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Sample records for learning framework ten

  1. Mapping of Supply Chain Learning: A Framework for SMEs

    Science.gov (United States)

    Thakkar, Jitesh; Kanda, Arun; Deshmukh, S. G.

    2011-01-01

    Purpose: The aim of this paper is to propose a mapping framework for evaluating supply chain learning potential for the context of small- to medium-sized enterprises (SMEs). Design/methodology/approach: The extracts of recently completed case based research for ten manufacturing SME units and facts reported in the previous research are utilized…

  2. Ten Strengths of How Teachers Do Cooperative Learning

    Science.gov (United States)

    Jaocbs, George M.

    2016-01-01

    Cooperative learning involves students in working together with peers to learn, to develop learning skills and to enjoy the learning process. This paper examines ten areas in which the author believes he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students…

  3. Ten-Competence: Life-Long Competence Development and Learning

    NARCIS (Netherlands)

    Koper, Rob; Specht, Marcus

    2006-01-01

    Koper, R., & Specht, M. (2008). Ten-Competence: Life-Long Competence Development and Learning. In M-A. Cicilia (Ed.), Competencies in Organizational e-learning: concepts and tools (pp. 234-252). Hershey: IGI-Global.

  4. Conceptual Frameworks in Didactics--Learning and Teaching: Trends, Evolutions and Comparative Challenges

    Science.gov (United States)

    Ligozat, Florence; Almqvist, Jonas

    2018-01-01

    This special issue of the "European Educational Research Journal" presents a series of research papers reflecting the trends and evolutions in conceptual frameworks that took place within the EERA 27 "Didactics--Learning and Teaching" network during its first ten years of existence. Most conceptual tools used in this field were…

  5. Framework for pedagogical learning analytics

    OpenAIRE

    Heilala, Ville

    2018-01-01

    Learning analytics is an emergent technological practice and a multidisciplinary scientific discipline, which goal is to facilitate effective learning and knowledge of learning. In this design science research, I combine knowledge discovery process, a concept of pedagogical knowledge, ethics of learning analytics and microservice architecture. The result is a framework for pedagogical learning analytics. The framework is applied and evaluated in the context of agency analytics. The framework ...

  6. Adjusted Framework of M-Learning in Blended Learning System for Mathematics Study Field of Junior High School Level VII

    Science.gov (United States)

    Sugiyanta, Lipur; Sukardjo, Moch.

    2018-04-01

    The 2013 curriculum requires teachers to be more productive, creative, and innovative in encouraging students to be more independent by strengthening attitudes, skills and knowledge. Teachers are given the options to create lesson plan according to the environment and conditions of their students. At the junior level, Core Competence (KI) and Basic Competence (KD) have been completely designed. In addition, there had already guidebooks, both for teacher manuals (Master’s Books) and for learners (Student Books). The lesson plan and guidebooks which already exist are intended only for learning in the classroom/in-school. Many alternative classrooms and alternatives learning models opened up using educational technology. The advance of educational technology opened opportunity for combination of class interaction using mobile learning applications. Mobile learning has rapidly evolved in education for the last ten years and many initiatives have been conducted worldwide. However, few of these efforts have produced any lasting outcomes. It is evident that mobile education applications are complex and hence, will not become sustainable. Long-term sustainability remains a risk. Long-term sustainability usually was resulted from continuous adaptation to changing conditions [4]. Frameworks are therefore required to avoid sustainability pitfalls. The implementation should start from simple environment then gradually become complex through adaptation steps. Therefore, our paper developed the framework of mobile learning (m-learning) adaptation for grade 7th (junior high school). The environment setup was blended mobile learning (not full mobile learning) and emphasize on Algebra. The research is done by R&D method (research and development). Results of the framework includes requirements and adaptation steps. The adjusted m-learning framework is designed to be a guidance for teachers to adopt m-learning to support blended learning environments. During mock-up prototype, the

  7. BlueSky Cloud Framework: An E-Learning Framework Embracing Cloud Computing

    Science.gov (United States)

    Dong, Bo; Zheng, Qinghua; Qiao, Mu; Shu, Jian; Yang, Jie

    Currently, E-Learning has grown into a widely accepted way of learning. With the huge growth of users, services, education contents and resources, E-Learning systems are facing challenges of optimizing resource allocations, dealing with dynamic concurrency demands, handling rapid storage growth requirements and cost controlling. In this paper, an E-Learning framework based on cloud computing is presented, namely BlueSky cloud framework. Particularly, the architecture and core components of BlueSky cloud framework are introduced. In BlueSky cloud framework, physical machines are virtualized, and allocated on demand for E-Learning systems. Moreover, BlueSky cloud framework combines with traditional middleware functions (such as load balancing and data caching) to serve for E-Learning systems as a general architecture. It delivers reliable, scalable and cost-efficient services to E-Learning systems, and E-Learning organizations can establish systems through these services in a simple way. BlueSky cloud framework solves the challenges faced by E-Learning, and improves the performance, availability and scalability of E-Learning systems.

  8. An e-Learning Theoretical Framework

    Science.gov (United States)

    Aparicio, Manuela; Bacao, Fernando; Oliveira, Tiago

    2016-01-01

    E-learning systems have witnessed a usage and research increase in the past decade. This article presents the e-learning concepts ecosystem. It summarizes the various scopes on e-learning studies. Here we propose an e-learning theoretical framework. This theory framework is based upon three principal dimensions: users, technology, and services…

  9. Six to Ten Digits Multiplication Fun Learning Using Puppet Prototype

    Science.gov (United States)

    Islamiah Rosli, D.'oria; Ali, Azita; Peng, Lim Soo; Sujardi, Imam; Usodo, Budi; Adie Perdana, Fengky

    2017-01-01

    Logic and technical subjects require students to understand basic knowledge in mathematic. For instance, addition, minus, division and multiplication operations need to be mastered by students due to mathematic complexity as the learning mathematic grows higher. Weak foundation in mathematic also contribute to high failure rate in mathematic subjects in schools. In fact, students in primary schools are struggling to learn mathematic because they need to memorize formulas, multiplication or division operations. To date, this study will develop a puppet prototyping for learning mathematic for six to ten digits multiplication. Ten participants involved in the process of developing the prototype in this study. Students involved in the study were those from the intermediate class students whilst teachers were selected based on their vast knowledge and experiences and have more than five years of experience in teaching mathematic. Close participatory analysis will be used in the prototyping process as to fulfil the requirements of the students and teachers whom will use the puppet in learning six to ten digit multiplication in mathematic. Findings showed that, the students had a great time and fun learning experience in learning multiplication and they able to understand the concept of multiplication using puppet. Colour and materials of the puppet also help to attract student attention during learning. Additionally, students able to visualized and able to calculate accurate multiplication value and the puppet help them to recall in multiplying and adding the digits accordingly.

  10. Learning frameworks as an alternative to repositories

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    This paper presents the concept of ‘learning frameworks’. The purpose of the paper is to discuss and question collections of digital learning objects in large repositories and to argue for large learning frameworks which organise a number of thematically related digital learning materials. Whereas...... a learning object repository contains all kinds of materials, a learning framework consists of an organisation of materials related to a common theme. Further, a repository consists of single, self-contained objects, whereas a learning framework is an open-ended environment which presents a number...

  11. A Framework for Mobile Learning for Enhancing Learning in Higher Education

    Science.gov (United States)

    Barreh, Kadar Abdillahi; Abas, Zoraini Wati

    2015-01-01

    As mobile learning becomes increasingly pervasive, many higher education institutions have initiated a number of mobile learning initiatives to support their traditional learning modes. This study proposes a framework for mobile learning for enhancing learning in higher education. This framework for mobile learning is based on research conducted…

  12. A Learning Activity Design Framework for Supporting Mobile Learning

    Directory of Open Access Journals (Sweden)

    Jalal Nouri

    2016-01-01

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

  13. Learning to learn in the European Reference Framework for lifelong learning

    NARCIS (Netherlands)

    Pirrie, Anne; Thoutenhoofd, Ernst D.

    2013-01-01

    This article explores the construction of learning to learn that is implicit in the document Key Competences for Lifelong LearningEuropean Reference Framework and related education policy from the European Commission. The authors argue that the hallmark of learning to learn is the development of a

  14. A Framework for Narration and Learning in Educational Multimedia

    DEFF Research Database (Denmark)

    Mosegaard, Jesper; Bennedsen, Jens

    2003-01-01

    In this article we describe a multimedia adventure game framework for a learning environment to support the teaching and learning of introductory programming. In the framework we have conceptualized two important aspects of such an environment: narration and learning topics. We describe...... the interplay between these aspects and how the framework utilizes this to adapt the learning process to the individual student. The motivation for the separation is to help the teacher balance the two main driving forces of an edutainment product: entertainment and learning. It is the responsibility...... of the teacher to define the range of stories and topics using the framework. The framework provides a complete learning environment where the teacher merely needs to define the content....

  15. Analyzing Learning in Professional Learning Communities: A Conceptual Framework

    Science.gov (United States)

    Van Lare, Michelle D.; Brazer, S. David

    2013-01-01

    The purpose of this article is to build a conceptual framework that informs current understanding of how professional learning communities (PLCs) function in conjunction with organizational learning. The combination of sociocultural learning theories and organizational learning theories presents a more complete picture of PLC processes that has…

  16. E-learning process maturity level: a conceptual framework

    Science.gov (United States)

    Rahmah, A.; Santoso, H. B.; Hasibuan, Z. A.

    2018-03-01

    ICT advancement is a sure thing with the impact influencing many domains, including learning in both formal and informal situations. It leads to a new mindset that we should not only utilize the given ICT to support the learning process, but also improve it gradually involving a lot of factors. These phenomenon is called e-learning process evolution. Accordingly, this study attempts to explore maturity level concept to provide the improvement direction gradually and progression monitoring for the individual e-learning process. Extensive literature review, observation, and forming constructs are conducted to develop a conceptual framework for e-learning process maturity level. The conceptual framework consists of learner, e-learning process, continuous improvement, evolution of e-learning process, technology, and learning objectives. Whilst, evolution of e-learning process depicted as current versus expected conditions of e-learning process maturity level. The study concludes that from the e-learning process maturity level conceptual framework, it may guide the evolution roadmap for e-learning process, accelerate the evolution, and decrease the negative impact of ICT. The conceptual framework will be verified and tested in the future study.

  17. Reinforcement Learning Based Novel Adaptive Learning Framework for Smart Grid Prediction

    Directory of Open Access Journals (Sweden)

    Tian Li

    2017-01-01

    Full Text Available Smart grid is a potential infrastructure to supply electricity demand for end users in a safe and reliable manner. With the rapid increase of the share of renewable energy and controllable loads in smart grid, the operation uncertainty of smart grid has increased briskly during recent years. The forecast is responsible for the safety and economic operation of the smart grid. However, most existing forecast methods cannot account for the smart grid due to the disabilities to adapt to the varying operational conditions. In this paper, reinforcement learning is firstly exploited to develop an online learning framework for the smart grid. With the capability of multitime scale resolution, wavelet neural network has been adopted in the online learning framework to yield reinforcement learning and wavelet neural network (RLWNN based adaptive learning scheme. The simulations on two typical prediction problems in smart grid, including wind power prediction and load forecast, validate the effectiveness and the scalability of the proposed RLWNN based learning framework and algorithm.

  18. Research on machine learning framework based on random forest algorithm

    Science.gov (United States)

    Ren, Qiong; Cheng, Hui; Han, Hai

    2017-03-01

    With the continuous development of machine learning, industry and academia have released a lot of machine learning frameworks based on distributed computing platform, and have been widely used. However, the existing framework of machine learning is limited by the limitations of machine learning algorithm itself, such as the choice of parameters and the interference of noises, the high using threshold and so on. This paper introduces the research background of machine learning framework, and combined with the commonly used random forest algorithm in machine learning classification algorithm, puts forward the research objectives and content, proposes an improved adaptive random forest algorithm (referred to as ARF), and on the basis of ARF, designs and implements the machine learning framework.

  19. Evaluation of Learning Materials: A Holistic Framework

    Science.gov (United States)

    Bundsgaard, Jeppe; Hansen, Thomas Illum

    2011-01-01

    This paper presents a holistic framework for evaluating learning materials and designs for learning. A holistic evaluation comprises investigations of the potential learning potential, the actualised learning potential, and the actual learning. Each aspect is explained and exemplified through theoretical models and definitions. (Contains 3 figures…

  20. 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…

  1. One lens missing? Clarifying the clinical microsystem framework with learning theories.

    Science.gov (United States)

    Norman, Ann-Charlott; Fritzen, Lena; Fridh, Marianne Lindblad

    2013-01-01

    The clinical microsystem (CMS) approach is widely used and is perceived as helpful in practice but, we ask the question: "Is its learning potential sufficiently utilized?" To scrutinize aspects of learning within the CMS framework and to clarify the learning aspects the framework includes and thereby support the framework with the enhanced learning perspective that becomes visible. Literature on the CMS framework was systematically searched and selected using inclusion criteria. An analytical tool was constructed in the form of a theoretical lens that was used to clarify learning aspects that are associated with the framework. The analysis revealed 3 learning aspects: (1) The CMS framework describes individual and social learning but not how to adapt learning strategies for purposes of change. (2) The metaphorical language of how to reach a holistic health care system for each patient has developed over time but can still be improved by naming social interactions to transcend organizational boundaries. (3) Power structures are recognized but not as a characteristic that restricts learning due to asymmetric communication. The "lens" perspective reveals new meanings to learning that enhance our understanding of health care as a social system and provides new practical learning strategies.

  2. Intercultural Historical Learning: A Conceptual Framework

    Science.gov (United States)

    Nordgren, Kenneth; Johansson, Maria

    2015-01-01

    This paper outlines a conceptual framework in order to systematically discuss the meaning of intercultural learning in history education and how it could be advanced. We do so by bringing together theories of historical consciousness, intercultural competence and postcolonial thinking. By combining these theories into one framework, we identify…

  3. Framework for robot skill learning using reinforcement learning

    Science.gov (United States)

    Wei, Yingzi; Zhao, Mingyang

    2003-09-01

    Robot acquiring skill is a process similar to human skill learning. Reinforcement learning (RL) is an on-line actor critic method for a robot to develop its skill. The reinforcement function has become the critical component for its effect of evaluating the action and guiding the learning process. We present an augmented reward function that provides a new way for RL controller to incorporate prior knowledge and experience into the RL controller. Also, the difference form of augmented reward function is considered carefully. The additional reward beyond conventional reward will provide more heuristic information for RL. In this paper, we present a strategy for the task of complex skill learning. Automatic robot shaping policy is to dissolve the complex skill into a hierarchical learning process. The new form of value function is introduced to attain smooth motion switching swiftly. We present a formal, but practical, framework for robot skill learning and also illustrate with an example the utility of method for learning skilled robot control on line.

  4. Roles and Domains to Teach in Online Learning Environments: Educational ICT Competency Framework for University Teachers

    Science.gov (United States)

    Guasch, Teresa; Alvarez, Ibis; Espasa, Anna

    This chapter is aimed at presenting an integrated framework of the educational information and communications technology (ICT) competencies that university teachers should have to teach in an online learning environment. Teaching through ICT in higher education involves performing three main roles - pedagogical, socialist, and design/planning - and also two cross-cutting domains that arise from the online environment: technological and managerial. This framework as well as the competencies for university teachers associated with it were validated at a European level by a dual process of net-based focus groups of teachers and teacher trainers in each of the participating countries in a European Project (Elene-TLC) and an online Delphi method involving 78 experts from 14 universities of ten European countries. The competency framework and the examples provided in the chapter are the basis for designing innovative professional development activities in online university environments.

  5. A Framework for Mobile Learning for the enhancement of Learning in Higher Education

    Directory of Open Access Journals (Sweden)

    Kadar Abdillahi Barreh

    2015-07-01

    Full Text Available As mobile learning becomes increasingly pervasive, many higher education institutions have embarked on a number of mobile learning initiatives to support their traditional learning modes. This study proposes a framework for mobile learning for the enhancement of learning in higher education. This framework for mobile learning is based on the research conducted on the second year course entitled “Internet Technology,” taught to second year students in the Department of Mathematics and Computer Science at the University of Djibouti. While the entire gamut of mobile technologies and academic applications needs to be considered, special emphasis and focus is provided to Short Message Services (SMS and popular social network sites such as Facebook, which is widely used for recreation. This paper highlights how mobile learning using SMS and Facebook can be designed to enhance student learning in order to help achieve learning outcomes.

  6. Driver. D530.2 – Tools for the Lessons Learned Framework

    NARCIS (Netherlands)

    Schaik, M.G. van; et al

    2016-01-01

    In this deliverable D530.2 “Tools for the Lessons Learned Framework” the overall lessons learned framework will be clarified based on the delivery D53.1 “Lessons Learned Framework Concept” and aligned with the deliverable D52.1 “Harmonized competence framework”. The Tools for the Lessons Learned

  7. A Design Framework for Personal Learning Environments

    NARCIS (Netherlands)

    Rahimi, E.

    2015-01-01

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

  8. Early Learning Foundations. Indiana's Early Learning Development Framework Aligned to the Indiana Academic Standards, 2014

    Science.gov (United States)

    Indiana Department of Education, 2015

    2015-01-01

    The "Foundations" (English/language arts, mathematics, social emotional skills, approaches to play and learning, science, social studies, creative arts, and physical health and growth) are Indiana's early learning development framework and are aligned to the 2014 Indiana Academic Standards. This framework provides core elements that…

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

    Science.gov (United States)

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

    2004-01-01

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

  10. A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks

    NARCIS (Netherlands)

    De Jong, Tim; Fuertes, Alba; Schmeits, Tally; Specht, Marcus; Koper, Rob

    2008-01-01

    De Jong, T., Fuertes, A., Schmeits, T., Specht, M., & Koper, R. (2009). A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks. In D. Goh (Ed.), Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education (pp.

  11. Proposing a Framework for Mobile Applications in Disaster Health Learning.

    Science.gov (United States)

    Liu, Alexander G; Altman, Brian A; Schor, Kenneth; Strauss-Riggs, Kandra; Thomas, Tracy N; Sager, Catherine; Leander-Griffith, Michelle; Harp, Victoria

    2017-08-01

    Mobile applications, or apps, have gained widespread use with the advent of modern smartphone technologies. Previous research has been conducted in the use of mobile devices for learning. However, there is decidedly less research into the use of mobile apps for health learning (eg, patient self-monitoring, medical student learning). This deficiency in research on using apps in a learning context is especially severe in the disaster health field. The objectives of this article were to provide an overview of the current state of disaster health apps being used for learning, to situate the use of apps in a health learning context, and to adapt a learning framework for the use of mobile apps in the disaster health field. A systematic literature review was conducted by using the PRISMA checklist, and peer-reviewed articles found through the PubMed and CINAHL databases were examined. This resulted in 107 nonduplicative articles, which underwent a 3-phase review, culminating in a final selection of 17 articles. While several learning models were identified, none were sufficient as an app learning framework for the field. Therefore, we propose a learning framework to inform the use of mobile apps in disaster health learning. (Disaster Med Public Health Preparedness. 2017;11:487-495).

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

    DEFF Research Database (Denmark)

    Gynther, Karsten

    2016-01-01

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

  13. A Framework for Creating Semantically Adaptive Collaborative E-learning Environments

    Directory of Open Access Journals (Sweden)

    Marija Cubric

    2009-09-01

    Full Text Available In this paper we present a framework that can be used to generate web-based, semantically adaptive, e-learning and computer-assisted assessment (CAA tools for any given knowledge domain, based upon dynamic ontological modeling. We accomplish this by generating “learning ontologies” for a given knowledge domain. The generated learning ontologies are built upon our previous work on a domain “Glossary” ontology and augmented with additional conceptual relations from the WordNet 3.0 lexical database, using Text2Onto, an open source ontology extraction tool. The main novelty of this work is in “on the fly” generation of computer assisted assessments based on the underlying ontology and pre-defined question templates that are founded on the Bloom’s taxonomy of educational objectives. The main deployment scenario for the framework is a web-service providing collaborative e- learning and knowledge management capabilities to various learning communities. The framework can be extended to provide collection and exploitation of the users’ learning behaviour metrics, in order to further adapt the generated e-learning environment to the learners’ needs.

  14. Collaborative Learning Framework in Business Management Systems

    Directory of Open Access Journals (Sweden)

    Vladimir GRIGORE

    2008-01-01

    Full Text Available This paper presents a solution based on collaboration with experts and practitioner from university and ERP companies involved in process learning by training and learning by working. The solution uses CPI test to establish proper team for framework modules: Real-Time Chat Room, Discussion Forum, E-mail Support and Learning through Training. We define novice, practitioner and expert competence level based on CORONET train methodology. ERP companies have own roles for mentoring services to knowledge workers and evaluate the performance of learning process with teachers’ cooperation in learning by teaching and learning by working module.

  15. Simulation-Based E-Learning Framework for Entrepreneurship Education and Training

    Directory of Open Access Journals (Sweden)

    Constanţa-Nicoleta Bodea

    2015-02-01

    Full Text Available The paper proposes an e-Learning framework in entrepreneurship. The framework has three main components, for identification the business opportunities, for developing business scenarios and for risk analysis. A common database assures the components integration. The main components of this framework are already available; the main challenging for those interested in using them is to design an integrated flow of activities, adapted with their curricula and other educational settings. The originality of the approach is that the framework is domain independent and uses advanced IT technologies, such as recommendation algorithms, agent-based simulations and extended graphical support. Using this e-learning framework, the students can learn how to choose relevant characteristics/aspects for a type of business and how important is each of them according specific criteria; how to set realistic values for different characteristics/aspects of the business, how a business scenario can be changed in order to fit better to the business context and how to assess/evaluate business scenarios.

  16. Modeling Geomagnetic Variations using a Machine Learning Framework

    Science.gov (United States)

    Cheung, C. M. M.; Handmer, C.; Kosar, B.; Gerules, G.; Poduval, B.; Mackintosh, G.; Munoz-Jaramillo, A.; Bobra, M.; Hernandez, T.; McGranaghan, R. M.

    2017-12-01

    We present a framework for data-driven modeling of Heliophysics time series data. The Solar Terrestrial Interaction Neural net Generator (STING) is an open source python module built on top of state-of-the-art statistical learning frameworks (traditional machine learning methods as well as deep learning). To showcase the capability of STING, we deploy it for the problem of predicting the temporal variation of geomagnetic fields. The data used includes solar wind measurements from the OMNI database and geomagnetic field data taken by magnetometers at US Geological Survey observatories. We examine the predictive capability of different machine learning techniques (recurrent neural networks, support vector machines) for a range of forecasting times (minutes to 12 hours). STING is designed to be extensible to other types of data. We show how STING can be used on large sets of data from different sensors/observatories and adapted to tackle other problems in Heliophysics.

  17. ENGAGE: A Game Based Learning and Problem Solving Framework

    Science.gov (United States)

    2012-07-13

    Gamification Summit 2012  Mensa Colloquium 2012.2: Social and Video Games  Seattle Science Festival  TED Salon Vancouver : http...From - To) 6/1/2012 – 6/30/2012 4. TITLE AND SUBTITLE ENGAGE: A Game Based Learning and Problem Solving Framework 5a. CONTRACT NUMBER N/A 5b...Popović ENGAGE: A Game Based Learning and Problem Solving Framework (Task 1 Month 4) Progress, Status and Management Report Monthly Progress

  18. An Integrated Framework Of Web 2.0 Technology And A Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Mohamed Madar

    2015-05-01

    Full Text Available Abstract This paper contributes to the suitability of web 2.0 technology in implementing collaborative learning and proposes an integrated framework of Web 2.0 tools and collaborative learning activities. This paper is also identifying the mismatch between adopting web 2.0 technologies and the delivery of the curriculum on the cloud or via the Internet. It is found that Web 2.0 and a collaborative learning are two platforms to be easily synchronized due to their common attributes that enable their complementariness. This paper argues that integrated framework of Web 2.0 and CL allow users exploit teachinglearning materials maximally and at the same upsurges learners understanding in the subject knowledge. Suitable of Web 2.0 in implementing curriculum was also encouraged since the proposed framework consists of both components of Web 2.0 functions and activities of collaborative learning environment. Pedagogically there has been a mismatch between E-learning technologies and mode of delivery for instance E-learning platforms are widely used to increase content accessibility only while now this framework introduces that Web 2.0 technology of E-learning can also be used to create share knowledge among users. The proposed framework if efficiently exploited will also allow users at all levels create personalized learning environment which suits perspective teachinglearning styles of the users. Apart from academic achievement or enhancements of the teaching and learning processes the proposed framework also would help learners develop generic skills which are very important in the workplaces. As a result of this fast and independent learning technically depend on technology based pedagogy and in this case this proposed model has two dimensions which are very crucial to the enrichment of students learning activities.

  19. A framework for studying teacher learning by design

    NARCIS (Netherlands)

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

    2012-01-01

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

  20. Framework of Strategic Learning: The PDCA Cycle

    Directory of Open Access Journals (Sweden)

    Michał Pietrzak

    2015-06-01

    Full Text Available Nowadays, strategic planning has to be permanent process and organizational learning should support it. Researchers in theories of organizational learning attempt to understand processes, which lead to changes in organizational knowledge, as well as the effects of learning on organizational performance. In traditional approach, the strategy is viewed as one shot event. However, in contemporary turbulent environment this could not be still valid. There is a need of elastic strategic management, which employs organizational learning process. The crucial element of such process is information acquisition, which allows refining the initial version of strategic plan. In this article authors discuss the PDCA cycle as a framework of strategic learning process, including both single-loop and double loop learning. Authors proposed the ideas for further research in area of organizational learning and strategic management.

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

    Science.gov (United States)

    Marsden, Daniel; Giles, Rachel

    2017-01-18

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

  2. An Analytic Framework to Support E.Learning Strategy Development

    Science.gov (United States)

    Marshall, Stephen J.

    2012-01-01

    Purpose: The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development. Design/methodology/approach: After reviewing and discussing the research literature on e.learning in higher education institutions from…

  3. Pedagogy framework design in social networked-based learning: Focus on children with learning difficulties

    Directory of Open Access Journals (Sweden)

    Samira Sadat Sajadi

    2014-09-01

    Full Text Available This paper presents an investigation on the theory of constructivism applicable for learners with learning difficulties, specifically learners with Attention Deficit Hyperactivity Disorder (ADHD. The primary objective of this paper is to determine whether a constructivist technology enhanced learning pedagogy could be used to help ADHD learners cope with their educational needs within a social-media learning environment. Preliminary work is stated here, in which we are seeking evidence to determine the viability of a constructivist approach for learners with ADHD. The novelty of this research lies in the proposals to support ADHD learners to overcome their weaknesses with appropriate pedagogically sound interventions. As a result, a framework has been designed to illuminate areas in which constructivist pedagogies require to address the limitations of ADHD learners. An analytical framework addressing the suitability of a constructivist learning for ADHD is developed from a combination of literature and expert advice from those involved in the education of learners with ADHD. This analytical framework is married to a new model of pedagogy, which the authors have derived from literature analysis. Future work will expand this model to develop a constructivist social network-based learning and eventually test it in specialist schools with ADHD learners.

  4. Merging Problem-Based Learning with Simulation-Based Learning in the Medical Undergraduate Curriculum: The PAIRED Framework for Enhancing Lifelong Learning

    Science.gov (United States)

    Koh, Jansen

    2016-01-01

    Lifelong learning is an essential trait that is expected of every physician. The CanMeds 2005 Physician Competency Framework emphasizes lifelong learning as a key competency that physicians must achieve in becoming better physicians. However, many physicians are not competent at engaging in lifelong learning. The current medical education system is deficient in preparing medical students to develop and carry out their own lifelong learning curriculum upon graduation. Despite understanding how physicians learn at work, medical students are not trained to learn while working. Similarly, although barriers to lifelong learning are known, medical students are not adequately skilled in overcoming these barriers. Learning to learn is just as important, if not more, as acquiring the skills and knowledge required of a physician. The medical undergraduate curriculum lacks a specific learning strategy to prepare medical students in becoming an adept lifelong learner. In this article, we propose a learning strategy for lifelong learning at the undergraduate level. In developing this novel strategy, we paid particular attention to two parameters. First, this strategy should be grounded on literature describing a physician’s lifelong learning process. Second, the framework for implementing this strategy must be based on existing undergraduate learning strategies to obviate the need for additional resources, learner burden, and faculty time. In this paper, we propose a Problem, Analysis, Independent Research Reporting, Experimentation Debriefing (PAIRED) framework that follows the learning process of a physician and serves to synergize the components of problem-based learning and simulation-based learning in specifically targeting the barriers to lifelong learning. PMID:27446767

  5. The application of language-game theory to the analysis of science learning: Developing an interpretive classroom-level learning framework

    Science.gov (United States)

    Ahmadibasir, Mohammad

    In this study an interpretive learning framework that aims to measure learning on the classroom level is introduced. In order to develop and evaluate the value of the framework, a theoretical/empirical study is designed. The researcher attempted to illustrate how the proposed framework provides insights on the problem of classroom-level learning. The framework is developed by construction of connections between the current literature on science learning and Wittgenstein's language-game theory. In this framework learning is defined as change of classroom language-game or discourse. In the proposed framework, learning is measured by analysis of classroom discourse. The empirical explanation power of the framework is evaluated by applying the framework in the analysis of learning in a fifth-grade science classroom. The researcher attempted to analyze how students' colloquial discourse changed to a discourse that bears more resemblance to science discourse. The results of the empirical part of the investigation are presented in three parts: first, the gap between what students did and what they were supposed to do was reported. The gap showed that students during the classroom inquiry wanted to do simple comparisons by direct observation, while they were supposed to do tool-assisted observation and procedural manipulation for a complete comparison. Second, it was illustrated that the first attempt to connect the colloquial to science discourse was done by what was immediately intelligible for students and then the teacher negotiated with students in order to help them to connect the old to the new language-game more purposefully. The researcher suggested that these two events in the science classroom are critical in discourse change. Third, it was illustrated that through the academic year, the way that students did the act of comparison was improved and by the end of the year more accurate causal inferences were observable in classroom communication. At the end of the

  6. Is "Learning without Limits" a Framework of Values?

    Science.gov (United States)

    Booth, Tony

    2015-01-01

    In this article the author connects his own work with Brian Simon's writing on IQ (intelligence quotient) testing and selection and with the Learning without Limits project. He discusses the significance he gives to a values framework in the development of education and asks whether "Learning without Limits," in part, stands for a…

  7. Expanding the frontiers of national qualifications frameworks through lifelong learning

    Science.gov (United States)

    Owusu-Agyeman, Yaw

    2017-10-01

    The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance formal learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of non-formal and informal learning. Focusing on competency-based technical and vocational education and training (TVET) within its NQF, Ghana introduced the National Technical and Vocational Education and Training Qualifications Framework (NTVETQF) as a sub-framework in 2012. In the wake of the NTVETQF's limited success, the author of this article reasons that a lifelong learning approach could enhance its effectiveness considerably. Comparing national and international policies, he argues that the NTVETQF should be able to properly address the issues of progression from informal and non-formal to formal modes of lifelong learning within the country's broad context of education. In addition, the study conceptualises the integration of lifelong learning within a broad NQF in four key domains: (1) individual; (2) institutional; (3) industry; and (4) state. The author concludes that, for the NTVETQF to achieve its goal of facilitating access to further education and training while also promoting lifelong learning for all (including workers in the informal economy), effective integration of all modes of lifelong learning is required. Although this entails some challenges, such as recognition of prior learning and validation of all modes of learning, it will help to widen access to education as well as providing individuals with a pathway for achieving their educational aspirations.

  8. Visual Hybrid Development Learning System (VHDLS) framework for children with autism.

    Science.gov (United States)

    Banire, Bilikis; Jomhari, Nazean; Ahmad, Rodina

    2015-10-01

    The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework.

  9. TU-H-CAMPUS-JeP2-03: Machine-Learning-Based Delineation Framework of GTV Regions of Solid and Ground Glass Opacity Lung Tumors at Datasets of Planning CT and PET/CT Images

    Energy Technology Data Exchange (ETDEWEB)

    Ikushima, K; Arimura, H; Jin, Z; Yabuuchi, H; Sasaki, T; Honda, H; Sasaki, M [Kyushu University, Fukuoka, Fukuoka (Japan); Kuwazuru, J [Saiseikai Fukuoka General Hospital, Fukuoka, Fukuoka (Japan); Shioyama, Y [Saga Heavy Ion Medical Accelerator in Tosu, Tosu, Saga (Japan)

    2016-06-15

    Purpose: In radiation treatment planning, delineation of gross tumor volume (GTV) is very important, because the GTVs affect the accuracies of radiation therapy procedure. To assist radiation oncologists in the delineation of GTV regions while treatment planning for lung cancer, we have proposed a machine-learning-based delineation framework of GTV regions of solid and ground glass opacity (GGO) lung tumors following by optimum contour selection (OCS) method. Methods: Our basic idea was to feed voxel-based image features around GTV contours determined by radiation oncologists into a machine learning classifier in the training step, after which the classifier produced the degree of GTV for each voxel in the testing step. Ten data sets of planning CT and PET/CT images were selected for this study. The support vector machine (SVM), which learned voxel-based features which include voxel value and magnitudes of image gradient vector that obtained from each voxel in the planning CT and PET/CT images, extracted initial GTV regions. The final GTV regions were determined using the OCS method that was able to select a global optimum object contour based on multiple active delineations with a level set method around the GTV. To evaluate the results of proposed framework for ten cases (solid:6, GGO:4), we used the three-dimensional Dice similarity coefficient (DSC), which denoted the degree of region similarity between the GTVs delineated by radiation oncologists and the proposed framework. Results: The proposed method achieved an average three-dimensional DSC of 0.81 for ten lung cancer patients, while a standardized uptake value-based method segmented GTV regions with the DSC of 0.43. The average DSCs for solid and GGO were 0.84 and 0.76, respectively, obtained by the proposed framework. Conclusion: The proposed framework with the support vector machine may be useful for assisting radiation oncologists in delineating solid and GGO lung tumors.

  10. A Teaching - Learning Framework for MEMS Education

    International Nuclear Information System (INIS)

    Sheeparamatti, B G; Angadi, S A; Sheeparamatti, R B; Kadadevaramath, J S

    2006-01-01

    Micro-Electro-Mechanical Systems (MEMS) technology has been identified as one of the most promising technologies in the 21st century. MEMS technology has opened up a wide array of unforeseen applications. Hence it is necessary to train the technocrats of tomorrow in this emerging field to meet the industrial/societal demands. The drive behind fostering of MEMS technology is the reduction in the cost, size, weight, and power consumption of the sensors, actuators, and associated electronics. MEMS is a multidisciplinary engineering and basic science area which includes electrical engineering, mechanical engineering, material science and biomedical engineering. Hence MEMS education needs a special approach to prepare the technocrats for a career in MEMS. The modern education methodology using computer based training systems (CBTS) with embedded modeling and simulation tools will help in this direction. The availability of computer based learning resources such as MATLAB, ANSYS/Multiphysics and rapid prototyping tools have contributed to proposition of an efficient teaching-learning framework for MEMS education presented in this paper. This paper proposes a conceptual framework for teaching/learning MEMS in the current technical education scenario

  11. A Framework for Building an Interactive Satellite TV Based M-Learning Environment

    Directory of Open Access Journals (Sweden)

    Ghassan Issa

    2010-07-01

    Full Text Available This paper presents a description of an interactive satellite TV based mobile learning (STV-ML framework, in which a satellite TV station is used as an integral part of a comprehensive interactive mobile learning (M-Learning environment. The proposed framework assists in building a reliable, efficient, and cost-effective environment to meet the growing demands of M-Learning all over the world, especially in developing countries. It utilizes recent advances in satellite reception, broadcasting technologies, and interactive TV to facilitate the delivery of gigantic learning materials. This paper also proposed a simple and flexible three-phase implementation methodology which includes construction of earth station, expansion of broadcasting channels, and developing true user interactivity. The proposed framework and implementation methodology ensure the construction of a true, reliable, and cost effective M-Learning system that can be used efficiently and effectively by a wide range of users and educational institutions to deliver ubiquitous learning.

  12. The extraction and integration framework: a two-process account of statistical learning.

    Science.gov (United States)

    Thiessen, Erik D; Kronstein, Alexandra T; Hufnagle, Daniel G

    2013-07-01

    The term statistical learning in infancy research originally referred to sensitivity to transitional probabilities. Subsequent research has demonstrated that statistical learning contributes to infant development in a wide array of domains. The range of statistical learning phenomena necessitates a broader view of the processes underlying statistical learning. Learners are sensitive to a much wider range of statistical information than the conditional relations indexed by transitional probabilities, including distributional and cue-based statistics. We propose a novel framework that unifies learning about all of these kinds of statistical structure. From our perspective, learning about conditional relations outputs discrete representations (such as words). Integration across these discrete representations yields sensitivity to cues and distributional information. To achieve sensitivity to all of these kinds of statistical structure, our framework combines processes that extract segments of the input with processes that compare across these extracted items. In this framework, the items extracted from the input serve as exemplars in long-term memory. The similarity structure of those exemplars in long-term memory leads to the discovery of cues and categorical structure, which guides subsequent extraction. The extraction and integration framework provides a way to explain sensitivity to both conditional statistical structure (such as transitional probabilities) and distributional statistical structure (such as item frequency and variability), and also a framework for thinking about how these different aspects of statistical learning influence each other. 2013 APA, all rights reserved

  13. A Framework for Collaborative Networked Learning in Higher Education: Design & Analysis

    Directory of Open Access Journals (Sweden)

    Ghassan F. Issa

    2014-06-01

    Full Text Available This paper presents a comprehensive framework for building collaborative learning networks within higher educational institutions. This framework focuses on systems design and implementation issues in addition to a complete set of evaluation, and analysis tools. The objective of this project is to improve the standards of higher education in Jordan through the implementation of transparent, collaborative, innovative, and modern quality educational programs. The framework highlights the major steps required to plan, design, and implement collaborative learning systems. Several issues are discussed such as unification of courses and program of studies, using appropriate learning management system, software design development using Agile methodology, infrastructure design, access issues, proprietary data storage, and social network analysis (SNA techniques.

  14. A Conceptual Framework for Evolving, Recommender Online Learning Systems

    Science.gov (United States)

    Peiris, K. Dharini Amitha; Gallupe, R. Brent

    2012-01-01

    A comprehensive conceptual framework is developed and described for evolving recommender-driven online learning systems (ROLS). This framework describes how such systems can support students, course authors, course instructors, systems administrators, and policy makers in developing and using these ROLS. The design science information systems…

  15. Active-constructive-interactive: a conceptual framework for differentiating learning activities.

    Science.gov (United States)

    Chi, Michelene T H

    2009-01-01

    Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes. The framework generates a testable hypothesis for learning: that interactive activities are most likely to be better than constructive activities, which in turn might be better than active activities, which are better than being passive. Studies from the literature are cited to provide evidence in support of this hypothesis. Moreover, postulating underlying learning processes allows us to interpret evidence in the literature more accurately. Specifying distinct overt activities for active, constructive, and interactive also offers suggestions for how learning activities can be coded and how each kind of activity might be elicited. Copyright © 2009 Cognitive Science Society, Inc.

  16. Grounding theories of W(e)Learn: a framework for online interprofessional education.

    Science.gov (United States)

    Casimiro, Lynn; MacDonald, Colla J; Thompson, Terrie Lynn; Stodel, Emma J

    2009-07-01

    Interprofessional care (IPC) is a prerequisite for enhanced communication between healthcare team members, improved quality of care, and better outcomes for patients. A move to an IPC model requires changing the learning experiences of healthcare providers during and after their qualification program. With the rapid growth of online and blended approaches to learning, an educational framework that explains how to construct quality learning events to provide IPC is pressing. Such a framework would offer a quality standard to help educators design, develop, deliver, and evaluate online interprofessional education (IPE) programs. IPE is an extremely delicate process due to issues related to knowledge, status, power, accountability, personality traits, and culture that surround IPC. In this paper, a review of the pertinent literature that would inform the development of such a framework is presented. The review covers IPC, IPE, learning theories, and eLearning in healthcare.

  17. Overcoming complexities: Damage detection using dictionary learning framework

    Science.gov (United States)

    Alguri, K. Supreet; Melville, Joseph; Deemer, Chris; Harley, Joel B.

    2018-04-01

    For in situ damage detection, guided wave structural health monitoring systems have been widely researched due to their ability to evaluate large areas and their ability detect many types of damage. These systems often evaluate structural health by recording initial baseline measurements from a pristine (i.e., undamaged) test structure and then comparing later measurements with that baseline. Yet, it is not always feasible to have a pristine baseline. As an alternative, substituting the baseline with data from a surrogate (nearly identical and pristine) structure is a logical option. While effective in some circumstance, surrogate data is often still a poor substitute for pristine baseline measurements due to minor differences between the structures. To overcome this challenge, we present a dictionary learning framework to adapt surrogate baseline data to better represent an undamaged test structure. We compare the performance of our framework with two other surrogate-based damage detection strategies: (1) using raw surrogate data for comparison and (2) using sparse wavenumber analysis, a precursor to our framework for improving the surrogate data. We apply our framework to guided wave data from two 108 mm by 108 mm aluminum plates. With 20 measurements, we show that our dictionary learning framework achieves a 98% accuracy, raw surrogate data achieves a 92% accuracy, and sparse wavenumber analysis achieves a 57% accuracy.

  18. Ten Things Every Professor Should Know about Assessment

    Science.gov (United States)

    Wolf, Kenneth; Dunlap, Joanna; Stevens, Ellen

    2012-01-01

    This article describes ten key assessment practices for advancing student learning that all professors should be familiar with and strategically incorporate in their classrooms and programs. Each practice or concept is explained with examples and guidance for putting it into practice. The ten are: learning outcomes, performance assessments,…

  19. A Conceptual Framework for Educational Design at Modular Level to Promote Transfer of Learning

    Science.gov (United States)

    Botma, Yvonne; Van Rensburg, G. H.; Coetzee, I. M.; Heyns, T.

    2015-01-01

    Students bridge the theory-practice gap when they apply in practice what they have learned in class. A conceptual framework was developed that can serve as foundation to design for learning transfer at modular level. The framework is based on an adopted and adapted systemic model of transfer of learning, existing learning theories, constructive…

  20. The CABES (Clare Adult Basic Education Service) Framework as a Tool for Teaching and Learning

    Science.gov (United States)

    Greene, Moira

    2015-01-01

    This article describes a Framework that can be used to help bridge the gap between theory and practice in adult learning. The Framework promotes practice informed by three strands important to adult literacy work: social theories of literacy, social-constructivist learning theory and principles of adult learning. The Framework shows how five key…

  1. The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences

    Directory of Open Access Journals (Sweden)

    Benjamin L. Wiggins

    2017-05-01

    Full Text Available STEM classrooms (science, technology, engineering, and mathematics in postsecondary education are rapidly improved by the proper use of active learning techniques. These techniques occupy a descriptive spectrum that transcends passive teaching toward active, constructive, and, finally, interactive methods. While aspects of this framework have been examined, no large-scale or actual classroom-based data exist to inform postsecondary education STEM instructors about possible learning gains. We describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive in this ecological classroom environment. Students in interactive classrooms demonstrate significantly improved learning outcomes relative to students in constructive classrooms. This improvement in learning is relatively subtle; similar experimental designs without repeated measures would be unlikely to have the power to observe this significance. We discuss the importance of seemingly small learning gains that might propagate throughout a course or departmental curriculum, as well as improvements with the necessity for faculty to develop and implement similar activities.

  2. The knowledge-learning-instruction framework: bridging the science-practice chasm to enhance robust student learning.

    Science.gov (United States)

    Koedinger, Kenneth R; Corbett, Albert T; Perfetti, Charles

    2012-07-01

    Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. Copyright © 2012 Cognitive Science Society, Inc.

  3. Orchestration Framework for Learning Activities in Augmented Reality Environments

    OpenAIRE

    Ibáñez, María Blanca; Delgado Kloos, Carlos; Di Serio, Angela

    2011-01-01

    Proceedings of: Across Spaces11 Workshop in conjunction with the EC-TEL2011, Palermo, Italy, September 21, 2011 In this paper we show how Augmented Reality (AR) technology restricted to the use of mobiles or PCs, can be used to develop learning activities with the minimun level of orchestation required by meaningful learning sequences. We use Popcode as programming language to deploy orchestrated learning activities specified with an AR framework. Publicado

  4. A Conceptual Framework for Ambient Learning Displays

    NARCIS (Netherlands)

    Börner, Dirk; Kalz, Marco; Specht, Marcus

    2011-01-01

    Börner, D., Kalz, M., & Specht, M. (2010, 29 November-3 December). A Conceptual Framework for Ambient Learning Displays. Poster presented at the Work-in-Progress Poster and Invited Young Researcher Symposium of the 18th International Conference on Computers in Education, Putrajaya, Malaysia:

  5. Teaching and Learning Numerical Analysis and Optimization: A Didactic Framework and Applications of Inquiry-Based Learning

    Science.gov (United States)

    Lappas, Pantelis Z.; Kritikos, Manolis N.

    2018-01-01

    The main objective of this paper is to propose a didactic framework for teaching Applied Mathematics in higher education. After describing the structure of the framework, several applications of inquiry-based learning in teaching numerical analysis and optimization are provided to illustrate the potential of the proposed framework. The framework…

  6. Games and Simulations in Online Learning: Research and Development Frameworks

    Science.gov (United States)

    Gibson, David; Aldrich, Clark; Prensky, Marc

    2007-01-01

    Games and Simulations in Online Learning: Research and Development Frameworks examines the potential of games and simulations in online learning, and how the future could look as developers learn to use the emerging capabilities of the Semantic Web. It presents a general understanding of how the Semantic Web will impact education and how games and…

  7. A Machine Learning Framework for Plan Payment Risk Adjustment.

    Science.gov (United States)

    Rose, Sherri

    2016-12-01

    To introduce cross-validation and a nonparametric machine learning framework for plan payment risk adjustment and then assess whether they have the potential to improve risk adjustment. 2011-2012 Truven MarketScan database. We compare the performance of multiple statistical approaches within a broad machine learning framework for estimation of risk adjustment formulas. Total annual expenditure was predicted using age, sex, geography, inpatient diagnoses, and hierarchical condition category variables. The methods included regression, penalized regression, decision trees, neural networks, and an ensemble super learner, all in concert with screening algorithms that reduce the set of variables considered. The performance of these methods was compared based on cross-validated R 2 . Our results indicate that a simplified risk adjustment formula selected via this nonparametric framework maintains much of the efficiency of a traditional larger formula. The ensemble approach also outperformed classical regression and all other algorithms studied. The implementation of cross-validated machine learning techniques provides novel insight into risk adjustment estimation, possibly allowing for a simplified formula, thereby reducing incentives for increased coding intensity as well as the ability of insurers to "game" the system with aggressive diagnostic upcoding. © Health Research and Educational Trust.

  8. An Organizational Learning Framework for Patient Safety.

    Science.gov (United States)

    Edwards, Marc T

    Despite concerted effort to improve quality and safety, high reliability remains a distant goal. Although this likely reflects the challenge of organizational change, persistent controversy over basic issues suggests that weaknesses in conceptual models may contribute. The essence of operational improvement is organizational learning. This article presents a framework for identifying leverage points for improvement based on organizational learning theory and applies it to an analysis of current practice and controversy. Organizations learn from others, from defects, from measurement, and from mindfulness. These learning modes correspond with contemporary themes of collaboration, no blame for human error, accountability for performance, and managing the unexpected. The collaborative model has dominated improvement efforts. Greater attention to the underdeveloped modes of organizational learning may foster more rapid progress in patient safety by increasing organizational capabilities, strengthening a culture of safety, and fixing more of the process problems that contribute to patient harm.

  9. A Conceptual Framework over Contextual Analysis of Concept Learning within Human-Machine Interplays

    DEFF Research Database (Denmark)

    Badie, Farshad

    2016-01-01

    This research provides a contextual description concerning existential and structural analysis of ‘Relations’ between human beings and machines. Subsequently, it will focus on conceptual and epistemological analysis of (i) my own semantics-based framework [for human meaning construction] and of (ii......) a well-structured machine concept learning framework. Accordingly, I will, semantically and epistemologically, focus on linking those two frameworks for logical analysis of concept learning in the context of human-machine interrelationships. It will be demonstrated that the proposed framework provides...

  10. A Framework for Narration and Learning in Educational Multimedia

    DEFF Research Database (Denmark)

    Mosegaard, Jesper; Bennedsen, Jens

    2006-01-01

    In this article we describe a multimedia adventure game framework for a learningenvironment to support the teaching and learning of introductory programming. In theframework we have conceptualized two important aspects of such an environment: narrationand learning topics. We describe the interplay...... between these aspects and how the frameworkutilizes this to adapt the learning process to the individual student. The motivation for theseparation is to help the teacher balance the two main driving forces of an edutainmentproduct: entertainment and learning. It is the responsibility of the teacher...

  11. A Conceptual Framework for Ambient Learning Displays

    NARCIS (Netherlands)

    Börner, Dirk; Kalz, Marco; Specht, Marcus

    2010-01-01

    Börner, D., Kalz, M., & Specht, M. (2010). A Conceptual Framework for Ambient Learning Displays. In B. Chang, T. Hirashima, & H. Ogata (Eds.), Joint Proceedings of the Work-in-Progress Poster and Invited Young Researcher Symposium for the 18th International Conference on Computers in Education (pp.

  12. A framework for designing and improving learning environments fostering creativity

    Directory of Open Access Journals (Sweden)

    Norio Ishii

    Full Text Available This paper proposes a framework for designing and improving learning environment for creativity in engineering. The framework consists of the following three components: instructional design based on knowledge from psychology, development of systems for supporting creative activities, and objective evaluation of learning results related to creativity. Based on that framework, we design and practice course based in the programation of a robot at a Japan University in the 2004 academic year. As a result, we confirm the following two advantages of our framework: learners' idea generation skills were improved and their meta-cognitive activities were also activated. In the 2005 academic year, we improve the course based on 2004 results. As a result, we confirm that the number of uploads of activity data from students have increased in the 2005 course, students' reflection sheets have become more detailed, and their volume of information have also increased.

  13. Social innovation education: towards a framework for learning design

    OpenAIRE

    Alden Rivers, Bethany; Armellini, Alejandro; Maxwell, Rachel; Allen, Sue; Durkin, Chris

    2015-01-01

    Purpose—This paper proposes a theoretical framework to support the embedding of social innovation education in existing academic programmes.\\ud Design/methodology/approach—By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: 1) How can social innovation education be defined? 2) Which learning theories best support social innovation education? 3) How do such learning theories relate to exis...

  14. An analytical quality framework for learning cities and regions

    Science.gov (United States)

    Preisinger-Kleine, Randolph

    2013-09-01

    There is broad agreement that innovation, knowledge and learning have become the main source of wealth, employment and economic development of cities, regions and nations. Over the past two decades, the number of European cities and regions which label themselves as "learning city" or "learning region" has constantly grown. However, there are also pitfalls and constraints which not only hinder them in unlocking their full potential, but also significantly narrow their effects and their wider impact on society. Most prominently, learning cities and regions manifest serious difficulties in rendering transparent the surplus value they generate, which is vital for attracting investment into lifelong learning. While evaluation and quality management are still perceived as being a bureaucratic necessity rather than a lesson one could learn from or an investment in the future, it is also true that without evaluation and quality assurance local networks do not have the means to examine their strengths and weaknesses. In order to design strategies to maximise the strengths and effectively address the weaknesses it is necessary to understand the factors that contribute to success and those that pose challenges. This article proposes an analytical quality framework which is generic and can be used to promote a culture of quality in learning cities and regions. The proposed framework builds on the findings and results of the R3L+ project, part-funded by the European Commission under the Grundtvig (adult education) strand of the Lifelong Learning programme 2007-2013.

  15. Beyond Effectiveness: A Pragmatic Evaluation Framework for Learning and Continuous Quality Improvement of e-Learning Interventions in Healthcare.

    Science.gov (United States)

    Dafalla, Tarig Dafalla Mohamed; Kushniruk, Andre W; Borycki, Elizabeth M

    2015-01-01

    A pragmatic evaluation framework for evaluating the usability and usefulness of an e-learning intervention for a patient clinical information scheduling system is presented in this paper. The framework was conceptualized based on two different but related concepts (usability and usefulness) and selection of appropriate and valid methods of data collection and analysis that included: (1) Low-Cost Rapid Usability Engineering (LCRUE), (2) Cognitive Task Analysis (CTA), (3) Heuristic Evaluation (HE) criteria for web-based learning, and (4) Software Usability Measurement Inventory (SUMI). The results of the analysis showed some areas where usability that were related to General Interface Usability (GIU), instructional design and content was problematic; some of which might account for the poorly rated aspects of usability when subjectively measured. This paper shows that using a pragmatic framework can be a useful way, not only for measuring the usability and usefulness, but also for providing a practical objective evidences for learning and continuous quality improvement of e-learning systems. The findings should be of interest to educators, developers, designers, researchers, and usability practitioners involved in the development of e-learning systems in healthcare. This framework could be an appropriate method for assessing the usability, usefulness and safety of health information systems both in the laboratory and in the clinical context.

  16. Emergent frameworks of research teaching and learning in a cohort ...

    African Journals Online (AJOL)

    ... frameworks for doctoral pedagogies –“democratic teaching/learning participation”, “structured scaffolding”, “Ubuntu” and “serendipity”– as useful explanatory shaping influences which underpin and frame the model promoting a contextually relevant and appropriate doctoral research teaching and learning pedagogy.

  17. A Conceptual Framework for Mentoring in a Learning Organization

    Science.gov (United States)

    Klinge, Carolyn M.

    2015-01-01

    The purpose of this article is to provide a conceptual framework for mentoring as an added component of a learning organization in the context of adult learning and development theories. Mentoring is traditionally a process in which an experienced person (the mentor) guides another person (the mentee or protégé) in the development of her or his…

  18. An Evaluation Quality Framework for Analysing School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module

    International Nuclear Information System (INIS)

    Alseddiqi, M; Mishra, R; Pislaru, C

    2012-01-01

    The paper presents the results from a quality framework to measure the effectiveness of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Technical and Vocational Education (TVE) system in Bahrain. The framework is an extended version of existing information quality frameworks with respect to pedagogical and technological contexts. It incorporates specific pedagogical and technological dimensions as per the Bahrain modern industry requirements. Users' views questionnaire on the effectiveness of the new transition module was distributed to various stakeholders including TVE teachers and students. The aim was to receive critical information in diagnosing, monitoring and evaluating different views and perceptions about the effectiveness of the new module. The analysis categorised the quality dimensions by their relative importance. This was carried out using the principal component analysis available in SPSS. The analysis clearly identified the most important quality dimensions integrated in the new module for SBL-to-WBL transition. It was also apparent that the new module contains workplace proficiencies, prepares TVE students for work placement, provides effective teaching and learning methodologies, integrates innovative technology in the process of learning, meets modern industrial needs, and presents a cooperative learning environment for TVE students. From the principal component analysis finding, to calculate the percentage of relative importance of each factor and its quality dimensions, was significant. The percentage comparison would justify the most important factor as well as the most important quality dimensions. Also, the new, re-arranged quality dimensions from the finding with an extended number of factors tended to improve the extended version of the quality information framework to a revised quality framework.

  19. Theoretical frameworks for the learning of geometrical reasoning

    OpenAIRE

    Jones, Keith

    1998-01-01

    With the growth in interest in geometrical ideas it is important to be clear about the nature of geometrical reasoning and how it develops. This paper provides an overview of three theoretical frameworks for the learning of geometrical reasoning: the van Hiele model of thinking in geometry, Fischbein’s theory of figural concepts, and Duval’s cognitive model of geometrical reasoning. Each of these frameworks provides theoretical resources to support research into the development of geometrical...

  20. A Data Protection Framework for Learning Analytics

    Science.gov (United States)

    Cormack, Andrew

    2016-01-01

    Most studies on the use of digital student data adopt an ethical framework derived from human-subject research, based on the informed consent of the experimental subject. However, consent gives universities little guidance on using learning analytics as a routine part of educational provision: which purposes are legitimate and which analyses…

  1. Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

    Directory of Open Access Journals (Sweden)

    Paula Miranda

    2017-09-01

    Full Text Available Aim/Purpose: As e-Learning 3.0 evolves from a theoretical construct into an actual solution for online learning, it becomes crucial to accompany this progress by scrutinising the elements that are at the origin of its success. Background: This paper outlines a framework of e-Learning 3.0’s critical success factors and its empirical validation. Methodology: The framework is the result of an extensive literature review and its empirical substantiation derives from semi-structured interviews with e-Learning experts. Contribution: The viewpoints of the experts enable the confirmation and the refinement of the original framework and serve as a foundation for the prospective implementation of e-Learning 3.0. Findings: The analysis of the interviews demonstrates that e-Learning 3.0 remains in its early stages with a reticent dissemination. Nonetheless, the interviewees invoked factors related to technology, content and stakeholders as being critical for the success of this new phase of e-Learning. Recommendations for Practitioners: Practitioners can use the framework as a guide for promoting and implementing effective e-Learning 3.0 initiatives. Recommendation for Researchers: As a new phenomenon with uncharted potential, e-Learning 3.0 should be placed at the centre of educational research. Impact on Society: The understanding of what drives the success of e-Learning 3.0 is fundamental for its implementation and for the progress of online education in this new stage of its evolution. Future Research: Future research ventures can include the design of quantitative and self-administered data collection instruments that can provide further insight into the elements of the framework.

  2. A DBR Framework for Designing Mobile Virtual Reality Learning Environments

    Science.gov (United States)

    Cochrane, Thomas Donald; Cook, Stuart; Aiello, Stephen; Christie, Duncan; Sinfield, David; Steagall, Marcus; Aguayo, Claudio

    2017-01-01

    This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first…

  3. Using Game Theory and Competition-Based Learning to Stimulate Student Motivation and Performance

    Science.gov (United States)

    Burguillo, Juan C.

    2010-01-01

    This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a…

  4. Orchestration in Learning Technology Research: Evaluation of a Conceptual Framework

    Science.gov (United States)

    Prieto, Luis P.; Dimitriadis, Yannis; Asensio-Pérez, Juan I.; Looi, Chee-Kit

    2015-01-01

    The term "orchestrating learning" is being used increasingly often, referring to the coordination activities performed while applying learning technologies to authentic settings. However, there is little consensus about how this notion should be conceptualised, and what aspects it entails. In this paper, a conceptual framework for…

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

    OpenAIRE

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

    2016-01-01

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

  6. A Framework of Metacognitive Scaffolding in Learning Authoring System through Facebook

    Science.gov (United States)

    Jumaat, Nurul Farhana; Tasir, Zaidatun

    2016-01-01

    Scaffolding refers to a guidance that helps students during their learning sessions whereby it makes learning easier for them. This study aims to develop a framework of metacognitive scaffolding (MS) to guide students in learning Authoring System through Facebook. Thirty-seven master degree students who were enrolled in Authoring System course…

  7. Dynamically analyzing cell interactions in biological environments using multiagent social learning framework.

    Science.gov (United States)

    Zhang, Chengwei; Li, Xiaohong; Li, Shuxin; Feng, Zhiyong

    2017-09-20

    Biological environment is uncertain and its dynamic is similar to the multiagent environment, thus the research results of the multiagent system area can provide valuable insights to the understanding of biology and are of great significance for the study of biology. Learning in a multiagent environment is highly dynamic since the environment is not stationary anymore and each agent's behavior changes adaptively in response to other coexisting learners, and vice versa. The dynamics becomes more unpredictable when we move from fixed-agent interaction environments to multiagent social learning framework. Analytical understanding of the underlying dynamics is important and challenging. In this work, we present a social learning framework with homogeneous learners (e.g., Policy Hill Climbing (PHC) learners), and model the behavior of players in the social learning framework as a hybrid dynamical system. By analyzing the dynamical system, we obtain some conditions about convergence or non-convergence. We experimentally verify the predictive power of our model using a number of representative games. Experimental results confirm the theoretical analysis. Under multiagent social learning framework, we modeled the behavior of agent in biologic environment, and theoretically analyzed the dynamics of the model. We present some sufficient conditions about convergence or non-convergence and prove them theoretically. It can be used to predict the convergence of the system.

  8. An Active Learning Framework for Hyperspectral Image Classification Using Hierarchical Segmentation

    Science.gov (United States)

    Zhang, Zhou; Pasolli, Edoardo; Crawford, Melba M.; Tilton, James C.

    2015-01-01

    Augmenting spectral data with spatial information for image classification has recently gained significant attention, as classification accuracy can often be improved by extracting spatial information from neighboring pixels. In this paper, we propose a new framework in which active learning (AL) and hierarchical segmentation (HSeg) are combined for spectral-spatial classification of hyperspectral images. The spatial information is extracted from a best segmentation obtained by pruning the HSeg tree using a new supervised strategy. The best segmentation is updated at each iteration of the AL process, thus taking advantage of informative labeled samples provided by the user. The proposed strategy incorporates spatial information in two ways: 1) concatenating the extracted spatial features and the original spectral features into a stacked vector and 2) extending the training set using a self-learning-based semi-supervised learning (SSL) approach. Finally, the two strategies are combined within an AL framework. The proposed framework is validated with two benchmark hyperspectral datasets. Higher classification accuracies are obtained by the proposed framework with respect to five other state-of-the-art spectral-spatial classification approaches. Moreover, the effectiveness of the proposed pruning strategy is also demonstrated relative to the approaches based on a fixed segmentation.

  9. Continuing professional development for teachers in South Africa and social learning systems: conflicting conceptual frameworks of learning

    Directory of Open Access Journals (Sweden)

    G.M. Steyn

    2008-07-01

    Full Text Available To transform education in this country, South African teachers need to be appropriately equipped to meet the evolving challenges and needs of the country. The national policy framework for teacher education and development is an attempt to address the need for suitably qualified teachers in South Africa. Its aim is to improve the quality of education by focusing on the professional development of teachers. This article attempts to address the following research problem: Does continuing professional development for teachers (CPDT, as stipulated by the national policy framework, have the potential to contribute to the development of teachers as proposed by social learning systems? The answer to this question has the potential to inform and influence the policy and its implementation. The answer also describes how conceptual frameworks for learning in Wenger’s social learning systems conflict with effective professional development (PD programmes and CPDT.

  10. A Reinforcement Learning Framework for Spiking Networks with Dynamic Synapses

    Directory of Open Access Journals (Sweden)

    Karim El-Laithy

    2011-01-01

    Full Text Available An integration of both the Hebbian-based and reinforcement learning (RL rules is presented for dynamic synapses. The proposed framework permits the Hebbian rule to update the hidden synaptic model parameters regulating the synaptic response rather than the synaptic weights. This is performed using both the value and the sign of the temporal difference in the reward signal after each trial. Applying this framework, a spiking network with spike-timing-dependent synapses is tested to learn the exclusive-OR computation on a temporally coded basis. Reward values are calculated with the distance between the output spike train of the network and a reference target one. Results show that the network is able to capture the required dynamics and that the proposed framework can reveal indeed an integrated version of Hebbian and RL. The proposed framework is tractable and less computationally expensive. The framework is applicable to a wide class of synaptic models and is not restricted to the used neural representation. This generality, along with the reported results, supports adopting the introduced approach to benefit from the biologically plausible synaptic models in a wide range of intuitive signal processing.

  11. A framework for technological learning in the supply chain: A case study on CdTe photovoltaics

    International Nuclear Information System (INIS)

    Bergesen, Joseph D.; Suh, Sangwon

    2016-01-01

    Highlights: • A framework for technological learning in the supply chain is proposed. • This framework separates learning effects on value added and intermediate inputs. • Supply-chain learning can project both changing environmental impacts and costs. • Learning upstream in the supply chain can influence observed learning rates. • An example for CdTe photovoltaics illustrates how this framework can be implemented. - Abstract: Accounting for technological changes and innovation is important when assessing the implications of rapidly-developing greenhouse gas (GHG) mitigation technologies. Technological learning curves have been commonly used as a tool to understand technological change as a function of cumulative production. Traditional learning curve approaches, however, do not distinguish the direct and upstream, supply chain technological changes by which cost reductions are achieved. While recent advances in learning curves have focused on distinguishing the different physical and economic drivers of learning, forecasted technological changes have not been applied to estimate the potential changes in the environmental performance of a technology. This article illustrates how distinguishing the different effects of technological learning throughout the supply chain can help assess the changing costs, environmental impacts and natural resource implications of technologies as they develop. We propose a mathematical framework to distinguish the effects of learning on the direct inputs to a technology from the effects of learning on value added, and we incorporate those effects throughout the supply chain of a technology using a life cycle assessment (LCA) framework. An example for cadmium telluride (CdTe) photovoltaics (PV) illustrates how the proposed framework can be implemented. Results show that that life cycle GHG emissions can decrease at least 40% and costs can decrease at least 50% as cumulative production of CdTe reaches 100 GW. Technological

  12. Conceptualizing Debates in Learning and Educational Research: Toward a Complex Systems Conceptual Framework of Learning

    Science.gov (United States)

    Jacobson, Michael J.; Kapur, Manu; Reimann, Peter

    2016-01-01

    This article proposes a conceptual framework of learning based on perspectives and methodologies being employed in the study of complex physical and social systems to inform educational research. We argue that the contexts in which learning occurs are complex systems with elements or agents at different levels--including neuronal, cognitive,…

  13. A Multimodal Interaction Framework for Blended Learning

    DEFF Research Database (Denmark)

    Vidakis, Nikolaos; Kalafatis, Konstantinos; Triantafyllidis, Georgios

    2016-01-01

    Humans interact with each other by utilizing the five basic senses as input modalities, whereas sounds, gestures, facial expressions etc. are utilized as output modalities. Multimodal interaction is also used between humans and their surrounding environment, although enhanced with further senses ...... framework enabling deployment of a vast variety of modalities, tailored appropriately for use in blended learning environment....

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

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

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

  15. A systemic framework for managing e-learning adoption in campus universities: individual strategies in context

    Directory of Open Access Journals (Sweden)

    Carol Russell

    2009-12-01

    Full Text Available There are hopes that new learning technologies will help to transform university learning and teaching into a more engaging experience for twenty-first-century students. But since 2000 the changes in campus university teaching have been more limited than expected. I have drawn on ideas from organisational change management research to investigate why this is happening in one particular campus university context. My study examines the strategies of individual lecturers for adopting e-learning within their disciplinary, departmental and university work environments to develop a conceptual framework for analysing university learning and teaching as a complex adaptive system. This conceptual framework links the processes through which university teaching changes, the resulting forms of learning activity and the learning technologies used – all within the organisational context of the university. The framework suggests that systemic transformation of a university's learning and teaching requires coordinated change across activities that have traditionally been managed separately in campus universities. Without such coordination, established ways of organising learning and teaching will reassert themselves, as support staff and lecturers seek to optimise their own work locally. The conceptual framework could inform strategies for realising the full benefits of new learning technologies in other campus universities.

  16. Expanding the Frontiers of National Qualifications Frameworks through Lifelong Learning

    Science.gov (United States)

    Owusu-Agyeman, Yaw

    2017-01-01

    The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance "formal" learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of "non-formal"…

  17. SQL Collaborative Learning Framework Based on SOA

    Science.gov (United States)

    Armiati, S.; Awangga, RM

    2018-04-01

    The research is focused on designing collaborative learning-oriented framework fulfilment service in teaching SQL Oracle 10g. Framework built a foundation of academic fulfilment service performed by a layer of the working unit in collaboration with Program Studi Manajemen Informatika. In the design phase defined what form of collaboration models and information technology proposed for Program Studi Manajemen Informatika by using a framework of collaboration inspired by the stages of modelling a Service Oriented Architecture (SOA). Stages begin with analyzing subsystems, this activity is used to determine subsystem involved and reliance as well as workflow between the subsystems. After the service can be identified, the second phase is designing the component specifications, which details the components that are implemented in the service to include the data, rules, services, profiles can be configured, and variations. The third stage is to allocate service, set the service to the subsystems that have been identified, and its components. Implementation framework contributes to the teaching guides and application architecture that can be used as a landing realize an increase in service by applying information technology.

  18. A leadership framework to support the use of e-learning resources.

    Science.gov (United States)

    McCutcheon, Karen

    2014-06-01

    Recognition needs to be given to emerging postgraduate nursing students' status of 'consumer', and the challenge for nurse education is to remain relevant and competitive in a consumer-led market. An e-learning model has been suggested as a competitive and contemporary way forward for student consumers, but successful introduction of this requires leadership and strong organisational management systems. This article applies the NHS leadership framework to nurse education in relation to implementation of e-learning and describes and interprets each element for application in higher education settings. By applying a leadership framework that acknowledges the skills and abilities of staff and encourages the formation of collaborative partnerships in the wider university community, educators can begin to develop skills and confidence in teaching using e-learning resources.

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

    Science.gov (United States)

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

    2015-01-01

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

  20. Evaluating QR Code Case Studies Using a Mobile Learning Framework

    Science.gov (United States)

    Rikala, Jenni

    2014-01-01

    The aim of this study was to evaluate the feasibility of Quick Response (QR) codes and mobile devices in the context of Finnish basic education. The feasibility was analyzed through a mobile learning framework, which includes the core characteristics of mobile learning. The study is part of a larger research where the aim is to develop a…

  1. Teachers' Knowing How to Use Technology: Exploring a Conceptual Framework for Purposeful Learning Activity

    Science.gov (United States)

    Fisher, Tony; Denning, Tim; Higgins, Chris; Loveless, Avril

    2012-01-01

    This article describes a project to apply and validate a conceptual framework of clusters of purposeful learning activity involving ICT tools. The framework, which is based in a socio-cultural perspective, is described as "DECK", and comprises the following major categories of the use of digital technologies to support learning:…

  2. A Conceptual Framework for Web-Based Learning Design

    Science.gov (United States)

    Alomyan, Hesham

    2017-01-01

    The purpose of this paper is to provide a coherent framework to present the relationship between individual differences and web-based learning. Two individual difference factors have been identified for investigation within the present paper: Cognitive style and prior knowledge. The importance of individual differences is reviewed and previous…

  3. Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

    OpenAIRE

    Paula Miranda; Pedro Isaias; Carlos J Costa; Sara Pifano

    2017-01-01

    Aim/Purpose: As e-Learning 3.0 evolves from a theoretical construct into an actual solution for online learning, it becomes crucial to accompany this progress by scrutinising the elements that are at the origin of its success. Background: This paper outlines a framework of e-Learning 3.0’s critical success factors and its empirical validation. Methodology: The framework is the result of an extensive literature review and its empirical substantiation derives from semi-structured inte...

  4. A Framework for Developing Self-Directed Technology Use for Language Learning

    Science.gov (United States)

    Lai, Chun

    2013-01-01

    Critical to maximizing the potential of technology for learning is enhancing language learners' self-directed use of technology for learning purposes. This study aimed to enhance our understanding of the determinants of self-directed technology use through the construction of a structural equation modelling (SEM) framework of factors and…

  5. Social Support System in Learning Network for lifelong learners: A Conceptual framework

    NARCIS (Netherlands)

    Nadeem, Danish; Stoyanov, Slavi; Koper, Rob

    2009-01-01

    Nadeem, D., Stoyanov, S., & Koper, R. (2009). Social support system in learning network for lifelong learners: A Conceptual framework [Special issue]. International Journal of Continuing Engineering Education and Life-Long Learning, 19(4/5/6), 337-351.

  6. ‘Living' theory: a pedagogical framework for process support in networked learning

    Directory of Open Access Journals (Sweden)

    Philipa Levy

    2006-12-01

    Full Text Available This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case-study analysis of learners' experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case-study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes–orientation, communication, socialisation and organisation–that were associated with ‘learning to learn' in the course's networked environment, and offers a flavour of participants' experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process-focused (as well as domain-focused learning tasks.

  7. Children Learning to Use Technologies through Play: A Digital Play Framework

    Science.gov (United States)

    Bird, Jo; Edwards, Susan

    2015-01-01

    Digital technologies are increasingly acknowledged as an important aspect of early childhood education. A significant problem for early childhood education has been how to understand the pedagogical use of technologies in a sector that values play-based learning. This paper presents a new framework to understand how children learn to use…

  8. Implementation of a Framework for Collaborative Social Networks in E-Learning

    Science.gov (United States)

    Maglajlic, Seid

    2016-01-01

    This paper describes the implementation of a framework for the construction and utilization of social networks in ELearning. These social networks aim to enhance collaboration between all E-Learning participants (i.e. both traineeto-trainee and trainee-to-tutor communication are targeted). E-Learning systems that include a so-called "social…

  9. Evaluation Framework EFI for Measuring the Impact of Learning, Education and Training

    NARCIS (Netherlands)

    Stracke, Christian M.

    2016-01-01

    This article introduces the Evaluation Framework EFI for the Impact Measurement of learning, education and training: The Evaluation Framework for Impact Measurement was developed for specifying the evaluation phase and its objectives and tasks within the IDEAL Reference Model for the introduction

  10. A Framework for Hierarchical Perception-Action Learning Utilizing Fuzzy Reasoning.

    Science.gov (United States)

    Windridge, David; Felsberg, Michael; Shaukat, Affan

    2013-02-01

    Perception-action (P-A) learning is an approach to cognitive system building that seeks to reduce the complexity associated with conventional environment-representation/action-planning approaches. Instead, actions are directly mapped onto the perceptual transitions that they bring about, eliminating the need for intermediate representation and significantly reducing training requirements. We here set out a very general learning framework for cognitive systems in which online learning of the P-A mapping may be conducted within a symbolic processing context, so that complex contextual reasoning can influence the P-A mapping. In utilizing a variational calculus approach to define a suitable objective function, the P-A mapping can be treated as an online learning problem via gradient descent using partial derivatives. Our central theoretical result is to demonstrate top-down modulation of low-level perceptual confidences via the Jacobian of the higher levels of a subsumptive P-A hierarchy. Thus, the separation of the Jacobian as a multiplying factor between levels within the objective function naturally enables the integration of abstract symbolic manipulation in the form of fuzzy deductive logic into the P-A mapping learning. We experimentally demonstrate that the resulting framework achieves significantly better accuracy than using P-A learning without top-down modulation. We also demonstrate that it permits novel forms of context-dependent multilevel P-A mapping, applying the mechanism in the context of an intelligent driver assistance system.

  11. An Analysis of Learning Activities in a Technology Education Textbook for Teachers : Learning Process Based on Contents Framework and Learning Scene to Develop Technological Literacy

    OpenAIRE

    Yata, Chikahiko; Hamamoto, Kengo; Oguri, Takenori

    2014-01-01

    This study analyzed the learning activities in a textbook on technology education for teachers, in order to examine the learning processes and learning scenes detailed therein. Results of analyzing learning process, primary learning activity found each contents framework. Other learning activities designated to be related to complementary in learning process. Results of analyzing learning scene, 14 learning scenes, among them "Scene to recognize the impact on social life and progress of techn...

  12. A framework for exploring integrated learning systems for the governance and management of public protected areas.

    Science.gov (United States)

    Nkhata, Bimo Abraham; Breen, Charles

    2010-02-01

    This article discusses how the concept of integrated learning systems provides a useful means of exploring the functional linkages between the governance and management of public protected areas. It presents a conceptual framework of an integrated learning system that explicitly incorporates learning processes in governance and management subsystems. The framework is premised on the assumption that an understanding of an integrated learning system is essential if we are to successfully promote learning across multiple scales as a fundamental component of adaptability in the governance and management of protected areas. The framework is used to illustrate real-world situations that reflect the nature and substance of the linkages between governance and management. Drawing on lessons from North America and Africa, the article demonstrates that the establishment and maintenance of an integrated learning system take place in a complex context which links elements of governance learning and management learning subsystems. The degree to which the two subsystems are coupled influences the performance of an integrated learning system and ultimately adaptability. Such performance is largely determined by how integrated learning processes allow for the systematic testing of societal assumptions (beliefs, values, and public interest) to enable society and protected area agencies to adapt and learn in the face of social and ecological change. It is argued that an integrated perspective provides a potentially useful framework for explaining and improving shared understanding around which the concept of adaptability is structured and implemented.

  13. A Framework for Re-thinking Learning in Science from Recent Cognitive Science Perspectives

    Science.gov (United States)

    Tytler, Russell; Prain, Vaughan

    2010-10-01

    Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative-based representation rather than learners' cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children's learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students' representational resources.

  14. Collaborative learning framework for online stakeholder engagement.

    Science.gov (United States)

    Khodyakov, Dmitry; Savitsky, Terrance D; Dalal, Siddhartha

    2016-08-01

    Public and stakeholder engagement can improve the quality of both research and policy decision making. However, such engagement poses significant methodological challenges in terms of collecting and analysing input from large, diverse groups. To explain how online approaches can facilitate iterative stakeholder engagement, to describe how input from large and diverse stakeholder groups can be analysed and to propose a collaborative learning framework (CLF) to interpret stakeholder engagement results. We use 'A National Conversation on Reducing the Burden of Suicide in the United States' as a case study of online stakeholder engagement and employ a Bayesian data modelling approach to develop a CLF. Our data modelling results identified six distinct stakeholder clusters that varied in the degree of individual articulation and group agreement and exhibited one of the three learning styles: learning towards consensus, learning by contrast and groupthink. Learning by contrast was the most common, or dominant, learning style in this study. Study results were used to develop a CLF, which helps explore multitude of stakeholder perspectives; identifies clusters of participants with similar shifts in beliefs; offers an empirically derived indicator of engagement quality; and helps determine the dominant learning style. The ability to detect learning by contrast helps illustrate differences in stakeholder perspectives, which may help policymakers, including Patient-Centered Outcomes Research Institute, make better decisions by soliciting and incorporating input from patients, caregivers, health-care providers and researchers. Study results have important implications for soliciting and incorporating input from stakeholders with different interests and perspectives. © 2015 The Authors. Health Expectations Published by John Wiley & Sons Ltd.

  15. A pedagogical design pattern framework for sharing experiences and enhancing communities of practice within online and blended learning

    DEFF Research Database (Denmark)

    May, Michael; Neutszky-Wulff, Chresteria; Rosthøj, Susanne

    2016-01-01

    for teachers at the University of Copenhagen a new and simpler pedagogical design pattern framework was developed for interfaculty sharing of experiences and enhancing communities of practice in relation to online and blended learning across the university. The framework of pedagogical design patterns were...... applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework for developing...... new E-learning patterns for online and blended learning courses are discussed....

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

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke; Ørngreen, Rikke

    2012-01-01

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

  17. Formal Learning Sequences and Progression in the Studio: A Framework for Digital Design Education

    Directory of Open Access Journals (Sweden)

    Pontus Wärnestål

    2016-02-01

    Full Text Available This paper examines how to leverage the design studio learning environment throughout long-term Digital Design education in order to support students to progress from tactical, well-defined, device-centric routine design, to confidently design sustainable solutions for strategic, complex, problems for a wide range of devices and platforms in the digital space. We present a framework derived from literature on design, creativity, and theories on learning that: (a implements a theory of formal learning sequences as a user-centered design process in the studio; and (b describes design challenge progressions in the design studio environment modeled in seven dimensions. The framework can be used as a tool for designing, evaluating, and communicating course progressions within – and between series of – design studio courses. This approach is evaluated by implementing a formal learning sequence framework in a series of design studio courses that progress in an undergraduate design-oriented Informatics program. Reflections from students, teachers, and external clients indicate high student motivation and learning goal achievement, high teacher satisfaction and skill development, and high satisfaction among external clients.

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

    Science.gov (United States)

    Lee, Eunbae; Hannafin, Michael J.

    2016-01-01

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

  19. Supporting Collective Inquiry: A Technology Framework for Distributed Learning

    Science.gov (United States)

    Tissenbaum, Michael

    This design-based study describes the implementation and evaluation of a technology framework to support smart classrooms and Distributed Technology Enhanced Learning (DTEL) called SAIL Smart Space (S3). S3 is an open-source technology framework designed to support students engaged in inquiry investigations as a knowledge community. To evaluate the effectiveness of S3 as a generalizable technology framework, a curriculum named PLACE (Physics Learning Across Contexts and Environments) was developed to support two grade-11 physics classes (n = 22; n = 23) engaged in a multi-context inquiry curriculum based on the Knowledge Community and Inquiry (KCI) pedagogical model. This dissertation outlines three initial design studies that established a set of design principles for DTEL curricula, and related technology infrastructures. These principles guided the development of PLACE, a twelve-week inquiry curriculum in which students drew upon their community-generated knowledge base as a source of evidence for solving ill-structured physics problems based on the physics of Hollywood movies. During the culminating smart classroom activity, the S3 framework played a central role in orchestrating student activities, including managing the flow of materials and students using real-time data mining and intelligent agents that responded to emergent class patterns. S3 supported students' construction of knowledge through the use individual, collective and collaborative scripts and technologies, including tablets and interactive large-format displays. Aggregate and real-time ambient visualizations helped the teacher act as a wondering facilitator, supporting students in their inquiry where needed. A teacher orchestration tablet gave the teacher some control over the flow of the scripted activities, and alerted him to critical moments for intervention. Analysis focuses on S3's effectiveness in supporting students' inquiry across multiple learning contexts and scales of time, and in

  20. A Ten-Year Reflection

    Science.gov (United States)

    Phillip, Cyndi

    2016-01-01

    Five initiatives launched during Cyndi Phillip's term as American Association of School Librarians (AASL) President (2006-2007) continue to have an impact on school librarians ten years later. They include the rewriting of AASL's learning standards, introduction of the SKILLS Act, the presentation of the Crystal Apple Award to Scholastic Library…

  1. A blended learning framework for curriculum design and professional development

    Directory of Open Access Journals (Sweden)

    Negin Mirriahi

    2015-10-01

    Full Text Available The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics’ low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.

  2. CULTURE, CULTURE LEARNING AND NEW TECHNOLOGIES: TOWARDS A PEDAGOGICAL FRAMEWORK

    Directory of Open Access Journals (Sweden)

    Mike Levy

    2007-02-01

    Full Text Available This paper seeks to improve approaches to the learning and teaching of culture using new technologies by relating the key qualities and dimensions of the culture concept to elements within a pedagogical framework. In Part One, five facets of the culture concept are developed: culture as elemental; culture as relative; culture as group membership; culture as contested; and culture as individual (variable and multiple. Each perspective aims to provide a focus for thinking about culture, and thereby to provide a valid and useful point of departure for thinking about the practice of culture learning and teaching with new technologies. The referenced literature draws from a broad range of disciplines and definitions of culture. In Part Two, five projects are chosen to represent relevant technologies currently in use for culture learning: e-mail, chat, a discussion forum and a Web-based project. Each project is used to illustrate facets of the culture concept discussed in Part One with a view to identifying key elements within a pedagogical framework that can help us respond effectively to the challenge of culture learning and teaching utilising new technologies. Thus the goal is to align fundamental qualities of the culture concept with specific pedagogical designs, tasks and technologies.

  3. Video copy protection and detection framework (VPD) for e-learning systems

    Science.gov (United States)

    ZandI, Babak; Doustarmoghaddam, Danial; Pour, Mahsa R.

    2013-03-01

    This Article reviews and compares the copyright issues related to the digital video files, which can be categorized as contended based and Digital watermarking copy Detection. Then we describe how to protect a digital video by using a special Video data hiding method and algorithm. We also discuss how to detect the copy right of the file, Based on expounding Direction of the technology of the video copy detection, and Combining with the own research results, brings forward a new video protection and copy detection approach in terms of plagiarism and e-learning systems using the video data hiding technology. Finally we introduce a framework for Video protection and detection in e-learning systems (VPD Framework).

  4. A reference model and technical framework for mobile social software for learning

    NARCIS (Netherlands)

    De Jong, Tim; Specht, Marcus; Koper, Rob

    2008-01-01

    De Jong,T., Specht, M., & Koper, R. (2008). A reference model and technical framework for mobile social software for learning. In I. A. Sánchez & P. Isaías (Eds.), Proceedings of the IADIS Mobile Learning Conference 2008 (pp. 206-210). April, 11-13, 2008, Carvoeiro, Portugal.

  5. A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types

    Directory of Open Access Journals (Sweden)

    Yeonjeong Park

    2011-02-01

    Full Text Available Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning with electronic learning (e-learning and ubiquitous learning (u-learning and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1 high transactional distance socialized m-learning, 2 high transactional distance individualized m-learning, 3 low transactional distance socialized m-learning, and 4 low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

  6. Framework for the Development of OER-Based Learning Materials in ODL Environment

    Science.gov (United States)

    Teng, Khor Ean; Hung, Chung Sheng

    2013-01-01

    This paper describes the framework for the development of OER-based learning materials "TCC121/05 Programming Fundamentals with Java" for ODL learners in Wawasan Open University (WOU) using three main development phases mainly: creation, evaluation and production phases. The proposed framework has further been tested on ODL learners to…

  7. A pedagogical design pattern framework for sharing experiences and enhancing communities of practice within online and blended learning

    Directory of Open Access Journals (Sweden)

    Chresteria Neutszky-Wulff

    2016-12-01

    Full Text Available ”Design patterns” were originally proposed in architecture and later in software engineering as a methodology to sketch and share solutions to recurring design problems. In recent years ”pedagogical design patterns” have been introduced as a way to sketch and share good practices in teaching and learning; specifically in the context of technology-enhanced learning (e-learning. Several attempts have been made to establish a framework for describing and sharing such e-learning patterns, but so far they have had limited success. At a series of workshops in a competence-development project for teachers at the University of Copenhagen a new and simpler pedagogical design pattern framework was developed for interfaculty sharing of experiences and enhancing communities of practice in relation to online and blended learning across the university. In this study, the new pedagogical design pattern framework is applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework for developing new E-learning patterns for online and blended learning courses are discussed.

  8. Learning in Physics by Doing Laboratory Work: Towards a New Conceptual Framework

    Science.gov (United States)

    Danielsson, Anna Teresia; Linder, Cedric

    2009-01-01

    Drawing on a study that explores university students' experiences of doing laboratory work in physics, this article outlines a proposed conceptual framework for extending the exploration of the gendered experience of learning. In this framework situated cognition and post-structural gender theory are merged together. By drawing on data that aim at…

  9. The Belem Framework for Action: Harnessing the Power and Potential of Adult Learning and Education for a Viable Future

    Science.gov (United States)

    Adult Learning, 2012

    2012-01-01

    This article presents the Belem Framework for Action. This framework focuses on harnessing the power and potential of adult learning and education for a viable future. This framework begins with a preamble on adult education and towards lifelong learning.

  10. Design, Explanation, and Evaluation of Training Model Structures Based on Learning Organization--In the Cement Industry with a Nominal Production Capacity of Ten Thousand Tons

    Science.gov (United States)

    Rahimian, Hamid; Kazemi, Mojtaba; Abbspour, Abbas

    2017-01-01

    This research aims to determine the effectiveness of training based on learning organization in the staff of cement industry with production capacity over ten thousand tons. The purpose of this study is to propose a training model based on learning organization. For this purpose, the factors of organizational learning were introduced by…

  11. Developing an Evaluation Framework of Quality Indicators for Learning Analytics

    NARCIS (Netherlands)

    Scheffel, Maren; Drachsler, Hendrik; Specht, Marcus

    2017-01-01

    This paper presents results from the continuous process of developing an evaluation framework of quality indicators for learning analytics (LA). Building on a previous study, a group concept mapping approach that uses multidimensional scaling and hierarchical clustering, the study presented here

  12. Psychological theory and pedagogical effectiveness: the learning promotion potential framework.

    Science.gov (United States)

    Tomlinson, Peter

    2008-12-01

    After a century of educational psychology, eminent commentators are still lamenting problems besetting the appropriate relating of psychological insights to teaching design, a situation not helped by the persistence of crude assumptions concerning the nature of pedagogical effectiveness. To propose an analytical or meta-theoretical framework based on the concept of learning promotion potential (LPP) as a basis for understanding the basic relationship between psychological insights and teaching strategies, and to draw out implications for psychology-based pedagogical design, development and research. This is a theoretical and meta-theoretical paper relying mainly on conceptual analysis, though also calling on psychological theory and research. Since teaching consists essentially in activity designed to promote learning, it follows that a teaching strategy has the potential in principle to achieve particular kinds of learning gains (LPP) to the extent that it embodies or stimulates the relevant learning processes on the part of learners and enables the teacher's functions of on-line monitoring and assistance for such learning processes. Whether a teaching strategy actually does realize its LPP by way of achieving its intended learning goals depends also on the quality of its implementation, in conjunction with other factors in the situated interaction that teaching always involves. The core role of psychology is to provide well-grounded indication of the nature of such learning processes and the teaching functions that support them, rather than to directly generate particular ways of teaching. A critically eclectic stance towards potential sources of psychological insight is argued for. Applying this framework, the paper proposes five kinds of issue to be attended to in the design and evaluation of psychology-based pedagogy. Other work proposing comparable ideas is briefly reviewed, with particular attention to similarities and a key difference with the ideas of Oser

  13. An Experience-Based Learning Framework: Activities for the Initial Development of Sustainability Competencies

    Science.gov (United States)

    Caniglia, Guido; John, Beatrice; Kohler, Martin; Bellina, Leonie; Wiek, Arnim; Rojas, Christopher; Laubichler, Manfred D.; Lang, Daniel

    2016-01-01

    Purpose: This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach: The framework combines mental mapping with exploratory walking. It interweaves…

  14. Architectural Design and the Learning Environment: A Framework for School Design Research

    Science.gov (United States)

    Gislason, Neil

    2010-01-01

    This article develops a theoretical framework for studying how instructional space, teaching and learning are related in practice. It is argued that a school's physical design can contribute to the quality of the learning environment, but several non-architectural factors also determine how well a given facility serves as a setting for teaching…

  15. PEDLA: predicting enhancers with a deep learning-based algorithmic framework.

    Science.gov (United States)

    Liu, Feng; Li, Hao; Ren, Chao; Bo, Xiaochen; Shu, Wenjie

    2016-06-22

    Transcriptional enhancers are non-coding segments of DNA that play a central role in the spatiotemporal regulation of gene expression programs. However, systematically and precisely predicting enhancers remain a major challenge. Although existing methods have achieved some success in enhancer prediction, they still suffer from many issues. We developed a deep learning-based algorithmic framework named PEDLA (https://github.com/wenjiegroup/PEDLA), which can directly learn an enhancer predictor from massively heterogeneous data and generalize in ways that are mostly consistent across various cell types/tissues. We first trained PEDLA with 1,114-dimensional heterogeneous features in H1 cells, and demonstrated that PEDLA framework integrates diverse heterogeneous features and gives state-of-the-art performance relative to five existing methods for enhancer prediction. We further extended PEDLA to iteratively learn from 22 training cell types/tissues. Our results showed that PEDLA manifested superior performance consistency in both training and independent test sets. On average, PEDLA achieved 95.0% accuracy and a 96.8% geometric mean (GM) of sensitivity and specificity across 22 training cell types/tissues, as well as 95.7% accuracy and a 96.8% GM across 20 independent test cell types/tissues. Together, our work illustrates the power of harnessing state-of-the-art deep learning techniques to consistently identify regulatory elements at a genome-wide scale from massively heterogeneous data across diverse cell types/tissues.

  16. Selectivity in associative learning: A cognitive stage framework for blocking and cue competition phenomena

    Directory of Open Access Journals (Sweden)

    Yannick eBoddez

    2014-11-01

    Full Text Available Blocking is the most important phenomenon in the history of associative learning theory: For over 40 years, blocking has inspired a whole generation of learning models. Blocking is part of a family of effects that are typically termed cue competition effects. Common amongst all cue competition effects is that a cue-outcome relation is poorly learned or poorly expressed because the cue is trained in the presence of an alternative predictor or cause of the outcome. We provide an overview of the cognitive processes involved in cue competition effects in humans and propose a stage framework that brings these processes together. The framework contends that the behavioral display of cue competition is cognitively construed following three stages that include (1 an encoding stage, (2 a retention stage, and (3 a performance stage. We argue that the stage framework supports a comprehensive understanding of cue competition effects.

  17. Framework for e-learning assessment in dental education: a global model for the future.

    Science.gov (United States)

    Arevalo, Carolina R; Bayne, Stephen C; Beeley, Josie A; Brayshaw, Christine J; Cox, Margaret J; Donaldson, Nora H; Elson, Bruce S; Grayden, Sharon K; Hatzipanagos, Stylianos; Johnson, Lynn A; Reynolds, Patricia A; Schönwetter, Dieter J

    2013-05-01

    The framework presented in this article demonstrates strategies for a global approach to e-curricula in dental education by considering a collection of outcome assessment tools. By combining the outcomes for overall assessment, a global model for a pilot project that applies e-assessment tools to virtual learning environments (VLE), including haptics, is presented. Assessment strategies from two projects, HapTEL (Haptics in Technology Enhanced Learning) and UDENTE (Universal Dental E-learning), act as case-user studies that have helped develop the proposed global framework. They incorporate additional assessment tools and include evaluations from questionnaires and stakeholders' focus groups. These measure each of the factors affecting the classical teaching/learning theory framework as defined by Entwistle in a standardized manner. A mathematical combinatorial approach is proposed to join these results together as a global assessment. With the use of haptic-based simulation learning, exercises for tooth preparation assessing enamel and dentine were compared to plastic teeth in manikins. Equivalence for student performance for haptic versus traditional preparation methods was established, thus establishing the validity of the haptic solution for performing these exercises. Further data collected from HapTEL are still being analyzed, and pilots are being conducted to validate the proposed test measures. Initial results have been encouraging, but clearly the need persists to develop additional e-assessment methods for new learning domains.

  18. A machine learning-based framework to identify type 2 diabetes through electronic health records.

    Science.gov (United States)

    Zheng, Tao; Xie, Wei; Xu, Liling; He, Xiaoying; Zhang, Ya; You, Mingrong; Yang, Gong; Chen, You

    2017-01-01

    To discover diverse genotype-phenotype associations affiliated with Type 2 Diabetes Mellitus (T2DM) via genome-wide association study (GWAS) and phenome-wide association study (PheWAS), more cases (T2DM subjects) and controls (subjects without T2DM) are required to be identified (e.g., via Electronic Health Records (EHR)). However, existing expert based identification algorithms often suffer in a low recall rate and could miss a large number of valuable samples under conservative filtering standards. The goal of this work is to develop a semi-automated framework based on machine learning as a pilot study to liberalize filtering criteria to improve recall rate with a keeping of low false positive rate. We propose a data informed framework for identifying subjects with and without T2DM from EHR via feature engineering and machine learning. We evaluate and contrast the identification performance of widely-used machine learning models within our framework, including k-Nearest-Neighbors, Naïve Bayes, Decision Tree, Random Forest, Support Vector Machine and Logistic Regression. Our framework was conducted on 300 patient samples (161 cases, 60 controls and 79 unconfirmed subjects), randomly selected from 23,281 diabetes related cohort retrieved from a regional distributed EHR repository ranging from 2012 to 2014. We apply top-performing machine learning algorithms on the engineered features. We benchmark and contrast the accuracy, precision, AUC, sensitivity and specificity of classification models against the state-of-the-art expert algorithm for identification of T2DM subjects. Our results indicate that the framework achieved high identification performances (∼0.98 in average AUC), which are much higher than the state-of-the-art algorithm (0.71 in AUC). Expert algorithm-based identification of T2DM subjects from EHR is often hampered by the high missing rates due to their conservative selection criteria. Our framework leverages machine learning and feature

  19. Developing a Framework for Social Technologies in Learning via Design-Based Research

    Science.gov (United States)

    Parmaxi, Antigoni; Zaphiris, Panayiotis

    2015-01-01

    This paper reports on the use of design-based research (DBR) for the development of a framework that grounds the use of social technologies in learning. The paper focuses on three studies which step on the learning theory of constructionism. Constructionism assumes that knowledge is better gained when students find this knowledge for themselves…

  20. Conceptual Framework: Development of Interactive Reading Malay Language Learning System (I-ReaMaLLS

    Directory of Open Access Journals (Sweden)

    Ismail Nurulisma

    2018-01-01

    Full Text Available Reading is very important to access knowledge. Reading skills starts during preschool level no matter of the types of languages. At present, there are many preschool children who are still unable to recognize letters or even words. This leads to the difficulties in reading. Therefore, there is a need of intervention in reading to overcome such problems. Thus, technologies were adapted in enhancing learning skills, especially in learning to read among the preschool children. Phonological is one of the factors to be considered to ensure a smooth of transition into reading. Phonological concept enables the first learner to easily learn reading such to learn reading Malay language. The medium of learning to read Malay language can be assisted via the supportive of multimedia technology to enhance the preschool children learning. Thus, an interactive system is proposed via a development of interactive reading Malay language learning system, which is called as I-ReaMaLLS. As a part of the development of I-ReaMaLLS, this paper focus on the development of conceptual framework in developing interactive reading Malay language learning system (I-ReaMaLLS. I-ReaMaLLS is voice based system that facilitates the preschool learner in learning reading Malay language. The conceptual framework of developing I-ReaMaLLS is conceptualized based on the initial study conducted via methods of literature review and observation with the preschool children, aged 5 – 6 years. As the result of the initial study, research objectives have been affirmed that finally contributes to the design of conceptual framework for the development of I-ReaMaLLS.

  1. Towards a Framework for Learning in the OSMA Serious Game Engine

    Directory of Open Access Journals (Sweden)

    Tanguy Coenen

    2010-11-01

    Full Text Available Online multiplayer serious games offer a way to support learning in a gaming paradigm that is familiar to many players and has proven its effectiveness in providing sustainably enjoyable gameplay. We aim to decrease development cost for these games by providing a modular game design framework and a component-based technical architecture. The technical architecture and the game design framework will be implemented and iteratively refined through two proofs of concept.

  2. Students' "Uses and Gratification Expectancy" Conceptual Framework in Relation to E-Learning Resources

    Science.gov (United States)

    Mondi, Makingu; Woods, Peter; Rafi, Ahmad

    2007-01-01

    This paper presents the systematic development of a "Uses and Gratification Expectancy" (UGE) conceptual framework which is able to predict students' "Perceived e-Learning Experience." It is argued that students' UGE as regards e-learning resources cannot be implicitly or explicitly explored without first examining underlying communication…

  3. A web-based e-learning framework for public perception and acceptance on nuclear energy

    International Nuclear Information System (INIS)

    Zhou Yangping; Yoshikawa, Hidekazu; Liu Jingquan; Ouyang, Jun; Lu Daogang

    2005-01-01

    Now, public acceptance plays a central role in the nuclear energy. Public concerns on safety and sustainability of nuclear energy, ground nuclear power in many countries and territories to a stop or even a downfall. In this study, an e-learning framework by using Internet, is proposed for public education in order to boost public perception on nuclear energy, which will certainly affect public acceptance toward it. This study aims at investigating public perception and acceptance on nuclear energy in a continuous and accurate manner. In addition, this e-learning framework can promote public perception on nuclear energy by using teaching material with a graphical hierarchy about knowledge of nuclear energy. This web-based e-learning framework mainly consists of two components: (1) an e-learning support module which continuously investigates public perception and acceptance toward nuclear energy and teaches public knowledge about nuclear energy; (2) an updating module which may improve the education materials by analyzing the effect of education or proving the materials submitted by the visitors through Wiki pages. Advantages and future work of this study are also generally described. (author)

  4. Top-Ten IT Issues: 2009

    Science.gov (United States)

    Agee, Anne Scrivener; Yang, Catherine

    2009-01-01

    This article presents the top-ten IT-related issues in terms of strategic importance to the institution, as revealed by the tenth annual EDUCAUSE Current Issues Survey. These IT-related issues include: (1) Funding IT; (2) Administrative/ERP Information Systems; (3) Security; (4) Infrastructure/Cyberinfrastructure; (5) Teaching and Learning with…

  5. When Playing Meets Learning: Methodological Framework for Designing Educational Games

    Science.gov (United States)

    Linek, Stephanie B.; Schwarz, Daniel; Bopp, Matthias; Albert, Dietrich

    Game-based learning builds upon the idea of using the motivational potential of video games in the educational context. Thus, the design of educational games has to address optimizing enjoyment as well as optimizing learning. Within the EC-project ELEKTRA a methodological framework for the conceptual design of educational games was developed. Thereby state-of-the-art psycho-pedagogical approaches were combined with insights of media-psychology as well as with best-practice game design. This science-based interdisciplinary approach was enriched by enclosed empirical research to answer open questions on educational game-design. Additionally, several evaluation-cycles were implemented to achieve further improvements. The psycho-pedagogical core of the methodology can be summarized by the ELEKTRA's 4Ms: Macroadaptivity, Microadaptivity, Metacognition, and Motivation. The conceptual framework is structured in eight phases which have several interconnections and feedback-cycles that enable a close interdisciplinary collaboration between game design, pedagogy, cognitive science and media psychology.

  6. A Novel Extreme Learning Control Framework of Unmanned Surface Vehicles.

    Science.gov (United States)

    Wang, Ning; Sun, Jing-Chao; Er, Meng Joo; Liu, Yan-Cheng

    2016-05-01

    In this paper, an extreme learning control (ELC) framework using the single-hidden-layer feedforward network (SLFN) with random hidden nodes for tracking an unmanned surface vehicle suffering from unknown dynamics and external disturbances is proposed. By combining tracking errors with derivatives, an error surface and transformed states are defined to encapsulate unknown dynamics and disturbances into a lumped vector field of transformed states. The lumped nonlinearity is further identified accurately by an extreme-learning-machine-based SLFN approximator which does not require a priori system knowledge nor tuning input weights. Only output weights of the SLFN need to be updated by adaptive projection-based laws derived from the Lyapunov approach. Moreover, an error compensator is incorporated to suppress approximation residuals, and thereby contributing to the robustness and global asymptotic stability of the closed-loop ELC system. Simulation studies and comprehensive comparisons demonstrate that the ELC framework achieves high accuracy in both tracking and approximation.

  7. A Framework for Assessing High School Students' Statistical Reasoning.

    Science.gov (United States)

    Chan, Shiau Wei; Ismail, Zaleha; Sumintono, Bambang

    2016-01-01

    Based on a synthesis of literature, earlier studies, analyses and observations on high school students, this study developed an initial framework for assessing students' statistical reasoning about descriptive statistics. Framework descriptors were established across five levels of statistical reasoning and four key constructs. The former consisted of idiosyncratic reasoning, verbal reasoning, transitional reasoning, procedural reasoning, and integrated process reasoning. The latter include describing data, organizing and reducing data, representing data, and analyzing and interpreting data. In contrast to earlier studies, this initial framework formulated a complete and coherent statistical reasoning framework. A statistical reasoning assessment tool was then constructed from this initial framework. The tool was administered to 10 tenth-grade students in a task-based interview. The initial framework was refined, and the statistical reasoning assessment tool was revised. The ten students then participated in the second task-based interview, and the data obtained were used to validate the framework. The findings showed that the students' statistical reasoning levels were consistent across the four constructs, and this result confirmed the framework's cohesion. Developed to contribute to statistics education, this newly developed statistical reasoning framework provides a guide for planning learning goals and designing instruction and assessments.

  8. Evidence-based Frameworks for Teaching and Learning in Classical Singing Training: A Systematic Review.

    Science.gov (United States)

    Crocco, Laura; Madill, Catherine J; McCabe, Patricia

    2017-01-01

    The study systematically reviews evidence-based frameworks for teaching and learning of classical singing training. This is a systematic review. A systematic literature search of 15 electronic databases following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines was conducted. Eligibility criteria included type of publication, participant characteristics, intervention, and report of outcomes. Quality rating scales were applied to support assessment of the included literature. Data analysis was conducted using meta-aggregation. Nine papers met the inclusion criteria. No complete evidence-based teaching and learning framework was found. Thematic content analysis showed that studies either (1) identified teaching practices in one-to-one lessons, (2) identified student learning strategies in one-to-one lessons or personal practice sessions, and (3) implemented a tool to enhance one specific area of teaching and learning in lessons. The included studies showed that research in music education is not always specific to musical genre or instrumental group, with four of the nine studies including participant teachers and students of classical voice training only. The overall methodological quality ratings were low. Research in classical singing training has not yet developed an evidence-based framework for classical singing training. This review has found that introductory information on teaching and learning practices has been provided, and tools have been suggested for use in the evaluation of the teaching-learning process. High-quality methodological research designs are needed. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  9. The RISE Framework: Using Learning Analytics to Automatically Identify Open Educational Resources for Continuous Improvement

    Science.gov (United States)

    Bodily, Robert; Nyland, Rob; Wiley, David

    2017-01-01

    The RISE (Resource Inspection, Selection, and Enhancement) Framework is a framework supporting the continuous improvement of open educational resources (OER). The framework is an automated process that identifies learning resources that should be evaluated and either eliminated or improved. This is particularly useful in OER contexts where the…

  10. Formal Framework to improve the reliability of concurrent and collaborative learning games

    Directory of Open Access Journals (Sweden)

    Mounier

    2014-05-01

    Full Text Available Multi-player learning games are complex software applications resulting from a costly and complex engineering process, and involving multiple stakeholders (domain experts, teachers, game designers, programmers, testers, etc.. Moreover, they are dynamic systems that evolve over time and implement complex interactions between objects and players. Usually, once a learning game is developed, testing activities are conducted by humans who explore the possible executions of the game’s scenario to detect bugs. The complexity and the dynamic nature of multiplayer learning games enforces the complexity of testing activities. Indeed, it is impracticable to explore manually all possible executions due to their huge number. Moreover, the test cannot verify some properties on multi-player and collaborative scenarios, such as paths leading to deadlock between learners or prevent learners to meet all objectives and win the game. This type of properties should be verified at the design stage. We propose a framework enabling a formal modeling of game scenarios and an associated automatic verification of learning game’s scenario at the design stage of the development process.We use Symmetric Petri nets as a modeling language and choose to verify properties by means of model checkers. This paper discusses the possibilities offered by this framework to verify learning game’s properties before the programming stage.

  11. A Framework for Culturally Relevant Online Learning: Lessons from Alaska's Tribal Health Workers.

    Science.gov (United States)

    Cueva, Katie; Cueva, Melany; Revels, Laura; Lanier, Anne P; Dignan, Mark; Viswanath, K; Fung, Teresa T; Geller, Alan C

    2018-03-22

    Culturally relevant health promotion is an opportunity to reduce health inequities in diseases with modifiable risks, such as cancer. Alaska Native people bear a disproportionate cancer burden, and Alaska's rural tribal health workers consequently requested cancer education accessible online. In response, the Alaska Native Tribal Health Consortium cancer education team sought to create a framework for culturally relevant online learning to inform the creation of distance-delivered cancer education. Guided by the principles of community-based participatory action research and grounded in empowerment theory, the project team conducted a focus group with 10 Alaska Native education experts, 12 culturally diverse key informant interviews, a key stakeholder survey of 62 Alaska Native tribal health workers and their instructors/supervisors, and a literature review on distance-delivered education with Alaska Native or American Indian people. Qualitative findings were analyzed in Atlas.ti, with common themes presented in this article as a framework for culturally relevant online education. This proposed framework includes four principles: collaborative development, interactive content delivery, contextualizing learning, and creating connection. As an Alaskan tribal health worker shared "we're all in this together. All about conversations, relationships. Always learn from you/with you, together what we know and understand from the center of our experience, our ways of knowing, being, caring." The proposed framework has been applied to support cancer education and promote cancer control with Alaska Native people and has motivated health behavior change to reduce cancer risk. This framework may be adaptable to other populations to guide effective and culturally relevant online interventions.

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

    Directory of Open Access Journals (Sweden)

    Guanqiu Qi

    2017-10-01

    Full Text Available Image fusion is widely used in different areas and can integrate complementary and relevant information of source images captured by multiple sensors into a unitary synthetic image. Medical image fusion, as an important image fusion application, can extract the details of multiple images from different imaging modalities and combine them into an image that contains complete and non-redundant information for increasing the accuracy of medical diagnosis and assessment. The quality of the fused image directly affects medical diagnosis and assessment. However, existing solutions have some drawbacks in contrast, sharpness, brightness, blur and details. This paper proposes an integrated dictionary-learning and entropy-based medical image-fusion framework that consists of three steps. First, the input image information is decomposed into low-frequency and high-frequency components by using a Gaussian filter. Second, low-frequency components are fused by weighted average algorithm and high-frequency components are fused by the dictionary-learning based algorithm. In the dictionary-learning process of high-frequency components, an entropy-based algorithm is used for informative blocks selection. Third, the fused low-frequency and high-frequency components are combined to obtain the final fusion results. The results and analyses of comparative experiments demonstrate that the proposed medical image fusion framework has better performance than existing solutions.

  13. Validation of an e-Learning 3.0 Critical Success Factors Framework: A Qualitative Research

    Science.gov (United States)

    Miranda, Paula; Isaias, Pedro; Costa, Carlos J.; Pifano, Sara

    2017-01-01

    Aim/Purpose: As e-Learning 3.0 evolves from a theoretical construct into an actual solution for online learning, it becomes crucial to accompany this progress by scrutinising the elements that are at the origin of its success. Background: This paper outlines a framework of e-Learning 3.0's critical success factors and its empirical validation.…

  14. Praxis and reflexivity for interprofessional education: towards an inclusive theoretical framework for learning.

    Science.gov (United States)

    Hutchings, Maggie; Scammell, Janet; Quinney, Anne

    2013-09-01

    While there is growing evidence of theoretical perspectives adopted in interprofessional education, learning theories tend to foreground the individual, focusing on psycho-social aspects of individual differences and professional identity to the detriment of considering social-structural factors at work in social practices. Conversely socially situated practice is criticised for being context-specific, making it difficult to draw generalisable conclusions for improving interprofessional education. This article builds on a theoretical framework derived from earlier research, drawing on the dynamics of Dewey's experiential learning theory and Archer's critical realist social theory, to make a case for a meta-theoretical framework enabling social-constructivist and situated learning theories to be interlinked and integrated through praxis and reflexivity. Our current analysis is grounded in an interprofessional curriculum initiative mediated by a virtual community peopled by health and social care users. Student perceptions, captured through quantitative and qualitative data, suggest three major disruptive themes, creating opportunities for congruence and disjuncture and generating a model of zones of interlinked praxis associated with professional differences and identity, pedagogic strategies and technology-mediated approaches. This model contributes to a framework for understanding the complexity of interprofessional learning and offers bridges between individual and structural factors for engaging with the enablements and constraints at work in communities of practice and networks for interprofessional education.

  15. Toward a common theory for learning from reward, affect, and motivation: the SIMON framework.

    Science.gov (United States)

    Madan, Christopher R

    2013-10-07

    While the effects of reward, affect, and motivation on learning have each developed into their own fields of research, they largely have been investigated in isolation. As all three of these constructs are highly related, and use similar experimental procedures, an important advance in research would be to consider the interplay between these constructs. Here we first define each of the three constructs, and then discuss how they may influence each other within a common framework. Finally, we delineate several sources of evidence supporting the framework. By considering the constructs of reward, affect, and motivation within a single framework, we can develop a better understanding of the processes involved in learning and how they interplay, and work toward a comprehensive theory that encompasses reward, affect, and motivation.

  16. Comparison of hand-craft feature based SVM and CNN based deep learning framework for automatic polyp classification.

    Science.gov (United States)

    Younghak Shin; Balasingham, Ilangko

    2017-07-01

    Colonoscopy is a standard method for screening polyps by highly trained physicians. Miss-detected polyps in colonoscopy are potential risk factor for colorectal cancer. In this study, we investigate an automatic polyp classification framework. We aim to compare two different approaches named hand-craft feature method and convolutional neural network (CNN) based deep learning method. Combined shape and color features are used for hand craft feature extraction and support vector machine (SVM) method is adopted for classification. For CNN approach, three convolution and pooling based deep learning framework is used for classification purpose. The proposed framework is evaluated using three public polyp databases. From the experimental results, we have shown that the CNN based deep learning framework shows better classification performance than the hand-craft feature based methods. It achieves over 90% of classification accuracy, sensitivity, specificity and precision.

  17. A framework to develop a clinical learning culture in health facilities: ideas from the literature.

    Science.gov (United States)

    Henderson, A; Briggs, J; Schoonbeek, S; Paterson, K

    2011-06-01

    Internationally, there is an increase in demand to educate nurses within the clinical practice environment. Clinical practice settings that encourage teaching and learning during episodes of care delivery can be powerful in educating both the existing nursing workforce and nursing students. This paper presents a framework, informed by the literature, that identifies the key factors that are needed to encourage the interactions fundamental to learning in clinical practice. Learning occurs when nurses demonstrate good practice, share their knowledge through conversations and discussions, and also provide feedback to learners, such as students and novices. These types of interactions occur when positive leadership practices encourage trust and openness between staff; when the management team provides sessions for staff to learn how to interact with learners, and also when partnerships provide support and guidance around learning in the workplace. APPLICATION OF CONCEPTS: This framework presents how the concepts of leadership, management and partnership interact to create and sustain learning environments. The feedback from proposed measurement tools can provide valuable information about the positive and negative aspects of these concepts in the clinical learning environment. Analysis of the subscales can assist in identifying appropriate recommended strategies outlined in the framework to guide nurses in improving the recognized deficits in the relationship between the concepts. Leadership, management and partnerships are pivotal for the creation and maintenance of positive learning environments. Diagnostic measurement tools can provide specific information about weaknesses across these areas. This knowledge can guide future initiatives. © 2011 The Authors. International Nursing Review © 2011 International Council of Nurses.

  18. A Framework for Research on E-Learning Assimilation in SMEs: A Strategic Perspective

    Science.gov (United States)

    Raymond, Louis; Uwizeyemungu, Sylvestre; Bergeron, Francois; Gauvin, Stephane

    2012-01-01

    Purpose: This study aims to propose an integrative conceptual framework of e-learning adoption and assimilation that is adapted to the specific context of small to medium-sized enterprises (SMEs). Design/methodology/approach: The literature on the state of e-learning usage in SMEs and on the IT adoption and assimilation factors that can be…

  19. Towards a common theory for learning from reward, affect, and motivation: The SIMON framework

    Directory of Open Access Journals (Sweden)

    Christopher R Madan

    2013-10-01

    Full Text Available While the effects of reward, affect, and motivation on learning have each developed into their own fields of research, they largely have been investigated in isolation. As all three of these constructs are highly related, and use similar experimental procedures, an important advance in research would be to consider the interplay between these constructs. Here we first define each of the three constructs, and then discuss how they may influence each other within a common framework. Finally, we delineate several sources of evidence supporting the framework. By considering the constructs of reward, affect, and motivation within a single framework, we can develop a better understanding of the processes involved in learning and how they interplay, and work towards a comprehensive theory that encompasses reward, affect, and motivation.

  20. The Social Outcomes of Older Adult Learning in Taiwan: Evaluation Framework and Indicators

    Science.gov (United States)

    Lin, Li-Hui

    2015-01-01

    The purpose of this study is to explore the social outcomes of older adult learning in Taiwan. In light of our society's aging population structure, the task of establishing evaluation framework and indicators for the social outcomes of learning (SOL) as applied to older adults is urgent. In order to construct evaluation indicators for older adult…

  1. Quantitative Reasoning Learning Progressions for Environmental Science: Developing a Framework

    Directory of Open Access Journals (Sweden)

    Robert L. Mayes

    2013-01-01

    Full Text Available Quantitative reasoning is a complex concept with many definitions and a diverse account in the literature. The purpose of this article is to establish a working definition of quantitative reasoning within the context of science, construct a quantitative reasoning framework, and summarize research on key components in that framework. Context underlies all quantitative reasoning; for this review, environmental science serves as the context.In the framework, we identify four components of quantitative reasoning: the quantification act, quantitative literacy, quantitative interpretation of a model, and quantitative modeling. Within each of these components, the framework provides elements that comprise the four components. The quantification act includes the elements of variable identification, communication, context, and variation. Quantitative literacy includes the elements of numeracy, measurement, proportional reasoning, and basic probability/statistics. Quantitative interpretation includes the elements of representations, science diagrams, statistics and probability, and logarithmic scales. Quantitative modeling includes the elements of logic, problem solving, modeling, and inference. A brief comparison of the quantitative reasoning framework with the AAC&U Quantitative Literacy VALUE rubric is presented, demonstrating a mapping of the components and illustrating differences in structure. The framework serves as a precursor for a quantitative reasoning learning progression which is currently under development.

  2. Real World Learning: toward a differentiated framework for outdoor learning for sustainability

    Directory of Open Access Journals (Sweden)

    Lewis Winks

    2015-12-01

    Full Text Available The Real World Learning network (RWLn set out in 2011 to explore elements which contribute to a ‘deep and meaningful’ outdoor education experience. Following three years of work, the RWLn developed the ‘Hand Model’, a learning model designed to support educators in the development of Outdoor Learning for Sustainability (OLfS. Since its launch in early 2014, the model has been used for planning, delivering and reflecting upon OLfS experiences. Making use of the comments made in Činčera’s (2015 Real World Learning: a critical analysis which highlights inconsistencies existent within the model’s internal logic, this paper considers the perceived contradiction between emancipatory and instrumental approaches to learning. Beginning with a comprehensive introduction to the Hand model, this paper goes on to discuss the theoretical divide which the model spans between a goal-led, knowledge based approach promoted by the model’s focus upon understanding and values, and a pluralistic and exploratory approach typified by aspects of educational empowerment and experience. In response to this and augmented by examples, a differentiated conceptual framework is presented to facilitate a pragmatic application of the model from a practice perspective, making use of what has been termed a ‘blended approach’, whilst acknowledging degrees of inconsistency and dissonance from a theoretical perspective. Additionally, the model is viewed from a context perspective where questions are asked regarding the appropriateness of particular approaches depending upon the setting in which learning takes place. It is hoped that by moving beyond theoretically entrenched positions a mediated middle ground for the model’s application may be established.

  3. A Conceptual Framework for Error Remediation with Multiple External Representations Applied to Learning Objects

    Science.gov (United States)

    Leite, Maici Duarte; Marczal, Diego; Pimentel, Andrey Ricardo; Direne, Alexandre Ibrahim

    2014-01-01

    This paper presents the application of some concepts of Intelligent Tutoring Systems (ITS) to elaborate a conceptual framework that uses the remediation of errors with Multiple External Representations (MERs) in Learning Objects (LO). To this is demonstrated a development of LO for teaching the Pythagorean Theorem through this framework. This…

  4. The Inquiry, Communication, Construction and Expression (ICCE) Framework for Understanding Learning Experiences in Games

    Science.gov (United States)

    Shah, Mamta; Foster, Aroutis

    2014-01-01

    There is a paucity of research frameworks that focus on aiding game selection and use, analyzing the game as a holistic system, and studying learner experiences in games. There is a need for frameworks that provide a lens for understanding learning experiences afforded in digital games and facilitating knowledge construction and motivation to…

  5. Mapping Burned Areas in Tropical Forests Using a Novel Machine Learning Framework

    OpenAIRE

    Varun Mithal; Guruprasad Nayak; Ankush Khandelwal; Vipin Kumar; Ramakrishna Nemani; Nikunj C. Oza

    2018-01-01

    This paper presents an application of a novel machine-learning framework on MODIS (moderate-resolution imaging spectroradiometer) data to map burned areas over tropical forests of South America and South-east Asia. The RAPT (RAre Class Prediction in the absence of True labels) framework is able to build data adaptive classification models using noisy training labels. It is particularly suitable when expert annotated training samples are difficult to obtain as in the case of wild fires in the ...

  6. A Proposed Framework Between Internal, External and Pedagogy Dimensions in Adoption of Interactive Multimedia e-Learning

    Directory of Open Access Journals (Sweden)

    Fathia LAHWAL

    2016-10-01

    Full Text Available This study about interactive multimedia e-learning aims to improve our understanding about the dynamics of e-learning. The objective is to critical evaluate and better understand the interrelationships in the proposed framework between internal, external and the pedagogy dimensions in adoption of interactive multimedia and e-learning. It develops a tool to measure creative user adoption of interactive multimedia and e-learning services by using Partial Least Squares algorithm as the method of estimation and the major analytical tool in this study. Finding of a small scale data sampling of students in United Kingdom indicate that the proposed measurement framework is an acceptable fit with the data. Overall, the findings supply a precise tool for measuring creative user adoption of interactive multimedia and e-learning services, providing further insights for researchers and may provide to guide research and practice in interactive multimedia and e-learning by using communication media.

  7. Optimizing microstimulation using a reinforcement learning framework.

    Science.gov (United States)

    Brockmeier, Austin J; Choi, John S; Distasio, Marcello M; Francis, Joseph T; Príncipe, José C

    2011-01-01

    The ability to provide sensory feedback is desired to enhance the functionality of neuroprosthetics. Somatosensory feedback provides closed-loop control to the motor system, which is lacking in feedforward neuroprosthetics. In the case of existing somatosensory function, a template of the natural response can be used as a template of desired response elicited by electrical microstimulation. In the case of no initial training data, microstimulation parameters that produce responses close to the template must be selected in an online manner. We propose using reinforcement learning as a framework to balance the exploration of the parameter space and the continued selection of promising parameters for further stimulation. This approach avoids an explicit model of the neural response from stimulation. We explore a preliminary architecture--treating the task as a k-armed bandit--using offline data recorded for natural touch and thalamic microstimulation, and we examine the methods efficiency in exploring the parameter space while concentrating on promising parameter forms. The best matching stimulation parameters, from k = 68 different forms, are selected by the reinforcement learning algorithm consistently after 334 realizations.

  8. Leveraging Competency Framework to Improve Teaching and Learning: A Methodological Approach

    Science.gov (United States)

    Shankararaman, Venky; Ducrot, Joelle

    2016-01-01

    A number of engineering education programs have defined learning outcomes and course-level competencies, and conducted assessments at the program level to determine areas for continuous improvement. However, many of these programs have not implemented a comprehensive competency framework to support the actual delivery and assessment of an…

  9. A framework for adaptive e-learning for continuum mechanics and structural analysis

    OpenAIRE

    Mosquera Feijoo, Juan Carlos; Plaza Beltrán, Luis Francisco; González Rodrigo, Beatriz

    2015-01-01

    This paper presents a project for providing the students of Structural Engineering with the flexibility to learn outside classroom schedules. The goal is a framework for adaptive E-learning based on a repository of open educational courseware with a set of basic Structural Engineering concepts and fundamentals. These are paramount for students to expand their technical knowledge and skills in structural analysis and design of tall buildings, arch-type structures as well as bridges. Thus, conc...

  10. An Alienation-Based Framework for Student Experience in Higher Education: New Interpretations of Past Observations in Student Learning Theory

    Science.gov (United States)

    Barnhardt, Bradford; Ginns, Paul

    2014-01-01

    This article orients a recently proposed alienation-based framework for student learning theory (SLT) to the empirical basis of the approaches to learning perspective. The proposed framework makes new macro-level interpretations of an established micro-level theory, across three levels of interpretation: (1) a context-free psychological state…

  11. The Community of Inquiry Framework Meets the SOLO Taxonomy: A Process-Product Model of Online Learning

    Science.gov (United States)

    Shea, Peter; Gozza-Cohen, Mary; Uzuner, Sedef; Mehta, Ruchi; Valtcheva, Anna Valentinova; Hayes, Suzanne; Vickers, Jason

    2011-01-01

    This paper presents both a conceptual and empirical investigation of teaching and learning in online courses. Employing both the Community of Inquiry framework (CoI) and the Structure of Observed Learning Outcomes (SOLO) taxonomy, two complete online courses were examined for the quality of both collaborative learning processes and learning…

  12. A Proposed Framework between Internal, External and Pedagogy Dimensions in Adoption of Interactive Multimedia e-Learning

    Science.gov (United States)

    Lahwal, Fathia; Al-Ajlan, Ajlan S.; Amain, Mohamad

    2016-01-01

    This study focuses on interactive multimedia e-learning aims to improve our understanding about the dynamics of e-learning. The objective is to critical evaluate and better understand the interrelationships in the proposed framework between internal, external and the pedagogy dimensions in adoption of interactive multimedia and e-learning. It…

  13. Applying the Kirkpatrick Model: Evaluating an "Interaction for Learning Framework" Curriculum Intervention

    Science.gov (United States)

    Paull, Megan; Whitsed, Craig; Girardi, Antonia

    2016-01-01

    Global perspectives and interpersonal and intercultural communication competencies are viewed as a priority within higher education. For management educators, globalisation, student mobility and widening pathways present numerous challenges, but afford opportunities for curriculum innovation. The "Interaction for Learning Framework"…

  14. Reinforcement learning using a continuous time actor-critic framework with spiking neurons.

    Directory of Open Access Journals (Sweden)

    Nicolas Frémaux

    2013-04-01

    Full Text Available Animals repeat rewarded behaviors, but the physiological basis of reward-based learning has only been partially elucidated. On one hand, experimental evidence shows that the neuromodulator dopamine carries information about rewards and affects synaptic plasticity. On the other hand, the theory of reinforcement learning provides a framework for reward-based learning. Recent models of reward-modulated spike-timing-dependent plasticity have made first steps towards bridging the gap between the two approaches, but faced two problems. First, reinforcement learning is typically formulated in a discrete framework, ill-adapted to the description of natural situations. Second, biologically plausible models of reward-modulated spike-timing-dependent plasticity require precise calculation of the reward prediction error, yet it remains to be shown how this can be computed by neurons. Here we propose a solution to these problems by extending the continuous temporal difference (TD learning of Doya (2000 to the case of spiking neurons in an actor-critic network operating in continuous time, and with continuous state and action representations. In our model, the critic learns to predict expected future rewards in real time. Its activity, together with actual rewards, conditions the delivery of a neuromodulatory TD signal to itself and to the actor, which is responsible for action choice. In simulations, we show that such an architecture can solve a Morris water-maze-like navigation task, in a number of trials consistent with reported animal performance. We also use our model to solve the acrobot and the cartpole problems, two complex motor control tasks. Our model provides a plausible way of computing reward prediction error in the brain. Moreover, the analytically derived learning rule is consistent with experimental evidence for dopamine-modulated spike-timing-dependent plasticity.

  15. Learner Analysis Framework for Globalized E-Learning: A Case Study

    Directory of Open Access Journals (Sweden)

    Mamta Saxena

    2011-06-01

    Full Text Available The shift to technology-mediated modes of instructional delivery and increased global connectivity has led to a rise in globalized e-learning programs. Educational institutions face multiple challenges as they seek to design effective, engaging, and culturally competent instruction for an increasingly diverse learner population. The purpose of this study was to explore strategies for expanding learner analysis within the instructional design process to better address cultural influences on learning. A case study approach leveraged the experience of practicing instructional designers to build a framework for culturally competent learner analysis.The study discussed the related challenges and recommended strategies to improve the effectiveness of cross-cultural learner analysis. Based on the findings, a framework for conducting cross-cultural learner analysis to guide the cultural analysis of diverse learners was proposed. The study identified the most critical factors in improving cross-cultural learner analysis as the judicious use of existing research on cross-cultural theories and joint deliberation on the part of all the participants from the management to the learners. Several strategies for guiding and improving the cultural inquiry process were summarized. Barriers and solutions for the requirements are also discussed.

  16. How Multi-Levels of Individual and Team Learning Interact in a Public Healthcare Organisation: A Conceptual Framework

    Science.gov (United States)

    Doyle, Louise; Kelliher, Felicity; Harrington, Denis

    2016-01-01

    The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of…

  17. Threat driven modeling framework using petri nets for e-learning system.

    Science.gov (United States)

    Khamparia, Aditya; Pandey, Babita

    2016-01-01

    Vulnerabilities at various levels are main cause of security risks in e-learning system. This paper presents a modified threat driven modeling framework, to identify the threats after risk assessment which requires mitigation and how to mitigate those threats. To model those threat mitigations aspects oriented stochastic petri nets are used. This paper included security metrics based on vulnerabilities present in e-learning system. The Common Vulnerability Scoring System designed to provide a normalized method for rating vulnerabilities which will be used as basis in metric definitions and calculations. A case study has been also proposed which shows the need and feasibility of using aspect oriented stochastic petri net models for threat modeling which improves reliability, consistency and robustness of the e-learning system.

  18. Using apps for learning across the curriculum a literacy-based framework and guide

    CERN Document Server

    Beach, Richard

    2014-01-01

    How can apps be used to foster learning with literacy across the curriculum? This book offers both a theoretical framework for considering app affordances and practical ways to use apps to build students' disciplinary literacies and to foster a wide range of literacy practices.Using Apps for Learning Across the Curriculumpresents a wide range of different apps and also assesses their value features methods for and apps related to planning instruction and assessing student learning identifies favorite apps whose affordances are most likely to foster certain disciplinary literacies includes reso

  19. Proverbs as Theoretical Frameworks for Lifelong Learning in Indigenous African Education

    Science.gov (United States)

    Avoseh, Mejai B. M.

    2013-01-01

    Every aspect of a community's life and values in indigenous Africa provide the theoretical framework for education. The holistic worldview of the traditional system places a strong emphasis on the centrality of the human element and orature in the symmetrical relationship between life and learning. This article focuses on proverbs and the words…

  20. A basic framework for integrating social and collaborative applications into learning environments

    NARCIS (Netherlands)

    Moghnieh, Ayman; Blat, Josep

    2009-01-01

    Moghnieh, A., & Blat, J. (2009). A basic framework for integrating social and collaborative applications into learning environments. Proceedings of the first conference on Research, Reflection, and Innovations in Integrating ICT in Education: Vol. 2 (pp. 1057-1061). April, 22-24, 2009, Lisbon,

  1. Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in medicine.

    Science.gov (United States)

    Sawyer, Taylor; White, Marjorie; Zaveri, Pavan; Chang, Todd; Ades, Anne; French, Heather; Anderson, JoDee; Auerbach, Marc; Johnston, Lindsay; Kessler, David

    2015-08-01

    Acquisition of competency in procedural skills is a fundamental goal of medical training. In this Perspective, the authors propose an evidence-based pedagogical framework for procedural skill training. The framework was developed based on a review of the literature using a critical synthesis approach and builds on earlier models of procedural skill training in medicine. The authors begin by describing the fundamentals of procedural skill development. Then, a six-step pedagogical framework for procedural skills training is presented: Learn, See, Practice, Prove, Do, and Maintain. In this framework, procedural skill training begins with the learner acquiring requisite cognitive knowledge through didactic education (Learn) and observation of the procedure (See). The learner then progresses to the stage of psychomotor skill acquisition and is allowed to deliberately practice the procedure on a simulator (Practice). Simulation-based mastery learning is employed to allow the trainee to prove competency prior to performing the procedure on a patient (Prove). Once competency is demonstrated on a simulator, the trainee is allowed to perform the procedure on patients with direct supervision, until he or she can be entrusted to perform the procedure independently (Do). Maintenance of the skill is ensured through continued clinical practice, supplemented by simulation-based training as needed (Maintain). Evidence in support of each component of the framework is presented. Implementation of the proposed framework presents a paradigm shift in procedural skill training. However, the authors believe that adoption of the framework will improve procedural skill training and patient safety.

  2. Implementing Peer Learning in Clinical Education: A Framework to Address Challenges In the "Real World".

    Science.gov (United States)

    Tai, Joanna Hong Meng; Canny, Benedict J; Haines, Terry P; Molloy, Elizabeth K

    2017-01-01

    Phenomenon: Peer learning has many benefits and can assist students in gaining the educational skills required in future years when they become teachers themselves. Peer learning may be particularly useful in clinical learning environments, where students report feeling marginalized, overwhelmed, and unsupported. Educational interventions often fail in the workplace environment, as they are often conceived in the "ideal" rather than the complex, messy real world. This work sought to explore barriers and facilitators to implementing peer learning activities in a clinical curriculum. Previous peer learning research results and a matrix of empirically derived peer learning activities were presented to local clinical education experts to generate discussion around the realities of implementing such activities. Potential barriers and limitations of and strategies for implementing peer learning in clinical education were the focus of the individual interviews. Thematic analysis of the data identified three key considerations for real-world implementation of peer learning: culture, epistemic authority, and the primacy of patient-centered care. Strategies for peer learning implementation were also developed from themes within the data, focusing on developing a culture of safety in which peer learning could be undertaken, engaging both educators and students, and establishing expectations for the use of peer learning. Insights: This study identified considerations and strategies for the implementation of peer learning activities, which took into account both educator and student roles. Reported challenges were reflective of those identified within the literature. The resultant framework may aid others in anticipating implementation challenges. Further work is required to test the framework's application in other contexts and its effect on learner outcomes.

  3. 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.

  4. The POL Model: Using a Social Constructivist Framework to Develop Blended and Online Learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian; Godsk, Mikkel

    2007-01-01

    The paper presents a model for developing blended and online learning based on a given curriculum and typical learning objectives for university courses. The model consists of a three-step-process in which the instructor formulates product-oriented tasks, develops and structures the learning...... materials and tools, outlines a schedule, and supports the students' learning activity in developing a product. The model is based on our experiences with transforming traditional lecture-based lessons into problem-based blended and online learning using a social constructivist approach and a standard...... virtual learning environment (VLE). Our initial experiments indicate that our model is useful to develop blended and online modules and, furthermore, it seems fruitful to use a social constructivist framework and orienting learning activities towards the development of products....

  5. A Symbiotic Framework for coupling Machine Learning and Geosciences in Prediction and Predictability

    Science.gov (United States)

    Ravela, S.

    2017-12-01

    In this presentation we review the two directions of a symbiotic relationship between machine learning and the geosciences in relation to prediction and predictability. In the first direction, we develop ensemble, information theoretic and manifold learning framework to adaptively improve state and parameter estimates in nonlinear high-dimensional non-Gaussian problems, showing in particular that tractable variational approaches can be produced. We demonstrate these applications in the context of autonomous mapping of environmental coherent structures and other idealized problems. In the reverse direction, we show that data assimilation, particularly probabilistic approaches for filtering and smoothing offer a novel and useful way to train neural networks, and serve as a better basis than gradient based approaches when we must quantify uncertainty in association with nonlinear, chaotic processes. In many inference problems in geosciences we seek to build reduced models to characterize local sensitivies, adjoints or other mechanisms that propagate innovations and errors. Here, the particular use of neural approaches for such propagation trained using ensemble data assimilation provides a novel framework. Through these two examples of inference problems in the earth sciences, we show that not only is learning useful to broaden existing methodology, but in reverse, geophysical methodology can be used to influence paradigms in learning.

  6. Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.

    Science.gov (United States)

    Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

    2017-01-01

    There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning.

  7. A framework for understanding outcomes of mutual learning situations in IT projects

    DEFF Research Database (Denmark)

    Hansen, Magnus Rotvit Perlt

    2012-01-01

    How do we analyse and understand design decisions derived from mutual learning (ML) situations and how may practitioners take advantage of these in IT projects? In the following we present a framework of design decisions inferred from ML situations that occurred between end-users and stakeholders...

  8. Significant Learning and Civic Education: Shifting Frameworks for Teaching in Light of Learning about the Financial Crisis

    Directory of Open Access Journals (Sweden)

    KimMarie McGoldrick

    2011-10-01

    Full Text Available The recent financial crisis has motivated economic educators to rethink what economics should be taught, acknowledging disconnects between classroom content and real world events. We introduce a learning theory approach that is broader, one that goes beyond such context specific discussions of foundational knowledge and application (i.e., teaching about this specific crisis and provide a framework to address the broader issue of how teaching practices can, by their very nature, minimize such disconnects and provide more effective processes for teaching about current economic conditions. The theory of significant learning (Fink 2003 is presented as a model of how experiences can be used to develop a deep approach to learning, learning that lasts. Experiential learning pedagogies are timeless in that they can be readily modified to promote deeper understanding over a wide range of economic environments. Focusing on one category of significant learning, the human dimension, and one component of the financial crisis, unemployment, examples which modify existing experiential learning practices are described to demonstrate how such pedagogic practices can be readily adapted to teaching and learning about current economic conditions. In short, we demonstrate that incorporating student experiences into pedagogic practice provides a natural alignment of teaching content and real world events, regardless of how those change over time.

  9. A framework for learning and planning against switching strategies in repeated games

    Science.gov (United States)

    Hernandez-Leal, Pablo; Munoz de Cote, Enrique; Sucar, L. Enrique

    2014-04-01

    Intelligent agents, human or artificial, often change their behaviour as they interact with other agents. For an agent to optimise its performance when interacting with such agents, it must be capable of detecting and adapting according to such changes. This work presents an approach on how to effectively deal with non-stationary switching opponents in a repeated game context. Our main contribution is a framework for online learning and planning against opponents that switch strategies. We present how two opponent modelling techniques work within the framework and prove the usefulness of the approach experimentally in the iterated prisoner's dilemma, when the opponent is modelled as an agent that switches between different strategies (e.g. TFT, Pavlov and Bully). The results of both models were compared against each other and against a state-of-the-art non-stationary reinforcement learning technique. Results reflect that our approach obtains competitive results without needing an offline training phase, as opposed to the state-of-the-art techniques.

  10. Self-Regulated Learning: The Continuous-Change Conceptual Framework and a Vision of New Paradigm, Technology System, and Pedagogical Support

    Science.gov (United States)

    Huh, Yeol; Reigeluth, Charles M.

    2017-01-01

    A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in relation to the modified conceptual framework. The iterative nature of the goal setting process and overarching presence of self-efficacy and motivational…

  11. Application of Resource Description Framework to Personalise Learning: Systematic Review and Methodology

    Science.gov (United States)

    Jevsikova, Tatjana; Berniukevicius, Andrius; Kurilovas, Eugenijus

    2017-01-01

    The paper is aimed to present a methodology of learning personalisation based on applying Resource Description Framework (RDF) standard model. Research results are two-fold: first, the results of systematic literature review on Linked Data, RDF "subject-predicate-object" triples, and Web Ontology Language (OWL) application in education…

  12. Defining a risk-informed framework for whole-of-government lessons learned: A Canadian perspective.

    Science.gov (United States)

    Friesen, Shaye K; Kelsey, Shelley; Legere, J A Jim

    Lessons learned play an important role in emergency management (EM) and organizational agility. Virtually all aspects of EM can derive benefit from a lessons learned program. From major security events to exercises, exploiting and applying lessons learned and "best practices" is critical to organizational resilience and adaptiveness. A robust lessons learned process and methodology provides an evidence base with which to inform decisions, guide plans, strengthen mitigation strategies, and assist in developing tools for operations. The Canadian Safety and Security Program recently supported a project to define a comprehensive framework that would allow public safety and security partners to regularly share event response best practices, and prioritize recommendations originating from after action reviews. This framework consists of several inter-locking elements: a comprehensive literature review/environmental scan of international programs; a survey to collect data from end users and management; the development of a taxonomy for organizing and structuring information; a risk-informed methodology for selecting, prioritizing, and following through on recommendations; and standardized templates and tools for tracking recommendations and ensuring implementation. This article discusses the efforts of the project team, which provided "best practice" advice and analytical support to ensure that a systematic approach to lessons learned was taken by the federal community to improve prevention, preparedness, and response activities. It posits an approach by which one might design a systematic process for information sharing and event response coordination-an approach that will assist federal departments to institutionalize a cross-government lessons learned program.

  13. A Framework for Evaluating and Enhancing Alignment in Self-Regulated Learning Research

    Science.gov (United States)

    Dent, Amy L.; Hoyle, Rick H.

    2015-01-01

    We discuss the articles of this special issue with reference to an important yet previously only implicit dimension of study quality: alignment across the theoretical and methodological decisions that collectively define an approach to self-regulated learning. Integrating and extending work by leaders in the field, we propose a framework for…

  14. SMARTbot: A Behavioral Analysis Framework Augmented with Machine Learning to Identify Mobile Botnet Applications.

    Directory of Open Access Journals (Sweden)

    Ahmad Karim

    Full Text Available Botnet phenomenon in smartphones is evolving with the proliferation in mobile phone technologies after leaving imperative impact on personal computers. It refers to the network of computers, laptops, mobile devices or tablets which is remotely controlled by the cybercriminals to initiate various distributed coordinated attacks including spam emails, ad-click fraud, Bitcoin mining, Distributed Denial of Service (DDoS, disseminating other malwares and much more. Likewise traditional PC based botnet, Mobile botnets have the same operational impact except the target audience is particular to smartphone users. Therefore, it is import to uncover this security issue prior to its widespread adaptation. We propose SMARTbot, a novel dynamic analysis framework augmented with machine learning techniques to automatically detect botnet binaries from malicious corpus. SMARTbot is a component based off-device behavioral analysis framework which can generate mobile botnet learning model by inducing Artificial Neural Networks' back-propagation method. Moreover, this framework can detect mobile botnet binaries with remarkable accuracy even in case of obfuscated program code. The results conclude that, a classifier model based on simple logistic regression outperform other machine learning classifier for botnet apps' detection, i.e 99.49% accuracy is achieved. Further, from manual inspection of botnet dataset we have extracted interesting trends in those applications. As an outcome of this research, a mobile botnet dataset is devised which will become the benchmark for future studies.

  15. SMARTbot: A Behavioral Analysis Framework Augmented with Machine Learning to Identify Mobile Botnet Applications.

    Science.gov (United States)

    Karim, Ahmad; Salleh, Rosli; Khan, Muhammad Khurram

    2016-01-01

    Botnet phenomenon in smartphones is evolving with the proliferation in mobile phone technologies after leaving imperative impact on personal computers. It refers to the network of computers, laptops, mobile devices or tablets which is remotely controlled by the cybercriminals to initiate various distributed coordinated attacks including spam emails, ad-click fraud, Bitcoin mining, Distributed Denial of Service (DDoS), disseminating other malwares and much more. Likewise traditional PC based botnet, Mobile botnets have the same operational impact except the target audience is particular to smartphone users. Therefore, it is import to uncover this security issue prior to its widespread adaptation. We propose SMARTbot, a novel dynamic analysis framework augmented with machine learning techniques to automatically detect botnet binaries from malicious corpus. SMARTbot is a component based off-device behavioral analysis framework which can generate mobile botnet learning model by inducing Artificial Neural Networks' back-propagation method. Moreover, this framework can detect mobile botnet binaries with remarkable accuracy even in case of obfuscated program code. The results conclude that, a classifier model based on simple logistic regression outperform other machine learning classifier for botnet apps' detection, i.e 99.49% accuracy is achieved. Further, from manual inspection of botnet dataset we have extracted interesting trends in those applications. As an outcome of this research, a mobile botnet dataset is devised which will become the benchmark for future studies.

  16. SMARTbot: A Behavioral Analysis Framework Augmented with Machine Learning to Identify Mobile Botnet Applications

    Science.gov (United States)

    Karim, Ahmad; Salleh, Rosli; Khan, Muhammad Khurram

    2016-01-01

    Botnet phenomenon in smartphones is evolving with the proliferation in mobile phone technologies after leaving imperative impact on personal computers. It refers to the network of computers, laptops, mobile devices or tablets which is remotely controlled by the cybercriminals to initiate various distributed coordinated attacks including spam emails, ad-click fraud, Bitcoin mining, Distributed Denial of Service (DDoS), disseminating other malwares and much more. Likewise traditional PC based botnet, Mobile botnets have the same operational impact except the target audience is particular to smartphone users. Therefore, it is import to uncover this security issue prior to its widespread adaptation. We propose SMARTbot, a novel dynamic analysis framework augmented with machine learning techniques to automatically detect botnet binaries from malicious corpus. SMARTbot is a component based off-device behavioral analysis framework which can generate mobile botnet learning model by inducing Artificial Neural Networks’ back-propagation method. Moreover, this framework can detect mobile botnet binaries with remarkable accuracy even in case of obfuscated program code. The results conclude that, a classifier model based on simple logistic regression outperform other machine learning classifier for botnet apps’ detection, i.e 99.49% accuracy is achieved. Further, from manual inspection of botnet dataset we have extracted interesting trends in those applications. As an outcome of this research, a mobile botnet dataset is devised which will become the benchmark for future studies. PMID:26978523

  17. Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

    Science.gov (United States)

    Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

    2015-01-01

    Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive learning hypothesis, the learners who received

  18. Active Learning Framework for Non-Intrusive Load Monitoring: Preprint

    Energy Technology Data Exchange (ETDEWEB)

    Jin, Xin

    2016-05-16

    Non-Intrusive Load Monitoring (NILM) is a set of techniques that estimate the electricity usage of individual appliances from power measurements taken at a limited number of locations in a building. One of the key challenges in NILM is having too much data without class labels yet being unable to label the data manually for cost or time constraints. This paper presents an active learning framework that helps existing NILM techniques to overcome this challenge. Active learning is an advanced machine learning method that interactively queries a user for the class label information. Unlike most existing NILM systems that heuristically request user inputs, the proposed method only needs minimally sufficient information from a user to build a compact and yet highly representative load signature library. Initial results indicate the proposed method can reduce the user inputs by up to 90% while still achieving similar disaggregation performance compared to a heuristic method. Thus, the proposed method can substantially reduce the burden on the user, improve the performance of a NILM system with limited user inputs, and overcome the key market barriers to the wide adoption of NILM technologies.

  19. Factors Influencing the Use of Learning Management System in Saudi Arabian Higher Education: A Theoretical Framework

    Science.gov (United States)

    Asiri, Mohammed J. Sherbib; Mahmud, Rosnaini bt; Bakar, Kamariah Abu; Ayub, Ahmad Fauzi bin Mohd

    2012-01-01

    The purpose of this paper is to present the theoretical framework underlying a research on factors that influence utilization of the Jusur Learning Management System (Jusur LMS) in Saudi Arabian public universities. Development of the theoretical framework was done based on library research approach. Initially, the existing literature relevant to…

  20. A Machine LearningFramework to Forecast Wave Conditions

    Science.gov (United States)

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

    2017-12-01

    Recently, significant effort has been undertaken to quantify and extract wave energy because it is renewable, environmental friendly, abundant, and often close to population centers. However, a major challenge is the ability to accurately and quickly predict energy production, especially across a 48-hour cycle. Accurate forecasting of wave conditions is a challenging undertaking that typically involves solving the spectral action-balance equation on a discretized grid with high spatial resolution. The nature of the computations typically demands high-performance computing infrastructure. Using a case-study site at Monterey Bay, California, a machine learning framework was trained to replicate numerically simulated wave conditions at a fraction of the typical computational cost. Specifically, the physics-based Simulating WAves Nearshore (SWAN) model, driven by measured wave conditions, nowcast ocean currents, and wind data, was used to generate training data for machine learning algorithms. The model was run between April 1st, 2013 and May 31st, 2017 generating forecasts at three-hour intervals yielding 11,078 distinct model outputs. SWAN-generated fields of 3,104 wave heights and a characteristic period could be replicated through simple matrix multiplications using the mapping matrices from machine learning algorithms. In fact, wave-height RMSEs from the machine learning algorithms (9 cm) were less than those for the SWAN model-verification exercise where those simulations were compared to buoy wave data within the model domain (>40 cm). The validated machine learning approach, which acts as an accurate surrogate for the SWAN model, can now be used to perform real-time forecasts of wave conditions for the next 48 hours using available forecasted boundary wave conditions, ocean currents, and winds. This solution has obvious applications to wave-energy generation as accurate wave conditions can be forecasted with over a three-order-of-magnitude reduction in

  1. Statistical Learning Framework with Adaptive Retraining for Condition-Based Maintenance

    International Nuclear Information System (INIS)

    An, Sang Ha; Chang, Soon Heung; Heo, Gyun Young; Seo, Ho Joon; Kim, Su Young

    2009-01-01

    As systems become more complex and more critical in our daily lives, the need for the maintenance based on the reliable monitoring and diagnosis has become more apparent. However, in reality, the general opinion has been that 'maintenance is a necessary evil' or 'nothing can be done to improve maintenance costs'. Perhaps these were true statements twenty years ago when many of the diagnostic technologies were not fully developed. The developments of microprocessor or computer based instrumentation that can be used to monitor the operating condition of plant equipment, machinery and systems have provided the means to manage the maintenance operation. They have provided the means to reduce or eliminate unnecessary repairs, prevent catastrophic machine failures and reduce the negative impact of the maintenance operation on the profitability of manufacturing and production plants. Condition-based maintenance (CBM) techniques help determine the condition of in-service equipment in order to predict when maintenance should be performed. Most of the statistical learning techniques are only valid as long as the physics of a system does not change. If any significant change such as the replacement of a component or equipment occurs in the system, the statistical learning model should be re-trained or re-developed to adapt the new system. In this research, authors will propose a statistical learning framework which can be applicable for various CBMs, and the concept of the adaptive retraining technique will be described to support the execution of the framework so that the monitoring system does not need to be re-developed or re-trained even though there are any significant changes in the system or component

  2. A pedagogical framework for facilitating parents' learning in nurse-parent partnership.

    Science.gov (United States)

    Hopwood, Nick; Clerke, Teena; Nguyen, Anne

    2018-04-01

    Nursing work increasingly demands forms of expertise that complement specialist knowledge. In child and family nursing, this need arises when nurses work in partnership with parents of young children at risk. Partnership means working with parents in respectful, negotiated and empowering ways. Existing partnership literature emphasises communicative and relational skills, but this paper focuses on nurses' capacities to facilitate parents' learning. Referring to data from home visiting, day-stay and specialist toddler clinic services in Sydney, a pedagogical framework is presented. Analysis shows how nurses notice aspects of children, parents and parent-child interactions as a catalyst for building on parents' strengths, enhancing guided chance or challenging unhelpful constructs. Prior research shows the latter can be a sticking point in partnership, but this paper reveals diverse ways in which challenges are folded into learning process that position parents as agents of positive change. Noticing is dependent on embodied and communicative expertise, conceptualised in terms of sensory and reported channels. The framework offers a new view of partnership as mind-expanding for the parent and specifies the nurse's role in facilitating this process. © 2017 John Wiley & Sons Ltd.

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

    Science.gov (United States)

    Park, Ji Yong; Nuntrakune, Tippawan

    2013-01-01

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

  4. Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: A Framework and Research Review

    Science.gov (United States)

    Kaendler, Celia; Wiedmann, Michael; Rummel, Nikol; Spada, Hans

    2015-01-01

    This article describes teacher competencies for implementing collaborative learning in the classroom. Research has shown that the effectiveness of collaborative learning largely depends on the quality of student interaction. We therefore focus on what a "teacher" can do to foster student interaction. First, we present a framework that…

  5. SSEL-ADE: A semi-supervised ensemble learning framework for extracting adverse drug events from social media.

    Science.gov (United States)

    Liu, Jing; Zhao, Songzheng; Wang, Gang

    2018-01-01

    With the development of Web 2.0 technology, social media websites have become lucrative but under-explored data sources for extracting adverse drug events (ADEs), which is a serious health problem. Besides ADE, other semantic relation types (e.g., drug indication and beneficial effect) could hold between the drug and adverse event mentions, making ADE relation extraction - distinguishing ADE relationship from other relation types - necessary. However, conducting ADE relation extraction in social media environment is not a trivial task because of the expertise-dependent, time-consuming and costly annotation process, and the feature space's high-dimensionality attributed to intrinsic characteristics of social media data. This study aims to develop a framework for ADE relation extraction using patient-generated content in social media with better performance than that delivered by previous efforts. To achieve the objective, a general semi-supervised ensemble learning framework, SSEL-ADE, was developed. The framework exploited various lexical, semantic, and syntactic features, and integrated ensemble learning and semi-supervised learning. A series of experiments were conducted to verify the effectiveness of the proposed framework. Empirical results demonstrate the effectiveness of each component of SSEL-ADE and reveal that our proposed framework outperforms most of existing ADE relation extraction methods The SSEL-ADE can facilitate enhanced ADE relation extraction performance, thereby providing more reliable support for pharmacovigilance. Moreover, the proposed semi-supervised ensemble methods have the potential of being applied to effectively deal with other social media-based problems. Copyright © 2017 Elsevier B.V. All rights reserved.

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

    Science.gov (United States)

    Zimmerman, Heather Toomey; McClain, Lucy Richardson

    2014-01-01

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

  7. BaccuS: A framework for sustainability in the wine industry / BaccuS : un framework pour le développement durable dans la vitiviniculture

    Directory of Open Access Journals (Sweden)

    Flores Shana Sabbado

    2016-01-01

    Full Text Available The BaccuS is a proposal of framework intended to support the internalization of sustainability principles in the wine industry, enhancing the actors' performance in this sense. The framework was built from two exploratory studies in Brazilian wine regions of Campanha Gaúcha (RS and Vale do São Francisco (BA/PE and preliminary studies which involved technical visits in three countries (France, Italy and Spain and frameworks' observations in another five (South Africa, Australia, New Zealand, USA and Chile. The BaccuS is structured on a matrix basis, with an axis corresponding to dimensions and other to guidelines, both in ascending order of complexity and development. The five sustainability dimensions (environment, economic, social, political- institutional and territorial and the four guidelines (management, articulation and cooperation, innovation and learning and sustainability are articulated by eighteen topics that represent areas to act to promote the sustainability in the wine territories. Each topic was unfolded in indicators. Additionally, ten synthesis indicators specify initiatives or programs that can be implemented to impact positively on several indicators. The BaccuS framework can be applied in several scales, in the winery or the territory.

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

    DEFF Research Database (Denmark)

    Pedersen, Rikke; Jørgensen, Mette; Harrison, Roger

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

  9. What Participatory Photography Can Tell Us about Immigrant and Refugee Women's Learning in Atlantic Canada

    Science.gov (United States)

    Brigham, Susan M.; Baillie Abidi, Catherine; Zhang, Yuhui

    2018-01-01

    Migration is a gendered phenomenon, embedded within patriarchal structures and social relations that extend beyond State borders. We draw on a transnational feminist framework to explore the gendered dimensions of young refugee and immigrant women's migration and learning experiences. Ten women were involved in a participatory photography research…

  10. A deep learning and novelty detection framework for rapid phenotyping in high-content screening

    Science.gov (United States)

    Sommer, Christoph; Hoefler, Rudolf; Samwer, Matthias; Gerlich, Daniel W.

    2017-01-01

    Supervised machine learning is a powerful and widely used method for analyzing high-content screening data. Despite its accuracy, efficiency, and versatility, supervised machine learning has drawbacks, most notably its dependence on a priori knowledge of expected phenotypes and time-consuming classifier training. We provide a solution to these limitations with CellCognition Explorer, a generic novelty detection and deep learning framework. Application to several large-scale screening data sets on nuclear and mitotic cell morphologies demonstrates that CellCognition Explorer enables discovery of rare phenotypes without user training, which has broad implications for improved assay development in high-content screening. PMID:28954863

  11. Development Framework for Agro-Based Industries in Secondary Cities of Sindh Province, Pakistan: SWOT Analysis of Ten-Year Perspective and Medium-Term Development Framework Plans

    Directory of Open Access Journals (Sweden)

    Saima Kalwar

    2018-04-01

    Full Text Available The study intended to explore planning strategies gaps in ten-year perspective and medium-term development framework plans for agro-based industrial development in secondary cities of Sindh Province, Pakistan. Document review and key informant interviews survey techniques were used for data collection. A total of 30 interviews were conducted from agro-based officials. The SWOT analysis technique was applied for data analysis. The results revealed the weaknesses of high priority for textile and sugar industries, lack of planning strategies for agro-based development in secondary cities, dependency on federal government for development funds and absence of finances to implement plans. The threats were unavailability of strategic agro-based infrastructure facilities in secondary cities, centralized planning system, cross border threats such as the war in Afghanistan and migration of Afghan refugees, weak law and order situation and diversion of development budget for defense activities. The study suggests decentralization of powers and robust planning strategies in the development plans to strengthen secondary cities of Sindh Province economically.

  12. Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept

    OpenAIRE

    Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

    2017-01-01

    There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to studen...

  13. Controlling misses and false alarms in a machine learning framework for predicting uniformity of printed pages

    Science.gov (United States)

    Nguyen, Minh Q.; Allebach, Jan P.

    2015-01-01

    In our previous work1 , we presented a block-based technique to analyze printed page uniformity both visually and metrically. The features learned from the models were then employed in a Support Vector Machine (SVM) framework to classify the pages into one of the two categories of acceptable and unacceptable quality. In this paper, we introduce a set of tools for machine learning in the assessment of printed page uniformity. This work is primarily targeted to the printing industry, specifically the ubiquitous laser, electrophotographic printer. We use features that are well-correlated with the rankings of expert observers to develop a novel machine learning framework that allows one to achieve the minimum "false alarm" rate, subject to a chosen "miss" rate. Surprisingly, most of the research that has been conducted on machine learning does not consider this framework. During the process of developing a new product, test engineers will print hundreds of test pages, which can be scanned and then analyzed by an autonomous algorithm. Among these pages, most may be of acceptable quality. The objective is to find the ones that are not. These will provide critically important information to systems designers, regarding issues that need to be addressed in improving the printer design. A "miss" is defined to be a page that is not of acceptable quality to an expert observer that the prediction algorithm declares to be a "pass". Misses are a serious problem, since they represent problems that will not be seen by the systems designers. On the other hand, "false alarms" correspond to pages that an expert observer would declare to be of acceptable quality, but which are flagged by the prediction algorithm as "fails". In a typical printer testing and development scenario, such pages would be examined by an expert, and found to be of acceptable quality after all. "False alarm" pages result in extra pages to be examined by expert observers, which increases labor cost. But "false

  14. The Predictive Relationship among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students' Course Grades in Online Synchronous and Asynchronous Courses

    Science.gov (United States)

    Rockinson-Szapkiw, Amanda J.; Wendt, Jillian; Wighting, Mervyn; Nisbet, Deanna

    2016-01-01

    The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student…

  15. A deep learning framework for financial time series using stacked autoencoders and long-short term memory.

    Science.gov (United States)

    Bao, Wei; Yue, Jun; Rao, Yulei

    2017-01-01

    The application of deep learning approaches to finance has received a great deal of attention from both investors and researchers. This study presents a novel deep learning framework where wavelet transforms (WT), stacked autoencoders (SAEs) and long-short term memory (LSTM) are combined for stock price forecasting. The SAEs for hierarchically extracted deep features is introduced into stock price forecasting for the first time. The deep learning framework comprises three stages. First, the stock price time series is decomposed by WT to eliminate noise. Second, SAEs is applied to generate deep high-level features for predicting the stock price. Third, high-level denoising features are fed into LSTM to forecast the next day's closing price. Six market indices and their corresponding index futures are chosen to examine the performance of the proposed model. Results show that the proposed model outperforms other similar models in both predictive accuracy and profitability performance.

  16. A Competence-Based Science Learning Framework Illustrated through the Study of Natural Hazards and Disaster Risk Reduction

    Science.gov (United States)

    Oyao, Sheila G.; Holbrook, Jack; Rannikmäe, Miia; Pagunsan, Marmon M.

    2015-01-01

    This article proposes a competence-based learning framework for science teaching, applied to the study of "big ideas", in this case to the study of natural hazards and disaster risk reduction (NH&DRR). The framework focuses on new visions of competence, placing emphasis on nurturing connectedness and behavioral actions toward…

  17. Development of Type 2 Diabetes Mellitus Phenotyping Framework Using Expert Knowledge and Machine Learning Approach.

    Science.gov (United States)

    Kagawa, Rina; Kawazoe, Yoshimasa; Ida, Yusuke; Shinohara, Emiko; Tanaka, Katsuya; Imai, Takeshi; Ohe, Kazuhiko

    2017-07-01

    Phenotyping is an automated technique that can be used to distinguish patients based on electronic health records. To improve the quality of medical care and advance type 2 diabetes mellitus (T2DM) research, the demand for T2DM phenotyping has been increasing. Some existing phenotyping algorithms are not sufficiently accurate for screening or identifying clinical research subjects. We propose a practical phenotyping framework using both expert knowledge and a machine learning approach to develop 2 phenotyping algorithms: one is for screening; the other is for identifying research subjects. We employ expert knowledge as rules to exclude obvious control patients and machine learning to increase accuracy for complicated patients. We developed phenotyping algorithms on the basis of our framework and performed binary classification to determine whether a patient has T2DM. To facilitate development of practical phenotyping algorithms, this study introduces new evaluation metrics: area under the precision-sensitivity curve (AUPS) with a high sensitivity and AUPS with a high positive predictive value. The proposed phenotyping algorithms based on our framework show higher performance than baseline algorithms. Our proposed framework can be used to develop 2 types of phenotyping algorithms depending on the tuning approach: one for screening, the other for identifying research subjects. We develop a novel phenotyping framework that can be easily implemented on the basis of proper evaluation metrics, which are in accordance with users' objectives. The phenotyping algorithms based on our framework are useful for extraction of T2DM patients in retrospective studies.

  18. Mature women and the New Zealand qualifications framework. realising the potential of recognising prior learning

    OpenAIRE

    Kamp, Annelies

    2003-01-01

    Against a backtground of 'second-wave' lifelong learning in Aotearoa New Zealand a new framework for post-compulsory national qualfications was introduced. The restulting competency-based system was argued to present a number of benefits for mature women including flexibility in curriculum and delivery and portability across educational sectors. Competency-based education was to include provision for recognition of prior skills and knowledge gained in formal learning environments and the work...

  19. An Instructional Design Framework to Improve Student Learning in a First-Year Engineering Class

    Science.gov (United States)

    Yelamarthi, Kumar; Drake, Eron; Prewett, Matthew

    2016-01-01

    Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically…

  20. Clinical time series prediction: Toward a hierarchical dynamical system framework.

    Science.gov (United States)

    Liu, Zitao; Hauskrecht, Milos

    2015-09-01

    Developing machine learning and data mining algorithms for building temporal models of clinical time series is important for understanding of the patient condition, the dynamics of a disease, effect of various patient management interventions and clinical decision making. In this work, we propose and develop a novel hierarchical framework for modeling clinical time series data of varied length and with irregularly sampled observations. Our hierarchical dynamical system framework for modeling clinical time series combines advantages of the two temporal modeling approaches: the linear dynamical system and the Gaussian process. We model the irregularly sampled clinical time series by using multiple Gaussian process sequences in the lower level of our hierarchical framework and capture the transitions between Gaussian processes by utilizing the linear dynamical system. The experiments are conducted on the complete blood count (CBC) panel data of 1000 post-surgical cardiac patients during their hospitalization. Our framework is evaluated and compared to multiple baseline approaches in terms of the mean absolute prediction error and the absolute percentage error. We tested our framework by first learning the time series model from data for the patients in the training set, and then using it to predict future time series values for the patients in the test set. We show that our model outperforms multiple existing models in terms of its predictive accuracy. Our method achieved a 3.13% average prediction accuracy improvement on ten CBC lab time series when it was compared against the best performing baseline. A 5.25% average accuracy improvement was observed when only short-term predictions were considered. A new hierarchical dynamical system framework that lets us model irregularly sampled time series data is a promising new direction for modeling clinical time series and for improving their predictive performance. Copyright © 2014 Elsevier B.V. All rights reserved.

  1. Clinical time series prediction: towards a hierarchical dynamical system framework

    Science.gov (United States)

    Liu, Zitao; Hauskrecht, Milos

    2014-01-01

    Objective Developing machine learning and data mining algorithms for building temporal models of clinical time series is important for understanding of the patient condition, the dynamics of a disease, effect of various patient management interventions and clinical decision making. In this work, we propose and develop a novel hierarchical framework for modeling clinical time series data of varied length and with irregularly sampled observations. Materials and methods Our hierarchical dynamical system framework for modeling clinical time series combines advantages of the two temporal modeling approaches: the linear dynamical system and the Gaussian process. We model the irregularly sampled clinical time series by using multiple Gaussian process sequences in the lower level of our hierarchical framework and capture the transitions between Gaussian processes by utilizing the linear dynamical system. The experiments are conducted on the complete blood count (CBC) panel data of 1000 post-surgical cardiac patients during their hospitalization. Our framework is evaluated and compared to multiple baseline approaches in terms of the mean absolute prediction error and the absolute percentage error. Results We tested our framework by first learning the time series model from data for the patient in the training set, and then applying the model in order to predict future time series values on the patients in the test set. We show that our model outperforms multiple existing models in terms of its predictive accuracy. Our method achieved a 3.13% average prediction accuracy improvement on ten CBC lab time series when it was compared against the best performing baseline. A 5.25% average accuracy improvement was observed when only short-term predictions were considered. Conclusion A new hierarchical dynamical system framework that lets us model irregularly sampled time series data is a promising new direction for modeling clinical time series and for improving their predictive

  2. Supporting learning skills in visual art classes: The benefits of teacher awareness

    Directory of Open Access Journals (Sweden)

    Helen Arov

    2017-09-01

    Full Text Available This study focused on middle school art teachers supporting the development of students learning skills, specifically their awareness of the framework of learning skills. It also looked at the relations between the teaching practices teachers use for supporting learning skills and students' learning motivation in art classes. The study combined qualitative and quantitative research methods. The class observations and interviews were conducted with ten Estonian middle school art teachers. One hundred and forty-eight students from the observed classes filled out the learning motivation questionnaire about their interest and achievement goals in visual arts. The study draws attention to the importance of teachers being aware of and valuing learning skills alongside subject specific knowledge, as it could enhance students autonomous motivation and support adaptive goal setting.

  3. An Instructional Design Framework to Improve Student Learning in a First-Year Engineering Class

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    Kumar Yelamarthi

    2016-12-01

    Full Text Available Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.

  4. A deep learning framework for financial time series using stacked autoencoders and long-short term memory

    Science.gov (United States)

    Bao, Wei; Rao, Yulei

    2017-01-01

    The application of deep learning approaches to finance has received a great deal of attention from both investors and researchers. This study presents a novel deep learning framework where wavelet transforms (WT), stacked autoencoders (SAEs) and long-short term memory (LSTM) are combined for stock price forecasting. The SAEs for hierarchically extracted deep features is introduced into stock price forecasting for the first time. The deep learning framework comprises three stages. First, the stock price time series is decomposed by WT to eliminate noise. Second, SAEs is applied to generate deep high-level features for predicting the stock price. Third, high-level denoising features are fed into LSTM to forecast the next day’s closing price. Six market indices and their corresponding index futures are chosen to examine the performance of the proposed model. Results show that the proposed model outperforms other similar models in both predictive accuracy and profitability performance. PMID:28708865

  5. A deep learning framework for financial time series using stacked autoencoders and long-short term memory.

    Directory of Open Access Journals (Sweden)

    Wei Bao

    Full Text Available The application of deep learning approaches to finance has received a great deal of attention from both investors and researchers. This study presents a novel deep learning framework where wavelet transforms (WT, stacked autoencoders (SAEs and long-short term memory (LSTM are combined for stock price forecasting. The SAEs for hierarchically extracted deep features is introduced into stock price forecasting for the first time. The deep learning framework comprises three stages. First, the stock price time series is decomposed by WT to eliminate noise. Second, SAEs is applied to generate deep high-level features for predicting the stock price. Third, high-level denoising features are fed into LSTM to forecast the next day's closing price. Six market indices and their corresponding index futures are chosen to examine the performance of the proposed model. Results show that the proposed model outperforms other similar models in both predictive accuracy and profitability performance.

  6. Yield curve and Recession Forecasting in a Machine Learning Framework

    OpenAIRE

    Theophilos Papadimitriou; Periklis Gogas; Maria Matthaiou; Efthymia Chrysanthidou

    2014-01-01

    In this paper, we investigate the forecasting ability of the yield curve in terms of the U.S. real GDP cycle. More specifically, within a Machine Learning (ML) framework, we use data from a variety of short (treasury bills) and long term interest rates (bonds) for the period from 1976:Q3 to 2011:Q4 in conjunction with the real GDP for the same period, to create a model that can successfully forecast output fluctuations (inflation and output gaps) around its long-run trend. We focus our attent...

  7. Progressive Learning of Topic Modeling Parameters: A Visual Analytics Framework.

    Science.gov (United States)

    El-Assady, Mennatallah; Sevastjanova, Rita; Sperrle, Fabian; Keim, Daniel; Collins, Christopher

    2018-01-01

    Topic modeling algorithms are widely used to analyze the thematic composition of text corpora but remain difficult to interpret and adjust. Addressing these limitations, we present a modular visual analytics framework, tackling the understandability and adaptability of topic models through a user-driven reinforcement learning process which does not require a deep understanding of the underlying topic modeling algorithms. Given a document corpus, our approach initializes two algorithm configurations based on a parameter space analysis that enhances document separability. We abstract the model complexity in an interactive visual workspace for exploring the automatic matching results of two models, investigating topic summaries, analyzing parameter distributions, and reviewing documents. The main contribution of our work is an iterative decision-making technique in which users provide a document-based relevance feedback that allows the framework to converge to a user-endorsed topic distribution. We also report feedback from a two-stage study which shows that our technique results in topic model quality improvements on two independent measures.

  8. Systemic assessment framework of a learning organization's competitive positioning

    Directory of Open Access Journals (Sweden)

    Wissam EL Hachem

    2014-09-01

    Full Text Available Purpose: The purpose of this paper is to devise an innovative feasible, replicable and comprehensive assessment framework of a learning organization's competitive positioning. Design/methodology/approach: The three characteristics listed above are approached as follows. Feasible refers to being easy and not in need of much resources (time, personnel,.... This is done through early elimination of non-important variables. Replicable is having a well structured methodology based on scientific proven methods. Following this methodology would result in good results that can be explained if needed and replicated if deemed necessary. Comprehensive translates into a holistic set of indices that measure performance as well as organizational learning. Findings and Originality/value: The three attributes (feasible, replicable and comprehensive have become crucial for ensuring any kind of added value for such a methodology that hopes to tackle the modern dynamic business environment and gaining a sustainable competitive advantage. Research limitations/implications: Such a methodology would require several full contextual applications to be able to set its final design. It entails thorough internal revision of a company's structure. Therefore a great deal of transparency and self-transcendence from the individual involved is a pre-requisite for any chance of success. Originality/value: It offers a systematic way to assess a company's performance/competitive positioning while accounting for the crucial attribute of organizational learning in its makeup.

  9. Interrogating "Belonging" in Belonging, Being and Becoming: The Early Years Learning Framework for Australia

    Science.gov (United States)

    Sumsion, Jennifer; Wong, Sandie

    2011-01-01

    In this article, the authors interrogate the use of "belonging" in "Belonging, Being and Becoming: the Early Years Learning Framework for Australia" (EYLF), Australia's first national curriculum for early childhood education and care settings and, from the authors' interrogation, possibilities are offered for thinking about and…

  10. Picasso: A Modular Framework for Visualizing the Learning Process of Neural Network Image Classifiers

    Directory of Open Access Journals (Sweden)

    Ryan Henderson

    2017-09-01

    Full Text Available Picasso is a free open-source (Eclipse Public License web application written in Python for rendering standard visualizations useful for analyzing convolutional neural networks. Picasso ships with occlusion maps and saliency maps, two visualizations which help reveal issues that evaluation metrics like loss and accuracy might hide: for example, learning a proxy classification task. Picasso works with the Tensorflow deep learning framework, and Keras (when the model can be loaded into the Tensorflow backend. Picasso can be used with minimal configuration by deep learning researchers and engineers alike across various neural network architectures. Adding new visualizations is simple: the user can specify their visualization code and HTML template separately from the application code.

  11. A boosting framework for visuality-preserving distance metric learning and its application to medical image retrieval.

    Science.gov (United States)

    Yang, Liu; Jin, Rong; Mummert, Lily; Sukthankar, Rahul; Goode, Adam; Zheng, Bin; Hoi, Steven C H; Satyanarayanan, Mahadev

    2010-01-01

    Similarity measurement is a critical component in content-based image retrieval systems, and learning a good distance metric can significantly improve retrieval performance. However, despite extensive study, there are several major shortcomings with the existing approaches for distance metric learning that can significantly affect their application to medical image retrieval. In particular, "similarity" can mean very different things in image retrieval: resemblance in visual appearance (e.g., two images that look like one another) or similarity in semantic annotation (e.g., two images of tumors that look quite different yet are both malignant). Current approaches for distance metric learning typically address only one goal without consideration of the other. This is problematic for medical image retrieval where the goal is to assist doctors in decision making. In these applications, given a query image, the goal is to retrieve similar images from a reference library whose semantic annotations could provide the medical professional with greater insight into the possible interpretations of the query image. If the system were to retrieve images that did not look like the query, then users would be less likely to trust the system; on the other hand, retrieving images that appear superficially similar to the query but are semantically unrelated is undesirable because that could lead users toward an incorrect diagnosis. Hence, learning a distance metric that preserves both visual resemblance and semantic similarity is important. We emphasize that, although our study is focused on medical image retrieval, the problem addressed in this work is critical to many image retrieval systems. We present a boosting framework for distance metric learning that aims to preserve both visual and semantic similarities. The boosting framework first learns a binary representation using side information, in the form of labeled pairs, and then computes the distance as a weighted Hamming

  12. What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care

    Science.gov (United States)

    Lie, Désirée A.; Forest, Christopher P.; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

    2016-01-01

    Background The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. Purpose To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. Methods The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Results Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Discussion Interprofessional SRC participation promotes learning ‘with, from, and about’ each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications

  13. A framework for detection of malicious software in Android handheld systems using machine learning techniques

    OpenAIRE

    Torregrosa García, Blas

    2015-01-01

    The present study aims at designing and developing new approaches to detect malicious applications in Android-based devices. More precisely, MaLDroide (Machine Learning-based Detector for Android malware), a framework for detection of Android malware based on machine learning techniques, is introduced here. It is devised to identify malicious applications. Este trabajo tiene como objetivo el diseño y el desarrollo de nuevas formas de detección de aplicaciones maliciosas en los dispositivos...

  14. Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research.

    Science.gov (United States)

    Wang, Qing; Li, Huiping; Pang, Weiguo; Liang, Shuo; Su, Yiliang

    2016-01-05

    Medical schools have been making efforts to develop their own problem-based learning (PBL) approaches based on their educational conditions, human resources and existing curriculum structures. This study aimed to explore a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context. A participatory research design was employed. Four educational psychology researchers, eight undergraduate medical school students and two accredited PBL tutors participated in a four-month research programme. Data were collected through participatory observation, focus groups, semi-structured interviews, workshop documents and feedback surveys and then subjected to thematic content analysis. The triangulation of sources and member checking were used to ensure the credibility and trustworthiness of the research process. Five themes emerged from the analysis: current experience of PBL curriculum; the roles of and relationships between tutors and students; student group dynamics; development of self-directed learning; and coaching in PBL facilitation. On the basis of this empirical data, a systematic model of PBL and coaching psychology was developed. The findings highlighted that coaching psychology could be incorporated into the facilitation system in PBL. The integrated framework of PBL and coaching psychology in undergraduate medical education has the potential to promote the development of the learning goals of cultivating clinical reasoning ability, lifelong learning capacities and medical humanity. Challenges, benefits and future directions for implementing the framework are discussed in this paper.

  15. A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

    Science.gov (United States)

    Smith, Sedef Uzuner; Hayes, Suzanne; Shea, Peter

    2017-01-01

    After presenting a brief overview of the key elements that underpin Etienne Wenger's communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in…

  16. DeepSpark: A Spark-Based Distributed Deep Learning Framework for Commodity Clusters

    OpenAIRE

    Kim, Hanjoo; Park, Jaehong; Jang, Jaehee; Yoon, Sungroh

    2016-01-01

    The increasing complexity of deep neural networks (DNNs) has made it challenging to exploit existing large-scale data processing pipelines for handling massive data and parameters involved in DNN training. Distributed computing platforms and GPGPU-based acceleration provide a mainstream solution to this computational challenge. In this paper, we propose DeepSpark, a distributed and parallel deep learning framework that exploits Apache Spark on commodity clusters. To support parallel operation...

  17. A Personalized e-Learning Framework

    Science.gov (United States)

    Alhawiti, Mohammed M.; Abdelhamid, Yasser

    2017-01-01

    With the advent of web based learning and content management tools, e-learning has become a matured learning paradigm, and changed the trend of instructional design from instructor centric learning paradigm to learner centric approach, and evolved from "one instructional design for many learners" to "one design for one learner"…

  18. Noise-aware dictionary-learning-based sparse representation framework for detection and removal of single and combined noises from ECG signal.

    Science.gov (United States)

    Satija, Udit; Ramkumar, Barathram; Sabarimalai Manikandan, M

    2017-02-01

    Automatic electrocardiogram (ECG) signal enhancement has become a crucial pre-processing step in most ECG signal analysis applications. In this Letter, the authors propose an automated noise-aware dictionary learning-based generalised ECG signal enhancement framework which can automatically learn the dictionaries based on the ECG noise type for effective representation of ECG signal and noises, and can reduce the computational load of sparse representation-based ECG enhancement system. The proposed framework consists of noise detection and identification, noise-aware dictionary learning, sparse signal decomposition and reconstruction. The noise detection and identification is performed based on the moving average filter, first-order difference, and temporal features such as number of turning points, maximum absolute amplitude, zerocrossings, and autocorrelation features. The representation dictionary is learned based on the type of noise identified in the previous stage. The proposed framework is evaluated using noise-free and noisy ECG signals. Results demonstrate that the proposed method can significantly reduce computational load as compared with conventional dictionary learning-based ECG denoising approaches. Further, comparative results show that the method outperforms existing methods in automatically removing noises such as baseline wanders, power-line interference, muscle artefacts and their combinations without distorting the morphological content of local waves of ECG signal.

  19. Learning Physics-based Models in Hydrology under the Framework of Generative Adversarial Networks

    Science.gov (United States)

    Karpatne, A.; Kumar, V.

    2017-12-01

    Generative adversarial networks (GANs), that have been highly successful in a number of applications involving large volumes of labeled and unlabeled data such as computer vision, offer huge potential for modeling the dynamics of physical processes that have been traditionally studied using simulations of physics-based models. While conventional physics-based models use labeled samples of input/output variables for model calibration (estimating the right parametric forms of relationships between variables) or data assimilation (identifying the most likely sequence of system states in dynamical systems), there is a greater opportunity to explore the full power of machine learning (ML) methods (e.g, GANs) for studying physical processes currently suffering from large knowledge gaps, e.g. ground-water flow. However, success in this endeavor requires a principled way of combining the strengths of ML methods with physics-based numerical models that are founded on a wealth of scientific knowledge. This is especially important in scientific domains like hydrology where the number of data samples is small (relative to Internet-scale applications such as image recognition where machine learning methods has found great success), and the physical relationships are complex (high-dimensional) and non-stationary. We will present a series of methods for guiding the learning of GANs using physics-based models, e.g., by using the outputs of physics-based models as input data to the generator-learner framework, and by using physics-based models as generators trained using validation data in the adversarial learning framework. These methods are being developed under the broad paradigm of theory-guided data science that we are developing to integrate scientific knowledge with data science methods for accelerating scientific discovery.

  20. Architectural frameworks: defining the structures for implementing learning health systems.

    Science.gov (United States)

    Lessard, Lysanne; Michalowski, Wojtek; Fung-Kee-Fung, Michael; Jones, Lori; Grudniewicz, Agnes

    2017-06-23

    The vision of transforming health systems into learning health systems (LHSs) that rapidly and continuously transform knowledge into improved health outcomes at lower cost is generating increased interest in government agencies, health organizations, and health research communities. While existing initiatives demonstrate that different approaches can succeed in making the LHS vision a reality, they are too varied in their goals, focus, and scale to be reproduced without undue effort. Indeed, the structures necessary to effectively design and implement LHSs on a larger scale are lacking. In this paper, we propose the use of architectural frameworks to develop LHSs that adhere to a recognized vision while being adapted to their specific organizational context. Architectural frameworks are high-level descriptions of an organization as a system; they capture the structure of its main components at varied levels, the interrelationships among these components, and the principles that guide their evolution. Because these frameworks support the analysis of LHSs and allow their outcomes to be simulated, they act as pre-implementation decision-support tools that identify potential barriers and enablers of system development. They thus increase the chances of successful LHS deployment. We present an architectural framework for LHSs that incorporates five dimensions-goals, scientific, social, technical, and ethical-commonly found in the LHS literature. The proposed architectural framework is comprised of six decision layers that model these dimensions. The performance layer models goals, the scientific layer models the scientific dimension, the organizational layer models the social dimension, the data layer and information technology layer model the technical dimension, and the ethics and security layer models the ethical dimension. We describe the types of decisions that must be made within each layer and identify methods to support decision-making. In this paper, we outline

  1. Promoting Student Learning and Productive Persistence in Developmental Mathematics: Research Frameworks Informing the Carnegie Pathways

    Science.gov (United States)

    Edwards, Ann R.; Beattie, Rachel L.

    2016-01-01

    This paper focuses on two research-based frameworks that inform the design of instruction and promote student success in accelerated, developmental mathematics pathways. These are Learning Opportunities--productive struggle on challenging and relevant tasks, deliberate practice, and explicit connections, and Productive Persistence--promoting…

  2. Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK

    Science.gov (United States)

    Rienties, Bart; Boroowa, Avinash; Cross, Simon; Kubiak, Chris; Mayles, Kevin; Murphy, Sam

    2016-01-01

    There is an urgent need to develop an evidence-based framework for learning analytics whereby stakeholders can manage, evaluate, and make decisions about which types of interventions work well and under which conditions. In this article, we will work towards developing a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is…

  3. Label-Driven Learning Framework: Towards More Accurate Bayesian Network Classifiers through Discrimination of High-Confidence Labels

    Directory of Open Access Journals (Sweden)

    Yi Sun

    2017-12-01

    Full Text Available Bayesian network classifiers (BNCs have demonstrated competitive classification accuracy in a variety of real-world applications. However, it is error-prone for BNCs to discriminate among high-confidence labels. To address this issue, we propose the label-driven learning framework, which incorporates instance-based learning and ensemble learning. For each testing instance, high-confidence labels are first selected by a generalist classifier, e.g., the tree-augmented naive Bayes (TAN classifier. Then, by focusing on these labels, conditional mutual information is redefined to more precisely measure mutual dependence between attributes, thus leading to a refined generalist with a more reasonable network structure. To enable finer discrimination, an expert classifier is tailored for each high-confidence label. Finally, the predictions of the refined generalist and the experts are aggregated. We extend TAN to LTAN (Label-driven TAN by applying the proposed framework. Extensive experimental results demonstrate that LTAN delivers superior classification accuracy to not only several state-of-the-art single-structure BNCs but also some established ensemble BNCs at the expense of reasonable computation overhead.

  4. Evaluating mobile learning practice. Towards a framework for analysis of user-generated contexts with reference to the socio-cultural ecology of mobile learning

    Directory of Open Access Journals (Sweden)

    Judith Seipold

    2011-04-01

    Full Text Available Against the conceptual and theoretical background of a socio-culturally orientated approach to mobile learning (Pachler, Bachmair and Cook, 2010, this paper examines the evaluation of user-generated contexts by referring to an example from the use of mobile phones in schools. We discuss how mobile device-related, user- generated contexts around structures, agency and cultural practices might be brought into a fruitful relationship with institution-based learning. And, we provide categories for evaluating the use of mobile devices to generate meaning from and with fragmented and discontinuous media and modes at the interface of learning in formal, institutionalised and informal, self-directed settings. The evaluation criteria build on the framework of a socio-cultural ecology of mobile learning developed by the London Mobile Learning Group.

  5. A semi-supervised learning framework for biomedical event extraction based on hidden topics.

    Science.gov (United States)

    Zhou, Deyu; Zhong, Dayou

    2015-05-01

    Scientists have devoted decades of efforts to understanding the interaction between proteins or RNA production. The information might empower the current knowledge on drug reactions or the development of certain diseases. Nevertheless, due to the lack of explicit structure, literature in life science, one of the most important sources of this information, prevents computer-based systems from accessing. Therefore, biomedical event extraction, automatically acquiring knowledge of molecular events in research articles, has attracted community-wide efforts recently. Most approaches are based on statistical models, requiring large-scale annotated corpora to precisely estimate models' parameters. However, it is usually difficult to obtain in practice. Therefore, employing un-annotated data based on semi-supervised learning for biomedical event extraction is a feasible solution and attracts more interests. In this paper, a semi-supervised learning framework based on hidden topics for biomedical event extraction is presented. In this framework, sentences in the un-annotated corpus are elaborately and automatically assigned with event annotations based on their distances to these sentences in the annotated corpus. More specifically, not only the structures of the sentences, but also the hidden topics embedded in the sentences are used for describing the distance. The sentences and newly assigned event annotations, together with the annotated corpus, are employed for training. Experiments were conducted on the multi-level event extraction corpus, a golden standard corpus. Experimental results show that more than 2.2% improvement on F-score on biomedical event extraction is achieved by the proposed framework when compared to the state-of-the-art approach. The results suggest that by incorporating un-annotated data, the proposed framework indeed improves the performance of the state-of-the-art event extraction system and the similarity between sentences might be precisely

  6. Research Notes ~ Second Language Acquisition Theories as a Framework for Creating Distance Learning Courses

    Directory of Open Access Journals (Sweden)

    Eileen N. Ariza

    2003-10-01

    Full Text Available Moore and Kearsley (1996 maintain distance educators should provide for three types of interaction: a learner-content; b learner-instructor; and c learner-learner. According to interactionist second language acquisition (SLA theories that reflect Krashen’s theory (1994 that comprehensible input is critical for second language acquisition, interaction can enhance second language acquisition and fluency. Effective output is necessary as well. We reviewed the research on distance learning for second language learners and concluded that SLA theories can, and should, be the framework that drives the development of courses for students seeking to learn languages by distance technology. This article delineates issues to consider in support of combining SLA theories and research literature as a guide in creating distance language learning courses.

  7. A Ten-Value-Type Framework Associated With Spectator Sports

    Directory of Open Access Journals (Sweden)

    Li-Shiue Gau

    2013-04-01

    Full Text Available Prior value studies in sport settings have been focused on participation rather than spectatorship. This study is an initial step in examining the values associated with spectator sports. Interviews and focus groups were utilized in this qualitative study within four progressive phases for triangulation, transferability, and constant comparative assessment. A total of 54 individuals participated in the study. Because values were subjectively perceived at the highest level of abstraction reflecting desirable preference experiences, the interviews were designed to include seven categories of questions: Three categories dealt with observed behaviors and implied metaphors, and four categories including questions comparing spectator sports and sport participation, religion, other leisure activities, and substitutes. Grounded data techniques guided the coding procedure. Using the transcriptions and notes from 26 interviews and three focus groups, five coders were used to provide evidence of interrater reliability. Based on the results of the data analyses, a 10-value-type framework was developed in relation to spectator sports: (a Enjoyment (pleasure and satisfaction, (b Sociability (social interaction through sport spectating, (c Identity (enhancing self-esteem, (d Status (pursuing social recognition, (e Moral, (f Spirituality (inner peace, strength, meaning, and purpose in life, (g Epistemic, (h Aesthetics, (i Ritual (sports spectating becomes a series of formal and serious acts followed regularly and invariably as end-experience, and (j no or negative values. Different from Kahle’s (1983, Maslow’s (1970a, and Schwartz’ (1992 value theories, the framework was specifically associated with spectator sports and is expected to better predict spectator sport behavior than does a scale measuring motivations of sports fans.

  8. A conceptual framework to identify spatial implications of new ways of learning in higher education

    NARCIS (Netherlands)

    Beckers, R; van der Voordt, Theo; Dewulf, G

    2015-01-01

    Purpose - The purpose of this paper is to explore the spatial implications of new learning theories and the use of Information and Communication Technologies (ICT) in higher education.
    Design/methodology/approach - Based on a review of literature, a theoretical framework has been developed that

  9. A Learning Framework for Control-Oriented Modeling of Buildings

    Energy Technology Data Exchange (ETDEWEB)

    Rubio-Herrero, Javier; Chandan, Vikas; Siegel, Charles M.; Vishnu, Abhinav; Vrabie, Draguna L.

    2018-01-18

    Buildings consume a significant amount of energy worldwide. Several building optimization and control use cases require models of energy consumption which are control oriented, have high predictive capability, imposes minimal data pre-processing requirements, and have the ability to be adapted continuously to account for changing conditions as new data becomes available. Data driven modeling techniques, that have been investigated so far, while promising in the context of buildings, have been unable to simultaneously satisfy all the requirements mentioned above. In this context, deep learning techniques such as Recurrent Neural Networks (RNNs) hold promise, empowered by advanced computational capabilities and big data opportunities. In this paper, we propose a deep learning based methodology for the development of control oriented models for building energy management and test in on data from a real building. Results show that the proposed methodology outperforms other data driven modeling techniques significantly. We perform a detailed analysis of the proposed methodology along dimensions such as topology, sensitivity, and downsampling. Lastly, we conclude by envisioning a building analytics suite empowered by the proposed deep framework, that can drive several use cases related to building energy management.

  10. Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy

    Science.gov (United States)

    Goldman, Susan R.; Britt, M. Anne; Brown, Willard; Cribb, Gayle; George, MariAnne; Greenleaf, Cynthia; Lee, Carol D.; Shanahan, Cynthia

    2016-01-01

    This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas--literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline…

  11. A conceptual framework to identify spatial implications of new ways of learning in higher education

    NARCIS (Netherlands)

    Geert Dewulf; Theo van der Voordt; Ronald Beckers

    2015-01-01

    Purpose – The purpose of this paper is to explore the spatial implications of new learning theories and the use of information and communication technologies (ICT) in higher education. Design/methodology/approach – Based on a review of the literature, a theoretical framework has been developed

  12. A conceptual framework to identify spatial implications of new ways of learning in higher education

    NARCIS (Netherlands)

    Beckers, Ronald; van der Voordt, Theo; Dewulf, Geert P.M.R.

    2015-01-01

    Purpose – The purpose of this paper is to explore the spatial implications of new learning theories and the use of information and communication technologies (ICT) in higher education. Design/methodology/approach – Based on a review of the literature, a theoretical framework has been developed that

  13. A unified framework of image latent feature learning on Sina microblog

    Science.gov (United States)

    Wei, Jinjin; Jin, Zhigang; Zhou, Yuan; Zhang, Rui

    2015-10-01

    Large-scale user-contributed images with texts are rapidly increasing on the social media websites, such as Sina microblog. However, the noise and incomplete correspondence between the images and the texts give rise to the difficulty in precise image retrieval and ranking. In this paper, a hypergraph-based learning framework is proposed for image ranking, which simultaneously utilizes visual feature, textual content and social link information to estimate the relevance between images. Representing each image as a vertex in the hypergraph, complex relationship between images can be reflected exactly. Then updating the weight of hyperedges throughout the hypergraph learning process, the effect of different edges can be adaptively modulated in the constructed hypergraph. Furthermore, the popularity degree of the image is employed to re-rank the retrieval results. Comparative experiments on a large-scale Sina microblog data-set demonstrate the effectiveness of the proposed approach.

  14. From the Games Industry: Ten Lessons for Game-Based Learning

    Science.gov (United States)

    Hollins, Paul; Whitton, Nicola

    2011-01-01

    This paper draws on lessons learned from the development process of the entertainment games industry and discusses how they can be applied to the field of game-based learning. This paper examines policy makers and those wishing to commission or develop games for learning and highlights potential opportunities as well as pitfalls. The paper focuses…

  15. A multidimensional framework of conceptual change for developing chemical equilibrium learning

    Science.gov (United States)

    Chanyoo, Wassana; Suwannoi, Paisan; Treagust, David F.

    2018-01-01

    The purposes of this research is to investigate the existing chemical equilibrium lessons in Thailand based on the multidimensional framework of conceptual change, to determine how the existing lessons could enhance students' conceptual change. This research was conducted based on qualitative perspective. Document, observations and interviews were used to collect data. To comprehend all students conceptions, diagnostic tests were applied comprised of The Chemical Equilibrium Diagnostic Test (the CEDT) and The Chemical Equilibrium Test for Reveal Conceptual Change (the CETforRCC). In addition, to study students' motivations, the Motivated Strategies for Learning Questionnaire (the MSLQ) and students' task engagement were applied. Following each perspective of conceptual change - ontological, epistemological, and social/affective - the result showed that the existing chemical equilibrium unit did not enhance students' conceptual change, and some issues were found. The problems obstructed students conceptual change should be remedy under the multidimensional framework of conceptual change. Finally, some suggestions were provided to enhance students' conceptual change in chemical equilibrium effectively

  16. Integration of a framework with a learning management system for detection, assessment and assistance of university students with reading difficulties

    Directory of Open Access Journals (Sweden)

    Carolina Mejía Corredor

    2015-12-01

    Full Text Available Rev.esc.adm.neg Dyslexia is a common learning disability in Spanish-speaking university students, and requires special attention from higher educational institutions in order to support affected individuals during their learning process. In previous studies, a framework to detect, assess and assist university students with reading difficulties related to dyslexia was developed. In this paper, the integration of this framework with a Learning Management System (LMS is presented. Two case studies were performed to test the functionality and the usability of this integration. The first case study was carried out with 20 students, while the second one with four teachers. The results show that both students and teachers were satisfied with the integration performed in Moodle.ce, among others.

  17. A framework for consciousness.

    Science.gov (United States)

    Crick, Francis; Koch, Christof

    2003-02-01

    Here we summarize our present approach to the problem of consciousness. After an introduction outlining our general strategy, we describe what is meant by the term 'framework' and set it out under ten headings. This framework offers a coherent scheme for explaining the neural correlates of (visual) consciousness in terms of competing cellular assemblies. Most of the ideas we favor have been suggested before, but their combination is original. We also outline some general experimental approaches to the problem and, finally, acknowledge some relevant aspects of the brain that have been left out of the proposed framework.

  18. ELPSA as A Lesson Design Framework

    Directory of Open Access Journals (Sweden)

    Tom Lowrie

    2015-07-01

    Full Text Available This paper offers a framework for mathematics lesson design that is consistent with the way we learn about, and discover, most things in life. In addition, the framework provides a structure for identifying how mathematical concepts and understanding are acquired and developed. This framework is called ELPSA and represents five learning components, namely: Experience, Language, Pictorial, Symbolic and Applications. This framework has been used in developing lessons and teacher professional programs in Indonesia since 2012 in cooperation with the World Bank. This paper describes the theory that underlines the framework in general and in relation to each inter-connected component. Two explicit learning sequences for classroom practice are described, associated with Pythagoras theorem and probability. This paper then concludes with recommendations for using ELPSA in various institutional contexts.

  19. ELPSA AS A LESSON DESIGN FRAMEWORK

    Directory of Open Access Journals (Sweden)

    Tom Lowrie

    2015-07-01

    Full Text Available This paper offers a framework for mathematics lesson design that is consistent with the way we learn about, and discover, most things in life. In addition, the framework provides a structure for identifying how mathematical concepts and understanding are acquired and developed. This framework is called ELPSA and represents five learning components, namely: Experience, Language, Pictorial, Symbolic and Applications. This framework has been used in developing lessons and teacher professional programs in Indonesia since 2012 in cooperation with the World Bank. This paper describes the theory that underlines the framework in general and in relation to each inter-connected component. Two explicit learning sequences for classroom practice are described, associated with Pythagoras theorem and probability. This paper then concludes with recommendations for using ELPSA in various institutional contexts.Keywords: ELPSA, lesson design framework, Pythagoras theorem, probability DOI: dx.doi.org/10.22342/jme.62.77

  20. An Ensemble Learning Based Framework for Traditional Chinese Medicine Data Analysis with ICD-10 Labels

    Directory of Open Access Journals (Sweden)

    Gang Zhang

    2015-01-01

    Full Text Available Objective. This study aims to establish a model to analyze clinical experience of TCM veteran doctors. We propose an ensemble learning based framework to analyze clinical records with ICD-10 labels information for effective diagnosis and acupoints recommendation. Methods. We propose an ensemble learning framework for the analysis task. A set of base learners composed of decision tree (DT and support vector machine (SVM are trained by bootstrapping the training dataset. The base learners are sorted by accuracy and diversity through nondominated sort (NDS algorithm and combined through a deep ensemble learning strategy. Results. We evaluate the proposed method with comparison to two currently successful methods on a clinical diagnosis dataset with manually labeled ICD-10 information. ICD-10 label annotation and acupoints recommendation are evaluated for three methods. The proposed method achieves an accuracy rate of 88.2%  ±  2.8% measured by zero-one loss for the first evaluation session and 79.6%  ±  3.6% measured by Hamming loss, which are superior to the other two methods. Conclusion. The proposed ensemble model can effectively model the implied knowledge and experience in historic clinical data records. The computational cost of training a set of base learners is relatively low.

  1. [Omalizumab: What have we learned after ten years of prescription?].

    Science.gov (United States)

    Pradère, P; Garcia, G; Humbert, M; Aubier, M; Taillé, C

    2016-02-01

    Omalizumab, an anti-immunoglobulin E monoclonal antibody, has now been used for ten years as an add-on therapy for severe adult atopic asthma, poorly controlled by high-doses inhaled steroids and long-acting beta-agonists. This innovative therapy has been the first biotherapy used on a large scale in severe asthma. It has shown clinical benefits, especially in the prevention of severe exacerbation, with a satisfactory safety profile. Despite its cost, it is an interesting alternative to continuous oral steroids, which cause more long-term side effects. After ten-years of prescription of omalizumab, we review here the mechanism of action, the benefits, the main side effects, the cost-effectiveness and also the alternative indications of this interesting molecule. We also consider the practicalities of using omalizumab, particularly the importance a rigorous assessment of its efficacy after 16 weeks of treatment, and possible future therapeutic indications. Omalizumab has proven its efficacy in large randomized studies but also in real life practice in severe allergic asthma. Copyright © 2015 SPLF. Published by Elsevier Masson SAS. All rights reserved.

  2. The National School Safety Framework: A framework for preventing ...

    African Journals Online (AJOL)

    The National School Safety Framework (NSSF) – approved by the Minister of Education in April 2015 - is located within a range of international and national laws and policies that recognise the safety of learners and educators as a prerequisite for quality learning and teaching at school. The framework affirms the ...

  3. AUDIT SISTEM INFORMASI MENGGUNAKAN FRAMEWORK COBIT 4.1 PADA E-LEARNING UNISNU JEPARA

    Directory of Open Access Journals (Sweden)

    Noor Azizah

    2017-04-01

    Full Text Available Perkembangan teknologi saat ini tak bisa dibendung lagi. Kemajuan disetiap bidang tak lepas dari teknologi sebagai penunjangnya, terutama teknologi informasi. Akan tetapi hal tersebut harus dimbangi dengan adanya sebuah evaluasi atau audit terhadap sistem informasi sehingga ancaman atau kerugian dapat  dihindari  ataupun  dicegah.  Penelitian  ini  bertujuan  mengetahui  sejauh  mana  kinerja  sistem informasi pembelajaran yaitu e-learning sebagai layanan publik yang telah diterapkan pada UNISNU Jepara dan  memberikan   rekomendasi tata  kelola perbaikan setelah mengetahui kesenjangan antara tatakelola saat ini dengan tatakelola yang diharapkan sesuai dengan framework yang digunakan. Framework  yang digunakan dalam penelitian ini adalah COBIT versi 4.1 khusus pada domain Deliver and Support (DS. Teknik pengumpulan datanya dilakukan dengan wawancara dan kuisioner dengan narasumber yang telah ditentukan sesuai dengan domain dan Control Objective yang digunakan. Metode analisis data dilakukan beberapa tahap, yaitu penentuan domain, penentuan proses kontrol, penentuan indikator dan pemetaan tingkatkematangan. Hasil dari penelitian ini adalah untuk mengetahui tingkat kematangan (maturity level pada implementasi e-learning UNISNU Jepara khusus pada Domain DS, yaitu berada pada level 4 yang berarti sudah terukur dan terintegrasi antar proses yang berlangsung. Dan analisa GAP antara kondisi yang diharapkan dengan kondisi saat ini rata-rata sebesar 0,6.

  4. Ten Challenges of the Amyloid Hypothesis of Alzheimer's Disease

    DEFF Research Database (Denmark)

    Kepp, Kasper Planeta

    2017-01-01

    The inability to effectively halt or cure Alzheimer's disease (AD), exacerbated by the recent failures of high-profile clinical trials, emphasizes the urgent need to understand the complex biochemistry of this major neurodegenerative disease. In this paper, ten central, current challenges...... as a background model of the disease, unify our understanding of the interplay between genetic and non-genetic risk factors, and combine into one framework both the familial and sporadic forms of the disease....

  5. A Driver Behavior Learning Framework for Enhancing Traffic Simulation

    Directory of Open Access Journals (Sweden)

    Ramona Maria Paven

    2014-06-01

    Full Text Available Traffic simulation provides an essential support for developing intelligent transportation systems. It allows affordable validation of such systems using a large variety of scenarios that involves massive data input. However, realistic traffic models are hard to be implemented especially for microscopic traffic simulation. One of the hardest problems in this context is to model the behavior of drivers, due the complexity of human nature. The work presented in this paper proposes a framework for learning driver behavior based on a Hidden Markov Model technique. Moreover, we propose also a practical method to inject this behavior in a traffic model used by the SUMO traffic simulator. To demonstrate the effectiveness of this method we present a case study involving real traffic collected from Timisoara city area.

  6. Press Play for Learning: A Framework to Guide Serious Computer Game Use in the Classroom

    Science.gov (United States)

    Southgate, Erica; Budd, Janene; Smith, Shamus

    2017-01-01

    Computer gaming is a global phenomenon and there has been rapid growth in "serious" games for learning. An emergent body of evidence demonstrates how serious games can be used in primary and secondary school classrooms. Despite the popularity of serious games and their pedagogical potential, there are few specialised frameworks to guide…

  7. Developing Policy Instruments for Education in the EU: The European Qualifications Framework for Lifelong Learning

    Science.gov (United States)

    Elken, Mari

    2015-01-01

    The European Qualifications Framework (EQF) for lifelong learning has been characterized as a policy instrument with a number of contested ideas, raising questions about the process through which such instruments are developed at European level. The introduction of the EQF is in this article examined through variations of neo-institutional theory:…

  8. 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.

  9. What and how do students learn in an interprofessional student-run clinic? An educational framework for teambased care

    OpenAIRE

    Lie, Désirée A.; Forest, Christopher P.; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

    2016-01-01

    Background: The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students.Purpose: To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients.Methods: The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Ses...

  10. Ten steps to successful poster presentation.

    Science.gov (United States)

    Hardicre, Jayne; Devitt, Patric; Coad, Jane

    Receiving a letter confirming acceptance for you to present a poster at a conference can evoke mixed emotions. Joy, panic, fear and dread are among the many possible emotions and this is not exclusive to first time presenters. Developing an effective poster presentation is a skill that you can learn and can provide a rewarding way to present your work in a manner less intimidating than oral presentation (Shelledy, 2004). The key to successful poster presentation is meticulous, timely, well informed preparation. This article outlines ten steps to help guide you through the process to maximize your success.

  11. Programming Entity Framework

    CERN Document Server

    Lerman, Julia

    2010-01-01

    Get a thorough introduction to ADO.NET Entity Framework 4 -- Microsoft's core framework for modeling and interacting with data in .NET applications. The second edition of this acclaimed guide provides a hands-on tour of the framework latest version in Visual Studio 2010 and .NET Framework 4. Not only will you learn how to use EF4 in a variety of applications, you'll also gain a deep understanding of its architecture and APIs. Written by Julia Lerman, the leading independent authority on the framework, Programming Entity Framework covers it all -- from the Entity Data Model and Object Service

  12. The Top Ten Algorithms in Data Mining

    CERN Document Server

    Wu, Xindong

    2009-01-01

    From classification and clustering to statistical learning, association analysis, and link mining, this book covers the most important topics in data mining research. It presents the ten most influential algorithms used in the data mining community today. Each chapter provides a detailed description of the algorithm, a discussion of available software implementation, advanced topics, and exercises. With a simple data set, examples illustrate how each algorithm works and highlight the overall performance of each algorithm in a real-world application. Featuring contributions from leading researc

  13. A Framework for Learning Analytics Using Commodity Wearable Devices.

    Science.gov (United States)

    Lu, Yu; Zhang, Sen; Zhang, Zhiqiang; Xiao, Wendong; Yu, Shengquan

    2017-06-14

    We advocate for and introduce LEARNSense, a framework for learning analytics using commodity wearable devices to capture learner's physical actions and accordingly infer learner context (e.g., student activities and engagement status in class). Our work is motivated by the observations that: (a) the fine-grained individual-specific learner actions are crucial to understand learners and their context information; (b) sensor data available on the latest wearable devices (e.g., wrist-worn and eye wear devices) can effectively recognize learner actions and help to infer learner context information; (c) the commodity wearable devices that are widely available on the market can provide a hassle-free and non-intrusive solution. Following the above observations and under the proposed framework, we design and implement a sensor-based learner context collector running on the wearable devices. The latest data mining and sensor data processing techniques are employed to detect different types of learner actions and context information. Furthermore, we detail all of the above efforts by offering a novel and exemplary use case: it successfully provides the accurate detection of student actions and infers the student engagement states in class. The specifically designed learner context collector has been implemented on the commodity wrist-worn device. Based on the collected and inferred learner information, the novel intervention and incentivizing feedback are introduced into the system service. Finally, a comprehensive evaluation with the real-world experiments, surveys and interviews demonstrates the effectiveness and impact of the proposed framework and this use case. The F1 score for the student action classification tasks achieve 0.9, and the system can effectively differentiate the defined three learner states. Finally, the survey results show that the learners are satisfied with the use of our system (mean score of 3.7 with a standard deviation of 0.55).

  14. Responsibly managing students' learning experiences in student-run clinics: a virtues-based ethical framework.

    Science.gov (United States)

    Coverdale, John H; McCullough, Laurence B

    2014-01-01

    Many medical schools now offer students a distinctive clinical and learning opportunity, the student-run clinic (SRC), in which generalist physicians often play the major role. Although SRCs have become popular, they pose as-yet unexplored ethical challenges for the learning experiences of students. In SRCs students not only take on a significant administrative role especially in coordinating care, but also provide direct patient care for a clinically challenging, biopsychosocially vulnerable, medically indigent population of patients. SRCs provide an exemplar of the ethical challenges of care for such patients. The ethical framework proposed in this article emphasizes that these valued learning opportunities for students should occur in the context of professional formation, with explicit attention to developing the professional virtues, with faculty as role models for these virtues. The valued learning opportunities for students in SRCs should occur in the context of professional formation, with explicit attention to developing the professional virtues of integrity, compassion, self-effacement, self-sacrifice, and courage, which are required for the appropriate care of the vulnerable populations served by SRCs.

  15. Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts

    Science.gov (United States)

    Cary, Tawnya; Branchaw, Janet

    2017-01-01

    The Vision and Change in Undergraduate Biology Education: Call to Action report has inspired and supported a nationwide movement to restructure undergraduate biology curricula to address overarching disciplinary concepts and competencies. The report outlines the concepts and competencies generally but does not provide a detailed framework to guide the development of the learning outcomes, instructional materials, and assessment instruments needed to create a reformed biology curriculum. In this essay, we present a detailed Vision and Change core concept framework that articulates key components that transcend subdisciplines and scales for each overarching biological concept, the Conceptual Elements (CE) Framework. The CE Framework was developed using a grassroots approach of iterative revision and incorporates feedback from more than 60 biologists and undergraduate biology educators from across the United States. The final validation step resulted in strong national consensus, with greater than 92% of responders agreeing that each core concept list was ready for use by the biological sciences community, as determined by scientific accuracy and completeness. In addition, we describe in detail how educators and departments can use the CE Framework to guide and document reformation of individual courses as well as entire curricula. PMID:28450444

  16. Integration of Culturally Relevant Pedagogy Into the Science Learning Progression Framework

    Science.gov (United States)

    Bernardo, Cyntra

    This study integrated elements of culturally relevant pedagogy into a science learning progression framework, with the goal of enhancing teachers' cultural knowledge and thereby creating better teaching practices in an urban public high school science classroom. The study was conducted using teachers, an administrator, a science coach, and students involved in science courses in public high school. Through a qualitative intrinsic case study, data were collected and analyzed using traditional methods. Data from primary participants (educators) were analyzed through identification of big ideas, open coding, and themes. Through this process, patterns and emergent ideas were reported. Outcomes of this study demonstrated that educators lack knowledge about research-based academic frameworks and multicultural education strategies, but benefit through institutionally-based professional development. Students from diverse cultures responded positively to culturally-based instruction. Their progress was further manifested in better communication and discourse with their teacher and peers, and increased academic outcomes. This study has postulated and provided an exemplar for science teachers to expand and improve multicultural knowledge, ultimately transferring these skills to their pedagogical practice.

  17. Model-based machine learning.

    Science.gov (United States)

    Bishop, Christopher M

    2013-02-13

    Several decades of research in the field of machine learning have resulted in a multitude of different algorithms for solving a broad range of problems. To tackle a new application, a researcher typically tries to map their problem onto one of these existing methods, often influenced by their familiarity with specific algorithms and by the availability of corresponding software implementations. In this study, we describe an alternative methodology for applying machine learning, in which a bespoke solution is formulated for each new application. The solution is expressed through a compact modelling language, and the corresponding custom machine learning code is then generated automatically. This model-based approach offers several major advantages, including the opportunity to create highly tailored models for specific scenarios, as well as rapid prototyping and comparison of a range of alternative models. Furthermore, newcomers to the field of machine learning do not have to learn about the huge range of traditional methods, but instead can focus their attention on understanding a single modelling environment. In this study, we show how probabilistic graphical models, coupled with efficient inference algorithms, provide a very flexible foundation for model-based machine learning, and we outline a large-scale commercial application of this framework involving tens of millions of users. We also describe the concept of probabilistic programming as a powerful software environment for model-based machine learning, and we discuss a specific probabilistic programming language called Infer.NET, which has been widely used in practical applications.

  18. Framework for online teaching

    DEFF Research Database (Denmark)

    Strobel, Bjarne W.

    2014-01-01

    The following framework for online teaching is a guidance to inspire you on how to to use e-learning in your teaching. Maybe you want to make a whole online course (distance learning) or maybe you want to use e-learning as a part of a course (blended learning). If you want to go further or have...

  19. Ten design lessons from the literature on child development and children’s use of technology

    CSIR Research Space (South Africa)

    Gelderblom, H

    2009-06-01

    Full Text Available sampling, data collection and data analysis [15]. We used multiple case sampling [28] to establish a trustworthy profile of five to eight year old children and reputational case selection [28] to choose the relevant theories of development, research... here will confirm. For this paper we selected, from the complete framework, ten themes to focus on. We present the guidelines associated with these themes as ten ‘lessons’ grounded in respected theoretical or empirical research results...

  20. Repurposing learning object components

    NARCIS (Netherlands)

    Verbert, K.; Jovanovic, J.; Gasevic, D.; Duval, E.; Meersman, R.

    2005-01-01

    This paper presents an ontology-based framework for repurposing learning object components. Unlike the usual practice where learning object components are assembled manually, the proposed framework enables on-the-fly access and repurposing of learning object components. The framework supports two

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

    Science.gov (United States)

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

    2018-05-14

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

  2. Learning Theory Foundations of Simulation-Based Mastery Learning.

    Science.gov (United States)

    McGaghie, William C; Harris, Ilene B

    2018-06-01

    Simulation-based mastery learning (SBML), like all education interventions, has learning theory foundations. Recognition and comprehension of SBML learning theory foundations are essential for thoughtful education program development, research, and scholarship. We begin with a description of SBML followed by a section on the importance of learning theory foundations to shape and direct SBML education and research. We then discuss three principal learning theory conceptual frameworks that are associated with SBML-behavioral, constructivist, social cognitive-and their contributions to SBML thought and practice. We then discuss how the three learning theory frameworks converge in the course of planning, conducting, and evaluating SBML education programs in the health professions. Convergence of these learning theory frameworks is illustrated by a description of an SBML education and research program in advanced cardiac life support. We conclude with a brief coda.

  3. Preparing Teacher-Students for Twenty-First-Century Learning Practices (PREP 21): A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills

    Science.gov (United States)

    Häkkinen, Päivi; Järvelä, Sanna; Mäkitalo-Siegl, Kati; Ahonen, Arto; Näykki, Piia; Valtonen, Teemu

    2017-01-01

    With regard to the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in…

  4. Assessment of Student Performance in a PSI College Physics Course Using Ausubel's Learning Theory as a Theoretical Framework for Content Organization.

    Science.gov (United States)

    Moriera, M. A.

    1979-01-01

    David Ausubel's learning theory was used as a framework for the content organization of an experimental Personalized System of Instruction (PSI) course in physics. Evaluation suggests that the combination of PSI as a method of instruction and Ausubel's theory for organization might result in better learning outcomes. (Author/JMD)

  5. Exploring Middle School Students' Representational Competence in Science: Development and Verification of a Framework for Learning with Visual Representations

    Science.gov (United States)

    Tippett, Christine Diane

    Scientific knowledge is constructed and communicated through a range of forms in addition to verbal language. Maps, graphs, charts, diagrams, formulae, models, and drawings are just some of the ways in which science concepts can be represented. Representational competence---an aspect of visual literacy that focuses on the ability to interpret, transform, and produce visual representations---is a key component of science literacy and an essential part of science reading and writing. To date, however, most research has examined learning from representations rather than learning with representations. This dissertation consisted of three distinct projects that were related by a common focus on learning from visual representations as an important aspect of scientific literacy. The first project was the development of an exploratory framework that is proposed for use in investigations of students constructing and interpreting multimedia texts. The exploratory framework, which integrates cognition, metacognition, semiotics, and systemic functional linguistics, could eventually result in a model that might be used to guide classroom practice, leading to improved visual literacy, better comprehension of science concepts, and enhanced science literacy because it emphasizes distinct aspects of learning with representations that can be addressed though explicit instruction. The second project was a metasynthesis of the research that was previously conducted as part of the Explicit Literacy Instruction Embedded in Middle School Science project (Pacific CRYSTAL, http://www.educ.uvic.ca/pacificcrystal). Five overarching themes emerged from this case-to-case synthesis: the engaging and effective nature of multimedia genres, opportunities for differentiated instruction using multimodal strategies, opportunities for assessment, an emphasis on visual representations, and the robustness of some multimodal literacy strategies across content areas. The third project was a mixed

  6. An evaluation framework for participatory modelling

    Science.gov (United States)

    Krueger, T.; Inman, A.; Chilvers, J.

    2012-04-01

    Strong arguments for participatory modelling in hydrology can be made on substantive, instrumental and normative grounds. These arguments have led to increasingly diverse groups of stakeholders (here anyone affecting or affected by an issue) getting involved in hydrological research and the management of water resources. In fact, participation has become a requirement of many research grants, programs, plans and policies. However, evidence of beneficial outcomes of participation as suggested by the arguments is difficult to generate and therefore rare. This is because outcomes are diverse, distributed, often tacit, and take time to emerge. In this paper we develop an evaluation framework for participatory modelling focussed on learning outcomes. Learning encompasses many of the potential benefits of participation, such as better models through diversity of knowledge and scrutiny, stakeholder empowerment, greater trust in models and ownership of subsequent decisions, individual moral development, reflexivity, relationships, social capital, institutional change, resilience and sustainability. Based on the theories of experiential, transformative and social learning, complemented by practitioner experience our framework examines if, when and how learning has occurred. Special emphasis is placed on the role of models as learning catalysts. We map the distribution of learning between stakeholders, scientists (as a subgroup of stakeholders) and models. And we analyse what type of learning has occurred: instrumental learning (broadly cognitive enhancement) and/or communicative learning (change in interpreting meanings, intentions and values associated with actions and activities; group dynamics). We demonstrate how our framework can be translated into a questionnaire-based survey conducted with stakeholders and scientists at key stages of the participatory process, and show preliminary insights from applying the framework within a rural pollution management situation in

  7. Retail Executives’ Professional Learning Contents

    Directory of Open Access Journals (Sweden)

    Eduardo de Aquino Lucena

    2014-05-01

    Full Text Available The research question that is addressed in this article is the following: what do the executives from small retailing firms learn in their work environment? The theoretical framework of the study is based on texts from the field of learning. This is a qualitative investigation. Ten interviews with clothing retail executives were carried out. Later, these interviews were transcribed and analyzed. In the data analysis stage, two categories were established in response to the research question. Regarding the first, respondents perceived difficulties (problems in their work environments and obtained specific information and knowledge in order to deal with these situations. So as to overcome different professional difficulties, respondents learned about colors and types of fabric and about certain manufacturing process aspects referring to the clothing sold by their companies. They also declared to have learned about their companies’ suppliers and about certain issues referring to sales, and to the accounting and the financial management of their companies. The second category refers to a change in some of the respondents’ habits. This learning content refers to predispositions to respond and/ or act in situations at their work environments. Respondents reported having changed the way they related to other people. They emphasized that they had learned how to interact with the employees at their stores and how to carry out supervision. Differently from other studies, we found that the retailers’ learning (individual learning affected their companies’ learning (organizational learning through changes in certain aspects of the analyzed companies’ organizational structures.

  8. The Learning Festival: Pathway to Sustainable Learning Cities?

    Science.gov (United States)

    Kearns, Peter; Lane, Yvonne; Neylon, Tina; Osborne, Michael

    2013-01-01

    Cork and Limerick have conducted Lifelong Learning Festivals, Cork for ten years and Limerick for the past three years. This paper reviews aspects of this experience and considers the question of whether successful Lifelong Learning Festivals can be seen as a pathway to building sustainable learning cities. Discussed in the context of an…

  9. A two-stage multi-view learning framework based computer-aided diagnosis of liver tumors with contrast enhanced ultrasound images.

    Science.gov (United States)

    Guo, Le-Hang; Wang, Dan; Qian, Yi-Yi; Zheng, Xiao; Zhao, Chong-Ke; Li, Xiao-Long; Bo, Xiao-Wan; Yue, Wen-Wen; Zhang, Qi; Shi, Jun; Xu, Hui-Xiong

    2018-04-04

    With the fast development of artificial intelligence techniques, we proposed a novel two-stage multi-view learning framework for the contrast-enhanced ultrasound (CEUS) based computer-aided diagnosis for liver tumors, which adopted only three typical CEUS images selected from the arterial phase, portal venous phase and late phase. In the first stage, the deep canonical correlation analysis (DCCA) was performed on three image pairs between the arterial and portal venous phases, arterial and delayed phases, and portal venous and delayed phases respectively, which then generated total six-view features. While in the second stage, these multi-view features were then fed to a multiple kernel learning (MKL) based classifier to further promote the diagnosis result. Two MKL classification algorithms were evaluated in this MKL-based classification framework. We evaluated proposed DCCA-MKL framework on 93 lesions (47 malignant cancers vs. 46 benign tumors). The proposed DCCA-MKL framework achieved the mean classification accuracy, sensitivity, specificity, Youden index, false positive rate, and false negative rate of 90.41 ± 5.80%, 93.56 ± 5.90%, 86.89 ± 9.38%, 79.44 ± 11.83%, 13.11 ± 9.38% and 6.44 ± 5.90%, respectively, by soft margin MKL classifier. The experimental results indicate that the proposed DCCA-MKL framework achieves best performance for discriminating benign liver tumors from malignant liver cancers. Moreover, it is also proved that the three-phase CEUS image based CAD is feasible for liver tumors with the proposed DCCA-MKL framework.

  10. Using Campinha-Bacote's Framework to Examine Cultural Competence from an Interdisciplinary International Service Learning Program

    Science.gov (United States)

    Wall-Bassett, Elizabeth DeVane; Hegde, Archana Vasudeva; Craft, Katelyn; Oberlin, Amber Louise

    2018-01-01

    The purpose of this study was to investigate an interdisciplinary international service learning program and its impact on student sense of cultural awareness and competence using the Campinha-Bacote's (2002) framework of cultural competency model. Seven undergraduate and one graduate student from Human Development and Nutrition Science…

  11. Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology

    Science.gov (United States)

    Quillin, Kim; Thomas, Stephen

    2015-01-01

    The drawing of visual representations is important for learners and scientists alike, such as the drawing of models to enable visual model-based reasoning. Yet few biology instructors recognize drawing as a teachable science process skill, as reflected by its absence in the Vision and Change report’s Modeling and Simulation core competency. Further, the diffuse research on drawing can be difficult to access, synthesize, and apply to classroom practice. We have created a framework of drawing-to-learn that defines drawing, categorizes the reasons for using drawing in the biology classroom, and outlines a number of interventions that can help instructors create an environment conducive to student drawing in general and visual model-based reasoning in particular. The suggested interventions are organized to address elements of affect, visual literacy, and visual model-based reasoning, with specific examples cited for each. Further, a Blooming tool for drawing exercises is provided, as are suggestions to help instructors address possible barriers to implementing and assessing drawing-to-learn in the classroom. Overall, the goal of the framework is to increase the visibility of drawing as a skill in biology and to promote the research and implementation of best practices. PMID:25713094

  12. A statistical learning framework for groundwater nitrate models of the Central Valley, California, USA

    Science.gov (United States)

    Nolan, Bernard T.; Fienen, Michael N.; Lorenz, David L.

    2015-01-01

    We used a statistical learning framework to evaluate the ability of three machine-learning methods to predict nitrate concentration in shallow groundwater of the Central Valley, California: boosted regression trees (BRT), artificial neural networks (ANN), and Bayesian networks (BN). Machine learning methods can learn complex patterns in the data but because of overfitting may not generalize well to new data. The statistical learning framework involves cross-validation (CV) training and testing data and a separate hold-out data set for model evaluation, with the goal of optimizing predictive performance by controlling for model overfit. The order of prediction performance according to both CV testing R2 and that for the hold-out data set was BRT > BN > ANN. For each method we identified two models based on CV testing results: that with maximum testing R2 and a version with R2 within one standard error of the maximum (the 1SE model). The former yielded CV training R2 values of 0.94–1.0. Cross-validation testing R2 values indicate predictive performance, and these were 0.22–0.39 for the maximum R2 models and 0.19–0.36 for the 1SE models. Evaluation with hold-out data suggested that the 1SE BRT and ANN models predicted better for an independent data set compared with the maximum R2 versions, which is relevant to extrapolation by mapping. Scatterplots of predicted vs. observed hold-out data obtained for final models helped identify prediction bias, which was fairly pronounced for ANN and BN. Lastly, the models were compared with multiple linear regression (MLR) and a previous random forest regression (RFR) model. Whereas BRT results were comparable to RFR, MLR had low hold-out R2 (0.07) and explained less than half the variation in the training data. Spatial patterns of predictions by the final, 1SE BRT model agreed reasonably well with previously observed patterns of nitrate occurrence in groundwater of the Central Valley.

  13. A program wide framework for evaluating data driven teaching and learning - earth analytics approaches, results and lessons learned

    Science.gov (United States)

    Wasser, L. A.; Gold, A. U.

    2017-12-01

    There is a deluge of earth systems data available to address cutting edge science problems yet specific skills are required to work with these data. The Earth analytics education program, a core component of Earth Lab at the University of Colorado - Boulder - is building a data intensive program that provides training in realms including 1) interdisciplinary communication and collaboration 2) earth science domain knowledge including geospatial science and remote sensing and 3) reproducible, open science workflows ("earth analytics"). The earth analytics program includes an undergraduate internship, undergraduate and graduate level courses and a professional certificate / degree program. All programs share the goals of preparing a STEM workforce for successful earth analytics driven careers. We are developing an program-wide evaluation framework that assesses the effectiveness of data intensive instruction combined with domain science learning to better understand and improve data-intensive teaching approaches using blends of online, in situ, asynchronous and synchronous learning. We are using targeted online search engine optimization (SEO) to increase visibility and in turn program reach. Finally our design targets longitudinal program impacts on participant career tracts over time.. Here we present results from evaluation of both an interdisciplinary undergrad / graduate level earth analytics course and and undergraduate internship. Early results suggest that a blended approach to learning and teaching that includes both synchronous in-person teaching and active classroom hands-on learning combined with asynchronous learning in the form of online materials lead to student success. Further we will present our model for longitudinal tracking of participant's career focus overtime to better understand long-term program impacts. We also demonstrate the impact of SEO optimization on online content reach and program visibility.

  14. Introducing a New Learning and Teaching Evaluation Planning Framework for Small Internally Funded Projects in Higher Education

    Science.gov (United States)

    Huber, Elaine

    2017-01-01

    Scholarly evaluation practices in learning and teaching projects are under-reported in the literature. In order for robust evaluative measures to be implemented, a project requires a well-designed evaluation plan. This research study describes the development of a practical evaluation planning framework through an action research approach, using…

  15. Wearable Sensor Data Classification for Human Activity Recognition Based on an Iterative Learning Framework

    Directory of Open Access Journals (Sweden)

    Juan Carlos Davila

    2017-06-01

    Full Text Available The design of multiple human activity recognition applications in areas such as healthcare, sports and safety relies on wearable sensor technologies. However, when making decisions based on the data acquired by such sensors in practical situations, several factors related to sensor data alignment, data losses, and noise, among other experimental constraints, deteriorate data quality and model accuracy. To tackle these issues, this paper presents a data-driven iterative learning framework to classify human locomotion activities such as walk, stand, lie, and sit, extracted from the Opportunity dataset. Data acquired by twelve 3-axial acceleration sensors and seven inertial measurement units are initially de-noised using a two-stage consecutive filtering approach combining a band-pass Finite Impulse Response (FIR and a wavelet filter. A series of statistical parameters are extracted from the kinematical features, including the principal components and singular value decomposition of roll, pitch, yaw and the norm of the axial components. The novel interactive learning procedure is then applied in order to minimize the number of samples required to classify human locomotion activities. Only those samples that are most distant from the centroids of data clusters, according to a measure presented in the paper, are selected as candidates for the training dataset. The newly built dataset is then used to train an SVM multi-class classifier. The latter will produce the lowest prediction error. The proposed learning framework ensures a high level of robustness to variations in the quality of input data, while only using a much lower number of training samples and therefore a much shorter training time, which is an important consideration given the large size of the dataset.

  16. Wearable Sensor Data Classification for Human Activity Recognition Based on an Iterative Learning Framework.

    Science.gov (United States)

    Davila, Juan Carlos; Cretu, Ana-Maria; Zaremba, Marek

    2017-06-07

    The design of multiple human activity recognition applications in areas such as healthcare, sports and safety relies on wearable sensor technologies. However, when making decisions based on the data acquired by such sensors in practical situations, several factors related to sensor data alignment, data losses, and noise, among other experimental constraints, deteriorate data quality and model accuracy. To tackle these issues, this paper presents a data-driven iterative learning framework to classify human locomotion activities such as walk, stand, lie, and sit, extracted from the Opportunity dataset. Data acquired by twelve 3-axial acceleration sensors and seven inertial measurement units are initially de-noised using a two-stage consecutive filtering approach combining a band-pass Finite Impulse Response (FIR) and a wavelet filter. A series of statistical parameters are extracted from the kinematical features, including the principal components and singular value decomposition of roll, pitch, yaw and the norm of the axial components. The novel interactive learning procedure is then applied in order to minimize the number of samples required to classify human locomotion activities. Only those samples that are most distant from the centroids of data clusters, according to a measure presented in the paper, are selected as candidates for the training dataset. The newly built dataset is then used to train an SVM multi-class classifier. The latter will produce the lowest prediction error. The proposed learning framework ensures a high level of robustness to variations in the quality of input data, while only using a much lower number of training samples and therefore a much shorter training time, which is an important consideration given the large size of the dataset.

  17. Ten principles of good interdisciplinary team work.

    Science.gov (United States)

    Nancarrow, Susan A; Booth, Andrew; Ariss, Steven; Smith, Tony; Enderby, Pam; Roots, Alison

    2013-05-10

    Interdisciplinary team work is increasingly prevalent, supported by policies and practices that bring care closer to the patient and challenge traditional professional boundaries. To date, there has been a great deal of emphasis on the processes of team work, and in some cases, outcomes. This study draws on two sources of knowledge to identify the attributes of a good interdisciplinary team; a published systematic review of the literature on interdisciplinary team work, and the perceptions of over 253 staff from 11 community rehabilitation and intermediate care teams in the UK. These data sources were merged using qualitative content analysis to arrive at a framework that identifies characteristics and proposes ten competencies that support effective interdisciplinary team work. Ten characteristics underpinning effective interdisciplinary team work were identified: positive leadership and management attributes; communication strategies and structures; personal rewards, training and development; appropriate resources and procedures; appropriate skill mix; supportive team climate; individual characteristics that support interdisciplinary team work; clarity of vision; quality and outcomes of care; and respecting and understanding roles. We propose competency statements that an effective interdisciplinary team functioning at a high level should demonstrate.

  18. Utilization of information communication technology (ICT) - Based training / learning for capacity building in radiation protection framework

    International Nuclear Information System (INIS)

    Oluyemi, I.O.D.

    2008-01-01

    Full text: Radiation protection is the science of protecting people and the environment from the harmful effects of ionizing radiation, which includes both particle radiation and high energy electromagnetic radiation. It includes occupational radiation protection, which is the protection of workers; medical radiation protection, which is the protection of patients; and public radiation protection, which is about protection of individual members of the public, and of the population as a whole. ICT has made possible the development of e-learning and several Virtual Learning Environments (VLEs) which can support a wide range of capacity building requirements, ranging from under-graduate and post-graduate programmes, continuing professional development courses, right through to short subject specific and research courses, thereby eliminating the problems of conventional forms of training / learning, some of which are: limited access, cost effectiveness and language / cultural barriers. This paper focuses on the utilization of these ICT-based training / learning for capacity building in radiation protection framework and concludes with suggestions on implementation strategies. (author)

  19. Toward a common theory for learning from reward, affect, and motivation: the SIMON framework

    OpenAIRE

    Madan, Christopher R.

    2013-01-01

    While the effects of reward, affect, and motivation on learning have each developed into their own fields of research, they largely have been investigated in isolation. As all three of these constructs are highly related, and use similar experimental procedures, an important advance in research would be to consider the interplay between these constructs. Here we first define each of the three constructs, and then discuss how they may influence each other within a common framework. Finally, we...

  20. Readiness of Adults to Learn Using E-Learning, M-Learning and T-Learning Technologies

    Science.gov (United States)

    Vilkonis, Rytis; Bakanoviene, Tatjana; Turskiene, Sigita

    2013-01-01

    The article presents results of the empirical research revealing readiness of adults to participate in the lifelong learning process using e-learning, m-learning and t-learning technologies. The research has been carried out in the framework of the international project eBig3 aiming at development a new distance learning platform blending virtual…

  1. Orchid: a novel management, annotation and machine learning framework for analyzing cancer mutations.

    Science.gov (United States)

    Cario, Clinton L; Witte, John S

    2018-03-15

    As whole-genome tumor sequence and biological annotation datasets grow in size, number and content, there is an increasing basic science and clinical need for efficient and accurate data management and analysis software. With the emergence of increasingly sophisticated data stores, execution environments and machine learning algorithms, there is also a need for the integration of functionality across frameworks. We present orchid, a python based software package for the management, annotation and machine learning of cancer mutations. Building on technologies of parallel workflow execution, in-memory database storage and machine learning analytics, orchid efficiently handles millions of mutations and hundreds of features in an easy-to-use manner. We describe the implementation of orchid and demonstrate its ability to distinguish tissue of origin in 12 tumor types based on 339 features using a random forest classifier. Orchid and our annotated tumor mutation database are freely available at https://github.com/wittelab/orchid. Software is implemented in python 2.7, and makes use of MySQL or MemSQL databases. Groovy 2.4.5 is optionally required for parallel workflow execution. JWitte@ucsf.edu. Supplementary data are available at Bioinformatics online.

  2. Comprehensive Framework for Evaluating e-Learning Systems: Using BSC Framework

    Science.gov (United States)

    Momeni, Mansor; Jamporazmey, Mona; Mehrafrouz, Mohsen; Bahadori, Fatemeh

    2013-01-01

    The development of information and communication technology (ICT) is changing the way in which people work, communicate and learn. Recently developing and implementing e-learning solutions have increased dramatically. According to heavily investing in this area, it is essential to evaluate its different aspects and understand measures, which…

  3. 'Learning Organizations': a clinician's primer.

    Science.gov (United States)

    O'Connor, Nick; Kotze, Beth

    2008-06-01

    Most clinicians are poorly informed in relation to the key concepts of organizational learning. Yet the paradigm may offer clinicians a powerful method for using their knowledge and skills to respond to the demands of a changing environment through experimentation and learning. The concept is critically examined. Organizational learning principles are presented, including a conceptual framework for assessing health services as Learning Organizations. Barriers to organizational learning and strategies to overcome these are discussed. The seminal works of Argyris and Senge are reviewed and a framework for assessing organizational learning in health services is proposed. Current area health service actions are evaluated against the 'diagnostic' framework for a Learning Organization. Although critical examination reveals a poor empirical basis for the concept, the metaphor of the Learning Organization provides a useful conceptual framework and tools for individuals and organizations to apply in developing knowledge and effecting change. The Clinical Practice Improvement and Root Cause Analysis programs being conducted across NSW area health services meet the criteria for effective organizational learning. Key concepts from organizational learning theory provide a diagnostic framework for evaluating area health services as Learning Organizations and support two current strategies for overcoming barriers to organizational learning.

  4. Comparison of radiology residency programs in ten countries

    International Nuclear Information System (INIS)

    Willatt, J.M.G.; Mason, A.C.

    2006-01-01

    The purpose of our study was to compare various aspects of radiology training schemes in ten countries. A questionnaire was sent to senior residents in the UK, USA, Canada, Australia, New Zealand, Italy, Egypt, India, Malaysia and Greece. The questions concerned length of training, required pre-training experience, the organization of the training scheme, teaching, resources, stages at which residents can independently perform and report examinations, fellowships, and progression to jobs. A wide variety of training, ranging from highly scheduled programs with detailed aims and objectives, to self-learning occurs across the world. Examinations and assessments are also variable. There are lessons to be learned from varying practices; more exchanges of ideas should be encouraged. In view of the ''internationalization'' of radiology services and the variation in training styles an international qualification for quality assurance purposes may be desirable. (orig.)

  5. Perry's Scheme of Intellectual and Epistemological Development as a Framework for Describing Student Difficulties in Learning Organic Chemistry

    Science.gov (United States)

    Grove, Nathaniel P.; Bretz, Stacey Lowery

    2010-01-01

    We have investigated student difficulties with the learning of organic chemistry. Using Perry's Model of Intellectual Development as a framework revealed that organic chemistry students who function as dualistic thinkers struggle with the complexity of the subject matter. Understanding substitution/elimination reactions and multi-step syntheses is…

  6. A Classification Framework for Large-Scale Face Recognition Systems

    OpenAIRE

    Zhou, Ziheng; Deravi, Farzin

    2009-01-01

    This paper presents a generic classification framework for large-scale face recognition systems. Within the framework, a data sampling strategy is proposed to tackle the data imbalance when image pairs are sampled from thousands of face images for preparing a training dataset. A modified kernel Fisher discriminant classifier is proposed to make it computationally feasible to train the kernel-based classification method using tens of thousands of training samples. The framework is tested in an...

  7. The allocation of attention to learning of goal-directed actions: A cognitive neuroscience framework focusing on the basal ganglia

    Directory of Open Access Journals (Sweden)

    Liz eFranz

    2012-12-01

    Full Text Available The present paper builds on the idea that attention is largely in service of our actions. A framework and model which captures the allocation of attention for learning of goal-directed actions is proposed and developed. This framework highlights an evolutionary model based on the notion that rudimentary brain functions have become embedded into increasingly higher levels of networks which all contribute to adaptive learning. Background literature is presented alongside key evidence based on experimental studies in the so-called ‘split-brain’ (surgically divided cerebral hemispheres with a key focus on bimanual actions. The proposed multilevel cognitive-neural system of attention is built upon key processes of a highly-adaptive basal-ganglia-thalamic-cortical system. Although overlap with other existing findings and models is acknowledged where appropriate, the proposed framework is an original synthesis of cognitive experimental findings with supporting evidence of a neural system and a carefully formulated model of attention. It is the hope that this new synthesis will be informative in fields of cognition and other fields of brain sciences and will lead to new avenues for experimentation across domains.

  8. Wearable Learning for Healthy Ageing through Creative Learning: A Conceptual Framework in the project “Fitness MOOC” (fMOOC

    Directory of Open Access Journals (Sweden)

    Ilona Buchem

    2015-05-01

    Full Text Available Physical activity is one of the key factors of ageing healthy and at the same time one of the key motivational challenges for the elderly. Supporting healthy ageing through physical fitness requires interventions that promote healthy levels of physical activity as part of the daily routine. Although wearable devices, such as activity trackers or smart wristbands, have been used by younger adopters to optimize physical fitness, little is known so far about how such emerging technologies may be used to improve well-being and overall health of senior users. In this paper we present the conceptual framework and the architecture of wearable-technology enhanced learning for healthy ageing as part of an R&D project called “Fitness MOOC - interaction of seniors with wearable fitness trackers in the fitness MOOC (fMOOC”, founded by the German Federal Ministry of Education and Research (BMBF. The fMOOC project is a cooperation between Beuth University of Applied Sciences Berlin and the Geriatrics Research Group, Charité - one of the largest medical universities in Europe. The project aims at developing a wearable-technology enhanced learning solution combining the MOOC (Massive Open Online Course approach with embodied and creative learning experience with support of activity trackers. fMOOC integrates an LMS backend with wearable fitness trackers, mobile user interface, gamification and analytics to promote healthy ageing through learning and interacting with senior users.

  9. Use of interactive lecture demonstrations: A ten year study

    Directory of Open Access Journals (Sweden)

    Manjula D. Sharma

    2010-10-01

    Full Text Available The widely held constructivist view of learning advocates student engagement via interactivity. Within the physics education research community, several specific interactive strategies have been developed to enhance conceptual understanding. One such strategy, the Interactive Lecture Demonstration (ILD is designed for large lecture classes and, if measured using specific conceptual surveys, is purported to provide learning gains of up to 80%. This paper reports on learning gains for two different Projects over ten years. In Project 1, the ILDs were implemented from 1999 to 2001 with students who had successfully completed senior high school physics. The learning gains for students not exposed to the ILDs were in the range 13% to 16% while those for students exposed to the ILDs was 31% to 50%. In Project 2, the ILDs were implemented from 2007 to 2009 with students who had not studied senior high school physics. Since the use of ILDs in Project 1 had produced positive results, ethical considerations dictated that all students be exposed to ILDs. The learning gains were from 28% to 42%. On the one hand it is pleasing to note that there is an increase in learning gains, yet on the other, we note that the gains are nowhere near the claimed 80%. This paper also reports on teacher experiences of using the ILDs, in Project 2.

  10. Code-first development with Entity Framework

    CERN Document Server

    Barskiy, Sergey

    2015-01-01

    This book is intended for software developers with some prior experience with the Microsoft .NET framework who want to learn how to use Entity Framework. This book will get you up and running quickly, providing many examples that illustrate all the key concepts of Entity Framework.

  11. Design of Mobile Augmented Reality in Health Care Education: A Theory-Driven Framework.

    Science.gov (United States)

    Zhu, Egui; Lilienthal, Anneliese; Shluzas, Lauren Aquino; Masiello, Italo; Zary, Nabil

    2015-09-18

    Augmented reality (AR) is increasingly used across a range of subject areas in health care education as health care settings partner to bridge the gap between knowledge and practice. As the first contact with patients, general practitioners (GPs) are important in the battle against a global health threat, the spread of antibiotic resistance. AR has potential as a practical tool for GPs to combine learning and practice in the rational use of antibiotics. This paper was driven by learning theory to develop a mobile augmented reality education (MARE) design framework. The primary goal of the framework is to guide the development of AR educational apps. This study focuses on (1) identifying suitable learning theories for guiding the design of AR education apps, (2) integrating learning outcomes and learning theories to support health care education through AR, and (3) applying the design framework in the context of improving GPs' rational use of antibiotics. The design framework was first constructed with the conceptual framework analysis method. Data were collected from multidisciplinary publications and reference materials and were analyzed with directed content analysis to identify key concepts and their relationships. Then the design framework was applied to a health care educational challenge. The proposed MARE framework consists of three hierarchical layers: the foundation, function, and outcome layers. Three learning theories-situated, experiential, and transformative learning-provide foundational support based on differing views of the relationships among learning, practice, and the environment. The function layer depends upon the learners' personal paradigms and indicates how health care learning could be achieved with MARE. The outcome layer analyzes different learning abilities, from knowledge to the practice level, to clarify learning objectives and expectations and to avoid teaching pitched at the wrong level. Suggestions for learning activities and the

  12. A pedagogical design pattern framework

    DEFF Research Database (Denmark)

    May, Michael; Neutzsky-Wulff, Anne Chresteria; Rosthøj, Susanne

    2016-01-01

    ”Design patterns” were originally proposed in architecture and later in software engineering as a methodology to sketch and share solutions to recurring design problems. In recent years ”pedagogical design patterns” have been introduced as a way to sketch and share good practices in teaching...... framework is applied to describe the learning design in four online and blended learning courses within different academic disciplines: Classical Greek, Biostatistics, Environmental Management in Europe, and Climate Change Impacts, Adaptation and Mitigation. Future perspectives for using the framework...

  13. The discipline of hospital development: a conceptual framework incorporating marketing, managerial, consumer behavior, and adult learning theories.

    Science.gov (United States)

    Shirley, S; Stampfl, R

    1997-12-01

    The purpose of this explanatory and prescriptive article is to identify interdisciplinary theories used by hospital development to direct its practice. The article explores, explains, and applies theories and principles from behavioral, social, and managerial disciplines. Learning, motivational, organizational, marketing, and attitudinal theories are incorporated and transformed into the fundamental components of a conceptual framework that provides an overview of the practice of hospital development. How this discipline incorporates these theories to design, explain, and prescribe the focus of its own practice is demonstrated. This interdisciplinary approach results in a framework for practice that is adaptable to changing social, cultural, economic, political, and technological environments.

  14. Learning Resources Organization Using Ontological Framework

    Science.gov (United States)

    Gavrilova, Tatiana; Gorovoy, Vladimir; Petrashen, Elena

    The paper describes the ontological approach to the knowledge structuring for the e-learning portal design as it turns out to be efficient and relevant to current domain conditions. It is primarily based on the visual ontology-based description of the content of the learning materials and this helps to provide productive and personalized access to these materials. The experience of ontology developing for Knowledge Engineering coursetersburg State University is discussed and “OntolingeWiki” tool for creating ontology-based e-learning portals is described.

  15. Clinical experience with TENS and TENS combined with nitrous oxide-oxygen. Report of 371 patients.

    OpenAIRE

    Quarnstrom, F. C.; Milgrom, P.

    1989-01-01

    Transcutaneous electrical nerve stimulation (TENS) alone or TENS combined with nitrous oxide-oxygen (N2O) was administered for restorative dentistry without local anesthesia to 371 adult patients. A total of 55% of TENS alone and 84% of TENS/N2O visits were rated successful. A total of 53% of TENS alone and 82% of TENS/N2O patients reported slight or no pain. In multivariable analyses, pain reports were related to the anesthesia technique and patient fear and unrelated to sex, race, age, toot...

  16. Changing Course: Ten Years of Tracking Online Education in the United States

    Science.gov (United States)

    Allen, I. Elaine; Seaman, Jeff

    2013-01-01

    "Changing Course: Ten Years of Tracking Online Education" in the United States is the tenth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group. Data collection is conducted in partnership with the College Board. This year's study, like those…

  17. Social Networking Sites and Addiction: Ten Lessons Learned

    OpenAIRE

    Kuss, Daria J.; Griffiths, Mark D.

    2017-01-01

    Online social networking sites (SNSs) have gained increasing popularity in the last decade, with individuals engaging in SNSs to connect with others who share similar interests. The perceived need to be online may result in compulsive use of SNSs, which in extreme cases may result in symptoms and consequences traditionally associated with substance-related addictions. In order to present new insights into online social networking and addiction, in this paper, 10 lessons learned concerning onl...

  18. Design of Mobile Augmented Reality in Health Care Education: A Theory-Driven Framework

    Science.gov (United States)

    Lilienthal, Anneliese; Shluzas, Lauren Aquino; Masiello, Italo; Zary, Nabil

    2015-01-01

    Background Augmented reality (AR) is increasingly used across a range of subject areas in health care education as health care settings partner to bridge the gap between knowledge and practice. As the first contact with patients, general practitioners (GPs) are important in the battle against a global health threat, the spread of antibiotic resistance. AR has potential as a practical tool for GPs to combine learning and practice in the rational use of antibiotics. Objective This paper was driven by learning theory to develop a mobile augmented reality education (MARE) design framework. The primary goal of the framework is to guide the development of AR educational apps. This study focuses on (1) identifying suitable learning theories for guiding the design of AR education apps, (2) integrating learning outcomes and learning theories to support health care education through AR, and (3) applying the design framework in the context of improving GPs’ rational use of antibiotics. Methods The design framework was first constructed with the conceptual framework analysis method. Data were collected from multidisciplinary publications and reference materials and were analyzed with directed content analysis to identify key concepts and their relationships. Then the design framework was applied to a health care educational challenge. Results The proposed MARE framework consists of three hierarchical layers: the foundation, function, and outcome layers. Three learning theories—situated, experiential, and transformative learning—provide foundational support based on differing views of the relationships among learning, practice, and the environment. The function layer depends upon the learners’ personal paradigms and indicates how health care learning could be achieved with MARE. The outcome layer analyzes different learning abilities, from knowledge to the practice level, to clarify learning objectives and expectations and to avoid teaching pitched at the wrong level

  19. Promoting Socially Shared Metacognitive Regulation in Collaborative Project-Based Learning: A Framework for the Design of Structured Guidance

    Science.gov (United States)

    Kim, Dongho; Lim, Cheolil

    2018-01-01

    Despite the emergence of collaborative project-based learning in higher education settings, how it can be supported has received little attention. We noted the positive impact of socially shared metacognitive regulation on students' collaboration processes. The purpose of this study was to present a framework for the design and implementation of…

  20. Intergenerational Learning (Between Generation X & Y) in Learning Families: A Narrative Inquiry

    Science.gov (United States)

    Ho, C. Y. Cherri

    2010-01-01

    The purpose of this study is to examine intergenerational learning behaviour within ten Hong Kong families between Generation X parents and their Generation Y children. It tries to investigate intergenerational knowledge exchange, identify the characteristics of learning behaviour and culture in their "learning families". A narrative…

  1. Remote Laboratories Framework : Focus on Reusability and Security in m-Learning Situations

    Directory of Open Access Journals (Sweden)

    Jeremy Lardon

    2009-08-01

    Full Text Available Remote laboratories is a spreading concept which allows the remote use of devices through Internet connexion. The paper deals with the providing of a framework which is reusable for many devices, from different end-user media such as phone, computer or TV and acceptable in industry, therefore taking into account multi information systems securities. The problem is addressed through the point of view of m-learning situations which involves the lack of rich user interactions and the fact that the user belongs to external information systems when he interacts with the remote device. The modelisation of the remote device with ontologies, the use of a central application server, message oriented middleware and standard web services (database, authentication are the keys allowing the independence of the framework to the device. The adaptation of the GUI to the end-user device is made through a proxy which refactor the requests and responses according to the capabilities of the end-user device (size of screen, interactions tools. The use of a user-centric model of identities federation allows us to provide an efficient way to reach the goal of transparency to security constraints.

  2. The scholar role in the National Competence Based Catalogues of Learning Objectives for Undergraduate Medical Education (NKLM) compared to other international frameworks.

    Science.gov (United States)

    Hautz, Stefanie C; Hautz, Wolf E; Keller, Niklas; Feufel, Markus A; Spies, Claudia

    2015-01-01

    In Germany, a national competence based catalogue of learning objectives in medicine (NKLM) was developed by the Society for Medical Education and the Council of Medical Faculties. As many of its international counterparts the NKLM describes the qualifications of medical school graduates. The definition of such outcome frameworks indents to make medical education transparent to students, teachers and society. The NKLM aims to amend existing lists of medical topics for assessment with learnable competencies. All outcome frameworks are structured into chapters, domains or physician roles. The definition of the scholar-role poses a number of questions such as: What distinguishes necessary qualifications of a scientifically qualified physician from those of a medical scientist? 13 outcome frameworks were identified through a systematic three-step literature review and their content compared to the scholar role in the NKLM by means of a qualitative text analysis. The three steps consist of (1) search for outcome frameworks, (2) in- and exclusion, and (3) data extraction, categorization, and validation. The results were afterwards matched with the scholar role of the NKLM. Extracted contents of all frameworks may be summarized into the components Common Basics, Clinical Application, Research, Teaching and Education, and Lifelong Learning. Compared to the included frameworks the NKLM emphasises competencies necessary for research and teaching while clinical application is less prominently mentioned. The scholar role of the NKLM differs from other international outcome frameworks. Discussing these results shall increase propagation and understanding of the NKLM and thus contribute to the qualification of future medical graduates in Germany.

  3. Entity Framework 4.0 Recipes A Problem-solution Approach

    CERN Document Server

    Tenny, L

    2010-01-01

    Entity Framework 4.0 Recipes provides an exhaustive collection of ready-to-use code solutions for Microsoft's Entity Framework, Microsoft's vision for the future of data access. Entity Framework is a model-centric data access platform with an ocean of new concepts and patterns for developers to learn. With this book, you will learn the core concepts of Entity Framework through a broad range of clear and concise solutions to everyday data access tasks. Armed with this experience, you will be ready to dive deep into Entity Framework, experiment with new approaches, and develop ways to solve even

  4. Analysis of sustainable leadership for science learning management in the 21st Century under education THAILAND 4.0 framework

    Science.gov (United States)

    Jedaman, Pornchai; Buaraphan, Khajornsak; Pimdee, Paitoon; Yuenyong, Chokchai; Sukkamart, Aukkapong; Suksup, Charoen

    2018-01-01

    This article aims to study and analyze the 21st Century of sustainable leadership under the education THAILAND 4.0 Framework, and factor analysis of sustainable leadership for science learning. The study employed both quantitative and qualitative approaches in collecting data including a questionnaire survey, a documentary review and a Participatory Action Learning (PAL). The sample were sampling purposively. There were 225 administrators of Primary and Secondary Education Area Offices throughout Thailand. Out of 225, 183 (83.33%) and 42 (16.67%) respondents were the administrators of Primary and Secondary Education Offices, respectively. The quantitative data was analyzed by descriptive statistical analysis including mean, standard deviation. Also, the Confirmatory Factor Analysis (CFA) was conducted to analyze the factors associated with sustainable leadership under the education THAILAND 4.0 Framework. The qualitative data was analyzed by using three main stages, i.e., data reduction, data organization, data interpretation to conclusion. The study revealed that sustainable leadership under the education THAILAND 4.0 Framework needs to focus on development, awareness of duty and responsibility, equality, moral and knowledge. All aspects should be integrated together in order to achieve the organizational goals, good governance culture and identity. Importantly, there were six "key" elements of sustainable leadership under the education THAILAND 4.0 framework: i) Professional Leadership Role, ii) Leadership Under Change, iii) Leadership Skills 4.0 in the 21st Century, iv) Development in the Pace With Change, v) Creativity and Creative Tension, and vi) Hold True Assessments. The CFA showed that the six key elements of sustainable leadership under the education THAILAND 4.0 framework by weight of each elements were significant at the .01 significance level.

  5. E-Learning dengan Menggunakan COI Framework

    Directory of Open Access Journals (Sweden)

    Lydiawati Kosasih

    2013-12-01

    Full Text Available This study discusses some considerations in education to achieve a good quality of learning by utilizing technological advances such as E-Learning. This study uses a model of Community of Inquiry (COI as a comparative study to improve the quality of E-Learning program. Implementation of COI model in discussionforum on BiNusMaya through E-Learning is able to improve the quality of a discussion as improvement of knowledge management. This study aims to provide a proposal to the Department of Information Systems Bina Nusantara University in enhancing the effectiveness of the use of discussion forums on BiNusMaya (ELearning. By presenting the survey results related to the Binusmaya current condition,s such constraints and development expectations of both the lecturers and students for Binusmaya can be described. In addition, theapplication of CoI model is presented in a learning process especially when meeting outside of class (without face-to-face. The results of this study is expected to be the basis for developing a COI model design and implementation plan in Management Information Systems course, that may improve the quality of the use of discussion forums as part of the knowledge management process in future study.

  6. Framework for the Future

    Science.gov (United States)

    Schuller, Tom

    2008-01-01

    The main goal of the Inquiry into the Future for Lifelong Learning is to provide a "strategic framework" for the future. In this article, the author considers the key components that will make up the framework. These are: (1) a statement of vision and values; (2) a stock-take of the current position; (3) an "investment…

  7. Primer Control System Cyber Security Framework and Technical Metrics

    Energy Technology Data Exchange (ETDEWEB)

    Wayne F. Boyer; Miles A. McQueen

    2008-05-01

    The Department of Homeland Security National Cyber Security Division supported development of a control system cyber security framework and a set of technical metrics to aid owner-operators in tracking control systems security. The framework defines seven relevant cyber security dimensions and provides the foundation for thinking about control system security. Based on the developed security framework, a set of ten technical metrics are recommended that allow control systems owner-operators to track improvements or degradations in their individual control systems security posture.

  8. AcconPred: Predicting Solvent Accessibility and Contact Number Simultaneously by a Multitask Learning Framework under the Conditional Neural Fields Model.

    Science.gov (United States)

    Ma, Jianzhu; Wang, Sheng

    2015-01-01

    The solvent accessibility of protein residues is one of the driving forces of protein folding, while the contact number of protein residues limits the possibilities of protein conformations. The de novo prediction of these properties from protein sequence is important for the study of protein structure and function. Although these two properties are certainly related with each other, it is challenging to exploit this dependency for the prediction. We present a method AcconPred for predicting solvent accessibility and contact number simultaneously, which is based on a shared weight multitask learning framework under the CNF (conditional neural fields) model. The multitask learning framework on a collection of related tasks provides more accurate prediction than the framework trained only on a single task. The CNF method not only models the complex relationship between the input features and the predicted labels, but also exploits the interdependency among adjacent labels. Trained on 5729 monomeric soluble globular protein datasets, AcconPred could reach 0.68 three-state accuracy for solvent accessibility and 0.75 correlation for contact number. Tested on the 105 CASP11 domain datasets for solvent accessibility, AcconPred could reach 0.64 accuracy, which outperforms existing methods.

  9. Multi-Agent Framework for Virtual Learning Spaces.

    Science.gov (United States)

    Sheremetov, Leonid; Nunez, Gustavo

    1999-01-01

    Discussion of computer-supported collaborative learning, distributed artificial intelligence, and intelligent tutoring systems focuses on the concept of agents, and describes a virtual learning environment that has a multi-agent system. Describes a model of interactions in collaborative learning and discusses agents for Web-based virtual…

  10. COMPUTER-ASSISTED CONTROL OF ACADEMIC PERFORMANCE IN ENGINEERING GRAPHICS WITHIN THE FRAMEWORK OF DISTANCE LEARNING PROGRAMMES

    Directory of Open Access Journals (Sweden)

    Tel'noy Viktor Ivanovich

    2012-10-01

    Full Text Available Development of computer-assisted computer technologies and their integration into the academic activity with a view to the control of the academic performance within the framework of distance learning programmes represent the subject matter of the article. The article is a brief overview of the software programme designated for the monitoring of the academic performance of students enrolled in distance learning programmes. The software is developed on Delphi 7.0 for Windows operating system. The strength of the proposed software consists in the availability of the two modes of its operation that differ in the principle of the problem selection and timing parameters. Interim academic performance assessment is to be performed through the employment of computerized testing procedures that contemplate the use of a data base of testing assignments implemented in the eLearning Server media. Identification of students is to be performed through the installation of video cameras at workplaces of students.

  11. Institutionalizing Blended Learning into Joint Training: A Case Study and Ten Recommendations

    Science.gov (United States)

    2014-12-01

    mail.mil pbockelman@mesh.dsci.com ABSTRACT In 2011, the Joint Staff J7 (Joint Training) directorate initiated the Continuum of eLearning project in...Orlando, FL. 14. ABSTRACT In 2011, the Joint Staff J7 (Joint Training) directorate initiated the Continuum of eLearning project in order to integrate...dispersed organizations still poses significant challenges. The Joint Staff J7, Deputy Director for Joint Training initiated the Continuum of eLearning

  12. Information processing in illness representation: Implications from an associative-learning framework.

    Science.gov (United States)

    Lowe, Rob; Norman, Paul

    2017-03-01

    The common-sense model (Leventhal, Meyer, & Nerenz, 1980) outlines how illness representations are important for understanding adjustment to health threats. However, psychological processes giving rise to these representations are little understood. To address this, an associative-learning framework was used to model low-level process mechanics of illness representation and coping-related decision making. Associative learning was modeled within a connectionist network simulation. Two types of information were paired: Illness identities (indigestion, heart attack, cancer) were paired with illness-belief profiles (cause, timeline, consequences, control/cure), and specific illness beliefs were paired with coping procedures (family doctor, emergency services, self-treatment). To emulate past experience, the network was trained with these pairings. As an analogue of a current illness event, the trained network was exposed to partial information (illness identity or select representation beliefs) and its response recorded. The network (a) produced the appropriate representation profile (beliefs) for a given illness identity, (b) prioritized expected coping procedures, and (c) highlighted circumstances in which activated representation profiles could include self-generated or counterfactual beliefs. Encoding and activation of illness beliefs can occur spontaneously and automatically; conventional questionnaire measurement may be insensitive to these automatic representations. Furthermore, illness representations may comprise a coherent set of nonindependent beliefs (a schema) rather than a collective of independent beliefs. Incoming information may generate a "tipping point," dramatically changing the active schema as a new illness-knowledge set is invoked. Finally, automatic activation of well-learned information can lead to the erroneous interpretation of illness events, with implications for [inappropriate] coping efforts. (PsycINFO Database Record (c) 2017 APA, all

  13. A Framework for Final Drive Simultaneous Failure Diagnosis Based on Fuzzy Entropy and Sparse Bayesian Extreme Learning Machine

    Directory of Open Access Journals (Sweden)

    Qing Ye

    2015-01-01

    Full Text Available This research proposes a novel framework of final drive simultaneous failure diagnosis containing feature extraction, training paired diagnostic models, generating decision threshold, and recognizing simultaneous failure modes. In feature extraction module, adopt wavelet package transform and fuzzy entropy to reduce noise interference and extract representative features of failure mode. Use single failure sample to construct probability classifiers based on paired sparse Bayesian extreme learning machine which is trained only by single failure modes and have high generalization and sparsity of sparse Bayesian learning approach. To generate optimal decision threshold which can convert probability output obtained from classifiers into final simultaneous failure modes, this research proposes using samples containing both single and simultaneous failure modes and Grid search method which is superior to traditional techniques in global optimization. Compared with other frequently used diagnostic approaches based on support vector machine and probability neural networks, experiment results based on F1-measure value verify that the diagnostic accuracy and efficiency of the proposed framework which are crucial for simultaneous failure diagnosis are superior to the existing approach.

  14. Introduction of blended learning in a master program: Developing an integrative mixed method evaluation framework.

    Science.gov (United States)

    Chmiel, Aviva S; Shaha, Maya; Schneider, Daniel K

    2017-01-01

    The aim of this research is to develop a comprehensive evaluation framework involving all actors in a higher education blended learning (BL) program. BL evaluation usually either focuses on students, faculty, technological or institutional aspects. Currently, no validated comprehensive monitoring tool exists that can support introduction and further implementation of BL in a higher education context. Starting from established evaluation principles and standards, concepts that were to be evaluated were firstly identified and grouped. In a second step, related BL evaluation tools referring to students, faculty and institutional level were selected. This allowed setting up and implementing an evaluation framework to monitor the introduction of BL during two succeeding recurrences of the program. The results of the evaluation allowed documenting strengths and weaknesses of the BL format in a comprehensive way, involving all actors. It has led to improvements at program, faculty and course level. The evaluation process and the reporting of the results proved to be demanding in time and personal resources. The evaluation framework allows measuring the most significant dimensions influencing the success of a BL implementation at program level. However, this comprehensive evaluation is resource intensive. Further steps will be to refine the framework towards a sustainable and transferable BL monitoring tool that finds a balance between comprehensiveness and efficiency. Copyright © 2016 Elsevier Ltd. All rights reserved.

  15. Evaluation Framework for Dependable Mobile Learning Scenarios

    Science.gov (United States)

    Bensassi, Manel; Laroussi, Mona

    2014-01-01

    The goal of the dependability analysis is to predict inconsistencies and to reveal ambiguities and incompleteness in the designed learning scenario. Evaluation, in traditional learning design, is generally planned after the execution of the scenario. In mobile learning, this stage becomes too difficult and expensive to apply due to the complexity…

  16. Framework for Designing Context-Aware Learning Systems

    Science.gov (United States)

    Tortorella, Richard A. W.; Kinshuk; Chen, Nian-Shing

    2018-01-01

    Today people learn in many diverse locations and contexts, beyond the confines of classical brick and mortar classrooms. This trend is ever increasing, progressing hand-in-hand with the progress of technology. Context-aware learning systems are systems which adapt to the learner's context, providing tailored learning for a particular learning…

  17. Tools and Frameworks for Big Learning in Scala: Leveraging the Language for High Productivity and Performance

    OpenAIRE

    Miller, Heather; Haller, Philipp; Odersky, Martin

    2011-01-01

    Implementing machine learning algorithms for large data, such as the Web graph and social networks, is challenging. Even though much research has focused on making sequential algorithms more scalable, their running times continue to be prohibitively long. Meanwhile, parallelization remains a formidable challenge for this class of problems, despite frameworks like MapReduce which hide much of the associated complexity. We present three ongoing efforts within our team, previously presented at v...

  18. Common Mobile Learning Characteristics--An Analysis of Mobile Learning Models and Frameworks

    Science.gov (United States)

    Imtinan, Umera; Chang, Vanessa; Issa, Tomayess

    2013-01-01

    Mobile learning offers learning opportunities to learners without the limitations of time and space. Mobile learning has introduced a number of flexible options to the learners across disciplines and at different educational levels. However, designing mobile learning content is an equally challenging task for the instructional designers.…

  19. HIPs at Ten

    Science.gov (United States)

    Kuh, George; O'Donnell, Ken; Schneider, Carol Geary

    2017-01-01

    2017 is the anniversary of the introduction of what are now commonly known as high-impact practices (HIPs). Many of the specific activities pursued under the HIPs acronym have been around in some form for decades, such as study abroad, internships, and student-faculty research. It was about ten years ago that, after conferring HIPs at Ten with…

  20. Facilitation of social learning in teacher education: the ‘Dimensions of Social Learning Framework’

    NARCIS (Netherlands)

    de Laat, M.M.; Vrieling, E.; van den Beemt, A.A.J.; McDonald, J.; Cater-Steel, A.

    2017-01-01

    To understand the organization of social learning by groups in practice, this chapter elaborates on the use of a framework of dimensions and indicators to explore social learning within (prospective) teacher groups. The applied framework that we call the ‘Dimensions of Social Learning (DSL)

  1. A Ten Year Retrospective on Environmental Justice: What Have We Learned?

    International Nuclear Information System (INIS)

    Scott, Michael J.; Jaksch, John A.; Cort, Katherine A.

    2005-01-01

    Beginning in 1994, Executive Order 12898 has directed federal executive agencies to identify and address, as appropriate, disproportionately high and adverse health or environmental effects of their programs, policies, and activities on minority and low income populations. The policy behind the Executive Order was to prevent minority and low income groups from bearing disproportionate adverse environmental consequences of federal actions. During the last ten years, federal agencies have implemented Executive Order 12898, and some also have developed explicit procedures or guidance for the steps that need to be taken during the preparation of environmental impact statements. Based on the authors experience, the paper examines how environmental justice practice has evolved in the ten years since the original Executive Order was issued. This evolution has been both procedural and substantive. The paper examines how the actual practice of environmental justice analysis has progressed in federal agencies that deal with waste management issues. Reference is made to changes in case law and agency practice. The 2000 Census of Population and the ongoing development of geographic information systems in particular have made it easier to identify minority and low-income populations at risk. At the same time, a number of stakeholder groups have taken positions over specific federal actions that have given rise to novel issues and challenges for analysts. The paper discusses how NEPA practice is evolving to deal with these issues and challenges

  2. Deep ECGNet: An Optimal Deep Learning Framework for Monitoring Mental Stress Using Ultra Short-Term ECG Signals.

    Science.gov (United States)

    Hwang, Bosun; You, Jiwoo; Vaessen, Thomas; Myin-Germeys, Inez; Park, Cheolsoo; Zhang, Byoung-Tak

    2018-02-08

    Stress recognition using electrocardiogram (ECG) signals requires the intractable long-term heart rate variability (HRV) parameter extraction process. This study proposes a novel deep learning framework to recognize the stressful states, the Deep ECGNet, using ultra short-term raw ECG signals without any feature engineering methods. The Deep ECGNet was developed through various experiments and analysis of ECG waveforms. We proposed the optimal recurrent and convolutional neural networks architecture, and also the optimal convolution filter length (related to the P, Q, R, S, and T wave durations of ECG) and pooling length (related to the heart beat period) based on the optimization experiments and analysis on the waveform characteristics of ECG signals. The experiments were also conducted with conventional methods using HRV parameters and frequency features as a benchmark test. The data used in this study were obtained from Kwangwoon University in Korea (13 subjects, Case 1) and KU Leuven University in Belgium (9 subjects, Case 2). Experiments were designed according to various experimental protocols to elicit stressful conditions. The proposed framework to recognize stress conditions, the Deep ECGNet, outperformed the conventional approaches with the highest accuracy of 87.39% for Case 1 and 73.96% for Case 2, respectively, that is, 16.22% and 10.98% improvements compared with those of the conventional HRV method. We proposed an optimal deep learning architecture and its parameters for stress recognition, and the theoretical consideration on how to design the deep learning structure based on the periodic patterns of the raw ECG data. Experimental results in this study have proved that the proposed deep learning model, the Deep ECGNet, is an optimal structure to recognize the stress conditions using ultra short-term ECG data.

  3. Social Media and Seamless Learning: Lessons Learned

    Science.gov (United States)

    Panke, Stefanie; Kohls, Christian; Gaiser, Birgit

    2017-01-01

    The paper discusses best practice approaches and metrics for evaluation that support seamless learning with social media. We draw upon the theoretical frameworks of social learning theory, transfer learning (bricolage), and educational design patterns to elaborate upon different ideas for ways in which social media can support seamless learning.…

  4. Translating Learning into Numbers: A Generic Framework for Learning Analytics

    Science.gov (United States)

    Greller, Wolfgang; Drachsler, Hendrik

    2012-01-01

    With the increase in available educational data, it is expected that Learning Analytics will become a powerful means to inform and support learners, teachers and their institutions in better understanding and predicting personal learning needs and performance. However, the processes and requirements behind the beneficial application of Learning…

  5. An Improved Bacterial-Foraging Optimization-Based Machine Learning Framework for Predicting the Severity of Somatization Disorder

    Directory of Open Access Journals (Sweden)

    Xinen Lv

    2018-02-01

    Full Text Available It is of great clinical significance to establish an accurate intelligent model to diagnose the somatization disorder of community correctional personnel. In this study, a novel machine learning framework is proposed to predict the severity of somatization disorder in community correction personnel. The core of this framework is to adopt the improved bacterial foraging optimization (IBFO to optimize two key parameters (penalty coefficient and the kernel width of a kernel extreme learning machine (KELM and build an IBFO-based KELM (IBFO-KELM for the diagnosis of somatization disorder patients. The main innovation point of the IBFO-KELM model is the introduction of opposition-based learning strategies in traditional bacteria foraging optimization, which increases the diversity of bacterial species, keeps a uniform distribution of individuals of initial population, and improves the convergence rate of the BFO optimization process as well as the probability of escaping from the local optimal solution. In order to verify the effectiveness of the method proposed in this study, a 10-fold cross-validation method based on data from a symptom self-assessment scale (SCL-90 is used to make comparison among IBFO-KELM, BFO-KELM (model based on the original bacterial foraging optimization model, GA-KELM (model based on genetic algorithm, PSO-KELM (model based on particle swarm optimization algorithm and Grid-KELM (model based on grid search method. The experimental results show that the proposed IBFO-KELM prediction model has better performance than other methods in terms of classification accuracy, Matthews correlation coefficient (MCC, sensitivity and specificity. It can distinguish very well between severe somatization disorder and mild somatization and assist the psychological doctor with clinical diagnosis.

  6. QUALIFICATIONS FRAMEWORKS FOR LIFELONG LEARNING CONQUERING THE WORLD?

    Directory of Open Access Journals (Sweden)

    Arjen Deij

    2014-01-01

    Full Text Available The paper reveals the international prospects of developing and spreading the qualifications frameworks across the globe. It introduces the key terms and concepts related to the given issue, and examines both the benefits and challenges of qualifications frameworks implementation. The author looks into the origins and causes of the worldwide interest in qualifications framework application, and gives the overview of related recent publications and their conclusions to reinforce the provided argumentation.

  7. A Self-Learning Sensor Fault Detection Framework for Industry Monitoring IoT

    Directory of Open Access Journals (Sweden)

    Yu Liu

    2013-01-01

    Full Text Available Many applications based on Internet of Things (IoT technology have recently founded in industry monitoring area. Thousands of sensors with different types work together in an industry monitoring system. Sensors at different locations can generate streaming data, which can be analyzed in the data center. In this paper, we propose a framework for online sensor fault detection. We motivate our technique in the context of the problem of the data value fault detection and event detection. We use the Statistics Sliding Windows (SSW to contain the recent sensor data and regress each window by Gaussian distribution. The regression result can be used to detect the data value fault. Devices on a production line may work in different workloads and the associate sensors will have different status. We divide the sensors into several status groups according to different part of production flow chat. In this way, the status of a sensor is associated with others in the same group. We fit the values in the Status Transform Window (STW to get the slope and generate a group trend vector. By comparing the current trend vector with history ones, we can detect a rational or irrational event. In order to determine parameters for each status group we build a self-learning worker thread in our framework which can edit the corresponding parameter according to the user feedback. Group-based fault detection (GbFD algorithm is proposed in this paper. We test the framework with a simulation dataset extracted from real data of an oil field. Test result shows that GbFD detects 95% sensor fault successfully.

  8. The Application of SECI Model as a Framework of Knowledge Creation in Virtual Learning: Case Study of IUST Virtual Classes

    Science.gov (United States)

    Hosseini, Seyede Mehrnoush

    2011-01-01

    The research aims to define SECI model of knowledge creation (socialization, externalization, combination, and internalization) as a framework of Virtual class management which can lead to better online teaching-learning mechanisms as well as knowledge creation. It has used qualitative research methodology including researcher's close observation…

  9. A Framework for Process Reengineering in Higher Education: A case study of distance learning exam scheduling and distribution

    Directory of Open Access Journals (Sweden)

    M'hammed Abdous

    2008-10-01

    Full Text Available In this paper, we propose a conceptual and operational framework for process reengineering (PR in higher education (HE institutions. Using a case study aimed at streamlining exam scheduling and distribution in a distance learning (DL unit, we outline a sequential and non-linear four-step framework designed to reengineer processes. The first two steps of this framework – initiating and analyzing – are used to initiate, document, and flowchart the process targeted for reengineering, and the last two steps – reengineering/ implementing and evaluating – are intended to prototype, implement, and evaluate the reengineered process. Our early involvement of all stakeholders, and our in-depth analysis and documentation of the existing process, allowed us to avoid the traditional pitfalls associated with business process reengineering (BPR. Consequently, the outcome of our case study indicates a streamlined and efficient process with a higher faculty satisfaction at substantial cost reduction.

  10. AcconPred: Predicting Solvent Accessibility and Contact Number Simultaneously by a Multitask Learning Framework under the Conditional Neural Fields Model

    Directory of Open Access Journals (Sweden)

    Jianzhu Ma

    2015-01-01

    Full Text Available Motivation. The solvent accessibility of protein residues is one of the driving forces of protein folding, while the contact number of protein residues limits the possibilities of protein conformations. The de novo prediction of these properties from protein sequence is important for the study of protein structure and function. Although these two properties are certainly related with each other, it is challenging to exploit this dependency for the prediction. Method. We present a method AcconPred for predicting solvent accessibility and contact number simultaneously, which is based on a shared weight multitask learning framework under the CNF (conditional neural fields model. The multitask learning framework on a collection of related tasks provides more accurate prediction than the framework trained only on a single task. The CNF method not only models the complex relationship between the input features and the predicted labels, but also exploits the interdependency among adjacent labels. Results. Trained on 5729 monomeric soluble globular protein datasets, AcconPred could reach 0.68 three-state accuracy for solvent accessibility and 0.75 correlation for contact number. Tested on the 105 CASP11 domain datasets for solvent accessibility, AcconPred could reach 0.64 accuracy, which outperforms existing methods.

  11. Ten years of Object-Oriented analysis on H1

    International Nuclear Information System (INIS)

    Laycock, Paul

    2012-01-01

    Over a decade ago, the H1 Collaboration decided to embrace the object-oriented paradigm and completely redesign its data analysis model and data storage format. The event data model, based on the ROOT framework, consists of three layers - tracks and calorimeter clusters, identified particles and finally event summary data - with a singleton class providing unified access. This original solution was then augmented with a fourth layer containing user-defined objects. This contribution will summarise the history of the solutions used, from modifications to the original design, to the evolution of the high-level end-user analysis object framework which is used by H1 today. Several important issues are addressed - the portability of expert knowledge to increase the efficiency of data analysis, the flexibility of the framework to incorporate new analyses, the performance and ease of use, and lessons learned for future projects.

  12. Developing a holistic policy and intervention framework for global mental health.

    Science.gov (United States)

    Khenti, Akwatu; Fréel, Stéfanie; Trainor, Ruth; Mohamoud, Sirad; Diaz, Pablo; Suh, Erica; Bobbili, Sireesha J; Sapag, Jaime C

    2016-02-01

    There are significant gaps in the accessibility and quality of mental health services around the globe. A wide range of institutions are addressing the challenges, but there is limited reflection and evaluation on the various approaches, how they compare with each other, and conclusions regarding the most effective approach for particular settings. This article presents a framework for global mental health capacity building that could potentially serve as a promising or best practice in the field. The framework is the outcome of a decade of collaborative global health work at the Centre for Addiction and Mental Health (CAMH) (Ontario, Canada). The framework is grounded in scientific evidence, relevant learning and behavioural theories and the underlying principles of health equity and human rights. Grounded in CAMH's research, programme evaluation and practical experience in developing and implementing mental health capacity building interventions, this article presents the iterative learning process and impetus that formed the basis of the framework. A developmental evaluation (Patton M.2010. Developmental Evaluation: Applying Complexity Concepts to Enhance Innovation and Use. New York: Guilford Press.) approach was used to build the framework, as global mental health collaboration occurs in complex or uncertain environments and evolving learning systems. A multilevel framework consists of five central components: (1) holistic health, (2) cultural and socioeconomic relevance, (3) partnerships, (4) collaborative action-based education and learning and (5) sustainability. The framework's practical application is illustrated through the presentation of three international case studies and four policy implications. Lessons learned, limitations and future opportunities are also discussed. The holistic policy and intervention framework for global mental health reflects an iterative learning process that can be applied and scaled up across different settings through

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

    Directory of Open Access Journals (Sweden)

    Meng-Chien Yang

    2018-02-01

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

  14. Statistical and Machine-Learning Classifier Framework to Improve Pulse Shape Discrimination System Design

    Energy Technology Data Exchange (ETDEWEB)

    Wurtz, R. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Kaplan, A. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

    2015-10-28

    Pulse shape discrimination (PSD) is a variety of statistical classifier. Fully-­realized statistical classifiers rely on a comprehensive set of tools for designing, building, and implementing. PSD advances rely on improvements to the implemented algorithm. PSD advances can be improved by using conventional statistical classifier or machine learning methods. This paper provides the reader with a glossary of classifier-­building elements and their functions in a fully-­designed and operational classifier framework that can be used to discover opportunities for improving PSD classifier projects. This paper recommends reporting the PSD classifier’s receiver operating characteristic (ROC) curve and its behavior at a gamma rejection rate (GRR) relevant for realistic applications.

  15. Emergent Learning and Learning Ecologies in Web 2.0

    Directory of Open Access Journals (Sweden)

    Roy Williams

    2011-03-01

    Full Text Available This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organised learning to occur and to flourish. Specifically, it explores whether emergent learning can be validated and self-correcting and whether it is possible to link or integrate emergent and prescribed learning. It draws on complexity theory, communities of practice, and the notion of connectivism to develop some of the foundations for an analytic framework, for enabling and managing emergent learning and networks in which agents and systems co-evolve. It then examines specific cases of learning to test and further develop the analytic framework.The paper argues that although social networking media increase the potential range and scope for emergent learning exponentially, considerable effort is required to ensure an effective balance between openness and constraint. It is possible to manage the relationship between prescriptive and emergent learning, both of which need to be part of an integrated learning ecology.

  16. Data-based decision making : conclusions and a data use framework

    NARCIS (Netherlands)

    Schildkamp, Kim; Lai, M.K.; Schildkamp, K.; Lai, M.K.; Earl, L.

    2013-01-01

    In this chapter, the results of all the studies presented in this book are summarized. What are the lessons learned? Based on the lessons learned, we developed a data use framework. In this framework, data use is influenced by several enablers and barriers (e.g., the school organization context,

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

    International Nuclear Information System (INIS)

    Stigson, Peter; Dotzauer, Erik; Yan Jinyue

    2009-01-01

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

  18. A Review of Internship Opportunities in Online Learning: Building a New Conceptual Framework for a Self-Regulated Internship in Hospitality

    Science.gov (United States)

    Roy, Jan; Sykes, Diane

    2017-01-01

    The primary purpose of the article was to build a framework for an innovative approach to online internships after examining best practices in hospitality internships. Learning the ins and outs of an industry virtually, using contemporary internship methods strengthens the student's expertise and better prepares them for future workplace…

  19. Metric learning

    CERN Document Server

    Bellet, Aurelien; Sebban, Marc

    2015-01-01

    Similarity between objects plays an important role in both human cognitive processes and artificial systems for recognition and categorization. How to appropriately measure such similarities for a given task is crucial to the performance of many machine learning, pattern recognition and data mining methods. This book is devoted to metric learning, a set of techniques to automatically learn similarity and distance functions from data that has attracted a lot of interest in machine learning and related fields in the past ten years. In this book, we provide a thorough review of the metric learnin

  20. Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM

    Directory of Open Access Journals (Sweden)

    Juan-Francisco Martínez-Cerdá

    2018-03-01

    Full Text Available Human beings must develop many skills to cope with the large amount of challenges that currently exist in the world: media empowerment for an active and democratic citizenship, knowledge acquisition and conversion for lifelong and life-wide learning, 21st century skills for matching demand and supply in labor markets, and dispositional employability for unpredictable future career success. One of the tools for achieving these is online education, in which students have the chance to manage their own time, content, and goals. Thus, this paper analyzes these issues from the perspective of skills gained through e-learning and validates the Socio-Technical E-learning Employability System of Measurement (STELEM framework. The research was carried out with former students of the Universitat Oberta de Catalunya. Exploratory and confirmatory factorial analyses validate several consistent and reliable scales in two areas: (i employability, based on educational social capital, media empowerment, knowledge acquisition, knowledge conversion, literacy, digitalness, collaboration, resilience, proactivity, identity, openness, motivation, organizational culture, and employment security; and (ii socio-technical systems existing in this open online university, based on its information and communications technology (ICT, learning tasks, as well as student-centered and organizational approaches. The research provides two new psychometrical scales that are useful for the evaluation, monitoring, and assessment of relationships and influences between socio-technical e-learning organizations and employability skills development, and proposes a set of indicators related to human and social capital, valid in employability contexts.

  1. Decision support frameworks and tools for conservation

    Science.gov (United States)

    Schwartz, Mark W.; Cook, Carly N.; Pressey, Robert L.; Pullin, Andrew S.; Runge, Michael C.; Salafsky, Nick; Sutherland, William J.; Williamson, Matthew A.

    2018-01-01

    The practice of conservation occurs within complex socioecological systems fraught with challenges that require transparent, defensible, and often socially engaged project planning and management. Planning and decision support frameworks are designed to help conservation practitioners increase planning rigor, project accountability, stakeholder participation, transparency in decisions, and learning. We describe and contrast five common frameworks within the context of six fundamental questions (why, who, what, where, when, how) at each of three planning stages of adaptive management (project scoping, operational planning, learning). We demonstrate that decision support frameworks provide varied and extensive tools for conservation planning and management. However, using any framework in isolation risks diminishing potential benefits since no one framework covers the full spectrum of potential conservation planning and decision challenges. We describe two case studies that have effectively deployed tools from across conservation frameworks to improve conservation actions and outcomes. Attention to the critical questions for conservation project planning should allow practitioners to operate within any framework and adapt tools to suit their specific management context. We call on conservation researchers and practitioners to regularly use decision support tools as standard practice for framing both practice and research.

  2. Pedagogical quality in e-learning

    DEFF Research Database (Denmark)

    Dalsgaard, Christian

    2005-01-01

    The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach....... Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design...

  3. Active Learning Using Hint Information.

    Science.gov (United States)

    Li, Chun-Liang; Ferng, Chun-Sung; Lin, Hsuan-Tien

    2015-08-01

    The abundance of real-world data and limited labeling budget calls for active learning, an important learning paradigm for reducing human labeling efforts. Many recently developed active learning algorithms consider both uncertainty and representativeness when making querying decisions. However, exploiting representativeness with uncertainty concurrently usually requires tackling sophisticated and challenging learning tasks, such as clustering. In this letter, we propose a new active learning framework, called hinted sampling, which takes both uncertainty and representativeness into account in a simpler way. We design a novel active learning algorithm within the hinted sampling framework with an extended support vector machine. Experimental results validate that the novel active learning algorithm can result in a better and more stable performance than that achieved by state-of-the-art algorithms. We also show that the hinted sampling framework allows improving another active learning algorithm designed from the transductive support vector machine.

  4. New Applications of Learning Machines

    DEFF Research Database (Denmark)

    Larsen, Jan

    * Machine learning framework for sound search * Genre classification * Music separation * MIMO channel estimation and symbol detection......* Machine learning framework for sound search * Genre classification * Music separation * MIMO channel estimation and symbol detection...

  5. Learning from errors in super-resolution.

    Science.gov (United States)

    Tang, Yi; Yuan, Yuan

    2014-11-01

    A novel framework of learning-based super-resolution is proposed by employing the process of learning from the estimation errors. The estimation errors generated by different learning-based super-resolution algorithms are statistically shown to be sparse and uncertain. The sparsity of the estimation errors means most of estimation errors are small enough. The uncertainty of the estimation errors means the location of the pixel with larger estimation error is random. Noticing the prior information about the estimation errors, a nonlinear boosting process of learning from these estimation errors is introduced into the general framework of the learning-based super-resolution. Within the novel framework of super-resolution, a low-rank decomposition technique is used to share the information of different super-resolution estimations and to remove the sparse estimation errors from different learning algorithms or training samples. The experimental results show the effectiveness and the efficiency of the proposed framework in enhancing the performance of different learning-based algorithms.

  6. Towards a Framework to Improve the Quality of Teaching and Learning: Consciousness and Validation in Computer Engineering Science, UCT

    Science.gov (United States)

    Lévano, Marcos; Albornoz, Andrea

    2016-01-01

    This paper aims to propose a framework to improve the quality in teaching and learning in order to develop good practices to train professionals in the career of computer engineering science. To demonstrate the progress and achievements, our work is based on two principles for the formation of professionals, one based on the model of learning…

  7. Supervised Learning for Dynamical System Learning.

    Science.gov (United States)

    Hefny, Ahmed; Downey, Carlton; Gordon, Geoffrey J

    2015-01-01

    Recently there has been substantial interest in spectral methods for learning dynamical systems. These methods are popular since they often offer a good tradeoff between computational and statistical efficiency. Unfortunately, they can be difficult to use and extend in practice: e.g., they can make it difficult to incorporate prior information such as sparsity or structure. To address this problem, we present a new view of dynamical system learning: we show how to learn dynamical systems by solving a sequence of ordinary supervised learning problems, thereby allowing users to incorporate prior knowledge via standard techniques such as L 1 regularization. Many existing spectral methods are special cases of this new framework, using linear regression as the supervised learner. We demonstrate the effectiveness of our framework by showing examples where nonlinear regression or lasso let us learn better state representations than plain linear regression does; the correctness of these instances follows directly from our general analysis.

  8. Granulocyte colony-stimulating factor in toxic epidermal necrolysis (TEN) and Chelsea & Westminster TEN management protocol [corrected].

    Science.gov (United States)

    de Sica-Chapman, A; Williams, G; Soni, N; Bunker, C B

    2010-04-01

    Toxic epidermal necrolysis (TEN) is a rare but life-threatening, allergic drug reaction. Skin blistering with epidermal and mucosal necrolysis with subsequent detachment from an inflamed underlying dermis is a hallmark of the condition. The pathogenesis of TEN is not well understood, accounting for controversies about its management and significant delay in initiating potentially beneficial therapy. There are no management protocols based on a robust evidence base. Prompt recognition of the diagnosis and consensus on early management initiatives are necessary in order to improve outcomes and survival in TEN. To date, TEN management has been directed at arresting the allergic reaction and treating the complications. We have identified a need for specific medical interventions to accelerate wound regeneration. This approach has not previously been adopted in the management of TEN. We observed that in two cases of severe TEN, dramatic re-epithelialization and recovery coincided with the introduction of granulocyte colony-stimulating factor (G-CSF) for neutropenia. We explain how addition of the G-CSF promotes recovery from TEN by enhanced bioregeneration of the damaged tissues through accelerated re-epithelialization. G-CSF has been used for severe neutropenia in TEN, but we recommend and explain why, as in our Chelsea and Westminster protocol, G-CSF should be considered in treating severe TEN irrespective of the severity of neutropenia.

  9. Ten years of open practice: a reflection on the impact of OpenLearn

    Directory of Open Access Journals (Sweden)

    Patrina Law

    2016-05-01

    Full Text Available The Open University (OU makes a proportion of all its taught modules available to the public via OpenLearn each year. This process involves the modification, of module excerpts, showcasing subject matter and teaching approach. This activity serves both the University's social and business missions through the delivery of free courses to the public, but increasingly its students are using it to inform module choice, to augment their studies and to boost confidence. In a year that celebrates 10 years of OpenLearn, this paper reports on the growth and impact of the platform as a vast open, learning resource and how a new study underlines how this is also serving the OU’s own students in terms of supporting motivation for learning and impact on achievements. The paper also discusses how the OU is mainstreaming open practice via module production in releasing content on OpenLearn from its paid-for modules in order to improve student module choice and preparedness and in doing so, is providing a richer learning experience for informal learners.

  10. D.3.3 PLOT Persuasive Learning Design Framework

    DEFF Research Database (Denmark)

    Gram-Hansen, Sandra Burri

    2012-01-01

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

  11. National Consumer and Financial Literacy Framework

    Science.gov (United States)

    Ministerial Council for Education, Early Childhood Development and Youth Affairs (NJ1), 2011

    2011-01-01

    This document is a revised version of the National Consumer and Financial Literacy Framework (the Framework) originally developed in 2005. It articulates a rationale for consumer and financial education in Australian schools; describes essential consumer and financial capabilities that will support lifelong learning; and provides guidance on how…

  12. Framework for Conducting Empirical Observations of Learning Processes.

    Science.gov (United States)

    Fischer, Hans Ernst; von Aufschnaiter, Stephan

    1993-01-01

    Reviews four hypotheses about learning: Comenius's transmission-reception theory, information processing theory, Gestalt theory, and Piagetian theory. Uses the categories preunderstanding, conceptual change, and learning processes to classify and assess investigations on learning processes. (PR)

  13. The Birth of Words: Ten-Month-Olds Learn Words through Perceptual Salience

    Science.gov (United States)

    Pruden, Shannon M.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Hennon, Elizabeth A.

    2006-01-01

    A core task in language acquisition is mapping words onto objects, actions, and events. Two studies investigated how children learn to map novel labels onto novel objects. Study 1 investigated whether 10-month-olds use both perceptual and social cues to learn a word. Study 2, a control study, tested whether infants paired the label with a…

  14. A Framework for Authenticity in the Mathematics and Statistics Classroom

    Science.gov (United States)

    Garrett, Lauretta; Huang, Li; Charleton, Maria Calhoun

    2016-01-01

    Authenticity is a term commonly used in reference to pedagogical and curricular qualities of mathematics teaching and learning, but its use lacks a coherent framework. The work of researchers in engineering education provides such a framework. Authentic qualities of mathematics teaching and learning are fit within a model described by Strobel,…

  15. Ten Challenges of the Amyloid Hypothesis of Alzheimer's Disease.

    Science.gov (United States)

    Kepp, Kasper Planeta

    2017-01-01

    The inability to effectively halt or cure Alzheimer's disease (AD), exacerbated by the recent failures of high-profile clinical trials, emphasizes the urgent need to understand the complex biochemistry of this major neurodegenerative disease. In this paper, ten central, current challenges of the major paradigm in the field, the amyloid hypothesis, are sharply formulated. These challenges together show that new approaches are necessary that address data heterogeneity, increase focus on the proteome level, use available human patient data more actively, account for the aging phenotype as a background model of the disease, unify our understanding of the interplay between genetic and non-genetic risk factors, and combine into one framework both the familial and sporadic forms of the disease.

  16. Quality Indicators for Learning Analytics

    Science.gov (United States)

    Scheffel, Maren; Drachsler, Hendrik; Stoyanov, Slavi; Specht, Marcus

    2014-01-01

    This article proposes a framework of quality indicators for learning analytics that aims to standardise the evaluation of learning analytics tools and to provide a mean to capture evidence for the impact of learning analytics on educational practices in a standardised manner. The criteria of the framework and its quality indicators are based on…

  17. Flexible Learning in an Information Society

    Science.gov (United States)

    Khan, Badrul, Ed.

    2007-01-01

    Flexible Learning in an Information Society uses a flexible learning framework to explain the best ways of creating a meaningful learning environment. This framework consists of eight factors--institutional, management, technological, pedagogical, ethical, interface design, resource support, and evaluation--and a systematic understanding of these…

  18. A Learning Object Approach To Evidence based learning

    Directory of Open Access Journals (Sweden)

    Zabin Visram

    2005-06-01

    Full Text Available This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has meant increasingly, there is a desperate need to adopt wireless schemes, whereby bespoke courses can be developed to help practitioners keep up with expanding knowledge base. Evidently, without current best evidence, practice risks becoming rapidly out of date, to the detriment of the patient. There is a need to provide a tactical, operational and effective environment, which allows professional to update their education, and complete specialised training, just-in-time, in their own time and location. Following this demand in the marketplace the information engineering group, in combination with several medical and dental schools, set out to develop and design a conceptual framework which form the basis of pioneering research, which at last, enables practitioner's to adopt a philosophy of life long learning. The body and structure of this framework is subsumed under the term Object oriented approach to Evidence Based learning, Just-in-time, via Internet sustained by Reusable Learning Objects (The OEBJIRLO Progression. The technical pillars which permit this concept of life long learning are pivoted by the foundations of object oriented technology, Learning objects, Just-in-time education, Data Mining, intelligent Agent technology, Flash interconnectivity and remote wireless technology, which allow practitioners to update their professional skills, complete specialised training which leads to accredited qualifications. This paper sets out to develop and

  19. A Behavioral Framework for Managing Massive Airline Flight Disruptions through Crisis Management, Organization Development, and Organization Learning

    Science.gov (United States)

    Larsen, Tulinda Deegan

    In this study the researcher provides a behavioral framework for managing massive airline flight disruptions (MAFD) in the United States. Under conditions of MAFD, multiple flights are disrupted throughout the airline's route network, customer service is negatively affected, additional costs are created for airlines, and governments intervene. This study is different from other studies relating to MAFD that have focused on the operational, technical, economic, financial, and customer service impacts. The researcher argues that airlines could improve the management of events that led to MAFD by applying the principles of crisis management where the entire organization is mobilized, rather than one department, adapting organization development (OD) interventions to implement change and organization learning (OL) processes to create culture of innovation, resulting in sustainable improvement in customer service, cost reductions, and mitigation of government intervention. At the intersection of crisis management, OD, and OL, the researcher has developed a new conceptual framework that enhances the resiliency of individuals and organizations in responding to unexpected-yet-recurring crises (e.g., MAFD) that impact operations. The researcher has adapted and augmented Lalonde's framework for managing crises through OD interventions by including OL processes. The OD interventions, coupled with OL, provide a framework for airline leaders to manage more effectively events that result in MAFD with the goal of improving passenger satisfaction, reducing costs, and preventing further government intervention. Further research is warranted to apply this conceptual framework to unexpected-yet-recurring crises that affect operations in other industries.

  20. Drawing-to-learn: a framework for using drawings to promote model-based reasoning in biology.

    Science.gov (United States)

    Quillin, Kim; Thomas, Stephen

    2015-03-02

    The drawing of visual representations is important for learners and scientists alike, such as the drawing of models to enable visual model-based reasoning. Yet few biology instructors recognize drawing as a teachable science process skill, as reflected by its absence in the Vision and Change report's Modeling and Simulation core competency. Further, the diffuse research on drawing can be difficult to access, synthesize, and apply to classroom practice. We have created a framework of drawing-to-learn that defines drawing, categorizes the reasons for using drawing in the biology classroom, and outlines a number of interventions that can help instructors create an environment conducive to student drawing in general and visual model-based reasoning in particular. The suggested interventions are organized to address elements of affect, visual literacy, and visual model-based reasoning, with specific examples cited for each. Further, a Blooming tool for drawing exercises is provided, as are suggestions to help instructors address possible barriers to implementing and assessing drawing-to-learn in the classroom. Overall, the goal of the framework is to increase the visibility of drawing as a skill in biology and to promote the research and implementation of best practices. © 2015 K. Quillin and S. Thomas. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  1. Research, Boundaries, and Policy in Networked Learning

    DEFF Research Database (Denmark)

    This book presents cutting-edge, peer reviewed research on networked learning organized by three themes: policy in networked learning, researching networked learning, and boundaries in networked learning. The "policy in networked learning" section explores networked learning in relation to policy...... networks, spaces of algorithmic governance and more. The "boundaries in networked learning" section investigates frameworks of students' digital literacy practices, among other important frameworks in digital learning. Lastly, the "research in networked learning" section delves into new research methods...

  2. Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

    Science.gov (United States)

    Vandenhouten, C.; Gallagher-Lepak, S.; Reilly, J.; Ralston-Berg, P.

    2014-01-01

    E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E- Learning requires the talents of many team members from a variety of departments as well as the use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. As a result,…

  3. The e-Learning Conceptual Framework Project. Leaflet

    OpenAIRE

    Sangrà Morer, Albert

    2011-01-01

    Aquest projecte es basa en la hipòtesi que en l'actualitat no existeix un concepte únic d'e-learning -acceptat per la majoria de la comunitat científica o, és més, pels professionals. Per tant, l'objectiu és contribuir a la consolidació i l'especificació del concepte d'e-learning tant des del punt de vista científic com des del punt de vista del camp de l'activitat educativa. This project is based on the hypothesis that currently there is no single concept of e-learning -accepted by the ma...

  4. Blended Learning in Personalized Assistive Learning Environments

    Science.gov (United States)

    Marinagi, Catherine; Skourlas, Christos

    2013-01-01

    In this paper, the special needs/requirements of disabled students and cost-benefits for applying blended learning in Personalized Educational Learning Environments (PELE) in Higher Education are studied. The authors describe how blended learning can form an attractive and helpful framework for assisting Deaf and Hard-of-Hearing (D-HH) students to…

  5. Organizational learning for sustainable development: Correlation with the national culture dimensions framework

    Directory of Open Access Journals (Sweden)

    Jovanović Violeta

    2017-01-01

    Full Text Available Knowledge has become a key resource and the driver of economic progress. The distribution of welfare in the world demonstrates that the richest countries are the ones that have the knowledge, not natural resources. Creating a knowledge-based society is the foundation for sustainable development. Key factors influencing the creation of a knowledge-based economy are investments in education, research and development and application of new technologies. Nevertheless, culture, attitudes and values that affect people’s commitment to continuous improvement and learning, can also play an important role in creating a knowledge society for sustainable development. In this paper authors are making an attempt to identify the basic values of employees in several Serbian companies by means of factor analysis approach, with special emphasis on the national cultural dimensions framework and its utility.

  6. The Effectiveness of MURDER Cooperative Model towards Students' Mathematics Reasoning Ability and Self Concept of Ten Grade

    Directory of Open Access Journals (Sweden)

    Sofan Tri Prasetiyo

    2017-08-01

    Full Text Available The purpose of this research was to know the effectiveness of MURDER cooperative model towards students’ mathematics reasoning ability and self concept of ten grade. Population of this research were students of MIA ten grade Senior High School 1 Kebumen in the academic year 2016/1017. Sampling technique using simple random sampling technique. The data collected by the method of documentation, test methods, observation methods, and questionnaire methods. The analyzed of data are used completeness test and average different test. The results showed that: (1 mathematics reasoning ability of students that following MURDER cooperative model have completed individual and classical study completeness; (2 mathematics reasoning ability of students that following MURDER cooperative model better than mathematics reasoning ability of students that following ekspository learning; (3 self concept of students that following MURDER cooperative model better than self concept of students that following ekspository learning.

  7. Lerot: An Online Learning to Rank Framework

    NARCIS (Netherlands)

    Schuth, A.; Hofmann, K.; Whiteson, S.; de Rijke, M.

    2013-01-01

    Online learning to rank methods for IR allow retrieval systems to optimize their own performance directly from interactions with users via click feedback. In the software package Lerot, presented in this paper, we have bundled all ingredients needed for experimenting with online learning to rank for

  8. Play framework cookbook

    CERN Document Server

    Reelsen, Alexander

    2015-01-01

    This book is aimed at advanced developers who are looking to harness the power of Play 2.x. This book will also be useful for professionals looking to dive deeper into web development. Play 2 .x is an excellent framework to accelerate your learning of advanced topics.

  9. Can Children and Young People "Learn from" Atheism for Spiritual Development? A Response to the National Framework for Religious Education

    Science.gov (United States)

    Watson, Jacqueline

    2008-01-01

    The new National Framework for Religious Education (RE) suggests, for the first time in national advice on agreed syllabuses, that atheism can be included in the curriculum alongside world religions. This article counters objections to the inclusion of atheism in RE and argues that children and young people can learn from atheistic beliefs and…

  10. The Framework of Intervention Engine Based on Learning Analytics

    Science.gov (United States)

    Sahin, Muhittin; Yurdugül, Halil

    2017-01-01

    Learning analytics primarily deals with the optimization of learning environments and the ultimate goal of learning analytics is to improve learning and teaching efficiency. Studies on learning analytics seem to have been made in the form of adaptation engine and intervention engine. Adaptation engine studies are quite widespread, but intervention…

  11. 76 FR 1440 - Notice of Revised Child Outcomes Framework

    Science.gov (United States)

    2011-01-10

    ... Outcomes Framework, renamed The Head Start Child Development and Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3-5 Years Old. The Framework was revised to give more... DEPARTMENT OF HEALTH AND HUMAN SERVICES Administration for Children and Families Notice of Revised...

  12. Design and Implementation of English for Academic Purpose Online Learning System Based on Browser/Server Framework

    Directory of Open Access Journals (Sweden)

    Yan Gong

    2018-03-01

    Full Text Available Today, with the rapid development of the information age, the education reform tends to be internationalized. The tertiary-level EFL education in colleges and universities has also changed its original model with focuses on cultivating gen-eral-purpose linguistic skills to one on students' English for Academic Purpose (EAP. EAP English instruction has been vigorously popularized in research-based universities. To achieve the informationized and standardized management for EAP English instruction work in the universities, in this paper, we design and develop a EAP English online learning system with B / S as the system develop-ment framework by which the system's overall functions are designed. MySQL is chosen as a database development tool used to implement the main object mod-ule, while JSP technology is used to support the cross-platform mechanism in order to access to diversified data sources. It is proved by the test on system op-eration that this system features operability, easy to use and maintain, and enables to meet the needs of university students for EAP English learning and teaching management, improves the students’ EAP English learning model and efficiency.

  13. The role of learning disability nurses in promoting cervical screening uptake in women with intellectual disabilities: A qualitative study.

    Science.gov (United States)

    Lloyd, Jennifer L; Coulson, Neil S

    2014-06-01

    Research suggests that the uptake of cervical screening by women with intellectual disabilities (commonly known as learning disabilities within UK policy frameworks, practice areas and health services) is poor compared to women without intellectual disabilities. The present study explored learning disability nurses' experiences of supporting women with intellectual disabilities to access cervical screening in order to examine their role in promoting attendance and elucidate potential barriers and facilitators to uptake. Ten participants recruited from a specialist learning disability service completed a semi-structured interview and data were analysed using experiential thematic analysis. Identified individual barriers included limited health literacy, negative attitudes and beliefs and competing demands; barriers attributed to primary care professionals included time pressures, limited exposure to people with intellectual disabilities and lack of appropriate knowledge, attitudes and skills. Attendance at cervical screening was facilitated by prolonged preparation work undertaken by learning disability nurses, helpful clinical behaviours in the primary care context and effective joint working. © The Author(s) 2014.

  14. Building global learning communities

    Directory of Open Access Journals (Sweden)

    Averill Gordon

    2013-09-01

    Full Text Available Within the background where education is increasingly driven by the economies of scale and research funding, we propose an alternative online open and connected framework (OOC for building global learning communities using mobile social media. We critique a three year action research case study involving building collaborative global learning communities around a community of practice of learning researchers and practitioners. The results include the development of a framework for utilising mobile social media to support collaborative curriculum development across international boundaries. We conclude that this framework is potentially transferrable to a range of educational contexts where the focus is upon student-generated mobile social media projects.

  15. Using the 7Cs Framework for Designing MOOCs in Blended Contexts

    DEFF Research Database (Denmark)

    Buch, Bettina; Christiansen, René Boyer; Hansen, Dorrit

    2018-01-01

    the 7Cs framework put forward by Conole and colleagues and discuss it in relation to the concept of personalized learning paths and 'schooling' as a discourse. The article is mainly theoretical, but as empirical support for our theoretical arguments, we discuss examples from a MOOC developed......Designing teaching in an era of educational technology calls for new models for designing learning opportunities. The 7Cs framework developed by Professor Gráinne Conole and her colleagues provides a tool for discussing learning designs for online learning environments. In this paper, we introduce...... for the teacher education program at University College Absalon, Denmark. On this background, we propose a number of revisions for the 7Cs framework in order to adapt it for designing MOOCs that are used in blended contexts....

  16. Evaluation of learning materials

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe; Hansen, Thomas Illum

    2011-01-01

    This paper presents a holistic framework for evaluating learning materials and designs for learning. A holistic evaluation comprises investigations of the potential learning potential, the actualized learning potential, and the actual learning. Each aspect is explained and exemplified through...

  17. Probabilistic machine learning and artificial intelligence.

    Science.gov (United States)

    Ghahramani, Zoubin

    2015-05-28

    How can a machine learn from experience? Probabilistic modelling provides a framework for understanding what learning is, and has therefore emerged as one of the principal theoretical and practical approaches for designing machines that learn from data acquired through experience. The probabilistic framework, which describes how to represent and manipulate uncertainty about models and predictions, has a central role in scientific data analysis, machine learning, robotics, cognitive science and artificial intelligence. This Review provides an introduction to this framework, and discusses some of the state-of-the-art advances in the field, namely, probabilistic programming, Bayesian optimization, data compression and automatic model discovery.

  18. Probabilistic machine learning and artificial intelligence

    Science.gov (United States)

    Ghahramani, Zoubin

    2015-05-01

    How can a machine learn from experience? Probabilistic modelling provides a framework for understanding what learning is, and has therefore emerged as one of the principal theoretical and practical approaches for designing machines that learn from data acquired through experience. The probabilistic framework, which describes how to represent and manipulate uncertainty about models and predictions, has a central role in scientific data analysis, machine learning, robotics, cognitive science and artificial intelligence. This Review provides an introduction to this framework, and discusses some of the state-of-the-art advances in the field, namely, probabilistic programming, Bayesian optimization, data compression and automatic model discovery.

  19. Personalizing Access to Learning Networks

    DEFF Research Database (Denmark)

    Dolog, Peter; Simon, Bernd; Nejdl, Wolfgang

    2008-01-01

    In this article, we describe a Smart Space for Learning™ (SS4L) framework and infrastructure that enables personalized access to distributed heterogeneous knowledge repositories. Helping a learner to choose an appropriate learning resource or activity is a key problem which we address in this fra......In this article, we describe a Smart Space for Learning™ (SS4L) framework and infrastructure that enables personalized access to distributed heterogeneous knowledge repositories. Helping a learner to choose an appropriate learning resource or activity is a key problem which we address...... in this framework, enabling personalized access to federated learning repositories with a vast number of learning offers. Our infrastructure includes personalization strategies both at the query and the query results level. Query rewriting is based on learning and language preferences; rule-based and ranking...

  20. Finding the Intersection of the Learning Organization and Learning Transfer: The Significance of Leadership

    Science.gov (United States)

    Kim, Jun Hee; Callahan, Jamie L.

    2013-01-01

    Purpose: This article aims to develop a conceptual framework delineating the key dimension of the learning organization which significantly influences learning transfer. Design/methodology/approach: The conceptual framework was developed by analyzing previous studies and synthesizing the results associated with the following four relationships:…

  1. Carbon Monitoring System Applications Framework: Lessons Learned from Stakeholder Engagement Activities

    Science.gov (United States)

    Sepulveda Carlo, E.; Escobar, V. M.; Delgado Arias, S.; Forgotson, C.

    2017-12-01

    forestry, conservation, and ecosystem services applications in the tristate area of Maryland, Delaware and Pennsylvania. The presentation will discuss the applications framework methodology and strategy, as well as highlight some of the results and lessons learned from these applications efforts.

  2. Creative Climate: A global ten-year communications, research and learning project about environmental change

    Science.gov (United States)

    Brandon, M. A.; Smith, J.

    2010-12-01

    The next ten years have been described by influential science and policy figures as ‘the most important in human history’. Many believe that the actions taken will decide whether we catastrophically change the atmosphere and eradicate our fellow species or find an alternative, less-damaging development path. But communications and public engagement initiatives have tended to focus on near term impacts or debates - whether they emphasise hazards, or trumpet ‘solutions’. There are signs of diminishing returns on communications and public engagement efforts, and serious obstacles to engaging around 40% of publics in e.g. the US and the UK. The Creative Climate web project takes a new approach, inviting people to see humanity’s intellectual and practical journey with these issues as an inspiring, dynamic and unfolding story. We are inviting people to join us in building a huge living archive of experiences and ideas that respond to these issues. The website will collect thoughts and stories from doorstep to workplace, from lab to garden; from international conference to community meeting - from all over the world. The body of diaries lie at the core of the project, but these are supplemented by the offer of free online learning resources and broadcast-quality audio and video materials. The project is experimental in terms of its scope, its approach to environmental communications and debate and in its use of media. It works with formal partners, including the BBC, yet also makes the most of the opportunities for user generated content to create a rich multimedia resource that can support research, learning and engagement. The design of the project is informed by environmental social science and communications research, and by an awareness of the unfolding potential of Internet based communications to support social change. It is also intended that the Creative Climate platform will develop so as to serve researchers by offering an open resource of qualitative

  3. The socio-materiality of learning practices and implications for the field of learning technology

    Directory of Open Access Journals (Sweden)

    Aditya Johri

    2011-12-01

    Full Text Available Although the use of digital information technologies in education has becomecommonplace, there are few, if any, central guiding frameworks or theories thatexplicate the relationship between technology and learning practices. In thispaper, I argue that such a theoretical framework can assist scholars and practitionersalike by working as a conduit to study and design learning technologies.Towards this goal, I propose socio-materiality as a key theoretical construct withvaluable insights and implications for the field of learning technology. Sociomaterialityhelps balance the disproportionate attention given to either the socialimplications of technology use or the material aspects of technology design.Furthermore, I forward ‘socio-material bricolage' as a useful analytical frameworkto examine and design technology-infused learning environments. I illustratethe value of the framework by applying it to three case studies of formaland informal technology-based learning.

  4. E-Learning and Technologies for Open Distance Learning in Management Accounting

    Science.gov (United States)

    Kashora, Trust; van der Poll, Huibrecht M.; van der Poll, John A.

    2016-01-01

    This research develops a knowledge acquisition and construction framework for e-learning for Management Accounting students at the University of South Africa, an Open Distance Learning institution which utilises e-learning. E-learning refers to the use of electronic applications and processes for learning, including the transfer of skills and…

  5. A general framework for intelligent recommender systems

    Directory of Open Access Journals (Sweden)

    Jose Aguilar

    2017-07-01

    Full Text Available In this paper, we propose a general framework for an intelligent recommender system that extends the concept of a knowledge-based recommender system. The intelligent recommender system exploits knowledge, learns, discovers new information, infers preferences and criticisms, among other things. For that, the framework of an intelligent recommender system is defined by the following components: knowledge representation paradigm, learning methods, and reasoning mechanisms. Additionally, it has five knowledge models about the different aspects that we can consider during a recommendation: users, items, domain, context and criticisms. The mix of the components exploits the knowledge, updates it and infers, among other things. In this work, we implement one intelligent recommender system based on this framework, using Fuzzy Cognitive Maps (FCMs. Next, we test the performance of the intelligent recommender system with specialized criteria linked to the utilization of the knowledge in order to test the versatility and performance of the framework.

  6. Sustainability of healthcare improvement: what can we learn from learning theory?

    Directory of Open Access Journals (Sweden)

    Hovlid Einar

    2012-08-01

    Full Text Available Abstract Background Changes that improve the quality of health care should be sustained. Falling back to old, unsatisfactory ways of working is a waste of resources and can in the worst case increase resistance to later initiatives to improve care. Quality improvement relies on changing the clinical system yet factors that influence the sustainability of quality improvements are poorly understood. Theoretical frameworks can guide further research on the sustainability of quality improvements. Theories of organizational learning have contributed to a better understanding of organizational change in other contexts. To identify factors contributing to sustainability of improvements, we use learning theory to explore a case that had displayed sustained improvement. Methods Førde Hospital redesigned the pathway for elective surgery and achieved sustained reduction of cancellation rates. We used a qualitative case study design informed by theory to explore factors that contributed to sustain the improvements at Førde Hospital. The model Evidence in the Learning Organization describes how organizational learning contributes to change in healthcare institutions. This model constituted the framework for data collection and analysis. We interviewed a strategic sample of 20 employees. The in-depth interviews covered themes identified through our theoretical framework. Through a process of coding and condensing, we identified common themes that were interpreted in relation to our theoretical framework. Results Clinicians and leaders shared information about their everyday work and related this knowledge to how the entire clinical pathway could be improved. In this way they developed a revised and deeper understanding of their clinical system and its interdependencies. They became increasingly aware of how different elements needed to interact to enhance the performance and how their own efforts could contribute. Conclusions The improved understanding of

  7. Sustainability of healthcare improvement: what can we learn from learning theory?

    Science.gov (United States)

    Hovlid, Einar; Bukve, Oddbjørn; Haug, Kjell; Aslaksen, Aslak Bjarne; von Plessen, Christian

    2012-08-03

    Changes that improve the quality of health care should be sustained. Falling back to old, unsatisfactory ways of working is a waste of resources and can in the worst case increase resistance to later initiatives to improve care. Quality improvement relies on changing the clinical system yet factors that influence the sustainability of quality improvements are poorly understood. Theoretical frameworks can guide further research on the sustainability of quality improvements. Theories of organizational learning have contributed to a better understanding of organizational change in other contexts. To identify factors contributing to sustainability of improvements, we use learning theory to explore a case that had displayed sustained improvement. Førde Hospital redesigned the pathway for elective surgery and achieved sustained reduction of cancellation rates. We used a qualitative case study design informed by theory to explore factors that contributed to sustain the improvements at Førde Hospital. The model Evidence in the Learning Organization describes how organizational learning contributes to change in healthcare institutions. This model constituted the framework for data collection and analysis. We interviewed a strategic sample of 20 employees. The in-depth interviews covered themes identified through our theoretical framework. Through a process of coding and condensing, we identified common themes that were interpreted in relation to our theoretical framework. Clinicians and leaders shared information about their everyday work and related this knowledge to how the entire clinical pathway could be improved. In this way they developed a revised and deeper understanding of their clinical system and its interdependencies. They became increasingly aware of how different elements needed to interact to enhance the performance and how their own efforts could contribute. The improved understanding of the clinical system represented a change in mental models of

  8. MUUX-E, a framework of criteria for evaluating the usability, user experience and educational features of m-learning environments

    Directory of Open Access Journals (Sweden)

    Patricia-Ann Harpur

    2015-07-01

    Full Text Available Higher education students use mobile phones, equipped for Internet access. Mobile technologies can offer effective, satisfying and accessible m-learning experiences. A contribution has been made to knowledge on evaluating m-learning environments and to mobile human-computer interaction (MHCI, with the innovative synthesis of the MUUX-E Framework, which fills a gap in the domain of m-learning. MUUX-E is a single comprehensive, multi-faceted instrument for evaluating m-learning environments, emphasising usability and user experience in mobile educational contexts. It was developed by extensive literature studies on each aspect, and has five categories, 31 criteria and numerous sub-criteria. Using a design-based research paradigm, MUUX-E was applied iteratively to evaluate and enhance successive versions of m-LR, a mobile application created for a Software Engineering module. Participants were students and expert evaluators. MUUX-E served well to identify problems and strengths. The students were more positive than the experts regarding the benefits of m-LR, yet insightfully reported more system problems.

  9. Cross section survey of public emergency response on the "National Day of Emergency Platinum Ten Minute-Self and Mutual Rescue" in some areas

    Directory of Open Access Journals (Sweden)

    Zhong-jie HE

    2015-11-01

    Full Text Available Objective To explore the difference in level of first-aid capability and consciousness of the masses in different regions of China. Methods The survey was performed by filling the questionnaire on the "National Day of Emergency Platinum Ten Minutes" over the country China on October 10, 2014. The data were analyzed by SPSS 13.0 software. Results A total of 1580 questionnaires were returned from 16 cities, and among them 1422 were valid. The highest age of the subjects involved in the investigation was 83 years, the youngest 14 years, with the mean age 40.2 years. There were 483 men and 703 women, of whom 767(64.7% had heard of the "platinum ten minutes" project. 57.8% people believed that the "platinum ten minutes" was their own affair. 52.0% of them offered that they would call the emergency system when met an emergency; 83.8% did not have the experience of dealing with an accident; only 53.2% of them had actively learned first aid knowledge from TV, training schools, newspapers, extracurricular training etc. 27.2% of the people thought that they were not able to deal with accident or emergency of their families. On the scene of an injury, only 30.4% of the people would be willing to deal with the accident only when they were asked to. The scores of the middle, northeast, coastal and northwest regions were 80, 70, 60 and 50 (P60 year were 90, 80, 70 and 50 (P<0.05. The scores of the people who had received education of first aid and mutual aid (90 points were higher than those without training (70, P<0.05. The scores (71 points of the people who had heard "platinum ten minutes" were higher than those of ignorant of it (63 points, P<0.05. The people who received the training of both "first aid" and "platinum ten minutes" won the highest score (77 points. The people who have not learned "first aid" but only learned the "platinum ten minutes" got 69 points, those had learned first aid, but did not learn "platinum ten minutes" (67 had lower

  10. Challenges of Using Learning Analytics Techniques to Support Mobile Learning

    Science.gov (United States)

    Arrigo, Marco; Fulantelli, Giovanni; Taibi, Davide

    2015-01-01

    Evaluation of Mobile Learning remains an open research issue, especially as regards the activities that take place outside the classroom. In this context, Learning Analytics can provide answers, and offer the appropriate tools to enhance Mobile Learning experiences. In this poster we introduce a task-interaction framework, using learning analytics…

  11. A conceptual framework for international service-learning course planning: promoting a foundation for ethical practice in the physical therapy and occupational therapy professions.

    Science.gov (United States)

    Lattanzi, Jill Black; Pechak, Celia

    2011-01-01

    As physical therapy (PT) and occupational therapy (OT) educational programs endeavor to foster core values of social responsibility, justice, and altruism in an increasingly global community, the incorporation of local and international service-learning (ISL) into the curriculum is growing. Much of the research has focused on the measurement of student learning, with little written about the impact on the host community. Proponents of global health initiatives are calling for consideration of all stakeholders to ensure ethical practice. This paper explores the current literature related to PT and OT ISL and builds a conceptual framework for ISL course planning. The essential phases in the framework include: 1) pre-experience planning/preparation stage, 2) field immersion experience stage, and 3) postexperience stage. The essential elements are: 1) cultural competency training, 2) communication and coordination with community, 3) comprehensive assessment, and 4) strategic planning. The authors suggest this framework as a practical tool to structure ISL courses with an explicit emphasis on ethical concerns. Additionally, they seek to foster more dialogue and action related to the promotion of ethical practices in ISL in PT and OT education programs.

  12. Learning musculoskeletal imaging

    Energy Technology Data Exchange (ETDEWEB)

    Vilanova, Joan C. (eds.) [Girona Univ. (Spain). Clinica Girona; Ribes, Ramon

    2010-07-01

    This introduction to musculoskeletal imaging is a further volume in the Learning Imaging series. Written in a user-friendly format, it takes into account that musculoskeletal radiology is a subspecialty which has widely expanded its scope and imaging capabilities with the advent of ultrasound, MRI, multidetector CT, and PET. The book is divided into ten sections covering: infection and arthritis, tumors, tendons and muscles, bone marrow, spine, shoulder, elbow, hand and wrist, hip and pelvis, knee, and ankle and foot. Each chapter is presented with an introduction and ten case studies with illustrations and comments from anatomical, physiopathological and radiological standpoints along with bibliographic recommendations. Learning Imaging is a unique case-based series for those in professional education in general and for physicians in particular. (orig.)

  13. Learning musculoskeletal imaging

    International Nuclear Information System (INIS)

    Vilanova, Joan C.; Ribes, Ramon

    2010-01-01

    This introduction to musculoskeletal imaging is a further volume in the Learning Imaging series. Written in a user-friendly format, it takes into account that musculoskeletal radiology is a subspecialty which has widely expanded its scope and imaging capabilities with the advent of ultrasound, MRI, multidetector CT, and PET. The book is divided into ten sections covering: infection and arthritis, tumors, tendons and muscles, bone marrow, spine, shoulder, elbow, hand and wrist, hip and pelvis, knee, and ankle and foot. Each chapter is presented with an introduction and ten case studies with illustrations and comments from anatomical, physiopathological and radiological standpoints along with bibliographic recommendations. Learning Imaging is a unique case-based series for those in professional education in general and for physicians in particular. (orig.)

  14. Preparing learners with partly incorrect intuitive prior knowledge for learning

    Directory of Open Access Journals (Sweden)

    Andrea eOhst

    2014-07-01

    Full Text Available Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly ‘incompatible’ with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (reorganizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces.

  15. Preparing learners with partly incorrect intuitive prior knowledge for learning

    Science.gov (United States)

    Ohst, Andrea; Fondu, Béatrice M. E.; Glogger, Inga; Nückles, Matthias; Renkl, Alexander

    2014-01-01

    Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly) “incompatible” with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (re)organizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-)organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces. PMID:25071638

  16. A Comprehensive Probabilistic Framework to Learn Air Data from Surface Pressure Measurements

    Directory of Open Access Journals (Sweden)

    Ankur Srivastava

    2015-01-01

    Full Text Available Use of probabilistic techniques has been demonstrated to learn air data parameters from surface pressure measurements. Integration of numerical models with wind tunnel data and sequential experiment design of wind tunnel runs has been demonstrated in the calibration of a flush air data sensing anemometer system. Development and implementation of a metamodeling method, Sequential Function Approximation (SFA, are presented which lies at the core of the discussed probabilistic framework. SFA is presented as a tool capable of nonlinear statistical inference, uncertainty reduction by fusion of data with physical models of variable fidelity, and sequential experiment design. This work presents the development and application of these tools in the calibration of FADS for a Runway Assisted Landing Site (RALS control tower. However, the multidisciplinary nature of this work is general in nature and is potentially applicable to a variety of mechanical and aerospace engineering problems.

  17. Unobtrusive Observation of Team Learning Attributes in Digital Learning

    Directory of Open Access Journals (Sweden)

    David C. Gibson

    2018-05-01

    Full Text Available This article presents a new framework for unobtrusive observation analytics of knowledge and skills-in-action through continuous collection of data from individuals while they interact with digital assets either as individuals or on problem-solving teams. The framework includes measures of the skill and knowledge areas of collaboration, creativity, personal learning, problem solving, and global sustainability, which are observed during natural production and use of communications, intentional artifacts, and resources in a digital learning space designed for self-directed and team-based learning challenges. The article describes the digital context for data collection and shows some example data and analyses.

  18. Modeling Plan-Related Clinical Complications Using Machine Learning Tools in a Multiplan IMRT Framework

    International Nuclear Information System (INIS)

    Zhang, Hao H.; D'Souza, Warren D.; Shi Leyuan; Meyer, Robert R.

    2009-01-01

    Purpose: To predict organ-at-risk (OAR) complications as a function of dose-volume (DV) constraint settings without explicit plan computation in a multiplan intensity-modulated radiotherapy (IMRT) framework. Methods and Materials: Several plans were generated by varying the DV constraints (input features) on the OARs (multiplan framework), and the DV levels achieved by the OARs in the plans (plan properties) were modeled as a function of the imposed DV constraint settings. OAR complications were then predicted for each of the plans by using the imposed DV constraints alone (features) or in combination with modeled DV levels (plan properties) as input to machine learning (ML) algorithms. These ML approaches were used to model two OAR complications after head-and-neck and prostate IMRT: xerostomia, and Grade 2 rectal bleeding. Two-fold cross-validation was used for model verification and mean errors are reported. Results: Errors for modeling the achieved DV values as a function of constraint settings were 0-6%. In the head-and-neck case, the mean absolute prediction error of the saliva flow rate normalized to the pretreatment saliva flow rate was 0.42% with a 95% confidence interval of (0.41-0.43%). In the prostate case, an average prediction accuracy of 97.04% with a 95% confidence interval of (96.67-97.41%) was achieved for Grade 2 rectal bleeding complications. Conclusions: ML can be used for predicting OAR complications during treatment planning allowing for alternative DV constraint settings to be assessed within the planning framework.

  19. Research methods for graduate students: a practical framework to guide teachers and learners.

    Science.gov (United States)

    Pearce, Patricia F; Christian, Becky J; Smith, Sandra L; Vance, David E

    2014-01-01

    The purpose of this article is to present the Arrow Framework for Research Design, an organizing framework that facilitates teaching and learning of research methods, providing logical organization of interrelationships between concepts, content, and context of research methods, and practice application. The Arrow Framework was designed for teaching and learning research methods to facilitate progression of knowledge acquisition through synthesis. The framework was developed over several years and used successfully to teach masters, DNP, and PhD nursing students across five universities. The framework is presented with incremental graphics and narrative for teaching. The Arrow Framework provides user-friendly information, in an organized and systematic approach demonstrated as successful for teaching and learning the foundational language of research, facilitating synthesis and application in scholarly endeavors. The Arrow Framework will be useful for educators and students in teaching and learning research language, relationships, and application of methods. The materials are easily adaptable to slide or paper presentation, and meet learner needs for narrative and visual presentation. Teaching research design to graduate students is critical to meet the expectation that students are to understand the scientific underpinnings of nursing science and appropriate use of evidence that are essential for well-educated practitioners. ©2013 The Author(s) ©2013 American Association of Nurse Practitioners.

  20. Effect of burst TENS and conventional TENS combined with cryotherapy on pressure pain threshold: randomised, controlled, clinical trial.

    Science.gov (United States)

    Macedo, L B; Josué, A M; Maia, P H B; Câmara, A E; Brasileiro, J S

    2015-06-01

    To assess the immediate effect of conventional and burst transcutaneous electrical nerve stimulation (TENS) in combination with cryotherapy on pain threshold and tolerance in healthy individuals. Randomised, controlled trial. University laboratory. One hundred and twelve healthy women. Volunteers were allocated at random to seven groups (n=16): (1) control, (2) placebo TENS, (3) conventional TENS, (4) burst TENS, (5) cryotherapy, (6) cryotherapy in combination with burst TENS, and (7) cryotherapy in combination with conventional TENS. Pain threshold and tolerance were measured by applying a pressure algometer at the lateral epicondyle of the humerus, before and after each intervention. The primary outcome measure was pressure pain threshold. A significant increase in pain threshold and tolerance at the 5% level of significance was recorded as follows: burst TENS {pain threshold: mean difference 1.3 [95% confidence interval (CI) 1.4 to 1.2]; pain tolerance: mean difference 3.8 (95% CI 3.9 to 3.7)}, cryotherapy [pain threshold: mean difference 1.3 (95% CI 1.4 to 1.2); pain tolerance: mean difference 1.9 (95% CI 1.8 to 2.0)] and cryotherapy in combination with burst TENS [pain threshold: mean difference 2.6 (95% CI 2.4 to 2.8); pain tolerance: mean difference 4.9 (95% CI 5.0 to 4.8)]. Cryotherapy in combination with burst TENS provided greater analgesia compared with the other groups (Pcryotherapy in combination with burst TENS to reduce induced pain, and suggest a potentiating effect when these techniques are combined. No such association was found between cryotherapy and conventional TENS. Copyright © 2014 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

  1. Educational virtual environments: A ten-year review of empirical research (1999-2009)

    DEFF Research Database (Denmark)

    Mikropoulos, Tassos; Natsis, Antonios

    2011-01-01

    This study is a ten-year critical review of empirical research on the educational applications of Virtual Reality (VR). Results show that although the majority of the 53 reviewed articles refer to science and mathematics, researchers from social sciences also seem to appreciate the educational...... value of VR and incorporate their learning goals in Educational Virtual Environments (EVEs). Although VR supports multisensory interaction channels, visual representations predominate. Few are the studies that incorporate intuitive interactivity, indicating a research trend in this direction. Few...

  2. Ten Theses of the Joy of Learning at Primary Schools

    Science.gov (United States)

    Rantala, Taina; Maatta, Kaarina

    2012-01-01

    The aim of this paper is to decipher the essence of the joy of learning and the ways to enhance it at school. In the field of educational psychology, research on feelings is lacking, and the little that does exist has focused more on negative rather than positive feelings. The present paper is based on ethnographic and observational research of a…

  3. "Ten Things" to Enhance Learning and Fun in the Classroom

    Science.gov (United States)

    Mermelstein, Aaron David

    2016-01-01

    This Teaching Technique introduces a fun, versatile game that gets students thinking, talking, and working together in the English as a second language (ESL) or English as a foreign language (EFL) classroom. It is easy to prepare, and it is a fun and efficient way to enhance learning. The game can be adapted to almost any grade level or ESL/EFL…

  4. Rapid and Accurate Machine Learning Recognition of High Performing Metal Organic Frameworks for CO2 Capture.

    Science.gov (United States)

    Fernandez, Michael; Boyd, Peter G; Daff, Thomas D; Aghaji, Mohammad Zein; Woo, Tom K

    2014-09-04

    In this work, we have developed quantitative structure-property relationship (QSPR) models using advanced machine learning algorithms that can rapidly and accurately recognize high-performing metal organic framework (MOF) materials for CO2 capture. More specifically, QSPR classifiers have been developed that can, in a fraction of a section, identify candidate MOFs with enhanced CO2 adsorption capacity (>1 mmol/g at 0.15 bar and >4 mmol/g at 1 bar). The models were tested on a large set of 292 050 MOFs that were not part of the training set. The QSPR classifier could recover 945 of the top 1000 MOFs in the test set while flagging only 10% of the whole library for compute intensive screening. Thus, using the machine learning classifiers as part of a high-throughput screening protocol would result in an order of magnitude reduction in compute time and allow intractably large structure libraries and search spaces to be screened.

  5. TENS (transcutaneous electrical nerve stimulation) for labour pain.

    Science.gov (United States)

    Francis, Richard

    2012-05-01

    Because TENS is applied inconsistently and not always in line with optimal TENS application theory, this may explain why TENS for labour pain appears to be effective in some individuals and not in others. This article reviews TENS theory, advises upon optimal TENS application for labour pain and discusses some of the limitations of TENS research on labour pain. TENS application for labour pain may include TENS applied to either side of the lower spine, set to 200 mus pulse duration and 100 pulses per second. As pain increases, TENS intensity should be increased and as pain decreases, TENS intensity should be reduced to maintain a strong but pain free intensity of stimulation. This application may particularly reduce back pain during labour.

  6. Designing and implementing test automation frameworks with QTP

    CERN Document Server

    Bhargava, Ashish

    2013-01-01

    A tutorial-based approach, showing basic coding and designing techniques to build test automation frameworks.If you are a beginner, an automation engineer, an aspiring test automation engineer, a manual tester, a test lead or a test architect who wants to learn, create, and maintain test automation frameworks, this book will accelerate your ability to develop and adapt the framework.

  7. Team learning center design principles

    Energy Technology Data Exchange (ETDEWEB)

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

    1995-06-01

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

  8. Creating an outcomes framework.

    Science.gov (United States)

    Doerge, J B

    2000-01-01

    Four constructs used to build a framework for outcomes management for a large midwestern tertiary hospital are described in this article. A system framework outlining a model of clinical integration and population management based in Steven Shortell's work is discussed. This framework includes key definitions of high-risk patients, target groups, populations and community. Roles for each level of population management and how they were implemented in the health care system are described. A point of service framework centered on seven dimensions of care is the next construct applied on each nursing unit. The third construct outlines the framework for role development. Three roles for nursing were created to implement strategies for target groups that are strategic disease categories; two of those roles are described in depth. The philosophy of nursing practice is centered on caring and existential advocacy. The final construct is the modification of the Dartmouth model as a common framework for outcomes. System applications of the scorecard and lessons learned in the 2-year process of implementation are shared

  9. Software framework for automatic learning of telescope operation

    Science.gov (United States)

    Rodríguez, Jose A.; Molgó, Jordi; Guerra, Dailos

    2016-07-01

    The "Gran Telescopio de Canarias" (GTC) is an optical-infrared 10-meter segmented mirror telescope at the ORM observatory in Canary Islands (Spain). The GTC Control System (GCS) is a distributed object and component oriented system based on RT-CORBA and it is responsible for the operation of the telescope, including its instrumentation. The current development state of GCS is mature and fully operational. On the one hand telescope users as PI's implement the sequences of observing modes of future scientific instruments that will be installed in the telescope and operators, in turn, design their own sequences for maintenance. On the other hand engineers develop new components that provide new functionality required by the system. This great work effort is possible to minimize so that costs are reduced, especially if one considers that software maintenance is the most expensive phase of the software life cycle. Could we design a system that allows the progressive assimilation of sequences of operation and maintenance of the telescope, through an automatic self-programming system, so that it can evolve from one Component oriented organization to a Service oriented organization? One possible way to achieve this is to use mechanisms of learning and knowledge consolidation to reduce to the minimum expression the effort to transform the specifications of the different telescope users to the operational deployments. This article proposes a framework for solving this problem based on the combination of the following tools: data mining, self-Adaptive software, code generation, refactoring based on metrics, Hierarchical Agglomerative Clustering and Service Oriented Architectures.

  10. SupportNet: a novel incremental learning framework through deep learning and support data

    KAUST Repository

    Li, Yu; Li, Zhongxiao; Ding, Lizhong; Hu, Yuhui; Chen, Wei; Gao, Xin

    2018-01-01

    Motivation: In most biological data sets, the amount of data is regularly growing and the number of classes is continuously increasing. To deal with the new data from the new classes, one approach is to train a classification model, e.g., a deep learning model, from scratch based on both old and new data. This approach is highly computationally costly and the extracted features are likely very different from the ones extracted by the model trained on the old data alone, which leads to poor model robustness. Another approach is to fine tune the trained model from the old data on the new data. However, this approach often does not have the ability to learn new knowledge without forgetting the previously learned knowledge, which is known as the catastrophic forgetting problem. To our knowledge, this problem has not been studied in the field of bioinformatics despite its existence in many bioinformatic problems. Results: Here we propose a novel method, SupportNet, to solve the catastrophic forgetting problem efficiently and effectively. SupportNet combines the strength of deep learning and support vector machine (SVM), where SVM is used to identify the support data from the old data, which are fed to the deep learning model together with the new data for further training so that the model can review the essential information of the old data when learning the new information. Two powerful consolidation regularizers are applied to ensure the robustness of the learned model. Comprehensive experiments on various tasks, including enzyme function prediction, subcellular structure classification and breast tumor classification, show that SupportNet drastically outperforms the state-of-the-art incremental learning methods and reaches similar performance as the deep learning model trained from scratch on both old and new data. Availability: Our program is accessible at: \\url{https://github.com/lykaust15/SupportNet}.

  11. SupportNet: a novel incremental learning framework through deep learning and support data

    KAUST Repository

    Li, Yu

    2018-05-08

    Motivation: In most biological data sets, the amount of data is regularly growing and the number of classes is continuously increasing. To deal with the new data from the new classes, one approach is to train a classification model, e.g., a deep learning model, from scratch based on both old and new data. This approach is highly computationally costly and the extracted features are likely very different from the ones extracted by the model trained on the old data alone, which leads to poor model robustness. Another approach is to fine tune the trained model from the old data on the new data. However, this approach often does not have the ability to learn new knowledge without forgetting the previously learned knowledge, which is known as the catastrophic forgetting problem. To our knowledge, this problem has not been studied in the field of bioinformatics despite its existence in many bioinformatic problems. Results: Here we propose a novel method, SupportNet, to solve the catastrophic forgetting problem efficiently and effectively. SupportNet combines the strength of deep learning and support vector machine (SVM), where SVM is used to identify the support data from the old data, which are fed to the deep learning model together with the new data for further training so that the model can review the essential information of the old data when learning the new information. Two powerful consolidation regularizers are applied to ensure the robustness of the learned model. Comprehensive experiments on various tasks, including enzyme function prediction, subcellular structure classification and breast tumor classification, show that SupportNet drastically outperforms the state-of-the-art incremental learning methods and reaches similar performance as the deep learning model trained from scratch on both old and new data. Availability: Our program is accessible at: \\\\url{https://github.com/lykaust15/SupportNet}.

  12. Do Ten-Year-Old Children in Sweden Know How They Learn? A Study of How Young Students Believe They Learn Compared to Their Learning Styles Preferences

    Science.gov (United States)

    Boström, Lena

    2012-01-01

    Students' individual learning strategies have been identified as important skills in order to succeed in school as well as important for lifelong learning. The Swedish steering documents are permeated by an epistemological and a methodological variation based on the individual student's learning. Learning how to learn has been identified by the EU…

  13. Digital case-based learning system in school.

    Science.gov (United States)

    Gu, Peipei; Guo, Jiayang

    2017-01-01

    With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework.

  14. Digital case-based learning system in school.

    Directory of Open Access Journals (Sweden)

    Peipei Gu

    Full Text Available With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework.

  15. A Transfer-Based Framework for Interdisciplinary Communication, Teaching, and Research

    Directory of Open Access Journals (Sweden)

    Denise Comer

    2016-10-01

    Full Text Available Transfer consists of the ways in which people reshape, adapt, rethink, and challenge what they understand and learn in one context to other contexts. While transfer is often discussed in relationship to student learning and writing (how students transfer their writing and learning across contexts, transfer also provides a crucial framework for faculty, administrators to use in navigating the dynamic, intersecting, and disparate contexts of academia. A transfer framework invites faculty, administrators, and students to actively engage with, reflect on, and position themselves within and across varying and overlapping domains. Doing so can facilitate increased networks of collaboration, cultivate more robust advances in knowledge and research methods, improve pedagogy, and increase student learning gains.

  16. Validation of non-formal and informal learning from a European perspective – linking validation arrangements with national qualifications frameworks

    Directory of Open Access Journals (Sweden)

    Borut Mikulec

    2015-12-01

    Full Text Available The paper analyses European policy on the validation of non-formal and informal learning, which is presented as a “salvation narrative” that can improve the functioning of the labour market, provide a way out from unemployment and strengthen the competitiveness of the economy. Taking as our starting point recent findings in adult education theory on the validation of non-formal and informal learning, we aim to prove the thesis that what European validation policy promotes is above all economic purpose and that it establishes a “Credential/Credit-exchange” model of validation of non-formal and informal learning. We proceed to ecxamine the effect of European VNIL policy in selected European countries where validation arrangements are linked to the qualifications framework. We find that the “Credential/ Credit-exchange” validation model was first established in a few individual European countries and then transferred, as a “successful” model, to the level of common European VNIL policy.

  17. Powers of ten

    CERN Document Server

    1979-01-01

    Powers of Ten is a 1977 short documentary film written and directed by Charles Eames and his wife, Ray. The film depicts the relative scale of the Universe in factors of ten (see also logarithmic scale and order of magnitude). The idea for the film appears to have come from the 1957 book Cosmic View by Kees Boeke. The film begins with an aerial image of a man reclining on a blanket; the view is that of one meter across. The viewpoint, accompanied by expository voiceover, then slowly zooms out to a view ten meters across ( or 101 m in standard form), revealing that the man is picnicking in a park with a female companion. The zoom-out continues, to a view of 100 meters (102 m), then 1 kilometer (103 m), and so on, increasing the perspective—the picnic is revealed to be taking place near Soldier Field on Chicago's waterfront—and continuing to zoom out to a field of view of 1024 meters, or the size of the observable universe. The camera then zooms back in to the picnic, and then to views of negative pow...

  18. E-Learning Approach in Teacher Training

    Science.gov (United States)

    Yucel, Seda A.

    2006-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational…

  19. FRAMEWORK FOR A CROSS-BORDER TRANSDISCIPLINARY DESIGN STUDIO EDUCATION

    Directory of Open Access Journals (Sweden)

    Rahinah Ibrahim

    2007-11-01

    Full Text Available This paper presents a conceptual framework for an architectural construction integration (A-CI design studio curriculum in the context of an architectural graduate program. It aims to apply trans-disciplinary principles to educate competent graduates in sustainable global design-build practice. The A-CI curriculum emulates the computer-integrated Project Based Learning Laboratory (PBL model developed at Stanford University by building on the PBL’s framework, and principles of learning and teaching professional, cultural, technological, and spatial differences amongst the building stakeholders. We extend it to include a project’s financial and regulatory decision-making process along the planning and architectural design processes at the earlier project development life-cycle phases. The paper will first present the literature review on transdisciplinary learning, followed by a description on the framework and principles of the PBL model before proposing how we extend the PBL model to integrate the early architectural design phase. The proposed program’s framework covers a four-semester curriculum at graduate level during which, students from participating universities in developing countries have the opportunity to participate in a global building project with students from participating universities in developed countries. An additional benefit of this curriculum is that it would allow students from both developing and developed countries to experience cross-border trans-disciplinary learning and teaching.

  20. Personalized E-Learning in the Semantic Web

    Directory of Open Access Journals (Sweden)

    Nicola Henze

    2006-06-01

    Full Text Available This paper describes our idea for realizing personalized e-Learning in the Semantic Web. We have developed a framework for designing, implementing and maintaining Personal Learning Object Readers, which enable the learners to study Learning Objects in an embedding, personalized context. We describe the architecture of our Personal Reader framework, and discuss the possible authoring processes for creating Personal Learning Object Readers.

  1. CUMULATIVE REPRODUCTIVE EFFECTS OF IN UTERO ADMINISTRATION OF A MIXTURE OF TEN “ANTIANDROGENS” IN MALE SD RATS: SYNERGY OR ADDITIVITY?

    Science.gov (United States)

    In 1996, the USEPA was charged under FQPA to consider the cumulative effects of chemicals in their risk assessments. We are conducting studies to provide a framework for assessing the cumulative effects of antiandrogens. In the current study, ten “antiandrogenic” chemicals were a...

  2. Effect of Topography on Learning Military Tactics - Integration of Generalized Intelligent Framework for Tutoring (GIFT) and Augmented REality Sandtable (ARES)

    Science.gov (United States)

    2016-09-01

    Dunleavy M, Dede C. Augmented reality teaching and learning. Handbook of research on educational communications and technology . New York (NY): Springer...taxonomy of mixed reality visual displays. IEICE Transactions on Information and Systems. 1994;77(12):1321–1329. Noordzij ML, Scholten P, Laroy-Noordzij...Generalized Intelligent Framework for Tutoring (GIFT) and Augmented REality Sandtable (ARES) by Michael W Boyce, Ramsamooj J Reyes, Deeja E Cruz, Charles

  3. Development of the Modes of Collaboration framework

    Science.gov (United States)

    Pawlak, Alanna; Irving, Paul W.; Caballero, Marcos D.

    2018-01-01

    Group work is becoming increasingly common in introductory physics classrooms. Understanding how students engage in these group learning environments is important for designing and facilitating productive learning opportunities for students. We conducted a study in which we collected video of groups of students working on conceptual electricity and magnetism problems in an introductory physics course. In this setting, students needed to negotiate a common understanding and coordinate group decisions in order to complete the activity successfully. We observed students interacting in several distinct ways while solving these problems. Analysis of these observations focused on identifying the different ways students interacted and articulating what defines and distinguishes them, resulting in the development of the modes of collaboration framework. The modes of collaboration framework defines student interactions along three dimensions: social, discursive, and disciplinary content. This multidimensional approach offers a unique lens through which to consider group work and provides a flexibility that could allow the framework to be adapted for a variety of contexts. We present the framework and several examples of its application here.

  4. An OER Architecture Framework: Need and Design

    Directory of Open Access Journals (Sweden)

    Pankaj Khanna

    2013-03-01

    Full Text Available This paper describes an open educational resources (OER architecture framework that would bring significant improvements in a well-structured and systematic way to the educational practices of distance education institutions of India. The OER architecture framework is articulated with six dimensions: pedagogical, technological, managerial, academic, financial, and ethical. These dimensions are structured with the component areas of relevance: IT infrastructure services, management support systems, open content development and maintenance, online teaching-learning, and learner assessment and evaluation of the OER architecture framework. An OER knowledge and information base, including a web portal, is proposed in the form of a series of knowledge repositories. This system would not only streamline the delivery of distance education but also would enhance the quality of distance learning through the development of high quality e-content, instructional processes, course/programme content development, IT infrastructure, and network systems. Thus the proposed OER architecture framework when implemented in the distance education system (DES of India would improve the quality of distance education and also increase its accessibility in a well-organised and structured way.

  5. Using Communication Technology to Facilitate Scientific Literacy: A Framework for Engaged Learning

    Science.gov (United States)

    VanBuskirk, Shireen Adele

    The purpose of this research project is to describe how existing communication technologies are used to foster scientific literacy for secondary students. This study develops a new framework as an analytic tool to categorize the activities of teachers and students involved in scientific literacy to describe what elements of scientific literacy are facilitated by such technologies. Four case studies are analyzed using the framework to describe the scientific literacy initiatives. Data collection at each site included interviews with the teacher, student focus groups, student surveys, and classroom observations. Qualitative analysis of the data provided insight into the learning activities and student experiences in the four cases. This study intentionally provides a platform for student voice. Very few previous empirical studies in the area of scientific literacy include the student experience. This represents a significant gap in the current literature on scientific literacy. An interpretation of scientific literacy that promotes student engagement, interaction, and initiative corresponds to a need to listen to students' perspectives on these experiences. Findings of the study indicated that the classroom activities depended on the teacher's philosophy regarding scientific literacy. Communication technology was ubiquitous; where the teacher did not initiate the use of social media in the classroom, the students did. The goal of supporting scientific literacy in students is an objective that extends beyond the boundaries of classroom walls, and it can be facilitated by technologies that seem both abundant and underutilized. Technology-enhanced pedagogy altered the classroom practices and resulted in more student participation and engagement.

  6. A Statistical Learning Framework for Materials Science: Application to Elastic Moduli of k-nary Inorganic Polycrystalline Compounds.

    Science.gov (United States)

    de Jong, Maarten; Chen, Wei; Notestine, Randy; Persson, Kristin; Ceder, Gerbrand; Jain, Anubhav; Asta, Mark; Gamst, Anthony

    2016-10-03

    Materials scientists increasingly employ machine or statistical learning (SL) techniques to accelerate materials discovery and design. Such pursuits benefit from pooling training data across, and thus being able to generalize predictions over, k-nary compounds of diverse chemistries and structures. This work presents a SL framework that addresses challenges in materials science applications, where datasets are diverse but of modest size, and extreme values are often of interest. Our advances include the application of power or Hölder means to construct descriptors that generalize over chemistry and crystal structure, and the incorporation of multivariate local regression within a gradient boosting framework. The approach is demonstrated by developing SL models to predict bulk and shear moduli (K and G, respectively) for polycrystalline inorganic compounds, using 1,940 compounds from a growing database of calculated elastic moduli for metals, semiconductors and insulators. The usefulness of the models is illustrated by screening for superhard materials.

  7. An Integrated Framework for Human-Robot Collaborative Manipulation.

    Science.gov (United States)

    Sheng, Weihua; Thobbi, Anand; Gu, Ye

    2015-10-01

    This paper presents an integrated learning framework that enables humanoid robots to perform human-robot collaborative manipulation tasks. Specifically, a table-lifting task performed jointly by a human and a humanoid robot is chosen for validation purpose. The proposed framework is split into two phases: 1) phase I-learning to grasp the table and 2) phase II-learning to perform the manipulation task. An imitation learning approach is proposed for phase I. In phase II, the behavior of the robot is controlled by a combination of two types of controllers: 1) reactive and 2) proactive. The reactive controller lets the robot take a reactive control action to make the table horizontal. The proactive controller lets the robot take proactive actions based on human motion prediction. A measure of confidence of the prediction is also generated by the motion predictor. This confidence measure determines the leader/follower behavior of the robot. Hence, the robot can autonomously switch between the behaviors during the task. Finally, the performance of the human-robot team carrying out the collaborative manipulation task is experimentally evaluated on a platform consisting of a Nao humanoid robot and a Vicon motion capture system. Results show that the proposed framework can enable the robot to carry out the collaborative manipulation task successfully.

  8. ArtsIN: Arts Integration and Infusion Framework

    Science.gov (United States)

    Hartle, Lynn C.; Pinciotti, Patricia; Gorton, Rebecca L.

    2015-01-01

    Teaching to meet the diverse learning needs of twenty-first century, global learners can be challenging, yet a growing body of research points to the proved successes of arts-infused and integrated curricula, especially for building capacity for learning and motivation. This article presents the ArtsIN: Arts Integration and Infusion framework, a…

  9. An Application of a Game Development Framework in Higher Education

    Directory of Open Access Journals (Sweden)

    Alf Inge Wang

    2009-01-01

    Full Text Available This paper describes how a game development framework was used as a learning aid in a software engineering. Games can be used within higher education in various ways to promote student participation, enable variation in how lectures are taught, and improve student interest. In this paper, we describe a case study at the Norwegian University of Science and Technology (NTNU where a game development framework was applied to make students learn software architecture by developing a computer game. We provide a model for how game development frameworks can be integrated with a software engineering or computer science course. We describe important requirements to consider when choosing a game development framework for a course and an evaluation of four frameworks based on these requirements. Further, we describe some extensions we made to the existing game development framework to let the students focus more on software architectural issues than the technical implementation issues. Finally, we describe a case study of how a game development framework was integrated in a software architecture course and the experiences from doing so.

  10. Abschlusskompetenzen für alle Gesundheitsberufe: das schweizerische Rahmenwerk und seine Konzeption [Learning Outcomes for Health Professions: The Concept of the Swiss Competencies Framework

    Directory of Open Access Journals (Sweden)

    Sottas, Beat

    2011-02-01

    Full Text Available [english] Modern conceptions of education are based on normative goals concerning learning outcomes in terms of competencies to acquire. The objective of the Swiss competencies framework was to define general and profession-specific learning outcomes for Bachelor’s and Master’s degree programmes in nursing, physiotherapy, occupational therapy (ergotherapy, midwifery, nutrition counselling, and technicians in medical radiology. In addition, national authorities needed an instrument that allowed the integration of the old professional trainings into a nationally-harmonised education system and that showed the specificities of the levels (higher vocational education; bachelor and master degree at university level. While the general learning outcomes were derived from legal bases, the profession-specific learning outcomes are elaborated according to the competency-based CanMEDS framework. In the CanMEDS framework, knowledge, skills, and attitudes are condensed into meta-competencies which in turn are divided into seven roles, including the medical expert (central role. Taxonomic characteristics and indicators were elaborated in an iterative process that involved regulators, the universities of applied sciences and professional organisations. For the degree programmes mentioned above, the framework developed focuses not only on professional expertise, but also on collaboration with other health professions. Moreover, the interface-management in care taking processes is a critical success factor. Based on this conception, three levels of objectives were identified: general competencies, profession-specific learning outcomes and learning objectives to be implemented in the universities of applied sciences. The general competencies are composed of four dimensions and apply to all health professionals. The profession-specific learning outcomes for the Bachelor’s and Master’s degree programmes are outlined with 3 to 5 indicators each in all seven

  11. Conceptualizing and Communicating SoTL: A Framework for the Field

    Directory of Open Access Journals (Sweden)

    Janice Miller-Young

    2015-09-01

    Full Text Available The emerging field of SoTL is an inherently interdisciplinary endeavor which requires embracing a diverse range of research methods and disciplinary differences in world views. This diversity has caused a lack of coherence in its conceptualization and communication, which can be confusing for new scholars. Ongoing debates in the community concern the use of theory and methodology, as well as definitional questions of what constitutes SoTL and the nature of its purpose. This article offers a framework for conceptualizing the field which attempts to broadly delineate the available learning theories underlying and methodologies appropriate to studying teaching and learning, while intending to be hospitable to a broad range of diverse disciplines. Further, the framework illustrates the tacit links between learning theories and methodologies, serving as a guide to potential approaches to SoTL work. The framework is illustrated with example SoTL studies. It is hoped that the framework will help ground future SoTL investigations in appropriate theories and methodologies, and build interdisciplinary communication and understanding in the “trading zone” that is SoTL.

  12. Ten years of CLIVE (Computer-Aided Learning in Veterinary Education) in the United Kingdom.

    Science.gov (United States)

    Dale, Vicki H M; McConnell, Gill; Short, Andrew; Sullivan, Martin

    2005-01-01

    This paper outlines the work of the CLIVE (Computer-Aided Learning in Veterinary Education) project over a 10-year period, set against the backdrop of changes in education policy and learning technology developments. The consortium of six UK veterinary schools and 14 international Associate Member Schools has been very successful. Sustaining these partnerships requires that the project redefine itself and adapt to cater to the diverse learning needs of today's students and to changing professional and societal needs on an international scale.

  13. Holistic evaluations of learning materials

    DEFF Research Database (Denmark)

    Bundsgaard, Jeppe; Hansen, Thomas Illum

    2011-01-01

    The aim of this paper is to present a holistic framework for evaluating learning materials and designs for learning. A holistic evaluation of learning material comprises investigations of - the potential learning potential, i.e. the affordances and challenges of the learning material...

  14. Exploring the complementarity of THz pulse imaging and DCE-MRIs: Toward a unified multi-channel classification and a deep learning framework.

    Science.gov (United States)

    Yin, X-X; Zhang, Y; Cao, J; Wu, J-L; Hadjiloucas, S

    2016-12-01

    We provide a comprehensive account of recent advances in biomedical image analysis and classification from two complementary imaging modalities: terahertz (THz) pulse imaging and dynamic contrast-enhanced magnetic resonance imaging (DCE-MRI). The work aims to highlight underlining commonalities in both data structures so that a common multi-channel data fusion framework can be developed. Signal pre-processing in both datasets is discussed briefly taking into consideration advances in multi-resolution analysis and model based fractional order calculus system identification. Developments in statistical signal processing using principal component and independent component analysis are also considered. These algorithms have been developed independently by the THz-pulse imaging and DCE-MRI communities, and there is scope to place them in a common multi-channel framework to provide better software standardization at the pre-processing de-noising stage. A comprehensive discussion of feature selection strategies is also provided and the importance of preserving textural information is highlighted. Feature extraction and classification methods taking into consideration recent advances in support vector machine (SVM) and extreme learning machine (ELM) classifiers and their complex extensions are presented. An outlook on Clifford algebra classifiers and deep learning techniques suitable to both types of datasets is also provided. The work points toward the direction of developing a new unified multi-channel signal processing framework for biomedical image analysis that will explore synergies from both sensing modalities for inferring disease proliferation. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  15. Ontario's Quality Assurance Framework: A Critical Response

    Science.gov (United States)

    Heap, James

    2013-01-01

    Ontario's Quality Assurance Framework (QAF) is reviewed and found not to meet all five criteria proposed for a strong quality assurance system focused on student learning. The QAF requires a statement of student learning outcomes and a method and means of assessing those outcomes, but it does not require that data on achievement of intended…

  16. CONCEPT OF MOBILE LEARNING

    Directory of Open Access Journals (Sweden)

    Г О Дуйсеева

    2016-12-01

    Full Text Available This article deals with the definition and the description of mobile learning. Ten years’ experience of the latest mobile technologies use and devices in educational process abroad is analyzed. Prospects and the possibilities of application of these technologies are considered. The basic concepts and development of mobile learning which proposed by scientists for the last years have been given.

  17. TECHNICAL AND PEDAGOGICAL SERVICE QUALITY OF E-LEARNING: a research framework for the development of a systematic means of identification and adaptation testing

    Directory of Open Access Journals (Sweden)

    Chaminda Chiran Jayasundara

    2009-11-01

    Full Text Available This paper discusses a research framework that can be applied to develop and measure technical and pedagogical service quality of e-leaning in Sri Lankan phenomenon. This study is an in-depth empirical investigation which seeks to build up an instrument to predict technical and pedagogical service quality of e-learning in Sri Lanka. The specific objectives are to investigate what comprises technical and pedagogical service quality of e-learning: to establish a deeper understanding of the phenomenon to identify effective technical and pedagogical dimensions of: e-learning on user perspectives and finally to develop a scale: to fill the gap detected in the area of assessing/measuring Technical and pedagogical service quality of e- Leaning which can be used by designers and practitioners in the field of e-learning. A comprehensive methodology will be used to design the instrument.

  18. World War II Memorial Learning Activities.

    Science.gov (United States)

    Tennessee State Dept. of Education, Nashville.

    These learning activities can help students get the most out of a visit to the Tennessee World War II Memorial, a group of ten pylons located in Nashville (Tennessee). Each pylon contains informational text about the events of World War II. The ten pylons are listed as: (1) "Pylon E-1--Terror: America Enters the War against Fascism, June…

  19. An Analytical Quality Framework for Learning Cities and Regions

    Science.gov (United States)

    Preisinger-Kleine, Randolph

    2013-01-01

    There is broad agreement that innovation, knowledge and learning have become the main source of wealth, employment and economic development of cities, regions and nations. Over the past two decades, the number of European cities and regions which label themselves as "learning city" or "learning region" has constantly grown.…

  20. How can ergonomic practitioners learn to practice a macro-ergonomic framework developed in academia?

    DEFF Research Database (Denmark)

    Broberg, Ole; Seim, Rikke; Andersen, Vibeke

    2009-01-01

    How can a macro-ergonomic framework developed in academia be “transferred” to ergonomic practitioners and become a new work practice? The purpose of this paper is to reflect upon experiences from an interactive research program in which this transferral was tested by two consecutive approaches......” with the researchers and other practitioners; 3) paying attention to the organizational settings of the ergonomic practitioner to make sure that a new work practice is implemented in the organization and not only by a single practitioner....... and interpretation of results when applying the new concept to a real case in a company; 2) the concept is introduced to practitioners, after which they try to practice the concept in a normal consultancy situation, and afterwards have the opportunity to reflect upon their experiences in a “learning space...

  1. Cortical electrophysiological network dynamics of feedback learning

    NARCIS (Netherlands)

    Cohen, M.X.; Wilmes, K.A.; van de Vijver, I.

    2011-01-01

    Understanding the neurophysiological mechanisms of learning is important for both fundamental and clinical neuroscience. We present a neurophysiologically inspired framework for understanding cortical mechanisms of feedback-guided learning. This framework is based on dynamic changes in systems-level

  2. Ten Lessons from Ten Years PPP Experience in Belgium

    NARCIS (Netherlands)

    Willems, T.; Verhoest, K.; Voets, J.; Coppens, T.; van Dooren, W.; van den Hurk, M.

    2017-01-01

    In 2004 Flanders, the northern region of Belgium launched a range of large public–private partnership (PPP) projects for a total value of 6 billion euros. Ten years later, PPP has become a well-embedded procurement method for long-term public infrastructure projects. This article makes a critical

  3. Priority setting: what constitutes success? A conceptual framework for successful priority setting.

    Science.gov (United States)

    Sibbald, Shannon L; Singer, Peter A; Upshur, Ross; Martin, Douglas K

    2009-03-05

    The sustainability of healthcare systems worldwide is threatened by a growing demand for services and expensive innovative technologies. Decision makers struggle in this environment to set priorities appropriately, particularly because they lack consensus about which values should guide their decisions. One way to approach this problem is to determine what all relevant stakeholders understand successful priority setting to mean. The goal of this research was to develop a conceptual framework for successful priority setting. Three separate empirical studies were completed using qualitative data collection methods (one-on-one interviews with healthcare decision makers from across Canada; focus groups with representation of patients, caregivers and policy makers; and Delphi study including scholars and decision makers from five countries). This paper synthesizes the findings from three studies into a framework of ten separate but interconnected elements germane to successful priority setting: stakeholder understanding, shifted priorities/reallocation of resources, decision making quality, stakeholder acceptance and satisfaction, positive externalities, stakeholder engagement, use of explicit process, information management, consideration of values and context, and revision or appeals mechanism. The ten elements specify both quantitative and qualitative dimensions of priority setting and relate to both process and outcome components. To our knowledge, this is the first framework that describes successful priority setting. The ten elements identified in this research provide guidance for decision makers and a common language to discuss priority setting success and work toward improving priority setting efforts.

  4. A Framework for Sustainable Mobile Learning in Schools

    Science.gov (United States)

    Ng, Wan; Nicholas, Howard

    2013-01-01

    While there are studies that have looked at the implementation of mobile learning in educational institutions, particularly the identification of issues encountered, few studies have explored holistically the elements that sustain mobile learning. This study dissects the findings of a longitudinal study of a secondary school adopting a personal…

  5. National Framework of Professional Standards for Change Leadership in Education

    Science.gov (United States)

    Duffy, Francis M.

    2009-01-01

    The ten professional standards form what Francis Duffy refers to as a "National Framework of Professional Standards for Change Leadership in Education." Each standard has examples of the knowledge, skills, and dispositions that the research suggests are important for effective change leadership. Duffy's hope is that this proposed…

  6. The strategic framework for European cooperation in education and training (ET 2020: Which place for archaeological heritage in the lifelong learning context?

    Directory of Open Access Journals (Sweden)

    Martínez Rodríguez, R.

    2012-01-01

    Full Text Available The Lisbon Strategy objective of turning Europe into a world-leading knowledge-based society, has left the way to the Europe 2020 strategyobjectives of smart, sustainable and inclusive growth. The strategic framework for European cooperation in education and training (ET 2020 establishes that educational and training systems should provide the means for all citizens to realise their potentials, as well as to acquire and develop skills and competencies needed for their employability and foster further learning, active citizenship and inter-cultural dialogue; from a lifelong learning perspective, covering all levels and contexts (including non-formal and informal learning. The aim of this paper is to present the strategic objectives of EU education and training policies and discuss, accordingly, a place for archaeological heritage in school, higher and adult education.

  7. Examining Prediction Models of Giving up within a Resource-Based Framework of Coping in Primary School Students with and without Learning Disabilities

    Science.gov (United States)

    Skues, Jason L.; Cunningham, Everarda G.; Theiler, Stephen S.

    2016-01-01

    This study tests a proposed model of coping outcomes for 290 primary school students in Years 5 and 6 (mean age = 11.50 years) with and without learning disabilities (LDs) within a resource-based framework of coping. Group-administered educational and intelligence tests were used to screen students for LDs. Students also completed a questionnaire…

  8. Simple and efficient machine learning frameworks for identifying protein-protein interaction relevant articles and experimental methods used to study the interactions.

    Science.gov (United States)

    Agarwal, Shashank; Liu, Feifan; Yu, Hong

    2011-10-03

    Protein-protein interaction (PPI) is an important biomedical phenomenon. Automatically detecting PPI-relevant articles and identifying methods that are used to study PPI are important text mining tasks. In this study, we have explored domain independent features to develop two open source machine learning frameworks. One performs binary classification to determine whether the given article is PPI relevant or not, named "Simple Classifier", and the other one maps the PPI relevant articles with corresponding interaction method nodes in a standardized PSI-MI (Proteomics Standards Initiative-Molecular Interactions) ontology, named "OntoNorm". We evaluated our system in the context of BioCreative challenge competition using the standardized data set. Our systems are amongst the top systems reported by the organizers, attaining 60.8% F1-score for identifying relevant documents, and 52.3% F1-score for mapping articles to interaction method ontology. Our results show that domain-independent machine learning frameworks can perform competitively well at the tasks of detecting PPI relevant articles and identifying the methods that were used to study the interaction in such articles. Simple Classifier is available at http://sourceforge.net/p/simpleclassify/home/ and OntoNorm at http://sourceforge.net/p/ontonorm/home/.

  9. A conceptual framework for competence development in higher education

    DEFF Research Database (Denmark)

    Lystbæk, Christian Tang

    The paper presents a conceptual framework for competence development in management education, and higher education in general, which includes not only instrumental, but also practical, analytical and critical competencies. One consequence of the customization and marketization of higher education...... that competence development could and should be something more and something else than instrumental competence development. Based on a pragmatic reading of Batesons logical categories of learning, the paper develops a conceptual framework for competence development in higher education, which highlight...... contextually is blind, whereas contextual competence without instrumentality is empty. Based on a pragmatic reading and further development of Bateson´s logical categories of learning, the paper develops a conceptual framework for competence development in management education, and higher education in general...

  10. Ten-Structure as Strategy of Addition 1-20 by Involving Spatial Structuring Ability for First Grade Students

    Science.gov (United States)

    Salmah, Ummy; Putri, Ratu Ilma Indra; Somakim

    2015-01-01

    The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students' spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity.…

  11. The Vixen Star Book user guide how to use the star book ten and the original star book

    CERN Document Server

    Chen, James

    2016-01-01

    This book is for anyone who owns, or is thinking of owning, a Vixen Star Book Ten telescope mount or its predecessor. A revolution in amateur astronomy has occurred in the past decade with the wide availability of high tech, computer-driven, Go-To telescopes. Vixen Optics is leading the way by offering the Star Book Ten system, with its unique star map graphics software. The Star Book Ten is the latest version of computer telescope control using star map graphics as a user interface, first introduced in the original Star Book first offered in 2003. The increasingly complicated nature of this software means that learning to optimize this program is not straightforward, and yet the resulting views when all features are correctly deployed can be phenomenal. After a short history of computerized Go-To telescopes for the consumer amateur astronomer market, Chen offers a treasury of technical information. His advice, tips, and solutions aid the user in getting the most out of the Star Book Ten system in observing s...

  12. What Role Does Knowledge Quality Play in Online Students' Satisfaction, Learning and Loyalty? An Empirical Investigation in an eLearning Context

    Science.gov (United States)

    Waheed, M.; Kaur, K.; Kumar, S.

    2016-01-01

    Quality knowledge has an impact on online students learning outcomes and loyalty. A framework that delineates the perceived eLearning knowledge quality (KQ) and its relationship with learning outcomes and loyalty is currently absent. Grounded in the KQ and information system success framework--this study presents the indicators of perceived…

  13. Enhancing Deep Learning: Lessons from the Introduction of Learning Teams in Management Education in France

    Science.gov (United States)

    Borredon, Liz; Deffayet, Sylvie; Baker, Ann C.; Kolb, David

    2011-01-01

    Drawing from the reflective teaching and learning practices recommended in influential publications on learning styles, experiential learning, deep learning, and dialogue, the authors tested the concept of "learning teams" in the framework of a leadership program implemented for the first time in a top French management school…

  14. Programming Entity Framework Code First

    CERN Document Server

    Lerman, Julia

    2011-01-01

    Take advantage of the Code First data modeling approach in ADO.NET Entity Framework, and learn how to build and configure a model based on existing classes in your business domain. With this concise book, you'll work hands-on with examples to learn how Code First can create an in-memory model and database by default, and how you can exert more control over the model through further configuration. Code First provides an alternative to the database first and model first approaches to the Entity Data Model. Learn the benefits of defining your model with code, whether you're working with an exis

  15. ENED-GEM: A Conceptual Framework Model for Psychological Enjoyment Factors and Learning Mechanisms in Educational Games about the Environment

    Science.gov (United States)

    Fjællingsdal, Kristoffer S.; Klöckner, Christian A.

    2017-01-01

    Based on a thorough review of psychological literature, this article seeks to develop a model of game enjoyment and environmental learning (ENvironmental EDucational Game Enjoyment Model, ENED-GEM) and delineate psychological processes that might facilitate learning and inspire behavioral change from educational games about the environment. A critically acclaimed digital educational game about environmental issues (Fate of the World by Red Redemption/Soothsayer Games) was used as a case study. Two hundred forty-nine reviews of the game from the popular gaming and reviewing platform known as Steam were analyzed by means of a thematic content analysis in order to identify key player enjoyment factors believed to be relevant to the process of learning from games, as well as to gain an understanding of positive and negative impressions about the game’s general content. The end results of the thematic analysis were measured up to the suggested ENED-GEM framework. Initial results generally support the main elements of the ENED-GEM, and future research into the importance of these individual core factors is outlined. PMID:28701988

  16. ENED-GEM: A Conceptual Framework Model for Psychological Enjoyment Factors and Learning Mechanisms in Educational Games about the Environment

    Directory of Open Access Journals (Sweden)

    Kristoffer S. Fjællingsdal

    2017-06-01

    Full Text Available Based on a thorough review of psychological literature, this article seeks to develop a model of game enjoyment and environmental learning (ENvironmental EDucational Game Enjoyment Model, ENED-GEM and delineate psychological processes that might facilitate learning and inspire behavioral change from educational games about the environment. A critically acclaimed digital educational game about environmental issues (Fate of the World by Red Redemption/Soothsayer Games was used as a case study. Two hundred forty-nine reviews of the game from the popular gaming and reviewing platform known as Steam were analyzed by means of a thematic content analysis in order to identify key player enjoyment factors believed to be relevant to the process of learning from games, as well as to gain an understanding of positive and negative impressions about the game’s general content. The end results of the thematic analysis were measured up to the suggested ENED-GEM framework. Initial results generally support the main elements of the ENED-GEM, and future research into the importance of these individual core factors is outlined.

  17. ENED-GEM: A Conceptual Framework Model for Psychological Enjoyment Factors and Learning Mechanisms in Educational Games about the Environment.

    Science.gov (United States)

    Fjællingsdal, Kristoffer S; Klöckner, Christian A

    2017-01-01

    Based on a thorough review of psychological literature, this article seeks to develop a model of game enjoyment and environmental learning (ENvironmental EDucational Game Enjoyment Model, ENED-GEM) and delineate psychological processes that might facilitate learning and inspire behavioral change from educational games about the environment. A critically acclaimed digital educational game about environmental issues (Fate of the World by Red Redemption/Soothsayer Games) was used as a case study. Two hundred forty-nine reviews of the game from the popular gaming and reviewing platform known as Steam were analyzed by means of a thematic content analysis in order to identify key player enjoyment factors believed to be relevant to the process of learning from games, as well as to gain an understanding of positive and negative impressions about the game's general content. The end results of the thematic analysis were measured up to the suggested ENED-GEM framework. Initial results generally support the main elements of the ENED-GEM, and future research into the importance of these individual core factors is outlined.

  18. Relativism, Values and Morals in the New Zealand Curriculum Framework

    Science.gov (United States)

    Jorgensen, Lone Morris; Ryan, SueAnn

    2004-01-01

    "The New Zealand Curriculum Framework", 1993, is the official document for teaching, learning and assessment in New Zealand schools. It consists of a set of curriculum statements, which define the learning principles, achievement aims and essential skills for seven learning areas. It also indicates the place of attitudes and values in…

  19. Interpretable Active Learning

    OpenAIRE

    Phillips, Richard L.; Chang, Kyu Hyun; Friedler, Sorelle A.

    2017-01-01

    Active learning has long been a topic of study in machine learning. However, as increasingly complex and opaque models have become standard practice, the process of active learning, too, has become more opaque. There has been little investigation into interpreting what specific trends and patterns an active learning strategy may be exploring. This work expands on the Local Interpretable Model-agnostic Explanations framework (LIME) to provide explanations for active learning recommendations. W...

  20. Social Networking Sites and Addiction: Ten Lessons Learned.

    Science.gov (United States)

    Kuss, Daria J; Griffiths, Mark D

    2017-03-17

    Online social networking sites (SNSs) have gained increasing popularity in the last decade, with individuals engaging in SNSs to connect with others who share similar interests. The perceived need to be online may result in compulsive use of SNSs, which in extreme cases may result in symptoms and consequences traditionally associated with substance-related addictions. In order to present new insights into online social networking and addiction, in this paper, 10 lessons learned concerning online social networking sites and addiction based on the insights derived from recent empirical research will be presented. These are: (i) social networking and social media use are not the same; (ii) social networking is eclectic; (iii) social networking is a way of being; (iv) individuals can become addicted to using social networking sites; (v) Facebook addiction is only one example of SNS addiction; (vi) fear of missing out (FOMO) may be part of SNS addiction; (vii) smartphone addiction may be part of SNS addiction; (viii) nomophobia may be part of SNS addiction; (ix) there are sociodemographic differences in SNS addiction; and (x) there are methodological problems with research to date. These are discussed in turn. Recommendations for research and clinical applications are provided.

  1. Learning, Work, and Language Games

    DEFF Research Database (Denmark)

    Weber, Kirsten

    2013-01-01

    The article provides an example of psycho-societal analysis of work related learning. Initially a conceptual framework of learning and life experience is established drawing on Alfred Lorenzer and Oskar Negt, and the interactional development of psychoanalysis. A case of learning experience from...... process, which is related to a career shift enforced by labor market transition requiring male workers to retrain for a social work profession which used to be female, and more widely to a reconfiguration of the societal relation between work and gender. The final section discusses the methodological...... framework for analyzing learning processes by means of interpreting language use. The notion of language game connects the level of unconscious social engagements and level of formal learning and knowledge, and the opportunity for a deeper understanding of professional learning and identity is indicated...

  2. The community health clinics as a learning context for student nurses.

    Science.gov (United States)

    Makupu, M B; Botes, A

    2000-09-01

    The purpose of the research study was to describe guidelines to improve the community health clinics as a learning context conductive to learning. The objectives of the study commenced by getting the perception of student nurses from a nursing college in Gauteng; community sisters from ten community health clinics in the Southern Metropolitan Local Council and college tutors from a college in Gauteng. The research design and method used, consisting of a qualitative, exploratory, descriptive and contextual approach and the design was divided into two phases. Phase one consisted of a field/empirical study and phase two of conceptualization. In all the samples follow-up focus group interviews were conducted to confirm the findings. To ensure trustworthiness, Lincoln and Guba's model (1985) was implemented and data analysis was according to Tesch's model (1990 in Creswell 1994:155) based on a qualitative approach. The conceptual framework discussed, indicating a body of knowledge, was based on the study and empirical findings from phase one to give clear meaning and understanding regarding the research study.

  3. Clinical simulation practise framework.

    Science.gov (United States)

    Khalili, Hossein

    2015-02-01

    Historically, simulation has mainly been used to teach students hands-on skills in a relatively safe environment. With changes in the patient population, professional regulations and clinical environments, clinical simulation practise (CSP) must assist students to integrate and apply their theoretical knowledge and skills with their critical thinking, clinical judgement, prioritisation, problem solving, decision making, and teamwork skills to provide holistic care and treatment to their patients. CSP holds great potential to derive a positive transformation in students' transition into the workplace, by associating and consolidating learning from classrooms to clinical settings, and creating bridges between theory and practice. For CSP to be successful in filling the gap, the design and management of the simulation is crucial. In this article a new framework called 'Clinical simulation practise framework: A knowledge to action strategy in health professional education' is being introduced that aims to assist educators and curriculum developers in designing and managing their simulations. This CSP framework theorises that simulation as an experiential educational tool could improve students' competence, confidence and collaboration in performing professional practice in real settings if the CSP provides the following three dimensions: (1) a safe, positive, reflective and fun simulated learning environment; (2) challenging, but realistic, and integrated simulated scenarios; and (3) interactive, inclusive, interprofessional patient-centred simulated practise. © 2015 John Wiley & Sons Ltd.

  4. Ten Years After - Welfare Effects of the Application of the CAP in Austria, Finland and Sweden

    OpenAIRE

    Niemi, Jyrki S.; Fahlbeck, Erik; Hofreither, Markus F.

    2005-01-01

    Ten years ago, Austria, Finland, and Sweden joined the EU. The application of the Common Agricultural Policy (CAP) caused major repercussions on the agricultural sectors of the entering countries. This article analyses the welfare effects of accession to the EU on the agricultural markets in Austria, Finland and Sweden in a simple supply and demand framework, which is kept strictly identical across all three countries. The quantitative results of the study are derived by using standard partia...

  5. Theoretical Foundations of Active Learning

    Science.gov (United States)

    2009-05-01

    I study the informational complexity of active learning in a statistical learning theory framework. Specifically, I derive bounds on the rates of...convergence achievable by active learning , under various noise models and under general conditions on the hypothesis class. I also study the theoretical...advantages of active learning over passive learning, and develop procedures for transforming passive learning algorithms into active learning algorithms

  6. Interorganizational learning systems

    DEFF Research Database (Denmark)

    Hjalager, Anne-Mette

    1999-01-01

    The occurrence of organizational and interorganizational learning processes is not only the result of management endeavors. Industry structures and market related issues have substantial spill-over effects. The article reviews literature, and it establishes a learning model in which elements from...... organizational environments are included into a systematic conceptual framework. The model allows four types of learning to be identified: P-learning (professional/craft systems learning), T-learning (technology embedded learning), D-learning (dualistic learning systems, where part of the labor force is exclude...... from learning), and S-learning (learning in social networks or clans). The situation related to service industries illustrates the typology....

  7. Learning analytics dashboard applications

    NARCIS (Netherlands)

    Verbert, K.; Duval, E.; Klerkx, J.; Govaerts, S.; Santos, J.L.

    2013-01-01

    This article introduces learning analytics dashboards that visualize learning traces for learners and teachers. We present a conceptual framework that helps to analyze learning analytics applications for these kinds of users. We then present our own work in this area and compare with 15 related

  8. Use of the challenge point framework to guide motor learning of stepping reactions for improved balance control in people with stroke: a case series.

    Science.gov (United States)

    Pollock, Courtney L; Boyd, Lara A; Hunt, Michael A; Garland, S Jayne

    2014-04-01

    Stepping reactions are important for walking balance and community-level mobility. Stepping reactions of people with stroke are characterized by slow reaction times, poor coordination of motor responses, and low amplitude of movements, which may contribute to their decreased ability to recover their balance when challenged. An important aspect of rehabilitation of mobility after stroke is optimizing the motor learning associated with retraining effective stepping reactions. The Challenge Point Framework (CPF) is a model that can be used to promote motor learning through manipulation of conditions of practice to modify task difficulty, that is, the interaction of the skill of the learner and the difficulty of the task to be learned. This case series illustrates how the retraining of multidirectional stepping reactions may be informed by the CPF to improve balance function in people with stroke. Four people (53-68 years of age) with chronic stroke (>1 year) and mild to moderate motor recovery received 4 weeks of multidirectional stepping reaction retraining. Important tenets of motor learning were optimized for each person during retraining in accordance with the CPF. Participants demonstrated improved community-level walking balance, as determined with the Community Balance and Mobility Scale. These improvements were evident 1 year later. Aspects of balance-related self-efficacy and movement kinematics also showed improvements during the course of the intervention. The application of CPF motor learning principles in the retraining of stepping reactions to improve community-level walking balance in people with chronic stroke appears to be promising. The CPF provides a plausible theoretical framework for the progression of functional task training in neurorehabilitation.

  9. Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

    Science.gov (United States)

    Carley, S.; Tuddenham, P.; Bishop, K. O.

    2008-12-01

    In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

  10. Educational Communities of Inquiry: Theoretical Framework, Research and Practice

    Science.gov (United States)

    Akyol, Zehra; Garrison, D. Randy

    2013-01-01

    Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments…

  11. Extracting meaning from audio signals - a machine learning approach

    DEFF Research Database (Denmark)

    Larsen, Jan

    2007-01-01

    * Machine learning framework for sound search * Genre classification * Music and audio separation * Wind noise suppression......* Machine learning framework for sound search * Genre classification * Music and audio separation * Wind noise suppression...

  12. Supporting Learning with Wireless Sensor Data

    Directory of Open Access Journals (Sweden)

    Arttu Perttula

    2013-03-01

    Full Text Available In this article, learning is studied in in situ applications that involve sensors. The main questions are how to conceptualize experiential learning involving sensors and what kinds of learning applications using sensors already exist or could be designed. It is claimed that experiential learning, context information and sensor data supports twenty first century learning. The concepts of context, technology-mediated experiences, shared felt experiences and experiential learning theory will be used to describe a framework for sensor-based mobile learning environments. Several scenarios and case examples using sensors and sensor data will be presented, and they will be analyzed using the framework. Finally, the article contributes to the discussion concerning the role of technology-mediated learning experiences and collective sensor data in developing twenty first century learning by characterizing what kinds of skills and competences are supported in learning situations that involve sensors.

  13. Analytics to Literacies: The Development of a Learning Analytics Framework for Multiliteracies Assessment

    Directory of Open Access Journals (Sweden)

    Shane Dawson

    2014-09-01

    Full Text Available The rapid advances in information and communication technologies, coupled with increased access to information and the formation of global communities, have resulted in interest among researchers and academics to revise educational practice to move beyond traditional ‘literacy’ skills towards an enhanced set of “multiliteracies” or “new media literacies”. Measuring the literacy of a population, in the light of its linkage to individual and community wealth and wellbeing, is essential to determining the impact of compulsory education. The opportunity now is to develop tools to assess individual and societal attainment of these new literacies. Drawing on the work of Jenkins and colleagues (2006 and notions of a participatory culture, this paper proposes a conceptual framework for how learning analytics can assist in measuring individual achievement of multiliteracies and how this evaluative process can be scaled to provide an institutional perspective of the educational progress in fostering these fundamental skills.

  14. Project Management Framework to Organizational Transitions

    Science.gov (United States)

    Kotnour, Tim; Barton, Saul

    1996-01-01

    This paper describes a project management framework and associated models for organizational transitions. The framework contains an integrated set of steps an organization can take to lead an organizational transition such as downsizing and change in mission or role. The framework is designed to help an organization do the right work the right way with the right people at the right time. The underlying rationale for the steps in the framework is based on a set of findings which include: defining a transition as containing both near-term and long-term actions, designing actions which respond to drivers and achieve desired results, aligning the organization with the external environment, and aligning the internal components of the organization. The framework was developed based on best practices found in the literature, lessons learned from heads of organizations who have completed large-scale organizational changes, and concerns from employees at the Kennedy Space Center (KSC). The framework is described using KSC.

  15. Learning Frameworks for Cooperative Spectrum Sensing and Energy-Efficient Data Protection in Cognitive Radio Networks

    Directory of Open Access Journals (Sweden)

    Vinh Quang Do

    2018-05-01

    Full Text Available This paper studies learning frameworks for energy-efficient data communications in an energy-harvesting cognitive radio network in which secondary users (SUs harvest energy from solar power while opportunistically accessing a licensed channel for data transmission. The SUs perform spectrum sensing individually, and send local decisions about the presence of the primary user (PU on the channel to a fusion center (FC. We first design a new cooperative spectrum-sensing technique based on a convolutional neural network in which the FC uses historical sensing data to train the network for classification problem. The system is assumed to operate in a time-slotted manner. At the beginning of each time slot, the FC uses the current local decisions as input for the trained network to decide whether the PU is active or not in that time slot. In addition, legitimate transmissions can be vulnerable to a hidden eavesdropper, which always passively listens to the communication. Therefore, we further propose a transfer learning actor–critic algorithm for an SU to decide its operation mode to increase the security level under the constraint of limited energy. In this approach, the SU directly interacts with the environment to learn its dynamics (i.e., an arrival of harvested energy; then, the SU can either stay idle to save energy or transmit to the FC secured data that are encrypted using a suitable private-key encryption method to maximize the long-term effective security level of the network. We finally present numerical simulation results under various configurations to evaluate our proposed schemes.

  16. The Concept Framework of Structural Equation model of Mobile Cloud Learning Acceptance for Higher Education Students in the 21st Century

    Directory of Open Access Journals (Sweden)

    Thanyatorn Amornkitpinyo

    2017-08-01

    Full Text Available This research’s part is in the structural equation model of mobile cloud learning acceptance for higher education students in the 21st century as its objective is to synthesize and design the framework of this model. The methods of this research are divided into 2 parts which are synthesis, combining it to process the mode and designing framework concept. The findings of this research are as the following: 1. Basic digital literacy, Information Quality and Social Cloud are included in the model as the exogenous latent variables. 2. Satisfaction and TAM model (perceived usefulness and perceived ease of use are included as the mediating latent variables. 3. Actual Use is the outcome of the model’s latent variable.

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

    Science.gov (United States)

    Vermoolen, Myrthe; Hermans, Leon

    2015-04-01

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

  18. Personal Coaching: Reflection on a Model for Effective Learning

    Science.gov (United States)

    Griffiths, Kerryn

    2015-01-01

    The article "Personal Coaching: A Model for Effective Learning" (Griffiths, 2006) appeared in the "Journal of Learning Design" Volume 1, Issue 2 in 2006. Almost ten years on, Kerryn Griffiths reflects upon her original article. Specifically, Griffiths looks back at the combined coaching-learning model she suggested in her…

  19. E-Learning Approach in Teacher Training

    OpenAIRE

    YUCEL, A. Seda

    2015-01-01

    There has been an increasing interest in e-learning in teacher training at universities during the last ten years. With the developing technology, educational methods have differed as well as many other processes. Firstly, a definition on e-learning as a new approach should be given. E-learning could shortly be defined as a web-based educational system on platform with Internet, Intranet or computer access. The concept of e-learning has two main subtitles as synchronized (where a group of stu...

  20. Legitimate Peripheral Participation as a Framework for Conversation Analytic Work in Second Language Learning

    Directory of Open Access Journals (Sweden)

    Gitte Rasmussen Hougaard

    2009-03-01

    Full Text Available Since its inception, Conversation Analysis (CA has become not only a framework and a set of methods for studying the generic machinery of talk-in-interaction but also a celebrated, qualitative method for studying a wealth of phenomena and exploring and testing concepts and hypotheses from numerous disciplines, including linguistics, psychology, anthropology and Second Language Acquisition (SLA. CA is often resorted to as the key to resolving knots and dead-ends in these neighboring disciplines. Despite the very interesting results that such work admittedly produces, it is too often not accompanied by focused considerations of how the specific concerns from one field match with the aims that CA procedures have been developed for and hence with the procedures themselves. This paper takes recent applications of CA to the study of SLA as a case in point. It discusses a whether CA can shed light on "learning" as commonly defined in SLA and b whether the resort to a particular model of learning (LAVE & WENGER, 1991, Legitimate Peripheral Participation (LPP helps overcoming some of the problems with which CA work in SLA is confronted. It is hoped that the specific discussions of problems involved in the project, CA-for-SLA, will contribute to the ongoing, general discussion of qualitative research methods and their prospects and problems. URN: urn:nbn:de:0114-fqs090247