Sample records for learning modules developed
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Development of Scientific Approach Based on Discovery Learning Module
Ellizar, E.; Hardeli, H.; Beltris, S.; Suharni, R.
2018-04-01
Scientific Approach is a learning process, designed to make the students actively construct their own knowledge through stages of scientific method. The scientific approach in learning process can be done by using learning modules. One of the learning model is discovery based learning. Discovery learning is a learning model for the valuable things in learning through various activities, such as observation, experience, and reasoning. In fact, the students’ activity to construct their own knowledge were not optimal. It’s because the available learning modules were not in line with the scientific approach. The purpose of this study was to develop a scientific approach discovery based learning module on Acid Based, also on electrolyte and non-electrolyte solution. The developing process of this chemistry modules use the Plomp Model with three main stages. The stages are preliminary research, prototyping stage, and the assessment stage. The subject of this research was the 10th and 11th Grade of Senior High School students (SMAN 2 Padang). Validation were tested by the experts of Chemistry lecturers and teachers. Practicality of these modules had been tested through questionnaire. The effectiveness had been tested through experimental procedure by comparing student achievement between experiment and control groups. Based on the findings, it can be concluded that the developed scientific approach discovery based learning module significantly improve the students’ learning in Acid-based and Electrolyte solution. The result of the data analysis indicated that the chemistry module was valid in content, construct, and presentation. Chemistry module also has a good practicality level and also accordance with the available time. This chemistry module was also effective, because it can help the students to understand the content of the learning material. That’s proved by the result of learning student. Based on the result can conclude that chemistry module based on
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Development of an e-Learning Research Module Using Multimedia Instruction Approach.
Kowitlawakul, Yanika; Chan, Moon Fai; Tan, Sharon Swee Lin; Soong, Alan Swee Kit; Chan, Sally Wai Chi
2017-03-01
Students nowadays feel more comfortable with new technologies, which increase their motivation and, as a result, improve their academic performance. In the last two decades, the use of information communication technology has been increasing in many disciplines in higher education. Online learning or e-learning has been used and integrated into the curriculum around the world. A team of nursing faculty and educational technology specialists have developed an e-learning research module and integrate it into the nursing curriculum. The aim was to assist master of nursing and postgraduate nursing students in developing their research knowledge before and throughout their enrollment in the research course. This e-learning module includes interactive multimedia such as audiovisual presentation, graphical theme, animation, case-based learning, and pretest and posttest for each topic area. The module focuses on three main topic areas: (1) basic research principles (for review), (2) quantitative method, and (3) qualitative method. The e-learning module is an innovative use of the information and communication technology to enhance student engagement and learning outcomes in a local context. This article discusses the development journey, piloting process, including the variety of evaluation perspectives, and the ways in which the results influenced the e-learning resource before its wider distribution.
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Developing Project Based Learning E-Module for the Course of Video Editing
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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.
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Development of active learning modules in pharmacology for small group teaching.
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
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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
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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...
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Developing the fun and educative module in plant morphology and anatomy learning for tenth graders
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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.
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Developing a service-learning module for oral health: A needs assessment
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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.
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Physics-Based Scientific Learning Module to Improve Students Motivation and Results
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Soni Nugroho Yuliono
2018-02-01
Full Text Available Teaching materials that available in the school to learn physics especially scientific-based is limited and become one of the obstacles to achieving the learning objectives on electromagnetic waves maerial. The research aims is to gain scientific Physics-based learning modules for high school grade XII students who have met the eligibility criteria, determine the effectiveness of using scientific-based learning modules Physics to improve motivation and learning outcomes from students of grade XII High School. The development of this research on Physics module using 4D development procedure which consist of the steps of define, design, development, and dissemination. Definition phase consists of the teacher and student’s needs analysis process, material analysis, as well as the formulation of the learning module. The design phase of physics learning modules according to the stage of scientific learning are integrated into the module. The development phase consists of the development process of the modules from the design results, validating the feasibility, module revision, limited testing, and the use of scientifically-based learning modules Physics in grade XII IPA 1 Batik 2 Surakarta senior high school. The deployment phase is the deployment process module to another Senior High School in Surakarta. Data Analysis for the study is quantitative descriptive analysis based on the score criteria and analysis of increasing student motivation through N-gain. Conclusion obtained are ; 1 Physics-based scientific learning modules that developed meet the eligibility criteria on aspects of content and presentation, language, the chart, and aspects of learning. The module is declared worthy of the ideals validation results with the percentage of 85.16%, 83.66% by students and teachers in the response phase of the deployment of 85.93%, which is included in the category of "very good"; 2 Physics-based scietific learning modules with material scientific
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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…
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"Scaffolding" of Action Learning within a Part-Time Management Development Module
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…
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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.
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Evaluation of a Team Project Based Learning Module for Developing Employability Skills
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...
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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.
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Learning from Online Modules in Diverse Instructional Contexts
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Gwen Nugent
2016-06-01
Full Text Available Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach was used, examining learning impacts across a variety of course subjects, course levels (introductory and advanced undergraduate, student levels (undergraduate and graduate, and instructional goals (i.e., replacement for lecture, remediation. A repeated measures design was used, with learning data collected prior to viewing the online module, after completion of the module, and at the end of the semester. The study provided a broad examination of ways that online modules are typically used in a college classroom, as well as measured learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases, the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.
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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.
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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
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Towards developing high-fidelity simulated learning environment training modules in audiology.
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.
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Development and evaluation of learning module on clinical decision-making in Prosthodontics.
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.
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Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation
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Brian R. Morrison
2011-06-01
Full Text Available Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.
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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
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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
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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
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Web-based Learning Modules using Research Data
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.
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Analogy-Integrated e-Learning Module: Facilitating Students' Conceptual Understanding
Florida, Jennifer
2012-01-01
The study deals with the development of an analogy-integrated e-learning module on Cellular Respiration, which is intended to facilitate conceptual understanding of students with different brain hemisphere dominance and learning styles. The module includes eight analogies originally conceptualized following the specific steps used to prepare…
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THE DEVELOPMENT OF SCIENCE LEARNING MODULE FOR CHILDRENT WITH HEARING IMPAIRMENT
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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.
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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.
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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…
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Development and Impact Evaluation of an E-Learning Radiation Oncology Module
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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.
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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.
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EkSTEMiT Learning Module and Inculcation of Inventive Thinking
Directory of Open Access Journals (Sweden)
Norhaslinda Abdul Samad
2017-10-01
Full Text Available The young generation of today must be prepared with the knowledge and skills necessary to be able to compete globally thus boosting economic growth and prosperity. Therefore, students should not only be equipped with knowledge but they are in need of the “21st century skills”, which is the top priority and one of the main education agenda goals today. As one of the domains in the 21st century skills, inventive thinking includes elements of flexibility, self-regulation, curiosity, creativity, risk taking, higher order thinking and reasoning. In order to inculcate inventive thinking for students, the EkSTEMiT Learning Module was developed for the topic Electrochemistry; one of the most difficult topics to learn among students. EkSTEMiT Learning Module was developed based on the STEM (Science, Technology, Engineering and Mathematics integrated model. Thus, this paper will discuss the conceptual framework underlying the development of EkSTEMiT Learning Module with descriptions of learning activities designed for Electrochemistry.
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Validating module network learning algorithms using simulated data.
Michoel, Tom; Maere, Steven; Bonnet, Eric; Joshi, Anagha; Saeys, Yvan; Van den Bulcke, Tim; Van Leemput, Koenraad; van Remortel, Piet; Kuiper, Martin; Marchal, Kathleen; Van de Peer, Yves
2007-05-03
In recent years, several authors have used probabilistic graphical models to learn expression modules and their regulatory programs from gene expression data. Despite the demonstrated success of such algorithms in uncovering biologically relevant regulatory relations, further developments in the area are hampered by a lack of tools to compare the performance of alternative module network learning strategies. Here, we demonstrate the use of the synthetic data generator SynTReN for the purpose of testing and comparing module network learning algorithms. We introduce a software package for learning module networks, called LeMoNe, which incorporates a novel strategy for learning regulatory programs. Novelties include the use of a bottom-up Bayesian hierarchical clustering to construct the regulatory programs, and the use of a conditional entropy measure to assign regulators to the regulation program nodes. Using SynTReN data, we test the performance of LeMoNe in a completely controlled situation and assess the effect of the methodological changes we made with respect to an existing software package, namely Genomica. Additionally, we assess the effect of various parameters, such as the size of the data set and the amount of noise, on the inference performance. Overall, application of Genomica and LeMoNe to simulated data sets gave comparable results. However, LeMoNe offers some advantages, one of them being that the learning process is considerably faster for larger data sets. Additionally, we show that the location of the regulators in the LeMoNe regulation programs and their conditional entropy may be used to prioritize regulators for functional validation, and that the combination of the bottom-up clustering strategy with the conditional entropy-based assignment of regulators improves the handling of missing or hidden regulators. We show that data simulators such as SynTReN are very well suited for the purpose of developing, testing and improving module network
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Effectiveness of Discovery Learning-Based Transformation Geometry Module
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.
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Applying Economics Using Interactive Learning Modules
Goma, Ophelia D.
2010-01-01
This article describes the use of web-based, interactive learning modules in the principles of economics course. The learning modules introduce students to important, historical economic events while providing real-world application of the economic theory presented in class. Each module is designed to supplement and complement the economic theory…
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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
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Directory of Open Access Journals (Sweden)
Helda Kusuma Wardani
2014-06-01
Full Text Available Perbedaan Hasil Pembelajaran IPA antara Pembelajaran Modul Bagian dengan Pembelajaran Konvensional Kelas IV SD Abstract: The aim of this study was to test the effectiveness of learning science a significant difference between the learning modules with conventional learning class section IV in SDN Jodipan Malang and describe the realization of the effectiveness and appeal of learning on learning module and conventional learning section. This quasi-experimental research design was used pre- and post-test design or nonequivalent control group. Testing the hypothesis used t test using SPSS. Conclusions from the results of hypothesis testing is no significant difference between the effectiveness of learning modules with conventional learning section on the topic of the relationship between structure and function of plant roots after the implementation of learning. Minimal realization completeness criteria (KKM classroom learning module parts is very high. Scores posttes conventional learning classes showed no achievement of KKM. Realization appeal the high part of the learning modules according to the whole class learning module sample parts, and the appeal of high-graded conventional learning. KKM realization is directly proportional to the realization of part of the appeal of the learning module. Key Words: learning outcomes, the learning module parts, conventional learning Abstrak: Tujuan penelitian ini adalah menguji perbedaan signifikan keefektifan pembelajaran IPA antara pembelajaran modul bagian dengan pembelajaran konvensional kelas IV di SDN Jodipan Kota Malang dan mendeskripsikan realisasi keefektifan serta daya tarik pembelajaran pada pembelajaran modul bagian maupun pembelajaran konvensional. Penelitian eksperimen kuasi ini menggunakan rancangan pre- and post-test design atau nonequivalent control group design. Pengujian hipotesis digunakan uji t menggunakan SPSS. Simpulan dari hasil uji hipotesis adalah ada perbedaan signifikan antara
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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.
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TF.Learn: TensorFlow's High-level Module for Distributed Machine Learning
Tang, Yuan
2016-01-01
TF.Learn is a high-level Python module for distributed machine learning inside TensorFlow. It provides an easy-to-use Scikit-learn style interface to simplify the process of creating, configuring, training, evaluating, and experimenting a machine learning model. TF.Learn integrates a wide range of state-of-art machine learning algorithms built on top of TensorFlow's low level APIs for small to large-scale supervised and unsupervised problems. This module focuses on bringing machine learning t...
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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.
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Getting started with OpenCart module development
Nepali, Rupak
2013-01-01
Written as a step-by-step guide, Getting Started with OpenCart Module Development will teach you all you need to know about OpenCart, from custom extensions to module development.This book is for developers who want to develop OpenCart extensions and for those who want to learn more about the code workflow of OpenCart. Basic knowledge of OpenCart would be an added advantage.
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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…
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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...
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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)
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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)
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E-learning and school development
DEFF Research Database (Denmark)
Skov Hansen, Line; Sunnevåg, Anne-Karin; Kostøl, Anne
2011-01-01
for Knowledge-Based Educational Practice (CVIPP), Denmark have designed projects for developing competences and training based on “blended learning” concepts. The didactic designs, in all three projects, are based on problem-oriented e-learning modules that are approached in teams. Through learning in teams......, competences are developed together with colleagues. Through e-learning training and development of competences can take place at each school, within the limits and resources available at the school by using e-learning. E-learning can therefore contribute to improved flexibility in human resource development...
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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.
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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.
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Review article: Critical Care Airway Management eLearning modules.
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.
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Instructor's Guide for Human Development Student Modules.
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,…
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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.
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A Matlab/Simulink-Based Interactive Module for Servo Systems Learning
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…
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Analysis of Learning Conceptions Based on Three Modules.
Haygood, E. Langston; Iran-Nejad, Asghar
Three learning modules are described and investigated as they reflect different students' conceptions of and approaches to learning. The Schoolwork Module (SWM) focuses on task performance and involves a passive, incremental, piecemeal, and rote memory method of learning, parallel to what might be implied by the Information Processing model of…
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Design of environmental education module towards the needs of aboriginal community learning
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.
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Mirroring "meaningful" actions: sensorimotor learning modulates imitation of goal-directed actions.
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.
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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…
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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.
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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.
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Independent learning modules enhance student performance and understanding of anatomy.
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.
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Developing workshop module of realistic mathematics education: Follow-up workshop
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.
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E-learning modules for nuclear reactor heat transfer
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.
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Impact on learning of an e-learning module on leukaemia: a randomised controlled trial.
Morgulis, Yuri; Kumar, Rakesh K; Lindeman, Robert; Velan, Gary M
2012-05-28
e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources. A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period. Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group's evaluation of the module was overwhelmingly positive. A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines.
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A Blended Learning Module in Statistics for Computer Science and Engineering Students Revisited
Directory of Open Access Journals (Sweden)
Christina Andersson
2017-11-01
Full Text Available Teaching a statistics course for undergraduate computer science students can be very challenging: As statistics teachers we are usually faced with problems ranging from a complete disinterest in the subject to lack of basic knowledge in mathematics and anxiety for failing the exam, since statistics has the reputation of having high failure rates. In our case, we additionally struggle with difficulties in the timing of the lectures as well as often occurring absence of the students due to spare-time jobs or a long traveling time to the university. This paper reveals how these issues can be addressed by the introduction of a blended learning module in statistics. In the following, we describe an e-learning development process used to implement time- and location-independent learning in statistics. The study focuses on a six-step-approach for developing the blended learning module. In addition, the teaching framework for the blended module is presented, including suggestions for increasing the interest in learning the course. Furthermore, the first experimental in-class usage, including evaluation of the students’ expectations, has been completed and the outcome is discussed.
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Impact on learning of an e-learning module on leukaemia: a randomised controlled trial
Directory of Open Access Journals (Sweden)
Morgulis Yuri
2012-05-01
Full Text Available Abstract Background e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources. Methods A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period. Results Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group’s evaluation of the module was overwhelmingly positive. Conclusions A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines.
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Impact on learning of an e-learning module on leukaemia: a randomised controlled trial
2012-01-01
Background e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources. Methods A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period. Results Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group’s evaluation of the module was overwhelmingly positive. Conclusions A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines. PMID:22640463
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Achievement of learning outcome after implemented physical modules based on problem based learning
Isna, R.; Masykuri, M.; Sukarmin
2018-03-01
Implementation of Problem BasedLearning (PBL) modules can grow the students' thinking skills to solve the problems in daily life and equip the students into higher education levels. The purpose of this research is to know the achievement of learning outcome after implementation physics module based on PBL in Newton,s Law of Gravity. This research method use the experimental method with posttest only group design. To know the achievement of student learning outcomes was analyzed using t test through application of SPSS 18. Based on research result, it is found that the average of student learning outcomes after appliying physics module based on PBL has reached the minimal exhaustiveness criteria. In addition, students' scientific attitudes also improved at each meeting. Presentation activities which contained at learning sync are also able to practice speaking skills and broaden their knowledge. Looking at some shortcomings during the study, it is suggested the issues raised into learning should be a problem close to the life of students so that, the students are more active and enthusiastic in following the learning of physics.
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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
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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,…
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Circadian modulation of complex learning in diurnal and nocturnal Aplysia
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...
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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.
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Assessing Learner Perception of Corporate E-Learning Knowledge and Skill Development
Hewitt, Jason C.
2017-01-01
Given corporations increasing reliance on the use e-learning modules for their employees assumed learning and development, this study sought to understand the perceptions and experiences of individual's who undergo e-learning modules as attempts to increase their knowledge and skills to be successful in their work assignments in a corporate…
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Teaching materials on language endangerment, an interactive e-learning module on the internet
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
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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.
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Suicide prevention e-learning modules designed for gatekeepers: a descriptive review.
Ghoncheh, Rezvan; Koot, Hans M; Kerkhof, Ad J F M
2014-01-01
E-learning modules can be a useful method for educating gatekeepers in suicide prevention and awareness. To review and provide an overview of e-learning modules on suicide prevention designed for gatekeepers and assess their effectiveness. Two strategies were used. First, articles were systematically searched in databases of PubMed, Web of Science, and PsycINFO. Second, Google search was used to find e-learning modules on the Web. The literature search resulted in 448 papers, of which none met the inclusion criteria of this study. The Google search resulted in 130 hits, of which 23 met the inclusion criteria of this review. Organizations that owned the modules were contacted, of which 13 responded and nine were included in this study. The effectiveness of two e-learning modules is currently being tested in a randomized controlled trial (RCT), one organization is planning to test the effectiveness of their module, and one organization has compared their face-to-face training with their online training. Furthermore, the included modules have different characteristics. There is a need for RCTs to study the effectiveness of online modules in this area and to understand which characteristics are essential to create effective e-learning modules to educate gatekeepers in suicide prevention.
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Procurement Service launches new eLearning module
2015-01-01
The Procurement Service has launched a training module covering “Procurement of supplies at CERN up to 200,000 CHF” in the form of an eLearning, accessible to all users involved in the procurement process. A long version (30 minutes) and a short version (10 minutes) are now available via this link. The objectives of this eLearning module are as follows: To improve users' knowledge of the Procurement Rules to facilitate the successful completion of a DAI. This will ensure their DAI is processed as quickly as possible; To decrease the number of single tender requests and to avoid non compliant procurement practices such as the fragmentation of requirements into smaller orders. The eLearning module in its short version covers a range of topics, including the role of the technical officer, estimation of order amount (and the subsequent procedure to follow) and preparation and completion of the DAI form. The longer version also includes useful informati...
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Developing Media Module Proposed to Editor in Editorial Division
Kristanto, A.; Mustaji; Mariono, A.; Sulistiowati; Nuryati, D. W.
2018-01-01
In this era of technology in Indonesia, various publishers introduce themselves and participate in advancing the quality of education through the publication of various books as the learning sources. One of the publishers is PT. JP Press. In compiling the learning sources, we found some problems that are left unresolved by the editor. The purpose of this research is to overcome the problems that exist in PT. JP Press by developing media module. This development research uses the ADDIE model. The types of data used in this study are qualitative and quantitative data obtained based on the results of structured interviews with material experts and media experts, as well as the editorial response questionnaire provided for individual try-out and small group try-out. Therefore, it can be concluded that the medium of elementary school supplementary module proposed to the editors of PT. JP Press is valuable to be used in the teaching and learning activities.
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Alseddiqi, M.; Mishra, R.; Pislaru, C.
2012-05-01
This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.
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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.
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Development of a Web-Based 3D Module for Enhanced Neuroanatomy Education.
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.
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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.
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E-learning and professional development--never too old to learn.
Gill, Anthony
A growing concern among healthcare professionals is the need to continually update knowledge and skills in order to enhance clinical practice. It is recognized that there are major concerns about recruitment and retention of staff within health care, and an increasing need for greater emphasis on valuing the existing workforce. This article contributes to the debate about the role of e-learning in conjunction with continuing professional development (CPD) and personal professional development. It describes how healthcare professionals utilized an innovative, self-managed, pick-up and put-down distance learning module delivered online or by CD-ROM. Staff enrolled on the module were encouraged to complete a questionnaire online or by post upon completion of each unit; to enhance validity, telephone interviews were also conducted with selected staff. Results indicate that participants showed some improvement in all categories, especially patient care where 90% of staff reported some improvement after completing the course. This particular method of teaching and learning was shown to be favoured by staff as a method of CPD, and thus has the potential to enhance patient care.
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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.
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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
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Working with interpreters: an interactive Web-based learning module.
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
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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
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The development of form two mathematics i-Think module (Mi-T2)
Yao, Foo Jing; Abdullah, Mohd Faizal Nizam Lee; Tien, Lee Tien
2017-05-01
This study aims to develop a training module i-THINK Mathematics Form Two (Mi-T2) to increase the higher-order thinking skills of students. The Mi-T2 training module was built based on the Sidek Module Development Model (2001). Constructivist learning theory, cognitive learning theory, i-THINK map and higher order thinking skills were the building blocks of the module development. In this study, researcher determined the validity and reliability of Mi-T2 module. The design being used in this study was descriptive study. To determine the needs of Mi-T2 module, questionnaires and literature review were used to collect data. When the need of the module was determined, the module was built and a pilot study was conducted to test the reliability of the Mi-T2 module. The pilot study was conducted at a secondary school in North Kinta, Perak. A Form Two class was selected to be the sample study through clustered random sampling. The pilot study was conducted for two months and one topic had been studied. The Mi-T2 module was evaluated by five expert panels to determine the content validity of the module. The instruments being used in the study were questionnaires about the necessity of the Mi-T2 module for guidance, questionnaires about the validity of the module and questionnaires concerning the reliability of the module. Statistical analysis was conducted to determine the validity and reliability coefficients of the Mi-T2 module. The content validity of Mi-T2 module was determined by Cohen's Kappa's (1968) agreement coefficient and the reliability of Mi-T2 module was determined by Cronbach Alpha's value scale. The content validity of Mi-T2 module was 0.89 and the Cronbach Alpha's value of Mi-T2 module was 0.911.
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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.
2013-01-01
Aims To provide evidence-based and peer-reviewed recommendations for the development of dental continuing professional development (CPD) learning e-modules. Methods The present recommendations are consensus recommendations of the DentCPD project team and were informed by a literature research,
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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.
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Development Module (Lab Report) As a Media of Learning in Vocational Education Viewed by Gender
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.
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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.
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Adaptive eLearning modules for cytopathology education: A review and approach.
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.
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Lessons from interprofessional e-learning: piloting a care of the elderly module.
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.
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Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development
Brien, Sarah; Parry, Marcus
2017-01-01
Background For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb’s experiential learning cycle, to complement the faculty’s face-to-face workshops. Objective The objective of this study was to assess users’ views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb’s experiential learning cycle. We explored (1) users’ satisfaction with the modules, (2) whether Kolb’s design framework supported users’ learning, and (3) whether the design principle impacts their work as educators. Methods We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Results Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb’s learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to “Have a go” and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Conclusions Kolb’s theory-based design principle used for Web-based faculty development can support faculty to
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Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development.
Omer, Selma; Choi, Sunhea; Brien, Sarah; Parry, Marcus
2017-09-27
For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb's experiential learning cycle, to complement the faculty's face-to-face workshops. The objective of this study was to assess users' views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb's experiential learning cycle. We explored (1) users' satisfaction with the modules, (2) whether Kolb's design framework supported users' learning, and (3) whether the design principle impacts their work as educators. We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb's learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to "Have a go" and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Kolb's theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators
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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.
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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…
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Suicide prevention e-learning modules designed for gatekeepers: A descriptive review
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,
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Learning Joomla! 3 extension development
Plummer, Tim
2013-01-01
A practical guide with step-by-step examples that build on each other so you can learn by doing and get hands-on knowledge about creating your plugins, modules, and components in Joomla.""Learning Joomla! 3 Extension Development, Third Edition"" is for developers who want to create their own Joomla extensions. It is assumed you will have some basic PHP, HTML, and CSS knowledge, but you don't need any prior Joomla programming experience. This book will also be useful to people who just want to make minor customizations to existing Joomla extensions and build on the work of others in the open so
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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.
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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.
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Kopp, Sandra L; Smith, Hugh M
2011-01-01
. Although residents believe that online learning should be used in anesthesia training, the results of this study do not demonstrate improved learning or justify the time and expense of developing complex case-based training modules. While there may be practical benefits of Web-based education, educators in regional anesthesia should be cautious about developing curricula based on learner preference data.
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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.
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Online Video Modules for Improvement in Student Learning
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…
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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
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Effects of Web-Based Interactive Modules on Engineering Students' Learning Motivations
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…
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Handling Uncertainties within R&D Modules of a developing Technology
DEFF Research Database (Denmark)
Pedersen, Jørgen Lindgaard; Perunovic, Zoran
2004-01-01
. Third, the modules that have had always been present in the insulin's R&D, enabled companies to develop mechanism for internal learning and are able to master that part of the process. Finally, in the R&D, outsourcing is related to the whole knowledge acquisition while it seems that minor uncertainties...... and an interview conducted have generated following. First, the further along the process train a module is, it accumulates uncertainties from previous modules. Second, with the growth of complexity, uncertainties grew as well, resulting in the necessity for companies to seek for knowledge on them externally...
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Emotional Modulation of Learning and Memory: Pharmacological Implications.
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.
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Instructional and Learning Modes in Math. Module CMM:006:02.
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…
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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.
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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…
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Leadership development through action learning sets: an evaluation study.
Walia, Surinder; Marks-Maran, Di
2014-11-01
This article examines the use of action learning sets in a leadership module delivered by a university in south east England. An evaluation research study was undertaking using survey method to evaluate student engagement with action learning sets, and their value, impact and sustainability. Data were collected through a questionnaire with a mix of Likert-style and open-ended questions and qualitative and quantitative data analysis was undertaken. Findings show that engagement in the action learning sets was very high. Action learning sets also had a positive impact on the development of leadership knowledge and skills and are highly valued by participants. It is likely that they would be sustainable as the majority would recommend action learning to colleagues and would consider taking another module that used action learning sets. When compared to existing literature on action learning, this study offers new insights as there is little empirical literature on student engagement with action learning sets and even less on value and sustainability. Copyright © 2014 Elsevier Ltd. All rights reserved.
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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.
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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
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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.
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Motor imagery learning modulates functional connectivity of multiple brain systems in resting state.
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.
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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
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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
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Developing a servicelearning 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.
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Developing an M-Learning Application for iOS
Directory of Open Access Journals (Sweden)
Paul POCATILU
2013-01-01
Full Text Available The mobile market development has a high impact on all domains including education. Smart mobile devices started to be affordable and the massive use on educational processes does not seem to be too far. Mobile learning applications are be targeted for all major mobile operating systems as native applications or Web-based. The objective of this paper is to present the implementation of the evaluation module for an m-learning application developed for iOS devices. The m-learning application is targeted to a higher education institution. The application uses Web services in order to obtain the content and to authenticate the users.
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Using Multimedia Learning Modules in a Hybrid-Online Course in Electricity and Magnetism
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…
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Motor Imagery Learning Modulates Functional Connectivity of Multiple Brain Systems in Resting State
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
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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.
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Computer-based teaching module design: principles derived from learning theories.
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
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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.
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Developing midwifery practice through work-based learning: an exploratory study.
Marshall, Jayne E
2012-09-01
To explore what effect the introduction of a Work-Based Learning Module undertaken by midwives in a range of maternity settings has had on their personal professional development, as well as the impact on developing local maternity and neonatal care provision. A case study approach was used consisting of mixed methods. Quantitative data were collected through questionnaires from midwives and their Clinical Supervisors at the end of the module, with a survey questionnaire to each midwifery manager, six months following the implementation of the midwives' project in practice. Qualitative data were collected by focus groups at six different work place locations, with health professionals who had experienced the midwives' projects within the workplace. Quantitative data were manually analysed whereas content analysis was used to identify recurrent themes from the qualitative data, with the support of Computer Assisted Qualitative Data Analysis Software. The University of Nottingham granted ethical approval for the study. Twelve midwives who undertook the work-based module, their respective Clinical Supervisors (n = 12), their employers/managers (n = 12) and health professionals (n = 28) within six individual National Health Service Trusts in the East Midlands of the United Kingdom took part in the study. The work-based learning module not only led to the personal and professional development of the midwife, but also to improving multi-professional collaboration and the consequential development of maternity services within the local Trusts. The value of leading change by completing an innovative and tangible work-based project through a flexible mode of study strengthened the midwives' clinical credibility among colleagues and employers and supports the philosophy of inter-professional learning and working. This novel Work Based approach to learning has the potential to further develop the provision of post-registration education for midwives and other health
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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…
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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:…
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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.
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Glogowska, Margaret; Young, Pat; Lockyer, Lesley; Moule, Pam
2011-11-01
This paper explores students' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. 'Blended learning' is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Three main themes emerged from the interviews relating to the 'blended' nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a 'community of inquiry'. Copyright © 2011 Elsevier Ltd. All rights reserved.
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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.
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Learning to Produce Syllabic Speech Sounds via Reward-Modulated Neural Plasticity
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
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Challenges in Developing XML-Based Learning Repositories
Auksztol, Jerzy; Przechlewski, Tomasz
There is no doubt that modular design has many advantages, including the most important ones: reusability and cost-effectiveness. In an e-leaming community parlance the modules are determined as Learning Objects (LOs) [11]. An increasing amount of learning objects have been created and published online, several standards has been established and multiple repositories developed for them. For example Cisco Systems, Inc., "recognizes a need to move from creating and delivering large inflexible training courses, to database-driven objects that can be reused, searched, and modified independent of their delivery media" [6]. The learning object paradigm of education resources authoring is promoted mainly to reduce the cost of the content development and to increase its quality. A frequently used metaphor of Learning Objects paradigm compares them to Lego Logs or objects in Object-Oriented program design [25]. However a metaphor is only an abstract idea, which should be turned to something more concrete to be usable. The problem is that many papers on LOs end up solely in metaphors. In our opinion Lego or OO metaphors are gross oversimplificatation of the problem as there is much easier to develop Lego set or design objects in OO program than develop truly interoperable, context-free learning content1.
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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
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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.
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Learning with three factors: modulating Hebbian plasticity with errors.
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.
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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
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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.
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Learning design for science teacher training and educational development
DEFF Research Database (Denmark)
Bjælde, Ole Eggers; Caspersen, Michael E.; Godsk, Mikkel
This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing and tran......This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing...... and transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction...
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Transportation life cycle assessment (LCA) synthesis : life cycle assessment learning module series.
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...
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A cooperative inquiry into action learning and praxis development in a community nursing module.
Jenkins, Emrys R; Mabbett, Gaynor M; Surridge, Andrea G; Warring, Joanna; Gwynn, Elizabeth D
2009-09-01
As nurse lecturers we investigated practice development and action learning approaches aimed at enabling postregistration bachelor's- and master's-level nursing students (Community Health Studies, Nursing in the Home) to advance practice in the context of policy and professional developments. A patchwork text was used to assess summatively what students achieved (practice change/development) and how this was informed critically, via an extended epistemology. First-person inquiry supplemented by cooperative inquiry postcourse completion (including reflective discussions with 16 students and 16 practice mentors) were used to assist coresearcher constructions of meaning. A relational, tripartite approach to learning and assessment (students', teachers', and practice mentors' collective contributions) depends on continuing reflective attention. Action learning enhances interrelation of experience with dialectic thinking. The patchwork text functions to promote creative writing, evaluative thinking, and praxis development. Role modeling by all, being genuine and not just "talking" genuine, is challenging yet crucial if people are to function as mutual resources for learning.
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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%.
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The POL Model: Using a Social Constructivist Framework to Develop Blended and Online Learning
DEFF Research Database (Denmark)
Dalsgaard, Christian; Godsk, Mikkel
2007-01-01
The paper presents a model for developing blended and online learning based on a given curriculum and typical learning objectives for university courses. The model consists of a three-step-process in which the instructor formulates product-oriented tasks, develops and structures the learning...... materials and tools, outlines a schedule, and supports the students' learning activity in developing a product. The model is based on our experiences with transforming traditional lecture-based lessons into problem-based blended and online learning using a social constructivist approach and a standard...... virtual learning environment (VLE). Our initial experiments indicate that our model is useful to develop blended and online modules and, furthermore, it seems fruitful to use a social constructivist framework and orienting learning activities towards the development of products....
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McNeal, Karen S.; Libarkin, Julie C.; Ledley, Tamara Shapiro; Bardar, Erin; Haddad, Nick; Elins, Kathy; Dutta, Saranee
2014-01-01
This study reports on an effort to illustrate the coupling of educational research with ongoing curriculum development to promote effective and evidence-based online learning. The research findings have been used to inform the "EarthLabs" curriculum development team as they revise existing modules and create new modules, in order to…
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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.
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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.
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Interactive E-learning module in pharmacology: a pilot project at a rural medical college in India.
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
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Module Six: Parallel Circuits; Basic Electricity and Electronics Individualized Learning System.
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,…
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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…
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Directory of Open Access Journals (Sweden)
Lewin Linda
2009-06-01
Full Text Available Abstract Background Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. Methods This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at http://casemed.case.edu/cpcp/curriculum. Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Results Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Conclusion Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.
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Prior Visual Experience Modulates Learning of Sound Localization Among Blind Individuals.
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.
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Directory of Open Access Journals (Sweden)
Jane Arantika
2018-04-01
Full Text Available Science process skills (SPS are an important aspect of learning science. SPS help students to develop creativity in learning. Process skills such as observing, formulating questions, interpreting, experimenting, hypothesizing, applying concepts, and communicating. This study aims to analyze the need for development resources needs of science filled with science process skills. Requirement analysis of the development of teaching materials with the skill of the process of science needs to be done because the textbook is the reference a teacher in the class. The subjects matter of chemistry the study was three senior high schools in Sambas, West Borneo. Needs analysis conducted using a qualitative approach, in terms of needs in classroom learning and content of process skills on teaching materials. Data were collected by interviews and questionnaires were analyzed descriptively. The results showed that as many as 27 percents of students perceive the book used in learning has not yet trained the science process skills. As many as 73 percents of students perceive that they need instructional materials in the form of inquiry-based chemistry modules to improve science process skills. Modules are developed based guided inquiry for having guided inquiry learning stages that can practice students' science process skills.
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Developing Critical Thinking Skills of Students in Mathematics Learning
Directory of Open Access Journals (Sweden)
Firdaus Firdaus
2015-08-01
Full Text Available Critical thinking skills should be owned by students. Therefore, schools should be responsible to develop and evaluate critical thinking skills through teaching and learning process in schools. This study aims to identify the effects of mathematical learning modules based on problem-based learning to critical thinking skills at secondary school students in District of Bone. Assessment of critical thinking skills in mathematical problem solving non-routine includes three parts; the identification and interpretation of information, information analysis, and evaluate of evidence and arguments. This study involved a total of 68 students grade 12 science state secondary school (SMAN in Bone District of South Sulawesi, Indonesia in academic year 2014-2015. The sample consists of 38 students in the city and 30 rural students. The design of the study was quasi experimental one group pretest-posttest. The data was analysed using the inferential t-test with SPSS 20.0 for windows. The study found that there are effects of the use of mathematical learning module based PBL to enhance the ability of critical thinking skills in mathematics students in all three components, namely, identifying and interpreting information, information analysis, and evaluate of evidence and argument.
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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…
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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…
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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.
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Smith, Teresa R.
This Child Development Associate (CDA) module, the fourteenth in a series of 16, suggests ways concepts can be taught by involving preschool children in carefully planned classroom cooking activities. Designed for bilingual/bicultural preschool teacher trainees, the module provides tips on food preparation as a learning experience. Required…
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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.
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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.
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Creating a blended learning module in an online master study programme in oncology.
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.
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Hickey, Kathleen T; Johnson, Mary P; Biviano, Angelo; Aboelela, Sally; Thomas, Tami; Bakken, Suzanne; Garan, Hasan; Zimmerman, John L; Whang, William
2011-04-01
The objective of this study was to design a Web-based implantable cardioverter defibrillator (ICD) module that would allow greater access to learning which could occur at an individual's convenience outside the fast-paced clinical environment. A Web-based ICD software educational program was developed to provide general knowledge of the function of the ICD and the interpretation of the stored electrocardiograms. This learning tool could be accessed at any time via the Columbia University Internet server, using a unique, password protected login. A series of basic and advanced ICD terms were presented using actual ICD screenshots and videos that simulated scenarios the practitioner would most commonly encounter in the fast-paced clinical setting. To determine the usefulness of the site and improve the module, practitioners were asked to complete a brief (less than 5 min) online survey at the end of the module. Twenty-six practitioners have logged into our Web site: 20 nurses/nurse practitioners, four cardiac fellows, and two other practitioners. The majority of respondents rated the program as easy to use and useful. The success of this module has led to it becoming part of the training for student nurse practitioners before a clinical electrophysiology rotation, and the module is accessed by our cardiac entry level fellows before a rotation in the intensive care unit or electrophysiology service. Remote electronic arrhythmia learning is a successful example of the melding of technology and education to enhance clinical learning.
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Nicotinic modulation of hippocampal cell signaling and associated effects on learning and memory.
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.
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Development of 10kW SOFC module
Energy Technology Data Exchange (ETDEWEB)
Hisatome, N.; Nagata, K. [Mitsubishi Heavy Industries, Ltd., Nagasaki (Japan); Kakigami, S. [Electric Power Development Co., Inc., Tokyo (Japan)] [and others
1996-12-31
Mitsubishi Heavy industries, Ltd. (MHI) has been developing tubular type Solid Oxide Fuel Cells (SOFC) since 1984. A 1 kW module of SOFC has been continuously operated for 3,000 hours with 2 scheduled thermal cycles at Electric Power Development Co., Inc. (EPDC) Wakamatsu Power Station in 1993. We have obtained of 34% (HHV as H{sub 2}) module efficiency and deterioration rate of 2% Per 1,000 hours in this field test. As for next step, we have developed 10 kW module in 1995. The 10 kW module has been operated for 5,000 hours continuously. This module does not need heating support to maintain the operation temperature, and the module efficiency was 34% (HHV as H{sub 2}). On the other hand, we have started developing the technology of pressurized SOFC. In 1996, pressurized MW module has been tested at MHI Nagasaki Shipyard & Machinery, Works. We are now planning the development of pressurized 10 kW module.
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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)
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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.
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Dual Arm Work Module Development and Appplications
Energy Technology Data Exchange (ETDEWEB)
Noakes, M.W.
1999-04-25
The dual arm work module (DAWM) was developed at Oak Ridge National Laboratory (ORNL) by the Robotics Technology Development Program (RTDP) as a development test bed to study issues related to dual arm manipulation, including platform cotilguration, controls, automation, operations, and tooling. The original platform was based on two Schilling Titan II manipulators mounted to a 5-degree-of- freedom (DOF) base fabricated by RedZone Robotics, Inc. The 5-DOF articulation provided a center torso rotation, linear actuation to change the separation between the arms, and arm base rotation joints to provide "elbows up," elbows down," or "elbows out" orientation. A series of tests were conducted on operations, tooling, and task space scene analysis (TSSA)-driven robotics for overhead transporter- mounted and crane hook-deployed scenarios. A concept was developed for DAWM deployment from a large remote work vehicle, but the project was redirected to support dismantlement of the Chicago Pile #5 (CP-5) reactor at Argonne National Laboratory in fiscal year (FY) 1997. Support of CP-5 required a change in focus of the dual arm technology from that of a development test bed to a system focussed for a specific end user. ORNL teamed with the Idaho National Environmental ,Engineering Laboratory, Sandia National Laboratory, and the Savannah River Technology Center to deliver a crane-deployed derivative of the DAWM, designated the dual arm work platform (DAWP). RTDP staff supported DAWP at CP-5 for one FY; Argonne staff continued operation through to dismantlement of the reactor internals. Lessons learned from this interaction were extensive. Beginning in FY 1999, dual arm development activities are again being pursued in the context of those lessons learned. This paper describes the progression of philosophy of the DAWM from initial test bed to lessons learned through interaction at CP-5 and to the present investigation of telerobotic assist of teleoperation and TSSA- driven robotics.
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For Better or Worse? The Marriage of Key Skills Development and On-line Learning.
Jones, Norah; Fitzgibbon, Karen
2002-01-01
Analysis of the University of Glamorgan's electronic learning module on employability and professional development demonstrates the feasibility of teaching transferable, "soft" skills online. Advantages compared with face-to-face include transparency, flexibility, development of information technology skills, openness, and teamwork;…
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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…
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Development of E-learning prototype for MUET assessment
Mit Anak Mawan, Amylia; Mohamed, Rozlini; Othman, Muhaini; Yusof, Munirah Mohd
2017-08-01
This paper aims to discuss the development of E-learning prototype for MUET assessment in Fakulti Sains Komputer dan Teknologi Maklumat (FSKTM), Universiti Tun Hussein Onn Malaysia (UTHM) namely, MUET Online System. The system is considered as a learning centre to study MUET examination that follows the MUET syllabus. The system will be used to assist students in making preparation before sitting for MUET examination. Before student can gain access to the system, students need to sign up and pay some fees before they are enrolled into virtual MUET class. The class will be guided by the English language lecturer from Faculty of Science, Technology and Human Development (FSTPI), UTHM as teacher. The system provides learning modules, quiz and test section. At the end of learning session students’ performance are assessed through quizzes and test measure the level of student understands. The teacher will evaluate the student’s mark and provide advices to the student. Therefore, the MUET Online System will be able to improve student knowledge in English language and subsequently help student to obtain the best result in MUET by providing more guided references and practices.
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Photovoltaic module energy rating methodology development
Energy Technology Data Exchange (ETDEWEB)
Kroposki, B.; Myers, D.; Emery, K.; Mrig, L. [National Renewable Energy Lab., Golden, CO (United States); Whitaker, C.; Newmiller, J. [Endecon Engineering, San Ramon, CA (United States)
1996-05-01
A consensus-based methodology to calculate the energy output of a PV module will be described in this paper. The methodology develops a simple measure of PV module performance that provides for a realistic estimate of how a module will perform in specific applications. The approach makes use of the weather data profiles that describe conditions throughout the United States and emphasizes performance differences between various module types. An industry-representative Technical Review Committee has been assembled to provide feedback and guidance on the strawman and final approach used in developing the methodology.
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Learning Design Development for Blended Learning
DEFF Research Database (Denmark)
Hansen, Janne Saltoft
Learning design development for blended learning We started implementing Blackboard at Aarhus University in 2013. At the Health Faculty Blackboard replaced AULA which was a LMS with functionality for file distribution and only a vague focus on learning tools. Most teachers therefore had...... no experiences with blended leaning and technology supported out-of-class activities. At the pedagogical unit at the Health faculty we wanted to follow the Blackboard implementation with pedagogical tools for learning design to evolve the pedagogical use of the system. We needed to make development of blended...... learning courses easier for the teachers and also ensure quality in the courses. This poster describes the process from development of the learning design to implementation of the learning design at the faculty: 1. How to place demands on a learning design-model and how to develop and use such a model. 2...
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Agevall, Lena; Broberg, Pernilla; Umans, Timurs
2018-01-01
This paper explores whether and in what way "dual learning" can develop understanding of the relationship between structure/judgement and explores audit student's perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The…
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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".
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Student-generated e-learning for clinical education.
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.
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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.…
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Modulation of Host Learning in Aedes aegypti Mosquitoes.
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.
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Directory of Open Access Journals (Sweden)
Alyson Brown
2013-10-01
Full Text Available The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the underpinning theory, and providing a firm foundation for the development of lifelong learning skills. A blended learning approach can be particularly valuable in supporting achievement of the learning outcomes in modules where performance is measured in terms of competency in work-based scenarios. An action research approach was taken to develop and evaluate a cardiovascular risk assessment as the basis for clinically and professionally relevant problem-based learning. Support for this was provided by means of blended learning including a number of online activities. Talking wall focus groups were used to evaluate the student experience, and this was combined with quantitative data regarding student examination performance. Student performance in the cardiovascular section of the examination paper was significantly higher than in other sections. Students reported very favorably on the use of this approach to support not only examination preparation, but also in terms of developing professional identity and enhancing employability skills.
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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.
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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
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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.
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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.
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Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics
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...
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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.
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Auditory and motor imagery modulate learning in music performance.
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
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Auditory and motor imagery modulate learning in music performance
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
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The development of learning material using learning goal orientation approach in digital electronics
Puspitaningayu, P.; Anifah, L.; Kholis, N.
2018-01-01
Mastery of digital electronics principles is essential for future engineers in the digital era. This article describes the use of simulations in an undergraduate electrical engineering course to promote the adoption of a learning-goal orientation. This study used experimental method. This was done by providing students with a simulation environment which students freely use to experiment with various circuit models. Students were then invited to reflect on how the simulation results compare with results from lab experiments. The module got 82% of positive rating from 28 students and all of them passed in the examination with 81.8 as the average score. Those majority students were motivated by the combination of two learning goals written in the module. Moreover, they also gain the ability to design more complex systems because of their combined experience. Additionally, the module also has been validated and got 83% of reliability. The final product of this research hereafter can be recommended to be used as teaching material.
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Directory of Open Access Journals (Sweden)
Kassam R
2012-06-01
Full Text Available Rosemin Kassam,1 Mona Kwong,1 John B Collins21Faculty of Pharmaceutical Sciences, 2Department of Educational Studies, University of British Columbia, Vancouver, CanadaIntroduction: Accreditation bodies across North America have adopted revised standards that place increased emphasis on experiential education and preceptors to promote and demonstrate patient-centered, pharmaceutical care practices to students. Since such practices are still evolving, challenges exist in recruiting skilled preceptors who are prepared to provide such opportunities. An online educational module series titled "A Guide to Pharmaceutical Care" (The Guide was developed and evaluated to facilitate this transition. The objectives of this paper are: (1 to describe the development of the modules; and (2 to present the evaluation results from its pilot testing.Methods: The Guide was developed as an online, self-directed training program. It begins by providing an overview of patient care (PC philosophy and practice, and then discusses the tools that facilitate PC. It also provides a range of tips to support students as they provide PC during their experiential learning. Pharmacists participating in the pilot study were recruited using purposive and snowball sampling techniques. A pre–post quantitative survey with additional open-ended questions was used to evaluate the modules.Results: The modules incorporated a variety of teaching strategies: self-reflection exercises, quizzes to review important concepts, quick tips, flash cards, and video clips to illustrate more in-depth learning. Thirty-two pharmacists completed the pre–post assessment and reported significant increases in their confidence because of this training. The most influenced outcome was "Application of techniques to facilitate learning opportunities that enable pharmacy students to practice pharmaceutical care competencies." They also indicated that the training clarified necessary changes in their
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Kellagher, E.; Buhr, S. M.; Lynds, S. E.; McCaffrey, M. S.; Cires Education Outreach
2011-12-01
Inspiring Climate Education Excellence (ICEE) is a NASA-funded project to develop content knowledge and knowledge of effective teaching strategies in climate education among secondary science teachers. ICEE resources are aligned with the Essential Principles of Climate Science. Building upon a needs assessment and face to face workshop, ICEE resources include iTunesU videos, an ICEE 101 resource site with videos and peer-reviewed learning activities, and a moderated online forum. Self-directed modules and an online course are being developed around concepts and topics in which teachers express the most interest and need for instruction. ICEE resources include attention to effective teaching strategies, such as awareness of student misconceptions, strategies for forestalling controversy and advice from master teachers on implementation and curriculum development. The resources are being developed in partnership with GLOBE, and the National Science Digital Library (NSDL) and are informed by the work of the Climate Literacy and Energy Awareness Network (CLEAN) project. ICEE will help to meet the professional development needs of teachers, including those participating in the GLOBE Student Climate Research Campaign.
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Modules as Learning Tools in Linear Algebra
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…
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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.
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Modulation of learning and memory by cytokines: signaling mechanisms and long term consequences.
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.
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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
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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.
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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.
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Ecologically relevant neurobehavioral assessment of the development of threat learning
Mouly, Anne-Marie
2016-01-01
As altricial infants gradually transition to adults, their proximate environment changes. In three short weeks, pups transition from a small world with the caregiver and siblings to a complex milieu rich in dangers as their environment expands. Such contrasting environments require different learning abilities and lead to distinct responses throughout development. Here, we will review some of the learned fear conditioned responses to threats in rats during their ontogeny, including behavioral and physiological measures that permit the assessment of learning and its supporting neurobiology from infancy through adulthood. In adulthood, odor–shock conditioning produces robust fear learning to the odor that depends upon the amygdala and related circuitry. Paradoxically, this conditioning in young pups fails to support fear learning and supports approach learning to the odor previously paired with shock. This approach learning is mediated by the infant attachment network that does not include the amygdala. During the age range when pups transition from the infant to the adult circuit (10–15 d old), pups have access to both networks: odor–shock conditioning in maternal presence uses the attachment circuit but the adult amygdala-dependent circuit when alone. However, throughout development (as young as 5 d old) the attachment associated learning can be overridden and amygdala-dependent fear learning supported, if the mother expresses fear in the presence of the pup. This social modulation of the fear permits the expression of defense reactions in life threatening situations informed by the caregiver but prevents the learning of the caregiver itself as a threat. PMID:27634146
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Schmitz, Judith R.
This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…
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Developing 21st Century Skills through a Constructivist-Constructionist Learning Environment
Directory of Open Access Journals (Sweden)
Lay Ah-Nam
2017-04-01
Full Text Available Science and technology innovation and 21st century skills are increasingly important in the 21st century workplace. The purpose of this study is to propose an instructional strategy that develop constructivist-constructionist learning environment that simultaneously develop chemistry knowledge and 21st century skills. Based on constructivist and constructionist learning theories, we identified three central guiding principles for this study: (1 engage students in discovery and problem solving task through teamwork, (2 provide opportunities for communicating ideas, and (3 involve students in the process of design. An intervention module, Malaysian Kimia (chemistry Digital Game known as MyKimDG, was developed as a mechanism for creating the learning environment. In this study, students were required to work collaboratively to design educational media that help their peers who face difficulty in learning particular concept. They were guided to go through the IDPCR (Inquiry, Discover, Produce, Communicate and Review phases. It is hypothesized that MyKimDG can create learning environment that allows students to deepen subject content knowledge and practice various 21st century skills in real situation. This study employed quasi-experimental study with non-equivalent control group pretest-posttest control group design. Results suggest that this approach is able to improve the acquisition of chemistry knowledge and high productivity skill.
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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.
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Space Operations Learning Center
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.
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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
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Model Development of Degradation of PV Modules Backsheet with Locating Place of Module
Energy Technology Data Exchange (ETDEWEB)
Kempe, Michael D [National Renewable Energy Laboratory (NREL), Golden, CO (United States); Wang, Yu [Case Western Reserve University; Fairbrother, Andrew [National Institute of Standards and Technology (NIST); Merzlic, Sebastien [Arkema; Julien, Scott [Northeastern University; Fridman, Lucas S. [Case Western Reserve University; Loyer, Camille [Arkema; Lefebvre, Amy L. [Arkema; O' Brien, Gregory [Arkema; Gu, Xiaohong [National Institute of Standards and Technology (NIST); Ji, Liang [Underwriters Laboratories; Boyce, Kenneth P. [Underwriters Laboratories; Wan, Kai-tak [Northeastern University; French, Roger H. [Case Western Reserve University; Bruckman, Laura S. [Case Western Reserve University
2017-08-23
Performance of a photovoltaic (PV) module is related to the micro-environment around the module. The position of photovoltaic modules in an array row have a large effect on the yellowing and gloss of PV module backsheet exposed in Dfa climatic zone (Gaithersburg, MD) with a polyethylene naphthalate (PEN) outer layer. Stress/Response models of yellowing and gloss-losing as function of location parameters of module, including the shed, row, measurement position in a same module and the distance of module location to the row center, are under development. The module installation height had the greatest influence on degradation of PEN PV backsheet in the Dfa climatic zone. The module backsheets at the end of an array have higher degradation rate (edge effect). The edge effect decreases with increasing of module installation heights.
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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.
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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.
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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…
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Qiu, Yuchen; Wang, Yunzhi; Yan, Shiju; Tan, Maxine; Cheng, Samuel; Liu, Hong; Zheng, Bin
2016-03-01
In order to establish a new personalized breast cancer screening paradigm, it is critically important to accurately predict the short-term risk of a woman having image-detectable cancer after a negative mammographic screening. In this study, we developed and tested a novel short-term risk assessment model based on deep learning method. During the experiment, a number of 270 "prior" negative screening cases was assembled. In the next sequential ("current") screening mammography, 135 cases were positive and 135 cases remained negative. These cases were randomly divided into a training set with 200 cases and a testing set with 70 cases. A deep learning based computer-aided diagnosis (CAD) scheme was then developed for the risk assessment, which consists of two modules: adaptive feature identification module and risk prediction module. The adaptive feature identification module is composed of three pairs of convolution-max-pooling layers, which contains 20, 10, and 5 feature maps respectively. The risk prediction module is implemented by a multiple layer perception (MLP) classifier, which produces a risk score to predict the likelihood of the woman developing short-term mammography-detectable cancer. The result shows that the new CAD-based risk model yielded a positive predictive value of 69.2% and a negative predictive value of 74.2%, with a total prediction accuracy of 71.4%. This study demonstrated that applying a new deep learning technology may have significant potential to develop a new short-term risk predicting scheme with improved performance in detecting early abnormal symptom from the negative mammograms.
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Hypertension module: an interactive learning tool in physiology.
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.
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Initial Assessments of E-Learning Modules in Cytotechnology Education.
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.
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International Nuclear Information System (INIS)
Bamford, S.; Afriyie, P.; Comlan, E.
2016-01-01
Full text: Transference of explicit knowledge starts from content development, and proceeds with packaging and delivery. A comparative study of some selected authoring tools for knowledge creation in Nuclear Sciences and Engineering education is being carried out at the School of Nuclear and Allied Sciences in Accra, Ghana. These authoring tools include commercial software (Macromedia Suite CS6, Learning 6.0) as well as freeware software (Xerte, eXe). A course, X-ray Fluorescence Spectrometry (NSAP 603), at the postgraduate School of Nuclear and Allied Sciences (SNAS), has been selected for migration onto an eLearning platform. Different authoring tools have been employed to create some ICT-based modules for teaching and learning. This paper therefore shares the experiences realized in moving from course syllabus to digitized modules, integrating pedagogical considerations, the strengths and weakness of the selected authoring tools, user-interactivity and usability of the modules produced. The need and the basis for the adoption of an appropriate authoring tool for creation of scientific, mathematical, and engineering documents and learning materials has also been discussed. Leveraging on ICT to produce pedagogically sound learning materials for eLearning platforms promotes interests of students in nuclear sciences, and ensures continuity in producing qualified professionals. (author
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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.
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Incorporating Speech Synthesis in the Development of a Mobile Platform for E-learning
DEFF Research Database (Denmark)
Roux, Justus; Scholtz, Pieter; Klop, Daleen
2010-01-01
training component, particularly focusing on an African language, isiXhosa. The high penetration rate of mobile phones within the African continent has created new opportunities for delivering various kinds of information, including e-learning material to communities that have not had appropriate......This presentation and accompanying demonstration focuses on the development of a mobile platform for e-learning purposes with enhanced text-to-speech capabilities. It reports on an international consortium project entitled Mobile E-learning for Africa (MELFA), which includes a reading and literacy...... infrastructures. Aspects of the mobile platform development are described paying attention to basic functionalities of the user interface, as well as to the underlying web technologies involved. Some of the main features of the literacy training module are described, such as grapheme-sound, correspondence...
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Ecologically relevant neurobehavioral assessment of the development of threat learning.
Boulanger Bertolus, Julie; Mouly, Anne-Marie; Sullivan, Regina M
2016-10-01
As altricial infants gradually transition to adults, their proximate environment changes. In three short weeks, pups transition from a small world with the caregiver and siblings to a complex milieu rich in dangers as their environment expands. Such contrasting environments require different learning abilities and lead to distinct responses throughout development. Here, we will review some of the learned fear conditioned responses to threats in rats during their ontogeny, including behavioral and physiological measures that permit the assessment of learning and its supporting neurobiology from infancy through adulthood. In adulthood, odor-shock conditioning produces robust fear learning to the odor that depends upon the amygdala and related circuitry. Paradoxically, this conditioning in young pups fails to support fear learning and supports approach learning to the odor previously paired with shock. This approach learning is mediated by the infant attachment network that does not include the amygdala. During the age range when pups transition from the infant to the adult circuit (10-15 d old), pups have access to both networks: odor-shock conditioning in maternal presence uses the attachment circuit but the adult amygdala-dependent circuit when alone. However, throughout development (as young as 5 d old) the attachment associated learning can be overridden and amygdala-dependent fear learning supported, if the mother expresses fear in the presence of the pup. This social modulation of the fear permits the expression of defense reactions in life threatening situations informed by the caregiver but prevents the learning of the caregiver itself as a threat. © 2016 Boulanger Bertolus et al.; Published by Cold Spring Harbor Laboratory Press.
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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
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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.
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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…
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Janes, Gillian
2006-03-01
This paper analyses the experience of one individual in the development and delivery of an innovative, undergraduate leadership development module. The module is accessed by practising health care professionals in Malaysia as part of a top-up Honours Degree and is delivered solely using a virtual learning environment (VLE), in this case Blackboard. The aim of this analysis is to contribute to the current body of knowledge regarding the use of VLE technology to facilitate learning at a distance. Of particular relevance is the paper's focus on: the drivers for e-learning; widening participation and increasing access; the experience of designing and delivering learning of relevance for this contemporary student population and evaluating the VLE experience/module. The development and delivery of this module is one result of a rapidly growing area of education. As a novice teacher in her first year in the higher education sector, this experience was a significant and stimulating challenge for a number of reasons and these are explored in greater depth. This is achieved by means of personal reflection using the phases of module development and delivery as a focus.
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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.
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Odell, M.; Ellins, K. K.; Polito, E. J.; Castillo Comer, C. A.; Stocks, E.; Manganella, K.; Ledley, T. S.
2010-12-01
TERC’s EarthLabs project provides rigorous and engaging Earth and environmental science labs. Four existing modules illustrate sequences for learning science concepts through data analysis activities and hands-on experiments. A fifth module, developed with NSF, comprises a series of linked inquiry based activities focused on the cryosphere to help students understand concepts around change over time on multiple and embedded time scales. Teachers recruited from the NSF-OEDG-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development program conducted a pedagogical review of the Cryosphere EarthLabs module and provided feedback on how well the materials matched high school needs in Texas and were aligned with state and national standards. Five TXESS Revolution teachers field tested the materials in their classrooms and then trained other TXESS Revolution teachers on their implementation during spring and summer 2010. Here we report on the results of PD delivery during the summer 2010 TXESS Revolution summer institute as determined by (1) a set of evaluation instruments that included a pre-post concept map activity to assess changes in workshop teachers’ understanding of the concepts presented, a pre-post test content knowledge test, and a pre-post survey of teachers’ comfort in teaching the Texas Earth and Space Science standards addressed by the module; (2) teacher reflections; and (3) focus group responses. The findings reveal that the teachers liked the module activities and felt they could use them to teach Environmental and Earth Science. They appreciated that the sequence of activities contributed to a deeper understanding and observed that the variety of methods used to present the information accommodates different learning styles. Information about the cryosphere was new to all the teachers. The content knowledge tests reveal that although teachers made appreciable gains, their understanding of cryosphere, how it changes
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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
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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…
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Development of a Water-Quality Lab That Enhances Learning & Connects Students to the Land
Enos-Berlage, Jodi
2012-01-01
A 3-week laboratory module was developed for an undergraduate microbiology course that would connect student learning to a real-life challenge, specifically a local water-quality project. The laboratory series included multiple field trips, sampling of soil and water, and subsequent analysis for bacteria and nitrate. Laboratory results confirmed…
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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.
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Directory of Open Access Journals (Sweden)
Kharisma Swandhana
2016-11-01
Full Text Available Abstract: This research and development aimed to produce a module of Employee Administration based on Guided Inquiry Learning Strategy for the twelfth grade students of Office Administration program, to determine the feasibility of the module developed through validation, and to know whether there is an improvement towards independent learning and students’ ourcomes before and after using the module This research and development used 4D model. It consisted of 4 stages of development: define, design, develop, and disseminate. It was obtained the average sore of post-test 91.76 in the experimental class, and the results of material and module validation reached 90.66% and 88.30%. The result of questionnaire distribution of independent learning using the module showed 90%. Thus, from the results of this research showed that the Employee Administration module was applicable and able to improve independent learning and students’ outcomes. It was suggested to use this module as a supporting alternative for learning Employee Administration, specifically on material of discharging employees and pension. ABSTRAK: Penelitian dan pengembangan ini bertujuan untuk menghasilkan bahan ajar berupa Modul Administrasi Kepegawaian Berbasis Strategi Pembelajaran Inkuiri Terbimbing untuk siswa SMK kelas XII Program Keahlian Administrasi Perkantoran., mengetahui kelayakan modul yang telah dikembangkan melalui hasil validasi, dan mengetahui apakah terjadi peningkatan kemandirian belajar dan hasil belajar siswa sebelum dan sesudah menggunakan modul. Penelitian dan pengembangan ini dilakukan dengan menggunakan 4D model. Model ini terdiri dari 4 tahap pengembangan, yaitu define, design, develop, dan disseminate. Diperoleh hasil rata rata nilai post test 91,76 pada kelas eksperimen, hasil validasi oleh ahli materi dan ahli modul mencapai hasil 90,66% dan 88,30%, hasil penyebaran angket kemandirian belajar siswa dengan menggunakan modul juga mencapai persentase 90
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Development of an electro-optic super modulator
International Nuclear Information System (INIS)
Cusack, B; Shaddock, D.
2002-01-01
Full text: Optical phase modulators and amplitude modulators are commonplace in modern laser laboratories. In this talk, we present the development of a device that produces both amplitude modulation (AM) and phase modulation (PM), with a selectable phase relation between the two, on a single free-space Gaussian beam. We term this device a 'super modulator. The device is a version of the Mach-Zehnder modulator, where a beam is split, then separately phase modulated and recombined. Previous work has concentrated on one specific operating point, where the relative modulation phases and the interferometer phase are set to generate single sideband modulation, equivalent to an equal amount of AM and PM in quadrature. Here we are interested in the entire parameter space of amplitude modulation strength, phase modulation strength, and the phase relation between the two. The need for such a super modulator has arisen in the context of control systems for gravitational wave detection interferometers. Typical locking systems are based on the Pound-Drever-Hall method of locking which uses phase modulation. In principle, a super modulator could be used in a PDH configuration, when the locking point of the device will be tunable according to the quantity of AM injected (along with the obligatory PM) into the device
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Teaching calculus using module based on cooperative learning strategy
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.
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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.
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Personalising e-learning modules: targeting Rasmussen levels using XML.
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.
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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.
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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 ...
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Stress Modulates the Use of Spatial versus Stimulus-Response Learning Strategies in Humans
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…
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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.
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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
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Developing the impact testing module with labVIEW
International Nuclear Information System (INIS)
Choi, Ki Soo; Jeon, Soo Hong; Jeong, Weui Bong
2007-01-01
Fast Fourier Transformation (FFT) is one of the most useful way to analyze response signal for the purpose of grasping the dynamic characteristics of system. Vibration test using impact hammer is typical and simple experimental method widely used for catching hold of dynamic peculiar characters and modal behaviors of system. In this thesis, impact testing module for NI-PXI equipment is developed. The analyzing and visualizing module are developed with labVIEW tool. A user can see quickly and easily modal shape of system after analyzing acquired data. This developed module will be expected to build up more convenient and serviceable measurement system
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Developing a Personal-Learning-Portfolio (PLP) for 1st year students at Department of Psychology
DEFF Research Database (Denmark)
Johnsen, Anna Thit; Beck Hansen, Nina; Andersen, Mette Elmose
Abstract title: Developing a Personal-Learning-Portfolio (PLP) for 1st year students at Department of Psychology Learning outcome of activity: B01 is the first module of the education in Psychology at University of Southern Denmark (SDU). The aim of B01 is to give the students a ‘map...... different strategies: first the overall framework of the PLP is discussed and second we conduct cognitive interviews evaluating the comprehensibility and relevance of the questions posed in the PLP. The PLP is then adapted based on the comments from the students. The development and initial testing...... be an inspiration to others who wish to develop and implements PLPs. Second, we will show the format of our particular Personal-Learning-Portfolio together with reflections on why it was developed in such a way. This includes the students’ opinions about the PLP and the results of the cognitive interviews....
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Assessing STEM content learning: using the Arctic's changing climate to develop 21st century learner
Henderson, G. R.; Durkin, S.; Moran, A.
2016-12-01
In recent years the U.S. federal government has called for an increased focus on science, technology, engineering, and mathematics (STEM) in the educational system to ensure that there will be sufficient technical expertise to meet the needs of business and industry. As a direct result of this STEM emphasis, the number of outreach activities aimed at actively engaging these students in STEM learning has surged. Such activities, frequently in the form of summer camps led by university faculty, have targeted primary and secondary school students with the goal of growing student interest in STEM majors and STEM careers. This study assesses short-term content learning using a climate module that highlights rapidly changing Arctic climate conditions to illustrate concepts of radiative energy balance and climate feedback. Hands-on measurement of short and longwave radiation using simple instrumentation is used to demonstrate concepts that are then related back to the "big picture" Arctic issue. Pre and post module questionnaires were used to assess content learning, as this learning type has been identified as the basis for STEM literacy and the vehicle by which 21st century learning skills are usually developed. In this instance, students applied subject knowledge they gained by taking radiation measurements to better understand the real-world problem of climate change.
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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
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A presentation system for just-in-time learning in radiology.
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.
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Yulicahyani, Tria; Prihandono, Trapsilo; Lesmono, Albertus Djoko
2017-01-01
Development of local potential “Kerajinan Logam Sayangan” based temperature and expansion of physics science learning module is a develop of module to conect between temperature and expansion of material with “Kerajinan Logam Sayangan”. The purposes of this research are to describe the validty local potential “Kerajinan Logam Sayangan” based temperature and expansion of physics science learning module, student' learning achievement, and student' responses. This type of research is the develop...
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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.
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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.
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Development of training modules for magnetic particle inspection
Kosaka, Daigo; Eisenmann, David J.; Enyart, Darrel; Nakagawa, Norio; Lo, Chester; Orman, David
2015-03-01
Magnetic particle inspection (MPI) is a nondestructive evaluation technique used with ferromagnetic materials. Although the application of this method may appear straightforward, MPI combines the complicated nature of electromagnetics, metallurgical material effects, fluid-particle motion dynamics, and physiological human factors into a single inspection. To fully appreciate industry specifications such as ASTM E-1444, users should develop a basic understanding of the many factors that are involved in MPI. We have developed a series of MPI training modules that are aimed at addressing this requirement. The modules not only offer qualitative explanations, but also show quantitative explanations in terms of measurement and numerical simulation data in many instances. There are five modules in all. Module ♯1 shows characteristics of waveforms and magnetizing methods. This allows MPI practitioners to make optimum choice of waveform and magnetizing method. Module ♯2 explains how material properties relate to the magnetic characteristics. Module ♯3 shows the strength of the excitation field or the flux leakage from a crack and how it compares to the detectability of a crack by MPI. Module ♯4 shows how specimen status may influence defect detection. Module ♯5 shows the effects of particle properties on defect detection.
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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,…
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Learning Networks for Professional Development & Lifelong Learning
Brouns, Francis; Sloep, Peter
2009-01-01
Brouns, F., & Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation of the Learning Network Programme for a Korean delegation of Chonnam National University and Dankook University (researchers dr. Jeeheon Ryu and dr. Minjeong Kim and a Group of PhD and
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What Factors Promote Student Resilience on a Level 1 Distance Learning Module?
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…
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Learning to Control Advanced Life Support Systems
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
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Robson, Fiona; Forster, Gillian; Powell, Lynne
2016-01-01
The context for this research is a residential learning weekend which is embedded into all postgraduate programmes at Newcastle Business School via a management development module entitled "Developing Self". The objective of this study was to identify and explore how participatory learning in multicultural groups enables international…
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Directory of Open Access Journals (Sweden)
Wahyu Hartono
2017-09-01
Full Text Available Abstrak. Penelitian ini bertujuan untuk mengembangkan modul berbasis penemuan terbimbing untuk meningkatkan kemampuan-kemampuan matematis pada mata kuliah kalkulus integral. Modul yang dikembangkan mencakup kompetensi menyelesaikan beberapa macam integral. Tahap perancangan dilakukan dengan memperhatikan materi-materi prasyarat dan hambatan-hambatan belajar mahasiswa terkait matakuliah kalkulus integral. Manfaat jangka panjang penelitian ini adalah untuk lebih mengembangkan proses pembelajaran ataupun bahan ajar dalam upaya meningkatkan kemampuan-kemampuan matematis mahasiswa pendidikan matematika. Penelitian ini merupakan penelitian pengembangan dengan menggunakan modifikasi model 4D (menjadi 3D. Tahapan yang dilakukan adalah define, design, develop. Pada tahap define dilakukan analisis silabus dan buku teks, telaah literatur, serta menganalisis materi prasyarat dan hambatan belajar mahasiswa. Pada tahap design dilakukan perancangan modul. Tahap develop terdiri atas validasi dan praktikalitas. Setelah dirancang, modul divalidasi oleh validator. Hasil penelitian menunjukkan bahwa modul valid dengan nilai 3,76, artinya modul dapat digunakan dengan sedikit revisi. Penelitian ini dapat dilanjutkan dengan tahap praktikalitas dan uji efektif, sehingga modul dapat dipakai secara luas agar tahap diseminasi dapat dilakukan. Kata Kunci. Pengembangan modul, Penemuan Terbimbing dan Kalkulus Integral. Abstract. This study aims to develop guided discovery-based modules to improve mathematical abilities in integral calculus courses. The module covers the competence of completing several kinds of integrals. At the design stage, we observe the students' prerequisite materials and student learning barriers. The long-term benefits of this research are to develop the learning process or teaching materials. It is an effort to improving mathematical skills of mathematics education students. This research is a development research by modifying 4D model (to be 3
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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.
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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.
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Getting started with Magento module development
Ajzele, Branko
2013-01-01
This project-based tutorial gives you a strong foundation and guides you through practical, real-world examples.This book contains valuable insights for both newbies and already established Magento developers. This book is targeted at new and intermediate PHP developers starting afresh with Magento module development.
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Pulse modulator developments in support of klystron testing at SLAC
International Nuclear Information System (INIS)
Koontz, R.F.; Cassel, R.; Lamare, J. de; Ficklin, D.; Gold, S.; Harris, K.
1993-01-01
Several families of high power klystrons in S- and X-Band are being developed in the Klystron Laboratory at SLAC. To support these developments, a number of new pulse modulators are being designed from scratch, or upgraded from existing laboratory test modulators. This paper outlines the modulator parameters available in the SLAC Klystron Laboratory, and discuss two new modulators that are under construction
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Reminder: Bike safety – e-learning module still available!
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...
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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…
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Wen-Jye Shyr; Te-Jen Su; Chia-Ming Lin
2013-01-01
This study develops a novel method for learning mechatronics using remote monitoring and control, based on a programmable logic controller (PLC) and WebAccess. A mechatronics module, a Web‐CAM and a PLC were integrated with WebAccess software to organize a remote laboratory. The proposed system enables users to access the Internet for remote monitoring and control of the mechatronics module via a web browser, thereby enhancing work flexibility by enabling personnel to control mechatronics equ...
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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.
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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
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How to confidently teach EBM on foot: development and evaluation of a web-based e-learning course
Weberschock, Tobias; Sorinola, Olanrewaju; Thangaratinam, Shakila; Oude Rengerink, Katrien; Arvanitis, Theodoros N.; Khan, Khalid S.; Weinbrenner, Susanne; Horvath, Andrea R.; Onody, Rita; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczac, Jacek; Burnand, Bernard; Arditi, Chantal; Zamora, Javier; Mol, Ben W. J.; Barnfield, Gemma; Gee, Harry; Kaleta, Anna
2013-01-01
Scarcity of well-trained clinical tutors is a key constraint in integrating teaching of evidence-based medicine (EBM) into clinical activities. We developed a web-based educational course for clinical trainers to confidently teach EBM principles in everyday practice. Its e-learning modules defined
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Arbi, Y. R.; Sumarmin, R.; Putri, D. H.
2018-04-01
The problem in the science learning process is the application of the scientific approach takes a long time in order to provide conceptual understanding to the students, there is no teaching materials that can measure students reasoning and thinking ability, and the assessment has not measured students reasoning and literacy skills.The effort can be done is to develop science technology society module indue science literacy assessment. The purpose of the research was to produce a module oriented society indue science science technology literacy assessment. The research is development research using Plomp model, consist of preliminary, prototyping, and assessment phase. Data collect by questionnare and documantion. The result there is science technology society module indue science literacy assessment is very valid.
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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.
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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.
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Development of Learning to Learn Skills in Primary School
Vainikainen, Mari-Pauliina; Wüstenberg, Sascha; Kupiainen, Sirkku; Hotulainen, Risto; Hautamäki, Jarkko
2015-01-01
In Finland, schools' effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills--general cognitive competences and learning-related motivational beliefs--develop during primary school and how they predict pupils' CPS skills at the end…
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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
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Directory of Open Access Journals (Sweden)
Hagiwara N
2017-12-01
Full Text Available Nobuko Hagiwara Division of Cardiovascular Medicine, Department of Internal Medicine, School of Medicine, University of California, Davis, CA, USA Abstract: The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students’ skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students’ competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules’ learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed. Keywords
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Learning Networks for Professional Development & Lifelong Learning
Sloep, Peter
2009-01-01
Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation at a NeLLL seminar with Etienne Wenger held at the Open Universiteit Nederland. September, 10, 2009, Heerlen, The Netherlands.
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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.
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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...
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Flyback CCM inverter for AC module applications: iterative learning control and convergence analysis
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.
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Developing a learning analytics tool
DEFF Research Database (Denmark)
Wahl, Christian; Belle, Gianna; Clemmensen, Anita Lykke
This poster describes how learning analytics and collective intelligence can be combined in order to develop a tool for providing support and feedback to learners and teachers regarding students self-initiated learning activities.......This poster describes how learning analytics and collective intelligence can be combined in order to develop a tool for providing support and feedback to learners and teachers regarding students self-initiated learning activities....
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Research into experiential learning in nurse education.
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.
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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.
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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
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Hagiwara, Nobuko
2017-01-01
The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students' skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs) in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students' competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules' learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed.
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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.
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Developing a service-learning module for oral health: A needs ...
African Journals Online (AJOL)
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 ...
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2012-05-01
The goal of this work was to develop activity-based learning materials for the introductory transportation engineering course : with the purpose of increasing student understanding and concept retention. These materials were to cover intersection : o...
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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.
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Learning context modulates aversive taste strength in honey bees.
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.
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Development of a Teen-Friendly Health Education Program on Facebook: Lessons Learned.
Park, Bu Kyung; Nahm, Eun-Shim; Rogers, Valerie E
2016-01-01
Facebook is the most popular online platform among adolescents and can be an effective medium to deliver health education. Although Korean American (KA) adolescents are at risk of obesity, a culturally tailored health education program is not available for them. Thus, our research team developed a health education program for KA adolescents on Facebook called "Healthy Teens." The aim of this study was to discuss important lessons learned through the program development process. This program includes culturally tailored learning modules about healthy eating and physical activity. The program was developed on the basis of the social cognitive theory, and the online program was developed by applying Web usability principles for adolescents. Upon completion, the usability of the program was assessed using heuristic evaluation. The findings from the heuristic evaluation showed that the Healthy Teens program was usable for KA adolescents. The findings from this study will assist researchers who are planning to build similar Facebook-based health education programs. Copyright © 2016 National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved.
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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.
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Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G; Zafron, Michelle L; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J
2017-10-01
The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the in-person session. A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased ( p =0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.
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DEVELOPMENT OF VACUUM SUBLIMATION DRYERS USING THERMOELECTRIC MODULES
Directory of Open Access Journals (Sweden)
R. A. Barykin
2014-01-01
Full Text Available Summary. The main directions of use of freeze-dryed products and ingredients are revealed. The analysis of sales markets of freeze-dryed products is provided. It is shown that introduction of innovative production technologies will allow to develop dynamically not only to the large companies, but also small firms that will create prerequisites for growth of the Russian market of freeze-dryed products. Tendencies of development of the freeze-drying equipment are analysed. Relevance of development of energy saving freeze-dryers is proved The integrated approach to creation of competitive domestic technologies and the equipment for sublimation dehydration of thermolabile products consists in use of the effective combined remedies of a power supply, a process intensification, reduction of specific energy consumption and, as a result, decrease in product cost at achievement of high quality indicators. Advantages of thermoelectric modules as alternative direction to existing vapor-compression and absorbing refrigerating appliances are given. Researches of process of freeze-drying dehydration with use of thermoelectric modules are conducted. It is scientifically confirmed, that the thermoelectric module working at Peltier effect, promotes increase in refrigerating capacity due to use of the principle of the thermal pump. Options of use of thermoelectric modules in designs of dryers are offered. Optimum operating modes and number of modules in section are defined. Ways of increase of power efficiency of freeze-dryers with use of thermoelectric modules are specified. The received results will allow to make engineering calculations and design of progressive freeze-drying installations with various ways of a power supply.
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The MARX Modulator Development Program for the International Linear Collider
International Nuclear Information System (INIS)
Leyh, G.E.
2006-01-01
The International Linear Collider (ILC) Marx Modulator Development Program at SLAC is working towards developing a full-scale ILC Marx ''Reference Design'' modulator prototype, with the goal of significantly reducing the size and cost of the ILC modulator while improving overall modulator efficiency and availability. The ILC Reference Design prototype will provide a proof-of-concept model to industry in advance of Phase II SBIR funding, and also allow operation of the new 10MW L-Band Klystron prototypes immediately upon their arrival at SLAC
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Development of photovoltaic array and module safety requirements
1982-01-01
Safety requirements for photovoltaic module and panel designs and configurations likely to be used in residential, intermediate, and large-scale applications were identified and developed. The National Electrical Code and Building Codes were reviewed with respect to present provisions which may be considered to affect the design of photovoltaic modules. Limited testing, primarily in the roof fire resistance field was conducted. Additional studies and further investigations led to the development of a proposed standard for safety for flat-plate photovoltaic modules and panels. Additional work covered the initial investigation of conceptual approaches and temporary deployment, for concept verification purposes, of a differential dc ground-fault detection circuit suitable as a part of a photovoltaic array safety system.
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Potentiating mGluR5 Function with a Positive Allosteric Modulator Enhances Adaptive Learning
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…
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E-learning Paradigms and The Development of E-learning Strategy
DEFF Research Database (Denmark)
Duus, Henrik Johannsen
2006-01-01
The e-learning area is characterized by a magnitude of different products, systems and approaches. The variations can also be observed in differences in the views and notions of e-learning among business people, researchers and journalists. This article attempts to disentangle the area by using...... economic and sociological theories, the theories of marketing management and strategy as well as practical experience gained by the author while working with leading edge suppliers of e-learning. On this basis, a distinction between knowledge creation e-learning and knowledge transfer e-learning....... The selection of which paradigm to use in the development of an e-learning strategy may prove crucial for success. Implications for the development of an e-learning strategy in businesses and learning institutions are outlined....
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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.
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E-Learning and Economic Development
Directory of Open Access Journals (Sweden)
Kelly CAREY
2005-01-01
Full Text Available E-Learning and Economic Development Kelly CAREY West Valley College Saratoga, CA, USA Stanko BLATNIK Institute for Symbolic Analysis and Development of Information Technologies Velenje, SLOVENIA ABSTRACT In this article, our experience in the development and realization of e-Learning courses in Slovenia is described and discussed. Slovenia, the most developed republic of former Yugoslavia, became an EU member in May 2004. In 1991, after its independence from Yugoslavia, Slovenias transition to a free market economy resulted in lost jobs and an unemployment rate of 12%. In 1999, as the Institute for Symbolic Analysis and Development of Information Technologies, located in Velenje, Slovenia, we decided to offer several online courses to help unemployed people gain the skills and knowledge needed for employability in information technology. We drew on our previous experience teaching online courses at Sarajevo University after the Bosnian war and on the experience of West Valley College from Saratoga, Silicon Valley in e-Learning. Over the last four years, we organized and delivered e-Learning courses in digital media design and production, with good results. Several students found jobs and changed their perception and attitude as they became more self-confident. We believe e-Learning can efficiently enhance lifelong learning and support economic development, especially in new member countries transitioning from former socialistic to free market economies.
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Sagita, R.; Azra, F.; Azhar, M.
2018-04-01
The research has created the module of mole concept based on structured inquiry with interconection of macro, submicro, and symbolic representation and determined the validity and practicality of the module. The research type was Research and Development (R&D). The development model was 4-D models that consist of four steps: define, design, develop, and disseminate. The research was limited on develop step. The instrument of the research was questionnaire form that consist of validity and practicality sheets. The module was validated by 5 validators. Practicality module was tested by 2 chemistry teachers and 28 students of grade XI MIA 5 at SMAN 4 of Padang. Validity and practicality data were analysed by using the kappa Cohen formula. The moment kappa average of 5 validators was 0,95 with highest validity category. The moment kappa average of teachers and students were 0,89 and 0,91 praticality with high category. The result of the research showed that the module of mole concept based on structured inquiry with interconection of macro, submicro, and symbolic representation was valid and practice to be used on the learning chemistry.
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Professional development as learning in relationships
Noworolnik-Mastalska, Monika
2013-01-01
The article presents a clasification of selected leading conceptions within professional development, using socio-cultural perspective of learning in different relationships. Beside drawing on the classical social theory of learning through interactions with others, another dimensions of learning are added: related to the self, personal dimension of learning through professional identity development and societal dimension, where learning results from the ability to respond comprehensively to ...
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Directory of Open Access Journals (Sweden)
Guillemin Francis
2009-10-01
Full Text Available Introduction: Distance learning (e-learning can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared. Outcome: The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online. Lessons learned: While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical
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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.
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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.
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Multidimensional Learner Model In Intelligent Learning System
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.
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Python for probability, statistics, and machine learning
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...
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Automatic Modulation Classification Based on Deep Learning for Unmanned Aerial Vehicles.
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.
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Learning Analytics: drivers, developments and challenges
Directory of Open Access Journals (Sweden)
Rebecca Ferguson
2014-12-01
Full Text Available Learning analytics is a significant area of Technology-Enhanced Learning (TEL that has emerged during the last decade. This review of the field begins with an examination of the technological, educational and political factors that have driven the development of analytics in educational settings. It goes on to chart the emergence of learning analytics, including their origins in the 20th century, the development of data-driven analytics, the rise of learning-focused perspectives and the influence of national economic concerns. It next focuses on the relationships between learning analytics, educational data mining and academic analytics. Finally, it examines developing areas of learning analytics research, and identifies a series of future challenges.
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Medical Terminology: Prefixes. Health Occupations Education Module.
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…
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Fieldcrest Cannon Workplace Literacy Modules for Supervisors. Alabama Partnership for Training.
Alabama State Dept. of Education, Montgomery.
This packet contains eight learning modules developed for use in Fieldcrest Cannon workplace literacy classes for supervisors. The modules cover the following topics: (1) coaching/communication; (2) coaching/communication and motivation; (3) communication skills; (4) training/coaching; (5) time management; (6) policy and procedures; (7) safety;…
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Pehrson, Cassandra; Banerjee, Smita C; Manna, Ruth; Shen, Megan Johnson; Hammonds, Stacey; Coyle, Nessa; Krueger, Carol A; Maloney, Erin; Zaider, Talia; Bylund, Carma L
2016-04-01
The purpose of this paper is to report on the development, implementation, and evaluation of a Communication Skills Training (CST) module for inpatient oncology nurses on how to respond empathically to patients. 248 nurses from a USA cancer center participated in a CST module on responding empathically to patients. Nurses completed pre- and post-training Standardized Patient Assessments (SPAs), a survey on their confidence in and intent to utilize skills taught, and a six-month post-training survey of self-reported use of skills. Results indicate that nurses were satisfied with the module, reporting that agreement or strong agreement to 5 out of 6 items assessing satisfaction 96.7%-98.0% of the time. Nurses' self-efficacy in responding empathically significantly increased pre- to post-training. Additionally, nurses showed empathy skill improvement in the post-SPAs. Finally, 88.2% of nurses reported feeling confident in using the skills they learned post-training and reported an increase of 42-63% in the use of specific empathic skills. A CST module for nurses in responding empathically to patients showed feasibility, acceptability, and improvement in self-efficacy as well as skill uptake. This CST module provides an easily targeted intervention for improving nurse-patient communication and patient-centered care. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.
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Edouard, Guévart; Dominique, Billot; Moussiliou, Paraïso Noël; Francis, Guillemin; Khaled, Bessaoud; Serge, Briançon
2009-10-14
Distance learning (e-learning) can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared. The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online. While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical partnership and expertise, which allow it to offer distance
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Development of PSA module for computerized accident management support (CAMS)
International Nuclear Information System (INIS)
Iguchi, Yukihiro
1996-10-01
CAMS (Computerised Accident Management Support) is a system that will provide assistance in case of the accidents in a nuclear power plant. The PSA module was developed in order to give useful information in this situation applying the PSA method, which is a comprehensive source of safety knowledge. This module contains plant-specific PSA data, comprising event trees, failure probabilities etc. It has several event trees categorised according to the initiating events. Each event tree has an initiating event frequency and branching probabilities. The various support systems for branches are considered and their dependencies are calculated logically. This module can be activated by data from the state identification (SI) module of CAMS. If an initiating event occurs, the event tree is re-calculated and the PSA module shows which systems of the plant should be activated to bring the plant to a safe state. If the plant responds to the event in the normal way, the plant will be shut down and come to a safe state. However, if some functions do not work, the PSA module generates another path and gives information about the critical systems. If the state of the plant is changed, either by the operators or automatically by the control system, the PSA module follows the new path. Because the estimation of the core damage frequency should be very quick in the accident situation, a simplified model of the event tree and fault trees was adopted. It enabled the PSA module to calculates the CDF within 5 seconds on a standard type work station. The development of the module has been successful. However, further development of the functionality of the module is suggested like real connection to a plant and to the strategy generator module of CAMS, applications for operational support, low power operation optimisation, etc. (author)
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Coming soon - Launch of e-learning initiative for supervisors
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...
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Building Learning Communities: Foundations for Good Practice
Davies, Alison; Ramsay, Jill; Lindfield, Helen; Couperthwaite, John
2005-01-01
The School of Health Sciences at the University of Birmingham provided opportunities for the development of student learning communities and online resources within the neurological module of the BSc Physiotherapy degree programme. These learning communities were designed to facilitate peer and independent learning in core aspects underpinning…
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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
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A Model for Learning Development
Kilfoil, W. R.
2008-01-01
This article looks at the way in which people perceive learning and the impact of these perceptions on teaching methods within the context of learning development in distance education. The context could, in fact, be any type of teaching and learning environment. The point is to balance approaches to teaching and learning depending on student…
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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
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How to confidently teach EBM on foot: development and evaluation of a web-based e-learning course.
Weberschock, Tobias; Sorinola, Olanrewaju; Thangaratinam, Shakila; Oude Rengerink, Katrien; Arvanitis, Theodoros N; Khan, Khalid S
2013-10-01
Scarcity of well-trained clinical tutors is a key constraint in integrating teaching of evidence-based medicine (EBM) into clinical activities. We developed a web-based educational course for clinical trainers to confidently teach EBM principles in everyday practice. Its e-learning modules defined the learning objectives and incorporated video clips of practical and effective EBM teaching methods for exploiting educational opportunities in six different clinical settings. We evaluated the course with clinical tutors in different specialties across six European countries using a questionnaire to capture learning achievement against preset objectives. Among 56 tutors, 47 participants (84%) improved their scores from baseline. The mean pre-course score was 69.2 (SD=10.4), which increased to 77.3 (SD=11.7) postcourse (peffect size was moderate with a Cohen's d of 0.73. An e-learning approach incorporating videos of applied EBM teaching and learning based on real clinical scenarios in the workplace can be useful in facilitating EBM teaching on foot. It can be integrated in the continuing professional development programmes for clinical trainers.
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Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection
Goff, Eric E.; Reindl, Katie M.; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G.; Schroeder, Noah L.; White, Alan R.
2017-01-01
Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend…
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Adventures in Learning: Creating Role Playing Video Games to Teach and Learn Economics
Catherine L. Lawson; Larry L. Lawson
2010-01-01
This article examines pedagogical lessons derived from the learning theory embodied in commercially successfully video games and their link to reported increases in 'fluid intelligence' of student populations. The scholarly literature in this area is reviewed in order to elicit practical principles by which to guide the development of instructional video game modules for the teaching of economics. The authors' experiences in developing and pilot testing such a module, and in subsequently guid...
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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.
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Collaborative distance learning: Developing an online learning community
Stoytcheva, Maria
2017-12-01
The method of collaborative distance learning has been applied for years in a number of distance learning courses, but they are relatively few in foreign language learning. The context of this research is a hybrid distance learning of French for specific purposes, delivered through the platform UNIV-RcT (Strasbourg University), which combines collaborative activities for the realization of a common problem-solving task online. The study focuses on a couple of aspects: on-line interactions carried out in small, tutored groups and the process of community building online. By analyzing the learner's perceptions of community and collaborative learning, we have tried to understand the process of building and maintenance of online learning community and to see to what extent the collaborative distance learning contribute to the development of the competence expectations at the end of the course. The analysis of the results allows us to distinguish the advantages and limitations of this type of e-learning and thus evaluate their pertinence.
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A Whooping Cough Education Module for WIC Clients in Utah.
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.
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How musical training affects cognitive development: rhythm, reward and other modulating variables.
Miendlarzewska, Ewa A; Trost, Wiebke J
2013-01-01
Musical training has recently gained additional interest in education as increasing neuroscientific research demonstrates its positive effects on brain development. Neuroimaging revealed plastic changes in the brains of adult musicians but it is still unclear to what extent they are the product of intensive music training rather than of other factors, such as preexisting biological markers of musicality. In this review, we synthesize a large body of studies demonstrating that benefits of musical training extend beyond the skills it directly aims to train and last well into adulthood. For example, children who undergo musical training have better verbal memory, second language pronunciation accuracy, reading ability and executive functions. Learning to play an instrument as a child may even predict academic performance and IQ in young adulthood. The degree of observed structural and functional adaptation in the brain correlates with intensity and duration of practice. Importantly, the effects on cognitive development depend on the timing of musical initiation due to sensitive periods during development, as well as on several other modulating variables. Notably, we point to motivation, reward and social context of musical education, which are important yet neglected factors affecting the long-term benefits of musical training. Further, we introduce the notion of rhythmic entrainment and suggest that it may represent a mechanism supporting learning and development of executive functions. It also hones temporal processing and orienting of attention in time that may underlie enhancements observed in reading and verbal memory. We conclude that musical training uniquely engenders near and far transfer effects, preparing a foundation for a range of skills, and thus fostering cognitive development.
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How musical training affects cognitive development: rhythm, reward and other modulating variables.
Directory of Open Access Journals (Sweden)
Ewa Aurelia Miendlarzewska
2014-01-01
Full Text Available Musical training has recently gained additional interest in education as increasing neuroscientific research demonstrates its positive effects on brain development. Neuroimaging revealed plastic changes in the brains of adult musicians but it is still unclear to what extent they are the product of intensive music training rather than of other factors, such as preexisting biological markers of musicality. In this review, we synthesize a large body of studies demonstrating that benefits of musical training extend beyond the skills it directly aims to train and last well into adulthood. For example, children who undergo musical training have better verbal memory, second language pronunciation accuracy, reading ability and executive functions. Learning to play an instrument as a child may even predict academic performance and IQ in young adulthood. The degree of observed structural and functional adaptation in the brain correlates with intensity and duration of practice. Importantly, the effects on cognitive development depend on the timing of musical initiation due to sensitive periods during development, as well as on several other modulating variables. Notably, we point to motivation, reward and social context of musical education, which are important yet neglected factors affecting the long-term benefits of musical training. Further, we introduce the notion of rhythmic entrainment and suggest that it may represent a mechanism supporting learning and development of executive functions. It also hones temporal processing and orienting of attention in time that may underlie enhancements observed in reading and verbal memory. We conclude that musical training uniquely engenders near and far transfer effects, preparing a foundation for a range of skills, and thus fostering cognitive development.
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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.
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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.
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Applied CAL on Problem Based Learning Using Gagne’s Instructional Design
Directory of Open Access Journals (Sweden)
Sri Sundari Purbohadi
2014-10-01
Full Text Available Abstract— In the Problem-Based Learning (PBL model, students are expected to study independently. One of the methods that can improve the ability or skill of learners is using Computer Assisted Learning (CAL. Implementation of CAL in PBL should be able to create Self-Directed Learning (SDL culture through appropriate instructional design and interesting modules. In this paper, the CAL software is developed using multimedia learning principles, convenient appearance, and user-friendly navigation. The CAL’s learning content is designed using Gagne's instructional design. The experiment proved the CAL was able to give effect size 0.89 and developed self-directed learning culture. From the interviews, students were very glad and interested to use the CAL modules because they can learn anytime and can reach the course objectives without a lecturer.
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A recommendation module to help teachers build courses through the Moodle Learning Management System
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.
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Transitioning Communication Education to an Interactive Online Module Format.
Williams, Kristine; Abd-Hamid, Nor Hashidah; Perkhounkova, Yelena
2017-07-01
The Changing Talk intervention improves nursing home staff communication by reducing elderspeak. To facilitate dissemination, interactive online modules were created, maintaining the original content. This article reports on the process of transitioning and the results of pilot testing the modules. Interactive online modules were developed, pilot tested, and the evaluated in comparison to outcomes from the classroom format training. Online participants (N = 9) demonstrated pre to posttest knowledge gain (scores improved from M = 82.4% to M = 91.2%). Rating of a staff-resident interaction showed improved recognition of elderspeak and person-centered communication after training. Online and original participants reported similar intentions to use learned skills and rated the program highly. Evidence-based interventions can be translated from traditional classroom to online format maintaining effects on increasing staff knowledge and intentions to use learned skills in practice. However, the modules should be tested in a larger and more representative sample. J Contin Educ Nurs. 2017;48(7):320-328. Copyright 2017, SLACK Incorporated.
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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.
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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.
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Learning collaborative teamwork: an argument for incorporating the humanities.
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.
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Design and development of high voltage MARX modulator technology for long pulse application
International Nuclear Information System (INIS)
Acharya, Mahesh; Shrivastava, Purushottam
2013-01-01
High power pulse modulators are used for powering the RF amplifier like klystrons. This paper describes the development of a 10 kV, 10 A, 1 ms Marx modulator for technology demonstration. The modulator is developed using four no. of main modules each of 2.5 kV. To reduce the over sizing factor of capacitors, the allowed drop of main Marx cell is 9%. A droop compensation circuit has been developed to reduce the output pulse voltage droop from 9% to within ±1%. Droop compensation consists of 10 numbers of corrector modules each of 200 V. A microcontroller based trigger circuit was used for simultaneous triggering of main modules and for staggered triggering of corrector modules. A 25 kV, 10 A, 1 ms Marx modulator is being developed. The advantages of this scheme are oil free design, low DC voltage, adjustable pulse width, adjustable rise time/fall time and modular design etc. (author)
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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.
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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
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MICROSOFT CLOUD SERVICES IN DISTANCE LEARNING SYSTEM “KHERSON VIRTUAL UNIVERSITY”
Directory of Open Access Journals (Sweden)
H. Kravtsov
2014-07-01
Full Text Available E-learning with using spreadsheets requires the implementation of Excel-documents into the distance learning system. Simple and convenient solution of the problem of Excel-documents implementation is the use of cloud services. Using cloud services, you can access to information resources of any level and any type with division of the rights of various groups of users to resources, using only an Internet connection and a Web browser. Subject of research is the Microsoft cloud services. The purpose of research is development and implementation of software module «ExcelReader» to use Excel spreadsheets on the Web pages of distance learning systems. In this paper we solve the following tasks: 1 analyze the known software solutions to display Excel-documents in the WEB-based applications; 2 select an efficient software technology of processing Excel-documents; 3 design the access system and use of Web services of processing Excel-documents in distance learning system; 4 develop software module «ExcelReader» for correct display and edit Excel-documents on Web pages in distance learning; 5 implement software module «ExcelReader» in the distance learning system “Kherson Virtual University”. Processes of creating, editing and implementation of MS Office documents into electronic resources of distance learning systems were modeled. In particular, the software module «ExcelReader» for usage Excel spreadsheets on Web pages of distance learning system “Kherson Virtual University” using "cloud" service Excel Web App from Microsoft was developed and implemented in the educational process.
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Brodeur, J. J.; Maclachlan, J. C.; Bagg, J.; Chiappetta-Swanson, C.; Vine, M. M.; Vajoczki, S.
2013-12-01
Geospatial literacy -- the ability to conceptualize, capture, analyze and communicate spatial phenomena -- represents an important competency for 21st Century learners in a period of 'Geospatial Revolution'. Though relevant to in-course learning, these skills are often taught externally, placing time and resource pressures on the service providers - commonly libraries - that are relied upon to provide instruction. The emergence of online and blended modes of instruction has presented a potential means of increasing the cost-effectiveness of such activities, by simultaneously reducing instructional costs, expanding the audience for these resources, and addressing student preferences for asynchronous learning and '24-7' access. During 2011 and 2012, McMaster University Library coordinated the development, implementation and assessment of blended learning modules for geospatial literacy instruction in first-year undergraduate Social Science courses. In this paper, we present the results of a comprehensive mixed-methods approach to assess the efficacy of implementing blended learning modules to replace traditional (face-to-face), library-led, first-year undergraduate geospatial literacy instruction. Focus groups, personal interviews and an online survey were used to assess modules across dimensions of: student use, satisfaction and accessibility requirements (via Universal Instructional Design [UID] principles); instructor and teaching staff perception of pedagogical efficacy and instructional effectiveness; and, administrator cost-benefit assessment of development and implementation. Results showed that both instructors and students identified significant value in using the online modules in a blended-learning setting. Reaffirming assumptions of students' '24/7' learning preferences, over 80% of students reported using the modules on a repeat basis. Students were more likely to use the modules to better understand course content than simply to increase their grade in
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Development of a multi-purpose logic module with the FPGA
International Nuclear Information System (INIS)
Nanbu, K.; Ishikawa, T.; Shimizu, H.
2008-01-01
We have developed a multi-purpose logic module (MPLM) with an FPGA. The internal circuit of this module can be modified easily with the FPGA. This kind of module enables trigger pulse processing for nuclear science. As a first step, the MPLM is used as an event tag generator in experiments with the FOREST detector system. (author)
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Pupils Learning Preferences and Interest Development in Learning
Arikpo, Ofem U.; Domike, Grace
2015-01-01
This paper presents an overview of the extent pupils learning preference and interest development influences their learning in schools. Interest is refers to an individual's relatively enduring psychological predisposition (preference) to re-engage in particular classes of objects, available evidence indicates that, there are many factors that…
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Development of GREET Catalyst Module
Energy Technology Data Exchange (ETDEWEB)
Wang, Zhichao [Argonne National Lab. (ANL), Argonne, IL (United States). Energy Systems Division; Dunn, Jennifer B. [Argonne National Lab. (ANL), Argonne, IL (United States). Energy Systems Division; Cronauer, Donald C. [Argonne National Lab. (ANL), Argonne, IL (United States). Energy Systems Division
2014-09-01
Catalysts are critical inputs for many pathways that convert biomass into biofuels. Energy consumption and greenhouse gas (GHG) emissions during the production of catalysts and chemical inputs influence the life-cycle energy consumption, and GHG emissions of biofuels and need to be considered in biofuel life-cycle analysis (LCA). In this report, we develop energy and material flows for the production of three different catalysts (tar reforming, alcohol synthesis, Zeolite Socony Mobil-5 [ZSM-5]) and two chemicals (olivine, dimethyl ether of polyethylene glycol [DEPG]). These compounds and catalysts are now included in the Greenhouse Gases, Regulated Emissions and Energy Use in Transportation (GREET™) catalyst module. They were selected because they are consumed in existing U.S. Department of Energy (DOE) analyses of biofuel processes. For example, a thermochemical ethanol production pathway (indirect gasification and mixed alcohol synthesis) developed by the National Renewable Energy Laboratory (NREL) uses olivine, DEPG, and tar reforming and alcohol synthesis catalysts (Dutta et al., 2011). ZSM-5 can be used in biofuel production pathways such as catalytic upgrading of sugars into hydrocarbons (Biddy and Jones, 2013). Other uses for these compounds and catalysts are certainly possible. In this report, we document the data sources and methodology we used to develop material and energy flows for the catalysts and compounds in the GREET catalyst module. In Section 2 we focus on compounds used in the model Dutta et al. (2011) developed. In Section 3, we report material and energy flows associated with ZSM-5 production. Finally, in Section 4, we report results.
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Volcano!: An Event-Based Science Module. Student Edition. Geology Module.
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…
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Development of a Flipped Medical School Dermatology Module.
Fox, Joshua; Faber, David; Pikarsky, Solomon; Zhang, Chi; Riley, Richard; Mechaber, Alex; O'Connell, Mark; Kirsner, Robert S
2017-05-01
The flipped classroom module incorporates independent study in advance of in-class instructional sessions. It is unproven whether this methodology is effective within a medical school second-year organ system module. We report the development, implementation, and effectiveness of the flipped classroom methodology in a second-year medical student dermatology module at the University of Miami Leonard M. Miller School of Medicine. In a retrospective cohort analysis, we compared attitudinal survey data and mean scores for a 50-item multiple-choice final examination of the second-year medical students who participated in this 1-week flipped course with those of the previous year's traditional, lecture-based course. Each group comprised nearly 200 students. Students' age, sex, Medical College Admission Test scores, and undergraduate grade point averages were comparable between the flipped and traditional classroom students. The flipped module students' mean final examination score of 92.71% ± 5.03% was greater than that of the traditional module students' 90.92% ± 5.51% ( P flipped methodology to attending live lectures or watching previously recorded lectures. The flipped classroom can be an effective instructional methodology for a medical school second-year organ system module.
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Developing renal nurses' buttonhole cannulation skills using e-learning.
Blackman, Ian R; Mannix, Trudi; Sinclair, Peter M
2014-03-01
It has previously been shown that nurses can learn clinical nursing skills by e-learning (online), and that many variables will influence how well nurses adopt learned clinical skills using distance education. This study aimed to identify and measure the strength of those factors which would simultaneously influence registered nurses' (RNs') beliefs about their own learning about buttonhole cannulation, using e-learning. An online Likert style survey consisting of a list of statements related to knowledge and skill domains considered crucial in the area of buttonhole cannulation was distributed to 101 RNs before and after completing an e-learning programme. Participants were required to identify their current level of self-confidence in relationship to each of the statements. Measures of RNs' self-rated abilities to assess and implement buttonhole cannulation after completing a related e-learning program were tested using a Partial Least Squares Analysis (PLS-PATH) programme. The study's results strongly identify that the nurses' ability to meet both clinical and educational outcomes of the renal e-learning module can be predicted by six variables, none of which are directly related to the participants' demographic or clinical backgrounds. These findings support the use of e-learning to teach clinical skills to RNs, and demonstrate the value of Partial Least Squares Analysis in determining influential learning factors. © 2014 European Dialysis and Transplant Nurses Association/European Renal Care Association.
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Experience Learning and Community Development
Directory of Open Access Journals (Sweden)
Nena Mijoč
1996-12-01
Full Text Available Research in the field of education, carried out in living and working environment, which has undergone so profound changes recently, is of extreme importance. In schools, courses and seminars, one cannot prepare him/herself for the changes as these are often so rapid that it is impossible to foresee them. Therefore, one can only learn by experience. In defining the term 'experience learning', the teoreticians vary greatly. In this paper, experience learning is understood as a process of learning taking part mainly outside the planned educational process and including an active and participative attitude towards environment and people. Original and direct experience can thus serve as a basis for gaining new comprehensions, for planning future activities as well as for a reinterpretation of the past experiences. Let us first mention the basic factors of successful experience learning, such as an individual's character features, possibilities for learning, learning atmosphere and positive stimulations. It has been estimated that local community can increase or decrease the possibilities for experience learning. However, the relation is active in other direction too: the more experience learning bas been asserted in a community, the greater its influence on social and cultural development of the community. On has to bear in mind that well-planned education for local community and stimulating sociocultural animation can facilitate the development of local community.
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e-Learning Business Research Methods
Cowie, Jonathan
2004-01-01
This paper outlines the development of a generic Business Research Methods course from a simple name in a box to a full e-Learning web based module. It highlights particular issues surrounding the nature of the discipline and the integration of a large number of cross faculty subject specific research methods courses into a single generic module.…
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Integrated learning through student goal development.
Price, Deborah; Tschannen, Dana; Caylor, Shandra
2013-09-01
New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.
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Development of control system for the electron gun modulator
International Nuclear Information System (INIS)
Hasegawa, T.; Nagasawa, S.; Kobayashi, T.; Hanaki, H.
2004-01-01
We have been developing a compact and inexpensive electron gun modulator for the SPring-8 Linac. The modulator was redesigned and manufactured to achieve good maintainability and high controllability. A control system of the modulator and a high voltage station is composed mainly of PLCs as a controller and touch panels for human interface. This simplified construction will result in enhancement of its reliability. The rich graphical user interface on the touch panels greatly extends the function of the control system. (author)
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Development of a Burnup Module DECBURN Based on the Krylov Subspace Method
Energy Technology Data Exchange (ETDEWEB)
Cho, J. Y.; Kim, K. S.; Shim, H. J.; Song, J. S
2008-05-15
This report is to develop a burnup module DECBURN that is essential for the reactor analysis and the assembly homogenization codes to trace the fuel composition change during the core burnup. The developed burnup module solves the burnup equation by the matrix exponential method based on the Krylov Subspace method. The final solution of the matrix exponential is obtained by the matrix scaling and squaring method. To develop DECBURN module, this report includes the followings as: (1) Krylov Subspace Method for Burnup Equation, (2) Manufacturing of the DECBURN module, (3) Library Structure Setup and Library Manufacturing, (4) Examination of the DECBURN module, (5) Implementation to the DeCART code and Verification. DECBURN library includes the decay constants, one-group cross section and the fission yields. Examination of the DECBURN module is performed by manufacturing a driver program, and the results of the DECBURN module is compared with those of the ORIGEN program. Also, the implemented DECBURN module to the DeCART code is applied to the LWR depletion benchmark and a OPR-1000 pin cell problem, and the solutions are compared with the HELIOS code to verify the computational soundness and accuracy. In this process, the criticality calculation method and the predictor-corrector scheme are introduced to the DeCART code for a function of the homogenization code. The examination by a driver program shows that the DECBURN module produces exactly the same solution with the ORIGEN program. DeCART code that equips the DECBURN module produces a compatible solution to the other codes for the LWR depletion benchmark. Also the multiplication factors of the DeCART code for the OPR-1000 pin cell problem agree to the HELIOS code within 100 pcm over the whole burnup steps. The multiplication factors with the criticality calculation are also compatible with the HELIOS code. These results mean that the developed DECBURN module works soundly and produces an accurate solution
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Yarbrough, L. D.; Katzenstein, K.
2012-12-01
of designed engineering solutions. These course learning modules were developed for traditional geological engineering courses delivered on campus, for more intensive field work courses and online-based asynchronous course delivery.
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Directory of Open Access Journals (Sweden)
Aileen Ackland
2015-08-01
Full Text Available In this paper, we draw on Actor–Network Theories (ANT to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data comprised postings in the Google+ community, email correspondence, meeting notes, feedback submitted at the final workshop and post-module evaluation forms. Our analysis revealed a complex set of interactions, and suggests multiple ways human actors story their encounters with non-human components and the effects these have on the learning experience. The aim of this paper is to contribute to a more holistic understanding of the components and dynamics of social learning networks in the virtual world and consider the implications for the design of online learning for continuous professional development (CPD.
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Volcano!: An Event-Based Science Module. Teacher's Guide. Geology Module.
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,…
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Cost effective second generation AC-modules: Development and testing aspects
International Nuclear Information System (INIS)
Islam, Saiful; Woyte, Achim; Belmans, Ronnie; Heskes, Peter; Rooij, P.M.; Hogedoorn, Ron
2006-01-01
In the framework of the European research project PV2GO, a new AC-module inverter was developed, taking into account all relevant aspects from a European market's point of view (standards, market, application, and research and development goals). The project goal was to achieve the overall system costs of 3 Euro per Wp for a modular plug-and-play photovoltaic system. For the photovoltaic-module, a standard 130-Wp Eurosolare module was chosen. The research and development (R and D) goal was to develop an advanced DC-control system consisting of a state-of-the-art programmable digital device and an Application Specific Integrated Circuit (ASIC) for the AC-control of the inverter. According to the topology concept, thermal and magnetic designs were optimized with regard to production technology and packaging for large-scale production. The new AC-modules were tested in a number of field-test sites in various parts of Europe and their reliability was assessed through Highly Accelerated Stress Tests. Efficiency and power quality have been tested in the laboratory. Further in the PV2GO project an optimization study of the manufacturing process of the new generation of AC-modules for high volume output was done. Another task was the pre-certification procedure to assure compliance with the European guidelines and standards
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Directory of Open Access Journals (Sweden)
Evie Sopacua
2012-11-01
Full Text Available An assessment was done by Budijanto, etc (2002 about the leadership, entrepreneurship and managerial ability of district health human resources. Result of this assessment was used to developed a draft module to increase the health human resources ability in entrepreneurship mainly. The module 'Health Development Through Entrepreneurship, a Guide for Marketing Strategy in Health Services in Hospital and Health Center". Implementation of the module was done in the District of Kutai Kartanegara, East Kalimantan Province, District of East Lombok, Nusa Tenggara Barat Province and District of Magetan, East Java Province. Respondent in this study were health human resources from General Hospital, Health Center and District Health Office who participated in the implementation process. Implementation was done in three days through learning the contents of the module, filling workpapers as a reflection of understanding the contents of the module and discussion. Evaluation of the implementation process was done using level I of Kirkpatrick's evaluation to get the reaction of the respondents about the conformity of the module's contents and the learning process. The indicators of advantages of implementation process is > 60% respondents will react that the module's contents is relevan with their everydays work and teaming process was also accomodate. Using scores, indicates that < 2 means less, 2-3 means sufficient and > 3 means good in reacting that the module's contents is relevan with their everyday & work and learning process. The result showed that more than 60% respondents in the District of Kutai Karlanegara (n = 22. District of East Lombok (n = 25 and District of Magetan (n = 22 valueing that the contents of module is relevan with the institutional programs. More than 60% responden in those three district valued that the learning process was sufficient and good. Implementation the module through learning process can be done with using level I
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Human Machine Learning Symbiosis
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…
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Developing the Competence to Lead in Everyday Situations
DEFF Research Database (Denmark)
Thomassen, Anja Overgaard; Rasmussen, Jørgen Gulddahl
2015-01-01
This chapter discusses how leaders help one another develop their ability to lead in everyday situations through collaborative work in learning groups, focusing on the interaction between theory and practice. The theme is how the understanding of course assignments and approaches changes during...... leaders’ participation in a module on personal leadership development, which is part of a master’s degree in public governance. The analytic framework concentrates on the work in learning groups as an integrated part of this module, and particularly on the development of learning relationships by viewing...
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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.
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A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy.
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.
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A Progressive Reading, Writing, and Artistic Module to Support Scientific Literacy†
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
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Natural science modules with SETS approach to improve students’ critical thinking ability
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.
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Telford, Mark; Senior, Emma
2017-06-08
This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.
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Cho, Moon-Heum; Convertino, Christina; Khourey-Bowers, Claudia
2015-01-01
The purpose of this study was to develop an innovative addition to the curriculum to help preservice teachers cultivate an understanding of poverty. Using technology, an interdisciplinary team created two online learning modules entitled Teacher as Learning Facilitator and Teacher as Anthropologist. Preservice teachers valued the newly developed…
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Advancing clinical development pathways for new CFTR modulators in cystic fibrosis.
Mayer-Hamblett, Nicole; Boyle, Michael; VanDevanter, Donald
2016-05-01
Cystic fibrosis (CF) is a life-shortening genetic disease affecting approximately 70,000 individuals worldwide. Until recently, drug development efforts have emphasised therapies treating downstream signs and symptoms resulting from the underlying CF biological defect: reduced function of the CF transmembrane conductance regulator (CFTR) protein. The current CF drug development landscape has expanded to include therapies that enhance CFTR function by either restoring wild-type CFTR protein expression or increasing (modulating) the function of mutant CFTR proteins in cells. To date, two systemic small-molecule CFTR modulators have been evaluated in pivotal clinical trials in individuals with CF and specific mutant CFTR genotypes that have led to regulatory review and/or approval. Advances in the discovery of CFTR modulators as a promising new class of therapies have been impressive, yet work remains to develop highly effective, disease-modifying modulators for individuals of all CF genotypes. The objectives of this review are to outline the challenges and opportunities in drug development created by systemic genotype-specific CFTR modulators, highlight the advantages of sweat chloride as an established biomarker of CFTR activity to streamline early-phase development and summarise options for later phase clinical trial designs that respond to the adoption of approved genotype-specific modulators into standard of care. An optimal development framework will be needed to move the most promising therapies efficiently through the drug development pipeline and ultimately deliver efficacious and safe therapies to all individuals with CF. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
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[E-Learning--an important contribution to general medical training and continuing education?].
Ruf, D; Berner, M M; Kriston, L; Härter, M
2008-09-01
There is increasing activity in the development of e-learning modules for general medical training and continuing education. One of the central advantages of e-learning is flexibility regarding time and place of its use. The quality of the available e-learning opportunities varies quite considerably. For users it is often not easy to assess the quality of e-learning modules or to find offers of high quality. This could be a reason for the fact that despite the huge number of e-learning modules still only few students and physicians are using them. This is although e-learning has proven to be as effective as and even more efficient than learning in the classroom or with paper-based materials. This article summarizes the different models of e-learning, how and where to find offers of high quality, advantages of using e-learning, and the effectiveness and efficiency of such offers. In addition problems of e-learning and possibilities to overcome these problems are shown.
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Design and development of CAMAC test module
International Nuclear Information System (INIS)
Kulkarni, S.G.; Gore, J. A.; Gupta, A.K.; Saxena, A.
2015-01-01
Various Computer automated measurement and control (CAMAC) modules are used in control and monitoring of Pelletron Accelerator. 24 channels CAMAC Input Gate is used for getting the ON/OFF status of various devices in the Pelletron Accelerator. If a channel has 24 V then the status is 'ON' and if the channel receives 0 V then the status is 'OFF'. Hence we can get the status of 24 different channels though one CAMAC Input Gate module. The status is transported to the PC via CAMAC controller. The manual testing of CAMAC Input Gate involves connection of 24 V to each channel and checking the status of each channel with Graphical user interface (GUI) software. This process of checking input gate is automated by developing a CAMAC Test module which is connected to CAMAC Input Gate with a 50 pin ribbon cable. The Test module automatically generates 24 V /0 V on each channel to be tested depending on the software GUI buttons labeled as 'ON'/'OFF' in labview. The status of CAMAC Input Gate is displayed on GUI for all 24 channels. Hence the user can check the working of each channel on GUI written in labview. This automated process of checking the CAMAC Input Gate saves time to debug problems in module and identifying the bad channel which can be subsequently repaired. The CAMAC Test module uses Spartan 2 FPGA which is connected to 24 transistors which in turn operates 24 relays. 24 V supply is connected to the relay secondary contacts which open/close as per the transistor inputs. The 24 V contacts are connected to the module output connector which should be connected to CAMAC Input Gate which is to be tested. (author)
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Advanced Learning Theories Applied to Leadership Development
2006-11-01
Center for Army Leadership Technical Report 2006-2 Advanced Learning Theories Applied to Leadership Development Christina Curnow...2006 5a. CONTRACT NUMBER W91QF4-05-F-0026 5b. GRANT NUMBER 4. TITLE AND SUBTITLE Advanced Learning Theories Applied to Leadership Development 5c...ABSTRACT This report describes the development and implementation of an application of advanced learning theories to leadership development. A
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Co-Operative Learning and Development Networks.
Hodgson, V.; McConnell, D.
1995-01-01
Discusses the theory, nature, and benefits of cooperative learning. Considers the Cooperative Learning and Development Network (CLDN) trial in the JITOL (Just in Time Open Learning) project and examines the relationship between theories about cooperative learning and the reality of a group of professionals participating in a virtual cooperative…
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Hogan, Rosemarie; Orr, Fiona; Fox, Deborah; Cummins, Allison; Foureur, Maralyn
2018-03-01
An innovative blended learning resource for undergraduate nursing and midwifery students was developed in a large urban Australian university, following a number of concerning reports by students on their experiences of bullying and aggression in clinical settings. The blended learning resource included interactive online learning modules, comprising film clips of realistic clinical scenarios, related readings, and reflective questions, followed by in-class role-play practice of effective responses to bullying and aggression. On completion of the blended learning resource 210 participants completed an anonymous survey (65.2% response rate). Qualitative data was collected and a thematic analysis of the participants' responses revealed the following themes: 'Engaging with the blended learning resource'; 'Responding to bullying' and 'Responding to aggression'. We assert that developing nursing and midwifery students' capacity to effectively respond to aggression and bullying, using a self-paced blended learning resource, provides a solution to managing some of the demands of the clinical setting. The blended learning resource, whereby nursing and midwifery students were introduced to realistic portrayals of bullying and aggression in clinical settings, developed their repertoire of effective responding and coping skills for use in their professional practice. Copyright © 2017 Elsevier Ltd. All rights reserved.
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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.
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Development of performance analysis support modules in Younggwang NPP unit 3 and 4
International Nuclear Information System (INIS)
Heo, G. Y.; Lee, S. J.; Jang, S. H.; Choi, S. S.; Choi, Q. H.; Gee, M. H.; Heo, I.
2003-01-01
This paper covers the unmeasured parameter estimation module, the performance degradation estimation module, and the performance degradation diagnosis module that are the supporting modules of the thermal performance analysis program of Younggwang nuclear power plant unit 3 and 4, PERUPS (PERformance UPgrade System), which was developed by KHNP, KEPRI, Hoseo university, and ACT. The unmeasured parameter estimation module plays a role in the generation of estimated values for the parameters that are necessary but there are no sensors. The performance degradation estimation module shows the impact for electric gain and loss according to the parameters related to turbine cycle performance. The performance degradation diagnosis module provides the belief according degradation causes considering the measurement uncertainty, analysis uncertainty, and correlation among parameters. Reference data for the development of each module was prepared by a turbine cycle simulation tool, PEPSE. The unmeasured parameter estimation module and the performance degradation estimation module make the estimation correlations by the regression analysis using the reference data. In the performance degradation diagnosis module, Bayesian network is used for the modeling of uncertainty and knowledge-base. The validation of the developed modules was performed by the test data generated by PEPSE, and accomplished by the actual data again
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Moments of movement: active learning and practice development.
Dewing, Jan
2010-01-01
As our understanding of practice development becomes more sophisticated, we enhance our understanding of how the facilitation of learning in and from practice, can be more effectively achieved. This paper outlines an approach for enabling and maximizing learning within practice development known as 'Active Learning'. It considers how, given establishing a learning culture is a prerequisite for the sustainability of PD within organisations, practice developers can do more to maximize learning for practitioners and other stakeholders. Active Learning requires that more attention be given by organisations committed to PD, at a corporate and strategic level for how learning strategies are developed in the workplace. Specifically, a move away from a heavy reliance on training may be required. Practice development facilitators also need to review: how they organise and offer learning, so that learning strategies are consistent with the vision, aims and processes of PD; have skills in the planning, delivery and evaluation of learning as part of their role and influence others who provide more traditional methods of training and education.
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Development of bouncer-type pulse modulator for the ILC
International Nuclear Information System (INIS)
Akemoto, Mitsuo; Honma, Hiroyuki; Nakajima, Hiromitsu; Shidara, Tetsuo; Fukuda, Shigeki
2009-01-01
This paper describes a long-pulse 1.3 GHz klystron modulator that was recently developed for the Superconducting RF Test Facility (STF) at High Energy Accelerator Research Organization (KEK). The modulator has a direct-switched-type design with a 1:15 step-up transformer and a bouncer circuit to compensate the output phase droop within ±0.5%; it can drive a klystron up to 10 MW peak power, 1.5 ms rf pulse width, and 5 pps repetition rate. The main features of this modulator are four 50 kW switching power supplies in parallel to charge storage capacitors to 10 kV, self-healing-type storage capacitors to realize a compact capacitor bank, and a highly reliable IGBT switch which enables elimination of a crowbar circuit. Design considerations and its performance are presented. An IEGT (Injection Enhanced Gate Transistor) switch, composed of six series devices with a rating of 4.5 kV and 2100 A-DC, has been also developed and tested for R and D to realize a compact modulator. (author)
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Andriani, Ade; Dewi, Izwita; Halomoan, Budi
2018-03-01
In general, this research is conducted to improve the quality of lectures on mathematics learning strategy in Mathematics Department. The specific objective of this research is to develop learning instrument of mathematics learning strategy based on Higher Order Thinking Skill (HOTS) that can be used to improve mathematical communication and self efficacy of mathematics education students. The type of research is development research (Research & Development), where this research aims to develop a new product or improve the product that has been made. This development research refers to the four-D Model, which consists of four stages: defining, designing, developing, and disseminating. The instrument of this research is the validation sheet and the student response sheet of the instrument.
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Dopamine modulates memory consolidation of discrimination learning in the auditory cortex.
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.
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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…
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Implementation and Evaluation of a Ward-Based eLearning Program for Trauma Patient Management.
Curtis, Kate; Wiseman, Taneal; Kennedy, Belinda; Kourouche, Sarah; Goldsmith, Helen
2016-01-01
The majority of trauma nursing education is focused on the emergency phases of care. We describe the development and evaluation of a trauma eLearning module for the ward environment. The module was developed using adult learning principles and implemented in 2 surgical wards. There were 3 phases of evaluation: (1) self-efficacy of nurses; (2) relevance and usability of the module and; (3) application of knowledge learnt. The majority indicated they had applied new knowledge, particularly when performing a physical assessment (85.7%), communicating (91.4%), and identifying risk of serious illness (90.4%). Self-efficacy relating to confidence in caring for patients, communication, and escalating clinical deterioration improved (p = .023). An eLearning trauma patient assessment module for ward nursing staff improves nursing knowledge and self-efficacy.
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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.
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edX e-learning course development
Gilbert, Matthew A
2015-01-01
If you are an educator creating a course for edX or a corporate trainer using Open edX for large-scale learning and development initiatives, then edX E-Learning Course Development is the ideal book for you.
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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.
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Development of GREET Catalyst Module
Energy Technology Data Exchange (ETDEWEB)
Wang, Zhichao [Argonne National Lab. (ANL), Argonne, IL (United States); Benavides, Pahola T. [Argonne National Lab. (ANL), Argonne, IL (United States); Dunn, Jennifer B. [Argonne National Lab. (ANL), Argonne, IL (United States); Cronauer, Donald C. [Argonne National Lab. (ANL), Argonne, IL (United States)
2015-09-01
In this report, we develop energy and material flows for the production of five different catalysts (tar reforming, alcohol synthesis, Zeolite Socony Mobil-5 [ZSM-5], Mo/Co/ γ-Al2O3, and Pt/ γ-Al2O3) and two chemicals (olivine, dimethyl ether of polyethylene glycol [DEPG]). These compounds and catalysts are now included in the Greenhouse Gases, Regulated Emissions and Energy Use in Transportation (GREET™) catalyst module.
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Williams, William B., Jr.
1999-01-01
The technologies associated with distance learning are evolving rapidly, giving to educators a potential tool for enhancing the educational experiences of large numbers of students simultaneously. This enhancement, in order to be effective, must take into account the various agendas of teachers, administrators, state systems, and of course students. It must also make use of the latest research on effective pedagogy. This combination, effective pedagogy and robust information technology, is a powerful vehicle for communicating, to a large audience of school children the excitement of mathematics and science--an excitement that for the most part is now well-hidden. This project,"Technology Development, Implementation and Assessment," proposed to bring to bear on the education of learners in grades 3 - 8 in science and mathematics both advances in information technology and in effective pedagogy. Specifically, the project developed components NASA CONNECT video series--problem-based learning modules that focus on the scientific method and that incorporate problem-based learning scenarios tied to national mathematics and science standards. These videos serve two purposes; they engage students in the excitement of hands-on learning and they model for the teachers of these students the problem-based learning practices that are proving to be excellent ways to teach science and mathematics to school students. Another component of NASA CONNECT is the accompanying web-site.
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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.
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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...
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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...
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Development of allosteric modulators of GPCRs for treatment of CNS disorders.
Nickols, Hilary Highfield; Conn, P Jeffrey
2014-01-01
The discovery of allosteric modulators of G protein-coupled receptors (GPCRs) provides a promising new strategy with potential for developing novel treatments for a variety of central nervous system (CNS) disorders. Traditional drug discovery efforts targeting GPCRs have focused on developing ligands for orthosteric sites which bind endogenous ligands. Allosteric modulators target a site separate from the orthosteric site to modulate receptor function. These allosteric agents can either potentiate (positive allosteric modulator, PAM) or inhibit (negative allosteric modulator, NAM) the receptor response and often provide much greater subtype selectivity than orthosteric ligands for the same receptors. Experimental evidence has revealed more nuanced pharmacological modes of action of allosteric modulators, with some PAMs showing allosteric agonism in combination with positive allosteric modulation in response to endogenous ligand (ago-potentiators) as well as "bitopic" ligands that interact with both the allosteric and orthosteric sites. Drugs targeting the allosteric site allow for increased drug selectivity and potentially decreased adverse side effects. Promising evidence has demonstrated potential utility of a number of allosteric modulators of GPCRs in multiple CNS disorders, including neurodegenerative diseases such as Alzheimer's disease, Parkinson's disease, and Huntington's disease, as well as psychiatric or neurobehavioral diseases such as anxiety, schizophrenia, and addiction. © 2013.
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Teaching Problem Based Learning as Blended Learning
DEFF Research Database (Denmark)
Kolbæk, Ditte; Nortvig, Anne-Mette
2018-01-01
Problem-based and project organized learning (PBL) was originally developed for collaboration between physically present students, but political decisions at many universities require that collaboration, dialogues, and other PBL activities take place online as well. With a theoretical point...... of departure in Dewey and a methodological point of departure in netnography, this study focuses on an online module at Aalborg University where teaching is based on PBL. With the research question ‘How can teachers design for PBL online,’ this study explores the teacher’s role in a six weeks’ blended learning...... program, and we present suggestions for designs for blended learning PBL based on case studies from two PBL courses...
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Douarin, E.; Vogel, M.
2016-01-01
Overview: In 2015 we received an E-Learning Development Grant of £2,000 from UCL Digital Education to investigate how digital feedback could maximise engagement with assessment criteria. Our context was the Topics in Microeconomics module, taken by 96 2nd year undergraduates from three different programmes. The module was assessed through a final exam (worth 75% of the final mark) and a coursework (25% of the final mark). Both the exam and the four-part coursework included essay ...
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Developing disaster management modules: a collaborative approach.
Douglas, Valerie
Disasters, whether natural or human induced, can strike when least expected. The events of 9/11 in the US, the 7/7 bombings in the UK, and the anthrax incident in the US on 10th October 2001 indicate that there is a need to have a nursing workforce who is able to respond effectively to mass casualty events and incidents involving chemical, biological, radiological and nuclear substances. Multi-agency collaboration is one of the fundamental principles of disaster preparedness and response. It was therefore necessary to take a similar multi-agency collaborative approach to develop modules on the management of mass casualty events and incidents involving hazardous substances. The modules are offered to registered nurses and registered paramedics. They can be taken independently or as part of a BSc in nursing or health pathway, on a part-time basis. Since the commencement of the modules in September 2004, registered paramedics and registered nurses who work in a wide range of specialties have accessed them.
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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
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Developing Scale for Assimilate the Integration between Learning Theories and E-learning.
Directory of Open Access Journals (Sweden)
George Maher Iskander
2014-03-01
Full Text Available As e-learning tend to get more and more significant for all kind of universities, researchers and consultants are becoming aware of the fact that a high technology approach and Blackboard do not guarantee successful teaching and learning. Thus, a move to pedagogy-based theories can be observed within the field of e-learning. This study describes the procedure of the development of an empirically-based psychometrically-sound instrument to measure instructional model for e-learning system at Middle East universities. In order to accelerate the acceptance of e-learning and implementation of institution-wide adoption of e-learning, it is important to understand students' perceptions with instructional model for e- learning. The 19-item scale developed shows a high probability of differentiating between positive and negative perceptions and the methods which can be used for embedding the traditional learning theories into e-learning.
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Robot Competence Development by Constructive Learning
Meng, Q.; Lee, M. H.; Hinde, C. J.
This paper presents a constructive learning approach for developing sensor-motor mapping in autonomous systems. The system’s adaptation to environment changes is discussed and three methods are proposed to deal with long term and short term changes. The proposed constructive learning allows autonomous systems to develop network topology and adjust network parameters. The approach is supported by findings from psychology and neuroscience especially during infants cognitive development at early stages. A growing radial basis function network is introduced as a computational substrate for sensory-motor mapping learning. Experiments are conducted on a robot eye/hand coordination testbed and results show the incremental development of sensory-motor mapping and its adaptation to changes such as in tool-use.
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A workflow learning model to improve geovisual analytics utility.
Roth, Robert E; Maceachren, Alan M; McCabe, Craig A
2009-01-01
INTRODUCTION: This paper describes the design and implementation of the G-EX Portal Learn Module, a web-based, geocollaborative application for organizing and distributing digital learning artifacts. G-EX falls into the broader context of geovisual analytics, a new research area with the goal of supporting visually-mediated reasoning about large, multivariate, spatiotemporal information. Because this information is unprecedented in amount and complexity, GIScientists are tasked with the development of new tools and techniques to make sense of it. Our research addresses the challenge of implementing these geovisual analytics tools and techniques in a useful manner. OBJECTIVES: The objective of this paper is to develop and implement a method for improving the utility of geovisual analytics software. The success of software is measured by its usability (i.e., how easy the software is to use?) and utility (i.e., how useful the software is). The usability and utility of software can be improved by refining the software, increasing user knowledge about the software, or both. It is difficult to achieve transparent usability (i.e., software that is immediately usable without training) of geovisual analytics software because of the inherent complexity of the included tools and techniques. In these situations, improving user knowledge about the software through the provision of learning artifacts is as important, if not more so, than iterative refinement of the software itself. Therefore, our approach to improving utility is focused on educating the user. METHODOLOGY: The research reported here was completed in two steps. First, we developed a model for learning about geovisual analytics software. Many existing digital learning models assist only with use of the software to complete a specific task and provide limited assistance with its actual application. To move beyond task-oriented learning about software use, we propose a process-oriented approach to learning based on
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Stevens, Courtney; Witkow, Melissa R.
2014-01-01
The present study reports on the development and evaluation of a classroom module to train scientific thinking skills. The module was implemented in two of four parallel sections of introductory psychology. To assess learning, a passage-based question set from the medical college admissions test (MCAT[superscript 2015]) preview guide was included…
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Professional development in sport psychology : relating learning experiences to learning outcomes
Hutter, R. I. (Vana); Oldenhof-Veldman, Tanja; Pijpers, J. R. (Rob); Oudejans, Raôul R.D.
2017-01-01
To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences
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Development of RF non-IQ sampling module for Helium RFQ LLRF system
Energy Technology Data Exchange (ETDEWEB)
Jeong, Hae-Seong; Ahn, Tae-Sung; Kim, Seong-Gu; Kwon, Hyeok-Jung; Kim, Han-Sung; Song, Young-Gi; Seol, Kyung-Tae; Cho, Yong-Sub [KOMAC, Gyeongju (Korea, Republic of)
2015-05-15
KOMAC (Korea Multi-purpose Accelerator Complex) has a plan to develop the helium irradiation system. This system includes the Ion source, LEBT, RFQ, MEBT systems to transport helium particles to the target. Especially, the RFQ (Radio Frequency Quadrupole) system should receive the 200MHz RF within 1% amplitude error stability. For supplying stable 200MHz RF to the RFQ, the low-level radio frequency (LLRF) should be controlled by control system. The helium RFQ LLRF control system adopted non- IQ sampling method to sample the analog input RF. Sampled input data will be calculated to get the I, Q values. These I, Q values will be used to monitor the amplitude and phase of the RF signal. In this paper, non-IQ sampling logic and amplitude and phase calculating logic of the FPGA will be introduced. Using Xilinx ISE design suite which is tool for developing the FPGA logic module, non-IQ sampling module and amplitude and phase computing module developed. In the future, PI gain module and frequency error computing module will be developed.
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DEFF Research Database (Denmark)
Godsk, Mikkel
2014-01-01
the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms...... of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning...... is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today....
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Performance and palliative care: a drama module for medical students.
Jeffrey, Ewan James; Goddard, Jen; Jeffrey, David
2012-12-01
This paper describes an innovative 2 weeks module for medical students facilitated by drama educators and a palliative medicine doctor. The module incorporates drama, end-of-life care, teamwork and reflective practice. The module contents, practical aspects of drama teaching and learning outcomes are discussed. Various themes emerged from a study of Harold Pinter's play, The Caretaker, which were relevant to clinical practice: silence, power, communication, uncertainty and unanswered questions. Drama teaching may be one way of enhancing students' confidence, increasing self- awareness, developing ethical thinking and fostering teamworking.
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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.
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Interactive Multimedia Learning: Innovating Classroom Education in a Malaysian University
Leow, Fui-Theng; Neo, Mai
2014-01-01
This research study was conducted at INTI International University, and aimed at enhancing the quality of classroom learning for University students with three important emphases: Gagne's instructional model, multimedia, and student-centred learning. An Interactive Learning Module (ILM) was developed as the core component in forming the…
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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…
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Benefits of a Game-Based Review Module in Chemistry Courses for Nonmajors
Stringfield, Thomas W.; Kramer, Eugene F.
2014-01-01
Review sessions provide an opportunity for students to reflect on the material they have learned. Game shows can grab the students' interest and make them invested in the outcomes of their learning. A module developed around game show review was studied in chemistry courses for nonmajors to determine whether benefits could be found in…
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Teacher Professional Learning: Developing with the Aid of Technology
Kyprianou, Marianna; Nikiforou, Eleni
2016-01-01
Education is a field that constantly changes, which dictates the need for continuing teacher professional learning and development. Teacher professional learning and development can be divided into two categories: formal learning/ development and informal learning/development. This paper focuses on the experience of the presenters as coordinators…
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Problem-Based Learning in Formal and Informal Learning Environments
Shimic, Goran; Jevremovic, Aleksandar
2012-01-01
Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for…
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Social modulation of learned behavior by dopamine in the basal ganglia: insights from songbirds.
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.
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Component-Based Approach in Learning Management System Development
Zaitseva, Larisa; Bule, Jekaterina; Makarov, Sergey
2013-01-01
The paper describes component-based approach (CBA) for learning management system development. Learning object as components of e-learning courses and their metadata is considered. The architecture of learning management system based on CBA being developed in Riga Technical University, namely its architecture, elements and possibilities are…
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Development of Smartphone e-Modul by Problem Solving Method for Biot-Savart Theory
Prastyaningrum, Ihtiari; Handhika, Jeffry
2017-11-01
Biot-Savart law is an equation that describes the magnetic field created by a current-carrying wire and allows you to calculate its strength at various points. Biot-Savart law is too difficult to be understood, especially about the mathematics concept. Based on the situation, developed an interactive media that’s an Electronic Module. This module based on the problem-solving method and can be accessed by smartphone. This research by using a development method, where is, an electronic module is created by Adobe Flash software. By the development of this module is expected that can improve the ability of mathematics concept analytical.
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Sari, D. R.; Hardeli; Bayharti
2018-04-01
This study aims to produce chemistry triangle oriented module on topic of reaction rate, and to reveal the validity and practicality level of the generated module. The type of research used is EducationalDesign Research (EDR) with development model is Plompmodel. This model consists of three phases, which are preliminary research, prototyping phase, and assessment phase. The instrument used in this research is questionnaire validity and practicality. The data of the research were analyzed by using Kappa Cohen formula. The chemistry triangle oriented module validation sheet was given to 5 validators consisting of 3 chemistry lecturers and 2 high school chemistry teachers, while the practicality sheet was given to 2 chemistry teachers, 6 students of SMAN 10 Padang grade XII MIA 5 on the small groupevaluation and 25 students of SMAN 10 Padang grade XII MIA 6 on the field test. Based on the questionnaire validity analysis, the validity level of the module is very high with the value of kappa moment 0.87. The level of practicality based on teacher questionnaire response is very high category with a kappa moment value 0.96. Based on the questionnaire of student responses on small group evaluation, the level of practicality is very high category with a kappa moment 0.81, and the practicality is very high category with kappa moment value 0.83 based on questionnaire of student response on field test.
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The impact on career development of learning opportunities and learning behavior at work
van der Sluis, E.C.; Poell, R.F.
2003-01-01
This study focuses on the individual career development process of M.B.A.s on the job, in an era emphasizing personal responsibility for learning and development. The impact of learning opportunities and individual learning behavior was analyzed through repeated measures. Hierarchical regressions
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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…
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Perancangan SIMRS Terintegrasi Modul Human Resource Development Pada Rumah Sakit Pendidikan
Directory of Open Access Journals (Sweden)
A.A Primaningrat Gita Puspita
2015-11-01
Full Text Available Human resources at the hospital consists of many kind of disciplines and professions that can be divided into Medical and Non-Medical Personnel. Management Information System Human Resource Development Module needed to accelerate and facilitate the processing of employee data and helpful for management decision making. The module also needs to be integrated with the Payroll Module to facilitate the process of Payroll and remuneration in the hospital. Stage of the system design was conducted by TAS (Total Architecture Syntesis, they are the determination of initial scope, determination of needs, determination of business processes, system design, and evaluation. Human Resource Development Module contains the data collection process, transfer, performance assessment, absences, schedulin, hiring, and reporting. Payroll module contains Payroll and remuneration. This work described by Data Flow Diagrams, Database Structure, and User Interface Design. This design can be used as guidelines for programmers in the manufacture of Hospital Information System are integrated.
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Design and development of a learning progression about stellar structure and evolution
Directory of Open Access Journals (Sweden)
Arturo Colantonio
2018-06-01
Full Text Available [This paper is part of the Focused Collection on Astronomy Education Research.] In this paper we discuss the design and development of a learning progression (LP to describe and interpret students’ understanding about stellar structure and evolution (SSE. The LP is built upon three content dimensions: hydrostatic equilibrium; composition and aggregation state; functioning and evolution. The data to build up the levels of the hypothetical LP (LP1 came from a 45-minute, seven-question interview, with 33 high school students previously taught about the topic. The questions were adapted from an existing multiple-choice instrument. Data were analyzed using Minstrell’s “facets” approach. To assess the validity of LP1, we designed a twelve-hour teaching module featuring paper-and-pencil tasks and practical activities to estimate the stellar structure and evolution parameters. Twenty high school students were interviewed before and after the activities using the same interview protocol. Results informed a revision of LP1 (LP2 and, in parallel, of the module. The revised module included supplementary activities corresponding to changes made to LP1. We then assessed LP2 with 30 high school students through the same interview, submitted before and after the teaching intervention. A final version of the LP (LP3 was then developed drawing on students’ emerging reasoning strategies. This paper contributes to research in science education by providing an example of the iterative development of the instruction required to support the student thinking that LPs’ levels describe. Concerning astronomy education research, our findings can inform suitable instructional activities more responsive to students’ reasoning strategies about stellar structure and evolution.
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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.
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Less is more: development and evaluation of an interactive e-atlas to support anatomy learning.
Guy, Richard; Pisani, Heather R; Rich, Peter; Leahy, Cathy; Mandarano, Giovanni; Molyneux, Tom
2015-01-01
An Interactive electronic Atlas (IeA) was developed to assist first-year nursing students with interpretation of laboratory-based prosected cadaveric material. It was designed, using pedagogically sound principles, as a student-centered resource accessible to students from a wide range of learning backgrounds. It consisted of a highly simplified interactive interface limited to essential anatomical structures and was intended for use in a blended learning situation. The IeA's nine modules mirrored the body systems covered in a Nursing Biosciences course, with each module comprising a maximum of 10 pages using the same template: an image displaying a cadaveric specimen and, in most cases, a corresponding anatomical model with navigation panes (menus) on one side. Cursor movement over the image or clicking the menu highlighted the structure with a transparent overlay and revealed a succinct functional description. The atlas was complemented by a multiple-choice database of nearly 1,000 questions using IeA images. Students' perceptions of usability and utility were measured by survey (n = 115; 57% of the class) revealing mean access of 2.3 times per week during the 12-week semester and a median time of three hours of use. Ratings for usability and utility were high, with means ranging between 4.24 and 4.54 (five-point Likert scale; 5 = strongly agree). Written responses told a similar story for both usability and utility. The role of providing basic computer-assisted learning support for a large first-year class is discussed in the context of current research into student-centered resources and blended learning in human anatomy. © 2014 American Association of Anatomists.
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Development and validation status of the IFMIF High Flux Test Module
International Nuclear Information System (INIS)
Arbeiter, Frederik; Abou-Sena, Ali; Chen Yuming; Dolensky, Bernhard; Heupel, Tobias; Klein, Christine; Scheel, Nicola; Schlindwein, Georg
2011-01-01
The development of the IFMIF (International Fusion Material Irradiation Facility) High Flux Test Module in the EVEDA (Engineering Validation and Engineering Design Activities) phase up to 2013 includes conceptual design, engineering analyses, as well as design and engineering validation by building of prototypes and their testing. The High Flux Test Module is the device to facilitate the irradiation of SSTT samples of RAFM steels at temperatures 250-550 deg. C and up to an accumulated irradiation damage of 150 dpa. The requirements, the current design and the performance of the module are discussed, and the development process is outlined.
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Development and validation status of the IFMIF High Flux Test Module
Energy Technology Data Exchange (ETDEWEB)
Arbeiter, Frederik, E-mail: frederik.arbeiter@kit.edu [Karlsruhe Institute of Technology, Institute for Neutron Physics and Reactor Technology (KIT-INR), Karlsruhe (Germany); Abou-Sena, Ali; Chen Yuming; Dolensky, Bernhard; Heupel, Tobias; Klein, Christine; Scheel, Nicola; Schlindwein, Georg [Karlsruhe Institute of Technology, Institute for Neutron Physics and Reactor Technology (KIT-INR), Karlsruhe (Germany)
2011-10-15
The development of the IFMIF (International Fusion Material Irradiation Facility) High Flux Test Module in the EVEDA (Engineering Validation and Engineering Design Activities) phase up to 2013 includes conceptual design, engineering analyses, as well as design and engineering validation by building of prototypes and their testing. The High Flux Test Module is the device to facilitate the irradiation of SSTT samples of RAFM steels at temperatures 250-550 deg. C and up to an accumulated irradiation damage of 150 dpa. The requirements, the current design and the performance of the module are discussed, and the development process is outlined.
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Mechanisms underlying the social enhancement of vocal learning in songbirds.
Chen, Yining; Matheson, Laura E; Sakata, Jon T
2016-06-14
Social processes profoundly influence speech and language acquisition. Despite the importance of social influences, little is known about how social interactions modulate vocal learning. Like humans, songbirds learn their vocalizations during development, and they provide an excellent opportunity to reveal mechanisms of social influences on vocal learning. Using yoked experimental designs, we demonstrate that social interactions with adult tutors for as little as 1 d significantly enhanced vocal learning. Social influences on attention to song seemed central to the social enhancement of learning because socially tutored birds were more attentive to the tutor's songs than passively tutored birds, and because variation in attentiveness and in the social modulation of attention significantly predicted variation in vocal learning. Attention to song was influenced by both the nature and amount of tutor song: Pupils paid more attention to songs that tutors directed at them and to tutors that produced fewer songs. Tutors altered their song structure when directing songs at pupils in a manner that resembled how humans alter their vocalizations when speaking to infants, that was distinct from how tutors changed their songs when singing to females, and that could influence attention and learning. Furthermore, social interactions that rapidly enhanced learning increased the activity of noradrenergic and dopaminergic midbrain neurons. These data highlight striking parallels between humans and songbirds in the social modulation of vocal learning and suggest that social influences on attention and midbrain circuitry could represent shared mechanisms underlying the social modulation of vocal learning.
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Larios-Sanz, Maia; Simmons, Alexandra D; Bagnall, Ruth Ann; Rosell, Rosemarie C
2011-01-01
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.
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Development of the module inspection system for new standardized radiation monitoring modules
International Nuclear Information System (INIS)
Furukawa, Masami; Shimizu, Kazuaki; Hiruta, Toshihito; Mizugaki, Toshio; Ohi, Yoshihiro; Chida, Tooru.
1994-10-01
This report mentions about the module inspection system which does the maintenance check of the monitoring modules adapted the new monitoring standard, as well as the result of the verification of the modules. The module inspection system is the automatic measurement system with the computer. The system can perform the functional and the characteristic examination of the monitoring modules, the calibration with radiation source and inspection report. In the verification of the monitoring module, three major items were tested, the adaptability for the new monitoring standard, the module functions and each characteristics. All items met the new monitoring standard. (author)
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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.
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Multichip module technology development
International Nuclear Information System (INIS)
Kapustinsky, J.S.; Boissevain, J.G.; Muck, R.C.; Smith, G.D.; Wong-Swanson, B.G.; Ziock, H.J.
1997-01-01
This is the final report of a one-year, Laboratory Directed Research and Development (LDRD) project at Los Alamos National Laboratory (LANL). A Multichip Module (MCM) was designed and submitted for fabrication to the Lockheed Martin foundry using a licensed process called High Density Interconnect (HDI). The HDI process uses thin film techniques to create circuit interconnect patterns on multiple layers of dielectric film which are deposited directly on top of unpackaged electronic die. This results in an optimally small package that approaches the area of the bare die themselves. This project tested the capability of the Lockheed Martin foundry to produce, in an HDI process, a complex mixed-mode (analog and digital) circuit on a single MCM substrate
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BENCHMARKING MACHINE LEARNING TECHNIQUES FOR SOFTWARE DEFECT DETECTION
Saiqa Aleem; Luiz Fernando Capretz; Faheem Ahmed
2015-01-01
Machine Learning approaches are good in solving problems that have less information. In most cases, the software domain problems characterize as a process of learning that depend on the various circumstances and changes accordingly. A predictive model is constructed by using machine learning approaches and classified them into defective and non-defective modules. Machine learning techniques help developers to retrieve useful information after the classification and enable them to analyse data...
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Towards Multimodal Emotion Recognition in E-Learning Environments
Bahreini, Kiavash; Nadolski, Rob; Westera, Wim
2016-01-01
This paper presents a framework (FILTWAM (Framework for Improving Learning Through Webcams And Microphones)) for real-time emotion recognition in e-learning by using webcams. FILTWAM offers timely and relevant feedback based upon learner's facial expressions and verbalizations. FILTWAM's facial expression software module has been developed and…
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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.
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Strategies for active learning in online continuing education.
Phillips, Janet M
2005-01-01
Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.
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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.
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Learning in PV trends and future prospects
International Nuclear Information System (INIS)
Schaeffer, G.J.; De Moor, H.H.C.
2004-06-01
For large scale application of PV cost reduction is essential. It is shown in this study that the price evolution is on track and even accelerating the last 15 years. Using an experience curve approach a learning rate of little over 20% was found consistent with other studies. As data were collected for small rooftop grid connected systems, it could be shown that this learning rate is not only found for modules, but also for BOS (all costs apart from the modules) in Germany as well as in the Netherlands. Projections of the future price of PV systems show that a learning rate of at least 20% is needed to make introduction of PV affordable. It is very effective to invest in learning, thus increasing the learning rate, as well as developing market segments were the value of PV is higher, such as residential PV systems in southern Europe
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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.
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Distance learning: the future of continuing professional development.
Southernwood, Julie
2008-10-01
The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes.
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Ash-Shiddieqy, M. H.; Suparmi, A.; Sunarno, W.
2018-04-01
The purpose of this research is to understand the effectiveness of module based on guided inquiry method to improve students’ logical thinking ability. This research only evaluate the students’ logical ability after follows the learning activities that used developed physics module based on guided inquiry method. After the learning activities, students This research method uses a test instrument that adapts TOLT instrument. There are samples of 68 students of grade XI taken from SMA Negeri 4 Surakarta.Based on the results of the research can be seen that in the experimental class and control class, the posttest value aspect of probabilistic reasoning has the highest value than other aspects, whereas the posttest value of the proportional reasoning aspect has the lowest value. The average value of N-gain in the experimental class is 0.39, while in the control class is 0.30. Nevertheless, the N-gain values obtained in the experimental class are larger than the control class, so the guided inquiry-based module is considered more effective for improving students’ logical thinking. Based on the data obtained from the research shows the modules available to help teachers and students in learning activities. The developed Physics module is integrated with every syntax present in guided inquiry method, so it can be used to improve students’ logical thinking ability.
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RM-SORN: a reward-modulated self-organizing recurrent neural network.
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.
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Optical implementations of associative networks with versatile adaptive learning capabilities.
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.
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iPad Learning Ecosystem: Developing Challenge-Based Learning Using Design Thinking
Marin, Catalina; Hargis, Jace; Cavanaugh, Cathy
2013-01-01
In order to maximize college English language students' learning, product development, 21st Century skills and engagement with real world meaningful challenges, a course was designed to integrate Challenge Based Learning (CBL) and iPad mobile learning technology. This article describes the course design, which was grounded in design thinking, and…
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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.
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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…
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Delyana, H.; Rismen, S.; Handayani, S.
2018-04-01
This research is a development research using 4-D design model (define, design, develop, and disseminate). The results of the define stage are analyzed for the needs of the following; Syllabus analysis, textbook analysis, student characteristics analysis and literature analysis. The results of textbook analysis obtained the description that of the two textbooks that must be owned by students also still difficulty in understanding it, the form of presentation also has not facilitated students to be independent in learning to find the concept, textbooks are also not equipped with data processing referrals by using software R. The developed module is considered valid by the experts. Further field trials are conducted to determine the practicality and effectiveness. The trial was conducted to the students of Mathematics Education Study Program of STKIP PGRI which was taken randomly which has not taken Basic Statistics Course that is as many as 4 people. Practical aspects of attention are easy, time efficient, easy to interpret, and equivalence. The practical value in each aspect is 3.7; 3.79, 3.7 and 3.78. Based on the results of the test students considered that the module has been very practical use in learning. This means that the module developed can be used by students in Elementary Statistics learning.
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Development of e-learning for English class
Directory of Open Access Journals (Sweden)
Agustina Noni
2018-01-01
Full Text Available In the twenty first century, teachers are required to have a digital literacy skill. They must be able to integrate technology in learning process. It was already conducted by a teacher in one of public junior high schools in Jakarta. She searched the materials from the internet but she had a problem to adjust the learning materials to her students’ needs and characteristics. Therefore, this study was undertaken to explore deeply how to develop e-learning in English class based on her students’ needs and characteristics. This study employed research and development methodology. The participants were an English teacher and the first graders of junior high school. The result showed that this e-learning used PHP, Framework Bookstrap and MySQL. The e-learning also used Adobe Flash and Adobe Illustrator to make some animated videos. It consisted of listening, reading, and grammar which the topic focused on descriptive texts comprising some themes referring to 2013 curriculum. Those themes were people, animal, thing, place, and occupation. The development of e-learning deserved to be implemented after it was validated by the expert, evaluated by the teacher and tested to the students. It is expected to contribute as supplemental learning media in English learning process.
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Status of development of the HTR module
International Nuclear Information System (INIS)
Weisbrodt, I.A.
1989-01-01
Growing concern about the rising global temperature of the earth due to the ''Greenhouse Effect'' is increasingly focussing worldwide interest on passively safe reactors for heat and power production. In this context the development status of the HTR-Module designed by the Siemens-Group merits strong interest. The HTR-Module has a high degree of passive safety features. Even in case of hypothetical accidents the decay heat is dissipated from the primary system to the environment by passive measures alone i.e. by heat conduction, convection and radiation. The detailed engineering for the HTR-Module continues to progress. In addition to the engineering for the layout considerable progress has been made in the detailed engineering for specific components - e.g. pressure vessel, steam generator, hot gas duct, blower etc. - and specific systems - e.g. first core, helium purification system, reactor safety system, reactor control etc. The procedure for the conceptual licence has been continued. A large number of supplementary analyses and reports have been elaborated and submitted for this procedure. Many workshop meetings have been held with the nominated experts. The hypothetical accidents have been analysed and a special report on these accidents has been submitted. The safety analyses report has been revised, taking into account the results and achievements reached during the ongoing licensing procedure. Parallel to these engineering activities outstanding in R and D work for the HTR-Module, e.g. in the field of fuel elements etc. has been continued. The HTR-Module has found worldwide interest. Respective activities are going on in Bangladesh, PR China, USSR, Indonesia etc. Relevant application studies have been carried out and/or initiated. (author). 15 refs, 16 figs
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Development of Active External Network Topology Module for Floodlight SDN Controller
Directory of Open Access Journals (Sweden)
A. A. Noskov
2015-01-01
Full Text Available Traditional network architecture is inflexible and complicated. This observation has led to a paradigm shift towards software-defined networking (SDN, where network management level is separated from data forwarding level. This change was made possible by control plane transfer from the switching equipment to software modules that run on a dedicated server, called the controller (or network operating system, or network applications, that work with this controller. Methods of representation, storage and communication interfaces with network topology elements are the most important aspects of network operating systems available to SDN user because performance of some key controller modules is heavily dependent on internal representation of the network topology. Notably, firewall and routing modules are examples of such modules. This article describes the methods used for presentation and storage of network topologies, as well as interface to the corresponding Floodlight modules. An alternative algorithm has been suggested and developed for message exchange conveying network topology alterations between the controller and network applications. Proposed algorithm makes implementation of module alerting based on subscription to the relevant events. API for interaction between controller and network applications has been developed. This algorithm and API formed the base for Topology Tracker module capable to inform network applications about the changes that had occurred in the network topology and also stores compact representation of the network to speed up the interaction process.
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Lufri, L.; Fitri, R.; Yogica, R.
2018-04-01
The purpose of this study is to produce a learning model based on problem solving and meaningful learning standards by expert assessment or validation for the course of Animal Development. This research is a development research that produce the product in the form of learning model, which consist of sub product, namely: the syntax of learning model and student worksheets. All of these products are standardized through expert validation. The research data is the level of validity of all sub products obtained using questionnaire, filled by validators from various field of expertise (field of study, learning strategy, Bahasa). Data were analysed using descriptive statistics. The result of the research shows that the problem solving and meaningful learning model has been produced. Sub products declared appropriate by expert include the syntax of learning model and student worksheet.
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Medical Terminology: Suffixes. Health Occupations Education Module.
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…
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Learning iOS 8 game development using Swift
Shekar, Siddharth
2015-01-01
This book is for novices as well as proficient game developers who want to learn more about game development using Swift. If you are from a 2D game development background and would like to learn the basics of 3D game development, this book is for you. Additionally, if you want to learn the basics of graphics programming and shaders, this book will be a good starting point.
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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.
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White, Meagan; Shellenbarger, Teresa
E-learning provides an alternative approach to traditional professional development activities. A learning management system may help nursing professional development practitioners deliver content more efficiently and effectively; however, careful consideration is needed during planning and implementation. This article provides essential information in the selection and use of a learning management system for professional development.
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Innovative design with learning reflexiveness for developing the Hamiltonian circuit learning games
Directory of Open Access Journals (Sweden)
Meng-Chien Yang
2018-02-01
Full Text Available In this study, we use a new proposed framework to develop the Hamiltonian circuit learning games for college students. The framework is for enhancing learners’ activities with learning reflexiveness. The design of these games is based on this framework to achieve the targeted learning outcomes. In recent years, the game-based learning is a very popular research topic. The Hamiltonian circuit is an important concepts for learning many computer science and electric engineering topics, such as IC design routing algorithm. The developed games use guiding rules to enable students to learn the Hamiltonian circuit in complicate graph problem. After the game, the learners are given a reviewing test which using the animation film for explaining the knowledge. This design concept is different from the previous studies. Through this new design, the outcome gets the better learning results under the effect of reflection. The students will have a deeper impression on the subject, and through self-learning and active thinking, in the game will have a deeper experience.
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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…
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Cultural Challenges in Developing E-Learning Content
Marianne Amir Azer; Ahmed Mostafa El-Sherbini
2011-01-01
Education is an important component of any nation’s development process. Society has been credited with creating technology, but technology is simultaneously creating society. One of the key benefits of such technology creation includes learning and curriculum development, which is otherwise referred to as e-leaning, and more appropriately referred to as global e-learning. Global e-learning raises some implications, which include communication, culture, and technology, that must be addressed ...
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Fire!: An Event-Based Science Module. Teacher's Guide. Chemistry and Fire Ecology Module.
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,…
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The Web-based Module of Changes in Objects
Triayomi, R.
2017-09-01
To understand the changes of substances contained in such a kind of substance and substance characteristics then need a deep study of the concept. In this concept is expected to understand the changes of objects such as substance type and substance characteristics. Types of substances and characteristics of substances through physical changes and chemical changes and means of separation consisting of two or more substances. The principle of separation of the mixture is based on differences in physical properties of its constituents, such as substances, particle size, melting point, boiling point, magnetic properties, solubility, and so forth. This study aims to produce a web-based module of changes in objects that are valid, practical, and have effectiveness of student learning outcomes and activities on natural science learning. The experiment was conducted on 30 children in South Sumatera. The case of the development of the learning module of change of the object is influenced by the child’s understanding of the concept. Expected to be adapted by world teachers.
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Online faculty development for creating E-learning materials.
Niebuhr, Virginia; Niebuhr, Bruce; Trumble, Julie; Urbani, Mary Jo
2014-01-01
Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques. Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials. Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.
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Developing e-learning solutions in the automotive industry
Directory of Open Access Journals (Sweden)
Razvan Virgil Bogdan
2016-07-01
Full Text Available In the rapid developing market of automotive industry, cutting-edge technologies are being introduced. One such example is the AUTOSAR standard. Companies are investing a large amount of finances for the training of their employees into the intricacies of such technologies. In order to face such an increase of the training costs, automotive corporation have started lately switching their approach to e-Learning systems. This paper presents an e-Learning approach developed in the automotive industry in order to address the demands of teaching AUTOSAR standard. The developed e-Learning project is called Academy. In order to develop the e-Learning solution we focused on the Software Development part of automotive industry. Therefore we had to gather the ideas from different trainers, come with a common approach and use specific techniques so that the trainee should get a real feeling of the material. It is presented the design, implementation and evaluation of this e-Learning solution, but more than that faced issues and learned lessons. Developing this solution has offered different insights into how to approach such a task which are useful for the further expansion of the project, but also for future researchers who might encounter such a challenge of developing e-Learning solutions for the automotive industry. These are all grouped in a set of guidelines related to following a model of implementation, getting track of participants, user interaction with the AUTOSAR standard, test and production development and so on.
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Outsourcing R&D Modules of a New Developing Technology
DEFF Research Database (Denmark)
Pedersen, Jørgen Lindgaard; Perunovic, Zoran
2004-01-01
The paper explores some of the dimensions of the R&D processes: modularity, uncertainty and outsourcing. Ways to divide R&D effort into modules and to argue, either in direction of its modularity, or interdependency, are presented. Further on, uncertainties are segmented into the majors and minors......, and reasons to outsource R&D modules, in the light of these uncertainties, have been investigated. The R&D process has been observed from insulin technologies development over time....
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Importance of Practical Relevance and Design Modules in Electrical Circuits Education
Directory of Open Access Journals (Sweden)
Kalpathy Sundaram
2011-05-01
Full Text Available The interactive technical electronic book, TechEBook, currently under development at the University of Central Florida (UCF, provides a useful tool for engineers and scientists through unique features compared to the most used traditional electrical circuit textbooks available in the market. TechEBook has comprised the two worlds of classical circuit books and an interactive operating platform such as iPads, laptops and desktops utilizing Java Virtual Machine operator. The TechEBook provides an interactive applets screen that holds many modules, in which each had a specific application in the self learning process. This paper describes two of the interactive techniques in the TechEBook known as, Practical Relevance Modules (PRM and Design Modules (DM. The Practical Relevance Module will assist the readers to learn electrical circuit analysis and to understand the practical application of the electrical network theory through solving real world examples and problems. The Design Module will help students design real-life problems. These modules will be displayed after each section in the TechEBook for the user to relate his/her understanding with the outside world, which introduces the term me-applying and me-designing, as a comprehensive full experience for self or individualized education. The main emphasis of this paper is the PRM while the DM will be discussed in brief. A practical example of applying the PRM and DM features is discussed as part of a basic electrical engineering course currently given at UCF and results show improved student performances in learning materials in Electrical Circuits. In the future, such modules can be redesigned to become highly interactive with illustrated animations.
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Neural plasticity of development and learning.
Galván, Adriana
2010-06-01
Development and learning are powerful agents of change across the lifespan that induce robust structural and functional plasticity in neural systems. An unresolved question in developmental cognitive neuroscience is whether development and learning share the same neural mechanisms associated with experience-related neural plasticity. In this article, I outline the conceptual and practical challenges of this question, review insights gleaned from adult studies, and describe recent strides toward examining this topic across development using neuroimaging methods. I suggest that development and learning are not two completely separate constructs and instead, that they exist on a continuum. While progressive and regressive changes are central to both, the behavioral consequences associated with these changes are closely tied to the existing neural architecture of maturity of the system. Eventually, a deeper, more mechanistic understanding of neural plasticity will shed light on behavioral changes across development and, more broadly, about the underlying neural basis of cognition. (c) 2010 Wiley-Liss, Inc.
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Directory of Open Access Journals (Sweden)
Y. Long
2017-08-01
Full Text Available In this paper, a double compact elastic module is designed and implemented in the lower extremity exoskeleton. The double compact elastic module is composed of two parts, i.e., physical human robot interaction (pHRI measurement and the elastic actuation system (EAS, which are called proximal elastic module (PEM and distal elastic module (DEM respectively. The PEM is used as the pHRI information collection device while the DEM is used as the compliance device. A novel compact parallelogram-like structure based torsional spring is designed and developed. An iterative finite element analysis (FEA based optimization process was conducted to find the optimal parameters in the search space. In the PEM, the designed torsional spring has an outer circle with a diameter of 60 mm and an inner hole with a diameter of 12 mm, while in the DEM, the torsional spring has the outer circle with a diameter of 80 mm and the inner circle with a diameter of 16 mm. The torsional spring in the PEM has a thickness of 5 mm and a weight of 60 g, while that in the DEM has a thickness of 10 mm and a weight of 80 g. The double compact elastic module prototype is embedded in the mechanical joint directly. Calibration experiments were conducted on those two elastic modules to obtain the linear torque versus angle characteristic. The calibration experimental results show that this torsional spring in the PEM has a stiffness of 60.2 Nm rad−1, which is capable of withstanding a maximum torque of 4 Nm, while that in the DEM has a stiffness of 80.2 Nm rad−1, which is capable of withstanding a maximum torque of 30 Nm. The experimental results and the simulation data show that the maximum resultant errors are 6 % for the PEM and 4 % for the DEM respectively. In this paper, an assumed regression algorithm is used to learn the human motion intent (HMI based on the pHRI collection. The HMI is defined as the angular position of the human limb joint. A
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Available, intuitive and free! Building e-learning modules using web 2.0 services.
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.
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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.
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Project Based Learning (PjBL) Practices at Politeknik Kota Bharu, Malaysia
Rahman, Md. Baharuddin Haji Abdul; Daud, Khairul Azhar Mat; Jusoff, Kamaruzaman; Ghani, Nik Azida Abd
2009-01-01
This study explores the utilization of Project-based Learning module in the subject of project development for the Mechanical Engineering students at Politeknik Kota Bharu. This study focuses on the development of the PjBL module based on socio-constructivist approach. The objective of this study is to explore the influence of the utilization of…
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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
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Dekker, Sanne; Jolles, Jelle
2015-01-01
This study evaluated a new teaching module about "Brain and Learning" using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in "Brain and Learning" and 1241 students in grades 8-9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of "Brain and Learning" had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into "Brain and Learning," and for changing students' beliefs about intelligence.
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Effect of Career Education Module on Career Development of Community College Students
Talib, Jasmi A.; Salleh, Amla; Amat, Salleh; Ghavifekr, Simin; Ariff, Azlinda M.
2015-01-01
Using a pre-post and control group design, we examined the effect of a career education module on career development among a group of 122 community college students in Malaysia. The effect of gender and the interaction effect of gender and career education module on career development were also investigated. MANOVA analyses showed significant…
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Students’ Learning Strategies for Developing Speaking Ability
Directory of Open Access Journals (Sweden)
Sofyan A. Gani
2015-03-01
Full Text Available This study was done to study the learning strategies used by both low and high performance speaking students in developing their speaking skills as well as the differences between the learning strategies used by both groups of learners. The reason for conducting this research was the fact that the competency of many students in speaking English was still considered unsatisfactory in Banda Aceh. We postulated that one aspect involved in the process of developing speaking skills was the learning strategies used by the learners. In this study, the data was collected through field research by means of documents, questionnaires, and interviews. The result of this study indicated that high performance speaking students had better balance in using all kinds of learning strategies (memory, cognitive, compensatory, metacognitive, affective, and social for enhancing their speaking skills; the same could not be found with low performance speaking students. Besides, the high performance students employed more learning strategies consciously and appropriately compared to the low performance students. Based on the research results, it is suggested that students should be trained to be more aware of their own speaking learning strategies. They should use appropriate language learning strategies more consciously, purposefully, and frequently to be more successful in developing their speaking skills.
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E-Learning Research and Development: On Evaluation, Learning Performance, and Visual Attention
Rüth, Marco
2017-01-01
Digital learning is becoming a prevalent everyday human behavior. Effective digital learning services are integral for educational innovation and constitute competitive advantages for education businesses. Quality management in e-learning research and development is thus of utmost importance and needs both strong conceptual and empirical…
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Social constructivist learning environment in an online professional practice course.
Sthapornnanon, Nunthaluxna; Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree
2009-02-19
To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.
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A Development of the Calibration Tool Applied on Analog I/O Modules for Safety-related Controller
International Nuclear Information System (INIS)
Kim, Jong-Kyun; Yun, Dong-Hwa; Lee, Myeong-Kyun; Yoo, Kwan-Woo
2016-01-01
The purpose of this paper is to develop the calibration tool for analog input/output(I/O) modules. Those modules are components in POSAFE-Q which is a programmable logic controller(PLC) that has been developed for the evaluation of safety-related. In this paper, performance improvement of analog I/O modules is presented by developing and applying the calibration tool for each channel in analog I/O modules. With this tool, the input signal to an analog input module and the output signal from an analog output module are able to be satisfied with a reference value of sensor type and an accuracy of all modules. With RS-232 communication, the manual calibration tool is developed for analog I/O modules of an existing and up-to-date version in POSAFE-Q PLC. As a result of applying this tool, the converted value is performant for a type of input sensor and an accuracy of analog I/O modules
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Status Checking System of Home Appliances using machine learning
Directory of Open Access Journals (Sweden)
Yoon Chi-Yurl
2017-01-01
Full Text Available This paper describes status checking system of home appliances based on machine learning, which can be applied to existing household appliances without networking function. Designed status checking system consists of sensor modules, a wireless communication module, cloud server, android application and a machine learning algorithm. The developed system applied to washing machine analyses and judges the four-kinds of appliance’s status such as staying, washing, rinsing and spin-drying. The measurements of sensor and transmission of sensing data are operated on an Arduino board and the data are transmitted to cloud server in real time. The collected data are parsed by an Android application and injected into the machine learning algorithm for learning the status of the appliances. The machine learning algorithm compares the stored learning data with collected real-time data from the appliances. Our results are expected to contribute as a base technology to design an automatic control system based on machine learning technology for household appliances in real-time.
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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.
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Oudeyer, Pierre-Yves
2017-01-01
Autonomous lifelong development and learning are fundamental capabilities of humans, differentiating them from current deep learning systems. However, other branches of artificial intelligence have designed crucial ingredients towards autonomous learning: curiosity and intrinsic motivation, social learning and natural interaction with peers, and embodiment. These mechanisms guide exploration and autonomous choice of goals, and integrating them with deep learning opens stimulating perspectives.
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Development of modulators against degenerative aging using radiation fusion technology
Energy Technology Data Exchange (ETDEWEB)
Jo, S. K.; Park, H. R.; Jang, B. S.; Roh, C. H.; Eom, H. S.; Choi, N. H.; Seol, M. A.; Kim, S. H.; Choi, H. M.; Park, M. K.; Shin, H. J.; Ryu, D. K.; Oh, W. J.; Kim, S. H; Yee, S. T.
2012-04-15
1. Objectives Establishment of modelling of degenerative aging using radiation technology Development of aging modulators using radiation degenerative aging model 2. Project results Establishment of the modeling of degenerative aging using radiation technology - The systematic study on the comparison of radiation-induced degeneration and natural aging process in animals and cells confirmed the biological similarity between these two degeneration models - The effective biomarkers were selected for the modelling of degenerative aging using radiation (10 biomarkers for immune/hematopoiesis, 1 for oxidative stress, 6 for molecular signaling, 3 for lipid metabolism) - The optimal irradiation condition was established for the modelling of degerative aging (total 5Gy with fractionation by over 10 times, lapse of over 4 months) - The molecular mechanisms of radiation-induced degeneration were studied including chronic inflammation (lung), inflammation-related lipid metabolism disturbance, mitochondria biogenesis and dynamics - The radiation degenerative model was evaluated with previously known natural substances (resveratrol, EGCG, etc) Development of aging modulators using radiation degenerative aging model - After the screening of about 800 natural herb extracts, 5 effective substances were selected for aging modulation. - 3 candidate compositions were selected from 20 compositions made from effective substances by in vitro evaluation (WAH2, WAH6, WAH7) - 1 composition (WAH6) was selected as the best aging modulator by in vivo evaluation in radiation-induced aging models and degenerative disease models. 3. Expected benefits and plan of application The modelling of degenerative aging using radiation can facilitate the aging research by providing the useful cell/animal models for aging research A large economic benefits are expected by the commercialization of developed aging modulators (over 10 billion KW in 2015.
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Development of modulators against degenerative aging using radiation fusion technology
International Nuclear Information System (INIS)
Jo, S. K.; Park, H. R.; Jang, B. S.; Roh, C. H.; Eom, H. S.; Choi, N. H.; Seol, M. A.; Kim, S. H.; Choi, H. M.; Park, M. K.; Shin, H. J.; Ryu, D. K.; Oh, W. J.; Kim, S. H; Yee, S. T.
2012-04-01
1. Objectives Establishment of modelling of degenerative aging using radiation technology Development of aging modulators using radiation degenerative aging model 2. Project results Establishment of the modeling of degenerative aging using radiation technology - The systematic study on the comparison of radiation-induced degeneration and natural aging process in animals and cells confirmed the biological similarity between these two degeneration models - The effective biomarkers were selected for the modelling of degenerative aging using radiation (10 biomarkers for immune/hematopoiesis, 1 for oxidative stress, 6 for molecular signaling, 3 for lipid metabolism) - The optimal irradiation condition was established for the modelling of degerative aging (total 5Gy with fractionation by over 10 times, lapse of over 4 months) - The molecular mechanisms of radiation-induced degeneration were studied including chronic inflammation (lung), inflammation-related lipid metabolism disturbance, mitochondria biogenesis and dynamics - The radiation degenerative model was evaluated with previously known natural substances (resveratrol, EGCG, etc) Development of aging modulators using radiation degenerative aging model - After the screening of about 800 natural herb extracts, 5 effective substances were selected for aging modulation. - 3 candidate compositions were selected from 20 compositions made from effective substances by in vitro evaluation (WAH2, WAH6, WAH7) - 1 composition (WAH6) was selected as the best aging modulator by in vivo evaluation in radiation-induced aging models and degenerative disease models. 3. Expected benefits and plan of application The modelling of degenerative aging using radiation can facilitate the aging research by providing the useful cell/animal models for aging research A large economic benefits are expected by the commercialization of developed aging modulators (over 10 billion KW in 2015
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Learning Spring application development
Soni, Ravi Kant
2015-01-01
This book is intended for those who are interested in learning the core features of the Spring Framework. Prior knowledge of Java programming and web development concepts with basic XML knowledge is expected.
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Development of coincidence processing module for PEM
International Nuclear Information System (INIS)
Feng Baotong; Shuai Lei; Li Ke
2011-01-01
For the breast cancer diagnosis and therapy, a prototype of positron emission mammography (PEM) was developed in Institute of High Energy Physics, Chinese Academy of Sciences. In this paper, the design of coincidence processing module (CPM) for this PEM was presented. Both the hardware architecture and the software logic were introduced. In this design, the CPM used the Rocket IO fast interface in FPGA and fiber technology to acquire the preprocessed data from the continuous sampling module (CSM) and then selected the valid event with the coincidence timing window method, which was performed in the FPGA on the daughter board. The CPM transmits the processed data to host computer via gigabit Ethernet. The whole system was controlled by CAN bus. The primary tests indicate that the performance of this design is good. (authors)
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International Nuclear Information System (INIS)
Harrison, G.; Mulloy, B.; Harris, A.; Flinton, D.
2012-01-01
In 2009 an asynchronous on-line case discussion assessment was introduced, to replace an existing traditional case study assessment, within the Medical Ultrasound Programmes at City University London, to help extend collaborative, inter-professional student-led learning skills. Two clinical modules were used to develop the on-line learning method with associated assessments. Students selected and led a clinical case from their department, uploaded anonymised images and case details with questions, to encourage interaction from other colleagues. Thirty students participated in the on-line case discussions. The assessment was evaluated via informal feedback, end of module feedback and an on-line questionnaire. Some students completed two modules, using the on-line discussion, others were involved in only one module, of which 21 out of 26 students completed end of module feedback for the 1st module and 18 out of 20 students completed feedback from the 2nd module. Twelve students out of 30 completed the on-line questionnaire. Feedback suggested that the on-line case discussions were a good learning tool, providing a wide range of cases for students to participate in or read and learn from each other. All students found the cases interesting, engaging and useful, but time consuming. Despite the small numbers involved, useful feedback was provided to assist further development of the assessment, particularly in relation to the number of cases being assessed and length of availability. On-line case discussions are an innovative, engaging method to encourage self directed, collaborative learning which could be utilised in the health care setting to share interesting cases, promote inter-professional and self-directed learning.
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Development of E-learning Software Based Multiplatform Components
Salamah, Irma; Ganiardi, M. Aris
2017-01-01
E-learning software is a product of information and communication technology used to help dynamic and flexible learning process between teacher and student. The software technology was first used in the development of e-learning software in the form of web applications. The advantages of this technology because of the ease in the development, installation, and distribution of data. Along with advances in mobile/wireless electronics technology, e-learning software is adapted to this technology...
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Developments in cooperative learning: review of research
Directory of Open Access Journals (Sweden)
Robyn M. Gillies
2014-10-01
Full Text Available Cooperative learning, where students work in small groups to accomplish shared goals, is widely recognized as a teaching strategy that promotes learning and socialization among students from kindergarten through college and across different subject domains. It has been used successfully to promote reading and writing achievements, understanding and conceptual development in science classes, problem-solving in mathematics, and higher-order thinking and learning to name just a few. It has been shown to enhance students' willingness to work cooperatively and productively with others with diverse learning and adjustment needs and to enhance intergroup relations with those from culturally and ethnically different backgrounds. It has also been used as a teaching strategy to assist students to manage conflict and to help students identified as bullies learn appropriate interpersonal skills. In fact, it has been argued that cooperative learning experiences are crucial to preventing and alleviating many of the social problems related to children, adolescents, and young adults. There is no doubt that the benefits attributed to cooperative learning are widespread and numerous and it is the apparent success of this approach to learning that has led to it being acclaimed as one of the greatest educational innovations of recent times. The purpose of this paper is not only to review developments in research on cooperative learning but also to examine the factors that mediate and moderate its success. In particular, the review focuses on the types of student and teacher interactions generated and the key role talk plays in developing student thinking and learning, albeit through the expression of contrasting opinions or constructed shared meaning. The intention is to provide additional insights on how teachers can effectively utilize this pedagogical approach to teaching and learning in their classrooms.
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Project-based faculty development for e-learning.
Vyas, Rashmi; Faith, Minnie; Selvakumar, Dhayakani; Pulimood, Anna; Lee, Mary
2016-12-01
The Christian Medical College, Vellore, in collaboration with Tufts University, Boston, conducted an advanced workshop in e-learning for medical faculty members in India. E-learning can enhance educational reforms for today's computer-literate generation, and keep faculty members up to speed in a rapidly changing world. The purpose of this paper is to report on the design and evaluation of a project-based faculty member development programme focused on developing faculty members as educators and as peer trainers who can use e-learning for educational reforms. During a 2-day workshop, 29 participants in groups of two or three developed 13 e-learning projects for implementation in their institutions. Evaluation of the workshop was through written feedback from the participants at the end of the workshop and by telephone interview with one participant from each project group at the end of one year. Content analysis of qualitative data was perfomed. The participants reported that they were motivated to implement e-learning projects and recognised the need for and usefulness of e-learning. The majority of projects (10 out of 13) that were implemented 'to some extent' or 'to a great extent' faced challenges with a lack of resources and administrative support, but faculty members were able to overcome them. E-learning can enhance educational reforms for today's computer-literate generation IMPLICATIONS: Designing feasible e-learning projects in small groups and obtaining hands-on experience with e-learning tools enhance the effectiveness of subsequent implementation. To successfully incorporate e-learning when designing educational reforms, faculty member training, continuing support and infrastructure facilities are essential. © 2016 John Wiley & Sons Ltd.
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Ackland, Aileen; Swinney, Ann
2015-01-01
In this paper, we draw on Actor-Network Theories (ANT) to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data…
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Development of 24GHz Rectenna for Receiving and Rectifying Modulated Waves
International Nuclear Information System (INIS)
Shinohara, Naoki; Hatano, Ken
2014-01-01
In this paper, we show experimental results of RF-DC conversion with modulated 24GHz waves. We have already developed class-F MMIC rectenna with resonators for higher harmonics at no modulated 24GHz microwave for RF energy transfer. Dimensions of the MMIC rectifying circuit is 1 mm × 3 mm on GaAs. Maximum RF-DC conversion efficiency is measured 47.9% for a 210 mW microwave input of 24 GHz with a 120 Ω load. The class-F rectenna is based on a single shunt full-wave rectifier. For future application of a simultaneous energy and information transfer system or an energy harvesting from broadcasting waves, input microwave will be modulated. In this paper, we show an experimental result of RF-DC conversion of the class-F rectenna with 24GHz waves modulated by 16QAM as 1st modulation and OFDM as 2nd modulation
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Development of 24GHz Rectenna for Receiving and Rectifying Modulated Waves
Shinohara, Naoki; Hatano, Ken
2014-11-01
In this paper, we show experimental results of RF-DC conversion with modulated 24GHz waves. We have already developed class-F MMIC rectenna with resonators for higher harmonics at no modulated 24GHz microwave for RF energy transfer. Dimensions of the MMIC rectifying circuit is 1 mm × 3 mm on GaAs. Maximum RF-DC conversion efficiency is measured 47.9% for a 210 mW microwave input of 24 GHz with a 120 Ω load. The class-F rectenna is based on a single shunt full-wave rectifier. For future application of a simultaneous energy and information transfer system or an energy harvesting from broadcasting waves, input microwave will be modulated. In this paper, we show an experimental result of RF-DC conversion of the class-F rectenna with 24GHz waves modulated by 16QAM as 1st modulation and OFDM as 2nd modulation.
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Ghoncheh, Rezvan; Gould, Madelyn S; Twisk, Jos Wr; Kerkhof, Ad Jfm; Koot, Hans M
2016-01-29
Face-to-face gatekeeper training can be an effective strategy in the enhancement of gatekeepers' knowledge and self-efficacy in adolescent suicide prevention. However, barriers related to access (eg, time, resources) may hamper participation in face-to-face training sessions. The transition to a Web-based setting could address obstacles associated with face-to-face gatekeeper training. Although Web-based suicide prevention training targeting adolescents exists, so far no randomized controlled trials (RCTs) have been conducted to investigate their efficacy. This RCT study investigated the efficacy of a Web-based adolescent suicide prevention program entitled Mental Health Online, which aimed to improve the knowledge and self-confidence of gatekeepers working with adolescents (12-20 years old). The program consisted of 8 short e-learning modules each capturing an important aspect of the process of early recognition, guidance, and referral of suicidal adolescents, alongside additional information on the topic of (adolescent) suicide prevention. A total of 190 gatekeepers (ages 21 to 62 years) participated in this study and were randomized to either the experimental group or waitlist control group. The intervention was not masked. Participants from both groups completed 3 Web-based assessments (pretest, posttest, and 3-month follow-up). The outcome measures of this study were actual knowledge, and participants' ratings of perceived knowledge and perceived self-confidence using questionnaires developed specifically for this study. The actual knowledge, perceived knowledge, and perceived self-confidence of gatekeepers in the experimental group improved significantly compared to those in the waitlist control group at posttest, and the effects remained significant at 3-month follow-up. The overall effect sizes were 0.76, 1.20, and 1.02, respectively, across assessments. The findings of this study indicate that Web-based suicide prevention e-learning modules can be an
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[Development of a French-language online health policy course: an international collaboration].
Hébert, Réjean; Coppieters, Yves; Pradier, Christian; Williams-Jones, Bryn; Brahimi, Cora; Farley, Céline
2017-01-01
To present the process and challenges of developing an online competency-based course on public health policy using a collaborative international approach. Five public health experts, supported by an expert in educational technology, adopted a rigorous approach to the development of the course: a needs analysis, identification of objectives and competencies, development of a pedagogical scenario for each module and target, choice of teaching methods and learning activities, material to be identified or developed, and the responsibilities and tasks involved. The 2-credit (90-hour) graduate course consists of six modules including an integration module. The modules start with a variety of case studies: tobacco law (neutral packaging), supervised injection sites, housing, integrated services for the frail elderly, a prevention programme for mothers from disadvantaged backgrounds, and the obligatory use of bicycle helmets. In modules 1, 3, 4 and 5, students learn about different stages of the public policy development process: emergence, formulation and adoption, implementation and evaluation. Module 2 focuses on the importance of values and ideologies in public policy. The integration module allows the students to apply the knowledge learned and addresses the role of experts in public policy and ethical considerations. The course has been integrated into the graduate programmes of the participating universities and allows students to follow, at a distance, an innovative training programme.
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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...
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Delagran, Louise; Vihstadt, Corrie; Evans, Roni
2015-09-01
Online educational interventions to teach evidence-based practice (EBP) are a promising mechanism for overcoming some of the barriers to incorporating research into practice. However, attention must be paid to aligning strategies with adult learning theories to achieve optimal outcomes. We describe the development of a series of short self-study modules, each covering a small set of learning objectives. Our approach, informed by design-based research (DBR), involved 6 phases: analysis, design, design evaluation, redesign, development/implementation, and evaluation. Participants were faculty and students in 3 health programs at a complementary and integrative educational institution. We chose a reusable learning object approach that allowed us to apply 4 main learning theories: events of instruction, cognitive load, dual processing, and ARCS (attention, relevance, confidence, satisfaction). A formative design evaluation suggested that the identified theories and instructional approaches were likely to facilitate learning and motivation. Summative evaluation was based on a student survey (N=116) that addressed how these theories supported learning. Results suggest that, overall, the selected theories helped students learn. The DBR approach allowed us to evaluate the specific intervention and theories for general applicability. This process also helped us define and document the intervention at a level of detail that covers almost all the proposed Guideline for Reporting Evidence-based practice Educational intervention and Teaching (GREET) items. This thorough description will facilitate the interpretation of future research and implementation of the intervention. Our approach can also serve as a model for others considering online EBP intervention development.
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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.
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Shek, Daniel T L; Chan, Stephen C F
2013-01-01
To help university teachers to understand Service-Learning and develop Service-Learning subjects, a 3-h+ e-learning package was developed at The Hong Kong Polytechnic University (PolyU). There are seven units in this e-learning package: introduction session (Unit 1), what is Service-Learning? (Unit 2), impact and benefits of Service-Learning (Unit 3), myths and positive attitudes toward Service-Learning (Unit 4), developing a Service-Learning subject at PolyU (Unit 5), self-reflection about Service-Learning (Unit 6), and concluding session (Unit 7). To understand the views of the users on the e-learning package, the package was offered before formal launching. For the first offering, three focus group sessions were held. Results showed that the users were satisfied with the structural arrangement of the e-learning package and agreed that the e-learning package was useful for them to understand more about Service-Learning. For the second offering, colleagues were generally satisfied with the e-learning package and demonstrated gain in knowledge on Service-Learning. Suggestions for improvement were noted.
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Professional identity development: Learning and journeying together.
Bridges, Stephanie J
2018-03-01
Pharmacy students start to develop their professional values through engagement with the course, practice exposure, staff and fellow students. Group working is an element of pedagogy which draws on the social aspects of learning to facilitate knowledge and skills development, but its potential role in facilitating professional identity formation has as yet been under researched. This study aimed to explore the potential of mutual learning through group work to contribute not only to academic knowledge and understanding, but also to the development of students' professional values and selves. Semi-structured interviews were conducted with 17 home and international first year undergraduate pharmacy students in a UK School of Pharmacy, to explore their experiences of interacting for learning with other students on the course. Thematic analysis of the interview data highlighted four main benefits of mutual learning, which are that it: promotes friendly interactions; aids learning about the subject and the profession; opens the mind through different opinions and ways of thinking; and enables learning about other people. Through working together students developed their communication skills and confidence; reflectively considered their own stance in the light of others' experiences and healthcare perspectives; and started to gain a wider worldview, potentially informing their future interactions with patients and colleagues. Some difficulties arose when group interactions functioned less well. Opportunity for collaboration and exchange can positively influence development of students' professional outlook and values. However, careful management of group working is required, in order to create a mutually supportive environment wherein students feel able to interact, share and develop together. Copyright © 2017 The Author. Published by Elsevier Inc. All rights reserved.
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Kusumaningrum, Indrati; Hidayat, Hendra; Ganefri; Anori, Sartika; Dewy, Mega Silfia
2016-01-01
This article describes the development of a business plan by using production-based learning approach. In addition, this development also aims to maximize learning outcomes in vocational education. Preliminary analysis of curriculum and learning and the needs of the market and society become the basic for business plan development. To produce a…
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Global Blended Learning Practices for Teaching and Learning, Leadership and Professional Development
Hilliard, Ann Toler
2015-01-01
Blended learning is a combination of online and face-to-face activities for classroom instruction or other training modalities to help develop new knowledge and skills that can be transferred to the workplace environment. The use of blended learning is expanding globally (Vaughn, 2007). Blended learning is evident in professional development…
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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
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Epistemic Communities, Situated Learning and Open Source Software Development
DEFF Research Database (Denmark)
Edwards, Kasper
2001-01-01
This paper analyses open source software (OSS) development as an epistemic community where each individual project is perceived as a single epistemic community. OSS development is a learning process where the involved parties contribute to, and learn from the community. It is discovered that theory...... of epistemic communities does indeed contribute to the understanding of open source software development. But, the important learning process of open source software development is not readily explained. The paper then introduces situated learning and legitimate peripheral participation as theoretical...
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Self-Directed Digital Learning: When Do Dental Students Study?
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.
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Li, Sissi L.
At the university level, introductory science courses usually have high student to teacher ratios which increases the challenge to meaningfully connect with students. Various curricula have been developed in physics education to actively engage students in learning through social interactions with peers and instructors in class. This learning environment demands not only conceptual understanding but also learning to be a scientist. However, the success of student learning is typically measured in test performance and course grades while assessment of student development as science learners is largely ignored. This dissertation addresses this issue with the development of an instrument towards a measure of physics learning identity (PLI) which is used to guide and complement case studies through student interviews and in class observations. Using the conceptual framework based on Etienne Wenger's communities of practice (1998), I examine the relationship between science learning and learning identity from a situated perspective in the context of a large enrollment science class as a community of practice. This conceptual framework emphasizes the central role of identity in the practices negotiated in the classroom community and in the way students figure out their trajectory as members. Using this framework, I seek to understand how the changes in student learning identity are supported by active engagement based instruction. In turn, this understanding can better facilitate the building of a productive learning community and provide a measure for achievement of the curricular learning goals in active engagement strategies. Based on the conceptual framework, I developed and validated an instrument for measuring physics learning identity in terms of student learning preferences, self-efficacy for learning physics, and self-image as a physics learner. The instrument was pilot tested with a population of Oregon State University students taking calculus based
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Reihman, Thomas C.
This learning module is concerned with the temperature field, the heat transfer rates, and the coolant pressure drop in typical high temperature gas-cooled reactor (HTGR) fuel assemblies. As in all of the modules of this series, emphasis is placed on developing the theory and demonstrating its use with a simplified model. The heart of the module…
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Development of the integrated system reliability analysis code MODULE
International Nuclear Information System (INIS)
Han, S.H.; Yoo, K.J.; Kim, T.W.
1987-01-01
The major components in a system reliability analysis are the determination of cut sets, importance measure, and uncertainty analysis. Various computer codes have been used for these purposes. For example, SETS and FTAP are used to determine cut sets; Importance for importance calculations; and Sample, CONINT, and MOCUP for uncertainty analysis. There have been problems when the codes run each other and the input and output are not linked, which could result in errors when preparing input for each code. The code MODULE was developed to carry out the above calculations simultaneously without linking input and outputs to other codes. MODULE can also prepare input for SETS for the case of a large fault tree that cannot be handled by MODULE. The flow diagram of the MODULE code is shown. To verify the MODULE code, two examples are selected and the results and computation times are compared with those of SETS, FTAP, CONINT, and MOCUP on both Cyber 170-875 and IBM PC/AT. Two examples are fault trees of the auxiliary feedwater system (AFWS) of Korea Nuclear Units (KNU)-1 and -2, which have 54 gates and 115 events, 39 gates and 92 events, respectively. The MODULE code has the advantage that it can calculate the cut sets, importances, and uncertainties in a single run with little increase in computing time over other codes and that it can be used in personal computers
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Inquiry based learning: a student centered learning to develop mathematical habits of mind
Handayani, A. D.; Herman, T.; Fatimah, S.; Setyowidodo, I.; Katminingsih, Y.
2018-05-01
Inquiry based learning is learning that based on understanding constructivist mathematics learning. Learning based on constructivism is the Student centered learning. In constructivism, students are trained and guided to be able to construct their own knowledge on the basis of the initial knowledge that they have before. This paper explained that inquiry based learning can be used to developing student’s Mathematical habits of mind. There are sixteen criteria Mathematical Habits of mind, among which are diligent, able to manage time well, have metacognition ability, meticulous, etc. This research method is qualitative descriptive. The result of this research is that the instruments that have been developed to measure mathematical habits of mind are validated by the expert. The conclusion is the instrument of mathematical habits of mind are valid and it can be used to measure student’s mathematical habits of mind.
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The role of the iPad in collaborative learning in a large-enrollment first-year physics module
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.
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Cultural Challenges in Developing E-Learning Content
Directory of Open Access Journals (Sweden)
Marianne Amir Azer
2011-03-01
Full Text Available Education is an important component of any nation’s development process. Society has been credited with creating technology, but technology is simultaneously creating society. One of the key benefits of such technology creation includes learning and curriculum development, which is otherwise referred to as e-leaning, and more appropriately referred to as global e-learning. Global e-learning raises some implications, which include communication, culture, and technology, that must be addressed before successful implementation and outcome can occur. In this paper, we discuss cultural related issues such as culture influence on e-learning and the dimensions of cultural variability. In addition, we present the main challenges to provide e-learning opportunities. Finally, a case study for facing the cultural challenges is presented; this will be followed by concluding remarks at the end of this paper.
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Developing physics learning media using 3D cartoon
Wati, M.; Hartini, S.; Hikmah, N.; Mahtari, S.
2018-03-01
This study focuses on developing physics learning media using 3D cartoon on the static fluid topic. The purpose of this study is to describe: (1) the validity of the learning media, (2) the practicality of the learning media, and (3) the effectiveness of the learning media. This study is a research and development using ADDIE model. The subject of the implementation of media used class XI Science of SMAN 1 Pulau Laut Timur. The data were obtained from the validation sheet of the learning media, questionnaire, and the test of learning outcomes. The results showed that: (1) the validity of the media category is valid, (2) the practicality of the media category is practice, and (3) the effectiveness of the media category is effective. It is concluded that the learning using 3D cartoon on the static fluid topic is eligible to use in learning.
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Directory of Open Access Journals (Sweden)
Inga Glogger
2013-01-01
Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.
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MULTIMEDIA VIRTUAL LABORATORY FOR PHYSICS IN THE DISTANCE LEARNING
Directory of Open Access Journals (Sweden)
H. M. Kravtsov
2014-04-01
Full Text Available It’s presented the results of the software module "Virtual Lab" for distance learning system «Kherson Virtual University" (DLS KVU applied to the problems of physics. Relevance of research due to the absence of existing DLS to support the creation and use of virtual labs in the disciplines of science cycle. The subject of this study is a software module to create and use virtual labs in distance learning system. The purpose of the study is a description of software technology of virtual laboratory in physics for distance learning system. It’s described the information technology, which used in design and development, as well as the structure of the virtual laboratory and its place in the DLS KVU. It’s described the principal modes of operation of the program module in the system and methods for its use in the educational process. The basic structure of the software module "Virtual Lab" is a multimedia Web editor of virtual labs, which was created using Object-oriented analysis and design technology. Software library of multimedia 3D objects, which was created in the development environment of interactive graphics Unity3D, unifies the process of creating and processing virtual labs. Basic mathematical calculations support the math processor Waterloo Maple. The developed software interface allows teachers to create laboratory and use them in their distance courses. Students, in turn, will be able to conduct research, performing virtual labs.
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Evaluating an Online E-Module for Portuguese Primary Teachers: Trainees' Perceptions
Pombo, L.; Smith, M.; Abelha, M.; Caixinha, H.; Costa, N.
2012-01-01
The work reported in this article is part of a wider project that aims to develop and implement a web-based, pan-European, in-service professional development platform for teachers to enhance their role in promoting education through science. This article aims to evaluate the implementation of the e-module on Assessment of Children's Learning in…
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Gut vagal afferents differentially modulate innate anxiety and learned fear.
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.
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Social Constructivist Learning Environment in an Online Professional Practice Course
Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree
2009-01-01
Objective To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. Design The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. Assessment The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. Conclusion An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE. PMID:19513147
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Technology-Enhanced Learning in Developing Nations: A review
Directory of Open Access Journals (Sweden)
Shalni Gulati
2008-02-01
Full Text Available Learning ‘using’ technologies has become a global phenomenon. The Internet is often seen as a value-neutral tool that potentially allows individuals to overcome the constraints of traditional elitist spaces and gain unhindered access to learning. It is widely suggested that online technologies can help address issues of educational equity and social exclusion, and open up democratic and accessible educational opportunities. The national governments and non-governmental agencies who fund educational endeavours in developing countries have advocated the use of new technologies to reduce the cost of reaching and educating large numbers of children and adults who are currently missing out on education. This paper presents an overview of the educational developments in open, distance, and technology-facilitated learning that aim to reach the educationally deprived populations of the world. It reveals the challenges encountered by children and adults in developing countries as they attempt to access available educational opportunities. The discussion questions whether, in face of these challenges, developing nations should continue to invest money, time, and effort into e-learning developments. Can technology-enhanced learning help address the poverty, literacy, social, and political problems in developing countries?
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Farina, William J.; Bodzin, Alec M.
2017-12-01
Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified metaprinciples of science learning: making science accessible, making thinking visible, and promoting autonomy. Students in an introductory chemistry course at a large east coast university completed either an online module or traditional classroom instruction. Data from 99 students were analyzed and results showed significant knowledge growth in both online and traditional formats. For the online learning group, findings revealed positive student perceptions of their learning experiences, highly positive feedback for online science learning, and an interest amongst students to learn chemistry within an online environment.
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A study on development of monitoring and assessment module for sites
International Nuclear Information System (INIS)
Park, Se Moon; Yoon, Bong Yo; Kim, Dae Jung; Park, Joo Wan; Kim, Chang Lak
2006-01-01
As the development of total management systems for sites along with site environmental information is becoming standard, the system known as the Site Information and Total Environmental database management System (SITES) has been developed over the last two years. The first result was a database management system for storing data obtained from facilities, and a site characterization in addition to an environmental assessment of a site. The SITES database is designed to be effective and practical for use with facility management and safety assessment in relation to Geographic Information Systems. SITES is a total management program, which includes its database, its data analysis system required for site characterization, a safety assessment modeling system and an environment monitoring system. I can contribute to the institutional management of the facility and to its safety reassessment. SITES is composed of two main modules: the SITES Database Module (SDM) and the Monitoring and Assessment (M and A) module. The M and A module is subdivided into two sub-modules: the Safety Assessment System (SAS) and the Site Environmental Monitoring System (SEMS). SAS controls the data (input and output) from the SITES DB for the site safety assessment, whereas SEMS controls the data obtained from the records of the measuring sensors and facilities. The on-line site and environmental monitoring data is managed in SEMS. The present paper introduces the procedure and function of the M and A modules
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Child Development: An Active Learning Approach
Levine, Laura E.; Munsch, Joyce
2010-01-01
Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…
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Orion European Service Module (ESM) Development, Integration and Qualification Status
Berthe, Philippe; Over, Ann P.; Picardo, Michelle; Byers, Anthony W.
2017-01-01
ESA and the European Industry are supplying the European Service Module for Orion. An overview of the system and subsystem configuration of the Orion European Service Module (ESM) as designed and built for the EM-1 mission is provided as well as an outline of its development, assembly, integration and verification process performed by ESA and NASA in coordination with their respective Industrial prime contractors, Airbus Defence and Space and Lockheed Martin.
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Welding. Student Learning Guide.
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…
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Want More? Learn Less: Motivation Affects Adolescents Learning from Negative Feedback.
Zhuang, Yun; Feng, Wenfeng; Liao, Yu
2017-01-01
The primary goal of the present study was to investigate how positive and negative feedback may differently facilitate learning throughout development. In addition, the role of motivation as a modulating factor was examined. Participants (children, adolescents, and adults) completed two forms of the guess and application task (GAT). Feedback from the Cool-GAT task has low motivational salience because there are no consequences, while feedback from the Hot-GAT task has high motivational salience as it pertains to receiving a reward. The results indicated that negative feedback leads to a reduction in learning compared to positive feedback. The effect of negative feedback was greater in adolescent participants compared to children and adults in the Hot-GAT task, suggesting an interaction between age and motivation level on learning. Further analysis indicated that greater risk was associated with a greater reduction in learning from negative feedback and again, the reduction was greatest in adolescents. In summary, the current study supports the idea that learning from positive feedback and negative feedback differs throughout development. In a rule-based learning task, when associative learning is primarily in practice, participants learned less from negative feedback. This reduction is amplified during adolescence when task-elicited motivation is high.
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The Development of Associate Learning in School Age Children
Harel, Brian T.; Pietrzak, Robert H.; Snyder, Peter J.; Thomas, Elizabeth; Mayes, Linda C.; Maruff, Paul
2014-01-01
Associate learning is fundamental to the acquisition of knowledge and plays a critical role in the everyday functioning of the developing child, though the developmental course is still unclear. This study investigated the development of visual associate learning in 125 school age children using the Continuous Paired Associate Learning task. As hypothesized, younger children made more errors than older children across all memory loads and evidenced decreased learning efficiency as memory load increased. Results suggest that age-related differences in performance largely reflect continued development of executive function in the context of relatively developed memory processes. PMID:25014755
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The development of associate learning in school age children.
Directory of Open Access Journals (Sweden)
Brian T Harel
Full Text Available Associate learning is fundamental to the acquisition of knowledge and plays a critical role in the everyday functioning of the developing child, though the developmental course is still unclear. This study investigated the development of visual associate learning in 125 school age children using the Continuous Paired Associate Learning task. As hypothesized, younger children made more errors than older children across all memory loads and evidenced decreased learning efficiency as memory load increased. Results suggest that age-related differences in performance largely reflect continued development of executive function in the context of relatively developed memory processes.
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Learning, Motivation, and Transfer: Successful Teacher Professional Development
McDonald, Lex
2012-01-01
In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…
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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.
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Pombo, Lucia; Loureiro, Maria Joao; Moreira, Antonio
2010-01-01
This study examines students' views on a blended learning module developed and offered at the University of Aveiro. The paper presents the module and the strategies, tools, activities and assessment. In order to examine the effectiveness of the module, data were collected from reflections, postings and questionnaires. Findings document students'…