Student-Centered Modules to Support Active Learning in Hydrology: Development Experiences and Users' Perspectives

Science.gov (United States)

Tarboton, D. G.; Habib, E. H.; Deshotel, M.; Merck, M. F.; Lall, U.; Farnham, D. J.

2016-12-01

Traditional approaches to undergraduate hydrology and water resource education are textbook based, adopt unit processes and rely on idealized examples of specific applications, rather than examining the contextual relations in the processes and the dynamics connecting climate and ecosystems. The overarching goal of this project is to address the needed paradigm shift in undergraduate education of engineering hydrology and water resources education to reflect parallel advances in hydrologic research and technology, mainly in the areas of new observational settings, data and modeling resources and web-based technologies. This study presents efforts to develop a set of learning modules that are case-based, data and simulation driven and delivered via a web user interface. The modules are based on real-world case studies from three regional hydrologic settings: Coastal Louisiana, Utah Rocky Mountains and Florida Everglades. These three systems provide unique learning opportunities on topics such as: regional-scale budget analysis, hydrologic effects of human and natural changes, flashflood protection, climate-hydrology teleconnections and water resource management scenarios. The technical design and contents of the modules aim to support students' ability for transforming their learning outcomes and skills to hydrologic systems other than those used by the specific activity. To promote active learning, the modules take students through a set of highly engaging learning activities that are based on analysis of hydrologic data and model simulations. The modules include user support in the form of feedback and self-assessment mechanisms that are integrated within the online modules. Module effectiveness is assessed through an improvement-focused evaluation model using a mixed-method research approach guiding collection and analysis of evaluation data. Both qualitative and quantitative data are collected through student learning data, product analysis, and staff interviews

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.

Circadian modulation of complex learning in diurnal and nocturnal Aplysia

OpenAIRE

Lyons, Lisa C.; Rawashdeh, Oliver; Katzoff, Ayelet; Susswein, Abraham J.; Eskin, Arnold

2005-01-01

Understanding modulation of memory, as well as the mechanisms underlying memory formation, has become a key issue in neuroscience research. Previously, we found that the formation of long-term, but not short-term, memory for a nonassociative form of learning, sensitization, was modulated by the circadian clock in the diurnal Aplysia californica. To define the scope of circadian modulation of memory, we examined an associative operant learning paradigm, learning that food is inedible (LFI). Si...

Web-based Learning Modules using Research Data

Science.gov (United States)

Pilachowski, Catherine A.; Hamper, R.; Morris, F.

2011-01-01

Three web-based learning modules for introductory undergraduate astronomy courses are available at Indiana University Bloomington. The NovaSearch module allows students to view images of the core of the Andromeda Galaxy to discover novae and monitor their light curves. The Proper Pair module allows students to examine proper motion and parallax data from Hipparcos to determine if pairs of stars close together on the sky are true binary star systems. A third module, Astronomy in Color, allows students to produce color images using multi-wavelength data. The pedagogical goals of these curriculum materials are to teach that science is a process of discovery, not just a body of knowledge, to increase positive attitudes towards science by engaging students in discovery, and to motivate students towards pursuing STEM careers by giving students an opportunity to develop skills such as critical thinking, teamwork, and task focus that are important in any career path. The learning modules may be accessed at www.astro.indiana.edu/catyp/rbseu The development of these curriculum modules has been funded by the national Science Foundation through grant DUE-0618441.

Design of environmental education module towards the needs of aboriginal community learning

Science.gov (United States)

Dasman, Siti Mariam; Yasin, Ruhizan Mohammad

2017-05-01

Non-formal education (NFE) refers to a program that is designed for personal and social education for learners to improve the level of skills and competencies outside formal educational curriculum. Issues related to geography and environment of different Aboriginal communities with other communities play an important role in determining the types and methods that should be made available to the minority community groups. Thus, this concept paper is intended to cater for educational environment through the design and development of learning modules based on non-formal education to the learning of Aboriginal community. Methods and techniques in the design and construction of the modules is based on the Design and Development Research (DDR) that was based on instructional design model of Morrison, Kemp and Ross which is more flexible and prioritizes the needs and characteristics of learners who were involved in the learning modules of the future. The discussion is related to the module development which is suitable to the learning needs of the community and there are several recommendations which may be applied in the implementation of this approach. In conclusion, the community of Orang Asli should be offered the same education as other communities but it is important to distinguish acceptance of learning techniques or approaches used in the education system to meet their standards. The implications of this concept paper is to meet the educational needs of the environment which includes a few aspects of science and some learning activities using effective approaches such as playing and building their own knowledge of meaning.

Development of active learning modules in pharmacology for small group teaching.

Science.gov (United States)

Tripathi, Raakhi K; Sarkate, Pankaj V; Jalgaonkar, Sharmila V; Rege, Nirmala N

2015-01-01

Current teaching in pharmacology in undergraduate medical curriculum in India is primarily drug centered and stresses imparting factual knowledge rather than on pharmacotherapeutic skills. These skills would be better developed through active learning by the students. Hence modules that will encourage active learning were developed and compared with traditional methods within the Seth GS Medical College, Mumbai. After Institutional Review Board approval, 90 second year undergraduate medical students who consented were randomized into six sub-groups, each with 15 students. Pre-test was administered. The three sub-groups were taught a topic using active learning modules (active learning groups), which included problems on case scenarios, critical appraisal of prescriptions and drug identification. The remaining three sub-groups were taught the same topic in a conventional tutorial mode (tutorial learning groups). There was crossover for the second topic. Performance was assessed using post-test. Questionnaires with Likert-scaled items were used to assess feedback on teaching technique, student interaction and group dynamics. The active and tutorial learning groups differed significantly in their post-test scores (11.3 ± 1.9 and 15.9 ± 2.7, respectively, P active learning session as interactive (vs. 37/90 students in tutorial group) and enhanced their understanding vs. 56/90 in tutorial group), aroused intellectual curiosity (47/90 students of active learning group vs. 30/90 in tutorial group) and provoked self-learning (41/90 active learning group vs. 14/90 in tutorial group). Sixty-four students in the active learning group felt that questioning each other helped in understanding the topic, which was the experience of 25/90 students in tutorial group. Nevertheless, students (55/90) preferred tutorial mode of learning to help them score better in their examinations. In this study, students preferred an active learning environment, though to pass examinations, they

Effectiveness of Discovery Learning-Based Transformation Geometry Module

Science.gov (United States)

Febriana, R.; Haryono, Y.; Yusri, R.

2017-09-01

Development of transformation geometry module is conducted because the students got difficulties to understand the existing book. The purpose of the research was to find out the effectiveness of discovery learning-based transformation geometry module toward student’s activity. Model of the development was Plomp model consisting preliminary research, prototyping phase and assessment phase. The research was focused on assessment phase where it was to observe the designed product effectiveness. The instrument was observation sheet. The observed activities were visual activities, oral activities, listening activities, mental activities, emotional activities and motor activities. Based on the result of the research, it is found that visual activities, learning activities, writing activities, the student’s activity is in the criteria very effective. It can be concluded that the use of discovery learning-based transformation geometry module use can increase the positive student’s activity and decrease the negative activity.

Evaluation of Online Learning Modules for Improving Physical Activity Counseling Skills, Practices, and Knowledge of Oncology Nurses.

Science.gov (United States)

Karvinen, Kristina H; Balneaves, Lynda; Courneya, Kerry S; Perry, Beth; Truant, Tracy; Vallance, Jeff

2017-11-01

To examine the effectiveness of online learning modules for improving physical activity counseling practices among oncology nurses. 
. Randomized, controlled trial.
. Online.
. 54 oncology nurses.
. Oncology nurses were randomly assigned to the learning modules group or control group. The learning modules group completed six online learning modules and quizzes focused on physical activity for cancer survivors, general physical activity principles, and motivational interviewing.
. Percentage of cancer survivors counseled, self-efficacy for physical activity counseling, knowledge of physical activity, and perceived barriers and benefits of physical activity counseling.
. Analyses of covariance revealed no significant difference between the learning modules and control groups in the percentage of cancer survivors that oncology nurses counseled. Significant differences were found in self-efficacy for physical activity counseling and perceived barriers to physical activity counseling at postintervention. 
. The online learning intervention tested in this study improved some parameters of physical activity counseling but did not increase the percentage of cancer survivors that oncology nurses counseled. Additional pilot work is needed to refine the intervention.
. This study suggests the potential utility of an evidence-based online learning strategy for oncology nurses that includes information on physical activity and its benefits in cancer survivorship. The findings offer a framework on how to implement physical activity counseling skills in oncology nursing practice.

Suicide prevention e-learning modules designed for gatekeepers: A descriptive review

NARCIS (Netherlands)

Ghoncheh, R.; Kerkhof, A.; Koot, H.M.

2014-01-01

Background: E-learning modules can be a useful method for educating gatekeepers in suicide prevention and awareness. Aims: To review and provide an overview of e-learning modules on suicide prevention designed for gatekeepers and assess their effectiveness. Method: Two strategies were used. First,

Design and Implementation of a Mechatronics Learning Module in a Large First-Semester Engineering Course

Science.gov (United States)

Castles, R. T.; Zephirin, T.; Lohani, V. K.; Kachroo, P.

2010-01-01

Since 2005, the first-year engineering program at Virginia Tech, Blacksburg, has been significantly restructured to include more hands-on learning. A major grant (2004-2009) under the department level reform (DLR) program of the National Science Foundation (NSF) facilitated this restructuring. A number of hands-on learning modules were developed…

Developing, Implementing, and Evaluating the Educational Module Students Active Learning via Internet Observations (SALIO) in Undergraduate Nursing Education.

Science.gov (United States)

Salzmann-Erikson, Martin; Bjuhr, Marie; Mårtensson, Gunilla

2017-04-01

This study aimed not only to describe the development and implementation of the module but also to evaluate the nursing students' perceptions. A cross-sectional design including 101 students who were asked to participate and answer a survey. We describe the development of the pedagogic module Students Active Learning via Internet Observations based on situated learning. The findings show that learning about service users' own lived experiences via web-based platforms was instructive according to the students: 81% agreed to a high or very high degree. Another important finding was that 96% of students responded that the module had clinical relevance for nursing work. We argue that learning that engages students with data that are contextually and culturally situated is important for developing competence in caregiving. © 2015 Wiley Periodicals, Inc.

Learners perceptions of technology for design of a collaborative mLearning module

Directory of Open Access Journals (Sweden)

Dorothy Dewitt, Saedah Siraj

2010-12-01

Full Text Available In Malaysian schools the learning of science does not reflect the nature of science. An instructional module which could address the need for teaching science through a process of scientific discovery and collaboration is required. A developmental research approach with three phases was used to design a collaborative m-Learning module for a topic in s c i e n c e . I n t h e f i r s t p h a s e o f a n a l y s i s , a s u r v e y o f 1 5 8 s t u d e n t s ’ u s e o f t e c h n o l o g y a n d t h e p e r c e p t i o n o f t h e u s e o f computers and mobile phones was completed. Data from the analysis phase indicated the students’ readiness in using online tools such as discussion forums and text messaging with mobiles for learning. Computers were perceived to be useful for learning, but mobile phones were not. The findings from the first phase were used to determine the learning tools to utilize in the design of the module in the second phase. The online learning tools used are wikis and discussion forums. In addition, text messaging using the mobile phone was also employed for individualized quizzes. The collaborative m-Learning module designed, was evaluated by experts for further improvements. The findings indicate that the experts agree that a collaborative Learning module with a variety of learning tools such as wikis, discussion forum and text messaging, could be used for teaching science. In addition, this module could also be used for teaching other subjects.

Online Video Modules for Improvement in Student Learning

Science.gov (United States)

Lancellotti, Matthew; Thomas, Sunil; Kohli, Chiranjeev

2016-01-01

The objective of this teaching innovation was to incorporate a comprehensive set of short online video modules covering key topics from the undergraduate principles of marketing class, and to evaluate its effectiveness in improving student learning. A quasiexperimental design was used to compare students who had access to video modules with a…

Independent learning modules enhance student performance and understanding of anatomy.

Science.gov (United States)

Serrat, Maria A; Dom, Aaron M; Buchanan, James T; Williams, Alison R; Efaw, Morgan L; Richardson, Laura L

2014-01-01

Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. © 2014 American Association of Anatomists.

A learning progression based teaching module on the causes of seasons

International Nuclear Information System (INIS)

Galano, S.

2016-01-01

In this paper, we report about designing and validating a teaching learning module based on a learning progression and focused on the causes of seasons. An initial learning progression about the Celestial Motion big idea —causes of seasons, lunar and solar eclipse and Moon phases— was developed and validated. Existing curricula, research studies on alternative conceptions about these phenomena, and students’ answers to an open questionnaire were the starting point to develop initial learning progressions; then, a two-tier multiple-choice questionnaire was designed to validate and improve it. The questionnaire was submitted to about 300 secondary-school students whose answers were used to revise the hypothesized learning progressions. This improved version of the learning progression was used to design a module focused on the causes of seasons in which students were engaged in quantitative measurements with a photovoltaic panel to explain changes of the Sun rays’ flow on the Earth’s surface over the year. The efficacy of our module in improving students’ understanding of the phenomenon of the seasons was tested using our questionnaire as pre- and post-test.

Instructional and Learning Modes in Math. Module CMM:006:02.

Science.gov (United States)

Rexroat, Melvin E.

This is the second module in a series on mathematics methods and materials for preservice elementary teachers. This module focuses on three instructional and learning modes: expository, guided discovery, and inquiry (pure discovery). Objectives for the module are listed, the prerequisites are stated, pre- and post-assessment standards are…

Use of Handwriting Recognition Technologies in Tablet-Based Learning Modules for First Grade Education

Science.gov (United States)

Yanikoglu, Berrin; Gogus, Aytac; Inal, Emre

2017-01-01

Learning through modules on a tablet helps students participate effectively in learning activities in classrooms and provides flexibility in the learning process. This study presents the design and evaluation of an application that is based on handwriting recognition technologies and e-content for the developed learning modules. The application…

Problembased learning (PBL) including drama games as a motivating learning approach in interprofessional education (IPE)

DEFF Research Database (Denmark)

Hansen, Bodil Winther; Hatt, Camusa

The university have years of experience with interprofessional student groups, from seven different health professions, learning through participating in an interprofessional module. Evaluations have shown a continuos massive challenge concerning the student´s motivation for learning...... and their level of participation in this three-week course of “Conflict management”. To meet these challenges the university started a project within the frame of problembased learning and drama games. The idea was to develop strategies to motivate students and create a dynamic and stimulating learning...... as an important aspect of carrying out a successful PBL course. Among the students, there was a significantly higher level of satisfaction in the experimental classes than in the comparison classes, regarding 10 out of 12 questions asked about both academic achievement and satisfaction with the learning...

E-learning modules for nuclear reactor heat transfer

Science.gov (United States)

Jayaram, Praveen Bharadwaj

E learning in engineering education is becoming popular at several universities as it allows instructors to create content that the students may view and interact with at his/her own convenience. Web-based simulation and what-if analysis are examples of such educational content and has proved to be extremely beneficial for engineering students. Such pedagogical content promote active learning and encourage students to experiment and be more creative. The main objective of this project is to develop web based learning modules, in the form of analytical simulations, for the Reactor Thermal Hydraulics course offered by the College of Engineering at UT Arlington. These modules seek to comprehensively transform the traditional education structure. The simulations are built to supplement the class lectures and are divided into categories like Fundamentals, Heat generation, Heat transfer and Heat removal categories. Each category contains modules which are sub-divided chapter wise and further into section wise. Some of the important sections from the text book are taken and calculations for a particular functionality are implemented. Since it is an interactive tool, it allows user to input certain values, which are then processed with the traditional equations, and output results either in the form of a number or graphs.

Learning new gait patterns: Exploratory muscle activity during motor learning is not predicted by motor modules

Science.gov (United States)

Ranganathan, Rajiv; Krishnan, Chandramouli; Dhaher, Yasin Y.; Rymer, William Z.

2018-01-01

The motor module hypothesis in motor control proposes that the nervous system can simplify the problem of controlling a large number of muscles in human movement by grouping muscles into a smaller number of modules. Here, we tested one prediction of the modular organization hypothesis by examining whether there is preferential exploration along these motor modules during the learning of a new gait pattern. Healthy college-aged participants learned a new gait pattern which required increased hip and knee flexion during the swing phase while walking in a lower-extremity robot (Lokomat). The new gait pattern was displayed as a foot trajectory in the sagittal plane and participants attempted to match their foot trajectory to this template. We recorded EMG from 8 lower-extremity muscles and we extracted motor modules during both baseline walking and target-tracking using non-negative matrix factorization (NMF). Results showed increased trajectory variability in the first block of learning, indicating that participants were engaged in exploratory behavior. Critically, when we examined the muscle activity during this exploratory phase, we found that the composition of motor modules changed significantly within the first few strides of attempting the new gait pattern. The lack of persistence of the motor modules under even short time scales suggests that motor modules extracted during locomotion may be more indicative of correlated muscle activity induced by the task constraints of walking, rather than reflecting a modular control strategy. PMID:26916510

Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content

Science.gov (United States)

Stelzer, Timothy; Gladding, Gary; Mestre, José P.; Brookes, David T.

2009-02-01

We compared the efficacy of multimedia learning modules with traditional textbooks for the first few topics of a calculus-based introductory electricity and magnetism course. Students were randomly assigned to three groups. One group received the multimedia learning module presentations, and the other two received the presentations via written text. All students were then tested on their learning immediately following the presentations as well as 2weeks later. The students receiving the multimedia learning modules performed significantly better on both tests than the students experiencing the text-based presentations.

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

Science.gov (United States)

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

2014-01-01

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

Dynamic e-learning modules for student lecture preparation

Directory of Open Access Journals (Sweden)

Timothy McIntyre

2018-03-01

Full Text Available We have developed and demonstrated the effectiveness of a set of online interactive learning modules to accompany physics courses at first- and second-year university levels. Students access the modules prior to attending lectures to familiarize themselves with content which is then discussed and reaffirmed in class. Student surveys and access data show that students were much more likely to use material presented in this form, rather than a textbook, when preparing for lectures given in an active learning format. The students found that interactive simulations, videos of problem-solving approaches prepared by course staff, and quick-check immediate feedback questions were all useful tools for lecture preparation–none of which are available when using a traditional textbook for lecture preparation.

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

Science.gov (United States)

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

2014-01-01

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

Working with interpreters: an interactive Web-based learning module.

Science.gov (United States)

Kalet, Adina; Gany, Francesca; Senter, Lindsay

2002-09-01

Medical students are presented with unique challenges when they care for patients with limited English proficiency. Students must learn a complex set of skills needed to care for patients across cultural and language barriers and to understand the impact of their own attitudes and beliefs about caring for these patients. We developed and piloted a multimedia interactive Web-based module aimed at teaching students effective strategies for working with interpreters and diverse patient populations, and at raising their awareness of important legal, ethical, and cultural issues. First the learner completes a 37-multiple-choice-question (MCQ) pre-test that assesses attitudes, factual knowledge, and ability to analyze written clinical scenarios relevant to the module's content. Learners are then shown a series of professionally produced video vignettes, which reflect diverse patient populations, interpreters, and effectiveness of interpretation strategies (e.g., a Russian-speaking woman with chest pain whose daughter interprets, a medical student interpreting for a Chinese-speaking man using herbal medication, a Haitian woman told of an abnormal mammogram through a trained simultaneous interpreter). In each case, learners submit short answers to on-screen questions analyzing the effectiveness of the interpretation strategies demonstrated. Immediate feedback is given comparing student responses with those of experts. At any time during the module, the learners may view video commentary by legal, ethics, and cultural experts, or access a glossary and Web site links. Students conclude the module by again taking the MCQ test. A final screen compares their pre- and post-MCQ test responses and shows best answers, allowing them to assess their learning. The learners also complete a survey, providing personal cultural information and feedback on the module. All 160 first-year medical students completed the module and evaluated its effectiveness this year. On average, students

THE EFFECT OF COOPERATIVE LEARNING ASSISTED WITH MODULE AND STUDENTS LEARNING MOTIVATION TOWARD THE STUDY RESULT ON STUDENTS SENIOR HIGH SCHOOL

Directory of Open Access Journals (Sweden)

Hotman Sitanggang

2014-12-01

Full Text Available The aim of this research is to improve learning quality of high school students in grade ten (X to the study material is about the vector. This research is a quasiexperimental study. Samples selection is random, using the control class from the adjacent class to avoid the large bias. The results of samples selection are the students of class X-H as the control class and the students of class X-I as the experimental class. The motivation variable was distinguished from the observations of student activities at the pre-study and at current research. Highly motivated students are the students who actively ask the questions and give answers to problems. While the low-motivated students are the students whose learning activities are the less. This research was designed using 2x2 factorial ANOVA, namely the effects of cooperative learning between learning without module and module-assisted learning on students’ learning results; and the effects of students’ learning motivation between highly motivated students and low motivated students. After given the treatment, those are: the same pre-test, cooperative learning without modules in control class, module-assisted cooperative learning in experimental class, the same post-test, questionnaires distribution, collection and tabulation of the data. The data were analyzed using qualitative-descriptive technique and percentage. The data analysis results using SPSS 17.0 conclude that: (1 There is a significant difference of study results in cooperative learning without module against module-assisted cooperative learning. (2 There is a significant difference of study results between highly motivated students and low motivated students. (3 There is a significant difference of study results between the group of cooperative learning and the group of student motivation at the significance value of = 0.05.

Developing Project Based Learning E-Module for the Course of Video Editing

Directory of Open Access Journals (Sweden)

Ketut Krisnayuni

2017-04-01

Full Text Available This study examined the development of an electronic module for the course of video editing and analyzed the students’ response of the e-module. A waterfall model was adopted in the development process of the e-module that consisted of five stages namely (1 analysis; (2 design; (3 implementation; (4 evaluation; and (5 maintenance. The subjects of this study were the students of class XI at SMK Negeri 1 Sukasada. Project Based Learning was used as the basis of the e-module development as the most relevant learning model to meet the students’needs and the schools’ situation. The data of the students’ response about the e-module were collected through a questionnaire. The students’ response was very positive indicated by the mean score of 94,37. It was concluded that the developed e-modul was categorized as very good.

Module Seven: Combination Circuits and Voltage Dividers; Basic Electricity and Electronics Individualized Learning System.

Science.gov (United States)

Bureau of Naval Personnel, Washington, DC.

In this module the student will learn to apply the rules previously learned for series and parallel circuits to more complex circuits called series-parallel circuits, discover the utility of a common reference when making reference to voltage values, and learn how to obtain a required voltage from a voltage divider network. The module is divided…

A single session of prefrontal cortex transcranial direct current stimulation does not modulate implicit task sequence learning and consolidation.

Science.gov (United States)

Savic, Branislav; Müri, René; Meier, Beat

Transcranial direct current stimulation (tDCS) is assumed to affect cortical excitability and dependent on the specific stimulation conditions either to increase or decrease learning. The purpose of this study was to modulate implicit task sequence learning with tDCS. As cortico-striatal loops are critically involved in implicit task sequence learning, tDCS was applied above the dorsolateral prefrontal cortex (DLPFC). In Experiment 1, anodal, cathodal, or sham tDCS was applied before the start of the sequence learning task. In Experiment 2, stimulation was applied during the sequence learning task. Consolidation of learning was assessed after 24 h. The results of both experiments showed that implicit task sequence learning occurred consistently but it was not modulated by different tDCS conditions. Similarly, consolidation measured after a 24 h-interval including sleep was also not affected by stimulation. These results indicate that a single session of DLPFC tDCS is not sufficient to modulate implicit task sequence learning. This study adds to the accumulating evidence that tDCS may not be as effective as originally thought. Copyright © 2017 Elsevier Inc. All rights reserved.

A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

Science.gov (United States)

Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

Effects of a blended learning module on self-reported learning performances in baccalaureate nursing students.

Science.gov (United States)

Hsu, Li-Ling; Hsieh, Suh-Ing

2011-11-01

This article is a report of a quasi-experimental study of the effects of blended modules on nursing students' learning of ethics course content. There is yet to be an empirically supported mix of strategies on which a working blended learning model can be built for nursing education. This was a two-group pretest and post-test quasi-experimental study in 2008 involving a total of 233 students. Two of the five clusters were designated the experimental group to experience a blended learning model, and the rest were designated the control group to be given classroom lectures only. The Case Analysis Attitude Scale, Case Analysis Self-Evaluation Scale, Blended Learning Satisfaction Scale, and Metacognition Scale were used in pretests and post-tests for the students to rate their own performance. In this study, the experimental group did not register significantly higher mean scores on the Case Analysis Attitude Scale at post-test and higher mean ranks on the Case Analysis Self-Evaluation Scale, the Blended Learning Satisfaction Scale, and the Metacognition Scale at post-test than the control group. Moreover, the experimental group registered significant progress in the mean ranks on the Case Analysis Self-Evaluation Scale and the Metacognition Scale from pretest to post-test. No between-subjects effects of four scales at post-test were found. Newly developed course modules, be it blended learning or a combination of traditional and innovative components, should be tested repeatedly for effectiveness and popularity for the purpose of facilitating the ultimate creation of a most effective course module for nursing education. © 2011 Blackwell Publishing Ltd.

A Matlab/Simulink-Based Interactive Module for Servo Systems Learning

Science.gov (United States)

Aliane, N.

2010-01-01

This paper presents an interactive module for learning both the fundamental and practical issues of servo systems. This module, developed using Simulink in conjunction with the Matlab graphical user interface (Matlab-GUI) tool, is used to supplement conventional lectures in control engineering and robotics subjects. First, the paper introduces the…

The effectiveness of research-based physics learning module with predict-observe-explain strategies to improve the student’s competence

Science.gov (United States)

Usmeldi

2018-05-01

The preliminary study shows that many students are difficult to master the concept of physics. There are still many students who have not mastery learning physics. Teachers and students still use textbooks. Students rarely do experiments in the laboratory. One model of learning that can improve students’ competence is a research-based learning with Predict- Observe-Explain (POE) strategies. To implement this learning, research-based physics learning modules with POE strategy are used. The research aims to find out the effectiveness of implementation of research-based physics learning modules with POE strategy to improving the students’ competence. The research used a quasi-experimental with pretest-posttest group control design. Data were collected using observation sheets, achievement test, skill assessment sheets, questionnaire of attitude and student responses to learning implementation. The results of research showed that research-based physics learning modules with POE strategy was effective to improve the students’ competence, in the case of (1) mastery learning of physics has been achieved by majority of students, (2) improving the students competency of experimental class including high category, (3) there is a significant difference between the average score of students’ competence of experimental class and the control class, (4) the average score of the students competency of experimental class is higher than the control class, (5) the average score of the students’ responses to the learning implementation is very good category, this means that most students can implement research-based learning with POE strategies.

Review article: Critical Care Airway Management eLearning modules.

Science.gov (United States)

Doshi, Deepak; McCarthy, Sally; Mowatt, Elizabeth; Cahill, Angela; Peirce, Bronwyn; Hawking, Geoff; Osborne, Ruth; Hibble, Belinda; Ebbs, Katharine

2017-11-16

The Australasian College for Emergency Medicine (ACEM) has recently launched the Critical Care Airway Management eLearning modules to support emergency medicine trainees in developing their airway management skills in the ED. A team of emergency physicians and trainees worked collaboratively to develop the eLearning resources ensuring extensive stakeholder consultation. A comprehensive resource manual was written to provide learners with knowledge that underpins the modules. ACEM provided project coordination as well as administrative and technical team support to the production. Although specifically developed with early ACEM trainees in mind, it is envisaged the resources will be useful for all emergency clinicians. The project was funded by the Australian Commonwealth Department of Health. © 2017 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Evolution of interprofessional learning: Dalhousie University's "From Family Violence to Health" module.

Science.gov (United States)

Johnston, Grace M; Ryding, Helen A; Campbell, Lindsay M

2003-11-01

At Dalhousie University, interprofessional (IP) learning modules are used to help future health care professionals learn to work together in resolving complex problems. One module, "From Family Violence to Health," features the role of dental professionals. This paper describes the evolution of this module from the year 2000. By February 2003, 1,182 students from 15 health care professions had completed the module. Qualitative evaluation in years 1 and 2 of the program (2000 and 2001) revealed that, before participating in the IP module, many students were able to identify a role for themselves in the recognition of family violence and knew their responsibility to report incidents. However, after participating in the module, they had a greater understanding of the reporting of family violence, a more comprehensive and supportive perspective, increased recognition of how health care professionals could work together and improved awareness of the roles of other professions. In a quantitative evaluation in year 3 (2002), mean student ratings on a scale of 1 to 5 indicated that the IP module was relevant (4.2), increased their understanding of family violence (4.0), and had some impact in promoting IP learning (3.8). As health care delivery becomes more focused on care teams and system thinking, the provision of IP training is expected to increase. The Dalhousie University IP modules (available at http://www.dal.ca/~fhp/ipl/index.html) address health and social problems for which it is critical that health care and other professionals work together. Feedback from practitioners on the development of IP education is welcomed, particularly with regard to the IP module addressing family violence.

Automatic Modulation Classification Based on Deep Learning for Unmanned Aerial Vehicles.

Science.gov (United States)

Zhang, Duona; Ding, Wenrui; Zhang, Baochang; Xie, Chunyu; Li, Hongguang; Liu, Chunhui; Han, Jungong

2018-03-20

Deep learning has recently attracted much attention due to its excellent performance in processing audio, image, and video data. However, few studies are devoted to the field of automatic modulation classification (AMC). It is one of the most well-known research topics in communication signal recognition and remains challenging for traditional methods due to complex disturbance from other sources. This paper proposes a heterogeneous deep model fusion (HDMF) method to solve the problem in a unified framework. The contributions include the following: (1) a convolutional neural network (CNN) and long short-term memory (LSTM) are combined by two different ways without prior knowledge involved; (2) a large database, including eleven types of single-carrier modulation signals with various noises as well as a fading channel, is collected with various signal-to-noise ratios (SNRs) based on a real geographical environment; and (3) experimental results demonstrate that HDMF is very capable of coping with the AMC problem, and achieves much better performance when compared with the independent network.

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

Science.gov (United States)

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning.

Science.gov (United States)

de Villiers, Marietjie R; Cilliers, Francois J; Coetzee, Francois; Herman, Nicoline; van Heusden, Martie; von Pressentin, Klaus B

2014-10-22

There is a dire need to expand the capacity of institutions in Africa to educate health care professionals. Family physicians, as skilled all-rounders at district level, are potentially well placed to contribute to an extended training platform in this context. To play this role, they need to both have an understanding of their specialist role that incorporates teaching and be equipped for their role as trainers of current and future health workers and specialists. A teaching and learning capacity-building module was introduced into a new master's programme in family medicine at Stellenbosch University, South Africa. We report on the influence of this module on graduates after the first six years. A qualitative study was undertaken, interviewing thirteen graduates of the programme. Thematic analysis of data was done by a team comprising tutors and graduates of the programme and an independent researcher. Ethical clearance was obtained. The module influenced knowledge, skills and attitudes of respondents. Perceptions and evidence of changes in behaviour, changes in practice beyond the individual respondent and benefits to students and patients were apparent. Factors underlying these changes included the role of context and the role of personal factors. Contextual factors included clinical workload and opportunity pressure i.e., the pressure and responsibility to undertake teaching. Personal factors comprised self-confidence, modified attitudes and perceptions towards the roles of a family physician and towards learning and teaching, in addition to the acquisition of knowledge and skills in teaching and learning. The interaction between opportunity pressure and self-confidence influenced the application of what was learned about teaching. A module on teaching and learning influenced graduates' perceptions of, and self-reported behaviour relating to, teaching as practicing family physicians. This has important implications for educating family physicians in and for

Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study.

Science.gov (United States)

Shorey, Shefaly; Kowitlawakul, Yanika; Devi, M Kamala; Chen, Hui-Chen; Soong, Swee Kit Alan; Ang, Emily

2018-02-01

Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. To examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. A single group pre-test and post-test quasi-experimental design was adopted. Data were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. Blended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. Participants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Blended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in

The Role of L-type Calcium Channels in Olfactory Learning and Its Modulation by Norepinephrine

Directory of Open Access Journals (Sweden)

Abhinaba Ghosh

2017-12-01

Full Text Available L type calcium channels (LTCCs are prevalent in different systems and hold immense importance for maintaining/performing selective functions. In the nervous system, CaV1.2 and CaV1.3 are emerging as critical modulators of neuronal functions. Although the general role of these calcium channels in modulating synaptic plasticity and memory has been explored, their role in olfactory learning is not well understood. In this review article we first discuss the role of LTCCs in olfactory learning especially focusing on early odor preference learning in neonate rodents, presenting evidence that while NMDARs initiate stimulus-specific learning, LTCCs promote protein-synthesis dependent long-term memory (LTM. Norepinephrine (NE release from the locus coeruleus (LC is essential for early olfactory learning, thus noradrenergic modulation of LTCC function and its implication in olfactory learning is discussed here. We then address the differential roles of LTCCs in adult learning and learning in aged animals.

Military Curricula for Vocational & Technical Education. Basic Electricity and Electronics Individualized Learning System. CANTRAC A-100-0010. Module Ten: Transformers. Study Booklet.

Science.gov (United States)

Chief of Naval Education and Training Support, Pensacola, FL.

This individualized learning module on transformers is one in a series of modules for a course in basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instructional and curriculum development in a civilian setting. Six lessons are included in the module:…

A Learning Module for BA Students to Develop ICT Skills for their Learning Activities | Un module de formation visant le développement des compétences TICE chez les étudiants en baccalauréat

Directory of Open Access Journals (Sweden)

Hervé Platteaux

2015-11-01

Full Text Available This case illustrates the process of developing a learning module to support BA students in their use of ICT (Information and Communication Technology tools in their learning. At the university where this case occurred, the skill level of ICT use among students in a learning context was very heterogeneous. The E-learning Competency Centre, or ECC, which was in charge of techno-pedagogical development at the institution, created a hybrid learning module that offered students learning materials and activities with both face-to-face workshops and online tutorials for autonomous learning. The students were able to choose subjects they wanted to learn "à la carte" by taking tutorials on their own and/or by participating in face-to-face workshops. The module described in this case is currently under construction. The design phase of this project is the focus of this case study.

Learning with three factors: modulating Hebbian plasticity with errors.

Science.gov (United States)

Kuśmierz, Łukasz; Isomura, Takuya; Toyoizumi, Taro

2017-10-01

Synaptic plasticity is a central theme in neuroscience. A framework of three-factor learning rules provides a powerful abstraction, helping to navigate through the abundance of models of synaptic plasticity. It is well-known that the dopamine modulation of learning is related to reward, but theoretical models predict other functional roles of the modulatory third factor; it may encode errors for supervised learning, summary statistics of the population activity for unsupervised learning or attentional feedback. Specialized structures may be needed in order to generate and propagate third factors in the neural network. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

The Development Of Learning Sets And Research Methodology Module Using Problem Based Learning For Accounting Education Students

OpenAIRE

Thomas, Partono; Nurkhin, Ahmad

2016-01-01

Improving the learning process is very important for every lecturer by implement innovative learning methods or media. The purpose of this study is to develop a research methodology learning instruction and module based of problem based learning for accounting education students. This research applied research and development design in the research methodology course in Economics Education (Accounting) Department, Faculty Of Economics, Semarang State University. Data analysis was used to test...

Mirroring "meaningful" actions: sensorimotor learning modulates imitation of goal-directed actions.

Science.gov (United States)

Catmur, Caroline; Heyes, Cecilia

2017-06-19

Imitation is important in the development of social and technological skills throughout the lifespan. Experiments investigating the acquisition and modulation of imitation (and of its proposed neural substrate, the mirror neuron system) have produced evidence that the capacity for imitation depends on associative learning in which connections are formed between sensory and motor representations of actions. However, evidence that the development of imitation depends on associative learning has been found only for non-goal-directed actions. One reason for the lack of research on goal-directed actions is that imitation of such actions is commonly confounded with the tendency to respond in a spatially compatible manner. However, since the most prominent account of mirror neuron function, and hence of imitation, suggests that these cells encode goal-directed actions, it is important to establish whether sensorimotor learning can also modulate imitation of goal-directed actions. Experiment 1 demonstrated that imitation of goal-directed grasping can be measured while controlling for spatial compatibility, and Experiment 2 showed that this imitation effect can be modulated by sensorimotor training. Together these data support the hypothesis that the capacity for behavioural imitation, and the properties of the mirror neuron system, are constructed in the course of development through associative learning.

Transportation life cycle assessment (LCA) synthesis : life cycle assessment learning module series.

Science.gov (United States)

2015-03-12

The Life Cycle Assessment Learning Module Series is a set of narrated, self-advancing slideshows on : various topics related to environmental life cycle assessment (LCA). This research project produced the first 27 of such modules, which : are freely...

Interactive E-learning module in pharmacology: a pilot project at a rural medical college in India.

Science.gov (United States)

Gaikwad, Nitin; Tankhiwale, Suresh

2014-01-01

Many medical educators are experimenting with innovative ways of E-learning. E-learning provides opportunities to students for self-directed learning in addition to other advantages. In this study, we designed and evaluated an interactive E-learning module in pharmacology for effectiveness, acceptability and feasibility, with the aim of promoting active learning in this fact-filled subject. A quasi-experimental single-group pre-test/post-test study was conducted with fourth-semester students of the second professionals course (II MBBS), selected using non-probability convenience sampling method. An E-learning module in endocrine pharmacology was designed to comprise three units of interactive PowerPoint presentations. The pre-validated presentations were uploaded on the website according to a predefined schedule and the 42 registered students were encouraged to self-learning using these interactive presentations. Cognitive gain was assessed using an online pre- and post-test for each unit. Students' perceptions were recorded using an online feedback questionnaire on a 5-point Likert scale. Finally, focused group discussion was conducted to further explore students' views on E-learning activity. Significant attrition was observed during the E-learning activity. Of the 42 registered students, only 16 students completed the entire E-learning module. The summed average score of all three units (entire module) was increased significantly from 38.42 % (summed average pre-test score: 11.56/30 ± 2.90) to 66.46 % (summed average post-test score: 19.94/30 ± 6.13). The class-average normalized gain for the entire module was 0.4542 (45.42). The students accepted this E-learning activity well as they perceived it to be innovative, convenient, flexible and useful. The average rating was between 4 (agree) and 5 (strongly agree). The interactive E-learning module in pharmacology was moderately effective and well perceived by the students. The simple, cost-effective and

Module Six: Parallel Circuits; Basic Electricity and Electronics Individualized Learning System.

Science.gov (United States)

Bureau of Naval Personnel, Washington, DC.

In this module the student will learn the rules that govern the characteristics of parallel circuits; the relationships between voltage, current, resistance and power; and the results of common troubles in parallel circuits. The module is divided into four lessons: rules of voltage and current, rules for resistance and power, variational analysis,…

Study Modules for Calculus-Based General Physics. [Includes Modules 24-26: Electric Potential; Ohm's Law; and Capacitors].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Automatic Modulation Classification Based on Deep Learning for Unmanned Aerial Vehicles

Directory of Open Access Journals (Sweden)

Duona Zhang

2018-03-01

Full Text Available Deep learning has recently attracted much attention due to its excellent performance in processing audio, image, and video data. However, few studies are devoted to the field of automatic modulation classification (AMC. It is one of the most well-known research topics in communication signal recognition and remains challenging for traditional methods due to complex disturbance from other sources. This paper proposes a heterogeneous deep model fusion (HDMF method to solve the problem in a unified framework. The contributions include the following: (1 a convolutional neural network (CNN and long short-term memory (LSTM are combined by two different ways without prior knowledge involved; (2 a large database, including eleven types of single-carrier modulation signals with various noises as well as a fading channel, is collected with various signal-to-noise ratios (SNRs based on a real geographical environment; and (3 experimental results demonstrate that HDMF is very capable of coping with the AMC problem, and achieves much better performance when compared with the independent network.

The effectiveness of module with critical thinking approach on hydrolysis and buffer materials in chemistry learning

Science.gov (United States)

Nuswowati, M.; Purwanti, E.

2018-03-01

The research aims is to find out the effectiveness of critical thinking approach in Chemistry learning especially on hydrolysis and buffer materials. The level of its effectiveness was viewed from the students’ learning outcomes including knowledge, attitude and skill domains. The data were collected through validation sheets, questionnaires and tests, which were then analyzed by using descriptive quantitative method. The first step conducted was validating the module that was going to be used in the learning processes. The students’ learning outcome on knowledge domain was very good, viewed from the classical attainment by 88.63% with N-gain 0.718 with high criteria. It was also viewed from the students’ criticality level in solving the given problems. The result of the study revealed that more than 75% of the students obtained critical and very critical criteria in solving the given problems. The students’ attitudes and skills values were viewed through observation sheets during the learning processes. The result of the observation stated that more than 75% of the students showed good and very good attitudes and skills values. Based on the data, it could be concluded that the module with critical thinking approach was effective to be used on hydrolysis and buffer materials.

Gene Network Construction from Microarray Data Identifies a Key Network Module and Several Candidate Hub Genes in Age-Associated Spatial Learning Impairment.

Science.gov (United States)

Uddin, Raihan; Singh, Shiva M

2017-01-01

As humans age many suffer from a decrease in normal brain functions including spatial learning impairments. This study aimed to better understand the molecular mechanisms in age-associated spatial learning impairment (ASLI). We used a mathematical modeling approach implemented in Weighted Gene Co-expression Network Analysis (WGCNA) to create and compare gene network models of young (learning unimpaired) and aged (predominantly learning impaired) brains from a set of exploratory datasets in rats in the context of ASLI. The major goal was to overcome some of the limitations previously observed in the traditional meta- and pathway analysis using these data, and identify novel ASLI related genes and their networks based on co-expression relationship of genes. This analysis identified a set of network modules in the young, each of which is highly enriched with genes functioning in broad but distinct GO functional categories or biological pathways. Interestingly, the analysis pointed to a single module that was highly enriched with genes functioning in "learning and memory" related functions and pathways. Subsequent differential network analysis of this "learning and memory" module in the aged (predominantly learning impaired) rats compared to the young learning unimpaired rats allowed us to identify a set of novel ASLI candidate hub genes. Some of these genes show significant repeatability in networks generated from independent young and aged validation datasets. These hub genes are highly co-expressed with other genes in the network, which not only show differential expression but also differential co-expression and differential connectivity across age and learning impairment. The known function of these hub genes indicate that they play key roles in critical pathways, including kinase and phosphatase signaling, in functions related to various ion channels, and in maintaining neuronal integrity relating to synaptic plasticity and memory formation. Taken together, they

Learning to Produce Syllabic Speech Sounds via Reward-Modulated Neural Plasticity

Science.gov (United States)

Warlaumont, Anne S.; Finnegan, Megan K.

2016-01-01

At around 7 months of age, human infants begin to reliably produce well-formed syllables containing both consonants and vowels, a behavior called canonical babbling. Over subsequent months, the frequency of canonical babbling continues to increase. How the infant’s nervous system supports the acquisition of this ability is unknown. Here we present a computational model that combines a spiking neural network, reinforcement-modulated spike-timing-dependent plasticity, and a human-like vocal tract to simulate the acquisition of canonical babbling. Like human infants, the model’s frequency of canonical babbling gradually increases. The model is rewarded when it produces a sound that is more auditorily salient than sounds it has previously produced. This is consistent with data from human infants indicating that contingent adult responses shape infant behavior and with data from deaf and tracheostomized infants indicating that hearing, including hearing one’s own vocalizations, is critical for canonical babbling development. Reward receipt increases the level of dopamine in the neural network. The neural network contains a reservoir with recurrent connections and two motor neuron groups, one agonist and one antagonist, which control the masseter and orbicularis oris muscles, promoting or inhibiting mouth closure. The model learns to increase the number of salient, syllabic sounds it produces by adjusting the base level of muscle activation and increasing their range of activity. Our results support the possibility that through dopamine-modulated spike-timing-dependent plasticity, the motor cortex learns to harness its natural oscillations in activity in order to produce syllabic sounds. It thus suggests that learning to produce rhythmic mouth movements for speech production may be supported by general cortical learning mechanisms. The model makes several testable predictions and has implications for our understanding not only of how syllabic vocalizations develop

Simulation-Visualization and Self-Assessment Modules' Capabilities in Structural Analysis Course Including Survey Analysis Results

Science.gov (United States)

Kadiam, Subhash Chandra Bose S. V.; Mohammed, Ahmed Ali; Nguyen, Duc T.

2010-01-01

In this paper, we describe an approach to analyze 2D truss/Frame/Beam structures under Flash-based environment. Stiffness Matrix Method (SMM) module was developed as part of ongoing projects on a broad topic "Students' Learning Improvements in Science, Technology, Engineering and Mathematics (STEM) Related Areas" at Old Dominion…

Assess Student Performance: Skills. Second Edition. Module D-4 of Category D--Instructional Evaluation. Professional Teacher Education Module Series.

Science.gov (United States)

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This module, one of a series of 127 performance-based teacher education learning packages focusing upon specific professional competencies of vocational education teachers, deals with assessing student performance of psychomotor skills. Included in the module are learning experiences that address the following topics: important considerations…

Transcranial direct current stimulation of the posterior parietal cortex modulates arithmetic learning.

Science.gov (United States)

Grabner, Roland H; Rütsche, Bruno; Ruff, Christian C; Hauser, Tobias U

2015-07-01

The successful acquisition of arithmetic skills is an essential step in the development of mathematical competencies and has been associated with neural activity in the left posterior parietal cortex (PPC). It is unclear, however, whether this brain region plays a causal role in arithmetic skill acquisition and whether arithmetic learning can be modulated by means of non-invasive brain stimulation of this key region. In the present study we addressed these questions by applying transcranial direct current stimulation (tDCS) over the left PPC during a short-term training that simulates the typical path of arithmetic skill acquisition (specifically the transition from effortful procedural to memory-based problem-solving strategies). Sixty participants received either anodal, cathodal or sham tDCS while practising complex multiplication and subtraction problems. The stability of the stimulation-induced learning effects was assessed in a follow-up test 24 h after the training. Learning progress was modulated by tDCS. Cathodal tDCS (compared with sham) decreased learning rates during training and resulted in poorer performance which lasted over 24 h after stimulation. Anodal tDCS showed an operation-specific improvement for subtraction learning. Our findings extend previous studies by demonstrating that the left PPC is causally involved in arithmetic learning (and not only in arithmetic performance) and that even a short-term tDCS application can modulate the success of arithmetic knowledge acquisition. Moreover, our finding of operation-specific anodal stimulation effects suggests that the enhancing effects of tDCS on learning can selectively affect just one of several cognitive processes mediated by the stimulated area. © 2015 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Pengembangan Modul Pembelajaran Fisika Berbasis Problem Based Learning (PBL pada Materi Gelombang Bunyi untuk Siswa SMA Kelas XII

Directory of Open Access Journals (Sweden)

Tri Anita Nur Hasanah

2017-03-01

Full Text Available The 2013 curriculum emphasizes on Scientific Approach taht tie topic with real context. Either learning model that leads to Scientific Approach that is Problem Based Learning (PBL. So that need to prepare appropriate teaching material to support learning model PBL one of them module independent teaching topic for learners. The aim of these research is describe the Learning Module which is developed that is physic learning module based on PBL of the topic sound wave for senior high school grade XII and examine its feasibility. This development research used 4-D Thiagarajan with modified model. This research has been done in three stages such as define, design, and develop which are restricted until the limited try out. The data collection is used questionnaire. The module validation by 4 validators and limited try out to 10 students. The result of research drawn that material aspect is 3,59 with the suitable criterion, presentation aspect is 3,9 with the suitable criterion, language aspect is 3,41 with the suitable criterion, and the limited try out result got 3,6 with an appropriate criterion. In conclusion, physic learning module based on PBL in sound wave material for senior high school grade XII is applicable. Keywords: Physic Learning Module, Problem Based Learning (PBL, Topic sound wave Pada kurikulum 2013 menekankan pada Scientific Approach yang mengaitkan materi dengan konteks dunia nyata. Salah satu model pembelajaran yang mengarah ke Scientific Approach yaitu Problem Based Learning (PBL. Sehingga perlu dipersiapkan bahan ajar yang tepat untuk mendukung model pembelajaran PBL salah satunya modul yang merupakan bahan ajar mandiri bagi peserta didik. Tujuan penelitian ini adalah mendeskripsikan pengembangan modul yaitu modul pembelajaran fisika berbasis PBL pada materi Gelombang Bunyi untuk siswa SMA kelas XII dan menguji kelayakannya.Penelitian pengembangan menggunakan model 4-D Thiagarajan yang sudah di modifikasi. Penelitian ini

Evaluation of an active learning module to teach hazard and risk in Hazard Analysis and Critical Control Points (HACCP classes

Directory of Open Access Journals (Sweden)

Omar A. Oyarzabal

2017-04-01

Full Text Available The terms hazard and risk are significant building blocks for the organization of risk-based food safety plans. Unfortunately, these terms are not clear for some personnel working in food manufacturing facilities. In addition, there are few examples of active learning modules for teaching adult participants the principles of hazard analysis and critical control points (HACCP. In this study, we evaluated the effectiveness of an active learning module to teach hazard and risk to participants of HACCP classes provided by the University of Vermont Extension in 2015 and 2016. This interactive module is comprised of a questionnaire; group playing of a dice game that we have previously introduced in the teaching of HACCP; the discussion of the terms hazard and risk; and a self-assessment questionnaire to evaluate the teaching of hazard and risk. From 71 adult participants that completed this module, 40 participants (56% provided the most appropriate definition of hazard, 19 participants (27% provided the most appropriate definition of risk, 14 participants (20% provided the most appropriate definitions of both hazard and risk, and 23 participants (32% did not provide an appropriate definition for hazard or risk. Self-assessment data showed an improvement in the understanding of these terms (P < 0.05. Thirty participants (42% stated that the most valuable thing they learned with this interactive module was the difference between hazard and risk, and 40 participants (65% responded that they did not attend similar presentations in the past. The fact that less than one third of the participants answered properly to the definitions of hazard and risk at baseline is not surprising. However, these results highlight the need for the incorporation of modules to discuss these important food safety terms and include more active learning modules to teach food safety classes. This study suggests that active learning helps food personnel better understand important

Study Modules for Calculus-Based General Physics. [Includes Modules 38-40: Optical Instruments; Diffraction; and Alternating Current Circuits].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Study Modules for Calculus-Based General Physics. [Includes Modules 41 and 42: Lenses and Mirrors; Relativity; and Appendix].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Study Modules for Calculus-Based General Physics. [Includes Modules 3-5: Planar Motion; Newton's Laws; and Vector Multiplication].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Nicotinic modulation of hippocampal cell signaling and associated effects on learning and memory.

Science.gov (United States)

Kutlu, Munir Gunes; Gould, Thomas J

2016-03-01

The hippocampus is a key brain structure involved in synaptic plasticity associated with long-term declarative memory formation. Importantly, nicotine and activation of nicotinic acetylcholine receptors (nAChRs) can alter hippocampal plasticity and these changes may occur through modulation of hippocampal kinases and transcription factors. Hippocampal kinases such as cAMP-dependent protein kinase (PKA), calcium/calmodulin-dependent protein kinases (CAMKs), extracellular signal-regulated kinases 1 and 2 (ERK1/2), and c-jun N-terminal kinase 1 (JNK1), and the transcription factor cAMP-response element-binding protein (CREB) that are activated either directly or indirectly by nicotine may modulate hippocampal plasticity and in parallel hippocampus-dependent learning and memory. Evidence suggests that nicotine may alter hippocampus-dependent learning by changing the time and magnitude of activation of kinases and transcription factors normally involved in learning and by recruiting additional cell signaling molecules. Understanding how nicotine alters learning and memory will advance basic understanding of the neural substrates of learning and aid in understanding mental disorders that involve cognitive and learning deficits. Copyright © 2015 Elsevier Inc. All rights reserved.

How online learning modules can improve the representational fluency and conceptual understanding of university physics students

Science.gov (United States)

Hill, M.; Sharma, M. D.; Johnston, H.

2015-07-01

The use of online learning resources as core components of university science courses is increasing. Learning resources range from summaries, videos, and simulations, to question banks. Our study set out to develop, implement, and evaluate research-based online learning resources in the form of pre-lecture online learning modules (OLMs). The aim of this paper is to share our experiences with those using, or considering implementing, online learning resources. Our first task was to identify student learning issues in physics to base the learning resources on. One issue with substantial research is conceptual understanding, the other with comparatively less research is scientific representations (graphs, words, equations, and diagrams). We developed learning resources on both these issues and measured their impact. We created weekly OLMs which were delivered to first year physics students at The University of Sydney prior to their first lecture of the week. Students were randomly allocated to either a concepts stream or a representations stream of online modules. The programme was first implemented in 2013 to trial module content, gain experience and process logistical matters and repeated in 2014 with approximately 400 students. Two validated surveys, the Force and Motion Concept Evaluation (FMCE) and the Representational Fluency Survey (RFS) were used as pre-tests and post-tests to measure learning gains while surveys and interviews provided further insights. While both streams of OLMs produced similar positive learning gains on the FMCE, the representations-focussed OLMs produced higher gains on the RFS. Conclusions were triangulated with student responses which indicated that they have recognized the benefit of the OLMs for their learning of physics. Our study shows that carefully designed online resources used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware

Teaching materials on language endangerment, an interactive e-learning module on the internet

NARCIS (Netherlands)

Odé, C.; de Graaf, T.; Ostler, N.; Salverda, R.

2008-01-01

In 2007, in the framework of the NWO (Netherlands Organisation for Scientific Research) Research Programme on Endangered Languages, an interactive e-learning module has been developed on language endangerment. The module for students in secondary schools (15-18 years of age) is available free of

Implementation of an e-learning module improves consistency in the histopathological diagnosis of sessile serrated lesions within a nationwide population screening programme.

Science.gov (United States)

IJspeert, Joep E G; Madani, Ariana; Overbeek, Lucy I H; Dekker, Evelien; Nagtegaal, Iris D

2017-05-01

Distinguishing premalignant sessile serrated lesions (SSLs) from hyperplastic polyps (HPs) is difficult for pathologists in daily practice. We aimed to evaluate nationwide variability within histopathology laboratories in the frequency of diagnosing an SSL as compared with an HP within the Dutch population-based screening programme for colorectal cancer and to assess the effect of an e-learning module on interlaboratory consistency. Data were retrieved from the Dutch Pathology Registry from the start of the nationwide population screening programme, January 2014, until December 2015. An obligatory e-learning module was implemented among pathologists in October 2014. The ratio between SSL and HP diagnosis was determined per laboratory. Odds ratios (ORs) for the diagnosis of an SSL per laboratory were compared with the laboratory with the median odds (median laboratory), before and after implementation of the e-learning module. In total, 14 997 individuals with 27 879 serrated polyps were included; 6665 (23.9%) were diagnosed as SSLs, and 21 214 as HPs (76.1%). The ratio of diagnosing an SSL ranged from 5% to 47% (median 23%) within 44 laboratories. Half of the laboratories showed a significantly different OR (range 3.47-0.16) for diagnosing an SSL than the median laboratory. Variability decreased after implementation of the e-learning module (P = 0.02). Of all pathology laboratories, 70% became more consistent with the median laboratory after e-learning implementation. We demonstrated substantial interlaboratory variability in the histopathological diagnosis of SSLs, which significantly decreased after implementation of a structured e-learning module. Widespread implementation of education might contribute to more homogeneous practice among pathologists. © 2016 John Wiley & Sons Ltd.

Adaptive eLearning modules for cytopathology education: A review and approach.

Science.gov (United States)

Samulski, T Danielle; La, Teresa; Wu, Roseann I

2016-11-01

Clinical training imposes time and resource constraints on educators and learners, making it difficult to provide and absorb meaningful instruction. Additionally, innovative and personalized education has become an expectation of adult learners. Fortunately, the development of web-based educational tools provides a possible solution to these challenges. Within this review, we introduce the utility of adaptive eLearning platforms in pathology education. In addition to a review of the current literature, we provide the reader with a suggested approach for module creation, as well as a critical assessment of an available platform, based on our experience in creating adaptive eLearning modules for teaching basic concepts in gynecologic cytopathology. Diagn. Cytopathol. 2016;44:944-951. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Military Curricula for Vocational & Technical Education. Basic Electricity and Electronics Individualized Learning System. CANTRAC A-100-0010. Module Six: Parallel Circuits. Study Booklet.

Science.gov (United States)

Chief of Naval Education and Training Support, Pensacola, FL.

This individualized learning module on parallel circuits is one in a series of modules for a course in basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instructional and curriculum development in a civilian setting. Four lessons are included in the…

Experimental Learning of Digital Power Controller for Photovoltaic Module Using Proteus VSM

Directory of Open Access Journals (Sweden)

Abhijit V. Padgavhankar

2014-01-01

Full Text Available The electric power supplied by photovoltaic module depends on light intensity and temperature. It is necessary to control the operating point to draw the maximum power of photovoltaic module. This paper presents the design and implementation of digital power converters using Proteus software. Its aim is to enhance student’s learning for virtual system modeling and to simulate in software for PIC microcontroller along with the hardware design. The buck and boost converters are designed to interface with the renewable energy source that is PV module. PIC microcontroller is used as a digital controller, which senses the PV electric signal for maximum power using sensors and output voltage of the dc-dc converter and according to that switching pulse is generated for the switching of MOSFET. The implementation of proposed system is based on learning platform of Proteus virtual system modeling (VSM and the experimental results are presented.

Using Machine Learning for Risky Module Estimation of Safety-Critical Software

International Nuclear Information System (INIS)

Kim, Young Mi; Jeong, Choong Heui

2009-01-01

With the rapid development of digital computer and information processing technologies, nuclear I and C (Instrument and Control) system which needs safety critical function has adopted digital technologies. Software used in safety-critical system must have high dependability. Highly dependable software needs strict software testing and V and V activities. These days, regulatory demands for nuclear power plants are more and more increasing. But, human resources and time for regulation are limited. So, early software risky module prediction is very useful for software testing and regulation activities. Early estimation can be built from a collection of internal metrics during early development phase. Internal metrics are measures of a product derived from assessment of the product itself, and external metrics are measures of a product derived from assessment of the behavior of the systems. Internal metrics can be collected more easily and early than external metrics. In addition, internal metrics can be useful for estimating fault-prone software modules using machine learning. In this paper, we introduce current research status and techniques related to estimating risky software module using machine learning techniques. Section 2 describes the overview of the estimation model using machine learning and section 3 describes processes of the estimation model. Section 4 describes several estimation models using machine leanings. Section 5 concludes the paper

The Iterative Development and Use of an Online Problem-Based Learning Module for Preservice and Inservice Teachers

Science.gov (United States)

Rillero, Peter; Camposeco, Laurie

2018-01-01

Teachers' problem-based learning knowledge, abilities, and attitudes are important factors in successful K--12 PBL implementations. This article describes the development and use of a free, online module entitled "Design a Problem-Based Learning Experience." The module production, aligned with theories of andragogy, was a partnership…

Study Modules for Calculus-Based General Physics. [Includes Modules 6 and 7: Work and Energy; Applications of Newton's Laws].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Emotional Modulation of Learning and Memory: Pharmacological Implications.

Science.gov (United States)

LaLumiere, Ryan T; McGaugh, James L; McIntyre, Christa K

2017-07-01

Memory consolidation involves the process by which newly acquired information becomes stored in a long-lasting fashion. Evidence acquired over the past several decades, especially from studies using post-training drug administration, indicates that emotional arousal during the consolidation period influences and enhances the strength of the memory and that multiple different chemical signaling systems participate in this process. The mechanisms underlying the emotional influences on memory involve the release of stress hormones and activation of the basolateral amygdala, which work together to modulate memory consolidation. Moreover, work suggests that this amygdala-based memory modulation occurs with numerous types of learning and involves interactions with many different brain regions to alter consolidation. Additionally, studies suggest that emotional arousal and amygdala activity in particular influence synaptic plasticity and associated proteins in downstream brain regions. This review considers the historical understanding for memory modulation and cellular consolidation processes and examines several research areas currently using this foundational knowledge to develop therapeutic treatments. Copyright © 2017 by The American Society for Pharmacology and Experimental Therapeutics.

Psychosocial modulators of motor learning in Parkinson’s disease

Directory of Open Access Journals (Sweden)

Petra eZemankova

2016-02-01

Full Text Available Using the remarkable overlap between brain circuits affected in Parkinson’s disease (PD and those underlying motor sequence learning, we may improve the effectiveness of motor rehabilitation interventions by identifying motor learning facilitators in PD. For instance, additional sensory stimulation and task cueing enhanced motor learning in people with PD, whereas exercising using musical rhythms or console computer games improved gait and balance, and reduced some motor symptoms, in addition to increasing task enjoyment. Yet, despite these advances, important knowledge gaps remain. Most studies investigating motor learning in PD used laboratory-specific tasks and equipment, with little resemblance to real life situations. Thus, it is unknown whether similar results could be achieved in more ecological setups and whether individual’s task engagement could further improve motor learning capacity. Moreover, the role of social interaction in motor skill learning process has not yet been investigated in PD and the role of mind-set and self-regulatory mechanisms have been sporadically examined. Here we review evidence suggesting that these psychosocial factors may be important modulators of motor learning in PD. We propose their incorporation in future research, given that it could lead to development of improved non-pharmacological interventions aimed to preserve or restore motor function in PD.

Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

Science.gov (United States)

Pierce, Richard; Fox, Jeremy

2012-12-12

To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities

Science.gov (United States)

Hsu, Ying-Shao; Fang, Su-Chi; Zhang, Wen-Xin; Hsin-Kai, Wu; Wu, Pai-Hsing; Hwang, Fu-Kwun

2016-01-01

The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air pollution were developed to facilitate students' inquiry abilities: questioning, planning, analyzing,…

Creating a blended learning module in an online master study programme in oncology.

Science.gov (United States)

Mayer, Benjamin; Ring, Christina; Muche, Rainer; Rothenbacher, Dietrich; Schmidt-Strassburger, Uta

2015-01-01

The medical faculty of Ulm University has launched the postgraduate master online study programme Advanced Oncology (AO) in 2010. We describe the challenges in developing an e-learning module using the example of a medical biometry course, focusing the implementation of the course material and our single-loop learning experience after the first students have finished and evaluated the lecture. Programme participants are qualified medical doctors and researchers in biomedical areas related to the field of oncology. The study programme provides the majority of lectures online via didactic videos accompanied by one-week attendance seminars. Supplementary learning materials include review articles, supportive reading material, multiple choice questions, and exercises for each unit. Lecture evaluations based on specific questions concerning learning environment and information learned, each measured on a five-point Likert scale. Lecture videos were implemented following the classical triad of the didactic process, using oncological examples from practice to teach. The online tutorial support offered to students was hardly used, thus we enhanced faculty presence during the face-to-face seminars. Lecture evaluations improved after revising the learning material on the basis of the first AO student cohort's comments. Developing and implementing an online study programme is challenging with respect of maximizing the information students learn due to limited opportunities for personal contact between lecturers and students. A more direct interaction of lecturers and students in a blended learning setting outperforms a mere web-based contact in terms of learning advantage and students' satisfaction, especially for complex methodological content.

Developing the fun and educative module in plant morphology and anatomy learning for tenth graders

Directory of Open Access Journals (Sweden)

Alfi Suciyati

2018-03-01

Full Text Available This research aims to examine the eligibility of and responses from expert media, expert material, practitioners and students’ on the ‘Fun and Educative’ biology module. The module was developed in a fun and educative way presenting various educative games. The research development model is using ADDIE model that consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. The data collection technique employed examination of learning media experts, material experts, practitioners (biology teachers, and students. The data of research was analyzed in descriptive-qualitative and descriptive-qualitative ways. The results of evaluation on the module’s eligibility convey that the learning media expert gave 87.69% with the category of ‘highly eligible’, the material expert gave 86.00% with the category of ‘highly eligible', and the practitioners gave 83.68% with the category of ‘eligible'. The students' responses to questionnaires given related to the developed module gave 90.00% with the category of ‘highly interesting'. Based on the results of examination by the media expert, material expert, practitioners, and students, conclude that the module has fulfilled the criteria of good and eligible learning material and can be used for studying biology.

Modulation of Host Learning in Aedes aegypti Mosquitoes.

Science.gov (United States)

Vinauger, Clément; Lahondère, Chloé; Wolff, Gabriella H; Locke, Lauren T; Liaw, Jessica E; Parrish, Jay Z; Akbari, Omar S; Dickinson, Michael H; Riffell, Jeffrey A

2018-02-05

How mosquitoes determine which individuals to bite has important epidemiological consequences. This choice is not random; most mosquitoes specialize in one or a few vertebrate host species, and some individuals in a host population are preferred over others. Mosquitoes will also blood feed from other hosts when their preferred is no longer abundant, but the mechanisms mediating these shifts between hosts, and preferences for certain individuals within a host species, remain unclear. Here, we show that olfactory learning may contribute to Aedes aegypti mosquito biting preferences and host shifts. Training and testing to scents of humans and other host species showed that mosquitoes can aversively learn the scent of specific humans and single odorants and learn to avoid the scent of rats (but not chickens). Using pharmacological interventions, RNAi, and CRISPR gene editing, we found that modification of the dopamine-1 receptor suppressed their learning abilities. We further show through combined electrophysiological and behavioral recordings from tethered flying mosquitoes that these odors evoke changes in both behavior and antennal lobe (AL) neuronal responses and that dopamine strongly modulates odor-evoked responses in AL neurons. Not only do these results provide direct experimental evidence that olfactory learning in mosquitoes can play an epidemiological role, but collectively, they also provide neuroanatomical and functional demonstration of the role of dopamine in mediating this learning-induced plasticity, for the first time in a disease vector insect. Copyright © 2017 Elsevier Ltd. All rights reserved.

Lessons from interprofessional e-learning: piloting a care of the elderly module.

Science.gov (United States)

Juntunen, Anitta; Heikkinen, Eija

2004-08-01

Educating health care professionals is a key issue in the provision of quality healthcare services. Interprofessional education has been suggested as a means of meeting this challenge. Four Finnish polytechnics providing education for nurses, social workers and physiotherapists wished to develop the content and methods of teaching the care of the elderly by collaboratively creating and implementing an interprofessional module of 15 European Credit Transfer units, using e-learning. This paper examines the planning and assessment of the impact of the pilot module. The web-based environment eminently suited teaching interprofessional care of the elderly. It supported content and methodological development and renewal of the module. It enabled discussion and collaboration between nursing, social work and rehabilitation teachers and students from the Polytechnics which are located in different parts of Finland. However, it became evident during the pilot that the most crucial challenges of the web-based pedagogy were in the ability of the teacher to supervise, support and motivate students and the organisation of interprofessional learning offered by collaborating institutions.

Validity and Practitality of Acid-Base Module Based on Guided Discovery Learning for Senior High School

Science.gov (United States)

Yerimadesi; Bayharti; Jannah, S. M.; Lufri; Festiyed; Kiram, Y.

2018-04-01

This Research and Development(R&D) aims to produce guided discovery learning based module on topic of acid-base and determine its validity and practicality in learning. Module development used Four D (4-D) model (define, design, develop and disseminate).This research was performed until development stage. Research’s instruments were validity and practicality questionnaires. Module was validated by five experts (three chemistry lecturers of Universitas Negeri Padang and two chemistry teachers of SMAN 9 Padang). Practicality test was done by two chemistry teachers and 30 students of SMAN 9 Padang. Kappa Cohen’s was used to analyze validity and practicality. The average moment kappa was 0.86 for validity and those for practicality were 0.85 by teachers and 0.76 by students revealing high category. It can be concluded that validity and practicality was proven for high school chemistry learning.

Study Modules for Calculus-Based General Physics. [Includes Modules 8-10: Conservation of Energy; Impulse and Momentum; and Rotational Motion].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Developing a service-learning module for oral health: A needs assessment

Directory of Open Access Journals (Sweden)

R Ebrahim

2017-03-01

Full Text Available Background. Service learning (SL as a pedagogy in higher education must be differentiated from other services with a primarily philanthropic intent. Dental therapy and oral hygiene students at Sefako Makgatho Health Sciences University, School of Oral Health Sciences, Pretoria, South Africa visit community sites during their 2nd year of study. However, the current curricula would need restructuring for alignment with the espoused pedagogy and standards of SL. Such an SL curriculum design would thus allow for the provision of meaningful services to communities as an integral component of these programmes. Objective. To explore (i perceptions of 2nd-year oral health students; and (ii opinions of academics with regard to the need for an SL module. Methods. Purposive sampling was used to conduct two focus group discussions with academics involved in curriculum development (n=11 and students who had previous exposure to communities (n=10. A survey containing open-ended questions was completed by 9 academics, who would implement the proposed SL module. Frequencies were calculated and data from the open questions were analysed for emergent themes. Results. Most academics (89%, n=8 indicated that working effectively with others as members of a team and developing cultural sensitivity were achievable from an SL module. Two themes emerged from the focus groups, i.e. (i enhanced teaching and learning – students could apply theoretical and clinical training in an authentic setting; and (ii standardisation of training – an SL module would ensure consistency when engaging with communities. Conclusion. The needs assessment was valuable to inform the development and implementation of the SL module.

Innovations in occupational health nursing education, including a distance learning approach.

Science.gov (United States)

Lowis, A; Ellington, H

1991-07-01

The results of a survey in the United Kingdom in the late 1980s indicated that many occupational health nurses were not being sent for formal training because of the length of time nurses needed to be away from their employment and the difficulty employers had in finding nurse replacements during training. To meet the needs of occupational health nurses and their employers, the Robert Gordon Institute of Technology (RGIT) instituted a modular training course that offers full time attendance or distance learning options. RGIT's course consists of six modules over a 1 to 3 year period, which students can take in any order after completing a short Return to Study course. Using the innovative distance learning option, occupational health nurses can earn a Diploma in Occupational Health Nursing while completing most of their courses at the workplace, thus avoiding conflicts between training and work schedules.

Auditory and motor imagery modulate learning in music performance

Directory of Open Access Journals (Sweden)

Rachel M. Brown

2013-07-01

Full Text Available Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians’ encoding (during Learning, as they practiced novel melodies, and retrieval (during Recall of those melodies. Pianists learned melodies by listening without performing (auditory learning or performing without sound (motor learning; following Learning, pianists performed the melodies from memory with auditory feedback (Recall. During either Learning (Experiment 1 or Recall (Experiment 2, pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced and temporal regularity (variability of quarter-note interonset intervals were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists’ pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2. Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1: Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2: Higher auditory imagery skill predicted greater temporal regularity during Recall in the

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

Science.gov (United States)

Kuneni, Erna; Mardiyana, Pramudya, Ikrar

2017-08-01

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

Evaluation of a Team Project Based Learning Module for Developing Employability Skills

OpenAIRE

Janice Whatley

2012-01-01

This paper presents a case study, in which a new module, aimed at enhancing students’ employ-ability skills, is evaluated. Employability skills for graduates from higher education are regarded as essential outcomes from their degree programmes, but it can be difficult to provide appropriate opportunities to develop these skills in the context of their studies. This paper describes a new module, called Live Projects, designed to provide project based learning on campus, but involv-ing local bu...

Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics

OpenAIRE

McDaniel, Scott N.; Green, Lisa

2012-01-01

Simulations can make complex ideas easier for students to visualize and understand. It has been shown that guidance in the use of these simulations enhances students’ learning. This paper describes the implementation and evaluation of the Independent Interactive Inquiry-based (I3) Learning Modules, which use existing open-source Java applets, combined with audio-visual instruction. Students are guided to discover and visualize important concepts in post-calculus and algebra-based courses in p...

Auditory and motor imagery modulate learning in music performance.

Science.gov (United States)

Brown, Rachel M; Palmer, Caroline

2013-01-01

Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians' encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies by listening without performing (auditory learning) or performing without sound (motor learning); following Learning, pianists performed the melodies from memory with auditory feedback (Recall). During either Learning (Experiment 1) or Recall (Experiment 2), pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced) and temporal regularity (variability of quarter-note interonset intervals) were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists' pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2). Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1): Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2): Higher auditory imagery skill predicted greater temporal regularity during Recall in the presence of

Auditory and motor imagery modulate learning in music performance

Science.gov (United States)

Brown, Rachel M.; Palmer, Caroline

2013-01-01

Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians' encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies by listening without performing (auditory learning) or performing without sound (motor learning); following Learning, pianists performed the melodies from memory with auditory feedback (Recall). During either Learning (Experiment 1) or Recall (Experiment 2), pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced) and temporal regularity (variability of quarter-note interonset intervals) were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists' pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2). Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1): Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2): Higher auditory imagery skill predicted greater temporal regularity during Recall in the presence of

Study Modules for Calculus-Based General Physics. [Includes Modules 11-14: Collisions; Equilibrium of Rigid Bodies; Rotational Dynamics; and Fluid Mechanics].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

"Scaffolding" of Action Learning within a Part-Time Management Development Module

Science.gov (United States)

Joesbury, Mark

2015-01-01

This Account of Practice describes the introduction and development of action learning within a level 5 module of "Communications at Work" delivered as part of a Business & Technology Education Council (BTEC) Professional Certificate in Management (CMS) between 2005/2006 and 2009/2010. This will commence with a personal narrative and…

Blended learning – integrating E-learning with traditional learning methods in teaching basic medical science

OpenAIRE

J.G. Bagi; N.K. Hashilkar

2014-01-01

Background: Blended learning includes an integration of face to face classroom learning with technology enhanced online material. It provides the convenience, speed and cost effectiveness of e-learning with the personal touch of traditional learning. Objective: The objective of the present study was to assess the effectiveness of a combination of e-learning module and traditional teaching (Blended learning) as compared to traditional teaching alone to teach acid base homeostasis to Phase I MB...

Modulation of learning and memory by cytokines: signaling mechanisms and long term consequences.

Science.gov (United States)

Donzis, Elissa J; Tronson, Natalie C

2014-11-01

This review describes the role of cytokines and their downstream signaling cascades on the modulation of learning and memory. Immune proteins are required for many key neural processes and dysregulation of these functions by systemic inflammation can result in impairments of memory that persist long after the resolution of inflammation. Recent research has demonstrated that manipulations of individual cytokines can modulate learning, memory, and synaptic plasticity. The many conflicting findings, however, have prevented a clear understanding of the precise role of cytokines in memory. Given the complexity of inflammatory signaling, understanding its modulatory role requires a shift in focus from single cytokines to a network of cytokine interactions and elucidation of the cytokine-dependent intracellular signaling cascades. Finally, we propose that whereas signal transduction and transcription may mediate short-term modulation of memory, long-lasting cellular and molecular mechanisms such as epigenetic modifications and altered neurogenesis may be required for the long lasting impact of inflammation on memory and cognition. Copyright © 2014 Elsevier Inc. All rights reserved.

Effects of arousal on cognitive control: empirical tests of the conflict-modulated Hebbian-learning hypothesis.

Science.gov (United States)

Brown, Stephen B R E; van Steenbergen, Henk; Kedar, Tomer; Nieuwenhuis, Sander

2014-01-01

An increasing number of empirical phenomena that were previously interpreted as a result of cognitive control, turn out to reflect (in part) simple associative-learning effects. A prime example is the proportion congruency effect, the finding that interference effects (such as the Stroop effect) decrease as the proportion of incongruent stimuli increases. While this was previously regarded as strong evidence for a global conflict monitoring-cognitive control loop, recent evidence has shown that the proportion congruency effect is largely item-specific and hence must be due to associative learning. The goal of our research was to test a recent hypothesis about the mechanism underlying such associative-learning effects, the conflict-modulated Hebbian-learning hypothesis, which proposes that the effect of conflict on associative learning is mediated by phasic arousal responses. In Experiment 1, we examined in detail the relationship between the item-specific proportion congruency effect and an autonomic measure of phasic arousal: task-evoked pupillary responses. In Experiment 2, we used a task-irrelevant phasic arousal manipulation and examined the effect on item-specific learning of incongruent stimulus-response associations. The results provide little evidence for the conflict-modulated Hebbian-learning hypothesis, which requires additional empirical support to remain tenable.

Effects of arousal on cognitive control: Empirical tests of the conflict-modulated Hebbian-learning hypothesis

Directory of Open Access Journals (Sweden)

Stephen B.R.E. Brown

2014-01-01

Full Text Available An increasing number of empirical phenomena that were previously interpreted as a result of cognitive control, turn out to reflect (in part simple associative-learning effects. A prime example is the proportion congruency effect, the finding that interference effects (such as the Stroop effect decrease as the proportion of incongruent stimuli increases. While this was previously regarded as strong evidence for a global conflict monitoring-cognitive control loop, recent evidence has shown that the proportion congruency effect is largely item-specific and hence must be due to associative learning. The goal of our research was to test a recent hypothesis about the mechanism underlying such associative-learning effects, the conflict-modulated Hebbian-learning hypothesis, which proposes that the effect of conflict on associative learning is mediated by phasic arousal responses. In Experiment 1, we examined in detail the relationship between the item-specific proportion congruency effect and an autonomic measure of phasic arousal: task-evoked pupillary responses. In Experiment 2, we used a task-irrelevant phasic arousal manipulation and examined the effect on item-specific learning of incongruent stimulus-response associations. The results provide little evidence for the conflict-modulated Hebbian-learning hypothesis, which requires additional empirical support to remain tenable.

Effects of Web-Based Interactive Modules on Engineering Students' Learning Motivations

Science.gov (United States)

Bai, Haiyan; Aman, Amjad; Xu, Yunjun; Orlovskaya, Nina; Zhou, Mingming

2016-01-01

The purpose of this study is to assess the impact of a newly developed modules, Interactive Web-Based Visualization Tools for Gluing Undergraduate Fuel Cell Systems Courses system (IGLU), on learning motivations of engineering students using two samples (n[subscript 1] = 144 and n[subscript 2] = 135) from senior engineering classes. The…

An E-Learning Module to Improve Nongenetic Health Professionals’ Assessment of Colorectal Cancer Genetic Risk: Feasibility Study

Science.gov (United States)

Aalfs, Cora M; Dekker, Evelien; Tanis, Pieter J; Smets, Ellen M

2017-01-01

Background Nongenetic health providers may lack the relevant knowledge, experience, and communication skills to adequately detect familial colorectal cancer (CRC), despite a positive attitude toward the assessment of history of cancer in a family. Specific training may enable them to more optimally refer patients to genetic counseling. Objective The aim of this study was to develop an e-learning module for gastroenterologists and surgeons (in training) aimed at improving attitudes, knowledge, and comprehension of communication skills, and to assess the feasibility of the e-learning module for continued medical education of these specialists. Methods A focus group helped to inform the development of a training framework. The e-learning module was then developed, followed by a feasibility test among a group of surgeons-in-training (3rd- and 4th-year residents) and then among gastroenterologists, using pre- and posttest questionnaires. Results A total of 124 surgeons-in-training and 14 gastroenterologists participated. The e-learning was positively received (7.5 on a scale of 1 to 10). Between pre- and posttest, attitude increased significantly on 6 out of the 10 items. Mean test score showed that knowledge and comprehension of communication skills improved significantly from 49% to 72% correct at pretest to 67% to 87% correct at posttest. Conclusions This study shows the feasibility of a problem-based e-learning module to help surgeons-in-training and gastroenterologists in recognizing a hereditary predisposition in patients with CRC. The e-learning led to improvements in attitude toward the assessment of cancer family history, knowledge on criteria for referral to genetic counseling for CRC, and comprehension of communication skills. PMID:29254907

Reminder cues modulate the renewal effect in human predictive learning

Directory of Open Access Journals (Sweden)

Javier Bustamante

2016-12-01

Full Text Available Associative learning refers to our ability to learn about regularities in our environment. When a stimulus is repeatedly followed by a specific outcome, we learn to expect the outcome in the presence of the stimulus. We are also able to modify established expectations in the face of disconfirming information (the stimulus is no longer followed by the outcome. Both the change of environmental regularities and the related processes of adaptation are referred to as extinction. However, extinction does not erase the initially acquired expectations. For instance, following successful extinction, the initially learned expectations can recover when there is a context change – a phenomenon called the renewal effect, which is considered as a model for relapse after exposure therapy. Renewal was found to be modulated by reminder cues of acquisition and extinction. However, the mechanisms underlying the effectiveness of reminder cues are not well understood. The aim of the present study was to investigate the impact of reminder cues on renewal in the field of human predictive learning. Experiment I demonstrated that renewal in human predictive learning is modulated by cues related to acquisition or extinction. Initially, participants received pairings of a stimulus and an outcome in one context. These stimulus-outcome pairings were preceded by presentations of a reminder cue (acquisition cue. Then, participants received extinction in a different context in which presentations of the stimulus were no longer followed by the outcome. These extinction trials were preceded by a second reminder cue (extinction cue. During a final phase conducted in a third context, participants showed stronger expectations of the outcome in the presence of the stimulus when testing was accompanied by the acquisition cue compared to the extinction cue. Experiment II tested an explanation of the reminder cue effect in terms of simple cue-outcome associations. Therefore

Development Of Electronic Digestive System Module For Effective Teaching And Learning

Directory of Open Access Journals (Sweden)

Liman Aminu Doko

2017-07-01

Full Text Available The digestive system hence digestion of food is usually one of the topics taught at the secondary and tertiary levels of education. Often this topic is taught using teaching aid in the form of diagrams or charts drawn on plane papers. The inanimate nature of these teaching aid employed makes learning less interesting and comprehension difficult. This paper presents the design and construction of a semi animated digestive module with remote control that visualizes the movement and process of food digestion in the body. Basically the system consists of carved wooden digestive organs with light emitting diodes LEDs carefully fixed on the path of digestion. A remote control is also built to aid remote access to the module. These LEDs start to blink indicating swallowing from the mouth down to the anus illustrating the process of digestion which also involves the production of enzymes. A comparison of with the improved teaching aid will make conventional types showed that it aroused student interest during teaching and learning process. It also reduced too much abstract explanation. Thus making teaching more efficient.

Development of Instructional Materials for Electrochemical Module Class XII Science High School Students with Guided Inquiry Learning Approach

Directory of Open Access Journals (Sweden)

Lilik Fatmawati

2014-06-01

Full Text Available Pengembangan Bahan Ajar Modul Elektrokimia untuk Siswa SMA Kelas XII IPA dengan Pendekatan Pembelajaran Inkuiri Terbimbing Abstract: The aim of this study was to determine the feasibility and effectiveness of the electrochemical module for high school students of class XII results of development. Electrochemical module of the development consists of two learning activities, ie to the material Volta cells and electrolysis cells for the material. Results of the assessment by two chemistry lecturer, State University of Malang and two chemistry teachers XII as an expert content / learning material for eligibility contents was 92.9%, for eligibility and completeness of presentation is 91.1%, and for the eligibility of language is 92.3% , which is classified as very feasible criteria. Overall the average value was 92.1 feasibility. Effectiveness module is indicated by the results of the development of perception and student learning outcomes. Students' perceptions obtained from student assessment results to module development. In the limited field trials obtained average value is 81.8 for all aspects of the maximum value of 100. Obtaining the average value of student learning outcomes for the cognitive aspect is 83.3, for the affective aspect is 82.3, and for the psychomotor aspect is 83.8 out of 100. The maximum value of the overall results of the study showed that the electrochemical module for high school students Class XII Science development results are very decent and very effectively used in the learning process. Key Words: guided inquiry, electrochemical module, model 4-D Abstrak: Tujuan penelitian ini adalah mengetahui kelayakan, dan keefektifan modul elektrokimia untuk siswa SMA kelas XII hasil pengembangan. Modul Elektrokimia hasil pengembangan terdiri dari dua kegiatan belajar, yaitu untuk materi sel Volta dan untuk materi sel elektrolisis. Hasil penilaian oleh dua dosen kimia Universitas Negeri Malang dan dua guru kimia kelas XII sebagai

Instructor's Guide for Human Development Student Modules.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This instructor's guide is designed for use with an accompanying set of 61 student learning modules on human development. Included among the topics covered in the individual modules are the following: consumer and homemaking education (health and nutrition, personal appearance and grooming, puberty, menstruation, the human reproductive system,…

Development of contextual teaching and learning based science module for junior high school for increasing creativity of students

Science.gov (United States)

Kurniasari, H.; Sukarmin; Sarwanto

2018-03-01

The purpose of this research are to analyze the the properness of contextual teaching and learning (CTL)-based science module for Junior High School for increasing students’ creativity and using CTL-based science module to increase students’ learning creativity. Development of CTL-based science module for Junior High School is Research and Development (R&D) using 4D Model consist of 4 steps: define, design, develop, and disseminate. Module is validated by 3 expert validators (Material, media, and language experts), 2 reviewer and 1 peer reviewer. . Based on the results of data analysis, it can be concluded that: the results of the validation, the average score of CTL-based science module is 88.28%, the value exceeded the value of the cut off score of 87.5%, so the media declared eligible for the study. Research shows that the gain creativity class that uses CTL-based science module has a gain of 0.72. Based on the results of the study showed that CTL-based science module effectively promotes creativity of students

Integration of strategy experiential learning in e-module of electronic records management

Directory of Open Access Journals (Sweden)

S. Sutirman

2018-01-01

Full Text Available This study aims to determine the effectiveness of e-module of electronic records management integrated with experiential learning strategies to improve student achievement in the domain of cognitive, psychomotor, and affective. This study is a research and development. Model research and development used is Web-Based Instructional Design (WBID developed by Davidson-Shivers and Rasmussen. The steps of research and development carried out by analysis, evaluation planning, concurrent design, implementation, and a summative evaluation. The approach used in this study consisted of qualitative and quantitative approaches. Collecting data used the Delphi technique, observation, documentation studies and tests. Research data analysis used qualitative analysis and quantitative analysis. Testing the effectiveness of the product used a quasi-experimental research design pretest-posttest non-equivalent control group. The results showed that the e-module of electronic records management integrated with experiential learning strategies can improve student achievement in the domain of cognitive, psychomotor, and affective.

Toward an autonomous brain machine interface: integrating sensorimotor reward modulation and reinforcement learning.

Science.gov (United States)

Marsh, Brandi T; Tarigoppula, Venkata S Aditya; Chen, Chen; Francis, Joseph T

2015-05-13

For decades, neurophysiologists have worked on elucidating the function of the cortical sensorimotor control system from the standpoint of kinematics or dynamics. Recently, computational neuroscientists have developed models that can emulate changes seen in the primary motor cortex during learning. However, these simulations rely on the existence of a reward-like signal in the primary sensorimotor cortex. Reward modulation of the primary sensorimotor cortex has yet to be characterized at the level of neural units. Here we demonstrate that single units/multiunits and local field potentials in the primary motor (M1) cortex of nonhuman primates (Macaca radiata) are modulated by reward expectation during reaching movements and that this modulation is present even while subjects passively view cursor motions that are predictive of either reward or nonreward. After establishing this reward modulation, we set out to determine whether we could correctly classify rewarding versus nonrewarding trials, on a moment-to-moment basis. This reward information could then be used in collaboration with reinforcement learning principles toward an autonomous brain-machine interface. The autonomous brain-machine interface would use M1 for both decoding movement intention and extraction of reward expectation information as evaluative feedback, which would then update the decoding algorithm as necessary. In the work presented here, we show that this, in theory, is possible. Copyright © 2015 the authors 0270-6474/15/357374-14$15.00/0.

Development of Ethnoscience Approach in The Module Theme Substance Additives to Improve the Cognitive Learning Outcome and Student’s entrepreneurship

Science.gov (United States)

Sudarmin; Febu, R.; Nuswowati, M.; Sumarni, W.

2017-04-01

Ethnoscience approach is an interesting research today. The purpose of this research is to develop approaches ethnoscience and modules ethnoscience theme additives based ethnoscience; as well as assess the feasibility and effectiveness of module theme additives based ethnoscience to improve learning outcomes and the entrepreneurial character of students. This type of research is the Research and Development (R & D). In this research consist of four stages, namely define, design, development and implementation. The subjects of this study were students of the School of MTs Maarif NU Brebes. Data were analyzed by descriptive qualitative and quantitative. The results showed that ethnoscience approach and the module theme substance additives used declared worthy of National Education Standards Agency (BNSP) with an average percentage of validation on the feasibility aspect of the content, language feasibility, and feasibility of presenting respectively for 94.3%, 86 % and 92% and a very decent entry criteria. The effect of the application modules substance additive based ethnoscience can improve on the cognitive learning classical amounted to 90.63%, and increased learning outcomes category was based on the scores of N-gain. Influence ethnoscience approach application and module theme substances additives based ethnoscience able to improve the entrepreneurial character of students. Based on the results of this study concluded that the ethnoscience approach and module theme substance additives based ethnoscience effective to improve learning outcomes and students’ entrepreneurship.

An E-Learning Module to Improve Nongenetic Health Professionals' Assessment of Colorectal Cancer Genetic Risk: Feasibility Study.

Science.gov (United States)

Douma, Kirsten Freya Lea; Aalfs, Cora M; Dekker, Evelien; Tanis, Pieter J; Smets, Ellen M

2017-12-18

Nongenetic health providers may lack the relevant knowledge, experience, and communication skills to adequately detect familial colorectal cancer (CRC), despite a positive attitude toward the assessment of history of cancer in a family. Specific training may enable them to more optimally refer patients to genetic counseling. The aim of this study was to develop an e-learning module for gastroenterologists and surgeons (in training) aimed at improving attitudes, knowledge, and comprehension of communication skills, and to assess the feasibility of the e-learning module for continued medical education of these specialists. A focus group helped to inform the development of a training framework. The e-learning module was then developed, followed by a feasibility test among a group of surgeons-in-training (3rd- and 4th-year residents) and then among gastroenterologists, using pre- and posttest questionnaires. A total of 124 surgeons-in-training and 14 gastroenterologists participated. The e-learning was positively received (7.5 on a scale of 1 to 10). Between pre- and posttest, attitude increased significantly on 6 out of the 10 items. Mean test score showed that knowledge and comprehension of communication skills improved significantly from 49% to 72% correct at pretest to 67% to 87% correct at posttest. This study shows the feasibility of a problem-based e-learning module to help surgeons-in-training and gastroenterologists in recognizing a hereditary predisposition in patients with CRC. The e-learning led to improvements in attitude toward the assessment of cancer family history, knowledge on criteria for referral to genetic counseling for CRC, and comprehension of communication skills. ©Kirsten Freya Lea Douma, Cora M Aalfs, Evelien Dekker, Pieter J Tanis, Ellen M Smets. Originally published in JMIR Medical Education (http://mededu.jmir.org), 18.12.2017.

Study Modules for Calculus-Based General Physics. [Includes Modules 31-34: Inductance; Wave Properties of Light; Interference; and Introduction to Quantum Physics].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is Part of a series of 41 Calculus Based Physics (CBP) modules totaling about 1,000 Pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized courses in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

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

Science.gov (United States)

Lau, K H Vincent

2014-03-01

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

White noise improves learning by modulating activity in dopaminergic midbrain regions and right superior temporal sulcus.

Science.gov (United States)

Rausch, Vanessa H; Bauch, Eva M; Bunzeck, Nico

2014-07-01

In neural systems, information processing can be facilitated by adding an optimal level of white noise. Although this phenomenon, the so-called stochastic resonance, has traditionally been linked with perception, recent evidence indicates that white noise may also exert positive effects on cognitive functions, such as learning and memory. The underlying neural mechanisms, however, remain unclear. Here, on the basis of recent theories, we tested the hypothesis that auditory white noise, when presented during the encoding of scene images, enhances subsequent recognition memory performance and modulates activity within the dopaminergic midbrain (i.e., substantia nigra/ventral tegmental area, SN/VTA). Indeed, in a behavioral experiment, we can show in healthy humans that auditory white noise-but not control sounds, such as a sinus tone-slightly improves recognition memory. In an fMRI experiment, white noise selectively enhances stimulus-driven phasic activity in the SN/VTA and auditory cortex. Moreover, it induces stronger connectivity between SN/VTA and right STS, which, in addition, exhibited a positive correlation with subsequent memory improvement by white noise. Our results suggest that the beneficial effects of auditory white noise on learning depend on dopaminergic neuromodulation and enhanced connectivity between midbrain regions and the STS-a key player in attention modulation. Moreover, they indicate that white noise could be particularly useful to facilitate learning in conditions where changes of the mesolimbic system are causally related to memory deficits including healthy and pathological aging.

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

Science.gov (United States)

Deshpande, Saee; Lambade, Dipti; Chahande, Jayashree

2015-01-01

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

Adaptive gain modulation in V1 explains contextual modifications during bisection learning.

Directory of Open Access Journals (Sweden)

Roland Schäfer

2009-12-01

Full Text Available The neuronal processing of visual stimuli in primary visual cortex (V1 can be modified by perceptual training. Training in bisection discrimination, for instance, changes the contextual interactions in V1 elicited by parallel lines. Before training, two parallel lines inhibit their individual V1-responses. After bisection training, inhibition turns into non-symmetric excitation while performing the bisection task. Yet, the receptive field of the V1 neurons evaluated by a single line does not change during task performance. We present a model of recurrent processing in V1 where the neuronal gain can be modulated by a global attentional signal. Perceptual learning mainly consists in strengthening this attentional signal, leading to a more effective gain modulation. The model reproduces both the psychophysical results on bisection learning and the modified contextual interactions observed in V1 during task performance. It makes several predictions, for instance that imagery training should improve the performance, or that a slight stimulus wiggling can strongly affect the representation in V1 while performing the task. We conclude that strengthening a top-down induced gain increase can explain perceptual learning, and that this top-down signal can modify lateral interactions within V1, without significantly changing the classical receptive field of V1 neurons.

Interlocking Toy Building Blocks as Hands-On Learning Modules for Blind and Visually Impaired Chemistry Students

Science.gov (United States)

Melaku, Samuel; Schreck, James O.; Griffin, Kameron; Dabke, Rajeev B.

2016-01-01

Interlocking toy building blocks (e.g., Lego) as chemistry learning modules for blind and visually impaired (BVI) students in high school and undergraduate introductory or general chemistry courses are presented. Building blocks were assembled on a baseplate to depict the relative changes in the periodic properties of elements. Modules depicting…

Towards developing high-fidelity simulated learning environment training modules in audiology.

Science.gov (United States)

Dzulkarnain, A A; Rahmat, S; Mohd Puzi, N A F; Badzis, M

2017-02-01

This discussion paper reviews and synthesises the literature on simulated learning environment (SLE) from allied health sciences, medical and nursing in general and audiology specifically. The focus of the paper is on discussing the use of high-fidelity (HF) SLE and describing the challenges for developing a HF SLE for clinical audiology training. Through the review of the literature, this paper discusses seven questions, (i) What is SLE? (ii) What are the types of SLEs? (iii) How is SLE classified? (iv) What is HF SLE? (v) What types of SLEs are available in audiology and their level of fidelity? (vi) What are the components needed for developing HF SLE? (vii) What are the possible types of HF SLEs that are suitable for audiology training? Publications were identified by structured searches from three major databases PubMed, Web of Knowledge and PsychInfo and from the reference lists of relevant articles. The authors discussed and mapped the levels of fidelity of SLE audiology training modules from the literature and the learning domains involved in the clinical audiology courses. The discussion paper has highlighted that most of the existing SLE audiology training modules consist of either low- or medium-fidelity types of simulators. Those components needed to achieve a HF SLE for audiology training are also highlighted. Overall, this review recommends that the combined approach of different levels and types of SLE could be used to obtain a HF SLE training module in audiology training.

Honey Bee Allatostatins Target Galanin/Somatostatin-Like Receptors and Modulate Learning: A Conserved Function?

Directory of Open Access Journals (Sweden)

Elodie Urlacher

Full Text Available Sequencing of the honeybee genome revealed many neuropeptides and putative neuropeptide receptors, yet functional characterization of these peptidic systems is scarce. In this study, we focus on allatostatins, which were first identified as inhibitors of juvenile hormone synthesis, but whose role in the adult honey bee (Apis mellifera brain remains to be determined. We characterize the bee allatostatin system, represented by two families: allatostatin A (Apime-ASTA and its receptor (Apime-ASTA-R; and C-type allatostatins (Apime-ASTC and Apime-ASTCC and their common receptor (Apime-ASTC-R. Apime-ASTA-R and Apime-ASTC-R are the receptors in bees most closely related to vertebrate galanin and somatostatin receptors, respectively. We examine the functional properties of the two honeybee receptors and show that they are transcriptionally expressed in the adult brain, including in brain centers known to be important for learning and memory processes. Thus we investigated the effects of exogenously applied allatostatins on appetitive olfactory learning in the bee. Our results show that allatostatins modulate learning in this insect, and provide important insights into the evolution of somatostatin/allatostatin signaling.

Available, intuitive and free! Building e-learning modules using web 2.0 services.

Science.gov (United States)

Tam, Chun Wah Michael; Eastwood, Anne

2012-01-01

E-learning is part of the mainstream in medical education and often provides the most efficient and effective means of engaging learners in a particular topic. However, translating design and content ideas into a useable product can be technically challenging, especially in the absence of information technology (IT) support. There is little published literature on the use of web 2.0 services to build e-learning activities. To describe the web 2.0 tools and solutions employed to build the GP Synergy evidence-based medicine and critical appraisal online course. We used and integrated a number of free web 2.0 services including: Prezi, a web-based presentation platform; YouTube, a video sharing service; Google Docs, a online document platform; Tiny.cc, a URL shortening service; and Wordpress, a blogging platform. The course consisting of five multimedia-rich, tutorial-like modules was built without IT specialist assistance or specialised software. The web 2.0 services used were free. The course can be accessed with a modern web browser. Modern web 2.0 services remove many of the technical barriers for creating and sharing content on the internet. When used synergistically, these services can be a flexible and low-cost platform for building e-learning activities. They were a pragmatic solution in our context.

Cerebellar Norepinephrine Modulates Learning of Delay Classical Eyeblink Conditioning: Evidence for Post-Synaptic Signaling via PKA

Science.gov (United States)

Fister, Mathew; Bickford, Paula C.; Cartford, M. Claire; Samec, Amy

2004-01-01

The neurotransmitter norepinephrine (NE) has been shown to modulate cerebellar-dependent learning and memory. Lesions of the nucleus locus coeruleus or systemic blockade of noradrenergic receptors has been shown to delay the acquisition of several cerebellar-dependent learning tasks. To date, no studies have shown a direct involvement of…

Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning.

Science.gov (United States)

Murphy, Kevin P; Crush, Lee; O'Malley, Eoin; Daly, Fergus E; O'Tuathaigh, Colm M P; O'Connor, Owen J; Cryan, John F; Maher, Michael M

2014-10-01

To examine the impact that anatomy-focused radiology teaching has on non-examined knowledge regarding radiation safety and radiology as a specialty. First-year undergraduate medical students completed surveys prior to and after undertaking the first-year anatomy programme that incorporates radiological anatomy. Students were asked opinions on preferred learning methodology and tested on understanding of radiology as a specialty and radiation safety. Pre-module and post-module response rates were 93 % (157/168) and 85 % (136/160), respectively. Pre-module and post-module, self-directed learning (SDL) ranked eighth (of 11) for preferred gross-anatomy teaching formats. Correct responses regarding radiologist/radiographer roles varied from 28-94 % on 16 questions with 4/16 significantly improving post-module. Identification of modalities that utilise radiation significantly improved for five of eight modalities post-module but knowledge regarding relative amount of modality-specific radiation use was variable pre-module and post-module. SDL is not favoured as an anatomy teaching method. Exposure of students to a radiological anatomy module delivered by senior clinical radiologists improved basic knowledge regarding ionising radiation use, but there was no improvement in knowledge regarding radiation exposure relative per modality. A possible explanation is that students recall knowledge imparted in didactic lectures but do little reading around the subject when the content is not examined. • Self-directed learning is not favoured as a gross anatomy teaching format amongst medical students. • An imaging anatomy-focused module improved basic knowledge regarding ionising radiation use. • Detailed knowledge of modality-specific radiation exposure remained suboptimal post-module. • Knowledge of roles within a clinical radiology department showed little change post-module.

Validity of Learning Module Natural Sciences Oriented Constructivism with the Contain of Character Education for Students of Class VIII at Yunior Hight School

Science.gov (United States)

Oktarina, K.; Lufri, L.; Chatri, M.

2018-04-01

Referring to primary data collected through observation and interview to natural science teachers and some students, it is found that there is no natural science teaching materials in the form of learning modules that can make learners learn independently, build their own knowledge, and construct good character in themselves. In order to address this problem, then it is developed natural science learning module oriented to constructivism with the contain of character education. The purpose of this study is to reconstruct valid module of natural science learning materials. This type of research is a development research using the Plomp model. The development phase of the Plomp model consists of 3 stages, namely 1) preliminary research phase, 2) development or prototyping phase, and 3) assessment phase. The result of the study shows that natural science learning module oriented to constructivism with the contain of character education for students class VIII of Yunior High School 11 Sungai Penuh is valid. In future work, practicality and effectiveness will be investigated.

Human Driving Forces and Their Impacts on Land Use/Land Cover. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

Science.gov (United States)

Moser, Susanne

This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module explains that land use/cover change has occurred at all times in all…

Teaching calculus using module based on cooperative learning strategy

Science.gov (United States)

Arbin, Norazman; Ghani, Sazelli Abdul; Hamzah, Firdaus Mohamad

2014-06-01

The purpose of the research is to evaluate the effectiveness of a module which utilizes the cooperative learning for teaching Calculus for limit, derivative and integral. The sample consists of 50 semester 1 students from the Science Programme (AT 16) Sultan Idris Education University. A set of questions of related topics (pre and post) has been used as an instrument to collect data. The data is analyzed using inferential statistics involving the paired sample t-test and the independent t-test. The result shows that students have positive inclination towards the modulein terms of understanding.

Innovation Online Teaching Module Plus Digital Engineering Kit with Proteus Software through Hybrid Learning Method to Improve Student Skills

Science.gov (United States)

Kholis, Nur; Syariffuddien Zuhrie, Muhamad; Rahmadian, Reza

2018-04-01

Demands the competence (competence) needs of the industry today is a competent workforce to the field of work. However, during this lecture material Digital Engineering (Especially Digital Electronics Basics and Digital Circuit Basics) is limited to the delivery of verbal form of lectures (classical method) is dominated by the Lecturer (Teacher Centered). Though the subject of Digital Engineering requires learning tools and is required understanding of electronic circuits, digital electronics and high logic circuits so that learners can apply in the world of work. One effort to make it happen is by creating an online teaching module and educational aids (Kit) with the help of Proteus software that can improve the skills of learners. This study aims to innovate online teaching modules plus kits in Proteus-assisted digital engineering courses through hybrid learning approaches to improve the skills of learners. The process of innovation is done by considering the skills and mastery of the technology of students (students) Department of Electrical Engineering - Faculty of Engineering – Universitas Negeri Surabaya to produce quality graduates Use of online module plus Proteus software assisted kit through hybrid learning approach. In general, aims to obtain adequate results with affordable cost of investment, user friendly, attractive and interactive (easily adapted to the development of Information and Communication Technology). With the right design, implementation and operation, both in the form of software both in the form of Online Teaching Module, offline teaching module, Kit (Educational Viewer), and e-learning learning content (both online and off line), the use of the three tools of the expenditure will be able to adjust the standard needs of Information and Communication Technology world, both nationally and internationally.

Validation of Lectora based interactive module to improve the ability of junior high school students spatial in learning Geometry

Directory of Open Access Journals (Sweden)

Tika Septia

2017-12-01

Full Text Available Rapid technological developments provide opportunities for educators to develop learning media through interactive modules integrated into lectora software. The development of an interactive module based on lectora can motivate students to learn independently, to be creative, and to enjoy what they are doing. Research into the development of an interactive module based on lectora geometry flat side material aimed to develop an interactive module based on lectora geometry flat side material, with the research design consisting of analysis, design, development, implementation, and evaluation of the module. The result obtained from the use of an interactive module based on lectora geometry flat side material that had been designed and validated and later revised showed an average value of the feasibility of content to be 3.75, the average value of the aspects of presentation was 2.94, the average value aspects of language was 3.06, and the average value of the aspects of graph was 2.86. This research enabled us to conclude that an interactive module based on lectora geometry flat side material could be categorized as valid.

Prior Visual Experience Modulates Learning of Sound Localization Among Blind Individuals.

Science.gov (United States)

Tao, Qian; Chan, Chetwyn C H; Luo, Yue-Jia; Li, Jian-Jun; Ting, Kin-Hung; Lu, Zhong-Lin; Whitfield-Gabrieli, Susan; Wang, Jun; Lee, Tatia M C

2017-05-01

Cross-modal learning requires the use of information from different sensory modalities. This study investigated how the prior visual experience of late blind individuals could modulate neural processes associated with learning of sound localization. Learning was realized by standardized training on sound localization processing, and experience was investigated by comparing brain activations elicited from a sound localization task in individuals with (late blind, LB) and without (early blind, EB) prior visual experience. After the training, EB showed decreased activation in the precuneus, which was functionally connected to a limbic-multisensory network. In contrast, LB showed the increased activation of the precuneus. A subgroup of LB participants who demonstrated higher visuospatial working memory capabilities (LB-HVM) exhibited an enhanced precuneus-lingual gyrus network. This differential connectivity suggests that visuospatial working memory due to the prior visual experience gained via LB-HVM enhanced learning of sound localization. Active visuospatial navigation processes could have occurred in LB-HVM compared to the retrieval of previously bound information from long-term memory for EB. The precuneus appears to play a crucial role in learning of sound localization, disregarding prior visual experience. Prior visual experience, however, could enhance cross-modal learning by extending binding to the integration of unprocessed information, mediated by the cognitive functions that these experiences develop.

Role of the hippocampus on learning and memory functioning and pain modulation

Institute of Scientific and Technical Information of China (English)

Haimei Wang

2008-01-01

The hippocampus, an important part of the limbic system, is considered to be an important region of the brain for learning and memory functioning. Recent studies have demonstrated that synaptic plasticity is thought to be the basis of learning and memory functioning. A series of studies report that similar synaptic plasticity also exists in the spinal cord in the conduction pathway of pain sensation, which may contribute to hyperalgesia, abnormal pain, and analgesia. The synaptic plasticity of learning and memory functioning and that of the pain conduction pathway have similar mechanisms, which are related to the N-methyl-D-aspartic acid receptor. The hippocampus also has a role in pain modulation. As pain signals can reach the hippocampus, the precise correlation between synaptic plasticity of the pain pathway and that of learning and memory functioning deserves further investigation. The role of the hippocampus in processing pain information requires to be identified.

THE EFFECTIVENESS OF A VIRTUAL FIELD TRIP (VFT MODULE IN LEARNING BIOLOGY

Directory of Open Access Journals (Sweden)

Norbaizura HARIS

2015-07-01

Full Text Available Virtual Field Trip is a computer aided module of science developed to study the Colonisation and Succession in Mangrove Swamps, as an alternative to the real field trip in Form for Biology. This study is to identify the effectiveness of the Virtual Field Trip (VFT module towards the level of achievement in the formative test for this topic. This study was conducted to 60 students employing a quasi-experimental design involving a treatment group taught using the VFT module and a control group who were taught using conventional methods. Analysis into the effectiveness of the virtual module was done descriptively, followed by inferential analysis involving the two-way ANOVA. The results showed significant differences in the mean scores of pre and post achievement between students taught using VFT and students who were taught using conventional methods for objective, structure and essay type questions. The study concluded that teaching and learning by using the VFT module, integrated with ICT, has a positive impact on student achievement whencompared to conventional methods. This study focuses on the use of the VFT recognizing that teachers are often unable to conduct a real field trip on location.

Study Modules for Calculus-Based General Physics. [Includes Modules 18-20: Sound; Temperature, Heat, and Thermodynamics: First Law; and Kinetic Theory of Gases].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Study Modules for Calculus-Based General Physics. [Includes Modules 15-17: Gravitation; Simple Harmonic Motion; and Traveling Waves; plus a Partial Derivatives Review].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Electronic Module Design with Scientifically Character-Charged Approach on Kinematics Material Learning to Improve Holistic Competence of High School Students in 10th Grade

Science.gov (United States)

Anggraini, R.; Darvina, Y.; Amir, H.; Murtiani, M.; Yulkifli, Y.

2018-04-01

The availability of modules in schools is currently lacking. Learners have not used the module as a source in the learning process. In accordance with the demands of the 2013 curriculum, that learning should be conducted using a scientific approach and loaded with character values as well as learning using interactive learning resources. The solution of this problem is to create an interactive module with a scientifically charged character approach. This interactive module can be used by learners outside the classroom or in the classroom. This interactive module contains straight motion material, parabolic motion and circular motion of high school physics class X semester 1. The purpose of this research is to produce an interactive module with a scientific approach charged with character and determine the validity and practicality. The research is Research and Development. This study was conducted only until the validity test and practice test. The validity test was conducted by three lecturers of Physics of FMIPA UNP as experts. The instruments used in this research are validation sheet and worksheet sheet. Data analysis technique used is product validity analysis. The object of this research is electronic module, while the subject of this research is three validator.

Development of Health Education Learning Module in Bac.TSE-LDPE Programme in TTI: Needs Analysis Study

Science.gov (United States)

Ujang, Alijah; Alias, Norlidah; Siraj, Saedah

2015-01-01

This study is to explore the need to develop learning modules of health education for trainee teachers in the Bachelor Of Teaching (Hons)(Special Education-Learning Disabilities For Primary Education) Programme (Bac.TSE-LDPE) in the Teacher Training Institute (TTI). The questionnaire uses the Likert scale with the close ended questions analysed by…

Development and evaluation of an internet-based blended-learning module in biomedicine for university applicants--Education as a challenge for the future.

Science.gov (United States)

Klümper, Christian; Neunzehn, Jörg; Wegmann, Ute; Kruppke, Benjamin; Joos, Ulrich; Wiesmann, Hans Peter

2016-03-25

Biomedical science, especially biomaterials, is an expanding field in medicine. Universities are being challenged to gain the best students for a later academic career. Pre-university assessment of pupils has become crucial to reach this aim. Blended learning is an emerging paradigm for science education even though it has not yet been rigorously assessed, especially in the pupil/undergraduate situation. The aim of the study was to develop and preliminarily test a blended-learning system in biomedicine for university applicants. An internet-based blended-learning module in material science was developed in close collaboration between a university (Biomaterials Department, Dresden TU), a German Gymnasium and an internationally oriented medical college (IMC®, Münster). Forty pre-university students were taught by this learning module composed of school education and internet-based knowledge transfer and involved in the evaluation of the utility of this learning tool. Finally, the students took first-year university examinations in order to evaluate the success of this kind of education. The internet-based blended-learning module as a combination of e-learning tutorials and live online lectures which was applied in phase 3 of this study was developed on the basis of the findings of both pre-university studies. The results of the learning behavior regarding the number of invokes and the dwell time of the individual pages of the pre-university learning material, the results of the online evaluation and the results of the pre-phase examination were successively used to optimize the next phase. At the end of the pre-university learning, seven of eight participants were able to pass the first-year university examination followed by nationally accepted credit award. Internet-based blended-learning module proved to be suitable to prepare students for biomedical university education while also giving them the possibility to assess their qualifications for studying

The utility of adaptive eLearning in cervical cytopathology education.

Science.gov (United States)

Samulski, T Danielle; Taylor, Laura A; La, Teresa; Mehr, Chelsea R; McGrath, Cindy M; Wu, Roseann I

2018-02-01

Adaptive eLearning allows students to experience a self-paced, individualized curriculum based on prior knowledge and learning ability. The authors investigated the effectiveness of adaptive online modules in teaching cervical cytopathology. eLearning modules were created that covered basic concepts in cervical cytopathology, including artifacts and infections, squamous lesions (SL), and glandular lesions (GL). The modules used student responses to individualize the educational curriculum and provide real-time feedback. Pathology trainees and faculty from the authors' institution were randomized into 2 groups (SL or GL), and identical pre-tests and post-tests were used to compare the efficacy of eLearning modules versus traditional study methods (textbooks and slide sets). User experience was assessed with a Likert scale and free-text responses. Sixteen of 17 participants completed the SL module, and 19 of 19 completed the GL module. Participants in both groups had improved post-test scores for content in the adaptive eLearning module. Users indicated that the module was effective in presenting content and concepts (Likert scale [from 1 to 5], 4.3 of 5.0), was an efficient and convenient way to review the material (Likert scale, 4.4 of 5.0), and was more engaging than lectures and texts (Likert scale, 4.6 of 5.0). Users favored the immediate feedback and interactivity of the module. Limitations included the inability to review prior content and slow upload time for images. Learners demonstrated improvement in their knowledge after the use of adaptive eLearning modules compared with traditional methods. Overall, the modules were viewed positively by participants. Adaptive eLearning modules can provide an engaging and effective adjunct to traditional teaching methods in cervical cytopathology. Cancer Cytopathol 2018;126:129-35. © 2017 American Cancer Society. © 2017 American Cancer Society.

mGluR5 Positive Allosteric Modulation Enhances Extinction Learning Following Cocaine Self-Administration

OpenAIRE

Cleva, Richard M.; Hicks, Megan P.; Gass, Justin T.; Wischerath, Kelly C.; Plasters, Elizabeth T.; Widholm, John J.; Olive, M. Foster

2011-01-01

Extinction of classically and instrumentally conditioned behaviors, such as conditioned fear and drug-seeking behavior, is a process of active learning, and recent studies indicate that potentiation of glutamatergic transmission facilitates extinction learning. In this study we investigated the effects of the type 5 metabotropic glutamate receptors (mGluR5) positive allosteric modulator 3-cyano-N-(1,3-diphenyl-1H-pyrazol-5-yl)benzamide (CDPPB) on the extinction of cocaine-seeking behavior in ...

An assessment of the feasibility and effectiveness of an e-learning module in delivering a curriculum in radiation protection to undergraduate medical students.

Science.gov (United States)

Leong, Sum; Mc Laughlin, Patrick; O'Connor, Owen J; O'Flynn, Siun; Maher, Michael M

2012-03-01

Integrating radiation protection (RP) education in the undergraduate medical curriculum is gaining importance and is mandatory in certain jurisdictions. An e-learning module for RP was developed at the authors' medical school and was integrated into year 4 of the 5-year undergraduate medical program. The aim of this study was to investigate its impact on RP knowledge, student preferences for various teaching methods, self-assessment of RP knowledge, and perceptions of career prospects in radiology. Likert-type 5-point scale evaluations and general comments about the RP module and various methods of teaching were also obtained. An e-learning module in RP was designed and presented to year 4 medical undergraduates. All students were required to complete premodule and postmodule questionnaires. Eighty-nine percent (n = 113) and 99% (n = 126) of the 127 medical students successfully completed and returned the premodule and postmodule questionnaires, respectively. After the e-learning module, students' postmodule RP knowledge had improved significantly. Analysis of postmodule RP knowledge suggested that a favorable self-assessment of knowledge of RP, perception of career prospects in radiology, and completion of the e-learning module with an increased number of sessions were factors predictive of improved RP knowledge. Students expressed a preference for didactic lectures and clinical attachment for instruction in RP over e-learning. The development of an e-learning module in RP is feasible and results in improved knowledge of RP among medical undergraduates. Combining e-learning and more traditional educational programs such as a clinical radiology rotation is likely to improve student experience. Copyright © 2012 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Stress Modulates the Use of Spatial versus Stimulus-Response Learning Strategies in Humans

Science.gov (United States)

Philippsen, Christine; Richter, Steffen; Bohringer, Andreas; Wippich, Werner; Schachinger, Hartmut; Schwabe, Lars; Oitzl, Melly S.

2007-01-01

Animal studies provided evidence that stress modulates multiple memory systems, favoring caudate nucleus-based "habit" memory over hippocampus-based "cognitive" memory. However, effects of stress on learning strategy and memory consolidation were not differentiated. We specifically address the effects of psychosocial stress on the applied learning…

THE DEVELOPMENT OF SCIENCE LEARNING MODULE FOR CHILDRENT WITH HEARING IMPAIRMENT

Directory of Open Access Journals (Sweden)

Ahmad Marzuqi

2017-02-01

Full Text Available There are the absence of teaching materials in accordance with the characteristics and conditions of a hearing impairment children in terms of learning, especially science subjects. The characteristics of hearing impairment children is poor in their vocabularies, so that, the teaching materials emphasizing the visual aspect is necessary. This study used a Research and Development (R & D adapted by the Sugiyono model in order to produce teaching materials in the form of pictorial modules and to test their effectiveness. The result of the research showed that it was a very valid criteria with a score of 97% of the materials experts, 85% of media experts, and 93% of skilled practitioners. The score of the effectiveness of the modules was 75% with the effective criteria.

Stationary Engineers Apprenticeship. Related Training Modules. 12.1-12.9. Boilers.

Science.gov (United States)

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with boilers. Addressed in the individual instructional packages included in the module are the following topics: firetube and watertube boilers; boiler construction; procedures for operating and cleaning boilers; and boiler fittings,…

Stationary Engineers Apprenticeship. Related Training Modules. 20.1-23.1 Miscellaneous.

Science.gov (United States)

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with miscellaneous job skills needed by persons working in power plants. Addressed in the individual instructional packages included in the module are the following topics: transformers, circuit protection, construction of foundations…

Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

Directory of Open Access Journals (Sweden)

Fejzic J

2015-09-01

Full Text Available Background: Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE has been increasingly used to improve students’ communication and practice skills in Health Education. Objective: Simulated learning modules (SLMs were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i Practice skills and (ii Professionalism were evaluated. Methods: SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95 completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs. Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred. Results: Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication

Using Multimedia Learning Modules in a Hybrid-Online Course in Electricity and Magnetism

Science.gov (United States)

Sadaghiani, Homeyra R.

2011-01-01

We have been piloting web-based multimedia learning modules (MLMs), developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), as a "prelecture assignment" in several introductory physics courses at California State Polytechnic University at Pomona. In this study, we report the results…

A Whooping Cough Education Module for WIC Clients in Utah.

Science.gov (United States)

Luthy, Karlen E; Anderson, Alicia; Macintosh, Janelle; Beckstrand, Renea L; Eden, Lacey M; Amy, Ryan; Macintosh, Christopher I

Clients in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) are required to complete education modules quarterly to maintain eligibility. The purposes of this project were to: (1) create a whooping cough vaccination education module for WIC clients; (2) evaluate baseline perceptions of WIC clients on the whooping cough vaccine and disease; and (3) evaluate whooping cough knowledge following completion of the module. A decline in vaccination rates among infants and children using WIC services was reported by a local WIC program director who requested whooping cough vaccination education materials. This quality improvement project included development of a whooping cough education module and evaluation of learning. Learning was evaluated using a pre- and posttest design. Client feedback was solicited via open-ended questions. Quantitative analysis was performed on visual analog-type questions with paired t-tests and a Cohen's d. Content analysis was conducted on open-ended items. The module was designed by a team of vaccination experts and included general definitions, signs and symptoms during the three stages of disease, recommendations to prevent whooping cough, and vaccination recommendations. Learning of users of the module was then evaluated. After using the module, clients indicated they were significantly more likely to vaccinate themselves and their child against whooping cough, and to recommend the vaccination to their family members. The greatest concern of participants about whooping cough was how it affected infants. Participants reported they learned new information on disease seriousness, recognition of symptoms, and treatment options but still requested additional information on the whooping cough disease and vaccine. A whooping cough education module is an effective strategy to improve whooping cough knowledge and promote the whooping cough vaccine.

Stationary Engineers Apprenticeship. Related Training Modules. 15.1-15.5 Turbines.

Science.gov (United States)

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with turbines. addressed in the individual instructional packages included in the module are the following topics: types and components of steam turbines, steam turbine auxiliaries, operation and maintenance of steam turbines, and gas…

Stationary Engineers Apprenticeship. Related Training Modules. 16.1-16.5 Combustion.

Science.gov (United States)

Lane Community Coll., Eugene, OR.

This learning module, one in a series of 20 related training modules for apprentice stationary engineers, deals with combustion. Addressed in the individual instructional packages included in the module are the following topics: the combustion process, types of fuel, air and flue gases, heat transfer during combustion, and wood combustion. Each…

Lunar Module Electrical Power System Design Considerations and Failure Modes

Science.gov (United States)

Interbartolo, Michael

2009-01-01

This slide presentation reviews the design and redesign considerations of the Apollo lunar module electrical power system. Included in the work are graphics showing the lunar module power system. It describes the in-flight failures, and the lessons learned from these failures.

Space Operations Learning Center

Science.gov (United States)

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

2012-01-01

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

Evaluation of an active learning module to teach hazard and risk in Hazard Analysis and Critical Control Points (HACCP) classes.

Science.gov (United States)

Oyarzabal, Omar A; Rowe, Ellen

2017-04-01

The terms hazard and risk are significant building blocks for the organization of risk-based food safety plans. Unfortunately, these terms are not clear for some personnel working in food manufacturing facilities. In addition, there are few examples of active learning modules for teaching adult participants the principles of hazard analysis and critical control points (HACCP). In this study, we evaluated the effectiveness of an active learning module to teach hazard and risk to participants of HACCP classes provided by the University of Vermont Extension in 2015 and 2016. This interactive module is comprised of a questionnaire; group playing of a dice game that we have previously introduced in the teaching of HACCP; the discussion of the terms hazard and risk; and a self-assessment questionnaire to evaluate the teaching of hazard and risk. From 71 adult participants that completed this module, 40 participants (56%) provided the most appropriate definition of hazard, 19 participants (27%) provided the most appropriate definition of risk, 14 participants (20%) provided the most appropriate definitions of both hazard and risk, and 23 participants (32%) did not provide an appropriate definition for hazard or risk. Self-assessment data showed an improvement in the understanding of these terms (P active learning modules to teach food safety classes. This study suggests that active learning helps food personnel better understand important food safety terms that serve as building blocks for the understanding of more complex food safety topics.

Evaluating the Effectiveness of a Practical Inquiry-Based Learning Bioinformatics Module on Undergraduate Student Engagement and Applied Skills

Science.gov (United States)

Brown, James A. L.

2016-01-01

A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion,…

What Factors Promote Student Resilience on a Level 1 Distance Learning Module?

Science.gov (United States)

Simons, Joan; Beaumont, Kythe; Holland, Lesley

2018-01-01

Resilience is understood to be the ability to adapt positively in the face of adversity. In relation to new students on a distance learning module, this can mean how they adapt and make sense of the demands of their chosen study to enable them to persist in their studies. This article reports a small-scale study involving semi-structured telephone…

Pengembangan Modul Mata Kuliah Penilaian Pembelajaran Sosiologi Berorientasi HOTS

Directory of Open Access Journals (Sweden)

Poerwanti Hadi Pratiwi

2017-06-01

Full Text Available Abstrak: Penelitian ini bertujuan untuk mengembangkan modul matakuliah Penilaian Pembelajaran Sosiologi berorientasi HOTS (Higher Order Thinking Skills. Penelitian menggunakan metode Research and Development (R&D yang dikembangkan oleh Thiagarajan, Semmel, and Semmel yang meliputi tahap pendefinisian, tahap perancangan, dan tahap pengembangan. Data dikumpulkan dari penilaian dua orang pakar melalui lembar validasi ahli dan respon dari 75 mahasiswa melalui angket respon mahasiswa. Analisis data menggunakan teknik deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa modul layak digunakan sebagai bahan ajar dalam praktik penyusunan instrumen penilaian HOTS. Hal ini didasarkan pada penilaian ahli materi sebesar 83,33 (sangat baik dan hasil respon mahasiswa dengan rata-rata skor sebesar 83,89 (sangat baik. Beberapa saran dari ahli meliputi aspek struktur modul, organisasi penulisan materi, dan bahasa. Saran dari mahasiswa agar contoh-contoh soal HOTS lebih diperbanyak. DEVELOPING HOTS MODULES FOR SOCIOLOGY LEARNING ASSESSMENT COURSE. Abstract: This study was aimed at developing HOTS modules for sociology learning assessment course. This research used Research and Development (R & D design by Thiagarajan, Semmel, and Semmel, includes: define, design, and develop. The data collected from 2 experts through expert validation sheets and 75 questionnaires from students. Data were analyzed using descriptive qualitative. The results of this study indicate that module is feasible the learning materials used as a practice instrument for drafting assessment HOTS. It is based on the 83.33% expert validation and83.89% of the students respond positively toward the modules. Some advices from experts includes: the structure module, the organization of writing material, and language. Students have recommendations to make examples of HOTS’s questions many more.

Study Modules for Calculus-Based General Physics. [Includes Modules 1 and 2: Dimensions and Vector Addition; Rectilinear Motion; plus a Trigonometry and Calculus Review].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Reminder: Bike safety – e-learning module still available!

CERN Multimedia

HSE Unit

2014-01-01

The “Safe bike riding” e-learning module offered by the Safety Training Section of the HSE Unit is designed for anyone who uses a bike on the CERN site.   The course, which takes around 10 minutes to complete, can be accessed via the SIR application. It presents safety information, such as the road traffic rules, and practical advice, such as the appropriate safety equipment to wear and to have fitted to your bike. Regarding the rules, we would like to remind you that CERN's Safety Code A7 applies to cyclists as well as motorists.  The training module was created by the accident prevention service of the HSE Unit after it was noticed that the number of occupational accidents involving cyclists had been constantly increasing since 2008, with a rise from about 20 in 2009 to about 50 in 2013. Since its launch in September 2013, the course has been taken by more than 670 people. It can be completed at any time, in either English or French. The Safety T...

Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course.

Science.gov (United States)

Hernick, Marcy

2015-09-25

Objective. To develop a series of active-learning modules that would improve pharmacy students' performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills.

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

Science.gov (United States)

Moore, James Christopher

2018-01-01

We have investigated the efficacy of on-line, multimedia learning modules (MLMs) as preparation for in-class, lecture-based tutorials in electromagnetism in a physics course for natural science majors (biology and marine science). Specifically, we report the results of a multiple-group pre/post-test research design comparing two groups receiving…

Gut vagal afferents differentially modulate innate anxiety and learned fear.

Science.gov (United States)

Klarer, Melanie; Arnold, Myrtha; Günther, Lydia; Winter, Christine; Langhans, Wolfgang; Meyer, Urs

2014-05-21

Vagal afferents are an important neuronal component of the gut-brain axis allowing bottom-up information flow from the viscera to the CNS. In addition to its role in ingestive behavior, vagal afferent signaling has been implicated modulating mood and affect, including distinct forms of anxiety and fear. Here, we used a rat model of subdiaphragmatic vagal deafferentation (SDA), the most complete and selective vagal deafferentation method existing to date, to study the consequences of complete disconnection of abdominal vagal afferents on innate anxiety, conditioned fear, and neurochemical parameters in the limbic system. We found that compared with Sham controls, SDA rats consistently displayed reduced innate anxiety-like behavior in three procedures commonly used in preclinical rodent models of anxiety, namely the elevated plus maze test, open field test, and food neophobia test. On the other hand, SDA rats exhibited increased expression of auditory-cued fear conditioning, which specifically emerged as attenuated extinction of conditioned fear during the tone re-exposure test. The behavioral manifestations in SDA rats were associated with region-dependent changes in noradrenaline and GABA levels in key areas of the limbic system, but not with functional alterations in the hypothalamus-pituitary-adrenal grand stress. Our study demonstrates that innate anxiety and learned fear are both subjected to visceral modulation through abdominal vagal afferents, possibly via changing limbic neurotransmitter systems. These data add further weight to theories emphasizing an important role of afferent visceral signals in the regulation of emotional behavior. Copyright © 2014 the authors 0270-6474/14/347067-10$15.00/0.

Evaluation of faciocutaneous clues to systemic diseases: A learning module for Chinese undergraduate medical students

Directory of Open Access Journals (Sweden)

Zhu Shen

2016-06-01

Conclusion: Introducing this additional learning module may offer an early opportunity to explore systemic diseases from a dermatological view and is likely to lay the foundations for interdisciplinary collaboration in the future practice for medical students.

VTA GABA neurons modulate specific learning behaviours through the control of dopamine and cholinergic systems

Directory of Open Access Journals (Sweden)

Meaghan C Creed

2014-01-01

Full Text Available The mesolimbic reward system is primarily comprised of the ventral tegmental area (VTA and the nucleus accumbens (NAc as well as their afferent and efferent connections. This circuitry is essential for learning about stimuli associated with motivationally-relevant outcomes. Moreover, addictive drugs affect and remodel this system, which may underlie their addictive properties. In addition to DA neurons, the VTA also contains approximately 30% ɣ-aminobutyric acid (GABA neurons. The task of signalling both rewarding and aversive events from the VTA to the NAc has mostly been ascribed to DA neurons and the role of GABA neurons has been largely neglected until recently. GABA neurons provide local inhibition of DA neurons and also long-range inhibition of projection regions, including the NAc. Here we review studies using a combination of in vivo and ex vivo electrophysiology, pharmacogenetic and optogenetic manipulations that have characterized the functional neuroanatomy of inhibitory circuits in the mesolimbic system, and describe how GABA neurons of the VTA regulate reward and aversion-related learning. We also discuss pharmacogenetic manipulation of this system with benzodiazepines (BDZs, a class of addictive drugs, which act directly on GABAA receptors located on GABA neurons of the VTA. The results gathered with each of these approaches suggest that VTA GABA neurons bi-directionally modulate activity of local DA neurons, underlying reward or aversion at the behavioural level. Conversely, long-range GABA projections from the VTA to the NAc selectively target cholinergic interneurons (CINs to pause their firing and temporarily reduce cholinergic tone in the NAc, which modulates associative learning. Further characterization of inhibitory circuit function within and beyond the VTA is needed in order to fully understand the function of the mesolimbic system under normal and pathological conditions.

Role of debriefing as a learning tool in simulation based learning for students of preclinical years at the end of two consecutive modules-initial experience

International Nuclear Information System (INIS)

Ali, L.; Nisar, S.; Ghassan, A.

2015-01-01

The topic of debriefing has been receiving some attention in the simulation literature. Because of the significance of debriefing on learning, evaluation of the de-briefer is done to ensure optimal performance. Structured debriefing as a learning tool was evaluated at the end of modular teaching of first year MBBS. This study is a descriptive cross sectional study to analyze the usefulness of debriefing as an instructional strategy during observed structured clinical examination conducted at the end of two consecutive modules of first year MBBS students. Methods: Performance of 150 students of first year MBBS was evaluated at the end of modules called Foundation module and skin and musculoskeletal module. Debriefing was structured and conducted after training of six staff members who conducted and supervised Objectively Structured Clinical Examination. Results: Apart from description of results of Objectively Structured Clinical Examination that were generally good, students praised the debriefing session. Ninety percent students thought the timing of debriefing to be perfect. Only 2% percent students complained about negative debriefing. Ten percent students wanted the debriefing session to be conducted in camera so that they could evaluate their own performance. Conclusion: Debriefing session at the end of modular teaching Objectively Structured Clinical Examination is a useful learning tool as not only it provides immediate feedback about the performance but gives students opportunity to discuss own performance with the instructor in order to develop habit of lifelong self-directed adult learner. (author)

[Conception and implementation of a novel E-learning module with EbM learning contents in operative dentistry].

Science.gov (United States)

Gerhardt-Szép, Susanne; Dreher, Stefanie; Rüttermann, Stefan; Weberschock, Tobias

2017-11-01

Computer-assisted learning (CAL) programs are becoming more widely used in medical and dental training. However, the combination of CAL programs and evidence-based education in dentistry has not been described previously. The aim was to determine the acceptance and user-friendliness of a CAL program combined with evidence-based training. The didactic concept of the module includes the case-oriented, problem-based embedding of a total of 32 EbM learning assignments, which can be completed interactively and self-determinedly in an interdisciplinary context using focus patients with different diseases. The present study was conducted at the Dental School of the Goethe University in Frankfurt/Main. Data on acceptance and user-friendliness were collected from three consecutive cohorts of 114 dental students attending their first clinical semester. They used the "Toothache Walk-in Clinic: FOCUS" CAL, which can be downloaded via the Internet. The instrument consisted of 64 statements. The first part addressed general information about the user. The second part contained 43 specific statements on the CAL program. These included factors A (handling and technical aspects), B (content and functional range), and C (didactics and suitability for education). Possible responses ranged from 0 to 3 (0 = strongly disagree, 3 = strongly agree). All of the 114 questionnaires distributed were returned (response rate 100%). Most users (90.1%) considered the topics of evidence-based dentistry important for their training. They rated the program by using German school grades, and the overall rating was 2.26 (SD = 0.64). Most students (88.6%) considered the program useful for their clinical training in the treatment of patients. The mean scores for the 43 specific items amounted to 1.90 (factor A, SD = 0.63), 1.55 (factor B, SD = 1.93), and 2.23 (factor C, SD = 0.79). The CAL program with dental medicine vignettes and learning elements for evidence-based medicine received a primarily

Memory Consolidation within the Central Amygdala Is Not Necessary for Modulation of Cerebellar Learning

Science.gov (United States)

Steinmetz, Adam B.; Ng, Ka H.; Freeman, John H.

2017-01-01

Amygdala lesions impair, but do not prevent, acquisition of cerebellum-dependent eyeblink conditioning suggesting that the amygdala modulates cerebellar learning. Two-factor theories of eyeblink conditioning posit that a fast-developing memory within the amygdala facilitates slower-developing memory within the cerebellum. The current study tested…

Development and Impact Evaluation of an E-Learning Radiation Oncology Module

Energy Technology Data Exchange (ETDEWEB)

Alfieri, Joanne, E-mail: Joanne.alfieri@mail.mcgill.ca [Department of Radiation Oncology, McGill University Health Centre, Montreal, QC (Canada); Portelance, Lorraine; Souhami, Luis [Department of Radiation Oncology, McGill University Health Centre, Montreal, QC (Canada); Steinert, Yvonne; McLeod, Peter [Centre for Medical Education, McGill University, Montreal, QC (Canada); Gallant, Fleure [Department of Radiation Oncology, McGill University Health Centre, Montreal, QC (Canada); Artho, Giovanni [Department of Radiology, McGill University Health Centre, Montreal, QC (Canada)

2012-03-01

Purpose: Radiation oncologists are faced with the challenge of irradiating tumors to a curative dose while limiting toxicity to healthy surrounding tissues. This can be achieved only with superior knowledge of radiologic anatomy and treatment planning. Educational resources designed to meet these specific needs are lacking. A web-based interactive module designed to improve residents' knowledge and application of key anatomy concepts pertinent to radiotherapy treatment planning was developed, and its effectiveness was assessed. Methods and Materials: The module, based on gynecologic malignancies, was developed in collaboration with a multidisciplinary team of subject matter experts. Subsequently, a multi-centre randomized controlled study was conducted to test the module's effectiveness. Thirty-six radiation oncology residents participated in the study; 1920 were granted access to the module (intervention group), and 17 in the control group relied on traditional methods to acquire their knowledge. Pretests and posttests were administered to all participants. Statistical analysis was carried out using paired t test, analysis of variance, and post hoc tests. Results: The randomized control study revealed that the intervention group's pretest and posttest mean scores were 35% and 52%, respectively, and those of the control group were 37% and 42%, respectively. The mean improvement in test scores was 17% (p < 0.05) for the intervention group and 5% (p = not significant) for the control group. Retrospective pretest and posttest surveys showed a statistically significant change on all measured module objectives. Conclusions: The use of an interactive e-learning teaching module for radiation oncology is an effective method to improve the radiologic anatomy knowledge and treatment planning skills of radiation oncology residents.

Development and Impact Evaluation of an E-Learning Radiation Oncology Module

International Nuclear Information System (INIS)

Alfieri, Joanne; Portelance, Lorraine; Souhami, Luis; Steinert, Yvonne; McLeod, Peter; Gallant, Fleure; Artho, Giovanni

2012-01-01

Purpose: Radiation oncologists are faced with the challenge of irradiating tumors to a curative dose while limiting toxicity to healthy surrounding tissues. This can be achieved only with superior knowledge of radiologic anatomy and treatment planning. Educational resources designed to meet these specific needs are lacking. A web-based interactive module designed to improve residents' knowledge and application of key anatomy concepts pertinent to radiotherapy treatment planning was developed, and its effectiveness was assessed. Methods and Materials: The module, based on gynecologic malignancies, was developed in collaboration with a multidisciplinary team of subject matter experts. Subsequently, a multi-centre randomized controlled study was conducted to test the module's effectiveness. Thirty-six radiation oncology residents participated in the study; 1920 were granted access to the module (intervention group), and 17 in the control group relied on traditional methods to acquire their knowledge. Pretests and posttests were administered to all participants. Statistical analysis was carried out using paired t test, analysis of variance, and post hoc tests. Results: The randomized control study revealed that the intervention group's pretest and posttest mean scores were 35% and 52%, respectively, and those of the control group were 37% and 42%, respectively. The mean improvement in test scores was 17% (p < 0.05) for the intervention group and 5% (p = not significant) for the control group. Retrospective pretest and posttest surveys showed a statistically significant change on all measured module objectives. Conclusions: The use of an interactive e-learning teaching module for radiation oncology is an effective method to improve the radiologic anatomy knowledge and treatment planning skills of radiation oncology residents.

SU-E-P-04: Transport Theory Learning Module in the Maple Environment

Energy Technology Data Exchange (ETDEWEB)

Both, J [University of Miami, Miller School of Medicine, Department of Radiation Oncology (United States)

2014-06-01

Purpose: The medical physics graduate program at the University of Miami is developing a computerized instructional module which provides an interactive mechanism for students to learn transport theory. While not essential in the medical physics curriculum, transport theory should be taught because the conceptual level of transport theory is fundamental, a substantial literature exists and ought to be accessible, and students should understand commercial software which solves the Boltzmann equation.But conventional teaching and learning of transport theory is challenging. Students may be under prepared to appreciate its methods, results, and relevance, and it is not substantially addressed in textbooks for the medical physicists. Other resources an instructor might reasonably use, while excellent, may be too briskly paced for beginning students. The purpose of this work is to render teaching of transport theory more tractable by making learning highly interactive. Methods: The module is being developed in the Maple mathematics environment by instructors and graduate students. It will refresh the students' knowledge of vector calculus and differential equations, and will develop users' intuition for phase space concepts. Scattering concepts will be developed with animated simulations using tunable parameters characterizing interactions, so that students may develop a “feel” for cross section. Transport equations for one and multiple types of radiation will be illustrated with phase space animations. Numerical methods of solution will be illustrated. Results: Attempts to teach rudiments of transport theory in radiation physics and dosimetry courses using conventional classroom techniques at the University of Miami have had small success, because classroom time is limited and the material has been hard for our students to appreciate intuitively. Conclusion: A joint effort of instructor and students to teach and learn transport theory by building an

SU-E-P-04: Transport Theory Learning Module in the Maple Environment

International Nuclear Information System (INIS)

Both, J

2014-01-01

Purpose: The medical physics graduate program at the University of Miami is developing a computerized instructional module which provides an interactive mechanism for students to learn transport theory. While not essential in the medical physics curriculum, transport theory should be taught because the conceptual level of transport theory is fundamental, a substantial literature exists and ought to be accessible, and students should understand commercial software which solves the Boltzmann equation.But conventional teaching and learning of transport theory is challenging. Students may be under prepared to appreciate its methods, results, and relevance, and it is not substantially addressed in textbooks for the medical physicists. Other resources an instructor might reasonably use, while excellent, may be too briskly paced for beginning students. The purpose of this work is to render teaching of transport theory more tractable by making learning highly interactive. Methods: The module is being developed in the Maple mathematics environment by instructors and graduate students. It will refresh the students' knowledge of vector calculus and differential equations, and will develop users' intuition for phase space concepts. Scattering concepts will be developed with animated simulations using tunable parameters characterizing interactions, so that students may develop a “feel” for cross section. Transport equations for one and multiple types of radiation will be illustrated with phase space animations. Numerical methods of solution will be illustrated. Results: Attempts to teach rudiments of transport theory in radiation physics and dosimetry courses using conventional classroom techniques at the University of Miami have had small success, because classroom time is limited and the material has been hard for our students to appreciate intuitively. Conclusion: A joint effort of instructor and students to teach and learn transport theory by building an interactive

Adaptable Web Modules to Stimulate Active Learning in Engineering Hydrology using Data and Model Simulations of Three Regional Hydrologic Systems

Science.gov (United States)

Habib, E. H.; Tarboton, D. G.; Lall, U.; Bodin, M.; Rahill-Marier, B.; Chimmula, S.; Meselhe, E. A.; Ali, A.; Williams, D.; Ma, Y.

2013-12-01

server-based system. Open source web technologies and community-based tools are used to facilitate wide dissemination and adaptation by diverse, independent institutions. The new hydrologic learning modules are based on recent developments in hydrologic modeling, data, and resources. The modules are embedded in three regional-scale ecosystems, Coastal Louisiana, Florida Everglades, and Utah Great Salt Lake Basin. These sites provide a wealth of hydrologic concepts and scenarios that can be used in most water resource and hydrology curricula. The study develops several learning modules based on the three hydro-systems covering subjects such as: water-budget analysis, effects of human and natural changes, climate-hydrology teleconnections, and water-resource management scenarios. The new developments include an instructional interface to give critical guidance and support to the learner and an instructor's guide containing adaptation and implementation procedures to assist instructors in adopting and integrating the material into courses and provide a consistent experience. The design of the new hydrologic education developments will be transferable to independent institutions and adaptable both instructionally and technically through a server system capable of supporting additional developments by the educational community.

A Case Study of Student Engagement in Collaborative Group Learning in a Blended Community Based (Service) Learning Module

OpenAIRE

McGarrigle, John G.

2009-01-01

Abstract: A participatory action research case study employed mixed methods to examine student collaboration and engagement in a Community Based (Service) learning module. A quasi experimental testing of Coates (2007) typology of student engagement found low agreement between students and lecturers in assigning the terms, passive, intense, independent or collaborative to student postings to discussion fora. Evidence from this case study found greater student collaboration in discussion fora w...

RANCANG BANGUN SISTEM E-LEARNING PEMROGRAMAN PADA MODUL DETEKSI PLAGIARISME KODE PROGRAM DAN STUDENT FEEDBACK SYSTEM

Directory of Open Access Journals (Sweden)

Abdul Munif

2017-01-01

Full Text Available Kompetensi utama yang harus dimiliki oleh mahasiswa jurusan ilmu komputer/informatika adalah pemrograman. Perkuliahan yang berbasis pemrograman seringkali mewajibkan mahasiswa untuk mengerjakan soal yang cukup banyak. Hal ini tentunya akan menyulitkan dosen dalam mengevaluasi hasil pekerjaan mahasiswa. Selain itu, dimungkinkan pula adanya praktik mahasiswa yang memplagiat hasil dari mahasiswa lain. Penelitian ini bertujuan untuk menjawab permasalahan tersebut. Pada penelitian ini dikembangkan sebuah sistem pembelajaran/e-learning pemrograman. Modul sistem e-learning yang dibuat pada artikel ini terbatas pada modul deteksi kemiripan kode program dan student feedback system. Modul deteksi kemiripan kode program berfungsi untuk mengecek kemiripan kode program antar mahasiswa. Kemudian kode-kode program yang memiliki tingkat kemiripan tinggi akan dikelompokkan menjadi satu menggunakan algoritma hierarchical clustering. Proses pengecekan kemiripan program dimulai dari proses transformasi kode program ke dalam Abstract Syntax Tree (AST, kemudian ditransformasi menjadi sequence dan dihitung kemiripannya menggunakan algoritma Levenshtein Distance. Modul student feedback system berfungsi untuk mengecek kemiripan kode program mahasiswa dengan dosen. Mahasiswa akan mendapatkan informasi apakah kode program mereka sudah sesuai dengan yang diinginkan oleh dosen atau belum. Sebelum sistem memberikan umpan balik, terlebih dahulu kode program dosen dan mahasiswa diproses menjadi AST dan kemudian menjadi sequence. Sistem akan membandingkan kemiripan kode program dosen dan mahasiswa menggunakan algoritma Smith-Waterman yang telah dimodifikasi. Kemudian sistem menampilkan baris-baris kode mana saja yang sama antara kode program dosen dengan kode program mahasiswa. Dari hasil pengujian dapat disimpulkan bahwa modul deteksi plagiarisme dan student feedback system telah terimplementasi dengan baik.

Study Modules for Calculus-Based General Physics. [Includes Modules 35-37: Reflection and Refraction; Electric Fields and Potentials from Continuous Charge Distributions; and Maxwell's Predictions].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

The Blindstitch Machine. Module 11.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This module on the purpose and use of the blindstitch machine, one in a series on clothing construction for industrial sewing machine operators designed for student self-study, contains three sections. Each section includes the following parts: an introduction, directions, an objective, learning activities, student information, student self-check,…

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

Directory of Open Access Journals (Sweden)

Kevin Knight

2010-09-01

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

Development Module (Lab Report) As a Media of Learning in Vocational Education Viewed by Gender

Science.gov (United States)

Muslim, Supari; Suprianto, Bambang; Putra Gitama, Nahindi

2018-04-01

Module as a media of learning and training, which especially the students studying in institutions offering education at undergraduate and associate levels can employ as a PLC (Programmable Logic Controller) controlled simulator of the logic gate, timer and counter. During industrial manufacturing processes, has been actualized through this work, for the purpose of training qualified technical personnel needed by companies, who are specialized in control and electro mechanics. It was found that, students are very happy learning to use the module so with very significant contributes to a large extent to the training process in favor of faculty members, who are to train personnel for the sector, and in favor of students, who should be able to acquire proper education. Working on the training tool allows students to acquire knowledge and practical skills and then make use of those skills for troubleshooting and control of machinery.

Learning context modulates aversive taste strength in honey bees.

Science.gov (United States)

de Brito Sanchez, Maria Gabriela; Serre, Marion; Avarguès-Weber, Aurore; Dyer, Adrian G; Giurfa, Martin

2015-03-01

The capacity of honey bees (Apis mellifera) to detect bitter substances is controversial because they ingest without reluctance different kinds of bitter solutions in the laboratory, whereas free-flying bees avoid them in visual discrimination tasks. Here, we asked whether the gustatory perception of bees changes with the behavioral context so that tastes that are less effective as negative reinforcements in a given context become more effective in a different context. We trained bees to discriminate an odorant paired with 1 mol l(-1) sucrose solution from another odorant paired with either distilled water, 3 mol l(-1) NaCl or 60 mmol l(-1) quinine. Training was either Pavlovian [olfactory conditioning of the proboscis extension reflex (PER) in harnessed bees], or mainly operant (olfactory conditioning of free-walking bees in a Y-maze). PER-trained and maze-trained bees were subsequently tested both in their original context and in the alternative context. Whereas PER-trained bees transferred their choice to the Y-maze situation, Y-maze-trained bees did not respond with a PER to odors when subsequently harnessed. In both conditioning protocols, NaCl and distilled water were the strongest and the weakest aversive reinforcement, respectively. A significant variation was found for quinine, which had an intermediate aversive effect in PER conditioning but a more powerful effect in the Y-maze, similar to that of NaCl. These results thus show that the aversive strength of quinine varies with the learning context, and reveal the plasticity of the bee's gustatory system. We discuss the experimental constraints of both learning contexts and focus on stress as a key modulator of taste in the honey bee. Further explorations of bee taste are proposed to understand the physiology of taste modulation in bees. © 2015. Published by The Company of Biologists Ltd.

Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

Science.gov (United States)

Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

Potentiating mGluR5 Function with a Positive Allosteric Modulator Enhances Adaptive Learning

Science.gov (United States)

Xu, Jian; Zhu, Yongling; Kraniotis, Stephen; He, Qionger; Marshall, John J.; Nomura, Toshihiro; Stauffer, Shaun R.; Lindsley, Craig W.; Conn, P. Jeffrey; Contractor, Anis

2013-01-01

Metabotropic glutamate receptor 5 (mGluR5) plays important roles in modulating neural activity and plasticity and has been associated with several neuropathological disorders. Previous work has shown that genetic ablation or pharmacological inhibition of mGluR5 disrupts fear extinction and spatial reversal learning, suggesting that mGluR5…

Using Instructional Design, Analyze, Design, Develop, Implement, and Evaluate, to Develop e-Learning Modules to Disseminate Supported Employment for Community Behavioral Health Treatment Programs in New York State.

Science.gov (United States)

Patel, Sapana R; Margolies, Paul J; Covell, Nancy H; Lipscomb, Cristine; Dixon, Lisa B

2018-01-01

Implementation science lacks a systematic approach to the development of learning strategies for online training in evidence-based practices (EBPs) that takes the context of real-world practice into account. The field of instructional design offers ecologically valid and systematic processes to develop learning strategies for workforce development and performance support. This report describes the application of an instructional design framework-Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model-in the development and evaluation of e-learning modules as one strategy among a multifaceted approach to the implementation of individual placement and support (IPS), a model of supported employment for community behavioral health treatment programs, in New York State. We applied quantitative and qualitative methods to develop and evaluate three IPS e-learning modules. Throughout the ADDIE process, we conducted formative and summative evaluations and identified determinants of implementation using the Consolidated Framework for Implementation Research (CFIR). Formative evaluations consisted of qualitative feedback received from recipients and providers during early pilot work. The summative evaluation consisted of levels 1 and 2 (reaction to the training, self-reported knowledge, and practice change) quantitative and qualitative data and was guided by the Kirkpatrick model for training evaluation. Formative evaluation with key stakeholders identified a range of learning needs that informed the development of a pilot training program in IPS. Feedback on this pilot training program informed the design document of three e-learning modules on IPS: Introduction to IPS, IPS Job development, and Using the IPS Employment Resource Book . Each module was developed iteratively and provided an assessment of learning needs that informed successive modules. All modules were disseminated and evaluated through a learning management system. Summative evaluation revealed that

Guided Inquiry Facilitated Blended Learning to Improve Metacognitive and Learning Outcome of High School Students

Science.gov (United States)

Suwono, H.; Susanti, S.; Lestari, U.

2017-04-01

The learning activities that involve the students to learn actively is one of the characteristics of a qualified education. The learning strategy that involves students’ active learning is guided inquiry. Learning problems today are growing metacognitive skills and cognitive learning outcomes. It is the research and development of learning module by using 4D models of Thiagarajan. The first phase is Define, which analyses the problems and needs required by the prior preparation of the module. The second phase is Design, which formulates learning design and devices to obtain the initial draft of learning modules. The third stage is Develop, which is developing and writing module, module validation, product testing, revision, and the resulting an end-product results module development. The fourth stage is Disseminate, which is disseminating of the valid products. Modules were validated by education experts, practitioners, subject matter experts, and expert of online media. The results of the validation module indicated that the module was valid and could be used in teaching and learning. In the validation phase of testing methods, we used experiments to know the difference of metacognitive skills and learning outcomes between the control group and experimental group. The experimental design was a one group pretest-posttest design. The results of the data analysis showed that the modules could enhance metacognitive skills and learning outcomes. The advantages of this module is as follows, 1) module is accompanied by a video link on a website that contains practical activities that are appropriate to Curriculum 2013, 2) module is accompanied by a video link on a website that contains about manual laboratory activities that will be used in the classroom face-to-face, so that students are ready when doing laboratory activities, 3) this module can be online through chat to increase students’ understanding. The disadvantages of this module are the material presented in

Using Photovoice to Include People with Profound and Multiple Learning Disabilities in Inclusive Research

Science.gov (United States)

Cluley, Victoria

2017-01-01

Background: It is now expected that projects addressing the lives of people with learning disabilities include people with learning disabilities in the research process. In the past, such research often excluded people with learning disabilities, favouring the opinions of family members, carers and professionals. The inclusion of the voices of…

Study Modules for Calculus-Based General Physics. [Includes Modules 21-23: Second Law and Entropy; Coulomb's Law and the Electric Field; and Flux and Gauss' Law].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules include study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Optical implementations of associative networks with versatile adaptive learning capabilities.

Science.gov (United States)

Fisher, A D; Lippincott, W L; Lee, J N

1987-12-01

Optical associative, parallel-processing architectures are being developed using a multimodule approach, where a number of smaller, adaptive, associative modules are nonlinearly interconnected and cascaded under the guidance of a variety of organizational principles to structure larger architectures for solving specific problems. A number of novel optical implementations with versatile adaptive learning capabilities are presented for the individual associative modules, including holographic configurations and five specific electrooptic configurations. The practical issues involved in real optical architectures are analyzed, and actual laboratory optical implementations of associative modules based on Hebbian and Widrow-Hoff learning rules are discussed, including successful experimental demonstrations of their operation.

The LEONARDO-DA-VINCI pilot project "e-learning-assistant" - Situation-based learning in nursing education.

Science.gov (United States)

Pfefferle, Petra Ina; Van den Stock, Etienne; Nauerth, Annette

2010-07-01

E-learning will play an important role in the training portfolio of students in higher and vocational education. Within the LEONARDO-DA-VINCI action programme transnational pilot projects were funded by the European Union, which aimed to improve the usage and quality of e-learning tools in education and professional training. The overall aim of the LEONARDO-DA-VINCI pilot project "e-learning-assistant" was to create new didactical and technical e-learning tools for Europe-wide use in nursing education. Based on a new situation-oriented learning approach, nursing teachers enrolled in the project were instructed to adapt, develop and implement e- and blended learning units. According to the training contents nursing modules were developed by teachers from partner institutions, implemented in the project centers and evaluated by students. The user-package "e-learning-assistant" as a product of the project includes two teacher training units, the authoring tool "synapse" to create situation-based e-learning units, a student's learning platform containing blended learning modules in nursing and an open sourced web-based communication centre. Copyright 2009 Elsevier Ltd. All rights reserved.

Getting Down to Business: Travel Agency, Module 9. [Student Guide]. Entrepreneurship Training Components.

Science.gov (United States)

Rassen, Rachel L.

This module on owning and operating a travel agency is one of 36 modules in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Medical Terminology: Prefixes. Health Occupations Education Module.

Science.gov (United States)

Temple Univ., Philadelphia, PA. Div. of Vocational Education.

This module on medical terminology (prefixes) is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to prefixes, a list of resources needed, and three learning experiences. Each learning experience contains an…

Valenced action/inhibition learning in humans is modulated by a genetic variant linked to dopamine D2 receptor expression

Directory of Open Access Journals (Sweden)

Anni eRichter

2014-08-01

Full Text Available Motivational salience plays an important role in shaping human behavior, but recent studies demonstrate that human performance is not uniformly improved by motivation. Instead, action has been shown to dominate valence in motivated tasks, and it is particularly difficult for humans to learn the inhibition of an action to obtain a reward, but the neural mechanism behind this behavioral specificity is yet unclear. In all mammals, including humans, the monoamine neurotransmitter dopamine is particularly important in the neural manifestation of appetitively motivated behavior, and the human dopamine system is subject to considerable genetic variability. The well-studied TaqIA restriction fragment length polymorphism (rs1800497 has previously been shown to affect striatal dopamine metabolism. In this study we investigated a potential effect of this genetic variation on motivated action/inhibition learning. Two independent cohorts consisting of 87 and 95 healthy participants, respectively, were tested using the previously described valenced go/no-go learning paradigm in which participants learned the reward-associated no-go condition significantly worse than all other conditions. This effect was modulated by the TaqIA polymorphism, with carriers of the A1 allele showing a diminished learning-related performance enhancement in the rewarded no-go condition compared to the A2 homozygotes. This result highlights a modulatory role for genetic variability of the dopaminergic system in individual learning differences of action-valence interaction.

The Serger (Overlock) Machine. Module 10.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This module on the purpose and use of the serger machine, one in a series on clothing construction for industrial sewing machine operators designed for student self-study, contains nine sections. Each section includes the following parts: an introduction, directions, an objective, learning activities, student information, student self-check,…

Development of e-module combining science process skills and dynamics motion material to increasing critical thinking skills and improve student learning motivation senior high school

Directory of Open Access Journals (Sweden)

Fengky Adie Perdana

2017-02-01

Full Text Available Learning media is one of the most components in the teaching and learning process. This research was conducted to design and develop the electronic modules combining science process skills and dynamics motion content for increasing critical thinking skills and improve student learning motivation for senior high school. The Methods used in this research is Research and Development (R&D. Model research and development using a research 4D Thiagarajan model. Physics module was developed using science process skills approach: observing, formulating the problem, formulating a hypothesis, identify variables, conduct experiments, analyse the data, summarise and communicate. The results showed that: 1 the electronics module has been developed by integrating the science process skills for enhancing critical thinking skills and student motivation. 2 Electronic Module Physics-based science process skills meet the criteria very well, judging from the results of validation content, validation media, validation of peer education and practitioners, with an average value of 3.80 is greater than the minimum eligibility 3.78. 3 effectiveness the modules of science process skills got N-gain value obtained from a large trial in grade samples of 0.67 and 0.59 in the control group were categorised as moderate. 4 Implementation of electronic modules Physics-based science process skills is considered an effective to enhance the students' motivation. Statistical analysis showed a significance value of 0.027 is lower than the significance level α = 0.05, this means that there are significant differences between learning motivation grade sample and the control class. As a result of analysis data obtained from the research, it was seen that the students' motivation that uses Physics module based science process skills better than conventional learning.

Student and Tutor Perceptions of Learning and Teaching on a First-Year Study Skills Module in a University Computing Department

Science.gov (United States)

Coughlan, Jane; Swift, Stephen

2011-01-01

The level of student preparedness for university-level study has been widely debated. Effective study skills modules have been linked to supporting students' academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed…

Using Instructional Design, Analyze, Design, Develop, Implement, and Evaluate, to Develop e-Learning Modules to Disseminate Supported Employment for Community Behavioral Health Treatment Programs in New York State

Directory of Open Access Journals (Sweden)

Sapana R. Patel

2018-05-01

Full Text Available BackgroundImplementation science lacks a systematic approach to the development of learning strategies for online training in evidence-based practices (EBPs that takes the context of real-world practice into account. The field of instructional design offers ecologically valid and systematic processes to develop learning strategies for workforce development and performance support.ObjectiveThis report describes the application of an instructional design framework—Analyze, Design, Develop, Implement, and Evaluate (ADDIE model—in the development and evaluation of e-learning modules as one strategy among a multifaceted approach to the implementation of individual placement and support (IPS, a model of supported employment for community behavioral health treatment programs, in New York State.MethodsWe applied quantitative and qualitative methods to develop and evaluate three IPS e-learning modules. Throughout the ADDIE process, we conducted formative and summative evaluations and identified determinants of implementation using the Consolidated Framework for Implementation Research (CFIR. Formative evaluations consisted of qualitative feedback received from recipients and providers during early pilot work. The summative evaluation consisted of levels 1 and 2 (reaction to the training, self-reported knowledge, and practice change quantitative and qualitative data and was guided by the Kirkpatrick model for training evaluation.ResultsFormative evaluation with key stakeholders identified a range of learning needs that informed the development of a pilot training program in IPS. Feedback on this pilot training program informed the design document of three e-learning modules on IPS: Introduction to IPS, IPS Job development, and Using the IPS Employment Resource Book. Each module was developed iteratively and provided an assessment of learning needs that informed successive modules. All modules were disseminated and evaluated through a learning

Learning collaborative teamwork: an argument for incorporating the humanities.

Science.gov (United States)

Hall, Pippa; Brajtman, Susan; Weaver, Lynda; Grassau, Pamela Anne; Varpio, Lara

2014-11-01

A holistic, collaborative interprofessional team approach, which includes patients and families as significant decision-making members, has been proposed to address the increasing burden being placed on the health-care system. This project hypothesized that learning activities related to the humanities during clinical placements could enhance interprofessional teamwork. Through an interprofessional team of faculty, clinical staff, students, and patient representatives, we developed and piloted the self-learning module, "interprofessional education for collaborative person-centred practice through the humanities". The module was designed to provide learners from different professions and educational levels with a clinical placement/residency experience that would enable them, through a lens of the humanities, to better understand interprofessional collaborative person-centred care without structured interprofessional placement activities. Learners reported the self-paced and self-directed module to be a satisfactory learning experience in all four areas of care at our institution, and certain attitudes and knowledge were significantly and positively affected. The module's evaluation resulted in a revised edition providing improved structure and instruction for students with no experience in self-directed learning. The module was recently adapted into an interactive bilingual (French and English) online e-learning module to facilitate its integration into the pre-licensure curriculum at colleges and universities.

Developing workshop module of realistic mathematics education: Follow-up workshop

Science.gov (United States)

Palupi, E. L. W.; Khabibah, S.

2018-01-01

Realistic Mathematics Education (RME) is a learning approach which fits the aim of the curriculum. The success of RME in teaching mathematics concepts, triggering students’ interest in mathematics and teaching high order thinking skills to the students will make teachers start to learn RME. Hence, RME workshop is often offered and done. This study applied development model proposed by Plomp. Based on the study by RME team, there are three kinds of RME workshop: start-up workshop, follow-up workshop, and quality boost. However, there is no standardized or validated module which is used in that workshops. This study aims to develop a module of RME follow-up workshop which is valid and can be used. Plopm’s developmental model includes materials analysis, design, realization, implementation, and evaluation. Based on the validation, the developed module is valid. While field test shows that the module can be used effectively.

Global Maximum Power Point Tracking (MPPT of a Photovoltaic Module Array Constructed through Improved Teaching-Learning-Based Optimization

Directory of Open Access Journals (Sweden)

Kuei-Hsiang Chao

2016-11-01

Full Text Available The present study proposes a maximum power point tracking (MPPT method in which improved teaching-learning-based optimization (I-TLBO is applied to perform global MPPT of photovoltaic (PV module arrays under dissimilar shading situations to ensure the maximum power output of the module arrays. The proposed I-TLBO enables the automatic adjustment of teaching factors according to the self-learning ability of students. Incorporating smart-tracking and self-study strategies can effectively improve the tracking response speed and steady-state tracking performance. To evaluate the feasibility of the proposed I-TLBO, a HIP-2717 PV module array from Sanyo Electric was employed to compose various arrays with different serial and parallel configurations. The arrays were operated under different shading conditions to test the MPPT with double, triple, or quadruple peaks of power-voltage characteristic curves. Boost converters were employed with TMS320F2808 digital signal processors to test the proposed MPPT method. Empirical results confirm that the proposed method exhibits more favorable dynamic and static-state response tracking performance compared with that of conventional TLBO.

Design and Implementation of a Cooperative Learning System for Digital Content Design Curriculum: Investigation on Learning Effectiveness and Social Presence

Science.gov (United States)

Huang, Ming-Shang; Hsiao, Wei-Hung; Chang, Tsung-Sheng; Hu, Mei-Huei

2012-01-01

The purpose of this paper is to investigate the learning effectiveness of cooperative learning system based on social presence theory. We develop a web-based cooperative learning system which contains personal module, admin module, course module, communication module, and learning records module to support the implementation of cooperative…

Positive allosteric modulation of mGluR5 accelerates extinction learning but not relearning following methamphetamine self-administration

Directory of Open Access Journals (Sweden)

Peter R Kufahl

2012-11-01

Full Text Available Recent studies have implicated glutamate neurotransmission as an important substrate for the extinction of conditioned behaviors, including responding for drug reinforcement. Positive allosteric modulation of the type-5 metabotropic glutamate receptor (mGluR5 in particular has emerged as a treatment strategy for the enhancement of extinction of drug-motivated behaviors. Here, we investigated the effects of the mGluR5 positive allosteric modulator CDPPB, a compound known for its cognitive enhancing effects in rodents, on extinction learning in rats with different histories of methamphetamine (METH training. Rats were trained to self-administer METH under two conditions: 16 daily sessions of short access (90 min/day, ShA, or 8 daily sessions of short access followed by 8 sessions of long access (6 hr/day, LgA. Control rats self-administered sucrose pellets in daily 30 min sessions. Next, rats were administered vehicle or 30 mg/kg CDPPB prior to 7 consecutive daily extinction sessions, subjected to additional extinction sessions to re-establish a post-treatment baseline, and then tested for reinstatement of behavior in the presence of METH- or sucrose-paired cues. Rats were then subjected to a second series of extinction sessions, preceded by vehicle or 30 mg/kg CDPPB, and an additional test for cue-triggered reinstatement. CDPPB treatment resulted in a more rapid extinction of responding on the active lever, especially in the early sessions of the first extinction sequence. However, treatment effects were minimal during subsequent cue reinstatement tests and nonexistent during the second series of extinction sessions. Rats with histories of ShA, LgA and sucrose training expressed similar behavioral sensitivities to CDPPB, with LgA rats demonstrating a modestly higher treatment effect. Positive allosteric modulation of mGluR5 may therefore have some beneficial effects on efforts to facilitate extinction learning and reduce methamphetamine seeking.

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction.

Science.gov (United States)

Noroozi, Omid; Mulder, Martin

2017-01-02

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design was used with 203 students who were randomly assigned to groups of three. They were asked to work on the digital module with the aim of exploring various perspectives, and the "pros and cons" on the topic of "Genetically Modified Organisms (GMOs)." The results suggest that the module can be used to foster students' domain-specific knowledge gain and their attitudinal change. Furthermore, the module was evaluated positively in terms of students' motivation and satisfaction with the learning experiences. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):31-39, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DENGAN MENGGUNAKAN MEDIA MODUL DALAM MENINGKATKAN HASIL BELAJAR MATA PELAJARAN AKUNTANSI PADA SISWA SMA SE-KOTA BANDUNG

Directory of Open Access Journals (Sweden)

Imas Purnamasari

2014-04-01

Full Text Available The results of student learning is a combination of various factors that affect the overall learning process. The phenomenon in this study is the lack of student learning outcomes are seen from the results of the national exam on economic subjects, especially the material accounting, one of the causes of the problems in the learning process, namely on how to give lessons conducted by teachers, and the use of instructional media, especially the media module. This study, use the method of the experiment to make a difference between the results of the study on the student teaching and learning by contextual the use of the media, the students are not using the models of the contextual teaching and learning to use media. Results of the analysis of 10 schools in the city of bandung at 8 school with the influence of contextual teaching and learning module, using this hypothesis can be seen from the increase is the result of study to students.

A recommendation module to help teachers build courses through the Moodle Learning Management System

Science.gov (United States)

Limongelli, Carla; Lombardi, Matteo; Marani, Alessandro; Sciarrone, Filippo; Temperini, Marco

2016-01-01

In traditional e-learning, teachers design sets of Learning Objects (LOs) and organize their sequencing; the material implementing the LOs could be either built anew or adopted from elsewhere (e.g. from standard-compliant repositories) and reused. This task is applicable also when the teacher works in a system for personalized e-learning. In this case, the burden actually increases: for instance, the LOs may need adaptation to the system, through additional metadata. This paper presents a module that gives some support to the operations of retrieving, analyzing, and importing LOs from a set of standard Learning Objects Repositories, acting as a recommending system. In particular, it is designed to support the teacher in the phases of (i) retrieval of LOs, through a keyword-based search mechanism applied to the selected repositories; (ii) analysis of the returned LOs, whose information is enriched by a concept of relevance metric, based on both the results of the searching operation and the data related to the previous use of the LOs in the courses managed by the Learning Management System; and (iii) LO importation into the course under construction.

Developing effective web-based regional anesthesia education: a randomized study evaluating case-based versus non-case-based module design.

Science.gov (United States)

Kopp, Sandra L; Smith, Hugh M

2011-01-01

Little is known about the use of Web-based education in regional anesthesia training. Benefits of Web-based education include the ability to standardize learning material quality and content, build appropriate learning progressions, use interactive multimedia technologies, and individualize delivery of course materials. The goals of this investigation were (1) to determine whether module design influences regional anesthesia knowledge acquisition, (2) to characterize learner preference patterns among anesthesia residents, and (3) to determine whether learner preferences play a role in knowledge acquisition. Direct comparison of knowledge assessments, learning styles, and learner preferences will be made between an interactive case-based and a traditional textbook-style module design. Forty-three Mayo Clinic anesthesiology residents completed 2 online modules, a knowledge pretest, posttest, an Index of Learning Styles assessment, and a participant satisfaction survey. Interscalene and lumbar plexus regional techniques were selected as the learning content for 4 Web modules constructed using the Blackboard Vista coursework application. One traditional textbook-style module and 1 interactive case-based module were designed for each of the interscalene and lumbar plexus techniques. Participants scored higher on the postmodule knowledge assessment for both of the interscalene and lumbar plexus modules. Postmodule knowledge performance scores were independent of both module design (interactive case-based versus traditional textbook style) and learning style preferences. However, nearly all participants reported a preference for Web-based learning and believe that it should be used in anesthesia resident education. Participants did not feel that Web-base learning should replace the current lecture-based curriculum. All residents scored higher on the postmodule knowledge assessment, but this improvement was independent of the module design and individual learning styles

Electrophysiological correlates of learning-induced modulation of visual motion processing in humans

Directory of Open Access Journals (Sweden)

Viktor Gál

2010-01-01

Full Text Available Training on a visual task leads to increased perceptual and neural responses to visual features that were attended during training as well as decreased responses to neglected distractor features. However, the time course of these attention-based modulations of neural sensitivity for visual features has not been investigated before. Here we measured event related potentials (ERP in response to motion stimuli with different coherence levels before and after training on a speed discrimination task requiring object-based attentional selection of one of the two competing motion stimuli. We found that two peaks on the ERP waveform were modulated by the strength of the coherent motion signal; the response amplitude associated with motion directions that were neglected during training was smaller than the response amplitude associated with motion directions that were attended during training. The first peak of motion coherence-dependent modulation of the ERP responses was at 300 ms after stimulus onset and it was most pronounced over the occipitotemporal cortex. The second peak was around 500 ms and was focused over the parietal cortex. A control experiment suggests that the earlier motion coherence-related response modulation reflects the extraction of the coherent motion signal whereas the later peak might index accumulation and readout of motion signals by parietal decision mechanisms. These findings suggest that attention-based learning affects neural responses both at the sensory and decision processing stages.

Effectiveness of adolescent suicide prevention e-learning modules that aim to improve knowledge and self-confidence of gatekeepers: study protocol for a randomized controlled trial.

Science.gov (United States)

Ghoncheh, Rezvan; Kerkhof, Ad J F M; Koot, Hans M

2014-02-08

Providing e-learning modules can be an effective strategy for enhancing gatekeepers' knowledge, self-confidence and skills in adolescent suicide prevention. The aim of this study was to test the effectiveness of an online training program called Mental Health Online which consists of eight short e-learning modules, each capturing an important aspect of the process of recognition, guidance and referral of suicidal adolescents (12-20 years). The primary outcomes of this study are participant's ratings on perceived knowledge, perceived self-confidence, and actual knowledge regarding adolescent suicidality. A randomized controlled trial will be carried out among 154 gatekeepers. After completing the first assessment (pre-test), participants will be randomly assigned to either the experimental group or the waitlist control group. One week after completing the first assessment the experimental group will have access to the website Mental Health Online containing the eight e-learning modules and additional information on adolescent suicide prevention. Participants in both conditions will be assessed 4 weeks after completing the first assessment (post-test), and 12 weeks after completing the post-test (follow-up). At post-test, participants from the experimental group are asked to complete an evaluation questionnaire on the modules. The waitlist control group will have access to the modules and additional information on the website after completing the follow-up assessment. Gatekeepers can benefit from e-learning modules on adolescent suicide prevention. This approach allows them to learn about this sensitive subject at their own pace and from any given location, as long as they have access to the Internet. Given the flexible nature of the program, each participant can compose his/her own training creating an instant customized course with the required steps in adolescent suicide prevention. Netherlands Trial Register NTR3625.

Volcano!: An Event-Based Science Module. Student Edition. Geology Module.

Science.gov (United States)

Wright, Russell G.

This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

Stuttering adults' lack of pre-speech auditory modulation normalizes when speaking with delayed auditory feedback.

Science.gov (United States)

Daliri, Ayoub; Max, Ludo

2018-02-01

Auditory modulation during speech movement planning is limited in adults who stutter (AWS), but the functional relevance of the phenomenon itself remains unknown. We investigated for AWS and adults who do not stutter (AWNS) (a) a potential relationship between pre-speech auditory modulation and auditory feedback contributions to speech motor learning and (b) the effect on pre-speech auditory modulation of real-time versus delayed auditory feedback. Experiment I used a sensorimotor adaptation paradigm to estimate auditory-motor speech learning. Using acoustic speech recordings, we quantified subjects' formant frequency adjustments across trials when continually exposed to formant-shifted auditory feedback. In Experiment II, we used electroencephalography to determine the same subjects' extent of pre-speech auditory modulation (reductions in auditory evoked potential N1 amplitude) when probe tones were delivered prior to speaking versus not speaking. To manipulate subjects' ability to monitor real-time feedback, we included speaking conditions with non-altered auditory feedback (NAF) and delayed auditory feedback (DAF). Experiment I showed that auditory-motor learning was limited for AWS versus AWNS, and the extent of learning was negatively correlated with stuttering frequency. Experiment II yielded several key findings: (a) our prior finding of limited pre-speech auditory modulation in AWS was replicated; (b) DAF caused a decrease in auditory modulation for most AWNS but an increase for most AWS; and (c) for AWS, the amount of auditory modulation when speaking with DAF was positively correlated with stuttering frequency. Lastly, AWNS showed no correlation between pre-speech auditory modulation (Experiment II) and extent of auditory-motor learning (Experiment I) whereas AWS showed a negative correlation between these measures. Thus, findings suggest that AWS show deficits in both pre-speech auditory modulation and auditory-motor learning; however, limited pre

Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program.

Science.gov (United States)

Naser-ud-Din, S

2015-08-01

E-learning has gained momentum in health sciences and seems to have great potential in specialist dental education. Higher acceptability by learners is particularly associated with the surge of smart devices. Currently, there are limited number of e-learning modules available for dental education, particularly in Orthodontics. Scenario Based Learning interactive (SBLi(®)) software was used for the first time in Orthodontics Postgraduate training at the University of Queensland. Nine interactive modules were created embedded with clinical procedure videos, web-links, evidence-based literature, along with opportunity for self-assessment and evaluation. Qualitative data were collected before and after the administration of the SBLi(®) for Orthodontics. The purpose of this data was to investigate learning styles and the acceptance of e-modules as part of postgraduate training. Advantages of the package included high acceptance rate, greater confidence in the application of clinical skills covered in the modules and reduced contact time particularly with limited academic staff. E-modules demonstrated high compatibility with the learning styles of the participants and were considered engaging. It seems apparent that e-learning is most effective in a blended learning environment, supplemented with the traditional classroom approach, rather than as a sole mechanism for postgraduate training. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Building professionalism and employability skills: embedding employer engagement within first-year computing modules

Science.gov (United States)

Hanna, Philip; Allen, Angela; Kane, Russell; Anderson, Neil; McGowan, Aidan; Collins, Matthew; Hutchison, Malcolm

2015-07-01

This paper outlines a means of improving the employability skills of first-year university students through a closely integrated model of employer engagement within computer science modules. The outlined approach illustrates how employability skills, including communication, teamwork and time management skills, can be contextualised in a manner that directly relates to student learning but can still be linked forward into employment. The paper tests the premise that developing employability skills early within the curriculum will result in improved student engagement and learning within later modules. The paper concludes that embedding employer participation within first-year models can help relate a distant notion of employability into something of more immediate relevance in terms of how students can best approach learning. Further, by enhancing employability skills early within the curriculum, it becomes possible to improve academic attainment within later modules.

Volcano!: An Event-Based Science Module. Teacher's Guide. Geology Module.

Science.gov (United States)

Wright, Russell G.

This book is designed for middle school earth science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research,…

Human Machine Learning Symbiosis

Science.gov (United States)

Walsh, Kenneth R.; Hoque, Md Tamjidul; Williams, Kim H.

2017-01-01

Human Machine Learning Symbiosis is a cooperative system where both the human learner and the machine learner learn from each other to create an effective and efficient learning environment adapted to the needs of the human learner. Such a system can be used in online learning modules so that the modules adapt to each learner's learning state both…

Social Cognition as Reinforcement Learning: Feedback Modulates Emotion Inference.

Science.gov (United States)

Zaki, Jamil; Kallman, Seth; Wimmer, G Elliott; Ochsner, Kevin; Shohamy, Daphna

2016-09-01

Neuroscientific studies of social cognition typically employ paradigms in which perceivers draw single-shot inferences about the internal states of strangers. Real-world social inference features much different parameters: People often encounter and learn about particular social targets (e.g., friends) over time and receive feedback about whether their inferences are correct or incorrect. Here, we examined this process and, more broadly, the intersection between social cognition and reinforcement learning. Perceivers were scanned using fMRI while repeatedly encountering three social targets who produced conflicting visual and verbal emotional cues. Perceivers guessed how targets felt and received feedback about whether they had guessed correctly. Visual cues reliably predicted one target's emotion, verbal cues predicted a second target's emotion, and neither reliably predicted the third target's emotion. Perceivers successfully used this information to update their judgments over time. Furthermore, trial-by-trial learning signals-estimated using two reinforcement learning models-tracked activity in ventral striatum and ventromedial pFC, structures associated with reinforcement learning, and regions associated with updating social impressions, including TPJ. These data suggest that learning about others' emotions, like other forms of feedback learning, relies on domain-general reinforcement mechanisms as well as domain-specific social information processing.

Are online learning modules an effective way to deliver hand trauma management continuing medical education to emergency physicians?

Science.gov (United States)

Williams, Jason G

2014-01-01

The enormity of modern medical knowledge and the rapidity of change have created increased need for ongoing or continuing medical education (CME) for physicians. Online CME is attractive for its availability at any time and any place, low cost and potentially increased effectiveness compared with traditional face-to-face delivery. To determine whether online CME modules are an effective method for delivering plastic surgery CME to primary care physicians. A needs assessment survey was conducted among all emergency and family physicians in Nova Scotia. Results indicated that this type of program was appealing, and that hand trauma related topics were most desired for CME. 7 Lesson Builder (SoftChalk LLC, www.softchalk.com) was used to construct a multimedia e-learning module that was distributed along with a pretest, post-test and feedback questionnaire. Quantitative (pre- and post-test scores) and qualitative (feedback responses) data were analyzed. The 32 participants who completed the study indicated that it was a positive and enjoyable experience, and that there was a need for more resources like this. Compared with pretest scores, there was a significant gain in knowledge following completion of the module (P=0.001). The present study demonstrated that an e-learning format is attractive for this population and effective in increasing knowledge. This positive outcome will lead to development of additional modules.

In the mood for modules

CERN Multimedia

Rosaria Marraffino

2015-01-01

When the going gets tough, the tough get going. This is especially true when it comes to safety: how can we improve our safety culture in the best possible way? The Safety Training section thinks the solution lies in better safety courses, so CERN's e-learning package is being redesigned. Future e-learning courses will be smaller but more efficient, covering all the specific risks present at the Laboratory.   The new Safety at CERN course available on SIR, featuring the new colour palette. Being able to communicate safety messages efficiently is crucial in order to have a safe work environment, especially here at CERN. This is not always an easy task and therefore a more educational approach is required. With this idea in mind, the Safety Training section is currently redesigning its e-learning courses to include a series of smaller risk-specific modules. “Currently, some risks, such as chemical- or electricity-related risks, are included in various courses,&am...

Pengembangan Modul Pembelajaran Biologi Berbasis Pendekatan Saintifik Untuk Meningkatkan Hasil Belajar Siswa

Directory of Open Access Journals (Sweden)

Muhammad Wahyu Setiyadi

2017-08-01

Full Text Available The purpose of this study was to develop a scientific-based learning module on a valid ecological concept, practical and effective to the students of Senior High School. The development procedures of the research employed Thiagarajan Model or 4-D Model which consisted of four stages, namely defining, design, development, and dissemination. The data were collected through learning module validation process, students and teachers' responses questionnaire, learning implementation observation sheet, and learning result test. The data were analyzed by using descriptive analysis. The results of the research reveal that Biology learning module based on scientific approach is valid, practical, and effective. It is stated as valid because Biology learning module based on scientific approach which is developed had met validity criteria with "Valid" category. It is stated as practical because the learning implementation by using Biology learning module based on scientific approach had learning implementation in high category, and students and teachers positive responses on the module. It is stated as effective because it had fulfilled effectiveness namely the students' learning result test had met classical completeness criteria by 84.21%.

Python for probability, statistics, and machine learning

CERN Document Server

Unpingco, José

2016-01-01

This book covers the key ideas that link probability, statistics, and machine learning illustrated using Python modules in these areas. The entire text, including all the figures and numerical results, is reproducible using the Python codes and their associated Jupyter/IPython notebooks, which are provided as supplementary downloads. The author develops key intuitions in machine learning by working meaningful examples using multiple analytical methods and Python codes, thereby connecting theoretical concepts to concrete implementations. Modern Python modules like Pandas, Sympy, and Scikit-learn are applied to simulate and visualize important machine learning concepts like the bias/variance trade-off, cross-validation, and regularization. Many abstract mathematical ideas, such as convergence in probability theory, are developed and illustrated with numerical examples. This book is suitable for anyone with an undergraduate-level exposure to probability, statistics, or machine learning and with rudimentary knowl...

Learning modulation of odor representations: new findings from Arc-indexed networks

Directory of Open Access Journals (Sweden)

Qi eYuan

2014-12-01

Full Text Available We first review our understanding of odor representations in rodent olfactory bulb and anterior piriform cortex. We then consider learning-induced representation changes. Finally we describe the perspective on network representations gained from examining Arc-indexed odor networks of awake rats. Arc-indexed networks are sparse and distributed, consistent with current views. However Arc provides representations of repeated odors. Arc-indexed repeated odor representations are quite variable. Sparse representations are assumed to be compact and reliable memory codes. Arc suggests this is not necessarily the case. The variability seen is consistent with electrophysiology in awake animals and may reflect top down-cortical modulation of context. Arc-indexing shows that distinct odors share larger than predicted neuron pools. These may be low-threshold neuronal subsets.Learning’s effect on Arc-indexed representations is to increase the stable or overlapping component of rewarded odor representations. This component can decrease for similar odors when their discrimination is rewarded. The learning effects seen are supported by electrophysiology, but mechanisms remain to be elucidated.

Blended Learning and Problem Based Learning in a multinational and multidisciplinary setting

DEFF Research Database (Denmark)

Pedersen, Jens Myrup; Lazaro, José; Mank, Lea

2017-01-01

, and a project part where the students work in groups across nationalities and disciplines on real-world Projects posed by companies. This paper presents the evaluations carried out by all participating students, and discusses the experiences with the different learning components including different features...... of the Learning Management System Moodle, which was used for the modules. Moreover, it introduces the concept of just-in-time resources for Problem Based Learning, where we tackle the challenge of providing the students with methods and tools to be used in the projects just when they need it....

Dopamine modulates memory consolidation of discrimination learning in the auditory cortex.

Science.gov (United States)

Schicknick, Horst; Reichenbach, Nicole; Smalla, Karl-Heinz; Scheich, Henning; Gundelfinger, Eckart D; Tischmeyer, Wolfgang

2012-03-01

In Mongolian gerbils, the auditory cortex is critical for discriminating rising vs. falling frequency-modulated tones. Based on our previous studies, we hypothesized that dopaminergic inputs to the auditory cortex during and shortly after acquisition of the discrimination strategy control long-term memory formation. To test this hypothesis, we studied frequency-modulated tone discrimination learning of gerbils in a shuttle box GO/NO-GO procedure following differential treatments. (i) Pre-exposure of gerbils to the frequency-modulated tones at 1 day before the first discrimination training session severely impaired the accuracy of the discrimination acquired in that session during the initial trials of a second training session, performed 1 day later. (ii) Local injection of the D1/D5 dopamine receptor antagonist SCH-23390 into the auditory cortex after task acquisition caused a discrimination deficit of similar extent and time course as with pre-exposure. This effect was dependent on the dose and time point of injection. (iii) Injection of the D1/D5 dopamine receptor agonist SKF-38393 into the auditory cortex after retraining caused a further discrimination improvement at the beginning of subsequent sessions. All three treatments, which supposedly interfered with dopamine signalling during conditioning and/or retraining, had a substantial impact on the dynamics of the discrimination performance particularly at the beginning of subsequent training sessions. These findings suggest that auditory-cortical dopamine activity after acquisition of a discrimination of complex sounds and after retrieval of weak frequency-modulated tone discrimination memory further improves memory consolidation, i.e. the correct association of two sounds with their respective GO/NO-GO meaning, in support of future memory recall. © 2012 The Authors. European Journal of Neuroscience © 2012 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Towards an Ontology to Describe the Taxonomy of Common Modules in Learning Management Systems

Directory of Open Access Journals (Sweden)

Carlos E. Montenegro Marin

2011-12-01

Full Text Available This article have the objective a create ontology for "common modules in a Learning Management Systems", the steps for the build Ontology were: Determine the domain and scope of the ontology, Consider reusing existing ontology, Enumerate important terms in the ontology, Define the classes and the class hierarch, Define the properties of classes—slot and Define the facets of the slot, finally be explained how the ontology is composed.

EC6 safety enhancement - including impact of Fukushima lessons learned

Energy Technology Data Exchange (ETDEWEB)

Yu, S.; Zemdegs, R.; Boyle, S.; Soulard, M., E-mail: stephen.yu@candu.com [Candu Energy Inc., Mississauga, Ontario (Canada)

2012-09-15

The Enhanced CANDU 6 (EC6) is the new Generation III CANDU reactor design that meets the most up to date regulatory requirements and customer expectations. EC6 builds on the proven high performance design inch as the Qinshan CANDU 6 units and has made improvements to safety and operational performance, and has incorporated extensive operational feedback including Fukushima. The Fukushima Dai-ichi March 11, 2011 event has demonstrated the importance of defence-in-depth considerations for beyond-design basis events, including severe accidents. The EC6 design is based on the defence-in-depth principles and provides further design features that address the lessons learned from Fukushima. (author)

Team-Based Learning Module for Undergraduate Medical Education: a Module Focused on the Human Papilloma Virus to Increase Willingness to Vaccinate.

Science.gov (United States)

Wiley, Rachel; Shelal, Zeena; Bernard, Carolyn; Urbauer, Diana; Toy, Eugene; Ramondetta, Lois

2017-12-26

Human papilloma virus (HPV) vaccination rates lag behind other vaccines, primarily because of weak provider recommendations, and are associated with nearly 30,000 new cancer diagnoses a year. Educating medical students about HPV using active, team-centered learning may increase assimilation of information and may increase vaccination rates. A team-based learning (TBL) module focused on HPV for first-year medical students about HPV will better increase knowledge and likeliness to vaccinate than traditional education methods. Baseline HPV knowledge in medical students across Texas was assessed by surveying all 4-year undergraduate medical schools. Students at one medical school then participated in a week-long TBL focused on basic and clinical concepts relating to HPV, and then were re-surveyed upon completion of the course module. At baseline assessment, first-year student at the intervention site performed at the same level as first-year medical students across the state of Texas on knowledge and satisfaction with their HPV-related medical school education. After the TBL implementation, students performed significantly better than similar-year students and equal to graduating seniors, on knowledge of HPV- and HPV-related cancers, and report significantly higher satisfaction with education measures. Students at the intervention site were significantly more likely to recommend the HPV vaccination in future practice. Short-term knowledge and willingness to recommend vaccination are improved with a targeted HPV TBL early in medical education, which may provide a basis of knowledge that could translate into improved vaccination rates.

Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

Science.gov (United States)

Bryant, D P; Bryant, B R

1998-01-01

Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

Effectiveness of adolescent suicide prevention e-learning modules that aim to improve knowledge and self-confidence of gatekeepers: study protocol for a randomized controlled trial

OpenAIRE

Ghoncheh, Rezvan; Kerkhof, Ad JFM; Koot, Hans M

2014-01-01

Background Providing e-learning modules can be an effective strategy for enhancing gatekeepers’ knowledge, self-confidence and skills in adolescent suicide prevention. The aim of this study was to test the effectiveness of an online training program called Mental Health Online which consists of eight short e-learning modules, each capturing an important aspect of the process of recognition, guidance and referral of suicidal adolescents (12–20 years). The primary outcomes of this study are par...

Effectiveness of adolescent suicide prevention e-learning modules that aim to improve knowledge and self-confidence of gatekeepers: Study protocol of a randomized controlled trial

OpenAIRE

Ghoncheh, R.; Kerkhof, A.J.F.M.; Koot, H.M.

2014-01-01

Background: Providing e-learning modules can be an effective strategy for enhancing gatekeepers' knowledge, self-confidence and skills in adolescent suicide prevention. The aim of this study was to test the effectiveness of an online training program called Mental Health Online which consists of eight short e-learning modules, each capturing an important aspect of the process of recognition, guidance and referral of suicidal adolescents (12-20 years). The primary outcomes of this study are pa...

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

NARCIS (Netherlands)

Noroozi, Omid; Mulder, Martin

2017-01-01

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by

An Activity-based Approach to the Learning and Teaching of Research Methods: Measuring Student Engagement and Learning

Directory of Open Access Journals (Sweden)

Eimear Fallon

2013-05-01

Full Text Available This paper discusses a research project carried out with 82 final and third year undergraduate students, learning Research Methods prior to undertaking an undergraduate thesis during the academic years 2010 and 2011. The research had two separate, linked objectives, (a to develop a Research Methods module that embraces an activity-based approach to learning in a group environment, (b to improve engagement by all students. The Research Methods module was previously taught through a traditional lecture-based format. Anecdotally, it was felt that student engagement was poor and learning was limited. It was believed that successful completion of the development of this Module would equip students with a deeply-learned battery of research skills to take into their further academic and professional careers. Student learning was achieved through completion of a series of activities based on different research methods. In order to encourage student engagement, a wide variety of activities were used. These activities included workshops, brainstorming, mind-mapping, presentations, written submissions, peer critiquing, lecture/seminar, and ‘speed dating’ with more senior students and self reflection. Student engagement was measured through a survey based on a U.S. National Survey of Student Engagement (2000. A questionnaire was devised to establish whether, and to what degree, students were engaged in the material that they were learning, while they were learning it. The results of the questionnaire were very encouraging with between 63% and 96% of students answering positively to a range of questions concerning engagement. In terms of the two objectives set, these were satisfactorily met. The module was successfully developed and continues to be delivered, based upon this new and significant level of student engagement.

Learning Enhances Intrinsic Excitability in a Subset of Lateral Amygdala Neurons

Science.gov (United States)

Sehgal, Megha; Ehlers, Vanessa L.; Moyer, James R., Jr.

2014-01-01

Learning-induced modulation of neuronal intrinsic excitability is a metaplasticity mechanism that can impact the acquisition of new memories. Although the amygdala is important for emotional learning and other behaviors, including fear and anxiety, whether learning alters intrinsic excitability within the amygdala has received very little…

Photovoltaic module and interlocked stack of photovoltaic modules

Science.gov (United States)

Wares, Brian S.

2014-09-02

One embodiment relates to an arrangement of photovoltaic modules configured for transportation. The arrangement includes a plurality of photovoltaic modules, each photovoltaic module including a frame. A plurality of individual male alignment features and a plurality of individual female alignment features are included on each frame. Adjacent photovoltaic modules are interlocked by multiple individual male alignment features on a first module of the adjacent photovoltaic modules fitting into and being surrounded by corresponding individual female alignment features on a second module of the adjacent photovoltaic modules. Other embodiments, features and aspects are also disclosed.

Label Review Training: Module 2: Parts of the Label, Page 10

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 9

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 8

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 16

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 12

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 2

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 6

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 1

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 14

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 13

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 3

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 11

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 4

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 5

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

Label Review Training: Module 2: Parts of the Label, Page 7

Science.gov (United States)

This module of the label review training describes the parts of the front and back panel of the pesticide label. You will learn what kinds of information each part includes, as well as how to organize these parts.

The use of blended learning to create a module about ill-health during childbirth for pre-registration midwifery students.

Science.gov (United States)

Young, Nicki; Randall, Jayne

2014-01-01

Reforms in the way higher education is delivered in order to address the needs of learners in the 21st century are increasingly being considered by university departments. This has led academics to combine e-learning with more traditional classroom based methods of teaching when designing new modules of study, a method commonly called blended learning. This paper will describe the different teaching and learning methods which were blended together to create a module for second year pre-registration midwifery students in England, which focused upon ill-health during pregnancy and childbearing. It is imperative that at the point of registration midwifery students possess the skills to identify deviations from normal, initiate immediate actions and make appropriate referrals. The health of women all over the world is of concern to health care professionals. Midwives are increasingly being upon to provide expert care. Midwives need a sound education to allow them to carry out their roles effectively. The International Confederation of Midwives global standards for midwifery education (2010) attempts to address the need for competent caring midwives to help women and families in every corner of the world. The paper will also cover the pedagogical issues considered when blending together the different elements of learning namely: traditional discursive lectures, small group work, e-learning, formative presentations and the use of simulation during a skills and drills day. Copyright © 2013 Elsevier Ltd. All rights reserved.

Using Real-Worldness and Cultural Difference to Enhance Student Learning in a Foundation Phase Life Skills Module

Science.gov (United States)

Koen, Mariette; Ebrahim, Hasina Banu

2013-01-01

Our aim was to explore how real-world experience, inclusive of engagement with cultural differences, influences the quality of students' learning in a Life Skills module in pre-service Foundation Phase teacher education. The study was conducted with 147 students in their final year of the Bachelor of Education (Foundation Phase specialisation), at…

Social modulation of learned behavior by dopamine in the basal ganglia: insights from songbirds.

Science.gov (United States)

Leblois, Arthur

2013-06-01

Dysfunction of the dopaminergic system leads to motor, cognitive, and motivational symptoms in brain disorders such as Parkinson's disease. The basal ganglia (BG) are involved in sensorimotor learning and receive a strong dopaminergic signal, shown to play an important role in social interactions. The function of the dopaminergic input to the BG in the integration of social cues during sensorimotor learning remains however largely unexplored. Songbirds use learned vocalizations to communicate during courtship and aggressive behaviors. Like language learning in humans, song learning strongly depends on social interactions. In songbirds, a specialized BG-thalamo-cortical loop devoted to song is particularly tractable for elucidating the signals carried by dopamine in the BG, and the function of dopamine signaling in mediating social cues during skill learning and execution. Here, I review experimental findings uncovering the physiological effects and function of the dopaminergic signal in the songbird BG, in light of our knowledge of the BG-dopamine interactions in mammals. Interestingly, the compact nature of the striato-pallidal circuits in birds led to new insight on the physiological effects of the dopaminergic input on the BG network as a whole. In singing birds, D1-like receptor agonist and antagonist can modulate the spectral variability of syllables bi-directionally, suggesting that social context-dependent changes in spectral variability are triggered by dopaminergic input through D1-like receptors. As variability is crucial for exploration during motor learning, but must be reduced after learning to optimize performance, I propose that, the dopaminergic input to the BG could be responsible for the social-dependent regulation of the exploration/exploitation balance in birdsong, and possibly in learned skills in other vertebrates. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Effects of Textisms on Learning, Study Time, and Instructional Perceptions in an Online Artificial Intelligence Instructional Module

Science.gov (United States)

Beasley, Robert; Bryant, Nathan L.; Dodson, Phillip T.; Entwistle, Kevin C.

2013-01-01

The purpose of this study was to investigate the effects of textisms (i.e., abbreviated spellings, acronyms, and other shorthand notations) on learning, study time, and instructional perceptions in an online artificial intelligence instructional module. The independent variable in this investigation was experimental condition. For the control…

The Single Needle Lockstitch Machine. [Constructing Darts.] Module 3.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This module on constructing darts, one in a series on the single needle lockstitch sewing machine for student self-study, contains two sections. Each section includes the following parts: an introduction, directions, an objective, learning activities, student information, student self-check, check-out activities, and an instructor's final…

Full Space Vectors Modulation for Nine-Switch Converters Including CF & DF Modes

DEFF Research Database (Denmark)

Dehghan Dehnavi, Seyed Mohammad; Mohamadian, Mustafa; Andersen, Michael A. E.

2010-01-01

converter. As a space vector modulation for DF mode has already been proposed by authors. This paper proposes a full space vector modulation (SVM) for both CF and DF modes. Also practical methods are presented for SVM proposed. In addition a special SVM is proposed that offers minimum total harmonic...... distortion (THD) in DF mode. The performance of the proposed SVM is verified by simulation results....

Integrating Anatomy Training into Radiation Oncology Residency: Considerations for Developing a Multidisciplinary, Interactive Learning Module for Adult Learners

Science.gov (United States)

Labranche, Leah; Johnson, Marjorie; Palma, David; D'Souza, Leah; Jaswal, Jasbir

2015-01-01

Radiation oncologists require an in-depth understanding of anatomical relationships for modern clinical practice, although most do not receive formal anatomy training during residency. To fulfill the need for instruction in relevant anatomy, a series of four multidisciplinary, interactive learning modules were developed for a cohort of radiation…

Approaches toward learning in physiotherapy

Directory of Open Access Journals (Sweden)

L. Keiller

2013-11-01

Full Text Available The aim of this study was to investigate the approaches toward learning of undergraduate Physiotherapy students in a PBl module to enhance facilitation of learning at the Stellenbosch University, Division of Physiotherapy in South Africa. This quantitative, descriptive study utilized the revised Two-factor Study Process Questionnaire (r-SPQ-2f to evaluate the study cohorts’ approaches toward learning in the module. results of the data instruments were analysed statistically and discussed in a descriptive manner. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Students in the Applied Physiotherapy module (ATP started to shift their focus from a surface learning approach to a deep learning approach. further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This can be done in conjunction with the implementation of quality assurance mechanisms for learning material and earlier preparation of students for the change in the learning environment.

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

Directory of Open Access Journals (Sweden)

Una Beagon

2014-06-01

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

The Single Needle Lockstitch Machine. [Setting Zippers.] Module 8.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This module on setting zippers, one in a series on the single needle lockstitch sewing machine for student self-study, contains five sections. Each section includes the following parts: an introduction, directions, an objective, learning activities, student information, student self-check, check-out activities, and an instructor's final checklist.…

The Single Needle Lockstitch Machine. [Sewing Seams.] Module 4.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This module on sewing seams, one in a series on the single needle lockstitch sewing machine for student self-study, contains three sections. Each section includes the following parts: an introduction, directions, an objective, learning activities, student information, student self-check, check-out activities, and an instructor's final checklist.…

Learning to Control Advanced Life Support Systems

Science.gov (United States)

Subramanian, Devika

2004-01-01

Advanced life support systems have many interacting processes and limited resources. Controlling and optimizing advanced life support systems presents unique challenges. In particular, advanced life support systems are nonlinear coupled dynamical systems and it is difficult for humans to take all interactions into account to design an effective control strategy. In this project. we developed several reinforcement learning controllers that actively explore the space of possible control strategies, guided by rewards from a user specified long term objective function. We evaluated these controllers using a discrete event simulation of an advanced life support system. This simulation, called BioSim, designed by Nasa scientists David Kortenkamp and Scott Bell has multiple, interacting life support modules including crew, food production, air revitalization, water recovery, solid waste incineration and power. They are implemented in a consumer/producer relationship in which certain modules produce resources that are consumed by other modules. Stores hold resources between modules. Control of this simulation is via adjusting flows of resources between modules and into/out of stores. We developed adaptive algorithms that control the flow of resources in BioSim. Our learning algorithms discovered several ingenious strategies for maximizing mission length by controlling the air and water recycling systems as well as crop planting schedules. By exploiting non-linearities in the overall system dynamics, the learned controllers easily out- performed controllers written by human experts. In sum, we accomplished three goals. We (1) developed foundations for learning models of coupled dynamical systems by active exploration of the state space, (2) developed and tested algorithms that learn to efficiently control air and water recycling processes as well as crop scheduling in Biosim, and (3) developed an understanding of the role machine learning in designing control systems for

Advancing non-directive pregnancy options counseling skills: A pilot Study on the use of blended learning with an online module and simulation.

Science.gov (United States)

Lupi, Carla; Ward-Peterson, Melissa; Chang, Winnie

2016-10-01

Limitations on didactic time pose barriers to teaching non-directive pregnancy options counseling. This study set out to explore the use of an online module to support trainee performance in a pregnancy options counseling standardized-patient exercise implemented among third-year medical students, and to examine the effect of clinical experience on student performance. An online module was developed. A convenience sample of forty-six student performances in a family medicine clerkship participated in a standardized patient exercise. Trained faculty rated performances. Students completed a self-assessment and provided feedback on the online module. Chi-square and Mann-Whitney-U tests were used to analyze data. Three coders qualitatively examined narrative student comments. Thirty-four students passed, 11 achieved a minimal pass, and one failed. The mean global rating from faculty was 2.8 (pass). Students with prior clinical experience significantly outperformed those without on the global rating scale with mean scores of 3.1 compared to 2.7, respectively (p=.044). All students agreed that the online module helped prepare them for the exercise. Qualitative analysis of students' feedback on the module revealed strengths in content and pedagogy. In their self-assessments, all but two students referred to content explicitly conveyed in the module. All students agreed that an online module supported their performance of non-directive pregnancy options counseling skills. Prior clinical experience was associated with improved performance. This module, along with the simulated exercise, can be implemented as a blended learning exercise without additional faculty teaching effort in standardized patient resource centers. Students agreed that an online module facilitates simulated performance of non-directive pregnancy options counseling skills. Future work should compare the impact of this approach to others, and explore the additional training needed to maintain and build on

RM-SORN: a reward-modulated self-organizing recurrent neural network.

Science.gov (United States)

Aswolinskiy, Witali; Pipa, Gordon

2015-01-01

Neural plasticity plays an important role in learning and memory. Reward-modulation of plasticity offers an explanation for the ability of the brain to adapt its neural activity to achieve a rewarded goal. Here, we define a neural network model that learns through the interaction of Intrinsic Plasticity (IP) and reward-modulated Spike-Timing-Dependent Plasticity (STDP). IP enables the network to explore possible output sequences and STDP, modulated by reward, reinforces the creation of the rewarded output sequences. The model is tested on tasks for prediction, recall, non-linear computation, pattern recognition, and sequence generation. It achieves performance comparable to networks trained with supervised learning, while using simple, biologically motivated plasticity rules, and rewarding strategies. The results confirm the importance of investigating the interaction of several plasticity rules in the context of reward-modulated learning and whether reward-modulated self-organization can explain the amazing capabilities of the brain.

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain.

Science.gov (United States)

Groth, Michael; Barthe, Käthe Greta; Riemer, Martin; Ernst, Marielle; Herrmann, Jochen; Fiehler, Jens; Buhk, Jan-Hendrik

2018-04-01

 To compare the learning benefit of three different teaching strategies on the interpretation of emergency cerebral computed tomography (CT) pathologies by medical students.  Three groups of students with different types of teaching (e-learning, interactive teaching, and standard curricular education in neuroradiology) were tested with respect to the detection of seven CT pathologies. The test results of each group were compared for each CT pathology using the chi-square test. A p-value ≤ 0.05 was considered to be significant.  Opposed to the results of the comparison group (curricular education), the e-learning group and interactive teaching tutorial group both showed a significantly better performance in detecting hyperdense middle cerebral artery sign (p = 0.001 and p e-learning group, with statistical significance in the latter (p = 0.03 and p e-learning module group with respect to reading CT scans with slightly different advantages. Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-based considerations.   · E-learning can offer benefits regarding the reading of cerebral CT scans by students. · Interactive tutorial can offer benefits regarding the reading of cerebral CT scans by students. · E-learning and interactive tutorial feature different strengths for student learning in radiology. · Application of interactive teaching methods in radiology requires learning content-based considerations. · Groth M, Barthe KG, Riemer M et al. Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain. Fortschr Röntgenstr 2017; 190: 334 - 340. © Georg Thieme Verlag KG Stuttgart · New York.

Exploring Local Level Factors Shaping the Implementation of a Blended Learning Module for Information and Geospatial Literacy in Ontario

Directory of Open Access Journals (Sweden)

Michelle M. Vine

2016-12-01

Full Text Available The objectives of this research study were to examine local level factors shaping the implementation of a blended pedagogical approach for geospatial- and information-literacy, and to understand implementer satisfaction. As such, we addressed the following research questions: What local-level factors shape the implementation of the blended learning model? and How satisfied are implementers (faculty, administrators and library instructional/support staff with the new blended learning model for geospatial and information fluency? Focus groups (n=7 plus one interview (total n=22 were conducted with key stakeholders (e.g., staff, faculty, administrators to better understand facilitators, barriers, and/or issues related to module development, in addition to perceptions about how the modules are utilized by teaching assistants (TAs, instructional assistants (IAs, and instructors. Participants were identified according to their status as either discipline-specific instructional staff (i.e., instructor, TA, IA or staff who supported the development of modules (i.e., library instructional staff, library management, administrators. From an ontological standpoint that privileges an individual perspective on the nature of reality, while epistemologically seeking to understand the relationship between the “knower” and what can be known, we adopted a theory of constructivism to support this inquiry. Transcripts were imported into a qualitative analysis software package (NVivo 8.0 for organization, coding and analysis. Instructors found value in the online modules, particularly in a blended learning setting. Instructors felt that having the material in advance, in-class time could be better focused on interaction, assignments, and assessments and resulted in reduced anxiety in busy lab environments. Several key themes emerged, including: (a instructor expectations (time constraints, sustainability, and collaborative nature of development process and

Design and Evaluation of a Digital Module with Guided Peer Feedback for Student Learning Biotechnology and Molecular Life Sciences, Attitudinal Change, and Satisfaction

Science.gov (United States)

Noroozi, Omid; Mulder, Martin

2017-01-01

This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design…

Photovoltaic module and interlocked stack of photovoltaic modules

Science.gov (United States)

Wares, Brian S.

2012-09-04

One embodiment relates to an arrangement of photovoltaic modules configured for transportation. The arrangement includes a plurality of photovoltaic modules, each photovoltaic module including a frame having at least a top member and a bottom member. A plurality of alignment features are included on the top member of each frame, and a plurality of alignment features are included on the bottom member of each frame. Adjacent photovoltaic modules are interlocked by the alignment features on the top member of a lower module fitting together with the alignment features on the bottom member of an upper module. Other embodiments, features and aspects are also disclosed.

Hypertension module: an interactive learning tool in physiology.

Science.gov (United States)

Işman, C A; Gülpinar, M A; Kurtel, H; Alican, I; Yeğen, B C

2003-12-01

The aim of the present study was to evaluate the strong or weak aspects of an interactive study module introduced during the "Cardiovascular and Respiratory Systems Subject Committee" in the second year of the medical program. Five study groups consisting of 25 students attended two-hour module sessions for six weeks with the same tutor. According to the module assessment questionnaire, the majority of the students assessed the module as excellent or good. The students reported that they had gained not only in knowledge but also in skills development. The general opinion of the students was that both the organization and the implementation of the module met their expectations. Nearly one-half of the students reported that their expectations with regard to the educational environment and the participation of students were fully met. The major weakness in this new educational trial appears to be assessment of the module.

Creatures of habit (and control: a multi-level learning perspective on the modulation of congruency effects

Directory of Open Access Journals (Sweden)

Tobias eEgner

2014-11-01

Full Text Available The congruency sequence effect (CSE describes the finding that congruency effects in classic probes of selective attention (like the Stroop, Simon, and flanker tasks are smaller following an incongruent than following a congruent trial. The past two decades have generated a large literature on determinants and boundary conditions for the CSE and similar, congruency-proportion based modulations of congruency effects. A prolonged and heated theoretical discussion has been guided primarily by a historically motivated dichotomy between top-down control versus associative bottom-up explanations for these effects. In the present article, I attempt to integrate and contextualize the major empirical findings in this field by arguing that CSEs (and related effects are best understood as reflecting a composite of multiple levels of learning that differ in their level of abstraction. Specifically, learning does not only involve the trial-by-trial encoding, binding, and cued retrieval of specific stimulus-response associations, but also of more abstract trial features, including the spatial and temporal context in which a stimulus occurs, as well as internal states, like the experience of difficulty, and the attentional control settings that were employed in dealing with the stimulus. From this perspective, top-down control and bottom-up priming processes work in concert rather than in opposition. They represent different levels of abstraction in the same learning scheme and they serve a single, common goal: forming memory ensembles that will facilitate fast and appropriate responding to recurring stimuli or events in the environment.

Development and deployment of innovative distance education modules

Energy Technology Data Exchange (ETDEWEB)

Hsu, Wen-Hsing [Nuclear Science Centre, Texas A and M University, 1095 Nuclear Science RD, College Station, Texas 77843 (United States); Reece, W. Daniel [Nuclear Engineering Department, Texas A and M University, College Station, Texas 77843 (United States)

2010-07-01

The potential of distance education/learning to deliver knowledge to learners outside the classroom is increasing dramatically as the technologies evolve. Through the past seven years at Texas A and M University Nuclear Science Centre, media-rich distance learning modules of lectures has been developed using the cutting edge technology available. Accordingly, the framework of modularised distance education modules has been established as well. Each module, closed caption enabled, consists of short interactive videos with animations and quizzes embedded. Those individual videos can be regrouped to form a new module depending on the contents of the lecture. The framework of this system was explained and the procedures of creating those modules were detailed. Different deployment methodologies of those modules were also discussed. (authors)

Development and deployment of innovative distance education modules

International Nuclear Information System (INIS)

Hsu, Wen-Hsing; Reece, W. Daniel

2010-01-01

The potential of distance education/learning to deliver knowledge to learners outside the classroom is increasing dramatically as the technologies evolve. Through the past seven years at Texas A and M University Nuclear Science Centre, media-rich distance learning modules of lectures has been developed using the cutting edge technology available. Accordingly, the framework of modularised distance education modules has been established as well. Each module, closed caption enabled, consists of short interactive videos with animations and quizzes embedded. Those individual videos can be regrouped to form a new module depending on the contents of the lecture. The framework of this system was explained and the procedures of creating those modules were detailed. Different deployment methodologies of those modules were also discussed. (authors)

Medical Terminology: Suffixes. Health Occupations Education Module.

Science.gov (United States)

Temple Univ., Philadelphia, PA. Div. of Vocational Education.

This module on medical terminology (suffixes) is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to the module topic, a list of resources needed, and three learning experiences. The first two learning…

Behavioral Correlates of 50-kHz Ultrasonic Vocalizations in Rats: Progressive Operant Discrimination Learning Reduces Frequency Modulation and Increases Overall Amplitude

Directory of Open Access Journals (Sweden)

Shoko Yuki

2014-11-01

Full Text Available Ultrasonic vocalizations (USVs in rats are thought to contain ecological signals reflecting emotional states. These USVs are centered on 50-kHz, and frequency modulation (FM is hypothesized to indicate positive emotion; however, results from recent studies are inconsistent with this hypothesis. We suspected that such inconsistencies might result from ambiguity in defining frequency modulation, and problems with acoustic analyses and behavioral protocols. We addressed these problems by applying quantitative methods for USV analyses and using a food reward operant paradigm. Our results revealed that frequency modulation varied according to the degree of positive outcomes, but the direction of change was opposite to what had been observed in previous studies. The FM in 50-kHz USVs decreased as animals learned the task and obtained more reinforcement, while USV amplitude increased as learning progressed. To reconcile these results with those from prior studies, we suggest that FM in 50-kHz USVs should be taken as an index of reward prediction errors, and USV amplitude should be considered as an index of positive emotion.

Optical implementation of neural learning algorithms based on cross-gain modulation in a semiconductor optical amplifier

Science.gov (United States)

Li, Qiang; Wang, Zhi; Le, Yansi; Sun, Chonghui; Song, Xiaojia; Wu, Chongqing

2016-10-01

Neuromorphic engineering has a wide range of applications in the fields of machine learning, pattern recognition, adaptive control, etc. Photonics, characterized by its high speed, wide bandwidth, low power consumption and massive parallelism, is an ideal way to realize ultrafast spiking neural networks (SNNs). Synaptic plasticity is believed to be critical for learning, memory and development in neural circuits. Experimental results have shown that changes of synapse are highly dependent on the relative timing of pre- and postsynaptic spikes. Synaptic plasticity in which presynaptic spikes preceding postsynaptic spikes results in strengthening, while the opposite timing results in weakening is called antisymmetric spike-timing-dependent plasticity (STDP) learning rule. And synaptic plasticity has the opposite effect under the same conditions is called antisymmetric anti-STDP learning rule. We proposed and experimentally demonstrated an optical implementation of neural learning algorithms, which can achieve both of antisymmetric STDP and anti-STDP learning rule, based on the cross-gain modulation (XGM) within a single semiconductor optical amplifier (SOA). The weight and height of the potentitation and depression window can be controlled by adjusting the injection current of the SOA, to mimic the biological antisymmetric STDP and anti-STDP learning rule more realistically. As the injection current increases, the width of depression and potentitation window decreases and height increases, due to the decreasing of recovery time and increasing of gain under a stronger injection current. Based on the demonstrated optical STDP circuit, ultrafast learning in optical SNNs can be realized.

Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

Science.gov (United States)

Nilsson, Mikael; Östergren, Jan; Fors, Uno; Rickenlund, Anette; Jorfeldt, Lennart; Caidahl, Kenneth; Bolinder, Gunilla

2012-01-16

The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. 93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students.

Development of a Web-Based 3D Module for Enhanced Neuroanatomy Education.

Science.gov (United States)

Allen, Lauren K; Ren, He Zhen; Eagleson, Roy; de Ribaupierre, Sandrine

2016-01-01

Neuroanatomy is a challenging subject, with novice medical students often experiencing difficulty grasping the intricate 3D spatial relationships. Most of the anatomical teaching in undergraduate medicine utilizes conventional 2D resources. E-learning technologies facilitate the development of learner-centered educational tools that can be tailored to meet each student's educational needs, and may foster improved learning in neuroanatomy, however this has yet to be examined fully in the literature. An interactive 3D e-learning module was developed to complement gross anatomy laboratory instruction. Incorporating such 3D modules may provide additional support for students in areas of anatomy that are spatially challenging, such as neuroanatomy. Specific anatomical structures and their relative spatial positions to other structures can be clearly defined in the 3D virtual environment from viewpoints that may not readily be available using cadaveric or 2D image modalities. Providing an interactive user interface for the 3D module in which the student controls many factors may enable the student to develop an improved understanding of the spatial relationships. This work outlines the process for the development of a 3D interactive module of the cerebral structures included in the anatomy curriculum for undergraduate medical students in their second year of study.

Employ Simulation Techniques. Second Edition. Module C-5 of Category C--Instructional Execution. Professional Teacher Education Module Series.

Science.gov (United States)

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

One of a series of performance-based teacher education learning packages focusing upon specific professional competencies of vocational teachers, this learning module deals with employing simulation techniques. It consists of an introduction and four learning experiences. Covered in the first learning experience are various types of simulation…

Fire!: An Event-Based Science Module. Teacher's Guide. Chemistry and Fire Ecology Module.

Science.gov (United States)

Wright, Russell G.

This book is designed for middle school earth science or physical science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

E-learning module on chronic low back pain in older adults: evidence of effect on medical student objective structured clinical examination performance.

Science.gov (United States)

Weiner, Debra K; Morone, Natalia E; Spallek, Heiko; Karp, Jordan F; Schneider, Michael; Washburn, Carol; Dziabiak, Michael P; Hennon, John G; Elnicki, D Michael

2014-06-01

The Institute of Medicine has highlighted the urgent need to close undergraduate and graduate educational gaps in treating pain. Chronic low back pain (CLBP) is one of the most common pain conditions, and older adults are particularly vulnerable to potential morbidities associated with misinformed treatment. An e-learning case-based interactive module was developed at the University of Pittsburgh Center of Excellence in Pain Education, one of 12 National Institutes of Health-designated centers, to teach students important principles for evaluating and managing CLBP in older adults. A team of six experts in education, information technology, pain management, and geriatrics developed the module. Teaching focused on common errors, interactivity, and expert modeling and feedback. The module mimicked a patient encounter using a standardized patient (the older adult with CLBP) and a pain expert (the patient provider). Twenty-eight medical students were not exposed to the module (Group 1) and 27 were exposed (Group 2). Their clinical skills in evaluating CLBP were assessed using an objective structured clinical examination (OSCE). Mean scores were 62.0 ± 8.6 for Group 1 and 79.5 ± 10.4 for Group 2 (P effect of e-learning modules on more-advanced learners and on improving the care of older adults with CLBP. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.

Prinsip-Prinsip Dasar Pengembangan Modul Berpendekatan Hypercontent

Directory of Open Access Journals (Sweden)

Dewi Salma Prawiradilaga

2018-01-01

Full Text Available Artikel ini menguraikan prinsip-prinsip dasar pengembangan modul dengan pendekatan hypercontent. Berbeda dengan modul konvensional yang berlogika linier, prosedural, dan relatif kaku, modul berpendekatan hypercontent didesain menggunakan logika postmodern yang relatif non-linier, acak, dan fleksibel. Dengan demikian desain modul berpendekatan hypercontent memberikan kesempatan bagi penggunanya untuk mempelajari dari sisi mana saja sesuai kebutuhan belajar. Tidak diharuskan memulai dari materi yang berada pada urutan pertama. Pendekatan hypercontent mengarahkan desain modul diperkaya oleh sumber-sumber belajar di dunia maya. Caranya dengan membuat tautan ke laman website, saluran YouTube, dan lainnya melalui URL, QR code dan sejenisnya. Pendekatan hypercontent dipadukan dengan pendekatan technological, pedagogical, content-knowledge menjadikan substansi modul yang dikembangkan lengkap dilihat dari sisi kesesuaian dan kekayaan materi serta kesesuaian pendekatan pedagogiknya. This article describes the basic foundations of the module development using hypercontent approach. Different from the conventional one wich is more linier, procedural, and rigid, hypercontent approach module are developed under postmodern logic of thinking which is more non-linear, non-sequential, and flexible. Thus, hypercontent modul open an opportunity for the student to use it in non-sequential and non-procedural ways according to their own learning need wich are different from one another. In this case there is no obligation to start the learning process from the first chapter. Hypercontent module approach also enriched its content by lots of learning resources from the internet by creating linkages to several appropriates webpages, YouTube channels, and others via URL, QR code and etc. Hypercontent approach combined with technological, pedagogical, content-knowledge approach make the substance of the modul more complete in terms of its pedagogical appropriateness and

Deep brain stimulation of the subthalamic nucleus modulates sensitivity to decision outcome value in Parkinson’s disease

Science.gov (United States)

Seymour, Ben; Barbe, Michael; Dayan, Peter; Shiner, Tamara; Dolan, Ray; Fink, Gereon R.

2016-09-01

Deep brain stimulation (DBS) of the subthalamic nucleus in Parkinson’s disease is known to cause a subtle but important adverse impact on behaviour, with impulsivity its most widely reported manifestation. However, precisely which computational components of the decision process are modulated is not fully understood. Here we probe a number of distinct subprocesses, including temporal discount, outcome utility, instrumental learning rate, instrumental outcome sensitivity, reward-loss trade-offs, and perseveration. We tested 22 Parkinson’s Disease patients both on and off subthalamic nucleus deep brain stimulation (STN-DBS), while they performed an instrumental learning task involving financial rewards and losses, and an inter-temporal choice task for financial rewards. We found that instrumental learning performance was significantly worse following stimulation, due to modulation of instrumental outcome sensitivity. Specifically, patients became less sensitive to decision values for both rewards and losses, but without any change to the learning rate or reward-loss trade-offs. However, we found no evidence that DBS modulated different components of temporal impulsivity. In conclusion, our results implicate the subthalamic nucleus in a modulation of outcome value in experience-based learning and decision-making in Parkinson’s disease, suggesting a more pervasive role of the subthalamic nucleus in the control of human decision-making than previously thought.

PENGARUH MODEL PEMBELAJARAN QUANTUM TEACHING BERBANTUAN MODUL QT-BILINGUAL TERHADAP HASIL BELAJAR SISWA

Directory of Open Access Journals (Sweden)

Husna Amalana

2015-11-01

Full Text Available Quantum teaching learning model supported by QT(Quantum Teaching-bilingual module emphasize optimization all multiple intelligences and learning style of students in learning activities with TANDUR frame. This research aimed to find out the effect of quantum teaching learning model supported by QT-bilingual module to the achievement of X grade students of SMA in Kedungwuni, how much the effect magnitude, and how student response. This research uses true experimental design with X.1 and X.8 classes as reasearch samples which determined by cluster random sampling technique. Data were collected through documentation, test, observation and questionnaire method. The results of hypothesis test analysis showed correlation and determination coefficient are 0.54 and 29.16%. The results of questionnaire stated that the students’ response is very good to quantum teaching learning model assisted by QT-bilingual module. Based on the analysis, it can be concluded that quantum teaching learning model assisted by QT-bilingual module effects on student learning outcomes by achieving the medium level of effect with contribution is 29.16%. Students’ response is very good actually to quantum teaching learning model supported by QT-bilingual module.Keywords: Quantum Teaching, QT-Bilingual Module 

Designing electronic module based on learning content development system in fostering students’ multi representation skills

Science.gov (United States)

Resita, I.; Ertikanto, C.

2018-05-01

This study aims to develop electronic module design based on Learning Content Development System (LCDS) to foster students’ multi representation skills in physics subject material. This study uses research and development method to the product design. This study involves 90 students and 6 physics teachers who were randomly chosen from 3 different Senior High Schools in Lampung Province. The data were collected by using questionnaires and analyzed by using quantitative descriptive method. Based on the data, 95% of the students only use one form of representation in solving physics problems. Representation which is tend to be used by students is symbolic representation. Students are considered to understand the concept of physics if they are able to change from one form to the other forms of representation. Product design of LCDS-based electronic module presents text, image, symbolic, video, and animation representation.

Self-Directed Digital Learning: When Do Dental Students Study?

Science.gov (United States)

Jackson, Tate H; Zhong, James; Phillips, Ceib; Koroluk, Lorne D

2018-04-01

The Growth and Development (G&D) curriculum at the University of North Carolina at Chapel Hill School of Dentistry uses self-directed web-based learning modules in the place of lectures and includes scheduled self-study times during the 8 am-5 pm school hours. The aim of this study was to use direct observation to evaluate dental students' access patterns with the self-directed, web-based learning modules in relation to planned self-study time allocated across the curriculum, proximity to course examinations, and course performance. Module access for all 80 students in the DDS Class of 2014 was recorded for date and time across the four G&D courses. Module access data were used to determine likelihood of usage during scheduled time and frequency of usage in three timeframes: >7, 3 to 7, and 0 to 2 days before the final exam. The results showed a statistically significant difference in the likelihood of module access during scheduled time across the curriculum (pstudents, 64% accessed modules at least once during scheduled time in G&D1, but only 10%, 19%, and 18% in G&D2, G&D3, and G&D4, respectively. For all courses, the proportion of module accesses was significantly higher 0-2 days before an exam compared to the other two timeframes. Module access also differed significantly within each timeframe across all four courses (pstudents rarely accessed learning modules during syllabus-budgeted self-study time and accessed modules more frequently as course exams approached.

The Single Needle Lockstitch Machine. [Setting a Collar.] Module 5.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This module on sewing collars, one in a series on the single needle lockstitch sewing machine for student self-study, contains three sections. Each section includes the following parts: an introduction, directions, an objective, learning activities, student information, student self-check, check-out activities, and an instructor's final checklist.…

Energy consumption analysis for various memristive networks under different learning strategies

Energy Technology Data Exchange (ETDEWEB)

Deng, Lei; Wang, Dong [Center for Brain Inspired Computing Research (CBICR), Department of Precision Instrument, Tsinghua University, Beijing 100084 (China); Zhang, Ziyang; Tang, Pei [Optical Memory National Engineering Research Center, Department of Precision Instrument, Tsinghua University, Beijing 100084 (China); Li, Guoqi, E-mail: liguoqi@mail.tsinghua.edu.cn [Center for Brain Inspired Computing Research (CBICR), Department of Precision Instrument, Tsinghua University, Beijing 100084 (China); Pei, Jing, E-mail: peij@mail.tsinghua.edu.cn [Center for Brain Inspired Computing Research (CBICR), Department of Precision Instrument, Tsinghua University, Beijing 100084 (China); Optical Memory National Engineering Research Center, Department of Precision Instrument, Tsinghua University, Beijing 100084 (China)

2016-02-22

Highlights: • Estimation methodology for energy consumed by memristor is established. • Energy comparisons for different learning strategies in various networks are touched. • Less-pulses and low-power-first modulation methods are energy efficient. • Proper decreasing the memristor modulation precision reduces the energy consumption. • Helpful solutions for power improving in memristive systems are proposed. - Abstract: Recently, various memristive systems emerge to emulate the efficient computing paradigm of the brain cortex; whereas, how to make them energy efficient still remains unclear, especially from an overall perspective. Here, a systematical and bottom-up energy consumption analysis is demonstrated, including the memristor device level and the network learning level. We propose an energy estimating methodology when modulating the memristive synapses, which is simulated in three typical neural networks with different synaptic structures and learning strategies for both offline and online learning. These results provide an in-depth insight to create energy efficient brain-inspired neuromorphic devices in the future.

Energy consumption analysis for various memristive networks under different learning strategies

International Nuclear Information System (INIS)

Deng, Lei; Wang, Dong; Zhang, Ziyang; Tang, Pei; Li, Guoqi; Pei, Jing

2016-01-01

Highlights: • Estimation methodology for energy consumed by memristor is established. • Energy comparisons for different learning strategies in various networks are touched. • Less-pulses and low-power-first modulation methods are energy efficient. • Proper decreasing the memristor modulation precision reduces the energy consumption. • Helpful solutions for power improving in memristive systems are proposed. - Abstract: Recently, various memristive systems emerge to emulate the efficient computing paradigm of the brain cortex; whereas, how to make them energy efficient still remains unclear, especially from an overall perspective. Here, a systematical and bottom-up energy consumption analysis is demonstrated, including the memristor device level and the network learning level. We propose an energy estimating methodology when modulating the memristive synapses, which is simulated in three typical neural networks with different synaptic structures and learning strategies for both offline and online learning. These results provide an in-depth insight to create energy efficient brain-inspired neuromorphic devices in the future.

Personalising e-learning modules: targeting Rasmussen levels using XML.

Science.gov (United States)

Renard, J M; Leroy, S; Camus, H; Picavet, M; Beuscart, R

2003-01-01

The development of Internet technologies has made it possible to increase the number and the diversity of on-line resources for teachers and students. Initiatives like the French-speaking Virtual Medical University Project (UMVF) try to organise the access to these resources. But both teachers and students are working on a partly redundant subset of knowledge. From the analysis of some French courses we propose a model for knowledge organisation derived from Rasmussen's stepladder. In the context of decision-making Rasmussen has identified skill-based, rule-based and knowledge-based levels for the mental process. In the medical context of problem-solving, we apply these three levels to the definition of three students levels: beginners, intermediate-level learners, experts. Based on our model, we build a representation of the hierarchical structure of data using XML language. We use XSLT Transformation Language in order to filter relevant data according to student level and to propose an appropriate display on students' terminal. The model and the XML implementation we define help to design tools for building personalised e-learning modules.

Fear extinction learning can be impaired or enhanced by modulation of the CRF system in the basolateral nucleus of the amygdala

OpenAIRE

Abiri, Dina; Douglas, Christina E.; Calakos, Katina C.; Barbayannis, Georgia; Roberts, Andrea; Bauer, Elizabeth P.

2014-01-01

The neuropeptide corticotropin-releasing factor (CRF) is released during periods of anxiety and modulates learning and memory formation. One region with particularly dense concentrations of CRF receptors is the basolateral nucleus of the amygdala (BLA), a critical structure for both Pavlovian fear conditioning and fear extinction. While CRF has the potential to modify amygdala-dependent learning, its effect on fear extinction has not yet been assessed. In the present study, we examined the mo...

Bilingual asynchronous online discussion groups: design and delivery of an eLearning distance study module for nurse academics in a developing country.

Science.gov (United States)

Lewis, Peter A; Mai, Van Anh Thi; Gray, Genevieve

2012-04-01

The advent of eLearning has seen online discussion forums widely used in both undergraduate and postgraduate nursing education. This paper reports an Australian university experience of design, delivery and redevelopment of a distance education module developed for Vietnamese nurse academics. The teaching experience of Vietnamese nurse academics is mixed and frequently limited. It was decided that the distance module should attempt to utilise the experience of senior Vietnamese nurse academics - asynchronous online discussion groups were used to facilitate this. Online discussion occurred in both Vietnamese and English and was moderated by an Australian academic working alongside a Vietnamese translator. This paper will discuss the design of an online learning environment for foreign correspondents, the resources and translation required to maximise the success of asynchronous online discussion groups, as well as the rationale of delivering complex content in a foreign language. While specifically addressing the first iteration of the first distance module designed, this paper will also address subsequent changes made for the second iteration of the module and comment on their success. While a translator is clearly a key component of success, the elements of simplicity and clarity combined with supportive online moderation must not be overlooked. Copyright © 2011 Elsevier Ltd. All rights reserved.

Designing a Growing Functional Modules “Artificial Brain”

Directory of Open Access Journals (Sweden)

Jérôme Leboeuf-Pasquier

2012-05-01

Full Text Available

The present paper illustrates the design process for the Growing Functional Modules (GFM learning based controller. GFM controllers are elaborated interconnecting four kinds of components: Global Goals, Acting Modules, Sensations and Sensing Modules. Global Goals trigger intrinsic motivations, Acting and Sensing Modules develop specific functionalities and Sensations provide the controlled system's feedback. GFM controllers learn to satisfy some predefined goals while interacting with the environment and thus should be considered as artificial brains. An example of the design process of a simple controller is provided herein to explain the inherent methodology, to exhibit the components' interconnections and to demonstrate the control process.

Adaptive and perceptual learning technologies in medical education and training.

Science.gov (United States)

Kellman, Philip J

2013-10-01

Recent advances in the learning sciences offer remarkable potential to improve medical education and maximize the benefits of emerging medical technologies. This article describes 2 major innovation areas in the learning sciences that apply to simulation and other aspects of medical learning: Perceptual learning (PL) and adaptive learning technologies. PL technology offers, for the first time, systematic, computer-based methods for teaching pattern recognition, structural intuition, transfer, and fluency. Synergistic with PL are new adaptive learning technologies that optimize learning for each individual, embed objective assessment, and implement mastery criteria. The author describes the Adaptive Response-Time-based Sequencing (ARTS) system, which uses each learner's accuracy and speed in interactive learning to guide spacing, sequencing, and mastery. In recent efforts, these new technologies have been applied in medical learning contexts, including adaptive learning modules for initial medical diagnosis and perceptual/adaptive learning modules (PALMs) in dermatology, histology, and radiology. Results of all these efforts indicate the remarkable potential of perceptual and adaptive learning technologies, individually and in combination, to improve learning in a variety of medical domains. Reprint & Copyright © 2013 Association of Military Surgeons of the U.S.

Interaktive E-Learning-Module in der Humangenetik: Einsatz und Evaluation im Rahmen der Medizinstudierenden- und Humanbiologen-Ausbildung [Interactive e-learning courses in human genetics: Usage and evaluation by science and medical students at the faculty of medicin

Directory of Open Access Journals (Sweden)

Oeffner, Frank

2011-08-01

Full Text Available [english] Introduction: This study presents our online-teaching material within the k-MED project (Knowledge in Medical Education at the university of Marburg. It is currently organized in five e-learning modules: cytogenetics, chromosomal aberrations, formal genetics, fundamentals of molecular diagnostics, and congenital abnormalities and syndromes. These are basic courses intended to do the educational groundwork, which will enable academic teachers to concentrate on more sophisticated topics during their lectures. Methods: The e-learning modules have been offered to a large group of about 3300 students during four years at the Faculty of Medicine in Marburg. The group consists of science students (human biology and medical students in the preclinical or the clinical period, respectively. Participants were surveyed on acceptance by evaluating user-tracking data and questionnaires. Results and Conclusion: Analysis of the evaluation data proofs the broad acceptance of the e-learning modules during eight semesters. The courses are in stable or even increasing use from winter term 2005/06 until spring term 2009.Conclusion: Our e-learning-model is broadly accepted among students with different levels of knowledge at the Faculty of Medicine in Marburg. If the e-learning courses are maintained thoroughly, minor adaptations can increase acceptance and usage even furthermore. Their use should be extended to the medical education of technical assistances and nurses, who work in the field of human genetics.[german] Einleitung: Die vorliegende Studie beschreibt unser Online-Lehrmaterial Humangenetik im Zusammenhang mit dem k-MED-Projekt (Knowledge in Medical Education an der Philipps-Universität Marburg. Es besteht aus fünf E-Learning-Modulen: Zytogenetik, Chromosomenstörungen, Formalgenetik, Grundlagen der molekularen Diagnostik sowie Kongenitale Abnormitäten und Fehlbildungssyndrome. Diese E-Module sollen ein einheitliches Wissensniveau der

"The Child's World": a creative and visual trigger to stimulate student enquiry in a problem based learning module.

Science.gov (United States)

Barron, Carol; Lambert, Veronica; Conlon, Joy; Harrington, Tracey

2008-11-01

-based learning. In: Barrett, T. Mac Labhrainn, I., Fallon, H., (Eds.), Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives. AISHE & CELT, NUI Galway. ]. This paper outlines the planning, implementation and evaluation of a "trigger" developed for a first year undergraduate nursing module. To meet specific module learning outcomes and to stimulate student inquiry through the learning strategy of PBL, a bright and colourful collage, was constructed. This tool was then evaluated using focus group interviews. Students' perspectives centered round a core theme, 'finding a focus and taking control'. Four categories were identified illustrating students progress from 'initial confusion' to engaging with the 'trigger diversity' before confidently 'exploring their own line of inquiry', thus leading to the 'stimulation of their learning'. Consistent with previous research, we also suggest it is customary for students to experience an initial period of ambiguity as they switch from teacher led to student centered learning [Biley, F., 1999. Creating tension: under graduate students nurses' response to a problem-based learning curriculum. Nurse Education Today 19 (7), 586-589]. One challenge in developing "triggers" is that the process is primarily controlled by lecturers. We suggest that a possible way forward would be to also engage students in the development of "triggers".

Utilisation of a peer assisted learning scheme in an undergraduate diagnostic radiography module

International Nuclear Information System (INIS)

Meertens, R.

2016-01-01

Background: Peer to peer support programmes involve students supporting each other in either an educational, social and/or pastoral way. This is now common place in higher education institutes and has been proven to decrease student attrition and improve grades. Aim: To evaluate a peer assisted learning scheme (PALS) within the University of Exeter undergraduate programme, where final year (stage 3) students held extra-curricular teaching sessions in an on-campus X-ray room throughout the academic term to support a first year (stage 1) module introducing basic projectional radiographic examinations, radiation safety, patient care and radiographic equipment. PALS sessions were unstructured and as such could involve roleplaying radiographic examinations, revisiting lecture material and/or discussing hospital placement or pastoral issues. Methods: Brookfield's four lenses of critical reflection were used. 16 of 63 stage 1 students and 9 of 29 stage 3 students were electronically surveyed upon completion of the PALS sessions. Relevant colleagues and educational specialists were also informally interviewed. These were put in context with autobiographical reflections and the existing literature base on PALS. Results: All agreed that the sessions provided a good environment for stage 1 students to improve their practical skills, revise lecture content, and gain confidence for upcoming clinical placements. Stage 3 students gained experience teaching students, an essential role of a graduate radiographer's job. Improvements around recruiting stage 3 peer leaders, sustainability, timetabling and session structure were explored. Conclusion: The PALS proved to be a successful initiative within the undergraduate programme and will be continued into the future. - Highlights: • Peer Assisted Learning Schemes are an established part of higher education. • Peer Assisted Learning Schemes can reduce student attrition and improve grades. • Peer Assisted Learning

The Single Needle Lockstitch Machine. [Constructing and Setting Pockets.] Module 9.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This module on constructing and setting pockets, one in a series on the single needle lockstitch sewing machine for student self-study, contains three sections. Each section includes the following parts: an introduction, directions, an objective, learning activities, student information, student self-check, check-out activities, and an…

The role of the iPad in collaborative learning in a large-enrollment first-year physics module

Science.gov (United States)

van der Ventel, Brandon; Newman, Richard; Botes, Lise; Goldberg, Alan

2016-07-01

The role of the iPad was investigated in the possible enhancement of collaborative learning within a tutorial setting in a large-enrollment first-year physics module. Every tutorial session was divided into an ‘iPad group’ and a ‘non-iPad group’. A set of core apps was chosen to facilitate discussion within the group. In order to maintain parity across the two groups, all the tutorial questions had to be refitted into a form suitable for use with the iPad. The results of a survey done after each tutorial indicates that, qualitatively, the iPad significantly enhanced the learning experience and strongly contributed to discussion within the group.

National Wind Distance Learning Collaborative

Energy Technology Data Exchange (ETDEWEB)

Dr. James B. Beddow

2013-03-29

Executive Summary The energy development assumptions identified in the Department of Energy's position paper, 20% Wind Energy by 2030, projected an exploding demand for wind energy-related workforce development. These primary assumptions drove a secondary set of assumptions that early stage wind industry workforce development and training paradigms would need to undergo significant change if the workforce needs were to be met. The current training practice and culture within the wind industry is driven by a relatively small number of experts with deep field experience and knowledge. The current training methodology is dominated by face-to-face, classroom based, instructor present training. Given these assumptions and learning paradigms, the purpose of the National Wind Distance Learning Collaborative was to determine the feasibility of developing online learning strategies and products focused on training wind technicians. The initial project scope centered on (1) identifying resources that would be needed for development of subject matter and course design/delivery strategies for industry-based (non-academic) training, and (2) development of an appropriate Learning Management System (LMS). As the project unfolded, the initial scope was expanded to include development of learning products and the addition of an academic-based training partner. The core partners included two training entities, industry-based Airstreams Renewables and academic-based Lake Area Technical Institute. A third partner, Vision Video Interactive, Inc. provided technology-based learning platforms (hardware and software). The revised scope yielded an expanded set of results beyond the initial expectation. Eight learning modules were developed for the industry-based Electrical Safety course. These modules were subsequently redesigned and repurposed for test application in an academic setting. Software and hardware developments during the project's timeframe enabled redesign providing

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Gastrointestinal Emergencies Small Group Module

Directory of Open Access Journals (Sweden)

Andrew King

2017-01-01

-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents. Methods: The educational strategies used in this curriculum include: small group modules authored by education faculty and content experts, based on core emergency medicine content. This program also includes resident submitted questions that were developed during review of the content. The Socratic Method, used during small group sessions encourages active participation; small groups also focus on synthesis and application of knowledge through discussion of real life experiences. The use of free open access medical education (FOAM resources allows learners to work at their own pace and maximize autonomy in resident learning.

CLIMANDES climate science e-learning course

Science.gov (United States)

Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan

2016-04-01

Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group

An evaluation of UK foundation trainee doctors' learning behaviours in a technology-enhanced learning environment.

Science.gov (United States)

Brooks, Hannah L; Pontefract, Sarah K; Hodson, James; Blackwell, Nicholas; Hughes, Elizabeth; Marriott, John F; Coleman, Jamie J

2016-05-03

Technology-Enhanced Learning (TEL) can be used to educate Foundation Programme trainee (F1 and F2) doctors. Despite the advantages of TEL, learning behaviours may be exhibited that are not desired by system developers or educators. The aim of this evaluation was to investigate how learner behaviours (e.g. time spent on task) were affected by temporal (e.g. time of year), module (e.g. word count), and individual (e.g. knowledge) factors for 16 mandatory TEL modules related to prescribing and therapeutics. Data were extracted from the SCRIPT e-Learning platform for first year Foundation trainee (F1) doctors in the Health Education England's West Midland region from 1(st) August 2013 to 5(th) August 2014. Generalised Estimating Equation models were used to examine the relationship between time taken to complete modules, date modules were completed, pre- and post-test scores, and module factors. Over the time period examined, 688 F1 doctors interacted with the 16 compulsory modules 10,255 times. The geometric mean time taken to complete a module was 28.9 min (95% Confidence Interval: 28.4-29.5) and 1,075 (10.5%) modules were completed in less than 10 min. In February and June (prior to F1 progression reviews) peaks occurred in the number of modules completed and troughs in the time taken. Most modules were completed, and the greatest amount of time was spent on the learning on a Sunday. More time was taken by those doctors with greater pre-test scores and those with larger improvements in test scores. Foundation trainees are exhibiting unintended learning behaviours in this TEL environment, which may be attributed to several factors. These findings can help guide future developments of this TEL programme and the integration of other TEL programmes into curricula by raising awareness of potential behavioural issues that may arise.

Military Curricula for Vocational & Technical Education. Basic Electricity and Electronics Individualized Learning System. CANTRAC A-100-0010. Module Fourteen: Parallel AC Resistive-Reactive Circuits. Study Booklet.

Science.gov (United States)

Chief of Naval Education and Training Support, Pensacola, FL.

This individualized learning module on parallel alternating current resistive-reaction circuits is one in a series of modules for a course in basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instructional and curriculum development in a civilian…

Multiple Learning Strategies Project. Building Maintenance & Engineering. Educable Mentally Impaired. [Vol. 2.

Science.gov (United States)

Constantini, Debra; And Others

This instructional package is one of three designed for educable mentally impaired students in the vocational area of building maintenance and engineering. The thirty-four learning modules are organized into six units: general maintenance tasks; restrooms; chalkboards; carpet care; office cleaning; and grounds. Each module includes these elements:…

Multiple Learning Strategies Project. Building Maintenance & Engineering. Low Reader. [Vol. 1.

Science.gov (United States)

Smith, Dwight; And Others

This instructional package is one of two designed for low reader students (those reading at a 3-6 grade level) in the vocational area of building maintenance and engineering. The forty-six learning modules are organized into three units: floor care; general maintenance tasks; and restrooms. Each module includes these elements: a performance…

Modulation of spatial attention by goals, statistical learning, and monetary reward.

Science.gov (United States)

Jiang, Yuhong V; Sha, Li Z; Remington, Roger W

2015-10-01

This study documented the relative strength of task goals, visual statistical learning, and monetary reward in guiding spatial attention. Using a difficult T-among-L search task, we cued spatial attention to one visual quadrant by (i) instructing people to prioritize it (goal-driven attention), (ii) placing the target frequently there (location probability learning), or (iii) associating that quadrant with greater monetary gain (reward-based attention). Results showed that successful goal-driven attention exerted the strongest influence on search RT. Incidental location probability learning yielded a smaller though still robust effect. Incidental reward learning produced negligible guidance for spatial attention. The 95 % confidence intervals of the three effects were largely nonoverlapping. To understand these results, we simulated the role of location repetition priming in probability cuing and reward learning. Repetition priming underestimated the strength of location probability cuing, suggesting that probability cuing involved long-term statistical learning of how to shift attention. Repetition priming provided a reasonable account for the negligible effect of reward on spatial attention. We propose a multiple-systems view of spatial attention that includes task goals, search habit, and priming as primary drivers of top-down attention.

Welding. Student Learning Guide.

Science.gov (United States)

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

The Single Needle Lockstitch Machine. [Constructing and Setting Sleeves.] Module 7.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This module on constructing and setting sleeves, one in a series on the single needle lockstitch sewing machine for student self-study, contains two sections. Each section includes the following parts: an introduction, directions, an objective, learning activities, student information, student self-check, check-out activities, and an instructor's…

The Single Needle Lockstitch Machine. [Making and Setting Cuffs.] Module 6.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This module on making and setting cuffs, one in a series on the single needle lockstitch sewing machine for student self-study, contains three sections. Each section includes the following parts: an introduction, directions, an objective, learning activities, student information, student self-check, check-out activities, and an instructor's final…

A Combination of Machine Learning and Cerebellar Models for the Motor Control and Learning of a Modular Robot

DEFF Research Database (Denmark)

Baira Ojeda, Ismael; Tolu, Silvia; Pacheco, Moises

2017-01-01

We scaled up a bio-inspired control architecture for the motor control and motor learning of a real modular robot. In our approach, the Locally Weighted Projection Regression algorithm (LWPR) and a cerebellar microcircuit coexist, forming a Unit Learning Machine. The LWPR optimizes the input space...... and learns the internal model of a single robot module to command the robot to follow a desired trajectory with its end-effector. The cerebellar microcircuit refines the LWPR output delivering corrective commands. We contrasted distinct cerebellar circuits including analytical models and spiking models...

Does individual learning styles influence the choice to use a web-based ECG learning programme in a blended learning setting?

Directory of Open Access Journals (Sweden)

Nilsson Mikael

2012-01-01

Full Text Available Abstract Background The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. Methods The programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training, was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not. Results 93 (76% out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59% were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96. Neither did gender, prior experience of E-learning or preference for future speciality differ between groups. Conclusion Among medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical

Exploring Student Engagement and Collaborative Learning in a Community-Based Module in Fine Art

Directory of Open Access Journals (Sweden)

John McGarrigle

2013-05-01

Full Text Available This article is based on masters research1 into student and civic engagement using a case study of an innovative Community Based Module in a Fine Art degree course (McGarrigle, 2009. 2 (Flyvbjerg, 2006 notes that contrary to some common misunderstandings around case study research, it is possible to use individual case study to test theory particularly in relation to falsification. The research presented here is based on student’s repsonses to Coates’ (2007 quantitative study of student engagement and attempts to test his engagement typology which identifies the terms passive, intense, independent or collaborative to apply to students’ approaches to online and general campus learning. In a participatory action research framework, low agreement was found between students (n=13 and lecturers (n=3 in assigning these terms to student postings to online discussion fora. This presents a challenge to the validity of such a narrow typology, and discussions with this student group suggested the addition of ‘adaptive’ as a valid student approach to the varied demands of third level learning. Further evidence from the case study found greater student collaboration in discussion fora when linked to practical course activity. Qualitative analysis of discussion threads using conversation analysis provided evidence for collaboration in deeper knowledge construction when supported by lecturers’ contributions. Collaborative approaches to learning may support learning within a social constructivist paradigm, though acknowledgement must be made of the context of an individualistic society where competition may present real or imagined barriers to student collaboration. An argument is made for Pedagogies for Community Engagement to promote these ways of learning to in order to develop active and engaged citizens of the future.

Multiple Learning Strategies Project. Building Maintenance & Engineering. Educable Mentally Impaired. [Vol. 1.

Science.gov (United States)

Smith, Dwight; And Others

This instructional package is one of three designed for educable mentally impaired students in the vocational area of building maintenance and engineering. The thirty learning modules are organized into two units: floor care and general maintenance tasks. Each module includes these elements: a performance objective page which tells the student…

Modules as Learning Tools in Linear Algebra

Science.gov (United States)

Cooley, Laurel; Vidakovic, Draga; Martin, William O.; Dexter, Scott; Suzuki, Jeff; Loch, Sergio

2014-01-01

This paper reports on the experience of STEM and mathematics faculty at four different institutions working collaboratively to integrate learning theory with curriculum development in a core undergraduate linear algebra context. The faculty formed a Professional Learning Community (PLC) with a focus on learning theories in mathematics and…

Natural science modules with SETS approach to improve students’ critical thinking ability

Science.gov (United States)

Budi, A. P. S.; Sunarno, W.; Sugiyarto

2018-05-01

SETS (Science, Environment, Technology and Society) approach for learning is important to be developed for middle school, since it can improve students’ critical thinking ability. This research aimed to determine feasibility and the effectiveness of Natural Science Module with SETS approach to increase their critical thinking ability. The module development was done by invitation, exploration, explanation, concept fortifying, and assessment. Questionnaire and test performed including pretest and posttest with control group design were used as data collection technique in this research. Two classes were selected randomly as samples and consisted of 32 students in each group. Descriptive data analysis was used to analyze the module feasibility and t-test was used to analyze their critical thinking ability. The results showed that the feasibility of the module development has a very good results based on assessment of the experts, practitioners and peers. Based on the t-test results, there was significant difference between control class and experiment class (0.004), with n-gain score of control and the experiment class respectively 0.270 (low) and 0.470 (medium). It showed that the module was more effective than the textbook. It was able to improve students’ critical thinking ability and appropriate to be used in learning process.

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy

Directory of Open Access Journals (Sweden)

Stephanie B. Stockwell

2015-11-01

Full Text Available Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science—course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I present an argument based on evidence, II analyze science and scientists within a social context, and III experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science–themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, “Nonscientists should do scientific research.” Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement–like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science–themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values.

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy.

Science.gov (United States)

Stockwell, Stephanie B

2016-03-01

Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science-course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science-themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, "Nonscientists should do scientific research." Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement-like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science-themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values.

A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy†

Science.gov (United States)

Stockwell, Stephanie B.

2016-01-01

Scientific literacy, marked by the ability and willingness to engage with scientific information, is supported through a new genre of citizen science—course-based research in association with undergraduate laboratories. A three-phased progressive learning module was developed to enhance student engagement in such contexts while supporting three learning outcomes: I) present an argument based on evidence, II) analyze science and scientists within a social context, and III) experience, reflect upon, and communicate the nature of scientific discovery. Phase I entails guided reading and reflection of citizen science–themed texts. In Phase II, students write, peer-review, and edit position and counterpoint papers inspired by the following prompt, “Nonscientists should do scientific research.” Phase III involves two creative assignments intended to communicate the true nature of science. Students work collaboratively to develop public service announcement–like poster campaigns to debunk a common misconception about the nature of science or scientists. Individually, they create a work of art to communicate a specific message about the raw experience of performing scientific research. Suggestions for implementation and modifications are provided. Strengths of the module include the development of transferable skills, temporal distribution of grading demands, minimal in-class time needed for implementation, and the inclusion of artistic projects to support affective learning domains. This citizen science–themed learning module is an excellent complement to laboratory coursework, as it serves to surprise, challenge, and inspire students while promoting disciplinary values. PMID:27047600

Validity And Practicality of Experiment Integrated Guided Inquiry-Based Module on Topic of Colloidal Chemistry for Senior High School Learning

Science.gov (United States)

Andromeda, A.; Lufri; Festiyed; Ellizar, E.; Iryani, I.; Guspatni, G.; Fitri, L.

2018-04-01

This Research & Development study aims to produce a valid and practical experiment integrated guided inquiry based module on topic of colloidal chemistry. 4D instructional design model was selected in this study. Limited trial of the product was conducted at SMAN 7 Padang. Instruments used were validity and practicality questionnaires. Validity and practicality data were analyzed using Kappa moment. Analysis of the data shows that Kappa moment for validity was 0.88 indicating a very high degree of validity. Kappa moments for the practicality from students and teachers were 0.89 and 0.95 respectively indicating high degree of practicality. Analysis on the module filled in by students shows that 91.37% students could correctly answer critical thinking, exercise, prelab, postlab and worksheet questions asked in the module. These findings indicate that the integrated guided inquiry based module on topic of colloidal chemistry was valid and practical for chemistry learning in senior high school.

Transient Response Dynamic Module Modifications to Include Static and Kinetic Friction Effects

Science.gov (United States)

Misel, J. E.; Nenno, S. B.; Takahashi, D.

1984-01-01

A methodology that supports forced transient response dynamic solutions when both static and kinetic friction effects are included in a structural system model is described. Modifications that support this type of nonlinear transient response solution are summarized for the transient response dynamics (TRD) NASTRAN module. An overview of specific modifications for the NASTRAN processing subroutines, INITL, TRD1C, and TRD1D, are described with further details regarding inspection of nonlinear input definitions to define the type of nonlinear solution required, along with additional initialization requirements and specific calculation subroutines to successfully solve the transient response problem. The extension of the basic NASTRAN nonlinear methodology is presented through several stages of development to the point where constraint equations and residual flexibility effects are introduced into the finite difference Newmark-Beta recurrsion formulas. Particular emphasis is placed on cost effective solutions for large finite element models such as the Space Shuttle with friction degrees of freedom between the orbiter and payloads mounted in the cargo bay. An alteration to the dynamic finite difference equations of motion is discussed, which allows one to include friction effects at reasonable cost for large structural systems such as the Space Shuttle. Data are presented to indicate the possible impact of transient friction loads to the payload designer for the Space Shuttle. Transient response solution data are also included, which compare solutions without friction forces and those with friction forces for payloads mounted in the Space Shuttle cargo bay. These data indicate that payload components can be sensitive to friction induced loads.

Using ESSEA Modules, Local Event Studies and Personal Learning Experiences in an Earth Systems Science Course for Preservice Middle School Teachers

Science.gov (United States)

Slattery, W.; Brown, D.

2008-12-01

Most science courses, including courses that provide preparation for pre-service K-12 teachers are only taught from a deductive big picture perspective. This method is fine for most abstract learners, but pre- service classroom educators that are being prepared to teach in middle school classrooms will be faced with the challenge of building science content knowledge in students that are concrete learners. For these K-12 students a better pedagogical practice is to use local real-world familiar places, issues and personal experience to connect student learning with more abstract concepts. To make it more likely that teachers have the requisite skills and pedagogical content knowledge to build K- 12 student science concept knowledge and science process skills we have integrated ESSEA modules that connect worldwide issues such as global climate change with local event studies chosen by learners. Some recent examples include how such local events such as landfill fires and suburban sprawl impact the local area's air, land, water and life. Course participants are able to choose a more personal route to understanding how their habits impact the global environment by participating in a three week learning experience called the Lifestyle Project. This experience asks students to incrementally reduce their use of heating or air-conditioning, the amount of waste going to landfills, to conserve electricity, drive less and eat less energy intensively. Pre-post content assessments indicate that students in this course scored significantly higher on post course content assessments and reported that by engaging in personal experience to global scale learning experiences they have a new appreciation for how personal choices impact the global environment and how to use local artifacts and issues to enhance K-12 student learning.

Initial Assessments of E-Learning Modules in Cytotechnology Education.

Science.gov (United States)

Mukherjee, Maheswari S; Donnelly, Amber D

2018-01-01

Nine E-learning modules (ELMs) were developed in our program using Articulate software. This study assessed our cytotechnology (CT) students' perceptions on the content of the ELMs, and the perceived influence of the ELMs on students' performance during clinical rotations. All CT students watched nine ELMs before the related classroom lecture and group discussion. Following that, students completed nine preclinical rotation surveys. After their clinical rotations, students completed nine postclinical rotation surveys. Statements on the content of the ELMs regarding the quality of the video and audio, duration, navigation, and the materials presented, received positive responses from the majority of the students. While there were a few disagreements and neutral responses, most of the students responded positively saying that the ELMs better prepared them for their role, as well as helped them to better perform their roles during the clinical rotation. The majority of the students recommended developing more EMLs for cytology courses in the future. This study has given hope that the ELMs have potential to enhance our online curriculum and benefit students, within the United States and internationally, who have no easy access to cytology clinical laboratories for hands-on training.

Interactive Online Modules and Videos for Learning Geological Concepts at the University of Toronto Department of Earth Sciences

Science.gov (United States)

Veglio, E.; Graves, L. W.; Bank, C. G.

2014-12-01

We designed various computer-based applications and videos as educational resources for undergraduate courses at the University of Toronto in the Earth Science Department. These resources were developed in effort to enhance students' self-learning of key concepts as identified by educators at the department. The interactive learning modules and videos were created using the programs MATLAB and Adobe Creative Suite 5 (Photoshop and Premiere) and range from optical mineralogy (extinction and Becke line), petrology (equilibrium melting in 2-phase systems), crystallography (crystal systems), geophysics (gravity anomaly), and geologic history (evolution of Canada). These resources will be made available for students on internal course websites as well as through the University of Toronto Earth Science's website (www.es.utoronto.ca) where appropriate; the video platform YouTube.com may be used to reach a wide audience and promote the material. Usage of the material will be monitored and feedback will be collected over the next academic year in order to gage the use of these interactive learning tools and to assess if these computer-based applications and videos foster student engagement and active learning, and thus offer an enriched learning experience.

Modulation of multiple memory systems: from neurotransmitters to metabolic substrates.

Science.gov (United States)

Gold, Paul E; Newman, Lori A; Scavuzzo, Claire J; Korol, Donna L

2013-11-01

This article reviews evidence showing that neurochemical modulators can regulate the relative participation of the hippocampus and striatum in learning and memory tasks. For example, relative release of acetylcholine increases in the hippocampus and striatum reflects the relative engagement of these brain systems during learning of place and response tasks. Acetylcholine release is regulated in part by available brain glucose levels, which themselves are dynamically modified during learning. Recent findings suggest that glucose acts through astrocytes to deliver lactate to neurons. Brain glycogen is contained in astrocytes and provides a capacity to deliver energy substrates to neurons when needed, a need that can be generated by training on tasks that target hippocampal and striatal processing mechanisms. These results integrate an increase in blood glucose after epinephrine release from the adrenal medulla with provision of brain energy substrates, including lactate released from astrocytes. Together, the availability of peripheral and central energy substrates regulate the processing of learning and memory within and across multiple neural systems. Dysfunctions of the physiological steps that modulate memory--from hormones to neurotransmitters to metabolic substrates--may contribute importantly to some of the cognitive impairments seen during normal aging and during neurodegenerative diseases. Copyright © 2013 Wiley Periodicals, Inc.

Art in Occupational Therapy Education: An Exploratory Mixed-Methods Study of an ArtsBased Module

Directory of Open Access Journals (Sweden)

Susan Coppola

2017-10-01

Full Text Available Art-based learning experiences have demonstrated a range of benefits, including improved observation skills and perspective taking. This article describes the effects of an art-based module in an entry-level curriculum for occupational therapy (OT students. An exploratory pilot study investigated the feasibility of a groupadministered visual art-based module for 20 first-year OT graduate students. Outcomes were evaluated using a mixed-methods approach that combined pre-post quantitative results from survey questionnaires and qualitative reflective essays. Pre- and post-surveys revealed significant changes in the students’ perception regarding the benefits of art in OT curricula. The students’ reflective essays on their learning described artbased sessions as: (a opportunities to practice perspective shifting, (b tapping into emotion, (c exemplars of the therapeutic encounter, (d integrative and “out of the box,” and (e impacting student roles and the classroom environment. Findings support art-based pedagogies to complement coursework to build an understanding of clients, creative thinking, and valued learning experiences. Learning partnerships between occupational therapy faculty, art museum educators, and artists can offer fruitful interdisciplinary learning experiences.

Study Modules for Calculus-Based General Physics. [Includes Modules 27-30: Direct-Current Circuits; Magnetic Forces; Ampere's Law; and Faraday's Law].

Science.gov (United States)

Fuller, Robert G., Ed.; And Others

This is part of a series of 42 Calculus Based Physics (CBP) modules totaling about 1,000 pages. The modules indlude study guides, practice tests, and mastery tests for a full-year individualized course in calculus-based physics based on the Personalized System of Instruction (PSI). The units are not intended to be used without outside materials;…

Deep learning in TMVA Benchmarking Benchmarking TMVA DNN Integration of a Deep Autoencoder

CERN Document Server

Huwiler, Marc

2017-01-01

The TMVA library in ROOT is dedicated to multivariate analysis, and in partic- ular oers numerous machine learning algorithms in a standardized framework. It is widely used in High Energy Physics for data analysis, mainly to perform regression and classication. To keep up to date with the state of the art in deep learning, a new deep learning module was being developed this summer, oering deep neural net- work, convolutional neural network, and autoencoder. TMVA did not have yet any autoencoder method, and the present project consists in implementing the TMVA autoencoder class based on the deep learning module. It also includes some bench- marking performed on the actual deep neural network implementation, in comparison to the Keras framework with Tensorflow and Theano backend.

Dental students' evaluation of 2 community-oriented PBL modules.

Science.gov (United States)

Pau, A K; Collinson, S; Croucher, R

1999-11-01

To evaluate dental students' perception of 2 problem-based learning (PBL) modules in Dental Public Health implemented within the context of a traditional formal curriculum. 2 dental community modules were implemented with an 8-month interval between them on the same group of dental undergraduates; the first in Term 2 and the second in Term 4 of a 5-year 15-term dental course. At the end of each module, a semi-structured questionnaire was administered to evaluate the introductory lecture, the fieldwork activity and the organisation of the modules. In both modules, students reported gaining insight into the subject matter, skills in teamwork, making presentations and collecting data. Some students in the 1st module needed more time to fulfil their learning objectives and had difficulty in collecting data. In the 2nd module, students reported that they lacked motivation because of the place of the module within their timetable. Opinions differed about groupwork. The content of and interest generated by fieldwork activity was rated more positively in the 2nd module than the 1st. Less positively rated in the 2nd module was the introductory lecture and module organisation. Implementing PBL within a traditional curriculum does not offer uniform outcomes for students. Optimum group size and adequate time are necessary if students are to benefit from PBL. A consistent and continuous PBL approach should be adopted rather than a sporadic one. Further research should establish the optimum balance between PBL and traditional approaches that would allow students to maximise the benefits of both and to identify those students best equipped to benefit from a 'mixed economy' of learning.

Flyback CCM inverter for AC module applications: iterative learning control and convergence analysis

Science.gov (United States)

Lee, Sung-Ho; Kim, Minsung

2017-12-01

This paper presents an iterative learning controller (ILC) for an interleaved flyback inverter operating in continuous conduction mode (CCM). The flyback CCM inverter features small output ripple current, high efficiency, and low cost, and hence it is well suited for photovoltaic power applications. However, it exhibits the non-minimum phase behaviour, because its transfer function from control duty to output current has the right-half-plane (RHP) zero. Moreover, the flyback CCM inverter suffers from the time-varying grid voltage disturbance. Thus, conventional control scheme results in inaccurate output tracking. To overcome these problems, the ILC is first developed and applied to the flyback inverter operating in CCM. The ILC makes use of both predictive and current learning terms which help the system output to converge to the reference trajectory. We take into account the nonlinear averaged model and use it to construct the proposed controller. It is proven that the system output globally converges to the reference trajectory in the absence of state disturbances, output noises, or initial state errors. Numerical simulations are performed to validate the proposed control scheme, and experiments using 400-W AC module prototype are carried out to demonstrate its practical feasibility.

Military Curricula for Vocational & Technical Education. Basic Electricity and Electronics Individualized Learning System. CANTRAC A-100-0010. Module Five: Relationships of Current, Voltage, and Resistance. Study Booklet.

Science.gov (United States)

Chief of Naval Education and Training Support, Pensacola, FL.

This individualized learning module on the relationships of current, voltage, and resistance is one in a series of modules for a course in basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptaticn to vocational instructional and curriculum development in a civilian setting.…

Student-generated e-learning for clinical education.

Science.gov (United States)

Isaacs, Alex N; Nisly, Sarah; Walton, Alison

2017-04-01

Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool. © 2016 John Wiley & Sons Ltd.

Learning Design for Sustainable Educational and Professional Development

DEFF Research Database (Denmark)

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

2015-01-01

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

Feedback authoring possibilities in web-based learning systems

NARCIS (Netherlands)

Vasilyeva, E.; De Bra, P.M.E.; Pechenizkiy, M.; Bonk, C.J.; et al., xx

2008-01-01

This paper surveys and analyses the feedback authoring possibilities in online assessment modules of the most popular Learning Management Systems (LMS) including Moodle, Sakai, and Blackboard. We consider the problem of authoring and support of tailored and personalized feedback and demonstrate how

Instructional methods and cognitive and learning styles in web-based learning: report of two randomised trials.

Science.gov (United States)

Cook, David A; Gelula, Mark H; Dupras, Denise M; Schwartz, Alan

2007-09-01

Adapting web-based (WB) instruction to learners' individual differences may enhance learning. Objectives This study aimed to investigate aptitude-treatment interactions between learning and cognitive styles and WB instructional methods. We carried out a factorial, randomised, controlled, crossover, post-test-only trial involving 89 internal medicine residents, family practice residents and medical students at 2 US medical schools. Parallel versions of a WB course in complementary medicine used either active or reflective questions and different end-of-module review activities ('create and study a summary table' or 'study an instructor-created table'). Participants were matched or mismatched to question type based on active or reflective learning style. Participants used each review activity for 1 course module (crossover design). Outcome measurements included the Index of Learning Styles, the Cognitive Styles Analysis test, knowledge post-test, course rating and preference. Post-test scores were similar for matched (mean +/- standard error of the mean 77.4 +/- 1.7) and mismatched (76.9 +/- 1.7) learners (95% confidence interval [CI] for difference - 4.3 to 5.2l, P = 0.84), as were course ratings (P = 0.16). Post-test scores did not differ between active-type questions (77.1 +/- 2.1) and reflective-type questions (77.2 +/- 1.4; P = 0.97). Post-test scores correlated with course ratings (r = 0.45). There was no difference in post-test subscores for modules completed using the 'construct table' format (78.1 +/- 1.4) or the 'table provided' format (76.1 +/- 1.4; CI - 1.1 to 5.0, P = 0.21), and wholist and analytic styles had no interaction (P = 0.75) or main effect (P = 0.18). There was no association between activity preference and wholist or analytic scores (P = 0.37). Cognitive and learning styles had no apparent influence on learning outcomes. There were no differences in outcome between these instructional methods.

Building Maintenance. Student Learning Guide.

Science.gov (United States)

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains one module for completing a course in building maintenance. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

Project Interface Requirements Process Including Shuttle Lessons Learned

Science.gov (United States)

Bauch, Garland T.

2010-01-01

Most failures occur at interfaces between organizations and hardware. Processing interface requirements at the start of a project life cycle will reduce the likelihood of costly interface changes/failures later. This can be done by adding Interface Control Documents (ICDs) to the Project top level drawing tree, providing technical direction to the Projects for interface requirements, and by funding the interface requirements function directly from the Project Manager's office. The interface requirements function within the Project Systems Engineering and Integration (SE&I) Office would work in-line with the project element design engineers early in the life cycle to enhance communications and negotiate technical issues between the elements. This function would work as the technical arm of the Project Manager to help ensure that the Project cost, schedule, and risk objectives can be met during the Life Cycle. Some ICD Lessons Learned during the Space Shuttle Program (SSP) Life Cycle will include the use of hardware interface photos in the ICD, progressive life cycle design certification by analysis, test, & operations experience, assigning interface design engineers to Element Interface (EI) and Project technical panels, and linking interface design drawings with project build drawings

The effects of field dependent/independent style awareness on learning strategies and outcomes in an instructional hypermedia module

Science.gov (United States)

Fyle, Clifford Omodele

The purpose of this study was to examine whether field-dependent/independent style awareness affects learning outcomes and learning strategies used in a hypermedia instructional module. Field-dependent/independent style was measured using the Global Embedded Figures Test. Style awareness meant that students were provided with information and explanations about their individual cognitive styles and the learning strategies that accommodate those styles. The study entailed examining students' achievement in a multiple-choice test and performance in a design task, and also their navigation patterns as they studied a science-oriented Webquest. The sample consisted of 149 eighth-grade students in 10 sections of a science class taught by two teachers in a public middle school. A two-group posttest-only design on one factor (style awareness) was used. Sixty-eight students in five sections of the class were assigned to the treatment group (field dependent/independent style awareness) while the other 81 students in five sections were assigned to the control group (no field dependent/independent style awareness). The study took place over a period of 6 days. On the first day, students in the treatment group were first tested and debriefed on their individual styles. Next, all students in both the treatment and control groups studied the hypermedia instructional module (Webquest) over a period of two days. On the fourth and fifth days students worked on the performance tasks, and on the sixth day students took the multiple-choice test and students in the control group were tested and debriefed on their individual styles. The findings indicate that style awareness significantly influenced the learning strategies of field-dependent students as they studied and carried out learning tasks in the Webquest. Field-dependent students with style awareness used hypertext links and navigated the menu sequentially a greater number of times than their counterparts with no style awareness

Place Value. Fundamentals of Occupational Mathematics. Module 1.

Science.gov (United States)

Engelbrecht, Nancy; And Others

This module is the first in a series of 12 learning modules designed to teach occupational mathematics. Designed for improving machine shop technology skills, this module begins with an introduction to the topic. Blocks of informative material and rules are followed by examples and practice problems. The solutions to the practice problems are…

Honey Bees Modulate Their Olfactory Learning in the Presence of Hornet Predators and Alarm Component.

Directory of Open Access Journals (Sweden)

Zhengwei Wang

Full Text Available In Southeast Asia the native honey bee species Apis cerana is often attacked by hornets (Vespa velutina, mainly in the period from April to November. During the co-evolution of these two species honey bees have developed several strategies to defend themselves such as learning the odors of hornets and releasing alarm components to inform other mates. However, so far little is known about whether and how honey bees modulate their olfactory learning in the presence of the hornet predator and alarm components of honey bee itself. In the present study, we test for associative olfactory learning of A. cerana in the presence of predator odors, the alarm pheromone component isopentyl acetate (IPA, or a floral odor (hexanal as a control. The results show that bees can detect live hornet odors, that there is almost no association between the innately aversive hornet odor and the appetitive stimulus sucrose, and that IPA is less well associated with an appetitive stimulus when compared with a floral odor. In order to imitate natural conditions, e.g. when bees are foraging on flowers and a predator shows up, or alarm pheromone is released by a captured mate, we tested combinations of the hornet odor and floral odor, or IPA and floral odor. Both of these combinations led to reduced learning scores. This study aims to contribute to a better understanding of the prey-predator system between A. cerana and V. velutina.

Direct current induced short-term modulation of the left dorsolateral prefrontal cortex while learning auditory presented nouns

Directory of Open Access Journals (Sweden)

Meyer Martin

2009-07-01

Full Text Available Abstract Background Little is known about the contribution of transcranial direct current stimulation (tDCS to the exploration of memory functions. The aim of the present study was to examine the behavioural effects of right or left-hemisphere frontal direct current delivery while committing to memory auditory presented nouns on short-term learning and subsequent long-term retrieval. Methods Twenty subjects, divided into two groups, performed an episodic verbal memory task during anodal, cathodal and sham current application on the right or left dorsolateral prefrontal cortex (DLPFC. Results Our results imply that only cathodal tDCS elicits behavioural effects on verbal memory performance. In particular, left-sided application of cathodal tDCS impaired short-term verbal learning when compared to the baseline. We did not observe tDCS effects on long-term retrieval. Conclusion Our results imply that the left DLPFC is a crucial area involved in short-term verbal learning mechanisms. However, we found further support that direct current delivery with an intensity of 1.5 mA to the DLPFC during short-term learning does not disrupt longer lasting consolidation processes that are mainly known to be related to mesial temporal lobe areas. In the present study, we have shown that the tDCS technique has the potential to modulate short-term verbal learning mechanism.

Scikit-learn: Machine Learning in Python

OpenAIRE

Pedregosa, Fabian; Varoquaux, Gaël; Gramfort, Alexandre; Michel, Vincent; Thirion, Bertrand; Grisel, Olivier; Blondel, Mathieu; Prettenhofer, Peter; Weiss, Ron; Dubourg, Vincent; Vanderplas, Jake; Passos, Alexandre; Cournapeau, David; Brucher, Matthieu; Perrot, Matthieu

2011-01-01

International audience; Scikit-learn is a Python module integrating a wide range of state-of-the-art machine learning algorithms for medium-scale supervised and unsupervised problems. This package focuses on bringing machine learning to non-specialists using a general-purpose high-level language. Emphasis is put on ease of use, performance, documentation, and API consistency. It has minimal dependencies and is distributed under the simplified BSD license, encouraging its use in both academic ...

Scikit-learn: Machine Learning in Python

OpenAIRE

Pedregosa, Fabian; Varoquaux, Gaël; Gramfort, Alexandre; Michel, Vincent; Thirion, Bertrand; Grisel, Olivier; Blondel, Mathieu; Louppe, Gilles; Prettenhofer, Peter; Weiss, Ron; Dubourg, Vincent; Vanderplas, Jake; Passos, Alexandre; Cournapeau, David; Brucher, Matthieu

2012-01-01

Scikit-learn is a Python module integrating a wide range of state-of-the-art machine learning algorithms for medium-scale supervised and unsupervised problems. This package focuses on bringing machine learning to non-specialists using a general-purpose high-level language. Emphasis is put on ease of use, performance, documentation, and API consistency. It has minimal dependencies and is distributed under the simplified BSD license, encouraging its use in both academic and commercial settings....

Efficacy of an internet-based learning module and small-group debriefing on trainees' attitudes and communication skills toward patients with substance use disorders: results of a cluster randomized controlled trial.

Science.gov (United States)

Lanken, Paul N; Novack, Dennis H; Daetwyler, Christof; Gallop, Robert; Landis, J Richard; Lapin, Jennifer; Subramaniam, Geetha A; Schindler, Barbara A

2015-03-01

To examine whether an Internet-based learning module and small-group debriefing can improve medical trainees' attitudes and communication skills toward patients with substance use disorders (SUDs). In 2011-2012, 129 internal and family medicine residents and 370 medical students at two medical schools participated in a cluster randomized controlled trial, which assessed the effect of adding a two-part intervention to the SUDs curricula. The intervention included a self-directed, media-rich Internet-based learning module and a small-group, faculty-led debriefing. Primary study outcomes were changes in self-assessed attitudes in the intervention group (I-group) compared with those in the control group (C-group) (i.e., a difference of differences). For residents, the authors used real-time, Web-based interviews of standardized patients to assess changes in communication skills. Statistical analyses, conducted separately for residents and students, included hierarchical linear modeling, adjusted for site, participant type, cluster, and individual scores at baseline. The authors found no significant differences between the I- and C-groups in attitudes for residents or students at baseline. Compared with those in the C-group, residents, but not students, in the I-group had more positive attitudes toward treatment efficacy and self-efficacy at follow-up (Pcommunication skills toward patients with SUDs among residents. Enhanced attitudes and skills may result in improved care for these patients.

Military Curricula for Vocational & Technical Education. Basic Electricity and Electronics. CANTRAC A-100-0010. Module 34: Linear Integrated Circuits. Study Booklet.

Science.gov (United States)

Chief of Naval Education and Training Support, Pensacola, FL.

This individualized learning module on linear integrated circuits is one in a series of modules for a course in basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instructional and curriculum development in a civilian setting. Two lessons are included in…

Research into experiential learning in nurse education.

Science.gov (United States)

Hill, Barry

2017-09-07

This research is founded on an innovative pedagogical project as part of a higher education lecturer teaching qualification. This project involved redesigning the module 'advanced history taking and physical examination with clinical reasoning', a continuing professional development at a higher education institution. The author undertook an exploration of the literature, considering evidence on teaching styles and the way in which students learn and gain knowledge. The module was redesigned, impelemented and then evaluated by the student participants. Key themes in the evaluation centred on the experiential learning style and experiential teaching style. There are numerous internal and external factors that affect teaching, and student learning. Experiential learning has provided a successful teaching pedagogy when applied to clinical skill acquisition, and has positively benefited the module delivery and pass rate, suggesting it has embedded 'deep learning'. Student feedback was positive, and the redesigned module has had a positive impact on student engagement and the teacher-student interaction.

E-learning tools for education: regulatory aspects, current applications in radiology and future prospects.

Science.gov (United States)

Pinto, A; Selvaggi, S; Sicignano, G; Vollono, E; Iervolino, L; Amato, F; Molinari, A; Grassi, R

2008-02-01

E-learning, an abbreviation of electronic learning, indicates the provision of education and training on the Internet or the World Wide Web. The impact of networks and the Internet on radiology is undoubtedly important, as it is for medicine as a whole. The Internet offers numerous advantages compared with other mass media: it provides access to a large amount of information previously known only to individual specialists; it is flexible, permitting the use of images or video; and it allows linking to Web sites on a specific subject, thus contributing to further expand knowledge. Our purpose is to illustrate the regulatory aspects (including Internet copyright laws), current radiological applications and future prospects of e-learning. Our experience with the installation of an e-learning platform is also presented. We performed a PubMed search on the published literature (without time limits) dealing with e-learning tools and applications in the health sector with specific reference to radiology. The search included all study types in the English language with the following key words: e-learning, education, teaching, online exam, radiology and radiologists. The Fiaso study was referred to for the regulatory aspects of e-learning. The application of e-learning to radiology requires the development of a model that involves selecting and creating e-learning platforms, creating and technologically adapting multimedia teaching modules, creating and managing a unified catalogue of teaching modules, planning training actions, defining training pathways and Continuing Education in Medicine (CME) credits, identifying levels of teaching and technological complexity of support tools, sharing an organisational and methodological model, training the trainers, operators' participation and relational devices, providing training, monitoring progress of the activities, and measuring the effectiveness of training. Since 2004, a platform--LiveLearning--has been used at our

Integrating the Learning of Mathematics and Science Using Interactive Teaching and Learning Strategies

Science.gov (United States)

Holmes, Mark H.

2006-10-01

To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not just to provide critical connections across disciplines but to also provide longitudinal subject reinforcement as students progress in their studies. In the process of developing the modules a complete editing and publishing system was constructed that is optimized for automated maintenance and upgradeability of materials. The result is a single integrated production system for web-based educational materials. Included in this is a rigorous assessment program, involving both internal and external evaluations of each module. As will be seen, the formative evaluation obtained during the development of the library resulted in the modules successfully bridging multiple disciplines and breaking down the disciplinary barriers commonly found in their math and non-math courses.

Using Mouse Mammary Tumor Cells to Teach Core Biology Concepts: A Simple Lab Module.

Science.gov (United States)

McIlrath, Victoria; Trye, Alice; Aguanno, Ann

2015-06-18

Undergraduate biology students are required to learn, understand and apply a variety of cellular and molecular biology concepts and techniques in preparation for biomedical, graduate and professional programs or careers in science. To address this, a simple laboratory module was devised to teach the concepts of cell division, cellular communication and cancer through the application of animal cell culture techniques. Here the mouse mammary tumor (MMT) cell line is used to model for breast cancer. Students learn to grow and characterize these animal cells in culture and test the effects of traditional and non-traditional chemotherapy agents on cell proliferation. Specifically, students determine the optimal cell concentration for plating and growing cells, learn how to prepare and dilute drug solutions, identify the best dosage and treatment time course of the antiproliferative agents, and ascertain the rate of cell death in response to various treatments. The module employs both a standard cell counting technique using a hemocytometer and a novel cell counting method using microscopy software. The experimental procedure lends to open-ended inquiry as students can modify critical steps of the protocol, including testing homeopathic agents and over-the-counter drugs. In short, this lab module requires students to use the scientific process to apply their knowledge of the cell cycle, cellular signaling pathways, cancer and modes of treatment, all while developing an array of laboratory skills including cell culture and analysis of experimental data not routinely taught in the undergraduate classroom.

Initial Assessments of E-learning modules in cytotechnology education

Directory of Open Access Journals (Sweden)

Maheswari S Mukherjee

2018-01-01

Full Text Available Background: Nine E-learning modules (ELMs were developed in our program using Articulate software. This study assessed our cytotechnology (CT students' perceptions on the content of the ELMs, and the perceived influence of the ELMs on students' performance during clinical rotations. Subjects and Methods: All CT students watched nine ELMs before the related classroom lecture and group discussion. Following that, students completed nine preclinical rotation surveys. After their clinical rotations, students completed nine postclinical rotation surveys. Results: Statements on the content of the ELMs regarding the quality of the video and audio, duration, navigation, and the materials presented, received positive responses from the majority of the students. While there were a few disagreements and neutral responses, most of the students responded positively saying that the ELMs better prepared them for their role, as well as helped them to better perform their roles during the clinical rotation. The majority of the students recommended developing more EMLs for cytology courses in the future Conclusions: This study has given hope that the ELMs have potential to enhance our online curriculum and benefit students, within the United States and internationally, who have no easy access to cytology clinical laboratories for hands-on training.

Sex differences in social modulation of learning in rats.

Science.gov (United States)

Mikosz, Marta; Nowak, Aleksandra; Werka, Tomasz; Knapska, Ewelina

2015-12-14

In its simplest form, empathy can be characterized as the capacity to share the emotional experiences among individuals, a phenomenon known as emotional contagion. Recent research shows that emotional contagion and its adaptive role can be studied in rodents. However, it is not known whether sex differences observed in human empathy extend to its more primitive forms. In the present study, we used a rat model of emotional contagion to compare the behavioral consequences of social transfer of information about threat, and the subsequent neural activation patterns in male and female rats. We found that: (1) males and females display a similar behavioral pattern during the interaction with either a fear-conditioned or a control rat; (2) interaction with a fear-conditioned conspecific positively modulates two-way avoidance learning in male and diestral female rats but not in estral females; and (3) such interaction results in increased c-Fos expression in the central and lateral nuclei of the amygdala and the prelimbic and infralimbic cortex in males, whereas in females no such changes were observed. Collectively, our results point to the occurrence of sex and estrus cycle phase differences in susceptibility to emotional contagion and underlying neuronal activation in rodents.

Clay modeling versus written modules as effective interventions in understanding human anatomy.

Science.gov (United States)

Bareither, Mary Lou; Arbel, Vered; Growe, Meghan; Muszczynski, Emily; Rudd, Adam; Marone, Jane R

2013-01-01

The effectiveness of clay modeling to written modules is examined to determine the degree of improvement in learning and retention of anatomical 3D relationships among students with different learning preferences. Thirty-nine undergraduate students enrolled in a cadaver dissection course completed a pre-assessment examination and the VARK questionnaire, classifying learning preference as visual, auditory, read/write, or kinesthetic. Students were divided into clay, module, and control groups with preference for learning style distributed among groups. The clay and module groups participated in weekly one-hour classes using either clay models or answering written questions (modules) about anatomical relationships, respectively. The control group received no intervention. Post-assessment and retention examinations were administered at the end of the semester, and three months later, respectively. Two variables (Δ1, Δ2) represented examination score differences between pre- and post-assessment and between post-assessment and retention examinations, respectively. The Δ1 for clay and module groups were each significantly higher than controls (21.46 ± 8.2 vs. 15.70 ± 7.5, P ≤ 0.05; and 21.31 ± 6.9 vs. 15.70 ± 7.5, P ≤0.05, respectively). The Δ2 for clay and module groups approached but did not achieve significance over controls (-6.09 ± 5.07 vs. -8.80 ± 4.60, P = 0.16 and -5.73 ± 4.47 vs. -8.80 ± 4.60, P = 0.12, respectively). No significant differences were seen between interventions or learning preferences in any group. However, students of some learning styles tended to perform better when engaging in certain modalities. Multiple teaching modalities may accommodate learning preferences and improve understanding of anatomy. Copyright © 2012 American Association of Anatomists.

Processing module operating methods, processing modules, and communications systems

Science.gov (United States)

McCown, Steven Harvey; Derr, Kurt W.; Moore, Troy

2014-09-09

A processing module operating method includes using a processing module physically connected to a wireless communications device, requesting that the wireless communications device retrieve encrypted code from a web site and receiving the encrypted code from the wireless communications device. The wireless communications device is unable to decrypt the encrypted code. The method further includes using the processing module, decrypting the encrypted code, executing the decrypted code, and preventing the wireless communications device from accessing the decrypted code. Another processing module operating method includes using a processing module physically connected to a host device, executing an application within the processing module, allowing the application to exchange user interaction data communicated using a user interface of the host device with the host device, and allowing the application to use the host device as a communications device for exchanging information with a remote device distinct from the host device.

Team-based learning in a preclinical removable denture prosthesis module in a United Arab Emirates dental school.

Science.gov (United States)

Haj-Ali, Reem; Al Quran, Firas

2013-03-01

The purpose of this article is to describe the implementation of a team-based learning (TBL) approach in a removable denture prosthesis (RDP) module and present the results of students' performance in individual and group TBL activities and exam scores, students' experience with TBL and end of course evaluations, and faculty feedback. Course material at the College of Dentistry, University of Sharjah, United Arab Emirates, was transformed into seven conventional lectures and seven TBL sessions. Each TBL session consisted of pre-assigned reading (self-directed learning), in-class individual and group readiness tests (accountability), team problem-solving of patient RDP cases, and faculty-led class discussion (knowledge application). The course was assessed through scores from TBL session activities and course examinations, student satisfaction survey, and faculty feedback. Course grades were found to be higher using the TBL method then the traditional lecture-based method. Student evaluation data and faculty response indicated strong support for TBL as it was implemented in the course. The faculty noted a higher level of student engagement with team learning than in conventional class lecturing. TBL is an active-learning instructional strategy for courses with high student-to-faculty ratios. This approach provides regular feedback and the opportunity for students to develop higher reasoning skills.

From bird to sparrow: Learning-induced modulations in fine-grained semantic discrimination.

Science.gov (United States)

De Meo, Rosanna; Bourquin, Nathalie M-P; Knebel, Jean-François; Murray, Micah M; Clarke, Stephanie

2015-09-01

Recognition of environmental sounds is believed to proceed through discrimination steps from broad to more narrow categories. Very little is known about the neural processes that underlie fine-grained discrimination within narrow categories or about their plasticity in relation to newly acquired expertise. We investigated how the cortical representation of birdsongs is modulated by brief training to recognize individual species. During a 60-minute session, participants learned to recognize a set of birdsongs; they improved significantly their performance for trained (T) but not control species (C), which were counterbalanced across participants. Auditory evoked potentials (AEPs) were recorded during pre- and post-training sessions. Pre vs. post changes in AEPs were significantly different between T and C i) at 206-232ms post stimulus onset within a cluster on the anterior part of the left superior temporal gyrus; ii) at 246-291ms in the left middle frontal gyrus; and iii) 512-545ms in the left middle temporal gyrus as well as bilaterally in the cingulate cortex. All effects were driven by weaker activity for T than C species. Thus, expertise in discriminating T species modulated early stages of semantic processing, during and immediately after the time window that sustains the discrimination between human vs. animal vocalizations. Moreover, the training-induced plasticity is reflected by the sharpening of a left lateralized semantic network, including the anterior part of the temporal convexity and the frontal cortex. Training to identify birdsongs influenced, however, also the processing of C species, but at a much later stage. Correct discrimination of untrained sounds seems to require an additional step which results from lower-level features analysis such as apperception. We therefore suggest that the access to objects within an auditory semantic category is different and depends on subject's level of expertise. More specifically, correct intra

A Combination of Machine Learning and Cerebellar-like Neural Networks for the Motor Control and Motor Learning of the Fable Modular Robot

DEFF Research Database (Denmark)

Baira Ojeda, Ismael; Tolu, Silvia; Pacheco, Moises

2017-01-01

We scaled up a bio-inspired control architecture for the motor control and motor learning of a real modular robot. In our approach, the Locally Weighted Projection Regression algorithm (LWPR) and a cerebellar microcircuit coexist, in the form of a Unit Learning Machine. The LWPR algorithm optimizes...... the input space and learns the internal model of a single robot module to command the robot to follow a desired trajectory with its end-effector. The cerebellar-like microcircuit refines the LWPR output delivering corrective commands. We contrasted distinct cerebellar-like circuits including analytical...

A Preliminary Comparison of Motor Learning Across Different Non-invasive Brain Stimulation Paradigms Shows No Consistent Modulations

Directory of Open Access Journals (Sweden)

Virginia Lopez-Alonso

2018-04-01

Full Text Available Non-invasive brain stimulation (NIBS has been widely explored as a way to safely modulate brain activity and alter human performance for nearly three decades. Research using NIBS has grown exponentially within the last decade with promising results across a variety of clinical and healthy populations. However, recent work has shown high inter-individual variability and a lack of reproducibility of previous results. Here, we conducted a small preliminary study to explore the effects of three of the most commonly used excitatory NIBS paradigms over the primary motor cortex (M1 on motor learning (Sequential Visuomotor Isometric Pinch Force Tracking Task and secondarily relate changes in motor learning to changes in cortical excitability (MEP amplitude and SICI. We compared anodal transcranial direct current stimulation (tDCS, paired associative stimulation (PAS25, and intermittent theta burst stimulation (iTBS, along with a sham tDCS control condition. Stimulation was applied prior to motor learning. Participants (n = 28 were randomized into one of the four groups and were trained on a skilled motor task. Motor learning was measured immediately after training (online, 1 day after training (consolidation, and 1 week after training (retention. We did not find consistent differential effects on motor learning or cortical excitability across groups. Within the boundaries of our small sample sizes, we then assessed effect sizes across the NIBS groups that could help power future studies. These results, which require replication with larger samples, are consistent with previous reports of small and variable effect sizes of these interventions on motor learning.

A Preliminary Comparison of Motor Learning Across Different Non-invasive Brain Stimulation Paradigms Shows No Consistent Modulations

Science.gov (United States)

Lopez-Alonso, Virginia; Liew, Sook-Lei; Fernández del Olmo, Miguel; Cheeran, Binith; Sandrini, Marco; Abe, Mitsunari; Cohen, Leonardo G.

2018-01-01

Non-invasive brain stimulation (NIBS) has been widely explored as a way to safely modulate brain activity and alter human performance for nearly three decades. Research using NIBS has grown exponentially within the last decade with promising results across a variety of clinical and healthy populations. However, recent work has shown high inter-individual variability and a lack of reproducibility of previous results. Here, we conducted a small preliminary study to explore the effects of three of the most commonly used excitatory NIBS paradigms over the primary motor cortex (M1) on motor learning (Sequential Visuomotor Isometric Pinch Force Tracking Task) and secondarily relate changes in motor learning to changes in cortical excitability (MEP amplitude and SICI). We compared anodal transcranial direct current stimulation (tDCS), paired associative stimulation (PAS25), and intermittent theta burst stimulation (iTBS), along with a sham tDCS control condition. Stimulation was applied prior to motor learning. Participants (n = 28) were randomized into one of the four groups and were trained on a skilled motor task. Motor learning was measured immediately after training (online), 1 day after training (consolidation), and 1 week after training (retention). We did not find consistent differential effects on motor learning or cortical excitability across groups. Within the boundaries of our small sample sizes, we then assessed effect sizes across the NIBS groups that could help power future studies. These results, which require replication with larger samples, are consistent with previous reports of small and variable effect sizes of these interventions on motor learning. PMID:29740271

eABLE: Embedding Social Media in Academic Curriculum as a Learning and Assessment Strategy to Enhance Students Learning and E-Professionalism

Science.gov (United States)

Megele, Claudia

2015-01-01

This paper outlines the redesign of an MSc module to enhance students' engagement and learning through embedding social media technologies into the academic curriculum as a learning and assessment strategy, and in a complementary manner that facilitated and enhanced the achievement of the module's learning outcomes. This paper describes the…

E-learning in orthopedic surgery training: A systematic review.

Science.gov (United States)

Tarpada, Sandip P; Morris, Matthew T; Burton, Denver A

2016-12-01

E-learning is the use of internet-based resources in education. In the field of surgical education, this definition includes the use of virtual patient cases, digital modeling, online tutorials, as well as video recordings of surgical procedures and lectures. In recent years, e-learning has increasingly been considered a viable alternative to traditional teaching within a number of surgical fields. Here we present (1) a systematic review of literature assessing the efficacy of e-learning modules for orthopedic education and (2) a discussion of their relevance. A systematic search of PubMed, Embase, Web of Science, and the Cochrane Library was conducted according to the guidelines defined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement (PRISMA). The search yielded a total of 255 non-duplicate citations that were screened using predetermined inclusion/exclusion criteria. A total of 9 full text articles met inclusion criteria, which included the use of an objective outcome measure to evaluate an orthopedic e-learning module. Six studies assessed knowledge using a multiple-choice test and 4 assessed skills using a clinical exam. All studies showed positive score improvement pre- to post-intervention, and a majority showed greater score improvement than standard teaching methods in both knowledge (4/6 studies) and clinical skills (3/4 studies). E-learning represents an effective supplement or even alternative to standard teaching techniques within orthopedic education for both medical students and residents. Future work should focus on validating specific e-learning programs using standardized outcome measures and assessing long-term knowledge retention using e-learning platforms.

Prediction of tissue-specific cis-regulatory modules using Bayesian networks and regression trees

Directory of Open Access Journals (Sweden)

Chen Xiaoyu

2007-12-01

Full Text Available Abstract Background In vertebrates, a large part of gene transcriptional regulation is operated by cis-regulatory modules. These modules are believed to be regulating much of the tissue-specificity of gene expression. Results We develop a Bayesian network approach for identifying cis-regulatory modules likely to regulate tissue-specific expression. The network integrates predicted transcription factor binding site information, transcription factor expression data, and target gene expression data. At its core is a regression tree modeling the effect of combinations of transcription factors bound to a module. A new unsupervised EM-like algorithm is developed to learn the parameters of the network, including the regression tree structure. Conclusion Our approach is shown to accurately identify known human liver and erythroid-specific modules. When applied to the prediction of tissue-specific modules in 10 different tissues, the network predicts a number of important transcription factor combinations whose concerted binding is associated to specific expression.

Place-based Learning About Climate with Elementary GLOBE

Science.gov (United States)

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

2017-12-01

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

Learning and Visualizing Modulation Discriminative Radio Signal Features

Science.gov (United States)

2016-09-01

method may be successfully applied to pre-trained models with neg- ligible impact on classification performance on an automated modulation...to as a Stacked What -Where Autoencoder (SWWAE). In an SWWAE, the encoder is composed of convolutions and max-pooling operations, and the de- coder is...work automated modulation classification (AMC) models tend to over-predict GMSK and OFDM at low SNR at the expense of other categories. Intuitively

Morphology Independent Learning in Modular Robots

DEFF Research Database (Denmark)

Christensen, David Johan; Bordignon, Mirko; Schultz, Ulrik Pagh

2009-01-01

Hand-coding locomotion controllers for modular robots is difficult due to their polymorphic nature. Instead, we propose to use a simple and distributed reinforcement learning strategy. ATRON modules with identical controllers can be assembled in any configuration. To optimize the robot’s locomotion...... speed its modules independently and in parallel adjust their behavior based on a single global reward signal. In simulation, we study the learning strategy’s performance on different robot configurations. On the physical platform, we perform learning experiments with ATRON robots learning to move as fast...

Projection specificity in heterogeneous locus coeruleus cell populations: implications for learning and memory

Science.gov (United States)

Uematsu, Akira; Tan, Bao Zhen

2015-01-01

Noradrenergic neurons in the locus coeruleus (LC) play a critical role in many functions including learning and memory. This relatively small population of cells sends widespread projections throughout the brain including to a number of regions such as the amygdala which is involved in emotional associative learning and the medial prefrontal cortex which is important for facilitating flexibility when learning rules change. LC noradrenergic cells participate in both of these functions, but it is not clear how this small population of neurons modulates these partially distinct processes. Here we review anatomical, behavioral, and electrophysiological studies to assess how LC noradrenergic neurons regulate these different aspects of learning and memory. Previous work has demonstrated that subpopulations of LC noradrenergic cells innervate specific brain regions suggesting heterogeneity of function in LC neurons. Furthermore, noradrenaline in mPFC and amygdala has distinct effects on emotional learning and cognitive flexibility. Finally, neural recording data show that LC neurons respond during associative learning and when previously learned task contingencies change. Together, these studies suggest a working model in which distinct and potentially opposing subsets of LC neurons modulate particular learning functions through restricted efferent connectivity with amygdala or mPFC. This type of model may provide a general framework for understanding other neuromodulatory systems, which also exhibit cell type heterogeneity and projection specificity. PMID:26330494

Design of Intelligent Robot as A Tool for Teaching Media Based on Computer Interactive Learning and Computer Assisted Learning to Improve the Skill of University Student

Science.gov (United States)

Zuhrie, M. S.; Basuki, I.; Asto B, I. G. P.; Anifah, L.

2018-01-01

The focus of the research is the teaching module which incorporates manufacturing, planning mechanical designing, controlling system through microprocessor technology and maneuverability of the robot. Computer interactive and computer-assisted learning is strategies that emphasize the use of computers and learning aids (computer assisted learning) in teaching and learning activity. This research applied the 4-D model research and development. The model is suggested by Thiagarajan, et.al (1974). 4-D Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with an objective to produce a tool of learning in the form of intelligent robot modules and kit based on Computer Interactive Learning and Computer Assisted Learning. From the data of the Indonesia Robot Contest during the period of 2009-2015, it can be seen that the modules that have been developed confirm the fourth stage of the research methods of development; disseminate method. The modules which have been developed for students guide students to produce Intelligent Robot Tool for Teaching Based on Computer Interactive Learning and Computer Assisted Learning. Results of students’ responses also showed a positive feedback to relate to the module of robotics and computer-based interactive learning.

The Computational Development of Reinforcement Learning during Adolescence.

Directory of Open Access Journals (Sweden)

Stefano Palminteri

2016-06-01

Full Text Available Adolescence is a period of life characterised by changes in learning and decision-making. Learning and decision-making do not rely on a unitary system, but instead require the coordination of different cognitive processes that can be mathematically formalised as dissociable computational modules. Here, we aimed to trace the developmental time-course of the computational modules responsible for learning from reward or punishment, and learning from counterfactual feedback. Adolescents and adults carried out a novel reinforcement learning paradigm in which participants learned the association between cues and probabilistic outcomes, where the outcomes differed in valence (reward versus punishment and feedback was either partial or complete (either the outcome of the chosen option only, or the outcomes of both the chosen and unchosen option, were displayed. Computational strategies changed during development: whereas adolescents' behaviour was better explained by a basic reinforcement learning algorithm, adults' behaviour integrated increasingly complex computational features, namely a counterfactual learning module (enabling enhanced performance in the presence of complete feedback and a value contextualisation module (enabling symmetrical reward and punishment learning. Unlike adults, adolescent performance did not benefit from counterfactual (complete feedback. In addition, while adults learned symmetrically from both reward and punishment, adolescents learned from reward but were less likely to learn from punishment. This tendency to rely on rewards and not to consider alternative consequences of actions might contribute to our understanding of decision-making in adolescence.

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Genitourinary Emergencies Small Group Module

Directory of Open Access Journals (Sweden)

Andrew King

2017-07-01

-life experiences, and small group discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents. Methods: The educational strategies used in this curriculum include: small group modules authored by education faculty and content experts based on the core emergency medicine content. This program also includes resident submitted questions that were developed during review of the content. The Socratic Method, used during small group sessions, encourages active participation; small groups also focus on the synthesis and application of knowledge through the discussion of real life experiences. The use of free open access medical education (FOAM resources allows learners to work at their own pace and maximize autonomy.

Novel Emergency Medicine Curriculum Utilizing Self-Directed Learning and the Flipped Classroom Method: Psychiatric Emergencies Small Group Module

Directory of Open Access Journals (Sweden)

Andrew King

2017-07-01

discussions in place of traditional lectures. In doing so, a goal of the curriculum is to encourage self-directed learning, improve understanding and knowledge retention, and improve the educational experience of our residents. Methods: The educational strategies used in this curriculum include: small group modules authored by education faculty and content experts based on the core emergency medicine content. This program also includes resident submitted questions that were developed during review of the content. The Socratic Method, used during small group sessions, encourages active participation; small groups also focus on the synthesis and application of knowledge through the discussion of real life experiences. The use of free open access medical education (FOAM resources allows learners to work at their own pace and maximize autonomy.

E-Learning for 4-H Volunteers: Who Uses It, and What Can We Learn from Them?

Science.gov (United States)

Ouellette, Kristy L.; Lesmeister, Marilyn K.; Lobley, Jennifer; Gross, Kerry M.

2014-01-01

Orienting and training 4-H volunteers are critical to individuals and the organization. The two-part study reported here re-establishes the profile of the 4-H volunteer and evaluates both the format and content of e-Learning for 4-H Volunteers modules launched in 2006. Volunteers from seven states perceived that online modules made learning more…

A Series of MATLAB Learning Modules to Enhance Numerical Competency in Applied Marine Sciences

Science.gov (United States)

Fischer, A. M.; Lucieer, V.; Burke, C.

2016-12-01

Enhanced numerical competency to navigate the massive data landscapes are critical skills students need to effectively explore, analyse and visualize complex patterns in high-dimensional data for addressing the complexity of many of the world's problems. This is especially the case for interdisciplinary, undergraduate applied marine science programs, where students are required to demonstrate competency in methods and ideas across multiple disciplines. In response to this challenge, we have developed a series of repository-based data exploration, analysis and visualization modules in MATLAB for integration across various attending and online classes within the University of Tasmania. The primary focus of these modules is to teach students to collect, aggregate and interpret data from large on-line marine scientific data repositories to, 1) gain technical skills in discovering, accessing, managing and visualising large, numerous data sources, 2) interpret, analyse and design approaches to visualise these data, and 3) to address, through numerical approaches, complex, real-world problems, that the traditional scientific methods cannot address. All modules, implemented through a MATLAB live script, include a short recorded lecture to introduce the topic, a handout that gives an overview of the activities, an instructor's manual with a detailed methodology and discussion points, a student assessment (quiz and level-specific challenge task), and a survey. The marine science themes addressed through these modules include biodiversity, habitat mapping, algal blooms and sea surface temperature change and utilize a series of marine science and oceanographic data portals. Through these modules students, with minimal experience in MATLAB or numerical methods are introduced to array indexing, concatenation, sorting, and reshaping, principal component analysis, spectral analysis and unsupervised classification within the context of oceanographic processes, marine geology and

Viability of a Web-Based Module for Teaching Electrocardiogram Reading Skills to Psychiatry Residents: Learning Outcomes and Trainee Interest.

Science.gov (United States)

DeBonis, Katrina; Blair, Thomas R; Payne, Samuel T; Wigan, Katherine; Kim, Sara

2015-12-01

Web-based instruction in post-graduate psychiatry training has shown comparable effectiveness to in-person instruction, but few topics have been addressed in this format. This study sought to evaluate the viability of a web-based curriculum in teaching electrocardiogram (EKG) reading skills to psychiatry residents. Interest in receiving educational materials in this format was also assessed. A web-based curriculum of 41 slides, including eight pre-test and eight post-test questions with emphasis on cardiac complications of psychotropic medications, was made available to all psychiatry residents via email. Out of 57 residents, 30 initiated and 22 completed the module. Mean improvement from pre-test to post-test was 25 %, and all 22 completing participants indicated interest in future web-based instruction. This pilot study suggests that web-based instruction is feasible and under-utilized as a means of teaching psychiatry residents. Potential uses of web-based instruction, such as tracking learning outcomes or patient care longitudinally, are also discussed.

Instant node package module

CERN Document Server

Ali, Juzer

2013-01-01

Get to grips with a new technology, understand what it is and what it can do for you, and then get to work with the most important features and tasks. A practical exploration of the lifecycle of creating node modules as well as learning all of the top features that npm has to offer.Intended for readers who want to create their first node.js modules. The programming paradigm of JavaScript is not covered so a foundation in these concepts would be beneficial.

Designing interprofessional modules for undergraduate healthcare learners

Directory of Open Access Journals (Sweden)

C Maree

2017-12-01

Full Text Available Background. Interprofessional education aims to prepare learners to collaborate across specialties to provide high-quality healthcare. Internationally and nationally, the emerging need for integrated healthcare and education has been emphasised. The current education programme at the School of Health Care Sciences, University of Pretoria, South Africa primarily follows a uniprofessional approach.Objectives. To describe the development of interprofessional modules over 4 years between the departments of Human Nutrition, Nursing Science, Occupational Therapy, Physiotherapy and Radiography.Methods. The Knowledge-to-Action model guided the module development process. The planning phase comprised three steps: (i problem identification (e.g. national and international policy focus on interprofessional education; (ii review of existing knowledge (e.g. common learning outcomes; and (iii adaptation of knowledge to the local context (e.g. syllabi and logistics.Results. The development of interprofessional modules can be guided by the above-mentioned model to meet the needs of the faculty, departments, students and community and to contribute to interprofessional education, while overcoming the associated challenges.Conclusion. Challenges included clashes in timetable schedules, financial constraints, administrative support, logistical issues and resistance to change. The designing and implementing of new modules were intense and time consuming, and required commitment. The development of the modules was an excellent example of interprofessional teamwork that needs to be transferred to the implementation and role modelling of interprofessional education.

Opposite monosynaptic scaling of BLP-vCA1 inputs governs hopefulness- and helplessness-modulated spatial learning and memory.

Science.gov (United States)

Yang, Ying; Wang, Zhi-Hao; Jin, Sen; Gao, Di; Liu, Nan; Chen, Shan-Ping; Zhang, Sinan; Liu, Qing; Liu, Enjie; Wang, Xin; Liang, Xiao; Wei, Pengfei; Li, Xiaoguang; Li, Yin; Yue, Chenyu; Li, Hong-Lian; Wang, Ya-Li; Wang, Qun; Ke, Dan; Xie, Qingguo; Xu, Fuqiang; Wang, Liping; Wang, Jian-Zhi

2016-07-14

Different emotional states lead to distinct behavioural consequences even when faced with the same challenging events. Emotions affect learning and memory capacities, but the underlying neurobiological mechanisms remain elusive. Here we establish models of learned helplessness (LHL) and learned hopefulness (LHF) by exposing animals to inescapable foot shocks or with anticipated avoidance trainings. The LHF animals show spatial memory potentiation with excitatory monosynaptic upscaling between posterior basolateral amygdale (BLP) and ventral hippocampal CA1 (vCA1), whereas the LHL show memory deficits with an attenuated BLP-vCA1 connection. Optogenetic disruption of BLP-vCA1 inputs abolishes the effects of LHF and impairs synaptic plasticity. By contrast, targeted BLP-vCA1 stimulation rescues the LHL-induced memory deficits and mimics the effects of LHF. BLP-vCA1 stimulation increases synaptic transmission and dendritic plasticity with the upregulation of CREB and intrasynaptic AMPA receptors in CA1. These findings indicate that opposite excitatory monosynaptic scaling of BLP-vCA1 controls LHF- and LHL-modulated spatial memory, revealing circuit-specific mechanisms linking emotions to memory.

Opposite monosynaptic scaling of BLP–vCA1 inputs governs hopefulness- and helplessness-modulated spatial learning and memory

Science.gov (United States)

Yang, Ying; Wang, Zhi-Hao; Jin, Sen; Gao, Di; Liu, Nan; Chen, Shan-Ping; Zhang, Sinan; Liu, Qing; Liu, Enjie; Wang, Xin; Liang, Xiao; Wei, Pengfei; Li, Xiaoguang; Li, Yin; Yue, Chenyu; Li, Hong-lian; Wang, Ya-Li; Wang, Qun; Ke, Dan; Xie, Qingguo; Xu, Fuqiang; Wang, Liping; Wang, Jian-Zhi

2016-01-01

Different emotional states lead to distinct behavioural consequences even when faced with the same challenging events. Emotions affect learning and memory capacities, but the underlying neurobiological mechanisms remain elusive. Here we establish models of learned helplessness (LHL) and learned hopefulness (LHF) by exposing animals to inescapable foot shocks or with anticipated avoidance trainings. The LHF animals show spatial memory potentiation with excitatory monosynaptic upscaling between posterior basolateral amygdale (BLP) and ventral hippocampal CA1 (vCA1), whereas the LHL show memory deficits with an attenuated BLP–vCA1 connection. Optogenetic disruption of BLP–vCA1 inputs abolishes the effects of LHF and impairs synaptic plasticity. By contrast, targeted BLP–vCA1 stimulation rescues the LHL-induced memory deficits and mimics the effects of LHF. BLP–vCA1 stimulation increases synaptic transmission and dendritic plasticity with the upregulation of CREB and intrasynaptic AMPA receptors in CA1. These findings indicate that opposite excitatory monosynaptic scaling of BLP–vCA1 controls LHF- and LHL-modulated spatial memory, revealing circuit-specific mechanisms linking emotions to memory. PMID:27411738

Multidimensional Learner Model In Intelligent Learning System

Science.gov (United States)

Deliyska, B.; Rozeva, A.

2009-11-01

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

Learning Process and Learning Outcomes of Video Podcasts Including the Instructor and PPT Slides: A Chinese Case

Science.gov (United States)

Pi, Zhongling; Hong, Jianzhong

2016-01-01

Video podcasts have become one of the fastest developing trends in learning and teaching. The study explored the effect of the presenting mode of educational video podcasts on the learning process and learning outcomes. Prior to viewing a video podcast, the 94 Chinese undergraduates participating in the study completed a demographic questionnaire…

Implementation of a Service-Learning Module in Medical Microbiology and Cell Biology Classes at an Undergraduate Liberal Arts University

Directory of Open Access Journals (Sweden)

Maia Larios-Sanz

2011-03-01

Full Text Available Here we discuss the implementation of a service-learning module in two upper-division biology classes, Medical Microbiology and Cell Biology. This exciting hands-on learning experience provided our students with an opportunity to extend their learning of in-class topics to a real-life scenario. Students were required to volunteer their time (a minimum of 10 hours in a semester at an under-served clinic in Houston, Texas. As they interacted with the personnel at the clinic, they were asked to identify the most prevalent disease (infectious for Medical Microbiology, and cellular-based for Cell seen at the clinic and, working in groups, come up with educational material in the form of a display or brochure to be distributed to patients. The material was meant to educate patients about the disease in general terms, as well as how to recognize (symptoms, prevent and treat it. Students were required to keep a reflective journal in the form of a blog throughout the semester, and present their final materials to the class orally. Students were surveyed about their opinion of the experience at the end of the semester. The vast majority of student participants felt that the project was a positive experience and that it helped them develop additional skills beyond what they learn in the classroom and understand how lecture topics relate to every day life. Here we discuss the implementation of a service-learning module in two upper division biology classes, Medical Microbiology and Cell Biology. This exciting hands-on learning experience provided our students with an opportunity to extend their learning of in-class topics into a real life scenario. Students were required to volunteer their time (a minimum of 10 hours in a semester at an under-served clinic in Houston, Texas. As they interacted with the personnel at the clinic, they were asked to identify the most prevalent disease (infectious for Medical Microbiology, and cellular-based for Cell seen at the

A presentation system for just-in-time learning in radiology.

Science.gov (United States)

Kahn, Charles E; Santos, Amadeu; Thao, Cheng; Rock, Jayson J; Nagy, Paul G; Ehlers, Kevin C

2007-03-01

There is growing interest in bringing medical educational materials to the point of care. We sought to develop a system for just-in-time learning in radiology. A database of 34 learning modules was derived from previously published journal articles. Learning objectives were specified for each module, and multiple-choice test items were created. A web-based system-called TEMPO-was developed to allow radiologists to select and view the learning modules. Web services were used to exchange clinical context information between TEMPO and the simulated radiology work station. Preliminary evaluation was conducted using the System Usability Scale (SUS) questionnaire. TEMPO identified learning modules that were relevant to the age, sex, imaging modality, and body part or organ system of the patient being viewed by the radiologist on the simulated clinical work station. Users expressed a high degree of satisfaction with the system's design and user interface. TEMPO enables just-in-time learning in radiology, and can be extended to create a fully functional learning management system for point-of-care learning in radiology.

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.

An Interdisciplinary Approach to Designing Online Learning: Fostering Pre-Service Mathematics Teachers' Capabilities in Mathematical Modelling

Science.gov (United States)

Geiger, Vince; Mulligan, Joanne; Date-Huxtable, Liz; Ahlip, Rehez; Jones, D. Heath; May, E. Julian; Rylands, Leanne; Wright, Ian

2018-01-01

In this article we describe and evaluate processes utilized to develop an online learning module on mathematical modelling for pre-service teachers. The module development process involved a range of professionals working within the STEM disciplines including mathematics and science educators, mathematicians, scientists, in-service and pre-service…

On-line interprofessional learning: introducing constructivism through enquiry-based learning and peer review.

Science.gov (United States)

Hughes, Matthew; Ventura, Susie; Dando, Mark

2004-08-01

Interest in on-line methods of learning has accelerated in recent years. There has also been an interest in developing student-centred approaches to learning and interprofessional education. This paper illustrates the issues in designing a large (more than 700 students), on-line, inter-professional module for third year, undergraduate students drawn from nine professional healthcare courses and from four campus sites. It uses an enquiry-based learning approach. The learning theories of Piaget, Vygotsky and Schön are integrated with the on-line frameworks of Salmon and Collis et al., together with conclusions drawn from the literature and our own experiences, to produce a design that encourages students to learn through participation, re-iteration, peer-review and reflection. Consideration is given to improving student motivation and attitudes towards change, both in the design and the delivery of the module.

WEB COHERENCE LEARNING

Directory of Open Access Journals (Sweden)

Peter Karlsudd

2008-09-01

Full Text Available This article describes a learning system constructed to facilitate teaching and learning by creating a functional web-based contact between schools and organisations which in cooperation with the school contribute to pupils’/students’ cognitive development. Examples of such organisations include science centres, museums, art and music workshops and teacher education internships. With the support of the “Web Coherence Learning” IT application (abbreviated in Swedish to Webbhang developed by the University of Kalmar, the aim is to reinforce learning processes in the encounter with organisations outside school. In close cooperation with potential users a system was developed which can be described as consisting of three modules. The first module, “the organisation page” supports the organisation in simply setting up a homepage, where overarching information on organisation operations can be published and where functions like calendar, guestbook, registration and newsletter can be included. In the second module, “the activity page” the activities offered by the organisation are described. Here pictures and information may prepare and inspire pupils/students to their own activities before future visits. The third part, “the participant page” is a communication module linked to the activity page enabling school classes to introduce themselves and their work as well as documenting the work and communicating with the educators responsible for external activities. When the project is finished, the work will be available to further school classes, parents and other interested parties. System development and testing have been performed in a small pilot study where two creativity educators at an art museum have worked together with pupils and teachers from a compulsory school class. The system was used to establish, prior to the visit of the class, a deeper contact and to maintain a more qualitative continuous dialogue during and after

Modelling energy technology dynamics: methodology for adaptive expectations models with learning by doing and learning by searching

International Nuclear Information System (INIS)

Kouvaritakis, N.; Soria, A.; Isoard, S.

2000-01-01

This paper presents a module endogenising technical change which is capable of being attached to large scale energy models that follow an adaptive-expectations. The formulation includes, apart from the more classical learning by doing effects, quantitative relationships between technology performance and R and D expenditure. It even attempts to go further by partially endogenising the latter by incorporating an optimisation module describing private equipment manufacturers' R and D budget allocation in a context of risk and expectation. Having presented this module in abstract, the paper proceeds to describe how an operational version of it has been constructed and implemented inside a large-scale partial equilibrium world energy model (the POLES model). Concerning learning functions problems associated with the data are alluded to, the hybrid econometric methods used to estimate them are presented as well as the adjustments which had to be effected to ensure a smooth incorporation into the large model. In the final sections is explained the use of the model itself to generate partial foresight parameters for the determination of return expectations particularly in view of CO 2 constraints and associated carbon values. (orig.)

A full XML-based approach to creating hypermedia learning modules in web-based environments: application to a pathology course.

Science.gov (United States)

Staccini, Pascal; Dufour, Jean -Charles; Joubert, Michel; Michiels, Jean -François; Fieschi, Marius

2003-01-01

Nowadays, web-based learning services are a key topic in the pedagogical and learning strategies of universities. While organisational and teaching requirements of the learning environment are being evaluated, technical specifications are emerging, enabling educators to build advanced "units of learning". Changes, however, take a long time and cost-effective solutions have to be found to involve our institutions in such actions. In this paper, we present a model of the components of a course. We detail the method followed to implement this model in hypermedia modules with a viewer that can be played on line or from a CD-ROM. The XML technology has been used to implement all the data structures and a client-side architecture has been designed to build a course viewer. Standards of description of content (such as Dublin Core and DocBook) have been integrated into the data structures. This tool has been populated with data from a pathology course and supports other medical contents. The choice of the architecture and the usefulness of the programming tools are discussed. The means of migrating towards a server-side application are presented.

Game On! Students' Perceptions of Gamified Learning

Science.gov (United States)

Buckley, Patrick; Doyle, Elaine; Doyle, Shane

2017-01-01

Gamification is presented in the literature as a pedagogical innovation that may increase student engagement and enhance learning. This study explores students' perceptions of a gamified learning intervention deployed in a large undergraduate module and a small postgraduate module. Given the dearth of previous empirical work, an exploratory…

E-Learning Personalization Based on Hybrid Recommendation Strategy and Learning Style Identification

Science.gov (United States)

Klasnja-Milicevic, Aleksandra; Vesin, Boban; Ivanovic, Mirjana; Budimac, Zoran

2011-01-01

Personalized learning occurs when e-learning systems make deliberate efforts to design educational experiences that fit the needs, goals, talents, and interests of their learners. Researchers had recently begun to investigate various techniques to help teachers improve e-learning systems. In this paper, we describe a recommendation module of a…

Konsep, prinsip, dan prosedur pengembangan modul sebagai bahan ajar

Directory of Open Access Journals (Sweden)

Abdul Gafur

2010-06-01

Full Text Available This article discusses the concepts, principles, and procedures indeveloping instructional module as a unit of instruction. It best suited forindividualized learning. A module is an instructional package completed with theobjectives, lesson content, strategies, exercises, feedback, and tests.To deliver instructional message, there are two important principles thatcan be used in developing instructional module. First is instructional messagedesign (readiness and motivation, attention directing device, student’s activeparticipation, repetition, and feedback, and the second is the contextual teachingand learning (relating, experiencing, applying, cooperating, and transferring.Those principles should be used in all of the components of instructionalstrategies (pre-instructional activities, presenting instructional material, learningguidance, eliciting performance, feedback, testing, and follow up activities(enrichment and remedial.The steps in developing modular instruction begin with writing theobjectives, selecting instructional materials, determining instructional strategies,selecting media, developing instrument and evaluation procedures, and the last iswriting the reference. Key words: Modular instruction, instructional message design, contextualteaching and learning, instructional strategy

Recommendations for the development of e-modules for the continuing professional development of European dentists.

Science.gov (United States)

Kavadella, A; Kossioni, A E; Tsiklakis, K; Cowpe, J; Bullock, A; Barnes, E; Bailey, S; Thomas, H; Thomas, R; Karaharju-Suvanto, T; Suomalainen, K; Kersten, H; Povel, E; Giles, M; Walmsley, D; Soboleva, U; Liepa, A; Akota, I

2013-05-01

To provide evidence-based and peer-reviewed recommendations for the development of dental continuing professional development (CPD) learning e-modules. The present recommendations are consensus recommendations of the DentCPD project team and were informed by a literature research, consultations from e-learning and IT expert, discussions amongst the participants attending a special interest group during the 2012 ADEE meeting, and feedback from the evaluation procedures of the exemplar e-module (as described in a companion paper within this Supplement). The main focus of these recommendations is on the courses and modules organised and offered by dental schools. E-modules for dental CPD, as well as for other health professionals' continuing education, have been implemented and evaluated for a number of years. Research shows that the development of e-modules is a team process, undertaken by academics, subject experts, pedagogists, IT and web designers, learning technologists and librarians. The e-module must have clear learning objectives (outcomes), addressing the learners' individual needs, and must be visually attractive, relevant, interactive, promoting critical thinking and providing feedback. The text, graphics and animations must support the objectives and enable the learning process by creating an attractive, easy to navigate and interactive electronic environment. Technology is usually a concern for learners and tutors; therefore, it must be kept simple and interoperable within different systems and software. The pedagogical and technological proficiency of educators is of paramount importance, yet remains a challenge in many instances. The development of e-courses and modules for dental CPD is an endeavour undertaken by a group of professionals. It must be underpinned by sound pedagogical and e-learning principles and must incorporate elements for effective visual learning and visual design and a simple, consistent technology. © 2013 John Wiley & Sons A/S.

Reversal Learning in Humans and Gerbils: Dynamic Control Network Facilitates Learning.

Science.gov (United States)

Jarvers, Christian; Brosch, Tobias; Brechmann, André; Woldeit, Marie L; Schulz, Andreas L; Ohl, Frank W; Lommerzheim, Marcel; Neumann, Heiko

2016-01-01

Biologically plausible modeling of behavioral reinforcement learning tasks has seen great improvements over the past decades. Less work has been dedicated to tasks involving contingency reversals, i.e., tasks in which the original behavioral goal is reversed one or multiple times. The ability to adjust to such reversals is a key element of behavioral flexibility. Here, we investigate the neural mechanisms underlying contingency-reversal tasks. We first conduct experiments with humans and gerbils to demonstrate memory effects, including multiple reversals in which subjects (humans and animals) show a faster learning rate when a previously learned contingency re-appears. Motivated by recurrent mechanisms of learning and memory for object categories, we propose a network architecture which involves reinforcement learning to steer an orienting system that monitors the success in reward acquisition. We suggest that a model sensory system provides feature representations which are further processed by category-related subnetworks which constitute a neural analog of expert networks. Categories are selected dynamically in a competitive field and predict the expected reward. Learning occurs in sequentialized phases to selectively focus the weight adaptation to synapses in the hierarchical network and modulate their weight changes by a global modulator signal. The orienting subsystem itself learns to bias the competition in the presence of continuous monotonic reward accumulation. In case of sudden changes in the discrepancy of predicted and acquired reward the activated motor category can be switched. We suggest that this subsystem is composed of a hierarchically organized network of dis-inhibitory mechanisms, dubbed a dynamic control network (DCN), which resembles components of the basal ganglia. The DCN selectively activates an expert network, corresponding to the current behavioral strategy. The trace of the accumulated reward is monitored such that large sudden

Exploring a Problem-Based Learning Approach in Pharmaceutics

Directory of Open Access Journals (Sweden)

Barbara McKenzie

2017-09-01

Full Text Available Objective. The basis of this study was to explore the impact of the initiation of a Problem-Base Learning (PBL approach within a second-year pharmaceutics degree on a Master of Pharmacy programme, introduced as a way of improving deep learning and to foster independent learning. Design. A semi-structured interview was used to seek feedback from the students, and feedback from staff was secured though a focus group. A thematic approach was used for the analysis, once data saturation had been reached. Exam pass-rate statistics were also analysed. Assessment. Five parent themes were identified from the student interviews: Module structure, Promoting lifelong learning, Integration and future practice, Outcomes and Student experience. The third year exam pass rate improved by 12% in the year following the introduction of PBL in second year. Conclusions. Various recommendations were proposed to further improve the module, based on the findings of this study. These include improving feedback and support through tutorials, reducing the volume of directed study, as well as highlighting the relevance of pharmaceutics to the pharmacy degree. A long-term review would be needed to assess the full implications of PBL teaching within this course.

Validity of Basic Electronic 1 Module Integrated Character Value Based on Conceptual Change Teaching Model to Increase Students Physics Competency in STKIP PGRI West Sumatera

Science.gov (United States)

Hidayati, A.; Rahmi, A.; Yohandri; Ratnawulan

2018-04-01

The importance of teaching materials in accordance with the characteristics of students became the main reason for the development of basic electronics I module integrated character values based on conceptual change teaching model. The module development in this research follows the development procedure of Plomp which includes preliminary research, prototyping phase and assessment phase. In the first year of this research, the module is validated. Content validity is seen from the conformity of the module with the development theory in accordance with the demands of learning model characteristics. The validity of the construct is seen from the linkage and consistency of each module component developed with the characteristic of the integrated learning model of character values obtained through validator assessment. The average validation value assessed by the validator belongs to a very valid category. Based on the validator assessment then revised the basic electronics I module integrated character values based on conceptual change teaching model.

Coming soon - Launch of e-learning initiative for supervisors

CERN Multimedia

2015-01-01

In early July, the Learning and Development group is launching a new learning initiative specifically targeted at supervisors here at CERN. With the assistance of  experts on the subject, we have designed an exclusive series of five e-learning modules. These modules will help supervisors to synthesise some of the important processes that influence and impact their daily work and build key competencies as people managers.   Each module may take up to a maximum of 60 minutes to complete and covers the following topics: • CERN as an Organisation • People Management (Part 1) • People Management (Part 2) • Financial Management • Administrative Information Tools for Supervisors Supervisors will receive an invitation from the L&D group to access the modules on a dedicated e-learning space created on SharePoint. We recommend that all newly appointed supervisors access and complete the five modules within the first month of taking up their su...

An assessment of the feasibility and effectiveness of an e-learning module in delivering a curriculum in radiation protection to undergraduate medical students.

LENUS (Irish Health Repository)

Leong, Sum

2012-03-01

Integrating radiation protection (RP) education in the undergraduate medical curriculum is gaining importance and is mandatory in certain jurisdictions. An e-learning module for RP was developed at the authors\\' medical school and was integrated into year 4 of the 5-year undergraduate medical program. The aim of this study was to investigate its impact on RP knowledge, student preferences for various teaching methods, self-assessment of RP knowledge, and perceptions of career prospects in radiology. Likert-type 5-point scale evaluations and general comments about the RP module and various methods of teaching were also obtained.