on an international service learning experience.

    Science.gov (United States)

    Main, E Eve; Garrett-Wright, Dawn; Kerby, Molly

    2013-01-01

    For the past decade participation in service and experiential learning in higher education has increased. The purpose of this study was to explore the lived experience of BSN and MSN students participating in a multidisciplinary service-learning course in a rural, underserved village in Belize. Researchers analyzed student journals utilizing qualitative data analysis techniques. There were eight consistent themes found in the student journals. The findings indicate that international service learning opportunities increase students' awareness of their place in a global society and the potential contribution they can make in society. For the past decade, service and experiential learning in higher education, including nursing education, has become increasingly important. Simply put, service and experiential learning combine community service activities with a student's academic study for the sole purpose of enriching the academic experience. As faculty, we feel the goal of baccalaureate and graduate nursing education is to produce an educated professional who will become a responsible citizen.

  5. Embedding a Recovery Orientation into Neuroscience Research: Involving People with a Lived Experience in Research Activity.

    Science.gov (United States)

    Stratford, Anthony; Brophy, Lisa; Castle, David; Harvey, Carol; Robertson, Joanne; Corlett, Philip; Davidson, Larry; Everall, Ian

    2016-03-01

    This paper highlights the importance and value of involving people with a lived experience of mental ill health and recovery in neuroscience research activity. In this era of recovery oriented service delivery, involving people with the lived experience of mental illness in neuroscience research extends beyond their participation as "subjects". The recovery paradigm reconceptualises people with the lived experience of mental ill health as experts by experience. To support this contribution, local policies and procedures, recovery-oriented training for neuroscience researchers, and dialogue about the practical applications of neuroscience research, are required.

  6. How do adults with mild learning disabilities experience bereavement and grief? A qualitative exploration.

    OpenAIRE

    McRitchie, Robyn

    2012-01-01

    Background: The vast majority of research into the experiences of people with learning disabilities (LD) in regard to bereavement and grief involves the collection of data from second-hand sources, or via quantitative measures. This qualitative study aimed to explore the lived experiences of bereavement and grief in a group of adults with mild LD. Methods: Semi-structured interviews were carried out with 13 adults (aged 20-72 years) with mild LD who had experienced bereaveme...

  7. Solving local problems through local involvement? Experiences from Danish Urban Regeneration

    DEFF Research Database (Denmark)

    Jensen, Jesper Ole

    -down approaches or massive public subsidies, the public regeneration schemes from the last decade have increasingly emphasized the need for involving local actors in the urban regeneration e.g. through partnerships, network building, involvement and participation of local actors and institutions, and financially...... agenda, and what can be learned from the development so far. Although ‘local involvement’ is a commonly used term in various urban regeneration programs, it can have many different meanings and implications. Therefore, the paper will discuss local involvement in the urban regeneration based on four...

  8. Longitudinal investigation on learned helplessness tested under negative and positive reinforcement involving stimulus control.

    Science.gov (United States)

    Oliveira, Emileane C; Hunziker, Maria Helena

    2014-07-01

    In this study, we investigated whether (a) animals demonstrating the learned helplessness effect during an escape contingency also show learning deficits under positive reinforcement contingencies involving stimulus control and (b) the exposure to positive reinforcement contingencies eliminates the learned helplessness effect under an escape contingency. Rats were initially exposed to controllable (C), uncontrollable (U) or no (N) shocks. After 24h, they were exposed to 60 escapable shocks delivered in a shuttlebox. In the following phase, we selected from each group the four subjects that presented the most typical group pattern: no escape learning (learned helplessness effect) in Group U and escape learning in Groups C and N. All subjects were then exposed to two phases, the (1) positive reinforcement for lever pressing under a multiple FR/Extinction schedule and (2) a re-test under negative reinforcement (escape). A fourth group (n=4) was exposed only to the positive reinforcement sessions. All subjects showed discrimination learning under multiple schedule. In the escape re-test, the learned helplessness effect was maintained for three of the animals in Group U. These results suggest that the learned helplessness effect did not extend to discriminative behavior that is positively reinforced and that the learned helplessness effect did not revert for most subjects after exposure to positive reinforcement. We discuss some theoretical implications as related to learned helplessness as an effect restricted to aversive contingencies and to the absence of reversion after positive reinforcement. This article is part of a Special Issue entitled: insert SI title. Copyright © 2014. Published by Elsevier B.V.

  9. How to build institutionalization on students: a pilot experiment on a didactical design of addition and subtraction involving negative integers

    Science.gov (United States)

    Fuadiah, N. F.; Suryadi, D.; Turmudi

    2018-05-01

    This study focuses on the design of a didactical situation in addition and subtraction involving negative integers at the pilot experiment phase. As we know, negative numbers become an obstacle for students in solving problems related to them. This study aims to create a didactical design that can assist students in understanding the addition and subtraction. Another expected result in this way is that students are introduced to the characteristics of addition and subtraction of integers. The design was implemented on 32 seventh grade students in one of the classes in a junior secondary school as the pilot experiment. Learning activities were observed thoroughly including the students’ responses that emerged during the learning activities. The written documentation of the students was also used to support the analysis in the learning activities. The results of the analysis showed that this method could help the students perform a large number of integer operations that could not be done with a number line. The teacher’s support as a didactical potential contract was still needed to encourage institutionalization processes. The results of the design analysis used as the basis of the revision are expected to be implemented by the teacher in the teaching experiment.

  10. Lecture capturing assisted teaching and learning experience

    Science.gov (United States)

    Chen, Li

    2015-03-01

    When it comes to learning, a deep understanding of the material and a broadband of knowledge are equally important. However, provided limited amount of semester time, instructors often find themselves struggling to reach both aspects at the same time and are often forced to make a choice between the two. On one hand, we would like to spend much time to train our students, with demonstrations, step by step guidance and practice, to develop strong critical thinking skills and problem-solving skills. On the other hand, we also would like to cover a wide range of content topics to broaden our students' understanding. In this presentation, we propose a working scheme that may assist to achieve these two goals at the same time without sacrificing either one. With the help of recorded and pre-recorded lectures and other class materials, it allows instructors to spend more class time to focus on developing critical thinking skills and problem-solving skills, and to apply and connect principle knowledge with real life phenomena. It also allows our students to digest the material at a pace they are comfortable with by watching the recorded lectures over and over. Students now have something as a backup to refer to when they have random mistakes and/or missing spots on their notes, and hence take more ownership of their learning. Advanced technology have offered flexibility of how/when the content can be delivered, and have been assisting towards better teaching and learning strategies.

  11. Use of Simulation in Nursing Education: Initial Experiences on a European Union Lifelong Learning Programme--Leonardo Da Vinci Project

    Science.gov (United States)

    Terzioglu, Fusun; Tuna, Zahide; Duygulu, Sergul; Boztepe, Handan; Kapucu, Sevgisun; Ozdemir, Leyla; Akdemir, Nuran; Kocoglu, Deniz; Alinier, Guillaume; Festini, Filippo

    2013-01-01

    Aim: The aim of this paper is to share the initial experiences on a European Union (EU) Lifelong Learning Programme Leonardo Da Vinci Transfer of Innovation Project related to the use of simulation-based learning with nursing students from Turkey. The project started at the end of the 2010 involving 7 partners from 3 different countries including…

  12. Applying Web-Based Co-Regulated Learning to Develop Students' Learning and Involvement in a Blended Computing Course

    Science.gov (United States)

    Tsai, Chia-Wen

    2015-01-01

    This research investigated, via quasi-experiments, the effects of web-based co-regulated learning (CRL) on developing students' computing skills. Two classes of 68 undergraduates in a one-semester course titled "Applied Information Technology: Data Processing" were chosen for this research. The first class (CRL group, n = 38) received…

  13. Integrating Community into the Classroom: Community Gardening, Community Involvement, and Project-Based Learning.

    Science.gov (United States)

    Langhout, Regina Day; Rappaport, Julian; Simmons, Doretha

    2002-01-01

    Culturally relevant, ongoing project-based learning was facilitated in a predominantly African American urban elementary school via a community garden project. The project involved teachers, students, university members, and community members. This article evaluates the project through two classroom-community collaboration models, noting common…

  14. Motivations of Parental Involvement in Children's Learning: Voices from Urban African American Families of Preschoolers

    Science.gov (United States)

    Huang, Grace Hui-Chen; Mason, Kimberly L.

    2008-01-01

    A growing body of research supports the view that parents' attitudes, behaviors, and activities related to children's education influences students' learning and educational success. To date, research studying parental involvement in their children's schooling included elementary through middle school aged populations. There have been a few…

  15. The Relationship Among Teaching Methods, Student Characteristics, and Student Involvement in Learning

    Science.gov (United States)

    Anderson, Lorin W.; Soctt, Corinne C.

    1978-01-01

    Individual students tend to benefit differently from different teaching methods; however, when little or nothing is known of the entering students' characteristics regarding learning involvement, the high school teacher would be wise to use the classroom discourse method of teaching. (JD)

  16. Mathematical Experiences and Parental Involvement of Parents Who Are and Who Are Not Mathematicians

    Science.gov (United States)

    Antolin Drešar, Darja; Lipovec, Alenka

    2017-01-01

    Previous studies suggest that parental involvement in children's mathematics education is more established for parents who feel competent in mathematics. This qualitative study aimed to gain an in-depth insight into the experiences of parental involvement of two different groups of parents: those who are mathematicians and those who are not. Data…

  17. Group work as an incentive for learning – students’ experiences of group work

    Science.gov (United States)

    Hammar Chiriac, Eva

    2014-01-01

    Group work is used as a means for learning at all levels in educational systems. There is strong scientific support for the benefits of having students learning and working in groups. Nevertheless, studies about what occurs in groups during group work and which factors actually influence the students’ ability to learn is still lacking. Similarly, the question of why some group work is successful and other group work results in the opposite is still unsolved. The aim of this article is to add to the current level of knowledge and understandings regarding the essence behind successful group work in higher education. This research is focused on the students’ experiences of group work and learning in groups, which is an almost non-existing aspect of research on group work prior to the beginning of the 21st century. A primary aim is to give university students a voice in the matter by elucidating the students’ positive and negative points of view and how the students assess learning when working in groups. Furthermore, the students’ explanations of why some group work ends up being a positive experience resulting in successful learning, while in other cases, the result is the reverse, are of interest. Data were collected through a study-specific questionnaire, with multiple choice and open-ended questions. The questionnaires were distributed to students in different study programs at two universities in Sweden. The present result is based on a reanalysis and qualitative analysis formed a key part of the study. The results indicate that most of the students’ experiences involved group work that facilitated learning, especially in the area of academic knowledge. Three important prerequisites (learning, study-social function, and organization) for group work that served as an effective pedagogy and as an incentive for learning were identified and discussed. All three abstractions facilitate or hamper students’ learning, as well as impact their experiences with

  18. Group work as an incentive for learning – students’ experiences of group work

    Directory of Open Access Journals (Sweden)

    Eva eHammar Chiriac

    2014-06-01

    Full Text Available Group work is used as a means for learning at all levels in educational systems. There is strong scientific support for the benefits of having students learning and working in groups. Nevertheless, studies about what occurs in groups during group work and which factors actually influence the students’ ability to learn is still lacking. Likewise, the question of why some group work is successful and other work results in the opposite is still unsolved. The aim of this article is to add to the current level of knowledge and understandings regarding the essence behind successful group work in higher education. This research is focused on the students’ experiences of group work and learning in groups, which is an almost non-existing aspect of research on group work prior to the beginning of the 21st century. A primary aim is to give university students a voice in the matter by elucidating the students’ positive and negative points of view and how the students assess learning when working in groups. Furthermore, the students’ explanations of why some group work ends up being a positive experience resulting in successful learning, while in other cases, the result is the reverse, are of interest. Data were collected through a study-specific questionnaire, with multiple choice and open-ended questions. The questionnaires were distributed to students in different study programs at two universities in Sweden. The present result is based on a reanalysis and qualitative analysis formed a key part of the study. The results indicate that most of the students’ experiences involved group work that facilitated learning, especially in the area of academic knowledge. Three important prerequisites (learning, study-social function and organization for group work that served as an effective pedagogy and as an incentive for learning were identified and discussed. All three abstractions facilitate or hamper students’ learning, as well as impact their

  19. Experiments as Liminal Learning Spaces in Leadership Development

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Meier, Frank; Tangkjær, Christian

    In this paper we address the question of what professional practitioner students learn from experiments in leadership development programs. Drawing from our own design and teaching in a leadership programme, we explore how certain models and frameworks become threshold concepts for students’ lear...... practical implications for using threshold concepts in designing experiments in leadership development education for professional practitioners....

  20. Learner's Learning Experiences & Difficulties towards (ESL) among UKM Undergraduates

    Science.gov (United States)

    Maarof, Nooreiny; Munusamy, Indira Malani A/P

    2015-01-01

    This paper aims to investigate the learners learning experiences and difficulties of ESL among the UKM undergraduates. This study will be focusing on identifying the factors behind Malaysian undergraduate's experiences and also their difficulties in the English as Second Language (ESL) classroom. This paper discusses some of the issues of English…

  1. Lessening Sensitivity: Student Experiences of Teaching and Learning Sensitive Issues

    Science.gov (United States)

    Lowe, Pam

    2015-01-01

    Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how, although they found it difficult and distressing…

  2. Psychotic Experiences and Overhasty Inferences Are Related to Maladaptive Learning.

    Directory of Open Access Journals (Sweden)

    Heiner Stuke

    2017-01-01

    Full Text Available Theoretical accounts suggest that an alteration in the brain's learning mechanisms might lead to overhasty inferences, resulting in psychotic symptoms. Here, we sought to elucidate the suggested link between maladaptive learning and psychosis. Ninety-eight healthy individuals with varying degrees of delusional ideation and hallucinatory experiences performed a probabilistic reasoning task that allowed us to quantify overhasty inferences. Replicating previous results, we found a relationship between psychotic experiences and overhasty inferences during probabilistic reasoning. Computational modelling revealed that the behavioral data was best explained by a novel computational learning model that formalizes the adaptiveness of learning by a non-linear distortion of prediction error processing, where an increased non-linearity implies a growing resilience against learning from surprising and thus unreliable information (large prediction errors. Most importantly, a decreased adaptiveness of learning predicted delusional ideation and hallucinatory experiences. Our current findings provide a formal description of the computational mechanisms underlying overhasty inferences, thereby empirically substantiating theories that link psychosis to maladaptive learning.

  3. The Northern Experience of Street-Involved Youth: A Narrative Inquiry

    Science.gov (United States)

    George, Serena D.; O'Neill, Linda K.

    2011-01-01

    This research explored the experiences of 8 street-involved youth (4 male, 4 female) between the ages of 20 and 27 living in north-central British Columbia. The analysis was carried out in 3 phases based on the narrative approach developed by Lieblich, Tuval-Mashiach, and Zilber (1998). The narratives represented the holistic experiences of the…

  4. Exploring Students' Perceptions of Service-Learning Experiences in an Undergraduate Web Design Course

    Science.gov (United States)

    Lee, Sang Joon; Wilder, Charlie; Yu, Chien

    2018-01-01

    Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data…

  5. Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

    Science.gov (United States)

    Telford, Mark; Senior, Emma

    2017-06-08

    This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

  6. Architecting Learning Continuities for Families Across Informal Science Experiences

    Science.gov (United States)

    Perin, Suzanne Marie

    By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit

  7. Norwegian Nurses’ Experiences with Blended Learning: An Evaluation Study

    Directory of Open Access Journals (Sweden)

    Edda Johansen

    2012-11-01

    Full Text Available An increasing number of nurses undertake continuing education via information and communication technologies. Development of best practice, based on students’ own experiences, is vital in order to create the most effective learning environment. This paper describes the challenges to and facilitators of learning for a group of Norwegian nurses enrolled in a postgraduate course in wound management delivered by blended learning, which combines face-to-face and online components. Data was gathered through a focus group interview and inductive content analysis was used to identify themes emerging from the data. A number of both personal and academic facilitators, and challenges impacted on these adult learners. Technical and academic problems combined with a lack of time created a steep learning curve for these adult students. Valuable feedback, IT support at home and an increased competence eventually gave them a foundation for lifelong learning. Blended learning is an important way to offer postgraduate courses to give adults access to continuing educational programmes independent of geographical location. Both academic and personal challenges and facilitators should be taken into account when educators design blended learning courses in order to facilitate an effective learning environment for adults through the best blend of face-to-face and online learning.

  8. Community Involvement of Young Adults with Intellectual Disabilities: Their Experiences and Perspectives on Inclusion.

    Science.gov (United States)

    Hall, Sarah A

    2017-09-01

    Inclusion in the community is essential to enhancing a person's quality of life. Although people with intellectual disabilities have a desire to be more involved in activities, they experience barriers that limit their inclusion. The purpose of this study was to describe the community involvement of young adults with intellectual disability. I interviewed fourteen young adults with intellectual disability to explore their involvement in work, recreation and leisure activities. Four themes emerged from the data: vocational endeavours, leisure pursuits, social inclusion and supports. The contexts of their experiences either facilitated or hindered their community involvement. The community involvement of young adults with intellectual disability varies depending on the opportunities and supports available to them. Their inclusion in the community may be enhanced by additional transportation options, continuing education in vocational and social skills, personalized guidance from group members and environments that are welcoming to people with disabilities. © 2016 John Wiley & Sons Ltd.

  9. Exploring the learnings derived from catalytic experiences in a leadership context

    Directory of Open Access Journals (Sweden)

    Daphna S. Horowitz

    2015-06-01

    Full Text Available Orientation: Personal leadership comprises self-awareness, authenticity, inspiration and passion. The concept of personal leadership was explored together with its relationship with leadership-related learnings derived from a catalytic experience. Research purpose: The objective of the study was to explore the leadership-related learnings derived from a catalytic experience and any connection between these learnings, personal leadership and leadership in an organisational context. Motivation for the study: Measurement of leaders’ performance remains largely focused on the results achieved. The importance of personal leadership in the corporate environment is often ignored and even questioned. Recognising that there is a relationship between personal leadership and professional leadership enables leaders to connect who they are being and what they are doing. This can enhance their leadership. Research design, approach and method: The study was conducted using a qualitative approach, specifically narrative enquiry. The sample comprised seven leaders who have had catalytic experiences in their lives. In-depth interviews were conducted and thematic analysis was used to identify themes on the leadership-related learnings gained from the leaders’catalytic experiences. Main findings: Elements of personal leadership and the processes involved in the development of personal leadership were identified. It was furthermore shown that challenging experiences serve as learning opportunities and that time for reflection is essential in this learning process. Practical/managerial implications: Leadership lessons are best learnt through experience.Using challenging experiences as learning opportunities may assist leaders in their growth and development. Contribution: Leadership effectiveness and organisational effectiveness may be enhanced by a more holistic view of leadership that includes elements of personal leadership.

  10. Physics in your pocket: experimenting and learning with your smartphone

    OpenAIRE

    González, Manuel Á.; González Rebollo, Miguel Ángel

    2015-01-01

    Along the last years the use of mobile devices in education has increased hugely. This increase includes not only the use of ICTs as learning facilitators. Mobile devices have also become useful tools in experimental physics thanks to their rich sets of built-in sensors. The use of smartphones as measurement devices in physics experiments requires careful attention to ensure good learning outcomes. Some aspects that must be considered are the reliability and accuracy of the smartphone sensors...

  11. How Nurses Experience Their Work as a Learning Environment

    OpenAIRE

    Skår, Randi

    2010-01-01

    This article explores and illuminates the meaning of nurses’ experiences with their work as a learning environment. A qualitative hermeneutic approach guided the research process and the analysis and interpretation of the transcribed interview-texts of eleven graduate nurses. Three core themes emerged from these informants’ descriptions of their work as a learning environment: ‘participation in the work community’, ‘to engage in interpersonal relations’ and ‘accessing important...

  12. What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

    Science.gov (United States)

    Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

    2015-08-01

    This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

  13. New tools for scientific learning in the EduSeis project: the e-learning experiment

    Directory of Open Access Journals (Sweden)

    A. Zollo

    2007-06-01

    Full Text Available The Educational Seismological Project (EduSeis is a scientific and educational project, the main aim of which is the development and implementation of new teaching methodologies in Earth Sciences, using seismology as a vehicle for scientific learning and awareness of earthquake risk. Within this framework, we have recently been experimenting with new learning and information approaches that are mainly aimed at a high school audience. In particular, we have designed, implemented and tested a model of an e-learning environment in a high school located in the surroundings of the Mt. Vesuvius volcano. The proposed e-learning model is built on the EduSeis concepts and educational materials (web-oriented, and is based on computer-supported collaborative learning. Ten teachers from different disciplines and fifty students at the I.T.I.S. “Majorana” technical high school (Naples have been taking part in a cooperative e-learning experiment in which the students have been working in small groups (communities. The learning process is assisted and supervised by the teachers. The evaluation of the results from this cooperative e-learning experiment has provided useful insights into the content and didactic value of the EduSeis modules and activities. The use of network utilities and the “Learning Community” approach promoted the exchange of ideas and expertises between students and teachers and allowed a new approach to the seismology teaching through a multidisciplinary study.

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

    OpenAIRE

    Merja L.M. Bauters

    2017-01-01

    In design and learning studies, an increasing amount of attention has been paid to experience. Many design approaches relate experience to embodiment and phenomenology. The growth in the number of applications that use the Internet of Things (IoT) has shifted human interactions from mobile devices and computers to tangible, material things. In education, the pressure to learn and update skills and knowledge, especially in work environments, has underlined the challenge of understanding how wo...

  15. Proactive Review – learn from experience to improve bottom line

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2016-01-01

    This article aims to provide a theoretically based and proven educational design for lessons learned. Called a Proactive Review, this educational design is exemplified in a case study of a global information technology company classified as big business, where Proactive Reviews were developed...... and implemented in over 40 countries. This article explores how employees who solve a task together can learn from the experience and share this learning with relevant colleagues to improve work practices, services, and/or products. This article describes the format of Proactive Reviews, suggestions for starting...

  16. Improve Business Results by Learning from Experience in Proactive Reviews

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2018-01-01

    This article aims to provide a theoretically based and proven educational design for lessons learned. Called a Proactive Review, this educational design is exemplified in a case study of a global information technology company classified as big business, where Proactive Reviews were developed...... and implemented in over 40 countries. This article explores how employees who solve a task together can learn from the experience and share this learning with relevant colleagues to improve work practices, services, and/or products. This article describes the format of Proactive Reviews, suggestions for starting...

  17. Learning by Helping? Undergraduate Communication Outcomes Associated with Training or Service-Learning Experiences

    Science.gov (United States)

    Katz, Jennifer; DuBois, Melinda; Wigderson, Sara

    2014-01-01

    This study investigated communication outcomes after training or applied service-learning experiences. Pre-practicum trainees learned active listening skills over 10 weeks. Practicum students were successful trainees who staffed a helpline. Community interns were trained and supervised at community agencies. Undergraduate students in psychology…

  18. Lifelong Learning at the Technion: Graduate Students' Perceptions of and Experiences in Distance Learning

    Science.gov (United States)

    Hussein-Farraj, Rania; Barak, Miri; Dori, Yehudit Judy

    2012-01-01

    This study examined the development of two Distance Learning (DL) courses and their effect on students' perceptions and learning experiences. Our study included about 260 science and engineering graduate students. Among them, 105 students were divided into two research groups: on-campus students (N=70) and DL students (N=35). These two groups…

  19. Content, Affective, and Behavioral Challenges to Learning: Students' Experiences Learning Statistics

    Science.gov (United States)

    McGrath, April L.

    2014-01-01

    This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty…

  20. Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

    Science.gov (United States)

    Akar, Bassel

    2016-01-01

    Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…

  1. Online Leadership and Learning: How Online Leaders May Learn From Their Working Experience

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    2018-01-01

    Online working environments develop and change continuously, meaning that online leaders and online team members must learn to adapt to change and should utilize emerging possibilities for doing their jobs. The purpose of this chapter is to explore how online leaders learn from experiences develo...

  2. Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

    Science.gov (United States)

    Balakrishnan, Vimala

    2014-01-01

    The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

  3. Strategy of nuclear power technology: learn from Korea experience

    International Nuclear Information System (INIS)

    Sriyana; Nurlaila

    2003-01-01

    Technology is one of the economic and social elements which play an important role in modernization process. When modernity ideas come into society, technology will become fundamental prerequisite for the shake of its form of modem economic social system of the society. Therefore, various effort modernize society involve program of transfer technology in main agenda. Purpose of this study is to choose a process of technology transfer and according to be able to reach for technological ability of nuclear power self-reliance. This research is conducted by study of existing literature, namely learn from experience of Korea which have succeeded to develop nuclear energy technology with self-reliance. While this research scope is to describe the process of technology transfer and according to be able to reach for technological ability of nuclear energy self-reliance. This study conclude that program of technology transfer have to start since nuclear power development pre-project period, project construction of NPP period and also in operation period. To reach for technological ability of self-reliance require to be done by long-term program and require to be build by several units which last for a transfer of technology. Government Commitment to have important role also have to be strong to push the happening of technology transfer. Institutions in concerned should have to be clear and hold responsible according to its interest. National industries as executor of technology transfer require to be given by larger ones opportunity in course of transfer this technology. (author)

  4. Case study on perspicacity of collaborative learning experiences

    Science.gov (United States)

    Abdullah, Fadzidah; Majid, Noor Hanita Abdul; Numen, Ibrahim; Kesuma Azmin, Aida; Abd. Rahim, Zaiton; Denan, Zuraini; Emin Sisman, Muhammet

    2017-12-01

    In the attempt to relate to the architectural practice, architectural education today has augmented the development of collaborative learning environment in the campus scenario. Presently, collaborative work among students from the same program and university is considered common. Hence, attempts of collaboration is extended into having learning and teaching collaboration by means of inter-universities. The School of Architecture, at the International Islamic University Malaysia (IIUM) has explored into having collaboration across the continent with Fatih Sultan Mehmet Waqf University (FSMWU), among faculty members and students of the two (2) universities This paper explicates the empirical study on students’ perspicacity of their collaborative learning experiences; in term of effectiveness, generative behaviour, and teamwork. Survey with three (3) open-ended questions are distributed to students to express their opinions on learning collaboration that they have had during the execution of the Joint Summer School Program (JSSP). Feedback on their perspicacity is obtained and organised into numerical and understandable data display, using qualitative data processing software. Albeit the relevancy of collaborative learning, students gave both positive and negative feedbacks on their experiences. Suggestions are given to enhance the quality of collaborative learning experience for future development

  5. Calibration Lessons Learned from Hyperion Experience

    Science.gov (United States)

    Casement, S.; Ho, K.; Sandor-Leahy, S.; Biggar, S.; Czapla-Myers, J.; McCorkel, J.; Thome, K.

    2009-12-01

    The use of hyperspectral imagers to provide climate-quality data sets, such as those expected from the solar reflective sensor on the Climate Absolute Radiance and Refractivity Observatory (CLARREO), requires stringent radiometric calibration requirements. These stringent requirements have been nearly met with broadband radiometers such as CERES, but high resolution spectrometers pose additional challenges. A review of the calibration processes for past space-based HSIs provide guidance on the calibration processes that will be needed for future sensors. In November 2000, the Earth Observer-1 (EO-1) platform was launched onboard a Boeing Delta II launch vehicle. The primary purpose of the EO-1 mission was to provide a technological testbed for spaceborne components. The platform has three sensors onboard, of which, the hyperspectral imager (HSI) Hyperion, is discussed here. The Hyperion sensor at the time had no comparable sensor in earth orbit, being the first grating-based, hyperspectral, civilian sensor in earth orbit. Ground and on-orbit calibration procedures including all cross-calibration activities have achieved an estimated instrument absolute radiometric error of 2.9% in the Visible channel (0.4 - 1.0 microns) and 3.4% in the shortwave infrared (SWIR, 0.9 - 2.5 microns) channel (EO-1/Hyperion Early Orbit Checkout Report Part II On-Orbit Performance Verification and Calibration). This paper describes the key components of the Hyperion calibration process that are applicable to future HSI missions. The pre-launch methods relied on then newly-developed, detector-based methods. Subsequent vicarious methods including cross-calibration with other sensors and the reflectance-based method showed significant differences from the prelaunch calibration. Such a difference demonstrated the importance of the vicarious methods as well as pointing to areas for improvement in the prelaunch methods. We also identify areas where lessons learned from Hyperion regarding

  6. Learning to work together - lessons from a reflective analysis of a research project on public involvement.

    Science.gov (United States)

    Howe, A; Mathie, E; Munday, D; Cowe, M; Goodman, C; Keenan, J; Kendall, S; Poland, F; Staniszewska, S; Wilson, P

    2017-01-01

    Patient and public involvement (PPI) in research is very important, and funders and the NHS all expect this to happen. What this means in practice, and how to make it really successful, is therefore an important research question. This article analyses the experience of a research team using PPI, and makes recommendations on strengthening PPI in research. There were different PPI roles in our study - some people were part of the research team: some were on the advisory group; and there were patient groups who gave specific feedback on how to make research work better for their needs. We used minutes, other written documents, and structured individual and group reflections to learn from our own experiences over time. The main findings were:- for researchers and those in a PPI role to work in partnership, project structures must allow flexibility and responsiveness to different people's ideas and needs; a named link person can ensure support; PPI representatives need to feel fully included in the research; make clear what is expected for all roles; and ensure enough time and funding to allow meaningful involvement. Some roles brought more demands but also more rewards than others - highlighting that it is important that people giving up their time to help with research experience gains from doing so. Those contributing to PPI on a regular basis may want to learn new skills, rather than always doing the same things. Researchers and the public need to find ways to develop roles in PPI over time. We also found that, even for a team with expertise in PPI, there was a need both for understanding of different ways to contribute, and an evolving 'normalisation' of new ways of working together over time, which both enriched the process and the outputs. Background Patient and public involvement (PPI) is now an expectation of research funders, in the UK, but there is relatively little published literature on what this means in practice - nor is there much evaluative research

  7. The integrated project as a learning experience

    Directory of Open Access Journals (Sweden)

    Maria Angeles Antequera

    2012-03-01

    Full Text Available Florida is a higher education centre specialising in technical and business training. Postgraduate programs, university qualifications, vocational training, secondary education, further education, occupational training and languages are taught at Florida. An educational model in accordance with the demands of the European Higher Education Area has been designed, focussing on teaching for professional competencies. We have chosen to use a methodology which promotes the development of skills and abilities, it promotes participation and it is student-centric as s/he must look for knowledge him/herself thus connecting the educational and the real world. In the different university degrees taught in our centre, each year the student carries out a project set in a real context which integrates specific competencies from the course subject and develops transversal competencies associated with the project which are the purpose of planning and progressive learning: team work, effective communication, conflict resolution, leadership skills, innovation and creativity. The IP counts for 25% of each course in terms of objectives, scheduling and final evaluation. The project grade is an individual grade for each student and is the same for all subjects which form part of the project.

  8. Teaching Russian Via Distance Learning, the EdNet Experience.

    Science.gov (United States)

    Zsiray, Stephen W., Jr.; And Others

    In Utah, the statewide distance education network (EdNet) enables students from five rural and suburban high schools to learn Russian and earn college credits. Courses in Russian are offered through a partnership involving the Cache County School District, Utah State University, and the Utah State Office of Education. Classes are taught on one…

  9. Student designed experiments to learn fluids

    Science.gov (United States)

    Stern, Catalina

    2013-11-01

    Lasers and high speed cameras are a wonderful tool to visualize the very complex behavior of fluids, and to help students grasp concepts like turbulence, surface tension and vorticity. In this work we present experiments done by physics students in their senior year at the School of Science of the National University of Mexico as a final project in the continuum mechanics course. Every semester, the students make an oral presentation of their work and videos and images are kept in the web page ``Pasión por los Fluidos''. I acknowledge support from the Physics Department of Facultad de Ciencias, Universidad Nacional Autónoma de México.

  10. Learning from experience. Feedback to design

    International Nuclear Information System (INIS)

    Hopwood, J.M.; Shalaby, B.A.; Keil, H.

    1997-01-01

    AECL has been the designer of 25 commercial scale CANDU reactors now in operation, with more under construction. AECL has taken the evolutionary approach in developing its current designs, the CANDU 6 and CANDU 9 Nuclear Power Plants. An integral part of this approach is to emphasize feedback of experience to the designers, in a continuous improvement process. AECL has implemented a formal process of gathering and responding to feedback from: NPP operation, construction and commissioning; regulatory input; R and D results: as well as paying close attention to market input. A number of recent examples of design improvement via this feedback process are described

  11. Investigating the use of patient involvement and patient experience in quality improvement in Norway

    DEFF Research Database (Denmark)

    Wiig, Siri; Storm, Marianne; Aase, Karina

    2013-01-01

    -fold: 1) to describe and analyze how governmental organizations expect acute hospitals to incorporate patient involvement and patient experiences into their quality improvement (QI) efforts and 2) to analyze how patient involvement and patient experiences are used by hospitals to try to improve...... the quality of care they provide. METHODS: This multi-level case study combines analysis of national policy documents and regulations at the macro level with semi-structured interviews and non-participant observation of key meetings and shadowing of staff at the meso and micro levels in two purposively...... in hospitals. The expectations span from systematic collection of patients' and family members' experiences for the purpose of improving service quality through establishing patient-oriented arenas for ongoing collaboration with staff to the support of individual involvement in decision making. However...

  12. Opportunity to discuss ethical issues during clinical learning experience.

    Science.gov (United States)

    Palese, Alvisa; Gonella, Silvia; Destrebecq, Anne; Mansutti, Irene; Terzoni, Stefano; Morsanutto, Michela; Altini, Pietro; Bevilacqua, Anita; Brugnolli, Anna; Canzan, Federica; Ponte, Adriana Dal; De Biasio, Laura; Fascì, Adriana; Grosso, Silvia; Mantovan, Franco; Marognolli, Oliva; Nicotera, Raffaela; Randon, Giulia; Tollini, Morena; Saiani, Luisa; Grassetti, Luca; Dimonte, Valerio

    2018-01-01

    Undergraduate nursing students have been documented to experience ethical distress during their clinical training and felt poorly supported in discussing the ethical issues they encountered. Research aims: This study was aimed at exploring nursing students' perceived opportunity to discuss ethical issues that emerged during their clinical learning experience and associated factors. An Italian national cross-sectional study design was performed in 2015-2016. Participants were invited to answer a questionnaire composed of four sections regarding: (1) socio-demographic data, (2) previous clinical learning experiences, (3) current clinical learning experience quality and outcomes, and (4) the opportunity to discuss ethical issues with nurses in the last clinical learning experience (from 0 - 'never' to 3 - 'very much'). Participants and research context: Participants were 9607 undergraduate nursing students who were attending 95 different three-year Italian baccalaureate nursing programmes, located at 27 universities in 15 Italian regions. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after the research protocol was approved by an ethics committee. Overall, 4707 (49%) perceived to have discussed ethical issues 'much' or 'very much'; among the remaining, 3683 (38.3%) and 1217 (12.7%) students reported the perception of having discussed, respectively, 'enough' or 'never' ethical issues emerged in the clinical practice. At the multivariate logistic regression analysis explaining 38.1% of the overall variance, the factors promoting ethical discussion were mainly set at the clinical learning environment levels (i.e. increased learning opportunities, self-directed learning, safety and nursing care quality, quality of the tutorial strategies, competences learned and supervision by a clinical nurse). In contrast, being male was associated with a perception of less opportunity to discuss ethical issues

  13. Involving the public in mental health and learning disability research: Can we, should we, do we?

    Science.gov (United States)

    Paul, C; Holt, J

    2017-10-01

    WHAT IS KNOWN ON THE SUBJECT?: UK health policy is clear that researchers should involve the public throughout the research process. The public, including patients, carers and/or local citizens can bring a different and valuable perspective to the research process and improve the quality of research undertaken. Conducting health research is demanding with tight deadlines and scarce resources. This can make involving the public in research very challenging. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This is the first time the attitudes of researchers working in mental health and learning disability services towards PPI have been investigated. The principles of service user involvement in mental health and learning disability services may support PPI in research as a tool of collaboration and empowerment. This article extends our understanding of the cultural and attitudinal barriers to implementing PPI guidelines in mental health and learning disability services. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Researchers in mental health and learning disability services need to champion, share and publish effective involvement work. Structural barriers to PPI work should be addressed locally and successful strategies shared nationally and internationally. Where PPI guidelines are being developed, attention needs to be paid to cultural factors in the research community to win "hearts and minds" and support the effective integration of PPI across the whole research process. Introduction Patient and public involvement (PPI) is integral to UK health research guidance; however, implementation is inconsistent. There is little research into the attitudes of NHS health researchers towards PPI. Aim This study explored the attitude of researchers working in mental health and learning disability services in the UK towards PPI in health research. Method Using a qualitative methodology, semi-structured interviews were conducted with a purposive sample of eight researchers. A

  14. Learning from experience: feedback to CANDU design

    International Nuclear Information System (INIS)

    Allen, P.J.; Hopwood, J.M.; Rousseau, G.P.

    1998-01-01

    AECL's main product line is based on two single unit CANDU nuclear power plant designs; CANDU 6 and CANDU 9, each of which is based on successfully operating CANDU plants. AECL's CANDU development program is based upon evolutionary improvement. The evolutionary design approach ensures the maximum degree of operational provenness. It also allows successful features of today's plants to be retained while incorporating improvements as they develop to the appropriate level of design maturity. A key component of this evolutionary development is a formal process of gathering and responding to feedback from: NPP operation, construction and commissioning; regulatory input; equipment supplier input; R and D results; market input. The progresses for gathering and implementing the experience feedback and a number of recent examples of design improvements from this feedback process are described in the paper. (author)

  15. Modelling the fathering role: Experience in the family of origin and father involvement

    Directory of Open Access Journals (Sweden)

    Mihić Ivana

    2012-01-01

    Full Text Available The study presented in this paper deals with the effects of experiences with father in the family of origin on the fathering role in the family of procreation. The results of the studies so far point to great importance of such experiences in parental role modelling, while recent approaches have suggested the concept of introjected notion or an internal working model of the fathering role as the way to operationalise the transgenerational transfer. The study included 247 two-parent couple families whose oldest child attended preschool education. Fathers provided information on self-assessed involvement via the Inventory of father involvement, while both fathers and mothers gave information on introjected experiences from the family of origin via the inventory Presence of the father in the family of origin. It was shown that father’s experiences from the family of origin had significant direct effects on his involvement in child-care. Very important experiences were those of negative emotional exchange, physical closeness and availability of the father, as well as beliefs about the importance of the father as a parent. Although maternal experiences from the family of origin did not contribute significantly to father involvement, shared beliefs about father’s importance as a parent in the parenting alliance had an effect on greater involvement in child-care. The data provide confirmation of the hypotheses on modelling of the fathering role, but also open the issue of the factor of intergenerational maintenance of traditional forms of father involvement in families in Serbia.

  16. Creating Learning Objects to Enhance the Educational Experiences of American Sign Language Learners: An Instructional Development Report

    Directory of Open Access Journals (Sweden)

    Simone Conceição

    2002-10-01

    Full Text Available Little attention has been given to involving the deaf community in distance teaching and learning or in designing courses that relate to their language and culture. This article reports on the design and development of video-based learning objects created to enhance the educational experiences of American Sign Language (ASL hearing participants in a distance learning course and, following the course, the creation of several new applications for use of the learning objects. The learning objects were initially created for the web, as a course component for review and rehearsal. The value of the web application, as reported by course participants, led us to consider ways in which the learning objects could be used in a variety of delivery formats: CD-ROM, web-based knowledge repository, and handheld device. The process to create the learning objects, the new applications, and lessons learned are described.

  17. Experience and meaning of user involvement: some explorations from a community mental health project.

    Science.gov (United States)

    Truman, Carole; Raine, Pamela

    2002-05-01

    With an increased interest in and policy commitment to involving service users in the planning and delivery of health service provision, there is a clear need to explore both the rhetoric and realities of what user involvement entails. In the present paper, by drawing upon an evaluation of a community-based exercise facility for people with mental health problems, the authors explore ways in which the reality of user involvement is subject to a range of configurations within health services. The paper describes a piece of qualitative research that was undertaken within a participatory framework to explore the nature of user involvement within the facility. The data have been analysed using a grounded theory approach to provide insights into: the organisational context in which user involvement takes place; factors which encourage meaningful participation on the part of service users; perceived barriers to user involvement; and issues of sustainability and continuity. This research approach has enabled the authors to explore the views and experiences of users, service providers and referral agencies in relation to the nature and potential for user involvement. The findings illustrate ways in which user involvement may take place under both flexible and formal arrangements across a variety of activities. The present paper provides an account of some of the meanings and experiences of what 'successful' user participation may involve and the conditions which underpin 'success'. The authors conclude that successful and meaningful user involvement should enable and support users to recognise their existing skills, and to develop new ones, at a pace that suits their particular circumstances and personal resources. This process may require adaptation not only by organisations, but also by service providers and non-involved users.

  18. Moments of Becoming: Experiences of Embodied Connection to Place in Arts-Based Service Learning in Australia

    Science.gov (United States)

    Power, Anne; Bennett, Dawn

    2015-01-01

    The experience of place in arts-based service learning (ABSL) is personal. It can be difficult to define and challenging to share and build upon. This paper, reporting from a national ABSL project involving three Australian universities, is concerned with experiences of place in forming professional teacher identity. Using a narrative methodology…

  19. Environment learning using descriptions or navigation: The involvement of working memory in young and older adults.

    Science.gov (United States)

    Meneghetti, Chiara; Borella, Erika; Carbone, Elena; Martinelli, Massimiliano; De Beni, Rossana

    2016-05-01

    This study examined age-related differences between young and older adults in the involvement of verbal and visuo-spatial components of working memory (WM) when paths are learned from verbal and visuo-spatial inputs. A sample of 60 young adults (20-30 years old) and 58 older adults (60-75 years old) learned two paths from the person's point of view, one displayed in the form of a video showing the path, the other presenting the path in a verbal description. During the learning phase, participants concurrently performed a verbal task (articulatory suppression, AS group), or a visuo-spatial task (spatial tapping, ST group), or no secondary task (control, C group). After learning each path, participants completed tasks that involved the following: (1) recalling the sequential order and the location of landmarks; and (2) judging spatial sentences as true or false (verification test). The results showed that young adults outperformed older adults in all recall tasks. In both age groups performance in all types of task was worse in the AS and ST groups than in the C group, irrespective of the type of input. Overall, these findings suggest that verbal and visuo-spatial components of WM underpin the processing of environmental information in both young and older adults. The results are discussed in terms of age-related differences and according to the spatial cognition framework. © 2015 The British Psychological Society.

  20. INIR mission Outline, Experiences, Lessons Learned

    International Nuclear Information System (INIS)

    Omoto, Akira

    2010-01-01

    There are 19 major issues to consider in infrastructure building and Conditions to achieve the milestone. For each issues that assist in a continuous self-assessment against milestone and there is need to identify the distance to the milestone (gap).The IAEA ‘s involvement could add values to a) objective view b) clarifying areas of further assistance and c) help confidence building, if disclosed. Integrated Nuclear Infrastructure Review (INIR) mission is not an audit against established requirements and its Results cannot be considered as a “release stamp” that certifies the quality and completeness of the work done and validates the host MS actions. INIR mission is conducted in the context of TC programme that Provide feedback on the effective implementation of TC assistance and are considered when preparing and updating the TC Country Programme Framework. It must not be interpreted that the country cannot move to the next phase of the nuclear power programme until all turns to “No actions needed” status, since there is no single uniform avenue for development of infrastructure and launching nuclear power programme

  1. Lessons Learned from Missing Flooding Barriers Operating Experience

    International Nuclear Information System (INIS)

    Simic, Z.; Veira, M. P.

    2016-01-01

    Flooding hazard is highly significant for nuclear power plant safety because of its potential for common cause impact on safety related systems, and because operating experience reviews regularly identify flooding as a cause of concern. Source of the flooding could be external (location) or internal (plant design). The amount of flooding water could vary but even small amount might suffice to affect redundant trains of safety related systems for power supply and cooling. The protection from the flooding is related to the design-basis flood level (DBFL) and it consists of three elements: structural, organizational and accessibility. Determination of the DBFL is critical, as Fukushima Daiichi accident terribly proved. However, as the topic of flooding is very broad, the scope of this paper is focused only on the issues related to the missing flood barriers. Structural measures are physically preventing flooding water to reach or damage safety related system, and they could be permanent or temporary. For temporary measures it is important to have necessary material, equipment and organizational capacity for the timely implementation. Maintenance is important for permanent protection and periodical review is important for assuring readiness and feasibility of temporary flooding protection. Final flooding protection element is assured accessibility to safety related systems during the flooding. Appropriate flooding protection is based on the right implementation of design requirements, proper maintenance and periodic reviews. Operating experience is constantly proving how numerous water sources and systems interactions make flooding protection challenging. This paper is presenting recent related operating experience feedback involving equipment, procedures and analysis. Most frequent deficiencies are: inadequate, degraded or missing seals that would allow floodwaters into safety related spaces. Procedures are inadequate typically because they underestimate necessary

  2. Learning Analytics Architecture to Scaffold Learning Experience through Technology-based Methods

    Directory of Open Access Journals (Sweden)

    Jannicke Madeleine Baalsrud Hauge

    2015-02-01

    Full Text Available The challenge of delivering personalized learning experiences is often increased by the size of classrooms and online learning communities. Serious Games (SGs are increasingly recognized for their potential to improve education. However, the issues related to their development and their level of effectiveness can be seriously affected when brought too rapidly into growing online learning communities. Deeper insights into how the students are playing is needed to deliver a comprehensive and intelligent learning framework that facilitates better understanding of learners' knowledge, effective assessment of their progress and continuous evaluation and optimization of the environments in which they learn. This paper discusses current SOTA and aims to explore the potential in the use of games and learning analytics towards scaffolding and supporting teaching and learning experience. The conceptual model (ecosystem and architecture discussed in this paper aims to highlight the key considerations that may advance the current state of learning analytics, adaptive learning and SGs, by leveraging SGs as an suitable medium for gathering data and performing adaptations.

  3. Providing pervasive Learning eXperiences by Combining Internet of Things and e-Learning standards

    Directory of Open Access Journals (Sweden)

    Aroua TAAMALLAH

    2015-12-01

    Full Text Available Nowadays, learning is more and more taking place anywhere and anytime. This implies that e-learning environments are expanded from only virtual learning environments to both virtual and physical ones. Thanks to the evolution of Internet, ICT (Information and Communication Technology and Internet of Things, new learning scenarios could be experienced by learners either individually or collaboratively. These learning scenarios are Pervasive in such a way that they allow to mix virtual and physical learning environments as well. They are therefore characterized by possible interactions of the learner with the physical environment, the Learner's contextual data detection as well as the adaptation of pedagogical strategies and services according to this context. This paper aims to take advantage of this trend and keep up also with existing e-Learning standards such as IMS LD and LOM. The solution proposed is therefore to extend these standards models with that of Internet of Things and to provide an adaptation approach of learning activities based on learner's context and her/his track using the eXperience API. In this context and in order to allow both reasoning capabilities and interoperability between the proposed models Ontological representations and implementation are therefore proposed. Moreover a technical architecture highlighting the required software components and their interactions is provided. And finally, a relevant pervasive learning scenario is implemented and experimented.

  4. Parents' Involvement in Children's Learning in the United States and China: Implications for Children's Academic and Emotional Adjustment

    Science.gov (United States)

    Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.

    2011-01-01

    This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age = 12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every 6 months until the end of 8th…

  5. Value Development Underlies the Benefits of Parents' Involvement in Children's Learning: A Longitudinal Investigation in the United States and China

    Science.gov (United States)

    Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.

    2015-01-01

    This research examined whether the benefits of parents' involvement in children's learning are due in part to value development among children. Four times over the 7th and 8th grades, 825 American and Chinese children (M age = 12.73 years) reported on their parents' involvement in their learning and their perceptions of the value their parents…

  6. Student perception of travel service learning experience in Morocco.

    Science.gov (United States)

    Puri, Aditi; Kaddoura, Mahmoud; Dominick, Christine

    2013-08-01

    This study explores the perceptions of health profession students participating in academic service learning in Morocco with respect to adapting health care practices to cultural diversity. Authors utilized semi-structured, open-ended interviews to explore the perceptions of health profession students. Nine dental hygiene and nursing students who traveled to Morocco to provide oral and general health services were interviewed. After interviews were recorded, they were transcribed verbatim to ascertain descriptive validity and to generate inductive and deductive codes that constitute the major themes of the data analysis. Thereafter, NVIVO 8 was used to rapidly determine the frequency of applied codes. The authors compared the codes and themes to establish interpretive validity. Codes and themes were initially determined independently by co-authors and applied to the data subsequently. The authors compared the applied codes to establish intra-rater reliability. International service learning experiences led to perceptions of growth as a health care provider among students. The application of knowledge and skills learned in academic programs and service learning settings were found to help in bridging the theory-practice gap. The specific experience enabled students to gain an understanding of diverse health care and cultural practices in Morocco. Students perceived that the experience gained in international service learning can heighten awareness of diverse cultural and health care practices to foster professional growth of health professionals.

  7. Learning by experience on the example of mathematic pendulum

    Science.gov (United States)

    Horváth, Peter

    2017-01-01

    The very suitable topic for independent student activities is the investigation of factors influencing an oscillation period of the mathematic pendulum. The article describes the experience from particular lessons. Students themselves were discovering new facts. They learned about the physics practice of acquiring new knowledge. The knowledge quality and retention was compared between the experimental classes and classes with a traditional instruction one year after the experiment.

  8. Older peoples experiences involving the decision to transition to an aged care home

    OpenAIRE

    Zamanzadeh Vahid; Pakpour Vahid; Rahmani Azad; Lorraine Chenoweth Lynnette; Mohammadi Eesa

    2016-01-01

    The decision to relocate to an aged care home can is important change in older adults live but little attention has been paid to their experiences of this decision. The study explored older people’s experiences involving the decision to transition to an aged care home. Data were obtained via semi-structured interviews with 17 participants, which were content analyzed. Results: Transition motives, ambiguity, participation in decision making and decision making meaning were four the...

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

    Directory of Open Access Journals (Sweden)

    Merja L.M. Bauters

    2017-06-01

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

  10. Vaccination learning experiences of nursing students: a grounded theory study.

    Science.gov (United States)

    Ildarabadi, Eshagh; Karimi Moonaghi, Hossein; Heydari, Abbas; Taghipour, Ali; Abdollahimohammad, Abdolghani

    2015-01-01

    This study aimed to explore the experiences of nursing students being trained to perform vaccinations. The grounded theory method was applied to gather information through semi-structured interviews. The participants included 14 undergraduate nursing students in their fifth and eighth semesters of study in a nursing school in Iran. The information was analyzed according to Strauss and Corbin's method of grounded theory. A core category of experiential learning was identified, and the following eight subcategories were extracted: students' enthusiasm, vaccination sensitivity, stress, proper educational environment, absence of prerequisites, students' responsibility for learning, providing services, and learning outcomes. The vaccination training of nursing students was found to be in an acceptable state. However, some barriers to effective learning were identified. As such, the results of this study may provide empirical support for attempts to reform vaccination education by removing these barriers.

  11. When the user is not the chooser: learning from stakeholder involvement in technology adoption decisions in infection control.

    Science.gov (United States)

    Ahmad, R; Kyratsis, Y; Holmes, A

    2012-07-01

    Health systems need efficient and effective innovation decisions to provide maximum benefit to patients, particularly in a climate of financial constraints. Although evidence-based innovations exist for helping to address healthcare-associated infections, the uptake and implementation of these is highly variable and in some cases very slow. To investigate innovation adoption decisions and implementation processes from an organizational perspective, focusing on the implications of stakeholder involvement during the innovation process. Thirty-eight technology adoption decisions and implementation processes were examined through 121 qualitative interviews in 12 National Health Service healthcare organizations across England. Stakeholder involvement varied across organizations with decisions highly exclusive to the infection prevention and control (IPC) team, to highly inclusive of wider organizational members. The context, including organizational culture, previous experience, and logistical factors influenced the level of stakeholder engagement. The timing of stakeholder involvement in the process impacted on: (i) the range of innovations considered; (ii) the technologies selected, and (iii) the success of technology implementation. Cases of non-adoption, discontinued adoption, and of successful implementation are presented to share learning. The potential benefits of stakeholder involvement for 'successful' innovation adoption are presented including a goal-oriented framework for involvement. Key stakeholder involvement can lead to innovation adoption and implementation compatible with structural and cultural contexts, particularly when involvement crosses the phases of initiation, decision-making and implementation. Involving members of the wider healthcare organization can raise the profile of IPC and reinforce efforts to make IPC everybody's business. Copyright © 2012 The Healthcare Infection Society. Published by Elsevier Ltd. All rights reserved.

  12. The Influence of Experience, Ability and Interest on e-Learning Effectiveness

    Science.gov (United States)

    Haverila, Matti; Barkhi, Reza

    2009-01-01

    The purpose of this paper is to report the findings of a research conducted to evaluate the effect of learning preconceptions, prior e-learning experience, ability and interest of students on their perceptions regarding the process of e-learning. We study the effectiveness of e-learning as it relates to the level of e-learning experience. The…

  13. The experience of applying academic service learning within the ...

    African Journals Online (AJOL)

    The experience of applying academic service learning within the discipline of speech pathology and audiology at a South African university. ... The argument put forward is that this type of pedagogy would appear to be applicable across a broad range of disciplines and represents one strategy for assisting higher education ...

  14. Influence of Teachers' Teaching Experience on Students' Learning ...

    African Journals Online (AJOL)

    This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the ...

  15. Achieving Digital Literacy through Game Development: An Authentic Learning Experience

    Science.gov (United States)

    Frydenberg, Mark

    2015-01-01

    Purpose: This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts,…

  16. Influence of Teachers' Teaching Experience on Students' Learning ...

    African Journals Online (AJOL)

    cce

    Items 1 - 6 ... should encourage experienced teachers to stay on the job through the provision of incentives .... sampling technique. The instrument used to collect data was an inventory titled 'secondary schools teachers' teaching experience and students' learning .... Source: Statistics Division, Ministry of Education, Akure.

  17. Developing International Managers: The Contribution of Cultural Experience to Learning

    Science.gov (United States)

    Townsend, Peter; Regan, Padraic; Li, Liang Liang

    2015-01-01

    Purpose: The purpose of this paper is to evaluate cultural experience as a learning strategy for developing international managers. Design/methodology/approach: Using an integrated framework, two quantitative studies, based on empirical methodology, are conducted. Study 1, with an undergraduate sample situated in the Asia Pacific, aimed to examine…

  18. Students’ Lived Experience of Project-Based Learning

    Directory of Open Access Journals (Sweden)

    Sandy Ferianda

    2017-07-01

    Full Text Available Inspired by personal experiences during the study time in the Graduate Program in English Language Studies (ELS Sanata Dharma University Yogyakarta, this research focused mainly on investigating the ELS students’ lived experience of project-based learning implemented by the ELS lecturers. This study employed hermeneutic phenomenology since it described and interpreted the meanings of ELS students lived experience. The participants of this study were the three ELS students considered to be illuminating from the three different streams batch of 2015. In this study we used one-on-one in depth interview to gain the data. The findings of this study consisted of four prefigured meanings and two emergent meanings namely a authentic learning, b learner autonomy, c cooperative learning, d multiple intelligences, e understanding others, and f personal development. The findings of this study gave implications not only to the ELS students and lecturers, but also to the audience. Lastly, recommendations were also addressed to the ELS students as their habit formation, to the ELS lecturers as their inputs to give more feedbacks to their students, and to the future researchers. Keywords: Lived experience, project-based learning.

  19. Mountain Plains Learning Experience Guide: Marketing. Course: Visual Merchandising.

    Science.gov (United States)

    Preston, T.; Egan, B.

    One of thirteen individualized courses included in a marketing curriculum, this course covers the steps to be followed in planning, constructing, and evaluating the effectiveness of merchandise displays. The course is comprised of one unit, General Merchandise Displays. The unit begins with a Unit Learning Experience Guide that gives directions…

  20. Freshmen Marketing: A First-Year Experience with Experiential Learning

    Science.gov (United States)

    Greene, Henry

    2011-01-01

    This paper describes an experiential learning activity designed for a New England university freshmen course, BUS101-Marketing First-Year Experience (FYE). The purpose of the activity is to teach basic principles of marketing, develop a general perspective of business, and provide FYE activities that facilitate the college transition. The specific…

  1. Social Software: Participants' Experience Using Social Networking for Learning

    Science.gov (United States)

    Batchelder, Cecil W.

    2010-01-01

    Social networking tools used in learning provides instructional design with tools for transformative change in education. This study focused on defining the meanings and essences of social networking through the lived common experiences of 7 college students. The problem of the study was a lack of learner voice in understanding the value of social…

  2. Transformative Learning Experiences of International Graduate Students from Asian Countries

    Science.gov (United States)

    Kumi-Yeboah, Alex; James, Waynne

    2014-01-01

    This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants…

  3. A Qualitative Study to Improve the Student Learning Experience

    Science.gov (United States)

    Jastania, Raid A.; Balata, Gehan F.; Abd El-Hady, Mohamed I. S.; Gouda, Ahmad; Abd El-Wahab, Mohamad; Mohamad, Abeer S.; Ibrahim, Nashwa M.; Beshr, Eman; Mahdi, Abeer Y.; Mousa, Rabab; Tag, Batool F.; Hisham, Hadeel; El-Sofiani, Ibtehal

    2017-01-01

    Purpose: For any educational institution, student satisfaction is an important goal. Thus, the purpose of the study is to use a structured improvement process, define--measure--analyse--improve--control (DMAIC) methodology, to improve students' satisfaction regarding their learning experience at the College of Pharmacy/Umm Al-Qura University.…

  4. Agoras: Towards Collaborative Game-Based Learning Experiences on Surfaces

    Science.gov (United States)

    Catala, Alejandro; Garcia-Sanjuan, Fernando; Pons, Patricia; Jaen, Javier; Mocholi, Jose A.

    2012-01-01

    Children nowadays consume and manage lots of interactive digital software. This makes it more interesting and powerful to use digital technologies and videogames supporting learning experiences. However, in general, current digital proposals lack of in-situ social interaction supporting natural exchange and discussion of ideas in the course of…

  5. Mountain Plains Learning Experience Guide: Automotive Repair. Course: Emission Systems.

    Science.gov (United States)

    Schramm, C.; Osland, Walt

    One of twelve individualized courses included in an automotive repair curriculum, this course covers the theory, testing, and servicing of automotive emission control systems. The course is comprised of one unit, Fundamentals of Emission Systems. The unit begins with a Unit Learning Experience Guide that gives directions for unit completion. The…

  6. Academics and Learners’ Perceptions on Blended Learning as a Strategic Initiative to Improve Student Learning Experience

    Directory of Open Access Journals (Sweden)

    Ying Adeline Ng Ling

    2017-01-01

    Full Text Available The increasingly tighter shift of socio-economic constraints on higher education sectors in the recent years has called for greater flexibilities in student learning experience both locally and abroad. To this end, we have recently implemented a Blended Learning Initiative in an attempt to provide better learning support and greater flexibility to our students. This initiative is also in line with the University’s aim of having 50% of our learning and teaching delivered on-line by 2020. In this report, we present our findings on academics and learners’ perceptions on the approach which were obtained through surveys. Results showed that blended learning approach was new to the academics and the factors for successful blended learning implementation were identified. Results also showed that learners appreciated the approach as it made learning more accessible and flexible. Furthermore, they also enjoyed the interesting online activities incorporated into their units. In addition, learners were also able to review and pace their own learning. They also perceived that they have the access to the resources and technical ability to cope with online learning materials and activities. Nonetheless, the survey also revealed that learners still prefer to have academics delivering information to them directly rather than a flipped classroom model. In conclusion, findings from this study provide insights that blended learning could be effective to supplement courses offered by the faculty.

  7. Concept-Based Learning in Clinical Experiences: Bringing Theory to Clinical Education for Deep Learning.

    Science.gov (United States)

    Nielsen, Ann

    2016-07-01

    Concept-based learning is used increasingly in nursing education to support the organization, transfer, and retention of knowledge. Concept-based learning activities (CBLAs) have been used in clinical education to explore key aspects of the patient situation and principles of nursing care, without responsibility for total patient care. The nature of best practices in teaching and the resultant learning are not well understood. The purpose of this multiple-case study research was to explore and describe concept-based learning in the context of clinical education in inpatient settings. Four clinical groups (each a case) were observed while they used CBLAs in the clinical setting. Major findings include that concept-based learning fosters deep learning, connection of theory with practice, and clinical judgment. Strategies used to support learning, major teaching-learning foci, and preconditions for concept-based teaching and learning will be described. Concept-based learning is promising to support integration of theory with practice and clinical judgment through application experiences with patients. [J Nurs Educ. 2016;55(7):365-371.]. Copyright 2016, SLACK Incorporated.

  8. A decision analysis framework for stakeholder involvement and learning in groundwater management

    Science.gov (United States)

    Karjalainen, T. P.; Rossi, P. M.; Ala-aho, P.; Eskelinen, R.; Reinikainen, K.; Kløve, B.; Pulido-Velazquez, M.; Yang, H.

    2013-12-01

    Multi-criteria decision analysis (MCDA) methods are increasingly used to facilitate both rigorous analysis and stakeholder involvement in natural and water resource planning. Decision-making in that context is often complex and multi-faceted with numerous trade-offs between social, environmental and economic impacts. However, practical applications of decision-support methods are often too technically oriented and hard to use, understand or interpret for all participants. The learning of participants in these processes is seldom examined, even though successful deliberation depends on learning. This paper analyzes the potential of an interactive MCDA framework, the decision analysis interview (DAI) approach, for facilitating stakeholder involvement and learning in groundwater management. It evaluates the results of the MCDA process in assessing land-use management alternatives in a Finnish esker aquifer area where conflicting land uses affect the groundwater body and dependent ecosystems. In the assessment process, emphasis was placed on the interactive role of the MCDA tool in facilitating stakeholder participation and learning. The results confirmed that the structured decision analysis framework can foster learning and collaboration in a process where disputes and diverse interests are represented. Computer-aided interviews helped the participants to see how their preferences affected the desirability and ranking of alternatives. During the process, the participants' knowledge and preferences evolved as they assessed their initial knowledge with the help of fresh scientific information. The decision analysis process led to the opening of a dialogue, showing the overall picture of the problem context and the critical issues for the further process.

  9. Beyond the didactic classroom: educational models to encourage active student involvement in learning.

    Science.gov (United States)

    Shreeve, Michael W

    2008-01-01

    In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development.

  10. Improved Emergency Preparedness For Management Of The Food chain Via Stakeholder Involvement: Belgian and European Experience

    Energy Technology Data Exchange (ETDEWEB)

    Hardeman, Frank; Carle, Benny [SCK.CEN, the Belgian Nuclear Research Centre, Boeretang 200, 2400 Mol (Belgium); Turcanu, Catrinel [Universite Libre de Bruxelles, Av. F. Roosevelt 50, 1050 Brussels (Belgium); Vandecasteele, Christian [FANC, Federal Agency for Nuclear Control, Ravensteinstraat 36, 1000 Brussels (Belgium)

    2006-07-01

    Initiatives involving stakeholder engagement have gained increasing importance in sustainable decision making for many risk-related issues. This paper describes a Belgian experience within a European context related to food management options in the event of a radioactive contamination of the food chain. Under the auspices of the European Commission's 5. Framework Programme, the F.A.R.M.I.N.G. (F.A.R.M.I.N.G. 2000) project (co-ordinated by H.P.A.) a stakeholder network was established in a number of European countries, following a successful approach originally adopted in the UK. In a comparable approach, national working groups were thus established in Belgium, Finland, France and Greece in order to organise stakeholder panels and to discuss the outcomes of scientific and technical research related to management options for the food chain. The results of these panels were exchanged between participating Member States and on a wider international basis at the W.I.S.D.O.M.2. workshop in 2003. The F.A.R.M.I.N.G. project had many achievements and there were also several important lessons learned for Belgium (Vandecasteele et al., 2005): Firstly, many stakeholders showed a real interest in tackling problems relating to food chain contamination; Secondly, the Belgian agricultural system is very intensive and technically and economically optimised, making many of the options envisaged difficult to implement; thirdly, the applicability of management options is also limited by political and legal issues (e.g. competencies, environmental legislation), operational constraints (e.g. waste treatment, supplies of materials), societal and ethical aspects (e.g. milk disposal to sea, animal welfare), and economics (e.g. who pays the intervention cost?); fourthly, there is a now a greater awareness of these problems in both the food production sector and among the experts involved in emergency management; Fifthly, increased attention is now given in Belgium to the medium and

  11. Improved Emergency Preparedness For Management Of The Food chain Via Stakeholder Involvement: Belgian and European Experience

    International Nuclear Information System (INIS)

    Hardeman, Frank; Carle, Benny; Turcanu, Catrinel; Vandecasteele, Christian

    2006-01-01

    Initiatives involving stakeholder engagement have gained increasing importance in sustainable decision making for many risk-related issues. This paper describes a Belgian experience within a European context related to food management options in the event of a radioactive contamination of the food chain. Under the auspices of the European Commission's 5. Framework Programme, the F.A.R.M.I.N.G. (F.A.R.M.I.N.G. 2000) project (co-ordinated by H.P.A.) a stakeholder network was established in a number of European countries, following a successful approach originally adopted in the UK. In a comparable approach, national working groups were thus established in Belgium, Finland, France and Greece in order to organise stakeholder panels and to discuss the outcomes of scientific and technical research related to management options for the food chain. The results of these panels were exchanged between participating Member States and on a wider international basis at the W.I.S.D.O.M.2. workshop in 2003. The F.A.R.M.I.N.G. project had many achievements and there were also several important lessons learned for Belgium (Vandecasteele et al., 2005): Firstly, many stakeholders showed a real interest in tackling problems relating to food chain contamination; Secondly, the Belgian agricultural system is very intensive and technically and economically optimised, making many of the options envisaged difficult to implement; thirdly, the applicability of management options is also limited by political and legal issues (e.g. competencies, environmental legislation), operational constraints (e.g. waste treatment, supplies of materials), societal and ethical aspects (e.g. milk disposal to sea, animal welfare), and economics (e.g. who pays the intervention cost?); fourthly, there is a now a greater awareness of these problems in both the food production sector and among the experts involved in emergency management; Fifthly, increased attention is now given in Belgium to the medium and long

  12. Parents' Experiences as Predictors of State Accountability Measures of Schools' Facilitation of Parent Involvement

    Science.gov (United States)

    Elbaum, Batya; Blatz, Erin T.; Rodriguez, Raymond J.

    2016-01-01

    The aim of this study was to ascertain which dimensions of parents' experiences with schools are most strongly associated with parents' perceptions that schools are or are not facilitating parent involvement as mandated by the federal accountability system under the Individuals With Disabilities Education Act (IDEA). Participants were 92 parents…

  13. Parental Beliefs and Experiences Regarding Involvement in Intervention for Their Child with Speech Sound Disorder

    Science.gov (United States)

    Watts Pappas, Nicole; McAllister, Lindy; McLeod, Sharynne

    2016-01-01

    Parental beliefs and experiences regarding involvement in speech intervention for their child with mild to moderate speech sound disorder (SSD) were explored using multiple, sequential interviews conducted during a course of treatment. Twenty-one interviews were conducted with seven parents of six children with SSD: (1) after their child's initial…

  14. Collegiate Diversity Experiences and Students' Views Regarding Social and Political Involvement

    Science.gov (United States)

    Parker, Eugene T., III; Trolian, Teniell L.

    2015-01-01

    Using data from the Wabash National Study of Liberal Arts Education, this study examines the relationship between engagement in diversity experiences during college and student attitudes about the importance of being socially and politically involved at the end of their fourth year of college. Findings suggest a positive link between…

  15. Involving People with Lived Experience of Homelessness in Electronic Health Records Research

    Directory of Open Access Journals (Sweden)

    Serena Luchenski

    2017-04-01

    Using a participatory and dynamic approach to involve people with lived experience of homelessness and exclusion is an effective public engagement methodology for complex topics such as EHR research and data linkage. Information provided in the workshop was useful for interpreting findings, identifying strengths and gaps in health and social services, and developing research and practice recommendations.

  16. Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences

    Science.gov (United States)

    Peleg, Ran; Baram-Tsabari, Ayelet

    2017-12-01

    Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate (1) cognitive learning outcomes of the play, (2) how these outcomes interact with different viewing contexts and (3) experiential learning outcomes through the theatrical experience. The play `Robot and I', addressing principles in robotics, was commissioned by a science museum. Data consisted of 391 questionnaires and interviews with 47 children and 20 parents. Findings indicate that explicit but not implicit learning goals were decoded successfully. There was little synergy between learning outcomes of the play and an exhibition on robotics, demonstrating the effect of two different physical contexts. Interview data revealed that prior knowledge, experience and interest played a major role in children's understanding of the play. Analysis of the theatrical experience showed that despite strong identification with the child protagonist, children often doubted the protagonist's knowledge jeopardizing integration of scientific content. The study extends the empirical knowledge and theoretical thinking on museum theatre to better support claims of its virtues and respond to their criticism.

  17. E-learning in radiology: An Italian multicentre experience

    Energy Technology Data Exchange (ETDEWEB)

    Carriero, A., E-mail: profcarriero@virgilio.it [Istituto di Radiologia Diagnostica ed Interventistica, AOU Maggiore della Carità, Corso Mazzini 18, 28100 Novara (Italy); Bonomo, L., E-mail: lbonomo@rm.unicatt.it [Istituto di Radiologia, Università Cattolica del S.Cuore, Largo Gemelli 8, 00168 Roma (Italy); Calliada, F., E-mail: f.calliada@smatteo.pv.it [Istituto di Radiologia c/o IRCCS Policlinico San Matteo Ospedale Generale Regionale, Piazzale Golgi 27100, Pavia (Italy); Campioni, P., E-mail: paolo.campioni@unife.it [Dipartimento di Scienze Chirurgiche, Radiologiche e Anestesiologiche, Sezione di Diagnostica per Immagini, Università di Ferrara Corso della Giovecca No. 203, 44100, Ferrara (Italy); Colosimo, C., E-mail: colosimo@rm.unicatt.it [Istituto di Radiologia, Università Cattolica del S.Cuore, Largo Gemelli 8, 00168 Roma (Italy); Cotroneo, A., E-mail: ar.cotroneo@rad.unich.it [Istituto di Radiologia, Università degli Studi Di Chieti (Italy); Cova, M., E-mail: cova@gnbts.univ.trieste.it [UCO di Radiologia, Ospedale di Cattinara, Strada di Fiume 447, 34149 Trieste (Italy); Ettorre, G.C., E-mail: g.ettorre@unict.it [Dip. Materno-Infantile e Scienze Radiologiche, Az. Ospedaliero-Universitaria Policlinico, Via S. Sofia 86, 95123 Catania (Italy); Fugazzola, C., E-mail: carlo.fugazzola@uninsubria.it [Dipartimento di Radiologia Ospedale Di Circolo, Viale Borri, No. 57, 21100, Varese (Italy); Garlaschi, G., E-mail: giacomog@unige.it [Dipartimento di Medicina interna e Specialità mediche (DIMI) Via L.B. Alberti, 4, 16132 Genova (Italy); Macarini, L., E-mail: l.macarini@unifg.it [Radiologia Universitaria Ospedali Riuniti di Foggia, Viale Pinto, No. 1, 71100, Foggia (Italy); and others

    2012-12-15

    Objective: The aim of this study was to design, deliver and evaluate an e-learning teaching programme for post-graduate radiodiagnostics training that would involve various post-graduate schools throughout Italy. Materials and methods: All of the Directors of Italian post-graduate schools of radiodiagnostics were sent an e-mail on 27 September 2010 informing them of our willingness to set up an e-learning project for the academic year 2010–2011 in the form of single-subject teaching seminars. The proposed subjects were the semeiotics of the various organs and apparatuses in the context of “Urgent/Emergency Pathology”. After having received registrations, a calendar of lessons was planned to be held between 10 November 2010 and 12 October 2011. The validity of the project was tested by means of a multiple-choice questionnaire covering the technical and didactic quality of the entire project, to be completed by the students. Results: Fifty-one percent of the universities in Italy participated in the project: Trieste, Udine, Verona, Milan-Bicocca, Novara, Varese, Genoa, Sassari, Rome Campus, the Catholic University of Rome, Chieti, Foggia, Catania, Modena, Florence, Palermo, Bologna, Pavia, Parma and Ferrara. The lessons were attended by a total of 10,261 post-graduate medical students, for an average of 513.1 students per lesson. Seventy percent of the students judged the didactic content “excellent”, 25% “good”, and 5% “satisfactory”; none said it was unsatisfactory. In terms of visual quality (particularly the details of the radiological images proposed in the form of slides and/or video clips), 73% judged it “excellent”, 20% “good”, 6% “satisfactory”, and 1% “poor”. The audio quality was judged “excellent” by 71%, “good” by 22%, “satisfactory” by 6% and “poor” by 1%. In relation to judgement of audio and video quality, it has to be underlined that this was greatly affected by the hardware/software configuration and

  18. E-learning in radiology: An Italian multicentre experience

    International Nuclear Information System (INIS)

    Carriero, A.; Bonomo, L.; Calliada, F.; Campioni, P.; Colosimo, C.; Cotroneo, A.; Cova, M.; Ettorre, G.C.; Fugazzola, C.; Garlaschi, G.; Macarini, L.

    2012-01-01

    Objective: The aim of this study was to design, deliver and evaluate an e-learning teaching programme for post-graduate radiodiagnostics training that would involve various post-graduate schools throughout Italy. Materials and methods: All of the Directors of Italian post-graduate schools of radiodiagnostics were sent an e-mail on 27 September 2010 informing them of our willingness to set up an e-learning project for the academic year 2010–2011 in the form of single-subject teaching seminars. The proposed subjects were the semeiotics of the various organs and apparatuses in the context of “Urgent/Emergency Pathology”. After having received registrations, a calendar of lessons was planned to be held between 10 November 2010 and 12 October 2011. The validity of the project was tested by means of a multiple-choice questionnaire covering the technical and didactic quality of the entire project, to be completed by the students. Results: Fifty-one percent of the universities in Italy participated in the project: Trieste, Udine, Verona, Milan-Bicocca, Novara, Varese, Genoa, Sassari, Rome Campus, the Catholic University of Rome, Chieti, Foggia, Catania, Modena, Florence, Palermo, Bologna, Pavia, Parma and Ferrara. The lessons were attended by a total of 10,261 post-graduate medical students, for an average of 513.1 students per lesson. Seventy percent of the students judged the didactic content “excellent”, 25% “good”, and 5% “satisfactory”; none said it was unsatisfactory. In terms of visual quality (particularly the details of the radiological images proposed in the form of slides and/or video clips), 73% judged it “excellent”, 20% “good”, 6% “satisfactory”, and 1% “poor”. The audio quality was judged “excellent” by 71%, “good” by 22%, “satisfactory” by 6% and “poor” by 1%. In relation to judgement of audio and video quality, it has to be underlined that this was greatly affected by the hardware/software configuration and

  19. Student involvement in learning: Collaboration in science for PreService elementary teachers

    Science.gov (United States)

    Roychoudhury, Anita; Roth, Wolff-Michael

    1992-03-01

    The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide insightful experience for students when conducted in a group setting that demanded interactive participation from all its members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here, students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations; students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted by the group members motivated to work toward understanding rather than simply generating answers for task completion. The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually among their own students.

  20. How the machine learning conquers reconstruction in neutrino experiments

    CERN Multimedia

    CERN. Geneva

    2017-01-01

    An evolution from the purely algorithmic approaches towards the machine learning solutions started a few years ago in the neutrino experiments. Now, this process turns into a true boom, especially in the experiments based on the imaging technologies, such as LArTPC’s used in MicroBooNE and DUNE experiments or liquid scintillator detector implemented by the NOvA Collaboration. High resolution, image-like projections of events obtained with these detectors proved to be hard pattern recognition problems for the conventional reconstruction techniques. In the seminar, I will present why the neutrino events are so challenging and how the essential difficulties are now being attacked with the machine learning.

  1. The influence of workplace culture on nurses' learning experiences: a systematic review of qualitative evidence.

    Science.gov (United States)

    Davis, Kate; White, Sarahlouise; Stephenson, Matthew

    2016-06-01

    were extracted from articles included in the review using the standardized data extraction tool from the JBI-QARI. Qualitative research findings were pooled using the Joanna Briggs Institute Qualitative Appraisal and Review Instrument (JBI-QARI). This involved the aggregation and synthesis of findings to generate a set of categories, which were then subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings that could be used as a basis for evidence-based practice. Fourteen articles were identified following appraisal and a total of 105 findings (85 unequivocal and 20 credible) were extracted from included studies and grouped into eight categories based on similarity of meaning. Subsequently, categories were grouped into two synthesized findings. The two synthesized findings were as follows: ORGANIZATIONAL INFLUENCES: Enabling nurses to demonstrate accountability for their own learning, along with clear organizational systems that provide resources, time, adequate staffing and support, demonstrates encouragement for and the value of nurses' learning and education. Nurses value their peers, expert nurses, preceptors, mentors and educators facilitating and encouraging their learning and professional development. An optimal workplace culture is central for nurses to experience valuable and relevant learning in the workplace. To emphasize the importance of nurses' learning in the workplace, working and learning is understood as an integrated experience. Consequently, a dual system that enables nurses to demonstrate accountability for their own learning, along with clear organizational and educational systems, is required to demonstrate the value in nurses' learning and education.

  2. Parents' Involvement in Children's Learning in the United States and China: Implications for Children's Academic and Emotional Adjustment

    OpenAIRE

    Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.

    2011-01-01

    This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age = 12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every six months until the end of eighth grade. Information on children's academic and emotional adjustment was obtained. American (vs. Chinese) parents' involvement was associated less...

  3. The California experience : lessons learned and prospects for the future

    Energy Technology Data Exchange (ETDEWEB)

    Levin, J. [AC Transit, Oakland, CA (United States)

    2007-07-01

    AC Transit operates 650 hydrogen-powered mass transit buses that serve 1.5 million people in 13 cities in California. This presentation discussed the impact of the buses on public health, quality of life and cost savings. Hydrogen has been touted as a diversified and renewable energy supply that can provide energy independence and reduction in global warming. Mass transit systems have proven to be well suited for testing the limits of hydrogen-powered vehicles primarily because of the centralized fueling and maintenance structure. AC Transit began ZEbus testing in November 1999 and became involved in the California Fuel Cell Partnership in 2000. The NeBus test was performed in 2000, followed by the ISE/UTC Thor Bus in 2003/2004. The governor's inauguration of the zero emission buses was in January 2007. The lessons learned from the California experience were: (1) motivation must be for the right reason, (2) a champion is required, (3) community and political support is required, (4) capital investment is required, (5) a strong management team is required, (6) partners must be chosen wisely, (7) the end user or customer must be allowed to drive the design, (8) inform the public about plans, (9) evaluation is essential to industry-wide application, (10) all resources must be considered for outreach and education, (11) optimism is required to surpass challenges, (12) the technology should be promoted for future generations. The presentation concluded with comments on market value of hydrogen and fuel cell vehicles, their fuel efficiency, reliability and durability. tabs., figs.

  4. Learning end-of-life care within a constructivist model: Undergraduate nursing students’ experiences

    Directory of Open Access Journals (Sweden)

    Anna E. van der Wath

    2015-11-01

    Full Text Available Background: Although nursing education aims to equip nursing students to provide care to dying patients and their families, nurses often feel ill-prepared to cope with the emotional labour involved in end-of-life care. Objectives: The aim of the study was to explore and describe nursing students’ experiences of end-of-life care through experiential learning within a constructivist educational model. Method: A qualitative, descriptive design was used. As part of introducing experiential learning, innovative educational practices were initiated during a second year level undergraduate nursing module on end-of-life care. Qualitative data on second-year nursing students’ experiences were collected through written reflections and analysed using open coding. Results: The themes that emerged revealed participants’ sensory and emotional experiences during the learning opportunities. Participants reflected on what they learnt and clarified their values related to death and dying. They indicated how they would apply the new meanings constructed in clinical practice. Conclusion: A constructivist educational model of experiential learning holds potential to enhance value clarification and nursing students’ sensory and emotional awareness of death and dying. Experiential learning is recommended to develop nursing students’ competency inproviding end-of-life care.

  5. Electoral Proximity and the Political Involvement of Bureaucrats: A Natural Experiment in Argentina, 1904

    Directory of Open Access Journals (Sweden)

    Valentín Figueroa

    2016-01-01

    Full Text Available In this paper, I use a slightly modified version of the Becker–Stigler model of corrupt behavior to explain bureaucratic political involvement. Since bureaucrats prefer higher rewards and not to support losing candidates, we expect them to become politically involved near elections – when rewards are expected to be higher, and information more abundant. Taking advantage of a natural experiment, I employ differences-in-means and differences-in-differences techniques to esti-mate the effect of electoral proximity on the political involvement of justices of the peace in the city of Buenos Aires in 1904. I find a large, positive, and highly local effect of electoral proximity on their political involvement, with no appreciable impact in the months before or after elections.

  6. CAPTCHA: Impact on User Experience of Users with Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Ruti Gafni

    2016-12-01

    Full Text Available CAPTCHA is one of the most common solutions to check if the user trying to enter a Website is a real person or an automated piece of software. This challenge-response test, implemented in many Internet Websites, emphasizes the gaps between accessibility and security on the Internet, as it poses an obstacle for the learning-impaired in the reading and comprehension of what is presented in the test. Various types of CAPTCHA tests have been developed in order to address accessibility and security issues. The objective of this study is to investigate how the differences between various CAPTCHA tests affect user experience among populations with and without learning disabilities. A questionnaire accompanied by experiencing five different tests was administered to 212 users, 60 of them with learning disabilities. Response rates for each test and levels of success were collected automatically. Findings suggest that users with learning disabilities have more difficulties in solving the tests, especially those with distorted texts, have more negative attitudes towards the CAPTCHA tests, but the response time has no statistical difference from users without learning disabilities. These insights can help to develop and implement solutions suitable for many users and especially for population with learning disabilities.

  7. Evaluation of a blended learning model in geriatric medicine: a successful learning experience for medical students.

    Science.gov (United States)

    Duque, Gustavo; Demontiero, Oddom; Whereat, Sarah; Gunawardene, Piumali; Leung, Oliver; Webster, Peter; Sardinha, Luis; Boersma, Derek; Sharma, Anita

    2013-06-01

    Despite the increasingly ageing population, teaching geriatric medicine at medical schools is a challenge due to the particularities of this subspecialty and the lack of student interest in this subject. We assessed a blended system that combines e-learning and person-to-person interaction. Our program offered the students a hands-on learning experience based on self-reflection, access to technology, interactive learning, frequent interaction with the multidisciplinary team, more exposure to patients, and regular feedback. Our results indicate that the students appreciate this system as a rich and effective learning experience demonstrated by their positive feedback and by their significant improvement in knowledge assessed at the end of their rotation. Implementing an interactive blended system is a beneficial approach to teaching geriatric medicine in medical schools and to motivating medical students' interest in this important medical subspecialty. © 2012 The Authors. Australasian Journal on Ageing © 2012 ACOTA.

  8. Enhancing the learning experience of student radiographers with dyslexia

    International Nuclear Information System (INIS)

    Foster, Irene

    2008-01-01

    Widening participation policies and increased awareness of dyslexia has resulted in a marked increase in the numbers of students with dyslexia being identified in higher education in recent years. This study was conducted to not only gain a greater understanding of teaching and learning strategies, but also provide opportunities for improved learning experiences and achievement of students who do not respond well to written forms of assessment. Although a small scale study, the outcomes demonstrate a useful pilot for future scrutiny and basis for further study

  9. Enhancing the learning experience of student radiographers with dyslexia

    Energy Technology Data Exchange (ETDEWEB)

    Foster, Irene [Cranfield University, Centre for Radiographic and Medical Studies, RMCS, Shrivenham, Swindon, SN6 8LA (United Kingdom)], E-mail: irene.foster@uwe.ac.uk

    2008-02-15

    Widening participation policies and increased awareness of dyslexia has resulted in a marked increase in the numbers of students with dyslexia being identified in higher education in recent years. This study was conducted to not only gain a greater understanding of teaching and learning strategies, but also provide opportunities for improved learning experiences and achievement of students who do not respond well to written forms of assessment. Although a small scale study, the outcomes demonstrate a useful pilot for future scrutiny and basis for further study.

  10. Exploring entrepreneurial learning during formal business rescue processes: Insights from the South African experience

    Directory of Open Access Journals (Sweden)

    Anéa Burke-le Roux

    2017-04-01

    Full Text Available Orientation: Currently, little is known about entrepreneurial learning under turnaround and rescue conditions. A better understanding of the content dimensions as well as the factors that drive or restrain entrepreneurial learning during business rescue (BR is relevant for theory and industry development. Research purpose: BR is a fairly new regime in South Africa that extends beyond turnaround practices. It is acknowledged that business failure can fuel cognitive processes and subsequently entrepreneurial learning but to what extent in the context of formal BR proceedings requires exploration. Practice suggests that the role of the business rescue practitioner (BRP as ‘disproportionate influencer’ can affect the learning of filing entrepreneurs. Motivation for the study: In the absence of guidelines, this study set out to explore and make sense of the specific content dimensions that entrepreneurs learn during such proceedings to assist role players. Research design, approach and method: The research question for this exploratory investigation obtained first-hand accounts from subjects that have been directly involved in BR proceedings. Semi-structured interviews were conducted. ‘Investigator triangulation’ was also used to extract as much richness and data as possible applying interpretative phenomenological analysis. Findings: We extracted three key content dimensions which entrepreneurs learned during BR: rescue process, business related and personal learnings. Entrepreneurs with ‘positive’ experiences of BR learned more than those with negative experiences. The key driving and restraining factors to entrepreneurial learning were both associated with the behaviour of the BRP. Practical/managerial implications: BR has introduced another dimension to learning from business failure. Understanding the content dimensions learned by entrepreneurs during BR broadens insights of the Regulator, BRPs and educators about the potential long

  11. Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

    Directory of Open Access Journals (Sweden)

    Sharon F. Dole

    2016-11-01

    Full Text Available The purpose of this article is to examine the impact of a field experience in problem-based (PBL and project-based learning (PjBL on pre-service and in-service teachers’ conceptions of experiential learning. In our study, participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL and an experiential component in which they facilitated PBL and PjBL with children in grades 1-9 during a one-week field experience on a university campus. The goal of the field experience is for teachers to change their practice from didactic to inquiry and to promote critical and creative thinking in their students. We used a case study method that involved data derived from six different sources: online structured interviews, follow-up telephone interviews, discussion board posts, reflections, course feedback, and observations. The main theme that emerged from the data analysis was the critical role the field experience played in applying theory to practice. Sub-themes included understanding the process of implementing PBL and PjBL, mastering the logistics of PBL and PjBL, becoming facilitators, and collaborating with partners. Results showed that the field experience gave the teachers the “courage” to experiment with a student-centered methodology.

  12. Self-willed learning: experiments in wild pedagogy

    Science.gov (United States)

    Jickling, Bob

    2015-03-01

    This paper is comprised of written text and photographs of wild experiences that relive a series of ontological experiments. The text represents reflections on these experiences. The photographs, artistic expressions of the same experiences, have been made with a homemade pinhole camera—without a lens and viewfinder—thus demanding special sensual presence during creation. The form of this experimental work is reminiscent of a lyric philosophy that seeks to engage the participant—reader of text and viewer of images—with these experiments. Component pairings are arranged for viewing with text on the left and photographs on the right. Together these parings invite participants to explore patterned resonances in the world. Implicit throughout are considerations of relationships between wildness, wild learning, and a form of wild pedagogy.

  13. Experiences of service users involved in recruitment for nursing courses: A phenomenological research study.

    Science.gov (United States)

    Stevens, Katie; Bernal, Cathy; Devis, Kate; Southgate, Andrew

    2017-11-01

    The aim of this study was to gain insight into service users' experiences of participating in recruitment for Adult, Mental Health and Child nursing studies at the authors' university; to establish potential motivations behind such participation; and to make suggestions for improved future practice. The involvement of service users in nurse education and recruitment has for some years been required by the Nursing and Midwifery Council, but there is a dearth of publications on the meaning of that involvement to participating service users. It is hoped that this study will contribute to this body of knowledge. A phenomenological approach was selected, field-specific focus groups of service users being facilitated using a semi-structured interview format; these were audio recorded and transcribed. The data was analysed using thematic analysis. Participation was subject to the service users having been involved in recruitment to nursing studies at the authors' university and the focus groups took place either at the university or at the child participants' school. Themes identified demonstrated largely positive experiences and a sense of meaningful involvement for all concerned. Findings indicated a close link between the values of the participants and those of the wider NHS, benefits to a sense of wellbeing and achievement, as well as the need for greater ownership of the recruitment process by service users. Potential lessons for academics wishing to promote greater service user involvement in student recruitment are articulated. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. Geophysics field school: A team-based learning experience for students and faculty

    Science.gov (United States)

    Karchewski, B.; Innanen, K. A.; Lauer, R. M.; Pidlisecky, A.

    2016-12-01

    The core challenge facing a modern science educator is to deliver a curriculum that reaches broadly and deeply into the technical domain, while also helping students to develop fundamental scientific skills such as inquiry, critical thinking and technical communication. That is, our aim is for students to achieve significant learning at all levels summarized by Bloom's Taxonomy of Educational Objectives. It is not always clear how to achieve the full spectrum of goals, with much debate over which component is more important in a science education. Team-based and experiential learning are research-supported approaches that aim to reach across the spectrum by placing students in a setting where they solve practical problems in teams of peers. This learning mode modifies the role of the instructor to a guide or facilitator, and students take a leadership role in their own education. We present a case study of our team's implementation of team-based learning in a geophysics field school, an inherently experiential learning environment. The core philosophies behind our implementation are to present clearly defined learning outcomes, to recognize that students differ in their learning modalities and to strive to engage students through a range of evidence-based learning experiences. We discuss the techniques employed to create functional teams, the key learning activities involved in a typical day of field school and data demonstrating the learning activities that showed the strongest correlation to overall performance in the course. In the process, we also realized that our team-based approach to course design and implementation also enhanced our skillsets as educators, and our institution recently recognized our efforts with a team teaching award. Therefore, we conclude with some of our observations of best practices for team teaching in a field setting to initiate discussions with colleagues engaged in similar activities.

  15. Online Independent Vocabulary Learning Experience of Hong Kong University Students

    Directory of Open Access Journals (Sweden)

    Eunice Tang

    2016-03-01

    Full Text Available In response to the limited vocabulary size of its undergraduates, an independent vocabulary learning platform, VLearn was designed and launched in a university in Hong Kong. As an elearning environment that supports self-directed vocabulary learning of Chinese learners, the primary aim of VLearn is to equip users with appropriate knowledge and skills for vocabulary expansion. This paper introduces the contents of VLearn, and the theoretical underpinnings of its design. It also reports on the vocabulary learning experience of its users during an eight week evaluation study. Suggestions are made on how independent vocabulary building at higher education, as well as comprehensive vocabulary instruction at early years could be supported by means of technology.

  16. Risks and opportunities of virtual learning: the experience of UOC

    Directory of Open Access Journals (Sweden)

    Adela Ros Híjar

    2001-06-01

    Full Text Available In this article, I have tried to give answers to the question of what the risks and opportunities of virtual learning are. In this sense, the UOC's experience has been of great value to analyse several key issues such as the new ways of accessing quality education, the new ways of participation, the new values of educational processes as well as some of the structural factors on which e-learning is based, but which place its very model in jeopardy. Direct observation of some key processes as well as contact with the main actors (e.g. students, teachers and technicians have provided valuable information about some factors to consider when analysing the social implications of virtual learning.

  17. The connection between students' out-of-school experiences and science learning

    Science.gov (United States)

    Tran, Natalie A.

    This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers

  18. Narrative transportation and product involvement : how narrativity factors are used to enchance transportive experience in advertising for high vs. low involvement products

    OpenAIRE

    Phusapan, Panida

    2013-01-01

    This paper examines and presents how narrativity factors are used to enhance consumers‟ transportive experience when advertising for high and low involvement products. It specifically looks at processing experiences among Thai online consumers when viewing TV commercials available on a YouTube channel. The paper brings the theory of product involvement into a field of narrative transportation. Results show that narrativity factors should be used with the right balance across all narrativity l...

  19. Practices and Experience in Stakeholder Involvement for Post-nuclear Emergency Management - Summary of the workshop

    International Nuclear Information System (INIS)

    Anon.

    2011-01-01

    One of the most important aspects of post-accident consequence management is the involvement of stakeholders: in the planning, preparation and execution as well as in sustaining efforts over the long term. Having recognised the significance of stakeholder participation in several International Nuclear Emergency Exercises (INEX), the NEA Committee on Radiation Protection and Public Health (CRPPH) decided to organise the Practices and Experience in Stakeholder Involvement for Post-nuclear Emergency Management Workshop to explore these issues. This summary highlights the key issues discussed during the workshop, which brought together 75 emergency management and communication specialists from 16 countries. In light of the accident at the Fukushima Daiichi nuclear power plant, the experience shared during this workshop will be central to further improving national emergency management arrangements

  20. Promoting Hmong refugees' well-being through mutual learning: valuing knowledge, culture, and experience.

    Science.gov (United States)

    Goodkind, Jessica R

    2006-03-01

    Refugees who resettle in a new country face numerous struggles, including overcoming past traumas and coping with post-migration stressors, such as lack of meaningful social roles, poverty, discrimination, lack of environmental mastery, and social isolation. Thus, in addition to needing to learn concrete language skills and gain access to resources and employment, it is important for refugees to become a part of settings where their experiences, knowledge, and identity are valued and validated. The Refugee Well-Being Project (RWBP) was developed to promote the well-being of Hmong refugees by creating settings for mutual learning to occur between Hmong adults and undergraduate students. The RWBP had two major components: (1) Learning Circles, which involved cultural exchange and one-on-one learning opportunities, and (2) an advocacy component, which involved undergraduates advocating for and transferring advocacy skills to Hmong families to increase their access to resources in their communities. The project was evaluated using a mixed quantitative and qualitative approach. This article discusses data from qualitative interviews with participants, during which the importance of reciprocal helping relationships and mutual learning emerged as significant themes.

  1. An Initial Approach for Learning Objects from Experience

    Science.gov (United States)

    2018-05-02

    algorithm to delineate objects which are then fed to a simple feed-forward neural network without any other processes in the pipeline. Our neural network...These are the basic requirements for the pipeline and are discussed in more detail below. Additionally, we are interested in testing various parts...that continuously learning objects from experience requires mechanisms to do the following: 1) Focus attention on things and stuff of interest . 2

  2. Learning experience using an app in Bachelor Degree

    Directory of Open Access Journals (Sweden)

    Marta Fossas-Olalla

    2017-06-01

    Full Text Available The goal of this paper is to expose the planning and implementation of a learning improvement app in subjects related to Operations Management in Bachelor`s Degrees. We show the experience of the app in two subjects, commenting on the differences, the difficulties encountered and the analysis of the results of a survey conducted to the students. This initiative arises from the experience of the Research Group on Production and Information and Communication Technologies (GIPTIC-UCM of the Complutense University of Madrid as a result of the participation in an Educational Innovation Project.

  3. Prefrontal involvement in imitation learning of hand actions: effects of practice and expertise.

    Science.gov (United States)

    Vogt, Stefan; Buccino, Giovanni; Wohlschläger, Afra M; Canessa, Nicola; Shah, N Jon; Zilles, Karl; Eickhoff, Simon B; Freund, Hans-Joachim; Rizzolatti, Giacomo; Fink, Gereon R

    2007-10-01

    In this event-related fMRI study, we demonstrate the effects of a single session of practising configural hand actions (guitar chords) on cortical activations during observation, motor preparation and imitative execution. During the observation of non-practised actions, the mirror neuron system (MNS), consisting of inferior parietal and ventral premotor areas, was more strongly activated than for the practised actions. This finding indicates a strong role of the MNS in the early stages of imitation learning. In addition, the left dorsolateral prefrontal cortex (DLPFC) was selectively involved during observation and motor preparation of the non-practised chords. This finding confirms Buccino et al.'s [Buccino, G., Vogt, S., Ritzl, A., Fink, G.R., Zilles, K., Freund, H.-J., Rizzolatti, G., 2004a. Neural circuits underlying imitation learning of hand actions: an event-related fMRI study. Neuron 42, 323-334] model of imitation learning: for actions that are not yet part of the observer's motor repertoire, DLPFC engages in operations of selection and combination of existing, elementary representations in the MNS. The pattern of prefrontal activations further supports Shallice's [Shallice, T., 2004. The fractionation of supervisory control. In: Gazzaniga, M.S. (Ed.), The Cognitive Neurosciences, Third edition. MIT Press, Cambridge, MA, pp. 943-956] proposal of a dominant role of the left DLPFC in modulating lower level systems and of a dominant role of the right DLPFC in monitoring operations.

  4. An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

    Science.gov (United States)

    Lai, Chih-Hung; Chu, Chih-Ming; Liu, Hsiang-Hsuan; Yang, Shun-Bo; Chen, Wei-Hsuan

    2013-01-01

    This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The…

  5. Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes

    Science.gov (United States)

    Dag, Funda; Durdu, Levent

    2017-01-01

    Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work…

  6. Learning to care: medical students’ reported value and evaluation of palliative care teaching involving meeting patients and reflective writing

    Directory of Open Access Journals (Sweden)

    Erica Borgstrom

    2016-11-01

    Full Text Available Abstract Background Over recent years there has been an increase in teaching of both palliative care and reflective practice in UK medical schools. The palliative care teaching at the University of Cambridge School of Clinical Medicine is multi-faceted and involves students writing reflective essays after individually meeting patients approaching the end of life during their final year general practice and hospital medicine placements. This paper draws on two studies examining this teaching element to analyse what the students found valuable about it and to comment on the practice of meeting patients and subsequent reflective writing. Methods Two studies have explored students’ perceptions of these course components. The first was a thematic analysis of 234 reflective essays from 123 students written in 2007-2008, including examining what students wrote about the exercise itself. The second project involved a semi-structured questionnaire that students completed anonymously; this paper reports on the free text elements of that study [sample size =107]. Since similar themes were found in both studies, the coding structures from each project were compared and combined, enabling triangulation of the findings around what the students found valuable from the palliative care teaching involving meeting patients and reflective writing. Results Overall, students reported that these components of the palliative care teaching are valuable. Four main themes were identified as aspects that students valued: (1 dedicated time with patients, (2 learning about wider elements of treatment and holistic care, (3 practicing communication skills, and (4 learning about themselves through reflective writing. Some students expressed a dislike for having to formally write a reflective essay. Conclusion It is possible to arrange for all of the medical students to individually meet at least two patients receiving palliative or end of life care. Students found these

  7. Enhancing Student Success in Online Learning Experiences through the Use of Self-Regulation Strategies

    Science.gov (United States)

    Sharp, Laurie A.; Sharp, Jason H.

    2016-01-01

    Online learning experiences have greatly changed the landscape of instruction. Many courses in postsecondary environments incorporate some type of technological enhancement, which holds benefits for both postsecondary institutions and learners. However, online learning experiences require different pedagogical characteristics than traditional…

  8. An experience of field work learning for healthcare providers: new perspectives between disadvantages and critical issues.

    Science.gov (United States)

    Pennini, A; Cittadini, N; Basilici Zannetti, E; Cervoni, C; Vellone, E; D'Agostino, F; Alvaro, R

    2016-01-01

    The learning models used in traditional education are not very effective for the continuing education of healthcare providers. Fieldwork learning is an active learning method that is feasible in the workplace and is also suitable for professionals who possess a style of experiential learning. Guardian Angel 2.0® is a fieldwork learning project designed to promote educational skills in nurses to improve the self-care and quality of life in women affected by osteoporosis. The purpose of this article is to present the Guardian Angel 2.0® project and its results. The Guardian Angel 2.0® effort lasted nine months and involved 212 nurses in the north, centre and south of Italy. A socio-demographic questionnaire, an evaluation scale of the learning process and a participants' satisfaction questionnaire were used to evaluate and monitor the fieldwork learning project. Out of the 212 nurses who participated in the project, 119 (70%) completed it. The mean age of these participants was 48 years (± 7.98), and 83.5% were female. About half of the participants (52.0%, 55.4% and 45.0%, respectively) were good (a) at respecting deadlines, (b) at using the methodological instruments and (c) the information tools properly. Almost all nurses considered the project to be very relevant (96.4%). In regards to the project's quality, the nurses perceived it as excellent (51.0%) and very good (48.5%). Finally, the project was considered very useful or useful by 100% of nurses. The general satisfaction of nurses was high. The fieldwork learning was relevant and useful for developing educational skills in nurses. It would therefore be appropriate to use fieldwork learning in clinical settings to improve the existing experience of healthcare providers and thereby reduce the difficulties of transforming the knowledge from a theoretical to a practical level and to promote the development of new behaviours when the existing ones become obsolete or inefficient.

  9. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    Science.gov (United States)

    Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

    2016-02-21

    The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.

  10. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    Science.gov (United States)

    Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

    2016-01-01

    Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

  11. Enhancing the Student Learning Experience in Software Engineering Project Courses

    Science.gov (United States)

    Marques, Maira; Ochoa, Sergio F.; Bastarrica, Maria Cecilia; Gutierrez, Francisco J.

    2018-01-01

    Carrying out real-world software projects in their academic studies helps students to understand what they will face in industry, and to experience first-hand the challenges involved when working collaboratively. Most of the instructional strategies used to help students take advantage of these activities focus on supporting agile programming,…

  12. Learning from Educator Experiences in a Hawaiian School: Peak Professional Learning and A'O

    Science.gov (United States)

    Seto, Laurie U'ilani

    2016-01-01

    Due to rapid advancements in the world and shifting priorities at the school level, educators must keep abreast of current developments and how to continue to engage and challenge students in creative ways. This study examined the experiences 21 Kamehameha Schools educators indicated best support their professional learning to gain further…

  13. Experiences of Undergraduate Mothers in Online Learning: A Distance Learning Case Study of Non-Completers

    Science.gov (United States)

    Werth, Loredana

    2010-01-01

    Adults seek out learning experiences in order to adapt to specific life-changing events such as marriage, divorce, a new job, a promotion, being laid off, retiring, losing a loved one, or moving to a new city (Yopp, 2007; Zemke & Zemke, 1984). It has been suggested that student retention is one of the greatest weaknesses of online education (Allen…

  14. Facilitating Learning and Physical Change in Complex Systems through Employee Involvement

    DEFF Research Database (Denmark)

    Bjerrum, Eva; Dahl, Susanne

    In a Danish workplace an experiment with mobile seating was carried out. Instead of implementing a certain concept designed by the management team the process was facilitated as a user involvement process based on Stacey´s theory of complex responsive processes. Here providing alternative picture...... of the organisation challenged the discursive practice of the organisation and engaged employees in a process where they challenged each other’s accepted understandings of the organisation and of their work....

  15. Learning from Experience: Creating Leadership Capabilities through Computer Simulated Leadership Challenges

    Science.gov (United States)

    Stewart, Alice C.; Black, Sylvia Sloan; Smith-Gratto, Karen; Williams, Jacqueline A.

    2007-01-01

    Leadership is often described as something that is learned from experience. However, experiences do not often occur within a controlled environment where learning and its impact can be evaluated. In this paper, we investigate the efficacy of two types of learning experiences. University students received leadership training of equal length through…

  16. Problem based learning and involvement in off campus organization enhance students’ critical participation behavior

    Directory of Open Access Journals (Sweden)

    Endang Lestari

    2009-09-01

    Full Text Available Aim Developing students’ critical thinking and critical participation in solving patients’ as well as a community’s problem should become the concern of medical education. This study aimed to identify several factors related to medical students’ critical participation behavior.Methods The subjects consisted of students of Sultan Agung Medical School (Unissula, year entry 2005, 2006, and 2007. Critical participation behavior was assessed using modified EMI: Critical Thinking Disposition Assessment. Relative risks (RR were calculated using Cox regression analysis with constant time.Results 64,6% (388 out of 600 of the students participated in this study. Those who were involved in PBL for two and three years, rather than one year, had twice as high good critical thinking behavior [adjusted relative risk (RR = 2.07; 95% confidence interval (CI = 1.37–3.14; and RR = 2.33; 95% CI = 155–3.49, respectively.] Students who were more involved in off-campus organizations had a good critical participation behavior; 75% higher than those who were not involved in off-campus organizations (RR = 1.75; 95% CI = 0.99–3.11.Conclusion Besides involving in PBL learning approach, students should be motivated to be involved in off-campus organizations in order to improve their critical participation behavior (Med J Indones 2009;18:215-20Key words: critical participation behavior, PBL, off-campus organization

  17. Learning experiences for the transition to professional work

    Directory of Open Access Journals (Sweden)

    Leigh N. Wood

    2015-12-01

    Full Text Available A better educated workforce contributes to a more informed and tolerant society with higher economic output, and this is also associated with higher levels of personal health, interpersonal trust and civic and social engagement. Against this backdrop, the role of universities has expanded, as university learning has moved beyond providing an education to preparing students for leadership positions within society. This article examines the effectiveness of final-year learning experiences from the perception of recent graduates. The aim is to improve undergraduate curriculum to facilitate the transition to professional employment. An online quantitative and qualitative survey instrument was developed to investigate graduates’ perceptions of their different learning experiences and assessment types in their senior year. Four hundred and twelve alumni from five universities completed the survey. Our results indicate that graduates value case studies, group work and oral presentations, and that graduates rate lectures and guest lectures from practitioners as the least important in their transition to work. The results validate the use of graduate capability frameworks and mapping the development of the skills over the curriculum. These results are useful for curriculum designers to assist with designing programmes on the transition to professional work.

  18. Sustainable assessment of learning experiences based on projects

    Directory of Open Access Journals (Sweden)

    Ignacio TRAVERSO RIBÓN

    2016-05-01

    Full Text Available In a project-based learning experience, the detailed monitoring of the activities in which team members participate can be useful to evaluate their work. Using learning-oriented assessment procedures, supervisors can assess the teamwork abilities with a formative purpose. Evaluation strategies such as self-assessment, peer assessment and co-assessment are often used to make evaluation formative and sustainable. Conducting an assessment strategy is not easy for team members, since they need before to have a reasonable understanding of the evaluation process and criteria. This paper describes a learning-oriented evaluation methodology and an open data framework that can be applied to collaborative project settings. An evaluation rubric and a series of indicators that provide evidences about the developed skills have been elaborated and applied in a small-scale project-based course. Projects were managed and developed with the help of an open source software forge that contains a ticketing tool for planning and tracking of tasks, a version control repository to save the software outcomes, and using a wiki to host text deliverables. The experience provides evidences in favor of using the assessment method and open data framework to make teamwork evaluation more sustainable.

  19. Experience gained from fires in nuclear power plants: Lessons learned

    International Nuclear Information System (INIS)

    2004-11-01

    In 1993, the IAEA launched a programme to assist Member States in improving fire safety in nuclear power plants (NPPs). The review of fire safety assessment in many plants has shown that fire is one of the most important risk contributors for NPPs. Moreover, operational experience has confirmed that many events have a similar root cause, initiation and development mechanism. Therefore, many States have improved the analysis of their operational experience and its feedback. States that operate NPPs play an important role in the effort to improve fire safety by circulating their experience internationally - this exchange of information can effectively prevent potential events. When operating experience is well organized and made accessible, it can feed an improved fire hazard assessment on a probabilistic basis. The practice of exchanging operational experience seems to be bearing fruit: serious events initiated by fire are on the decline at plants in operating States. However, to maximize this effort, means for communicating operational experience need to be continuously improved and the pool of recipients of operational experience data enlarged. The present publication is the third in a series started in 1998 on fire events, the first two were: Root Cause Analysis for Fire Events (IAEA-TECDOC-1112) and Use of Operational Experience in Fire Safety Assessment of Nuclear Power Plants (IAEA-TECDOC-1134). This TECDOC summarizes the experience gained and lessons learned from fire events at operating plants, supplemented by specific Member State experiences. In addition, it provides a possible structure of an international fire and explosion event database aimed at the analysis of experience from fire events and the evaluation of fire hazard. The intended readership of this is operators of plants and regulators. The present report includes a detailed analysis of the most recent events compiled with the IAEA databases and other bibliographic sources. It represents a

  20. Do cooperative learning and family involvement improve variables linked to academic performance?

    Science.gov (United States)

    Santos Rego, Miguel A; Ferraces Otero, María J; Godas Otero, Agustín; Lorenzo Moledo, María M

    2018-05-01

    One of the most serious problems in the Spanish education system is the high percentage of school failure in Compulsory Secondary Education. The aim of this study is to analyze the influence of a socio-educational program based on cooperative learning and family involvement on a series of variables related to academic performance, paying particular attention to the differences between retained and non-retained students. A two-group quasi-experimental design incorporating pre-testing and post-testing was used. The study involved 146 students in the experimental group and 123 in the control group, 8 teachers, and 89 parents or other family members. The program was observed to have a positive effect on self-image, study habits, satisfaction with the subject, maternal support and control, and opinions about the school. In addition, the results for non-retained students are better. Cooperative work and family involvement in education affect the variables which research links to improving school performance.

  1. Family members' involvement in psychiatric care: experiences of the healthcare professionals' approach and feeling of alienation.

    Science.gov (United States)

    Ewertzon, M; Lützén, K; Svensson, E; Andershed, B

    2010-06-01

    The involvement of family members in psychiatric care is important for the recovery of persons with psychotic disorders and subsequently reduces the burden on the family. Earlier qualitative studies suggest that the participation of family members can be limited by how they experience the professionals' approach, which suggests a connection to the concept of alienation. Thus, the aim of this study was in a national sample investigate family members' experiences of the psychiatric health care professionals' approach. Data were collected by the Family Involvement and Alienation Questionnaire. The median level and quartiles were used to describe the distributions and data were analysed with non-parametric statistical methods. Seventy family members of persons receiving psychiatric care participated in the study. The results indicate that a majority of the participants respond that they have experiencing a negative approach from the professionals, indicating lack of confirmation and cooperation. The results also indicate that a majority of the participants felt powerlessness and social isolation in the care being provided, indicating feelings of alienation. A significant but weak association was found between the family members' experiences of the professionals' approach and their feelings of alienation.

  2. Investigation of changes in students’ self-esteem by the experience of maternity nursing practicum and factors involved

    OpenAIRE

    Tsukamoto, Yasuko; Masuda, Akemi

    2010-01-01

    A clinical training is the most effective learning method for nursing students. Students have various learning experiences through communication with patients and families. These are positive experiences for students, but their minds and bodies are also strongly and negatively influenced. The purpose of this study was to develop changes in students' self-esteem and mental health conditions by the maternity nursing practicum. They were the following results. 1) Students were generally satisfie...

  3. Sport Education as a Curriculum Approach to Student Learning of Invasion Games: Effects on Game Performance and Game Involvement

    Science.gov (United States)

    Farias, Cláudio; Valério, Carla; Mesquita, Isabel

    2018-01-01

    The teaching and learning of games and sport-based activities has historically been the dominant form of the physical education curricula. With an interest in providing to students meaningful and culturally situated sporting experiences, Sport Education is probably the most implemented and researched pedagogical model worldwide. However, although there is considerable evidence that the model as a curriculum approach can benefit the development of social goals and healthy sport behaviors, not a single study as to date examined students’ game-play development beyond participation in single and isolated teaching units. Therefore, the purpose of this study was to examine students’ development of Game Performance and Game Involvement during participation in three consecutive Sport Education seasons of invasion games. The participants were an experienced physical education teacher and one seventh-grade class totaling 26 students (10 girls and 16 boys). Using the Game Performance Assessment Instrument (Oslin et al., 1998), pre-test to post-tests measures of students’ Game Performance and Game Involvement were collected during their participation in basketball (20 lessons), handball (16 lessons), and football (18 lessons) units. Inter-group differences and pre-test to post-test improvements within each season were analyzed through 2 (time) x group (sport) repeated measures ANOVA tests. There were found significant pre-test to post-test improvements in Game Performance and Game Involvement in the second (handball) and third (football) seasons, but not in the first season (basketball). Students’ Game Performance and Involvement scores of handball and football were significantly higher than their scores while playing basketball. The opportunity for an extended engagement in game-play activities and prolonged membership of students in the same teams throughout three consecutive seasons of Sport Education were key to the outcomes found. The specific configurations of

  4. Women's lived experiences of learning to live with osteoporosis

    DEFF Research Database (Denmark)

    Hansen, Carrinna A; Abrahamsen, Bo; Konradsen, Hanne

    2017-01-01

    qualitative interviews were conducted with fifteen recently diagnosed Danish women. A longitudinal design was chosen since this allows an investigation of the perspective over time. The interviews were conducted in the period of March 2011 to August 2012. Data were analyzed using a phenomenological......BACKGROUND: A vast amount of literature exists concerning pharmaceutical adherence in osteoporosis. However, the process of learning to live with osteoporosis over time remains largely unknown. The purpose of this study was to gain a deeper understanding of the continued process of how women learn...... to live with osteoporosis. Our objective was to explore what characterizes women's experiences of living with osteoporosis during the first year after diagnosis, when patients are prescribed anti-osteoporotic treatment, without having experienced an osteoporotic fracture. METHODS: Forty-two narrative...

  5. Doctors' learning experiences in end-of-life care

    DEFF Research Database (Denmark)

    Fosse, Anette; Ruths, Sabine; Malterud, Kirsti

    2017-01-01

    death could even be welcomed. Through challenging dialogues dealing with family members’ hope and trust, they learnt how to adjust words and decisions according to family and patient’s life story. Interdisciplinary role models helped them balance uncertainty and competence in the intermediate position......Background: Doctors often find dialogues about death difficult. In Norway, 45% of deaths take place in nursing homes. Newly qualified medical doctors serve as house officers in nursing homes during internship. Little is known about how nursing homes can become useful sites for learning about end-of-life...... care. The aim of this study was to explore newly qualified doctors’ learning experiences with end-of-life care in nursing homes, especially focusing on dialogues about death. Methods: House officers in nursing homes (n = 16) participated in three focus group interviews. Interviews were audiotaped...

  6. In real time: exploring nursing students' learning during an international experience.

    Science.gov (United States)

    Afriyie Asenso, Barbara; Reimer-Kirkham, Sheryl; Astle, Barbara

    2013-10-11

    Abstract Nursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in "real time" in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students' learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students' expectations, and educational strategies for transformative learning and global citizenship.

  7. Measuring spirituality as a universal human experience: development of the Spiritual Attitude and Involvement List (SAIL).

    Science.gov (United States)

    de Jager Meezenbroek, Eltica; Garssen, Bert; Van den Berg, Machteld; Tuytel, Gerwi; Van Dierendonck, Dirk; Visser, Adriaan; Schaufeli, Wilmar B

    2012-01-01

    Many cancer patients experience spirituality as highly supportive while coping with their disease. Most research as well as most questionnaires in this field is religious orientated. The Spiritual Attitude and Involvement List was developed to enable research on spirituality among religious and nonreligious people. It consists of seven subscales that measure connectedness with oneself, with others and nature, and with the transcendent. Among a student, a healthy population, a healthy interested, a curative cancer, and a palliative cancer sample factorial, convergent and discriminant validity were demonstrated, as well as adequate internal consistency and test-retest reliability.

  8. Learning professional ethics: Student experiences in a health mentor program.

    Science.gov (United States)

    Langlois, Sylvia; Lymer, Erin

    2016-01-01

    The use of patient centred approaches to healthcare education is evolving, yet the effectiveness of these approaches in relation to professional ethics education is not well understood. The aim of this study was to explore the experiences and learning of health profession students engaged in an ethics module as part of a Health Mentor Program at the University of Toronto. Students were assigned to interprofessional groups representing seven professional programs and matched with a health mentor. The health mentors, individuals living with chronic health conditions, shared their experiences of the healthcare system through 90 minute semi-structured interviews with the students. Following the interviews, students completed self-reflective papers and engaged in facilitated asynchronous online discussions. Thematic analysis of reflections and discussions was used to uncover pertaining to student experiences and learning regarding professional ethics. Five major themes emerged from the data: (1) Patient autonomy and expertise in care; (2) ethical complexity and its inevitable reality in the clinical practice setting; (3) patient advocacy as an essential component of day-to-day practice; (4) qualities of remarkable clinicians that informed personal ideals for future practice; (5) patients' perspectives on clinician error and how they enabled suggestions for improving future practice. The findings of a study in one university context suggest that engagement with the health mentor narratives facilitated students' critical reflection related to their understanding of the principles of healthcare ethics.

  9. Involvement of Student Teachers and Pupils in Designing and Manipulating Virtual Learning Environments Impacts Reading Achievements

    Directory of Open Access Journals (Sweden)

    Esther Zaretsky

    2012-04-01

    Full Text Available The research is aimed at investigating the involvement of student teachers and pupils in designing and manipulating virtual learning environment and its impact on reading achievements through action research. In order to understand the connection between the real and virtual worlds, the design of such simulations is based on applying the virtual environment to the real world as much as possible. The objects were taken from the pupils’ everyday environment and unique motivation. The researcher taught the method to 30 student teachers. Such procedures were held among different populations. The findings showed that as the student teachers practiced the simulation design through the PowerPoint Software, it became clear to them how the computer can be implemented in their practical work. Consequently, their presentations became highly animated, and applied to the pupils

  10. A machine learning approach to identify clinical trials involving nanodrugs and nanodevices from ClinicalTrials.gov.

    Science.gov (United States)

    de la Iglesia, Diana; García-Remesal, Miguel; Anguita, Alberto; Muñoz-Mármol, Miguel; Kulikowski, Casimir; Maojo, Víctor

    2014-01-01

    Clinical Trials (CTs) are essential for bridging the gap between experimental research on new drugs and their clinical application. Just like CTs for traditional drugs and biologics have helped accelerate the translation of biomedical findings into medical practice, CTs for nanodrugs and nanodevices could advance novel nanomaterials as agents for diagnosis and therapy. Although there is publicly available information about nanomedicine-related CTs, the online archiving of this information is carried out without adhering to criteria that discriminate between studies involving nanomaterials or nanotechnology-based processes (nano), and CTs that do not involve nanotechnology (non-nano). Finding out whether nanodrugs and nanodevices were involved in a study from CT summaries alone is a challenging task. At the time of writing, CTs archived in the well-known online registry ClinicalTrials.gov are not easily told apart as to whether they are nano or non-nano CTs-even when performed by domain experts, due to the lack of both a common definition for nanotechnology and of standards for reporting nanomedical experiments and results. We propose a supervised learning approach for classifying CT summaries from ClinicalTrials.gov according to whether they fall into the nano or the non-nano categories. Our method involves several stages: i) extraction and manual annotation of CTs as nano vs. non-nano, ii) pre-processing and automatic classification, and iii) performance evaluation using several state-of-the-art classifiers under different transformations of the original dataset. The performance of the best automated classifier closely matches that of experts (AUC over 0.95), suggesting that it is feasible to automatically detect the presence of nanotechnology products in CT summaries with a high degree of accuracy. This can significantly speed up the process of finding whether reports on ClinicalTrials.gov might be relevant to a particular nanoparticle or nanodevice, which is

  11. Involvement of stakeholders in the work of Technical Support Organisation: a strategy to learn together a new way of working

    International Nuclear Information System (INIS)

    Rollinger, Francois; Petitfrere, Michael

    2008-01-01

    Full text: Society's concerns have led to changes in the legal framework towards a greater requirement for public information and participation in decision-making processes. International organisations such as the OECD/NEA and the IAEA have also made similar changes. Moving towards expertise sharing is a development that demands a real change of culture on the part of all players, putting technical issues as part of a broader process of evaluation and decision-making. Which evolutions are necessary to the way Technical Support Organisations work to introduce a fourth player the population representatives in controlling radiological and nuclear risk? Developing experimental expert assessment processes involving parts of civil society that both sides can learn from one another is the core of IRSN's strategy for opening its expertise to civil society. In this perspective a dedicated team is responsible for carrying out actions in consultation with stakeholders from civil society. Two pluralistic assessment groups have been set up on radiological protection issues, and their innovative method of operation is worth highlighting. Another participative action is the development jointly with the Local Committees in the Loire Valley of methods of collecting environmental monitoring data. An internal network dedicated to stakeholder involvement has also been set up to accompany and promote this new approach internally. IRSN is currently elaborating a charter which will make public its commitments to the society related to stakeholder's involvement. Finally IRSN also intends to take advantage of existing experiences elsewhere and has been working for three years with four other assessments agencies in France in the frame of health and environmental risks about this new challenge: involving civil society in the assessments preceding the decision-making. (author)

  12. Sport Education as a Curriculum Approach to Student Learning of Invasion Games: Effects on Game Performance and Game Involvement.

    Science.gov (United States)

    Farias, Cláudio; Valério, Carla; Mesquita, Isabel

    2018-03-01

    The teaching and learning of games and sport-based activities has historically been the dominant form of the physical education curricula. With an interest in providing to students meaningful and culturally situated sporting experiences, Sport Education is probably the most implemented and researched pedagogical model worldwide. However, although there is considerable evidence that the model as a curriculum approach can benefit the development of social goals and healthy sport behaviors, not a single study as to date examined students' game-play development beyond participation in single and isolated teaching units. Therefore, the purpose of this study was to examine students' development of Game Performance and Game Involvement during participation in three consecutive Sport Education seasons of invasion games. The participants were an experienced physical education teacher and one seventh-grade class totaling 26 students (10 girls and 16 boys). Using the Game Performance Assessment Instrument (Oslin et al., 1998), pre-test to post-tests measures of students' Game Performance and Game Involvement were collected during their participation in basketball (20 lessons), handball (16 lessons), and football (18 lessons) units. Inter-group differences and pre-test to post-test improvements within each season were analyzed through 2 (time) x group (sport) repeated measures ANOVA tests. There were found significant pre-test to post-test improvements in Game Performance and Game Involvement in the second (handball) and third (football) seasons, but not in the first season (basketball). Students' Game Performance and Involvement scores of handball and football were significantly higher than their scores while playing basketball. The opportunity for an extended engagement in game-play activities and prolonged membership of students in the same teams throughout three consecutive seasons of Sport Education were key to the outcomes found. The specific configurations of the game

  13. When in Rome ... Learn why the Romans do what they do: how multicultural learning experiences facilitate creativity.

    Science.gov (United States)

    Maddux, William W; Adam, Hajo; Galinsky, Adam D

    2010-06-01

    Research suggests that living in and adapting to foreign cultures facilitates creativity. The current research investigated whether one aspect of the adaptation process-multicultural learning-is a critical component of increased creativity. Experiments 1-3 found that recalling a multicultural learning experience: (a) facilitates idea flexibility (e.g., the ability to solve problems in multiple ways), (b) increases awareness of underlying connections and associations, and (c) helps overcome functional fixedness. Importantly, Experiments 2 and 3 specifically demonstrated that functional learning in a multicultural context (i.e., learning about the underlying meaning or function of behaviors in that context) is particularly important for facilitating creativity. Results showed that creativity was enhanced only when participants recalled a functional multicultural learning experience and only when participants had previously lived abroad. Overall, multicultural learning appears to be an important mechanism by which foreign living experiences lead to creative enhancement.

  14. Change over a service learning experience in science undergraduates' beliefs expressed about elementary school students' ability to learn science

    Science.gov (United States)

    Goebel, Camille A.

    This longitudinal investigation explores the change in four (3 female, 1 male) science undergraduates' beliefs expressed about low-income elementary school students' ability to learn science. The study sought to identify how the undergraduates in year-long public school science-teaching partnerships perceived the social, cultural, and economic factors affecting student learning. Previous service-learning research infrequently focused on science undergraduates relative to science and society or detailed expressions of their beliefs and field practices over the experience. Qualitative methodology was used to guide the implementation and analysis of this study. A sample of an additional 20 science undergraduates likewise involved in intensive reflection in the service learning in science teaching (SLST) course called Elementary Science Education Partners (ESEP) was used to examine the typicality of the case participants. The findings show two major changes in science undergraduates' belief expressions: (1) a reduction in statements of beliefs from a deficit thinking perspective about the elementary school students' ability to learn science, and (2) a shift in the attribution of students, underlying problems in science learning from individual-oriented to systemic-oriented influences. Additional findings reveal that the science undergraduates perceived they had personally and profoundly changed as a result of the SLST experience. Changes include: (1) the gain of a new understanding of others' situations different from their own; (2) the realization of and appreciation for their relative positions of privilege due to their educational background and family support; (3) the gain in ability to communicate, teach, and work with others; (4) the idea that they were more socially and culturally connected to their community outside the university and their college classrooms; and (5) a broadening of the way they understood or thought about science. Women participants stated

  15. (Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

    Science.gov (United States)

    Smith, Shaunna

    2016-01-01

    This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…

  16. [Motor capacities involved in the psychomotor skills of the cardiopulmonary resuscitation technique: recommendations for the teaching-learning process].

    Science.gov (United States)

    Miyadahira, A M

    2001-12-01

    It is a bibliographic study about the identification of the motor capacities involved in the psychomotor skills of the cardiopulmonary resuscitation (CPR) which aims to obtain subsidies to the planning of the teaching-learning process of this skill. It was found that: the motor capacities involved in the psychomotor skill of the CPR technique are predominantly cognitive and motor, involving 9 perceptive-motor capacities and 8 physical proficiency capacities. The CPR technique is a psychomotor skill classified as open, done in series and categorized as a thin and global skill and the teaching-learning process of the CPR technique has an elevated degree of complexity.

  17. Vitrification operational experiences and lessons learned at the WVDP

    International Nuclear Information System (INIS)

    Hamel, W.F. Jr.; Sheridan, M.J.; Valenti, P.J.

    1997-01-01

    The Vitrification Facility (VF) at the West Valley Demonstration Project (WVDP) commenced full, high-level radioactive waste (HLW) processing activities in July 1996. The HLW consists of a blend of washed plutonium-uranium extraction (PUREX) sludge, neutralized thorium extraction (THOREX) waste, and cesium-loaded zeolite. The waste product is borosilicate glass contained in stainless steel canisters, sealed for eventual disposal in a federal repository. This paper discusses the WVDP vitrification process, focusing on operational experience and lessons learned during the first year of continuous, remote operation

  18. Older peoples experiences involving the decision to transition to an aged care home

    Directory of Open Access Journals (Sweden)

    Zamanzadeh Vahid

    2016-08-01

    Full Text Available The decision to relocate to an aged care home can is important change in older adults live but little attention has been paid to their experiences of this decision. The study explored older people’s experiences involving the decision to transition to an aged care home. Data were obtained via semi-structured interviews with 17 participants, which were content analyzed. Results: Transition motives, ambiguity, participation in decision making and decision making meaning were four themes extracted through data analysis. Conclusions: In the main, the decision to transition to an aged care home had been made without the older person’s participation. In addition, due to inadequate information about aged care home services, participants experienced a great deal of ambiguity in the decision-making process. Moreover, transition into aged care homes had different meaning for the participants. The findings suggest that far greater emphasis must be placed on having older people involved in the decision to move into residential aged care, providing them with more information about service offerings and making psychological support accessible to them prior to and following transition to the home

  19. Using ICT at an Open Distance Learning (ODL) Institution in South Africa: The Learning Experiences of Students with Visual Impairments

    Science.gov (United States)

    Mokiwa, S. A.; Phasha, T. N.

    2012-01-01

    For students with visual impairments, Information and Communication Technology (ICT) has become an important means through which they can learn and access learning materials at various levels of education. However, their learning experiences in using such form of technologies have been rarely documented, thus suggests society's lack of…

  20. Meaningful Learning with Mobile Devices: Pre-Service Class Teachers' Experiences of Mobile Learning in the Outdoors

    Science.gov (United States)

    Kärki, Tomi; Keinänen, Heli; Tuominen, Anu; Hoikkala, Marianna; Matikainen, Eila; Maijala, Hanna

    2018-01-01

    The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers' (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students' ratings for different attributes were analysed…

  1. Fire experiences: principal lessons learned, application in PWR power plants

    International Nuclear Information System (INIS)

    Schoemacker, M.

    1984-01-01

    The article reviews the principal design rules to be borne in mind for PWR nuclear units installation. These rule takes into account: the specific character of materials involved (safety aspect for nuclear construction), experience acquired as a result of fires in EDF production units, and the results obtained from tests carried out by the EDF at Fort de Chelles between 1980 and 1982, especially in the field of PVC cables [fr

  2. Weak involvement of octopamine in aversive taste learning in a snail.

    Science.gov (United States)

    Aonuma, Hitoshi; Kaneda, Mugiho; Hatakeyama, Dai; Watanabe, Takayuki; Lukowiak, Ken; Ito, Etsuro

    2017-05-01

    The pond snail Lymnaea stagnalis is capable of learning taste aversion by pairing presentations of a sucrose solution and an electric shock and consolidating it into long-term memory (LTM), which is referred to as conditioned taste aversion (CTA). We asked here if the neurotransmitter octopamine is involved in CTA. We first determined the levels of octopamine and its catabolites in the central nervous system (CNS) of snails with varying degrees of food deprivation, because CTA grades are correlated with degrees of food deprivation. We next manipulated the octopamine signaling using both an agonist and an antagonist of octopamine receptors and correlated their respective effects with CTA grades. We found that snails with the least amount of food-deprivation obtained the best CTA grade and had low levels of octopamine; whereas the most severely food-deprived snails did not form CTA and had the highest CNS octopamine levels. In modestly food-deprived snails, octopamine application increased the basal level of feeding response to a sucrose solution, and it did not obstruct CTA formation. Application of phentolamine, an octopamine receptor antagonist, to the most severely food-deprived snails decreased the basal level of feeding elicited by sucrose, but it did not enhance CTA formation. We conclude that octopamine involvement in CTA formation in Lymnaea is at best weak, and that the changes in CNS octopamine content are an epiphenomenon. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Cerebral palsy: experiences of mothers after learning their child's diagnosis.

    Science.gov (United States)

    Huang, Yu-Ping; Kellett, Ursula M; St John, Winsome

    2010-06-01

    This study is a report of a study describing mothers' experience of learning that their child has been diagnosed with cerebral palsy. Learning a child's diagnosis of disability is a crisis for parents. Their reactions include shock, refusal to accept the diagnosis, anger, fear, and uncertainty about the extent of disability and associated impairment. Knowledge about parental reactions is based on studies conducted in western countries, many of which do not apply to Taiwan where Confucianism strongly influences cultural perspectives of family and disability. In this phenomenological study, data were collected in 2005-2006 using in-depth interviews and journaling with 15 Taiwanese mothers of children diagnosed with cerebral palsy. Hermeneutic analysis was undertaken of interview transcripts and journal notes. Four shared meanings associated with learning of their child's diagnosis were revealed: feeling out of control and powerless, mistrusting healthcare professionals, release and confirmation, and feeling blamed for not following traditional practices. Mothers experienced a loss of their 'ideal' child when their child was diagnosed with cerebral palsy. Expectations of 'normal' motherhood and fulfilling societal anticipation of giving birth to a healthy child were lost. Maintaining their husband's family honour and prosperity, as well as saving face in their community were threatened. Mixed feelings of disbelief, rejection, self-blame and sadness were compounded by uncertainty about their child's future. To promote better understanding of the child's condition, emotional support and information should be provided to the mother and family, both when informing them of the diagnosis and in the period after diagnosis.

  4. Gamification Experience in Secondary Education on Learning of Digital Systems

    Directory of Open Access Journals (Sweden)

    Jesús Carlos DÍEZ RIOJA

    2017-07-01

    Full Text Available Games have always been used in order to motivate learning at early ages. Nevertheless, during teen years, playing games have often been stigmatized as a waste of time. Thus, the phenomenon of gamification has become recently a methodological trend with a relevant presence in the classroom. In this paper, an analysis of previous work in gamification is performed in primary and secondary education. Next, the experience carried out at a secondary school in Barcelona is described where a program has been implemented ad hoc to teach, in a playful way, contents of digital systems in the context of the Industrial Technology course in secondary school. The results of the experience and the students’ opinion that have been positive are summarized in this paper.

  5. Professional Learning between Past Experience and Future Work

    DEFF Research Database (Denmark)

    Weber, Kirsten

    2010-01-01

    This paper is about learning, qualification and possible professionalization in human service work. With human services we primarily refer to work related to health care, child care, social work, and education. I present empirical findings from different phases of training and workplace experience...... of Danish child care pedagogues. The investigation is part of a human resource centered research program studying the development of welfare institutions and systems in Denmark. Welfare institutions have been developing since World War II as an important aspect of and precondition for the socio...... reality as well as defensive “shyings-away”. It cannot be produced by a formal education alone, neither can it emerge from life experiences alone. In the development of research methodology we explore the interplay of regression and progression, the lifelong and everyday active functions of what was named...

  6. Middle Eastern mothers in Sweden, their experiences of the maternal health service and their partner's involvement

    Directory of Open Access Journals (Sweden)

    D Karlsson Elisabeth

    2007-10-01

    Full Text Available Abstract Background Traditional patterns relating to how to handle pregnancy and birth are often challenged due to migration. The purpose of this study was to describe Middle Eastern mothers' experiences of the maternal health care services in Sweden and the involvement of their male partner. Methods Thirteen immigrant mothers from the Middle East who had used the maternal health services in Sweden were interviewed using focus group discussions and individual interviews. These were taped, transcribed and analysed according to Content analysis. Results The four main categories that developed were: • Access to the professional midwife • Useful counselling • Stable motherhood in transition • Being a family living in a different culture Conclusion According to the respondents in this study, understanding the woman's native language or her culture was not vital to develop a good relationship with the midwife. Instead the immigrant woman developed trust in the midwife based on the knowledge and the empathy the midwife imparted. Increasing the amount of first trimester antenatal visits could avoid spontaneous visits to the emergency clinic. There was a greater need for involvement and support by the father during the perinatal period, such as caring for older children and carrying out household chores since the mothers' earlier female network was often lost. Clinical implications There is a need to involve immigrant parents in the available parental education in order to prepare them for parenthood in their new country as well as to explore their altered family situation. Collecting immigrant women and their partner's, experiences of maternal health care services offers a possibility to improve the existing care, both in content, access and availability where the timing of visits and content require further evaluation.

  7. Adult sibling experience, roles, relationships and future concerns - a review of the literature in learning disabilities.

    Science.gov (United States)

    Davys, Deborah; Mitchell, Duncan; Haigh, Carol

    2011-10-01

    This paper provides a review of the literature related to adult siblings of learning-disabled people. Siblings of learning-disabled people are often looked upon as next of kin when older parents die; however, there is little research regarding sibling views and wishes. A literature review of published peer-reviewed empirical research was undertaken. Electronic databases and citation tracking were used to collate data using key terms such as adult siblings and learning disability. Relevant articles were analysed, compared and contrasted. Six key themes emerged suggesting a varied impact of learning disability upon sibling lives in areas that include life choices, relationships, identity and future plans. Some siblings report a positive impact upon life, others state their lives are comparable with other adults who do not have a learning-disabled sibling and others still report a negative impact. Sibling roles and relationships are varied. Evidence suggests that sibling roles, relationships and experience are affected by life stage. Parents often have a primary care role for the disabled person, whilst siblings perform a more distant role; however, sibling involvement often rises when parents are no longer able to provide previous levels of support. Many factors appear to affect the sibling experience and uptake of roles including gender, life stage and circumstances, level of disability, health status and relationships between family members. Siblings are concerned about the future, particularly when parents are no longer able to provide support, and many appear to have expectations of future responsibilities regarding their disabled sibling. As siblings of people who have a learning disability are often expected by society to provide support, it is important that health and social care practitioners are aware of issues that may impact on this relationship. © 2011 Blackwell Publishing Ltd.

  8. Real-Time Strategy Video Game Experience and Visual Perceptual Learning.

    Science.gov (United States)

    Kim, Yong-Hwan; Kang, Dong-Wha; Kim, Dongho; Kim, Hye-Jin; Sasaki, Yuka; Watanabe, Takeo

    2015-07-22

    Visual perceptual learning (VPL) is defined as long-term improvement in performance on a visual-perception task after visual experiences or training. Early studies have found that VPL is highly specific for the trained feature and location, suggesting that VPL is associated with changes in the early visual cortex. However, the generality of visual skills enhancement attributable to action video-game experience suggests that VPL can result from improvement in higher cognitive skills. If so, experience in real-time strategy (RTS) video-game play, which may heavily involve cognitive skills, may also facilitate VPL. To test this hypothesis, we compared VPL between RTS video-game players (VGPs) and non-VGPs (NVGPs) and elucidated underlying structural and functional neural mechanisms. Healthy young human subjects underwent six training sessions on a texture discrimination task. Diffusion-tensor and functional magnetic resonance imaging were performed before and after training. VGPs performed better than NVGPs in the early phase of training. White-matter connectivity between the right external capsule and visual cortex and neuronal activity in the right inferior frontal gyrus (IFG) and anterior cingulate cortex (ACC) were greater in VGPs than NVGPs and were significantly correlated with RTS video-game experience. In both VGPs and NVGPs, there was task-related neuronal activity in the right IFG, ACC, and striatum, which was strengthened after training. These results indicate that RTS video-game experience, associated with changes in higher-order cognitive functions and connectivity between visual and cognitive areas, facilitates VPL in early phases of training. The results support the hypothesis that VPL can occur without involvement of only visual areas. Significance statement: Although early studies found that visual perceptual learning (VPL) is associated with involvement of the visual cortex, generality of visual skills enhancement by action video-game experience

  9. Machine-learning-assisted materials discovery using failed experiments

    Science.gov (United States)

    Raccuglia, Paul; Elbert, Katherine C.; Adler, Philip D. F.; Falk, Casey; Wenny, Malia B.; Mollo, Aurelio; Zeller, Matthias; Friedler, Sorelle A.; Schrier, Joshua; Norquist, Alexander J.

    2016-05-01

    Inorganic-organic hybrid materials such as organically templated metal oxides, metal-organic frameworks (MOFs) and organohalide perovskites have been studied for decades, and hydrothermal and (non-aqueous) solvothermal syntheses have produced thousands of new materials that collectively contain nearly all the metals in the periodic table. Nevertheless, the formation of these compounds is not fully understood, and development of new compounds relies primarily on exploratory syntheses. Simulation- and data-driven approaches (promoted by efforts such as the Materials Genome Initiative) provide an alternative to experimental trial-and-error. Three major strategies are: simulation-based predictions of physical properties (for example, charge mobility, photovoltaic properties, gas adsorption capacity or lithium-ion intercalation) to identify promising target candidates for synthetic efforts; determination of the structure-property relationship from large bodies of experimental data, enabled by integration with high-throughput synthesis and measurement tools; and clustering on the basis of similar crystallographic structure (for example, zeolite structure classification or gas adsorption properties). Here we demonstrate an alternative approach that uses machine-learning algorithms trained on reaction data to predict reaction outcomes for the crystallization of templated vanadium selenites. We used information on ‘dark’ reactions—failed or unsuccessful hydrothermal syntheses—collected from archived laboratory notebooks from our laboratory, and added physicochemical property descriptions to the raw notebook information using cheminformatics techniques. We used the resulting data to train a machine-learning model to predict reaction success. When carrying out hydrothermal synthesis experiments using previously untested, commercially available organic building blocks, our machine-learning model outperformed traditional human strategies, and successfully predicted

  10. Midwifery students experience of teamwork projects involving mark-related peer feedback.

    Science.gov (United States)

    Hastie, Carolyn R; Fahy, Kathleen M; Parratt, Jenny A; Grace, Sandra

    2016-06-01

    Lack of teamwork skills among health care professionals endangers patients and enables workplace bullying. Individual teamwork skills are increasingly being assessed in the undergraduate health courses but rarely defined, made explicit or taught. To remedy these deficiencies we introduced a longitudinal educational strategy across all three years of the Bachelor of Midwifery program. To report on students' experiences of engaging in team based assignments which involved mark-related peer feedback. Stories of midwifery students' experiences were collected from 17 participants across the three years of the degree. These were transcribed and analysed thematically and interpreted using feminist collaborative conversations. Most participants reported being in well-functioning teams and enjoyed the experience; they spoke of 'we' and said 'Everyone was on Board'. Students in poorly functioning teams spoke of 'I' and 'they'. These students complained about the poor performance of others but they didn't speak up because they 'didn't want to make waves' and they didn't have the skills to be able to confidently manage conflict. All participants agreed 'Peer-related marks cause mayhem'. Teamwork skills should be specifically taught and assessed. These skills take time to develop. Students, therefore, should be engaged in a teamwork assignment in each semester of the entire program. Peer feedback should be moderated by the teacher and not directly related to marks. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  11. Experience and learning in the workplace : conscious thinking about work and the self

    NARCIS (Netherlands)

    van Dellen, Teije

    2015-01-01

    Abstract In this article the question is raised what students in adult, in particular workplace, learning need to know and understand at least about the theory and practice of experience and learning of adults and moreover why they need to learn it. So contemporary adult learning theory is discussed

  12. Instrumental learning and relearning in individuals with psychopathy and in patients with lesions involving the amygdala or orbitofrontal cortex.

    Science.gov (United States)

    Mitchell, D G V; Fine, C; Richell, R A; Newman, C; Lumsden, J; Blair, K S; Blair, R J R

    2006-05-01

    Previous work has shown that individuals with psychopathy are impaired on some forms of associative learning, particularly stimulus-reinforcement learning (Blair et al., 2004; Newman & Kosson, 1986). Animal work suggests that the acquisition of stimulus-reinforcement associations requires the amygdala (Baxter & Murray, 2002). Individuals with psychopathy also show impoverished reversal learning (Mitchell, Colledge, Leonard, & Blair, 2002). Reversal learning is supported by the ventrolateral and orbitofrontal cortex (Rolls, 2004). In this paper we present experiments investigating stimulus-reinforcement learning and relearning in patients with lesions of the orbitofrontal cortex or amygdala, and individuals with developmental psychopathy without known trauma. The results are interpreted with reference to current neurocognitive models of stimulus-reinforcement learning, relearning, and developmental psychopathy. Copyright (c) 2006 APA, all rights reserved.

  13. Experience in the analysis of accidents and incidents involving the transport of radioactive materials

    International Nuclear Information System (INIS)

    Warner-Jones, S.M.; Hughes, J.S.; Shaw, K.B.

    2002-01-01

    Some half a million packages containing radioactive materials are transported to, from and within the UK annually. Accidents and incidents involving these shipments are rare. However, there is always the potential for such an event, which could lead to a release of the contents of a package or an increase in radiation level caused by damaged shielding. These events could result in radiological consequences for transport workers. As transport occurs in the public environment, such events could also lead to radiation exposures of members of the public. The UK Department for Transport (DfT), together with the Health and Safety Executive (HSE) have supported, for almost 20 years, work to compile, analyse and report on accidents and incidents that occur during the transport of radioactive materials. Annual reports on these events have been produced for twelve years. The details of these events are recorded in the Radioactive Materials Transport Event Database (RAMTED) maintained by the National Radiological Protection Board on behalf of the DfT and HSE. Information on accidents and incidents dates back to 1958. RAMTED currently includes information of 708 accidents and incidents, covering the period 1958 to 2000. This paper presents a summary of the data covering this period, identifying trends and lessons learned together with a discussion of some examples. It was found that, historically, the most significant exposures were received as a result of accidents involving the transport of industrial radiography sources. However, the frequency and severity of these events has decreased considerably in the later years of this study due to improvements in training, awareness and equipment. The International Atomic Energy Agency and the Nuclear Energy Agency, have established the international nuclear event scale (INES), which is described in detail in a users' guide. The INES has been revised to fully include transport events, and the information in RAMTED has been reviewed

  14. A "Uses and Gratification Expectancy Model" to Predict Students' "Perceived e-Learning Experience"

    Science.gov (United States)

    Mondi, Makingu; Woods, Peter; Rafi, Ahmad

    2008-01-01

    This study investigates "how and why" students' "Uses and Gratification Expectancy" (UGE) for e-learning resources influences their "Perceived e-Learning Experience." A "Uses and Gratification Expectancy Model" (UGEM) framework is proposed to predict students' "Perceived e-Learning Experience," and…

  15. Undergraduate Student Self-Efficacy and Perceptions of Virtual World Learning Experience

    Science.gov (United States)

    Stanton, Lorraine May

    2017-01-01

    Virtual worlds are innovative teaching and learning methods that can provide immersive and engaging learning experiences (Lu, 2010). Though they have potential benefits, students sometimes experience a steep learning curve and discomfort with the technology (Warburton, 2009). This study explored how students in two American Studies classes using…

  16. The M-Learning Experience of Language Learners in Informal Settings

    Science.gov (United States)

    Sendurur, Emine; Efendioglu, Esra; Çaliskan, Neslihan Yondemir; Boldbaatar, Nomin; Kandin, Emine; Namazli, Sevinç

    2017-01-01

    This study is designed to understand the informal language learners' experiences of m-learning applications. The aim is two-folded: (i) to extract the reasons why m-learning applications are preferred and (ii) to explore the user experience of Duolingo m-learning application. We interviewed 18 voluntary Duolingo users. The findings suggest that…

  17. Overview of session and situation in Fukushima. Stakeholder Involvement and the CRPPH: A Learning Process - From Chernobyl to Fukushima. Public dialogue and policy making: The UK's Science-wise programme. Post-Chernobyl experience: Sami reindeer herders in Norway. JAEC's initiative to encourage public understanding in Japan

    International Nuclear Information System (INIS)

    Hayano, Ryugo; Boyd, Mike; ); Mayall, Andrew; Tomkiv, Yevgeniya; Oughton, Deborah; Liland, Astrid; Skuterud, Lavrans; Eikelmann, Inger; Kawabuchi, Hideo

    2017-01-01

    Mr Boyd reflected that radiological protection decisions often combine not only scientific aspects but also economic, social, philosophical and emotional facets as well. Moreover, decisions are not often taken by radiological protection specialists themselves, but in fact by governments, licensees, workers and affected publics. This blurring of roles was seen for instance at Fukushima Daiichi, where a lack of immediate communication following the 2011 nuclear accident led to confusion and conflicting messages for local residents. Mr Hayano illustrated the high public demand in that context for reliable information, dialogue and expert support in order to face decisions ranging from evacuation, to returning home, to consuming agricultural and fishery products. Professionals such as teachers and general practitioners, who lacked training on radiological protection subjects, also needed support to play their role in the community. There is a continuing need in the aftermath of the accident for reliable information and dialogue to help combat unfounded beliefs and stereotypes. Independent verification of information, measurements and data can be an important element of trust. Mr Mayall presented the UK Environment Agency's experience using the Science-wise programme, suggesting that we need not 're-invent the wheel' but rather focus on proven means and skills for achieving communication between government, scientists and the public. The agency voluntarily initiated dialogue to gather input towards an improved siting process for a future geological disposal facility for radioactive waste, as well as to improve regulatory engagement with the public in conducting generic reactor design assessments. Science-wise facilitated live and digital engagement events, and provided training and mentoring. Its guidance publications bolster dialogue design and also evaluation. Experience shows that societal stakeholders are interested in the information that can help them understand

  18. Learning Abstract Physical Concepts from Experience: Design and Use of an RC Circuit

    Science.gov (United States)

    Parra, Alfredo; Ordenes, Jorge; de la Fuente, Milton

    2018-05-01

    Science learning for undergraduate students requires grasping a great number of theoretical concepts in a rather short time. In our experience, this is especially difficult when students are required to simultaneously use abstract concepts, mathematical reasoning, and graphical analysis, such as occurs when learning about RC circuits. We present a simple experimental model in this work that allows students to easily design, build, and analyze RC circuits, thus providing an opportunity to test personal ideas, build graphical descriptions, and explore the meaning of the respective mathematical models, ultimately gaining a better grasp of the concepts involved. The result suggests that the simple setup indeed helps untrained students to visualize the essential points of this kind of circuit.

  19. Previous experience in manned space flight: A survey of human factors lessons learned

    Science.gov (United States)

    Chandlee, George O.; Woolford, Barbara

    1993-01-01

    Previous experience in manned space flight programs can be used to compile a data base of human factors lessons learned for the purpose of developing aids in the future design of inhabited spacecraft. The objectives are to gather information available from relevant sources, to develop a taxonomy of human factors data, and to produce a data base that can be used in the future for those people involved in the design of manned spacecraft operations. A study is currently underway at the Johnson Space Center with the objective of compiling, classifying, and summarizing relevant human factors data bearing on the lessons learned from previous manned space flights. The research reported defines sources of data, methods for collection, and proposes a classification for human factors data that may be a model for other human factors disciplines.

  20. Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience

    Directory of Open Access Journals (Sweden)

    Manuel Ninaus

    2017-09-01

    Full Text Available There is accumulating evidence that engagement with digital math games can improve students’ learning. However, in what way individual variables critical to game-based learning influence students' learning success still needs to be explored. Therefore, the aim of this study was to investigate the influence of students’ acceptance of game-based learning (e.g., perceived usefulness of a game as a learning tool, perceived ease of use, as well as their intrinsic motivation for math (e.g., their math interest, self-efficacy and quality of playing experience on learning success in a game-based rational number training. Additionally, we investigated the influence of the former variables on quality of playing experience (operationalized as perceived flow. Results indicated that the game-based training was effective. Moreover, students’ learning success and their quality of playing experience were predicted by measures of acceptance of game-based learning and intrinsic motivation for math. These findings indicated that learning success in game-based learning approaches are driven by students’ acceptance of the game as a learning tool and content-specific intrinsic motivation. Therefore, the present work is of particular interest to researchers, developers, and practitioners working with game-based learning environments.

  1. Retrieval cues that trigger reconsolidation of associative fear memory are not necessarily an exact replica of the original learning experience.

    Science.gov (United States)

    Soeter, Marieke; Kindt, Merel

    2015-01-01

    Disrupting the process of memory reconsolidation may point to a novel therapeutic strategy for the permanent reduction of fear in patients suffering from anxiety disorders. However both in animal and human studies the retrieval cue typically involves a re-exposure to the original fear-conditioned stimulus (CS). A relevant question is whether abstract cues not directly associated with the threat event also trigger reconsolidation, given that anxiety disorders often result from vicarious or unobtrusive learning for which no explicit memory exists. Insofar as the fear memory involves a flexible representation of the original learning experience, we hypothesized that the process of memory reconsolidation may also be triggered by abstract cues. We addressed this hypothesis by using a differential human fear-conditioning procedure in two distinct fear-learning groups. We predicted that if fear learning involves discrimination on basis of perceptual cues within one semantic category (i.e., the perceptual-learning group, n = 15), the subsequent ambiguity of the abstract retrieval cue would not trigger memory reconsolidation. In contrast, if fear learning involves discriminating between two semantic categories (i.e., categorical-learning group, n = 15), an abstract retrieval cue would unequivocally reactivate the fear memory and might subsequently trigger memory reconsolidation. Here we show that memory reconsolidation may indeed be triggered by another cue than the one that was present during the original learning occasion, but this effect depends on the learning history. Evidence for fear memory reconsolidation was inferred from the fear-erasing effect of one pill of propranolol (40 mg) systemically administered upon exposure to the abstract retrieval cue. Our finding that reconsolidation of a specific fear association does not require exposure to the original retrieval cue supports the feasibility of reconsolidation-based interventions for emotional disorders.

  2. Retrieval cues that trigger reconsolidation of associative fear memory are not necessarily an exact replica of the original learning experience

    Directory of Open Access Journals (Sweden)

    Marieke eSoeter

    2015-05-01

    Full Text Available Disrupting the process of memory reconsolidation may point to a novel therapeutic strategy for the permanent reduction of fear in patients suffering from anxiety disorders. However both in animal and human studies the retrieval cue typically involves a re-exposure to the original fear-conditioned stimulus. A relevant question is whether abstract cues not directly associated with the threat event also trigger reconsolidation, given that anxiety disorders often result from vicarious or unobtrusive learning for which no explicit memory exists. Insofar as the fear memory involves a flexible representation of the original learning experience, we hypothesized that the process of memory reconsolidation may also be triggered by abstract cues. We addressed this hypothesis by using a differential human fear-conditioning procedure in two distinct fear-learning groups. We predicted that if fear learning involves discrimination on basis of perceptual cues within one semantic category (i.e., the perceptual-learning group, n = 15, the subsequent ambiguity of the abstract retrieval cue would not trigger memory reconsolidation. In contrast, if fear learning involves discriminating between two semantic categories (i.e., categorical-learning group, n = 15, an abstract retrieval cue would unequivocally reactivate the fear memory and might subsequently trigger memory reconsolidation. Here we show that memory reconsolidation may indeed be triggered by another cue than the one that was present during the original learning occasion, but this effect depends on the learning history. Evidence for fear memory reconsolidation was inferred from the fear-erasing effect of one pill of propranolol (40 mg systemically administered upon exposure to the abstract retrieval cue. Our finding that reconsolidation of a specific fear association does not require exposure to the original retrieval cue supports the feasibility of reconsolidation-based interventions for emotional disorders.

  3. An assessment of student experiences and learning based on a novel undergraduate e-learning resource.

    Science.gov (United States)

    Mehta, S; Clarke, F; Fleming, P S

    2016-08-12

    Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined.

  4. Recent Operating Experience involving Power Electronics Failure in Korea Nuclear Power Plants

    International Nuclear Information System (INIS)

    Lee, Jaedo

    2015-01-01

    Recently, modern power electronics devices for electrical component were steadily increased in electrical systems which used for main power control and protection. To upgrade the system reliability we recommended the redundancy for electrical equipment trip system. The past several years, Korean Nuclear power plants have changed the electrical control and protection systems (Auto Voltage Regulator, Power Protection Relay) for main generator and main power protection relay systems. In this paper we deal with operating experience involving modern solid state power electronics failure in Korean nuclear power plants. One of the failures we will discuss the degraded phenomenon of power electronics device for CEDMCS(Control Element Drive Mechanism Control System). As the result of the failure we concerned about the modification for trip source of main generator excitation systems and others. We present an interesting issue for modern solid state devices (IGBT, Thyristors). (authors)

  5. Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

    International Nuclear Information System (INIS)

    Georgiou, H; Sharma, M D

    2015-01-01

    Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures. (paper)

  6. Active methodology and blended learning: An experience in pharmaceutical care.

    Science.gov (United States)

    Czepula, Alexandra Ingrid Dos Santos; Bottacin, Wallace Entringer; Júnior, Edson Hipólito; Pontarolo, Roberto; Correr, Cassyano Januário

    The aim of this study was to analyze the implementation of an active methodology in a blended model of education in the teaching-learning processes of students enrolled in two disciplines: Pharmaceutical Care I and Pharmaceutical Care II, both part of the undergraduate Bachelor of Pharmacy program at the Federal University of Paraná. The study design was quasi-experimental, prospective, comparative, following a pre/posttest format, where Pharmaceutical Care classes were the intervention. Identical pre- and post-intervention tests were designed based on Anderson and Krathwohl's (2001) revision of Bloom's taxonomy, and according to the three levels of the cognitive domain: remember and understand; apply and analyze; evaluate and create. Participants were 133 students enrolled in the two Pharmaceutical Care classes. A significant difference between pre- and posttest results was observed, showing an increase in students' performance in the applied tests at all cognitive levels. This is the first study of its kind involving Pharmaceutical Care and Blended Learning. By comparing the results of the diagnostic and summative assessments based on Bloom's taxonomy at all levels of the cognitive domain, positive results were observed regarding the students' performance in the two disciplines (Pharmaceutical Care I and II). Copyright © 2017 Elsevier Inc. All rights reserved.

  7. Policy on manager involvement in work re-integration: managers' experiences in a Canadian setting.

    Science.gov (United States)

    Maiwald, Karin; Meershoek, Agnes; de Rijk, Angelique; Nijhuis, Frans J N

    2014-01-01

    In Canada and other countries, sickness absence among workers is a significant concern. Local return-to-work policies developed by both management and workers' representatives are preferred to tackle the problem. This article examines how managers perceive this local bipartite agreed upon return-to-work policy, wherein a social constructivist view on the policy process is taken. In-depth interviews were held with 10 managers on their experiences with execution of this policy in a Canadian healthcare organization. Interviews were transcribed verbatim and qualitative analyses were completed to gain deep insight into the managers' perspectives. Results show that the managers viewed themselves as a linchpin between the workplace and the worker. They did not feel heard by the other stakeholders, wrestled with worker's limitations, struggled getting plans adjusted and became overextended to meet return-to-work objectives. The study shows that the managers felt unable to meet the responsibilities the policy demanded and got less involved in the return-to-work process than this policy intended. RTW policy needs to balance on the one hand, flexibility to safeguard active involvement of managers and, on the other hand, strictness regarding taking responsibility by stakeholders, particularly the health care and re-integration professionals.

  8. Injecting learning experience into geoethics for human and natural sustainability

    Science.gov (United States)

    Crookall, David

    2016-04-01

    Our early life experience has a strong influence on our actions in later life. Humans today are just starting to re-learn, collectively, how to treat Earth with the respect that it deserves and that is needed for our offspring to inherit a decent home. However, we still have a long way to go to instill in people at large the ethics, knowledge and skills necessary to ensure a healthy journey for humanity on spaceship. The experience of early upbringing, of schooling and of everyday life is probably the only path strong enough to develop in people a strong desire for ethical behaviour towards their environment. The problem is that the measures taken today to ensure the development of ethical behaviours in the population at large are woefully inadequate. At best, western school programmes contain a few lessons devoted to the environment, and even then they usually just pay lip service to the basics of the environment; they rarely aim to instill skills and knowledge in order to understand and care deeply for the environment. My presentation will suggest some practical ways to help communities build ethical frameworks and strategies to guide and generate tools, methods and activities that guide young people (pupils, students, scholars, researchers) to toward more ethical behaviours regarding their environment and their communities. Examples might include: - Developing geoethical dimensions of internships, in all areas; - Designing, testing and running simulation/games+debriefing providing a rich affective-cognitive context for grappling with geoethical problems- eg, FISH BANKS, KEEP COOL. - Pressuring governments to make geoethics, environmental care and climate change understanding central components of (almost) all educational programmes (in, eg, history, language, business, law, medicine, etc). - Subsidizing environmental-care summer schools for families and teachers at all levels. - Etc. One of my actions is founding a academic journal in the area, maybe with the

  9. Learning for Entrepreneurship in Heterogeneous Groups: Experiences From an International, Interdisciplinary Higher Education Student Program

    NARCIS (Netherlands)

    Lans, T.; Popov, V.; Oganisjana, K.; Täks, M.

    2013-01-01

    Although entrepreneurship education (EE) has gained popularity internationally, empirical work is scarce on the factors which influence the underlying learning process. This article presents the experiences of a European summer school where factors which contribute to entrepreneurial learning in

  10. An adaptive multi-agent memetic system for personalizing e-learning experiences

    NARCIS (Netherlands)

    Acampora, G.; Gaeta, M.; Munoz, E.; Vitiello, A.

    2011-01-01

    The rapid changes in modern knowledge, due to exponential growth of information sources, are complicating learners' activity. For this reason, novel approaches are necessary to obtain suitable learning solutions able to generate efficient, personalized and flexible learning experiences. From this

  11. Adopt a Bacterium - an active and collaborative learning experience in microbiology based on social media.

    Science.gov (United States)

    Piantola, Marco Aurélio Floriano; Moreno, Ana Carolina Ramos; Matielo, Heloísa Alonso; Taschner, Natalia Pasternak; Cavalcante, Rafael Ciro Marques; Khan, Samia; Ferreira, Rita de Cássia Café

    2018-04-24

    The "Adopt a Bacterium" project is based on the use of social network as a tool in Microbiology undergraduate education, improving student learning and encouraging students to participate in collaborative learning. The approach involves active participation of both students and teachers, emphasizing knowledge exchange, based on widely used social media. Students were organized in groups and asked to adopt a specific bacterial genus and, subsequently, submit posts about "adopted genus". The formative assessment is based on posting information on Facebook®, and the summative assessment involves presentation of seminars about the adopted theme. To evaluate the project, students filled out three anonymous and voluntary surveys. Most of the students enjoyed the activities and positively evaluated the experience. A large amount of students declared a change in their attitude towards the way they processed information, especially regarding the use of scientific sources. Finally, we evaluated knowledge retention six months after the end of the course and students were able to recall relevant Microbiology concepts. Our results suggest that the "Adopt a Bacterium" project represents a useful strategy in Microbiology learning and may be applied to other academic fields. Copyright © 2018 Sociedade Brasileira de Microbiologia. Published by Elsevier Editora Ltda. All rights reserved.

  12. Enhancing active learning in microbiology through case based learning: experiences from an Indian medical school.

    Science.gov (United States)

    Ciraj, A M; Vinod, P; Ramnarayan, K

    2010-01-01

    Case-based learning (CBL) is an interactive student-centered exploration of real life situations. This paper describes the use of CBL as an educational strategy for promoting active learning in microbiology. CBL was introduced in the microbiology curriculum for the second year medical students after an orientation program for faculty and students. After intervention, the average student scores in CBL topics were compared with scores obtained in lecture topics. An attempt was also made to find the effect of CBL on the academic performance. Student and faculty perception on CBL were also recorded. In a cross sectional survey conducted to assess the effectiveness of CBL, students responded that, apart from helping them acquire substantive knowledge in microbiology, CBL sessions enhanced their analytic, collaborative, and communication skills. The block examination scores in CBL topics were significantly higher than those obtained for lecture topics. Faculty rated the process to be highly effective in stimulating student interest and long term retention of microbiology knowledge. The student scores were significantly higher in the group that used CBL, compared to the group that had not used CBL as a learning strategy. Our experience indicated that CBL sessions enhanced active learning in microbiology. More frequent use of CBL sessions would not only help the student gain requisite knowledge in microbiology but also enhance their analytic and communication skills.

  13. Involvement of the Ventrolateral Prefrontal Cortex in Learning Others' Bad Reputations and Indelible Distrust.

    Science.gov (United States)

    Suzuki, Atsunobu; Ito, Yuichi; Kiyama, Sachiko; Kunimi, Mitsunobu; Ohira, Hideki; Kawaguchi, Jun; Tanabe, Hiroki C; Nakai, Toshiharu

    2016-01-01

    A bad reputation can persistently affect judgments of an individual even when it turns out to be invalid and ought to be disregarded. Such indelible distrust may reflect that the negative evaluation elicited by a bad reputation transfers to a person. Consequently, the person him/herself may come to activate this negative evaluation irrespective of the accuracy of the reputation. If this theoretical model is correct, an evaluation-related brain region will be activated when witnessing a person whose bad reputation one has learned about, regardless of whether the reputation is deemed valid or not. Here, we tested this neural hypothesis with functional magnetic resonance imaging (fMRI). Participants memorized faces paired with either a good or a bad reputation. Next, they viewed the faces alone and inferred whether each person was likely to cooperate, first while retrieving the reputations, and then while trying to disregard them as false. A region of the left ventrolateral prefrontal cortex (vlPFC), which may be involved in negative evaluation, was activated by faces previously paired with bad reputations, irrespective of whether participants attempted to retrieve or disregard these reputations. Furthermore, participants showing greater activity of the left ventrolateral prefrontal region in response to the faces with bad reputations were more likely to infer that these individuals would not cooperate. Thus, once associated with a bad reputation, a person may elicit evaluation-related brain responses on their own, thereby evoking distrust independently of their reputation.

  14. Midwifery students' experiences of learning clinical skills in Iran: a qualitative study.

    Science.gov (United States)

    Ahmadi, Golnoosh; Shahriari, Mohsen; Keyvanara, Mahmood; Kohan, Shahnaz

    2018-03-09

    A qualitative study was used. Midwifery students from three universities in Iran participated. The study used a convenience sample of eighteen students. Data for this study was collected using semi-structured interviews (N=12) and focus groups (N=6). Data were recorded on a digital audio recorder and then transcribed. The qualitative data were analyzed using a content analysis approach. Six broad themes emerged from the analysis: Limited opportunities to experience skills, difficulties with course plan gaps, need for creating a supportive clinical environment, learning drives, confusion between different methods, and stress in the clinical setting. Short verbatim quotations from the participants were presented to provide evidence for the interpretation of data. The findings of this study have provided a clear picture of the factors and mechanisms involved in learning clinical skills by midwifery students. This study showed that students had some difficulties and concerns during learning of clinical midwifery skills. The findings of this study suggest that midwifery educators conduct further studies to tackle these issues in clinical skills learning. The findings of this study are subject to some limitations which are discussed.

  15. A case method for Sales and Operations Planning: a learning experience from Germany

    Directory of Open Access Journals (Sweden)

    Luiz Felipe Scavarda

    Full Text Available Abstract Adequate preparation, learning, and training is required for Sales and Operations Planning (S&OP to aid organizations in achieving the full expected benefits from its implementation. This paper presents a case method for S&OP and the learning experience of its application at the University of Münster (Germany. The “constructive alignment principle” was applied with a “team teaching” approach, involving an executive from the case company. Students improved their knowledge on S&OP and their analytical skills by understanding the conceptual S&OP building blocks and by learning how to deal with them to provide a solution for a case based on a real-life situation. The learning results were evaluated positively during the discipline’s student evaluation of teaching (SET. The applied case method enhanced the student’s motivation and engagement (e.g., higher preparation effort and class attendance, which were considered higher than in other disciplines with the traditional lecture-based education.

  16. Combining lived experience with the facilitation of enquiry-based learning: a 'trigger' for transformative learning.

    Science.gov (United States)

    Stacey, G; Oxley, R; Aubeeluck, A

    2015-09-01

    What is known on the subject The values underpinning recovery-orientated practice are recited in the literature and influential in the content of mental health nurse education internationally. However, scepticism exists regarding the degree to which students' assimilate the principles of recovery into their practice due to the troublesome and challenging nature of learning at a transformational level, also known as threshold concept learning. Evaluation suggests that this combination of educational approaches positively influences students' prior understandings, beliefs and values in relation to the prospect for people with significant mental health problems to recover. The components of threshold concepts are useful as a deductive framework for the evaluation of educational initiatives which attempt to initiate transformative learning. While this forum clearly holds significant potential for student development, support and preparation is needed for both the student and the facilitator in order to enable the possibility of learning which influences attitudes, beliefs and practice. The aim of this paper is to discuss the potential for combining lived experience of mental distress with the facilitation of enquiry-based learning (EBL) to act as a trigger for transformative learning in the context of promoting the understanding of mental health 'recovery' in nurse education.The values underpinning recovery-orientated practice are recited in the literature and influential in mental health nurse education internationally. However, scepticism exists regarding the degree to which students assimilate into their practice. An open-ended was distributed to a cohort of pre-registration nursing students receiving the co-facilitated EBL (n = 112). Data demonstrated how the specific attributes of this educational approach were identified by students as impacting positively on ill-informed preconceptions, understanding of complex theory and their future practice. Results were

  17. Experience and lessons learned in the assessment of safety justifications for experiments mounted in research reactors

    International Nuclear Information System (INIS)

    Cox, R.F.

    1990-01-01

    Some experiments in research reactors are arguably a risky undertaking due to their uncertain outcome. The justifications for such experiments require careful assessment to validate their undertaking. The public, the operators and the installation itself must be safeguarded. Assessment of the potential risk is an acquired skill but in doing so the route can be eased by learning from the lessons experience can teach. This paper, essentially for the usage of safety managers, sets out some of the issues relating to the assessment process gained from our experience over a few tens of years in the assessment of experiments. Many of the conclusions reached may appear all too obvious viewed in retrospect, but they were not necessarily clear at the time. Those organizations setting up assessment teams may find some of the conclusions of value such that their proposed management system can embrace methodologies for assessment that can avoid or lessen the impact of some of the pitfalls we have tried to identify. Failure to recognise some of these points may run the risk of delayed clearances, dilated timescales and cost overruns. It is in the hope of reducing all these penalties that we offer our experiences

  18. The learning and mentoring experiences of Paralympic coaches.

    Science.gov (United States)

    Fairhurst, Katherine E; Bloom, Gordon A; Harvey, William J

    2017-04-01

    Participation in the Paralympic Games has grown substantially, yet the same growth and development has not occurred with empirical literature for coaching in disability sport. The purpose of the current study was to explore Paralympic coaches' perceptions of their learning and educational experiences, including their formal and informal mentoring opportunities. Six highly successful and experienced Paralympic coaches were individually interviewed in this qualitative study. The interview data were analyzed following Braun and Clarke's guidelines for thematic analysis. Results demonstrated that Paralympic coaches faced several challenges to acquire disability specific coaching knowledge and skills. These challenges led the participants to utilize an array of informal learning situations, such as actively seeking mentoring relationships when they first entered the field. After becoming expert coaches, they gave back to their sport by making mentoring opportunities available for aspiring coaches. The results of the current study address the value and importance of mentoring as a structured source of education and career development for aspiring Paralympic coaches. Crown Copyright © 2016. Published by Elsevier Inc. All rights reserved.

  19. Accelerating Innovation Through Coopetition: The Innovation Learning Network Experience.

    Science.gov (United States)

    McCarthy, Chris; Ford Carleton, Penny; Krumpholz, Elizabeth; Chow, Marilyn P

    Coopetition, the simultaneous pursuit of cooperation and competition, is a growing force in the innovation landscape. For some organizations, the primary mode of innovation continues to be deeply secretive and highly competitive, but for others, a new style of shared challenges, shared purpose, and shared development has become a superior, more efficient way of working to accelerate innovation capabilities and capacity. Over the last 2 decades, the literature base devoted to coopetition has gradually expanded. However, the field is still in its infancy. The majority of coopetition research is qualitative, primarily consisting of case studies. Few studies have addressed the nonprofit sector or service industries such as health care. The authors believe that this article may offer a unique perspective on coopetition in the context of a US-based national health care learning alliance designed to accelerate innovation, the Innovation Learning Network or ILN. The mission of the ILN is to "Share the joy and pain of innovation," accelerating innovation by sharing solutions, teaching techniques, and cultivating friendships. These 3 pillars (sharing, teaching, and cultivating) form the foundation for coopetition within the ILN. Through the lens of coopetition, we examine the experience of the ILN over the last 10 years and provide case examples that illustrate the benefits and challenges of coopetition in accelerating innovation in health care.

  20. Operational experience - Lessons learned from IRS-reports in Germany

    International Nuclear Information System (INIS)

    Wetzel, N.; Maqua, M.

    2005-01-01

    The international Incident Reporting System (IRS), jointly operated by IAEA and OECD-NEA, is a main source of safety significant findings and lessons learned of nuclear operating experience. GRS (Gesellschaft fuer Anlagen- und Reaktorsicherheit mbH) is a scientific-technical expert and research organisation. On Behalf of the Federal Minister of Environment, Nature Conservation and Reactor Safety (BMU), GRS provides the IRS officer. The evaluation of IRS-Reports and the dissemination of the main findings including the assessment of the relevance for German NPPs is task of GRS. The value of IRS is among experts undoubted. But nevertheless, the reporting to IRS decreases since some years. This presentation is aimed to show the support of IRS in strengthening the safety of German NPPs. The evaluation of IRS-Reports at GRS is three-fold. It comprises initial screening, quarterly and yearly reporting and the development of specific German Information Notices on safety significant events with direct applicability to German NPPs. Some examples of lessons learned from recent international events are discussed below. These examples shall demonstrate that the use of the IRS enhances significantly the knowledge on operational events. (author)

  1. Memory for Lectures: How Lecture Format Impacts the Learning Experience.

    Science.gov (United States)

    Varao-Sousa, Trish L; Kingstone, Alan

    2015-01-01

    The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

  2. Memory for Lectures: How Lecture Format Impacts the Learning Experience.

    Directory of Open Access Journals (Sweden)

    Trish L Varao-Sousa

    Full Text Available The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

  3. External Police Oversight in Mexico: Experiences, Challenges, and Lessons Learned

    Directory of Open Access Journals (Sweden)

    Rubén Guzmán Sánchez

    2014-11-01

    Full Text Available After nearly 20 years of ‘reformist’ measures, the police in Mexico continues to be an ineffective, unreliable, and ‘far from citizen’ institution. The efforts made so far have faded amongst political interests and agendas; multidimensional frameworks out-dated at both conceptual and interagency levels; short-sighted competition for resources; evaluation and performance monitors that are handicapped by bureaucratic inaction; and weak transparency and accountability that perpetuate the opacity in which the police operate. In this context, the agenda of external police oversight is still at a rudimentary stage. However, there are several initiatives that have managed to push the issue to the frontier of new knowledge and promising practices. This paper outlines the experiences and challenges of—as well as the lessons learned by—the Institute for Security and Democracy (Insyde A.C., one of the most recognised think tanks in Mexico.

  4. Machine learning based global particle indentification algorithms at LHCb experiment

    CERN Multimedia

    Derkach, Denis; Likhomanenko, Tatiana; Rogozhnikov, Aleksei; Ratnikov, Fedor

    2017-01-01

    One of the most important aspects of data processing at LHC experiments is the particle identification (PID) algorithm. In LHCb, several different sub-detector systems provide PID information: the Ring Imaging CHerenkov (RICH) detector, the hadronic and electromagnetic calorimeters, and the muon chambers. To improve charged particle identification, several neural networks including a deep architecture and gradient boosting have been applied to data. These new approaches provide higher identification efficiencies than existing implementations for all charged particle types. It is also necessary to achieve a flat dependency between efficiencies and spectator variables such as particle momentum, in order to reduce systematic uncertainties during later stages of data analysis. For this purpose, "flat” algorithms that guarantee the flatness property for efficiencies have also been developed. This talk presents this new approach based on machine learning and its performance.

  5. Beyond the Bake Sale: Fundraising and Professional Experience for Students Involved in an Information Systems Student Chapter

    Science.gov (United States)

    Snyder, Johnny; Carpenter, Don; Slauson, Gayla Jo; Skinner, Joe; Nash, Cole

    2012-01-01

    Fundraising traditionally involves selling. This paper explores the merits of selling technology services provided by a technology oriented student club to members of a campus community. This club activity puts into practice learning theories presented in the literature. Beyond fundraising, this activity yields many additional benefits to the…

  6. Evaluation of teaching and learning in family medicine by students: A Sri Lankan experience

    Directory of Open Access Journals (Sweden)

    R. P. J. C. Ramanayake

    2015-01-01

    Full Text Available Background: Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. Methodology: A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Results: Completed questionnaires were returned by 114(99% students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1% followed by learning from patients(91.2%, debate(87.6%, seminar(87.5% and small group discussions(71.9%. They were highly satisfied with the opportunity they had to develop communication skills (95.5% and presentation skills (92.9%. Lesser learning opportunity was experienced for history taking (89.9%, problem solving (78.8% and clinical examination (59.8% skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62% and availability of clinical equipment (53% were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Conclusions: Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.

  7. Evaluation of teaching and learning in family medicine by students: a sri lankan experience.

    Science.gov (United States)

    Ramanayake, R P J C; De Silva, A H W; Perera, D P; Sumanasekara, R D N; Gunasekara, R; Chandrasiri, P

    2015-01-01

    Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.

  8. Online Library of Scientific Models, A New Way to Teach, Learn, and Share Learning Experience

    Directory of Open Access Journals (Sweden)

    Hatem H. Elrefaei

    2008-05-01

    Full Text Available While scientific models are usually communicated in paper format, the need to reprogram every model by every user results in a huge loss of efforts, time and money, hence lengthening the educational and research developing cycle and loosing the learning experience and expertise gained by every user. We demonstrate a new portal www.imodelit.com that hosts a library of scientific models for electrical engineers in the form of java applets. They are all conformal, informative, with strong input and output filing system. The software design allows a fast developing cycle and it represents a strong infrastructure that can be shared by researchers to develop their own applets to be posted on the library. We aim for a community based library of scientific models that enhances the e-learning process for engineering students.

  9. Bridging Learning Communities Through Experiential Learning with GIST: 2Y College Experience

    Science.gov (United States)

    Sorey, N.; Phillips, C. D.

    2017-12-01

    This study reviews successes of community engagement through experiential learning with GIST across academic disciplines that leverage topics with technology and community relationships throughout a two-year campus and the community at large. This approach allowed for a diversification of populations reached through college student engagement and community outreach efforts. Technological frameworks and development of best practice resources to support students and faculty were shown to increase the capacity for undergraduate research experiences, K12 short course offerings during the summer, and the formation of a STEM-focused student organization. The RSO has participated in activities that include educational technology development, participating in the growth and development of the area's maker movement community, and geoscience outreach and education. Development of the program thus far and lessons learned have resulted in a proposal for an areal-based informal pathway linking the K12 community to area colleges by integrating geoscience outreach with GIST through the maker movement.

  10. Effects of Learning Experience on Forgetting Rates of Item and Associative Memories

    Science.gov (United States)

    Yang, Jiongjiong; Zhan, Lexia; Wang, Yingying; Du, Xiaoya; Zhou, Wenxi; Ning, Xueling; Sun, Qing; Moscovitch, Morris

    2016-01-01

    Are associative memories forgotten more quickly than item memories, and does the level of original learning differentially influence forgetting rates? In this study, we addressed these questions by having participants learn single words and word pairs once (Experiment 1), three times (Experiment 2), and six times (Experiment 3) in a massed…

  11. Learning with Smartphones: Students' Lived Experience of Using Smartphones

    Science.gov (United States)

    Chan, Nee Nee; Walker-Gleaves, Alan; Remedios, Richard

    2013-01-01

    With its wide-ranging applications and multiple features, the smartphone is propelling a new way of learning "on the fly". Mobile learning is more than simply learning with certain types of digital technologies: through everyday practices of using the smartphone, learning can take place in formal and informal settings and in the boundary…

  12. Learners' experiences of learning support in selected Western Cape ...

    African Journals Online (AJOL)

    The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance. Keywords: academic needs; academic performance; barriers to learning; ...

  13. Nurses' Experiences and Perceptions of Mobile Learning: A Survey in Beijing, China.

    Science.gov (United States)

    Xiao, Qian; Sun, Aihua; Wang, Yicong; Zhang, Yan; Wu, Ying

    2018-01-01

    To explore nurses' experience and perceptions toward mobile learning, 397 nurses were investigated. All of them used mobile learning in the past one year through internet, e-books and WeChat. Smartphones were the most used mobile learning tools, followed by a tablet and laptop computer. The mean score of nurses' intention towards mobile learning was 12.1 (ranged from 7 to 15), and it related to nurses' gender, education background, expected effect, ease of operation, self-learning management and perceived interest. Nurses had positive perception toward mobile learning and enough conditions to promote nurses' mobile learning should be provided.

  14. Knowledge Transfer in Health Care Through Digitally Collecting Learning Experiences - Results of Witra Care.

    Science.gov (United States)

    Behrends, Marianne; Kupka, Thomas; Schmeer, Regina; Meyenburg-Altwarg, Iris; Marschollek, Michael

    2016-01-01

    The goal of the project Witra Care was to investigate how far the use of mobile technology is suitable to collect experience-based knowledge of nurses. Nine new employees and seven experienced nurses received for six weeks a mobile phone or a tablet pc with a mobile application that allowed them to collect learning object as pictures, videos, audio files or notes. In Witra Care the nurses created 303 learning objects. They have found the collecting of learning experiences was helpful for their learning processes. The learning objects demonstrate various aspects of daily routines in nursing. The results of Witra Care show that the documentation of learning experiences with mobile devices helps to gather information about the practical knowledge in the daily work of nurses, identifies individual learning needs of the employees and supports them in their personal learning processes.

  15. A machine learning approach to identify clinical trials involving nanodrugs and nanodevices from ClinicalTrials.gov.

    Directory of Open Access Journals (Sweden)

    Diana de la Iglesia

    Full Text Available Clinical Trials (CTs are essential for bridging the gap between experimental research on new drugs and their clinical application. Just like CTs for traditional drugs and biologics have helped accelerate the translation of biomedical findings into medical practice, CTs for nanodrugs and nanodevices could advance novel nanomaterials as agents for diagnosis and therapy. Although there is publicly available information about nanomedicine-related CTs, the online archiving of this information is carried out without adhering to criteria that discriminate between studies involving nanomaterials or nanotechnology-based processes (nano, and CTs that do not involve nanotechnology (non-nano. Finding out whether nanodrugs and nanodevices were involved in a study from CT summaries alone is a challenging task. At the time of writing, CTs archived in the well-known online registry ClinicalTrials.gov are not easily told apart as to whether they are nano or non-nano CTs-even when performed by domain experts, due to the lack of both a common definition for nanotechnology and of standards for reporting nanomedical experiments and results.We propose a supervised learning approach for classifying CT summaries from ClinicalTrials.gov according to whether they fall into the nano or the non-nano categories. Our method involves several stages: i extraction and manual annotation of CTs as nano vs. non-nano, ii pre-processing and automatic classification, and iii performance evaluation using several state-of-the-art classifiers under different transformations of the original dataset.The performance of the best automated classifier closely matches that of experts (AUC over 0.95, suggesting that it is feasible to automatically detect the presence of nanotechnology products in CT summaries with a high degree of accuracy. This can significantly speed up the process of finding whether reports on ClinicalTrials.gov might be relevant to a particular nanoparticle or nanodevice

  16. Experiences of community pharmacists involved in the delivery of a specialist asthma service in Australia.

    Science.gov (United States)

    Emmerton, Lynne M; Smith, Lorraine; LeMay, Kate S; Krass, Ines; Saini, Bandana; Bosnic-Anticevich, Sinthia Z; Reddel, Helen K; Burton, Deborah L; Stewart, Kay; Armour, Carol L

    2012-06-18

    The role of community pharmacists in disease state management has been mooted for some years. Despite a number of trials of disease state management services, there is scant literature into the engagement of, and with, pharmacists in such trials. This paper reports pharmacists' feedback as providers of a Pharmacy Asthma Management Service (PAMS), a trial coordinated across four academic research centres in Australia in 2009. We also propose recommendations for optimal involvement of pharmacists in academic research. Feedback about the pharmacists' experiences was sought via their participation in either a focus group or telephone interview (for those unable to attend their scheduled focus group) at one of three time points. A semi-structured interview guide focused discussion on the pharmacists' training to provide the asthma service, their interactions with health professionals and patients as per the service protocol, and the future for this type of service. Focus groups were facilitated by two researchers, and the individual interviews were shared between three researchers, with data transcribed verbatim and analysed manually. Of 93 pharmacists who provided the PAMS, 25 were involved in a focus group and seven via telephone interview. All pharmacists approached agreed to provide feedback. In general, the pharmacists engaged with both the service and research components, and embraced their roles as innovators in the trial of a new service. Some experienced challenges in the recruitment of patients into the service and the amount of research-related documentation, and collaborative patient-centred relationships with GPs require further attention. Specific service components, such as the spirometry, were well received by the pharmacists and their patients. Professional rewards included satisfaction from their enhanced practice, and pharmacists largely envisaged a future for the service. The PAMS provided pharmacists an opportunity to become involved in an

  17. Experiences of community pharmacists involved in the delivery of a specialist asthma service in Australia

    Directory of Open Access Journals (Sweden)

    Emmerton Lynne M

    2012-06-01

    Full Text Available Abstract Background The role of community pharmacists in disease state management has been mooted for some years. Despite a number of trials of disease state management services, there is scant literature into the engagement of, and with, pharmacists in such trials. This paper reports pharmacists’ feedback as providers of a Pharmacy Asthma Management Service (PAMS, a trial coordinated across four academic research centres in Australia in 2009. We also propose recommendations for optimal involvement of pharmacists in academic research. Methods Feedback about the pharmacists’ experiences was sought via their participation in either a focus group or telephone interview (for those unable to attend their scheduled focus group at one of three time points. A semi-structured interview guide focused discussion on the pharmacists’ training to provide the asthma service, their interactions with health professionals and patients as per the service protocol, and the future for this type of service. Focus groups were facilitated by two researchers, and the individual interviews were shared between three researchers, with data transcribed verbatim and analysed manually. Results Of 93 pharmacists who provided the PAMS, 25 were involved in a focus group and seven via telephone interview. All pharmacists approached agreed to provide feedback. In general, the pharmacists engaged with both the service and research components, and embraced their roles as innovators in the trial of a new service. Some experienced challenges in the recruitment of patients into the service and the amount of research-related documentation, and collaborative patient-centred relationships with GPs require further attention. Specific service components, such as the spirometry, were well received by the pharmacists and their patients. Professional rewards included satisfaction from their enhanced practice, and pharmacists largely envisaged a future for the service. Conclusions The

  18. Which Space? Whose Space? An Experience in Involving Students and Teachers in Space Design

    Science.gov (United States)

    Casanova, Diogo; Di Napoli, Roberto; Leijon, Marie

    2018-01-01

    To date, learning spaces in higher education have been designed with little engagement on the part of their most important users: students and teachers. In this paper, we present the results of research carried out in a UK university. The research aimed to understand how students and teachers conceptualise learning spaces when they are given the…

  19. Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

    Science.gov (United States)

    Wright, Eric A; Brown, Bonnie; Gettig, Jacob; Martello, Jay L; McClendon, Katie S; Smith, Kelly M; Teeters, Janet; Ulbrich, Timothy R; Wegrzyn, Nicole; Bradley-Baker, Lynette R

    2014-08-01

    Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  20. The Use of Literacy Bags Promotes Parental Involvement in Chinese Children's Literacy Learning in the English Language

    Science.gov (United States)

    Huang, SuHua

    2013-01-01

    This study employed an ethnographic methodology to explore the use of "literacy bags" (LBs) to promote parental involvement in Chinese children's literacy learning in the English language. It was conducted with a first-grade class consisting of 18 students and their parents in Taiwan. Data resources were obtained from teaching…

  1. Moroccan Mothers' Involvement in Dialogic Literary Gatherings in a Catalan Urban Primary School: Increasing Educative Interactions and Improving Learning

    Science.gov (United States)

    de Botton, Lena; Girbés, Sandra; Ruiz, Laura; Tellado, Itxaso

    2014-01-01

    This article analyses a case study on Moroccan mothers' involvement in the Dialogic Literary Gathering (DLG) in an urban primary school in Catalonia (Spain). DLG is a dialogic learning environment that improves reading skills and communicative abilities and promotes school-community links. This activity has been identified in previous European…

  2. The Influence of Parents' Involvement on Children with Special Needs' Motivation and Learning Achievement

    Science.gov (United States)

    Bariroh, Siti

    2018-01-01

    Some of the abnormal children face burden, distraction, interruption, tardiness, or risk factors so that they cannot get an optimum growth without special treatment or intervention. This study was aimed at discovering the influence of parents' involvement to the learning motivation and achievement of children with different abilities. This…

  3. Simulated learning environment experience in nursing students for paediatric practice.

    Science.gov (United States)

    Mendoza-Maldonado, Yessy; Barría-Pailaquilén, René Mauricio

    The training of health professionals requires the acquisition of clinical skills in a safe and efficient manner, which is facilitated by a simulated learning environment (SLE). It is also an efficient alternative when there are limitations for clinical practice in certain areas. This paper shows the work undertaken in a Chilean university in implementing paediatric practice using SLE. Over eight days, the care experience of a hospitalized infant was studied applying the nursing process. The participation of a paediatrician, resident physician, nursing technician, and simulated user was included in addition to the use of a simulation mannequin and equipment. Simulation of care was integral and covered interaction with the child and family and was developed in groups of six students by a teacher. The different phases of the simulation methodology were developed from a pedagogical point of view. The possibility of implementing paediatric clinical practice in an efficient and safe way was confirmed. The experience in SLE was highly valued by the students, allowing them to develop different skills and abilities required for paediatric nursing through simulation. Copyright © 2018 Elsevier España, S.L.U. All rights reserved.

  4. Cyber Bullying and Traumatic Experiences: The Impact on Learning Disabilities

    Directory of Open Access Journals (Sweden)

    Agathi Stathopoulou

    2018-03-01

    Full Text Available The aim of our research is to investigate the effects of traumatic experiences that teens with learning disorders had to go through. The sample of our study is consisted of 160 high school students who were referred in a web line evaluation form, due to low school performance. The research tool that was used was ACHENBACH’s self-report questionnaire for children and teenagers and more specifically the subscales for anxiety-depression and depression-withdrawal. Frequencies, percentages of responses and means have been calculated. An analysis of variance (one way anova to assess the differences in the averages of students' responses to the variable "experiencing a traumatic event" was also performed. The results showed that there are significant differences in the level of statistical significance p <0,01 between the means of students who say they have experienced a traumatic event and those who report that they haven’t. Particularly decisive traumatic experience for the students' mentality seems to be the in-school violence received by students and the death of a loved one. Application features that have to do with the cyber bulling are also presented briefly. 

  5. Grade 12 Students' Conceptual Understanding and Mental Models of Galvanic Cells before and after Learning by Using Small-Scale Experiments in Conjunction with a Model Kit

    Science.gov (United States)

    Supasorn, Saksri

    2015-01-01

    This study aimed to develop the small-scale experiments involving electrochemistry and the galvanic cell model kit featuring the sub-microscopic level. The small-scale experiments in conjunction with the model kit were implemented based on the 5E inquiry learning approach to enhance students' conceptual understanding of electrochemistry. The…

  6. A machine learning framework involving EEG-based functional connectivity to diagnose major depressive disorder (MDD).

    Science.gov (United States)

    Mumtaz, Wajid; Ali, Syed Saad Azhar; Yasin, Mohd Azhar Mohd; Malik, Aamir Saeed

    2018-02-01

    Major depressive disorder (MDD), a debilitating mental illness, could cause functional disabilities and could become a social problem. An accurate and early diagnosis for depression could become challenging. This paper proposed a machine learning framework involving EEG-derived synchronization likelihood (SL) features as input data for automatic diagnosis of MDD. It was hypothesized that EEG-based SL features could discriminate MDD patients and healthy controls with an acceptable accuracy better than measures such as interhemispheric coherence and mutual information. In this work, classification models such as support vector machine (SVM), logistic regression (LR) and Naïve Bayesian (NB) were employed to model relationship between the EEG features and the study groups (MDD patient and healthy controls) and ultimately achieved discrimination of study participants. The results indicated that the classification rates were better than chance. More specifically, the study resulted into SVM classification accuracy = 98%, sensitivity = 99.9%, specificity = 95% and f-measure = 0.97; LR classification accuracy = 91.7%, sensitivity = 86.66%, specificity = 96.6% and f-measure = 0.90; NB classification accuracy = 93.6%, sensitivity = 100%, specificity = 87.9% and f-measure = 0.95. In conclusion, SL could be a promising method for diagnosing depression. The findings could be generalized to develop a robust CAD-based tool that may help for clinical purposes.

  7. Psychiatric morbidity and people's experience of and response to social problems involving rights.

    Science.gov (United States)

    Balmer, Nigel J; Pleasence, Pascoe; Buck, Alexy

    2010-11-01

    Psychiatric morbidity has been shown to be associated with the increased reporting of a range of social problems involving legal rights ('rights problems'). Using a validated measure of psychiatric morbidity, this paper explores the relationship between psychiatric morbidity and rights problems and discusses the implications for the delivery of health and legal services. New representative national survey data from the English and Welsh Civil and Social Justice Survey (CSJS) surveyed 3040 adults in 2007 to explore the relationship between GHQ-12 scores and the self reported incidence of and behaviour surrounding, rights problems. It was found that the prevalence of rights problems increased with psychiatric morbidity, as did the experience of multiple problems. It was also found the likelihood of inaction in the face of problems increased with psychiatric morbidity, while the likelihood of choosing to resolve problems without help decreased. Where advice was obtained, psychiatric morbidity was associated with a greater tendency to obtain a combination of 'legal' and 'general' support, rather than 'legal' advice alone. The results suggest that integrated and 'outreach' services are of particular importance to the effective support of those facing mental illness. © 2010 Blackwell Publishing Ltd.

  8. Comfort and experience with online learning: trends over nine years and associations with knowledge.

    Science.gov (United States)

    Cook, David A; Thompson, Warren G

    2014-07-01

    Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Each year from 2003-2011 we conducted a prospective trial of online learning. As part of each year's study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning.

  9. Experience, Adoption, and Technology: Exploring the Phenomenological Experiences of Faculty Involved in Online Teaching at One School of Public Health

    Science.gov (United States)

    Kidd, Terry; Davis, Trina; Larke, Patricia

    2016-01-01

    Using the Unified Theory of Acceptance and Use of Technology (UTAUT) and Dewey's Theory of Experience, this phenomenological study explored the experiences of faculty who engaged in online teaching at one school of public health. Findings revealed that the experiences of public health faculty, who engaged in online teaching, are similar and…

  10. Lessons learned from operating experience, maintenance procedures and training measures

    International Nuclear Information System (INIS)

    Guttner, K.; Gronau, D.

    2003-01-01

    Training programmes for nuclear facility personnel as a result of the developing phase of SAT have to be approved in the subsequent implementation and evaluation phases with the consequence of several feedback activities in the whole training process. The effectiveness of this procedure has to be evaluated especially with respect to an improvement of safety culture, shorter outage times or better plant performance, resulting in a smaller number of incidents due to human failures. The first two arguments are directly connected with all types of maintenance work in a nuclear power plant and the related preparatory training measures. The reduction of incidents due to human failures is the result of different influences, i.e. training of the operational as well as of the maintenance personnel together with changes of the operating procedures or system design. Though an evaluation of the training process should always be based on a clear definition of criteria by which the fulfilment of the learning objectives can be measured directly, the real effectiveness of training is proven by the behaviour and attitude of the personnel which can only be taken from indirect indicators. This is discussed in more detail for some examples being partly related to the above mentioned arguments. An excellent plant performance, representing a general objective of all activities, can be analysed by the changed number and reasons of incidents in a plant during its operation time. Two further examples are taken from the reactor service field where there is a tendency to reduce the individual dose rates by changed devices and/or procedures as an output from training experience with mockups. Finally the rationalisation of refresher training for operational personnel by the use of interactive teaching programs (Computer Based Training - CBT) is presented which integrate learning objectives together with a test module. (author)

  11. Early results of experiments with responsive open learning environments

    OpenAIRE

    Friedrich, M.; Wolpers, M.; Shen, R.; Ullrich, C.; Klamma, R.; Renzel, D.; Richert, A.; Heiden, B. von der

    2011-01-01

    Responsive open learning environments (ROLEs) are the next generation of personal learning environments (PLEs). While PLEs rely on the simple aggregation of existing content and services mainly using Web 2.0 technologies, ROLEs are transforming lifelong learning by introducing a new infrastructure on a global scale while dealing with existing learning management systems, institutions, and technologies. The requirements engineering process in highly populated test-beds is as important as the t...

  12. Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process.

    Science.gov (United States)

    Arkan, Burcu; Ordin, Yaprak; Yılmaz, Dilek

    2018-03-01

    Clinical education is an essential part of nursing education. The purpose of this study was to explore nurse students' experiences related to cinical learning environments, factors effecting to clinical learning process. Descriptive qualitative design was used in this study, and data were collected from 2nd class nursing student (n = 14). The study took the form of in-depth interviews between August-October 2015. The qualitative interviews were analyzed by using simple content analysis. Data were analyzed manually. Experiences nurse students are described five themes. The themes of the study are (1) effecting persons to clinical learning, (2) educational atmosphere, (3) students' personal charactering, (4) the impact of education in school, and (5) students' perceptions related to clinical learning. Participants stated that they experienced many difficulties during clinical learning process. All students importantly stated that nurse teacher is very effecting to clinical learning. This study contributes to the literature by providing data on beginner nursing student' experiences about clinical learning process. The data of this present study show to Turkish nursing student is affecting mostly from persons in clinical learning. The data of this present study will guide nurse teacher when they plan to interventions to be performed to support student during clinical learning process. Copyright © 2017 Elsevier Ltd. All rights reserved.

  13. Learning through Political Participation: A Case Study of Spanish Elders Involved in Political Organizations

    Science.gov (United States)

    Serrat, Rodrigo; Petriwskyj, Andrea; Villar, Feliciano; Warburton, Jeni

    2016-01-01

    Older people's civic participation contributes to community development while at the same time providing opportunities for personal growth in later life. One important dimension of civic participation that has been largely underexplored is informal learning. The aim of this study is to explore the learnings experienced by Spanish older people…

  14. Participatory Evaluation and Learning: A Case Example Involving Ripple Effects Mapping of a Tourism Assessment Program

    Science.gov (United States)

    Bhattacharyya, Rani; Templin, Elizabeth; Messer, Cynthia; Chazdon, Scott

    2017-01-01

    Engaging communities through research-based participatory evaluation and learning methods can be rewarding for both a community and Extension. A case study of a community tourism development program evaluation shows how participatory evaluation and learning can be mutually reinforcing activities. Many communities value the opportunity to reflect…

  15. Learning Disabilities: Current Policy and Directions for Community Involvement among the Arab Community in Israel

    Science.gov (United States)

    Jabareen-Taha, Samaher; Taha, Haitham

    2016-01-01

    This article seeks to identify and review the basic characteristics of learning disability which are specifically mentioned in the literature. In addition, the article intends to conduct a brief analysis on learning disability policy in Israel and the differentiation problems at the level of awareness among the Arab society in Israel. Despite the…

  16. Effective Parental Involvement in Education: Experiences and Perceptions of Turkish Teachers from Private Schools

    Science.gov (United States)

    Gokturk, Soheyda; Dinckal, Selin

    2018-01-01

    Parental involvement has been associated with numerous student benefits. However, related literature reveals that neither parents nor teachers are content with the scope and depth of parental involvement in schools. This may be partly due to differential understandings that both sides have on the concept of parental involvement. In this study,…

  17. A Phenomenological Study of Parental Involvement and the Undergraduate College Student Experience

    Science.gov (United States)

    Garrison, David Michael

    2013-01-01

    Parents highly involved in the academic lives of their college-going children have become increasingly common and yet the effect of such involvement on students is poorly understood by student services administrators and faculty. The purpose of this study was to better define the phenomenon of parental involvement in college through an…

  18. Can Virtue Be Learned? An Exploration of Student Learning Experiences in Ethics Courses and Their Implications for Influencing Moral Character

    Science.gov (United States)

    Agnew Cochran, Elizabeth; Fozard Weaver, Darlene

    2017-01-01

    What does it mean to teach virtue, or to learn it? We consider this question through an institutional review board (IRB) supported research study attending to student learning experiences in undergraduate ethics courses at a Catholic university with an explicit commitment to social justice. This essay draws on and interprets qualitative data…

  19. The Experience of Contrasting Learning Styles, Learning Preferences, and Personality Types in the Community College English Classroom

    Science.gov (United States)

    Lawrence, William K.

    2014-01-01

    This study focuses on the classroom experiences of students who identify themselves as learning best as reflective-observers (Assimilators) in contrast to those who learn best as active- experimenters (Accommodators), with additional consideration for their self-identified personality type (introvert vs. extrovert) as well as one of the VARK…

  20. Learning Music: Embodied Experience in the Life-World

    Science.gov (United States)

    Alerby, Eva; Ferm, Cecilia

    2005-01-01

    In the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and…

  1. Sharing learning experiences through correspondence on the WWW

    NARCIS (Netherlands)

    Kommers, Petrus A.M.; Okamoto, T; Hartley, R.; Kinshuk, T.; Klus, J.P.

    2001-01-01

    Asynchronous learning networks are facilities and procedures to allow members of learning communities to be more effective and efficient in their learning. One approach is to see how the `sharing' of knowledge can be augmented through meta-data descriptions attached to portfolios and project work.

  2. Researching Design, Experience and Practice of Networked Learning

    DEFF Research Database (Denmark)

    Hodgson, Vivien; de Laat, Maarten; McConnell, David

    2014-01-01

    and final section draws attention to a growing topic of interest within networked learning: that of networked learning in informal practices. In addition, we provide a reflection on the theories, methods and settings featured in the networked learning research of the chapters. We conclude the introduction...

  3. From Playing to Designing: Enhancing Educational Experiences with Location-Based Mobile Learning Games

    Science.gov (United States)

    Edmonds, Roger; Smith, Simon

    2017-01-01

    This paper presents research into the benefits and implementation strategies of integrating location-based mobile learning games in higher education courses to enhance educational experiences. Two approaches were studied: learning by playing, and learning by designing. In the first, games were developed for undergraduate courses in four discipline…

  4. With task experience students learn to ignore the content, not just the location of irrelevant information

    NARCIS (Netherlands)

    Rop, Gertjan; Verkoeijen, Peter P J L; van Gog, Tamara

    2017-01-01

    Presentation of irrelevant additional information hampers learning. However, using a word-learning task, recent research demonstrated that an initial negative effect of mismatching pictures on learning no longer occurred once learners gained task experience. It is unclear, however, whether learners

  5. Exploring Teachers' Blended Learning Experiences in a Rural Alabama High School

    Science.gov (United States)

    Jones, Aslean Madison

    2017-01-01

    The use of blended learning is fast becoming a practice used in public schools to address 21st century learning challenges. However, despite the growing use of instructional delivery models that blend online learning platforms with traditional instruction in brick and mortar classrooms, little is known about teachers' experiences with the…

  6. Learning Ethics through Virtual Fieldtrips: Teaching Ethical Theories through Virtual Experiences

    Science.gov (United States)

    Houser, Rick; Thoma, Steve; Coppock, Amanda; Mazer, Matthew; Midkiff, Lewis; Younanian, Marisa; Young, Sarah

    2011-01-01

    Teaching ethical reasoning is considered an important component of the undergraduate learning experience. A recent approach to teaching using experiential learning is through virtual worlds such as Second Life. We discuss how ethics may be taught using experiential learning in the virtual world of Second Life. Participants in the class in this…

  7. A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection

    Science.gov (United States)

    Mat-jizat, Jessnor Elmy; Khalid, Khalizul

    2016-01-01

    The aim of this study was to explore students' experience and reflection in doing a Service Learning project as part of their course work. The Service Learning project allows the students to practice their knowledge of raising capital through crowdfunding, and at the same time situates them in an environment where they could learn from the…

  8. Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

    Science.gov (United States)

    Dole, Sharon F.; Bloom, Lisa A.; Doss, Kristy Kowalske

    2016-01-01

    This article reports the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on in-service teachers' conceptions of experiential learning. Participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL, and an experiential component in which they…

  9. The Self-Taught Career Musician: Investigating Learning Sources and Experiences

    Science.gov (United States)

    Watson, Leah

    2016-01-01

    This article reports early findings from a qualitative study of 10 full-time musicians who are self-taught, to investigate their learning biographies. The aim is to identify, define and explore learning sources and experiences across the musician's learning biography. Conducted in Melbourne, Australia, the musicians were recruited through snowball…

  10. Students' Experiences of Clinic-Based Learning during a Final Year Veterinary Internship Programme

    Science.gov (United States)

    Matthew, Susan M.; Taylor, Rosanne M.; Ellis, Robert A.

    2010-01-01

    This study investigated veterinary students' experiences of clinic-based learning (CBL) during a comprehensive final year internship programme. Open-ended surveys (n = 93) were used to gather qualitative data about students' conceptions of what is learned during CBL and their approaches to learning in clinics. Phenomenography was used for detailed…

  11. Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

    Science.gov (United States)

    Anslow, Katharine

    2014-01-01

    This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

  12. Sampling Memories: Using Hip-Hop Aesthetics to Learn from Urban Schooling Experiences

    Science.gov (United States)

    Petchauer, Emery

    2012-01-01

    This article theorizes and charts the implementation of a learning activity designed from the hip-hop aesthetic of sampling. The purpose of this learning activity was to enable recent urban school graduates to reflect upon their previous schooling experiences as a platform for future learning in higher education. This article illustrates what…

  13. Undergraduate Political Communication in Action: Volunteer Experiences in a Situated Learning Course

    Science.gov (United States)

    Brubaker, Jennifer

    2011-01-01

    In many college classes, students spend their time learning about the theories from the linear logic of a textbook. However, true learning occurs when these theories are integrated with hands-on authentic experiences. Situated learning courses are designed to bridge the gap between the theoretical and the authentic. Students apply classroom…

  14. Learning pathways during clinical placement of physiotherapy students: a Malaysian experience of using learning contracts and reflective diaries

    Directory of Open Access Journals (Sweden)

    Ayiesah Ramli

    2013-07-01

    Full Text Available Purpose: Learning contracts and reflective diaries are educational tools that have been recently introduced to physiotherapy students from Malaysia during clinical education. It is unclear how students perceive the experience of using a learning contract and reflective diary. This study explores the learning pathways of the students after using a learning contract and a reflective diary for the first time in their clinical placement. Methods: A total of 26 final-year physiotherapy students completed a learning contract and a reflective diary during clinical placements. Two researchers explored the data qualitatively by the thematic content analysis method using NVivo. Results: A total of four and six main learning themes were identified from the data of the students through a learning contract and reflective diary. Conclusion: These learning themes reflected the views of the students about what they have considered to be important learning pathways during their clinical placements. They give valuable insights into the experiences and opinions of students during their clinical education process, which should be useful for enhancing teaching and learning methods in physiotherapy education.

  15. Advanced Parkinson’s disease effect on goal-directed and habitual processes involved in visuomotor associative learning

    Directory of Open Access Journals (Sweden)

    Fadila eHadj-Bouziane

    2013-01-01

    Full Text Available The present behavioral study readdresses the question of habit learning in Parkinson's disease. Patients were early onset, non-demented, dopa-responsive, candidates for surgical treatment, similar to those we found earlier as suffering greater dopamine depletion in the putamen than in the caudate nucleus. The task was the same conditional associative learning task as that used previously in monkeys and healthy humans to unveil the striatum involvement in habit learning. Sixteen patients and 20 age- and education-matched healthy control subjects learned sets of 3 visuo-motor associations between complex patterns and joystick displacements during two testing sessions separated by a few hours. We distinguished errors preceding versus following the first correct response to compare patients' performance during the earliest phase of learning dominated by goal-directed actions with that observed later on, when responses start to become habitual. The disease significantly retarded both learning phases, especially in patients under sixty years of age. However, only the late phase deficit was disease severity-dependent and persisted on the second testing session. These findings provide the first corroboration in Parkinson patients of two ideas well-established in the animal literature. The first is the idea that associating visual stimuli to motor acts is a form of habit learning that engages the striatum. It is confirmed here by the global impairment in visuo-motor learning induced by Parkinson's disease. The second idea is that goal-directed behaviors are predominantly caudate-dependent whereas habitual responses are primarily putamen-dependent. At the advanced Parkinson's disease stages tested here, dopamine depletion is greater in the putamen than in the caudate nucleus. Accordingly, the late phase of learning corresponding to the emergence of habitual responses was more vulnerable to the disease than the early phase dominated by goal

  16. The Impact of Parents’ Involvement in and Attitude toward Their Children’s Foreign Language Programs for Learning English

    Directory of Open Access Journals (Sweden)

    Vida Hosseinpour

    2015-07-01

    Full Text Available Since parents and their involvement and attitude have a crucial role in children’s achievement in learning English, the present study is to explore and evaluate the impact of Iranian parents’ involvement in and attitude toward their children’s foreign language programs for learning English. In other words, the effectiveness of their high level of involvement and strength of attitude will be evaluated. Besides, this study is to explore whether some factors such as parents’ gender, knowledge of English, income, and educational background are related in the parents’ involvement and attitude or not. To this end, first of all, a reliable questionnaire, checked through a pilot study, was distributed among 140 parents to find out the level of their involvement in and attitude toward the programs. Based on the normal curve and the Z score, the parents were divided into two groups, one with a higher level of involvement and more positive attitude and the other with a lower level of involvement and less positive attitude. By using a standard final achievement test of the course book among 70 primary school student in third grade and Independent T-test analysis, the impact of parents’ involvement and attitude were checked. As the results revealed those parents who have high level of involvement in and positive attitude toward their children’s English language programs made their children’s higher level of achievement in the language program. Besides, the further outcomes showed that there are significant differences between the parents’ knowledge of English, income, and educational background and their level of involvement and attitude. The aforementioned factors affect children’s achievement test scores as well.

  17. Soil Science self-learning based on the design and conduction of experiments

    Science.gov (United States)

    Jordán, A.; Bárcenas-Moreno, G.; Zavala, L. M.

    2012-04-01

    This paper presents an experience for introducing the methodology of project-based learning (PBL) in the area of Soil Science in the University of Sevilla (Spain). Currently, teachers try to enhance practical experience of university students in a complementary manner to theoretical knowledge. However, many times this is a difficult process. Practice is an important part of personal work in the vast majority of subjects that degree students receive, since the implementation of the EHEA. In most cases, these experiences are presented as partial small experiments or projects, assigned to the area-specific knowledge agenda. Certain sciences, such as Soil Science, however, require synthesis and integration capabilities of previous knowledge. It is therefore necessary to develop practical programs that address the student not only to the performance of laboratory determinations, but to the formulation of hypotheses, experimental design and problem solving, whether in groups or individually, situated in a wide context and allowing students to make connections with other areas of knowledge. This project involves the development of teamwork experiments, for the study real cases and problems and making decisions in the field of Soil Science. The results of the experimental work were publicly exposed as posters and oral presentations and were discussed during a mini-congress open to students and a general audience. The open and dynamic nature of the project substantially improves student motivation, which adds value to our project. Due to the multidisciplinary character of Soil Science it is relatively easy to propose projects of some complexity, and therefore, provides good conditions for introducing the PBL methodology. The teacher's role is also important and is not limited to observe or qualify the students, but it is a catalyst for learning. It is important that teacher give the leadership of the process and make the students themselves feel the protagonists of the

  18. Research Project Evaluation-Learnings from the PATHWAYS Project Experience.

    Science.gov (United States)

    Galas, Aleksander; Pilat, Aleksandra; Leonardi, Matilde; Tobiasz-Adamczyk, Beata

    2018-05-25

    Every research project faces challenges regarding how to achieve its goals in a timely and effective manner. The purpose of this paper is to present a project evaluation methodology gathered during the implementation of the Participation to Healthy Workplaces and Inclusive Strategies in the Work Sector (the EU PATHWAYS Project). The PATHWAYS project involved multiple countries and multi-cultural aspects of re/integrating chronically ill patients into labor markets in different countries. This paper describes key project's evaluation issues including: (1) purposes, (2) advisability, (3) tools, (4) implementation, and (5) possible benefits and presents the advantages of a continuous monitoring. Project evaluation tool to assess structure and resources, process, management and communication, achievements, and outcomes. The project used a mixed evaluation approach and included Strengths (S), Weaknesses (W), Opportunities (O), and Threats (SWOT) analysis. A methodology for longitudinal EU projects' evaluation is described. The evaluation process allowed to highlight strengths and weaknesses and highlighted good coordination and communication between project partners as well as some key issues such as: the need for a shared glossary covering areas investigated by the project, problematic issues related to the involvement of stakeholders from outside the project, and issues with timing. Numerical SWOT analysis showed improvement in project performance over time. The proportion of participating project partners in the evaluation varied from 100% to 83.3%. There is a need for the implementation of a structured evaluation process in multidisciplinary projects involving different stakeholders in diverse socio-environmental and political conditions. Based on the PATHWAYS experience, a clear monitoring methodology is suggested as essential in every multidisciplinary research projects.

  19. Research Project Evaluation—Learnings from the PATHWAYS Project Experience

    Directory of Open Access Journals (Sweden)

    Aleksander Galas

    2018-05-01

    Full Text Available Background: Every research project faces challenges regarding how to achieve its goals in a timely and effective manner. The purpose of this paper is to present a project evaluation methodology gathered during the implementation of the Participation to Healthy Workplaces and Inclusive Strategies in the Work Sector (the EU PATHWAYS Project. The PATHWAYS project involved multiple countries and multi-cultural aspects of re/integrating chronically ill patients into labor markets in different countries. This paper describes key project’s evaluation issues including: (1 purposes, (2 advisability, (3 tools, (4 implementation, and (5 possible benefits and presents the advantages of a continuous monitoring. Methods: Project evaluation tool to assess structure and resources, process, management and communication, achievements, and outcomes. The project used a mixed evaluation approach and included Strengths (S, Weaknesses (W, Opportunities (O, and Threats (SWOT analysis. Results: A methodology for longitudinal EU projects’ evaluation is described. The evaluation process allowed to highlight strengths and weaknesses and highlighted good coordination and communication between project partners as well as some key issues such as: the need for a shared glossary covering areas investigated by the project, problematic issues related to the involvement of stakeholders from outside the project, and issues with timing. Numerical SWOT analysis showed improvement in project performance over time. The proportion of participating project partners in the evaluation varied from 100% to 83.3%. Conclusions: There is a need for the implementation of a structured evaluation process in multidisciplinary projects involving different stakeholders in diverse socio-environmental and political conditions. Based on the PATHWAYS experience, a clear monitoring methodology is suggested as essential in every multidisciplinary research projects.

  20. Experience-based Learning in Acadia National Park: a Successful, Long-running, Model Field Course

    Science.gov (United States)

    Connaughton, M.

    2015-12-01

    This two-week field course has been offered alternate summers since 2000 in Acadia National Park on Mount Desert Island, Maine and addresses the geological history, physical and biological oceanography and principles of community ecology applicable to terrestrial and/or marine communities of coastal Maine. The course is often transformative and deeply meaningful to the students, many of whom have limited travel experience. The essential components of experience-based learning are well represented in this class with multiple opportunities for abstract conceptualization, active experimentation, concrete hands-on experiences and reflective observation built into the course. Each day begins with a lecture introducing concepts, which are then made concrete though daily field trips (4-8 hours in duration) into the park that include rigorous hiking, some kayaking and one commercial nature cruise. Field trips include hands-on experience with lecture concepts, on-site lessons in field methods, and data collection for independent projects. Each field trip is tied to a specific independent project, which are generated by the instructor, but self-selected by the students. Every student is actively involved in data collection during each field trip, with one student in charge of the collection each day. Daily guided journaling in three parts (scientific, personal and creative) and evening discussions provide ample opportunity for the student to reflect on the scientific content of the course, examine their personal reactions to what they have experienced and to be creative, sharing prior experiences, prior learning and their personalities. The course includes two exams, each following a week of lecture and field experiences. Independent research projects include the production of a manuscript-formatted report complete with statistical analysis of the data and a literature-based discussion of the conclusions. The combination of experiential reinforcement of concepts, abundant