In Search of Learning Opportunities for All

DEFF Research Database (Denmark)

Louw, Arnt Vestergaard; Jensen, Ulla Højmark

2013-01-01

to understand the learning environment. Based on the concepts of classification and framing, as found in the later work of Basil Bernstein, we view that learning is fundamentally linked to the social and the cultural context of the school. To scales are presented for understanding and analysing the learning......In this article, we address one of the most critical challenges facing the schools today: designing of learning environments that can provide learning opportunities for all students. The article first provides a brief introduction to content of this challenge. Then we focus on theoretical tools...... environment: the praxis scale and the student positioning scale. The scales are tools for analysing three different learning environments in upper secondary schools in Denmark, Switzerland and the USA. The article provides theoretical and empirical explanations of how the design of the learning environment...

Opportunity to Learn: The Health Connection.

Science.gov (United States)

Jackson, Shirley A.

1993-01-01

Reviews the following health issues related to the opportunity to learn for poor African-American and other minority children: (1) inadequate prenatal care; (2) malnutrition; (3) childhood diseases and illnesses; (4) unsafe environments and violence; (5) teenage sexual activity, pregnancy, and AIDS; (6) substance use and abuse; and (7) mental and…

Creating opportunities to learn in mathematics education: a sociocultural perspective

Science.gov (United States)

Goos, Merrilyn

2014-09-01

The notion of `opportunities to learn in mathematics education' is open to interpretation from multiple theoretical perspectives, where the focus may be on cognitive, social or affective dimensions of learning, curriculum and assessment design, issues of equity and access, or the broad policy and political contexts of learning and teaching. In this paper, I conceptualise opportunities to learn from a sociocultural perspective. Beginning with my own research on the learning of students and teachers of mathematics, I sketch out two theoretical frameworks for understanding this learning. One framework extends Valsiner's zone theory of child development, and the other draws on Wenger's ideas about communities of practice. My aim is then to suggest how these two frameworks might help us understand the learning of others who have an interest in mathematics education, such as mathematics teacher educator-researchers and mathematicians. In doing so, I attempt to move towards a synthesis of ideas to inform mathematics education research and development.

Fostering Sustained Learning among Undergraduate Students: Emerging Research and Opportunities

Science.gov (United States)

Chemosit, Caroline; Rugutt, John; Rugutt, Joseph K.

2017-01-01

Keeping students engaged and receptive to learning can, at times, be a challenge. However, by the implementation of new methods and pedagogies, instructors can strengthen the drive to learn among their students. "Fostering Sustained Learning Among Undergraduate Students: Emerging Research and Opportunities" is an essential publication…

The Impact on Career Development of Learning Opportunities and Learning Behavior at Work.

Science.gov (United States)

Van der Sluis, Lidewey E. C.; Poell, Rob E.

2003-01-01

Survey responses were received in 1998 (n=63) and 1999 (n=98) from master's of business administration graduates. Hierarchical regression and difference of means tests found that career development depended on learning opportunities at work and on individual learning behavior. Behavior was more predictive of objective career development measures,…

Game based learning for 21st century transferable skills: challenges and opportunities

NARCIS (Netherlands)

Bellotti, Francesco; Bottino, Rosa Maria; Nadolski, Rob; Fernández Manjón, Baltasar

2012-01-01

Bellotti, F., Bottino, R. M., Nadolski, R. J., & Fernández Manjón, B. (2012, 4-6 July). Game based learning for 21st century transferable skills: challenges and opportunities. Presentation at the Workshop Game based learning for 21st century transferable skills: challenges and opportunities, 12th

78 FR 65608 - Information Collection; Outreach Opportunity Questionnaire

Science.gov (United States)

2013-11-01

...In accordance with the Paperwork Reduction Act of 1995, the Forest Service is seeking comments from all interested individuals and organizations on the extension with revision of a currently approved information collection, Outreach Opportunity Questionnaire.

E-Learning: opportunity or end of field classes?

Science.gov (United States)

Bloemertz, Lena; Kuhn, Brigitte; Kuhn, Nikolaus J.

2013-04-01

E-Learning is often seen as an opportunity to avoid the costs of field classes by using new digital media to communicate content to students that otherwise could only be seen in the field. However, feeling, tasting and smelling soil on a farm or in a forest cannot be substituted via the internet. To achieve some teaching efficiency, an course on e-learning introduced at the University of Basel therefore took an opposite approach: instead of compromising the field experience, the opportunities to broaden access and generate flexibility for the students and instructors during the lecture room section of a soil science and land use course were maximised. The course has six topics, each e-learning element is designed to take one week of the studentśself study time devoted to the course. Three one-day field classes spread over the term offer an opportunity to the students to become acquainted with common soil types in the region of Basel and typical land use. The latter emphasizes visits to farms to ensure that the perspective of the farmers on their and soils and business is communicated to the students. The field classes also ensure sufficient contact time between instructors and students. The informal time spend together during the days in the field also ensures to address individual questions of the students. Overall, the format of the course ensures that the field experience and instructor presence are offered where needed and that e-learning is used to replace formal contact time where self-study is possible.

Opportunities to Learn for Teachers’ Self-Efficacy and Enthusiasm

Directory of Open Access Journals (Sweden)

Daniela Mahler

2017-01-01

Full Text Available The aim of this study was to identify opportunities to learn for teachers’ motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Self-efficacy covers the belief of an individual that he or she is capable of performing required behaviors to produce a desired outcome. Teacher enthusiasm is an affective teacher orientation that is related to a specific subject and to teaching this specific subject. Different opportunities to learn are considered for teachers’ motivational orientations. Since teacher education particularly focuses on the acquisition of professional knowledge, we added a further exploratory focus to the study and investigated the relationships between motivational orientations and professional knowledge (content knowledge and pedagogical content knowledge. 134 biology teachers participated in the study. The results reveal that teacher education at university, the attendance in professional development courses, and self-study provide opportunities to learn for self-efficacy and enthusiasm for teaching the subject. Moreover, we found self-efficacy and subject-specific enthusiasm to be positively related to pedagogical content knowledge.

Connecting through Comics: Expanding Opportunities for Teaching and Learning

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Bolton-Gary, Cynthia

2012-01-01

When students are faced with learning abstract contents, creating meaningful teaching and learning opportunities is a challenge for many educators. Concerns for how to get students to connect theoretical constructs and apply them to the "real world" is especially critical for those students studying to be teachers. This descriptive study…

Interprofessional team meetings: Opportunities for informal interprofessional learning.

Science.gov (United States)

Nisbet, Gillian; Dunn, Stewart; Lincoln, Michelle

2015-01-01

This study explores the potential for workplace interprofessional learning, specifically the learning that occurs between health professionals as part of their attendance at their regular interprofessional team meetings. While most interprofessional learning research to date has focused on formal structured education programs, this study adds to our understanding of the complexities of the learning processes occurring between health professionals as part of everyday practice. Through observations of team meetings and semi-structured interviews, we found that the interprofessional team meeting provided a practical, time-efficient, and relevant means for interprofessional learning, resulting in perceived benefits to individuals, teams, and patients. The learning process, however, was influenced by members' conceptions of learning, participation within the meeting, and medical presence. This study provides a basis for further research to assist health professionals capitalize on informal learning opportunities within the interprofessional meeting.

Professional Development across the Teaching Career: Teachers' Uptake of Formal and Informal Learning Opportunities

Science.gov (United States)

Richter, Dirk; Kunter, Mareike; Klusmann, Uta; Ludtke, Oliver; Baumert, Jurgen

2011-01-01

This study examined teachers' uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities…

Digital Learning Environments: New possibilities and opportunities

Directory of Open Access Journals (Sweden)

Otto Peters

2000-06-01

Full Text Available This paper deals with the general problem whether and, if so, how far the impact of the digitised learning environment on our traditional distance education will change the way in which teachers teach and learners learn. Are the dramatic innovations a menace to established ways of learning and teaching or are they the panacea to overcome some of the difficulties of our system of higher learning and to solve some of our educational problems caused by the big and far-reaching educational paradigm shift? This paper will not deal with technical or technological achievements in the field of information and communication which are, of course, revolutionary and to be acknowledged and admired. Rather, the digital learning environment will be analysed from a pedagogical point of view in order to find out what exactly are the didactic possibilities and opportunities and what are its foreseeable disadvantages.

Collaborative work and medical talk: opportunities for learning through knowledge sharing.

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Nilsen, Line Lundvoll; Ludvigsen, Sten R

2010-01-01

Teleconsultations provide new opportunities for learning in medical settings. This study explores the conditions under which learning among physicians takes place. The empirical context is 47 real-time video conferences carried out to examine collaborative work and the medical talk involved. Sixteen of the observations were consultations wherein general practitioners (GPs) and specialists shared knowledge with the purpose of solving a medical problem related to a patient under treatment. In this exploratory study, the learning opportunities are seen as what medical practitioners with different types of expertise achieve through interaction while working with patients over periods of time. The analysis of medical talk in consultations shows that collaborative work among GPs and specialists creates a shared understanding of the patient's clinical history and treatment trajectory. As knowledge is demanded and attributed and gaps of knowledge become shared, consultations create a work tool that expands the medical work and talk. Collaborative work in and between different levels of the health care service expands knowledge, creates opportunities for learning in everyday settings, and improves the quality of knowledge distribution in the health care system.

E-LEARNING CHANGE MANAGEMENT: Challenges and opportunities

Directory of Open Access Journals (Sweden)

Alaattin PARLAKKILIC

2013-10-01

Full Text Available The role of e-learning technologies entirely depends on the acceptance and execution of required-change in the thinking and behaviour of the users of institutions. The research are constantly reporting that many e-learning projects are falling short of their objectives due to many reasons but on the top is the user resistance to change according to the digital requirements of new era. It is argued that the suitable way for change management in e-learning environment is the training and persuading of users with a view to enhance their digital literacy and thus gradually changing the users’ attitude in positive direction. This paper discusses change management in transition to e-learning system considering pedagogical, cost and technical implications. It also discusses challenges and opportunities for integrating these technologies in higher learning institutions with examples from Turkey GATA (Gülhane Askeri Tıp Akademisi-Gülhane Military Medical Academy.

Situation Creator: A Pedagogical Agent Creating Learning Opportunities

NARCIS (Netherlands)

Miao, Yongwu; Hoppe, Ulrich; Pinkwart, Niels

2007-01-01

Miao, Y., Hoppe, H. U., & Pinkwart, N. (2007). Situation Creator: A Pedagogical Agent Creating Learning Opportunities. In R. Luckin, K. Koedinger & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 614-617). Amsterdam, The Netherlands: IOS

Learning Opportunities And Learning Behaviours Of Small Business Starters: Relations With Goal Achievement, Skill Development, And Satisfaction

NARCIS (Netherlands)

A.M. van Gelderen (Marco); L. van der Sluis; P. Jansen (Paul)

2004-01-01

textabstractLearning is a vital issue for small business starters, contributing to short term and long term business performance, as well as to personal development. This study investigates when and how small business starters learn. It specifies the situations that offer learning opportunities, as

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

Science.gov (United States)

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2014-01-01

Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

Collective Learning from Success as Perceived by School Superintendents

Science.gov (United States)

Schechter, Chen

2011-01-01

School superintendents' role has shifted from the traditional emphasis on managerial aspects to one on instructional leadership (on teaching and learning issues) achieved by generating collaborative learning opportunities at the both school and district levels. Whereas collaborative learning processes in schools have generally been associated with…

Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities

NARCIS (Netherlands)

Jossberger, Helen

2011-01-01

Jossberger, H. (2011). Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities. Doctoral Thesis. June, 24, 2011, Heerlen, The Netherlands: Open Universiteit in the Netherlands.

Parents’ and Experts’ Awareness of Learning Opportunities in Children’s Museum Exhibits

Science.gov (United States)

Golinkoff, Roberta Michnick; Stuehling, Amara; Resnick, Ilyse; Mahajan, Neha; Hirsh-Pasek, Kathy; Moynihan, Nora

2017-01-01

Informal learning outside of school are crucial for a child’s development. Children’s museums, in particular, are environments conducive to this sort of learning, especially when parents guide children’s exploration. However, research suggests a gap between parents’ and experts’ perceptions of the value of informal learning. In Study 1, we asked groups of parents and experts (i.e., individuals in the community connected with the field of education or those with training in child growth and development) to rate the presence of learning opportunities available in two museum exhibits, finding that parents consistently provided lower ratings. In Study 2, we explored whether signage aimed at orienting parents toward the learning potential in these exhibits would have an impact on their ratings. Results suggested that signage made parents’ ratings look more like those of experts. Taken together, these studies show that a simple intervention can help parents perceive the learning opportunities in children’s museum exhibits as experts do. PMID:28970647

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development.

NARCIS (Netherlands)

Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2017-01-01

This intervention study focused on the relationships between student teachers’ self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers’ use of metacognitive learning strategies increases

Opportunity to learn English and mathematics in Ghanaian primary ...

African Journals Online (AJOL)

Opportunity to learn English and mathematics in Ghanaian primary schools: implications for teacher education programmes. ... teachers' instructional practices and management of instructional time, and • teachers' preparedness to implement the content standards. These inefficiencies could be attributed to the fact that the ...

Case study as a learning opportunity among nursing students in a ...

African Journals Online (AJOL)

research were observed in order to maintain the integrity of the research. The research fi ndings suggest that the case study as a learning opportunity is effective in facilitating learning, as indicated by the following three categories: increase in critical thinking skills, increased theory and practice integration and increased ...

Combining theories to reach multi-faceted insights into learning opportunities in doctoral supervision

DEFF Research Database (Denmark)

Kobayashi, Sofie; Rump, Camilla Østerberg

The aim of this paper is to illustrate how theories can be combined to explore opportunities for learning in doctoral supervision. While our earlier research into learning dynamics in doctoral supervision in life science research (Kobayashi, 2014) has focused on illustrating learning opportunitie...

Homebound Learning Opportunities: Reaching Out to Older Shut-ins and Their Caregivers.

Science.gov (United States)

Penning, Margaret; Wasyliw, Douglas

1992-01-01

Describes Homebound Learning Opportunities, innovative health promotion and educational outreach service for homebound older adults and their caregivers. Notes that program provides over 125 topics for individualized learning programs delivered to participants in homes, audiovisual lending library, educational television programing, and peer…

The Use of Twitter in the Creation of Educational Professional Learning Opportunities

Science.gov (United States)

Ross, Carrie R.; Maninger, Robert M.; LaPrairie, Kimberly N.; Sullivan, Sam

2015-01-01

This study sought to examine how educators are using Twitter to increase their professional learning opportunities beyond the boundaries of traditional professional development offers, and whether educators feel a greater sense of fulfillment receiving professional development through networking and community learning than they do through…

Opportunities for learning in an introductory undergraduate human anatomy and physiology course

Science.gov (United States)

Montplaisir, Lisa Marie

2003-10-01

The purpose of this study was to explore the course conditions that support the development of meaningful student learning in an introductory undergraduate human anatomy and physiology course. The study was conducted during an 8-week summer-session at a small mid-western university. Classroom observations and taped recordings of class sessions were used to determine content episodes within the instructional unit, opportunities for learning created by the instructor, demonstrations of information processing by the students, and the ways in which the instructor used the Personal Response System (PRS). Student interviews were used to determine students' level of understanding of pre-test and post-test items. Student interviews and a questionnaire were used to determine students' perceptions of the PRS as a learning tool. Findings reveal that the instructor had different expectations of students when posing verbal questions in-class than he had when posing PRS questions. The use of verbal questions did not permit demonstrations of student understanding; however, the use of the PRS did result in demonstrations of student understanding. Questions posed via the use of the PRS were categorized according to cognitive level. The cognitive level of the questions increased with time over the instructional unit and within the content episodes. Students demonstrated deeper understanding of the topics after instruction than they did before instruction. Students reported more in-class thinking about the content, more discussion of the content with their neighbors, more regular class attendance, more opportunities for deeper learning, and a general preference for the PRS over traditional lectures. Findings of the study indicate that the instructional decisions about the use of questions influences the opportunities for students to process information and demonstrate their understanding of the content and that students valued these opportunities. A better understanding of the

Collaborative work by using videoconferencing: opportunities for learning in daily medical practice.

Science.gov (United States)

Lundvoll Nilsen, Line

2011-08-01

In this article, I explore what happens when general practitioners (GPs) and specialists meet using videoconferencing to collaborate on a patient's treatment. By using videoconferencing, GPs and specialists are offered opportunities to share and produce knowledge. The data corpus was 42 videotaped videoconferences. The treatment of one specific patient was selected.This patient was discussed over a period of 9 days, which constituted five videoconferences. I describe how GPs and specialists discuss treatment strategies and exemplify how knowledge sharing creates opportunities for learning in boundary zones across activity systems as a part of daily practice.The talk about the treatment occurs by information exchange and by consultation. Information exchange without any dilemmas presented might support decisions already made. Consultations wherein dilemmas are presented and solved by bridging knowledge gaps between the general practitioner and the specialist create opportunities for learning.

Management Strategies for Promoting Teacher Collective Learning

Science.gov (United States)

Cheng, Eric C. K.

2011-01-01

This paper aims to validate a theoretical model for developing teacher collective learning by using a quasi-experimental design, and explores the management strategies that would provide a school administrator practical steps to effectively promote collective learning in the school organization. Twenty aided secondary schools in Hong Kong were…

My Kind of Town (Chicago Is): Content Collections Optimize Learning Related to the 2018 AANA Annual Meeting.

Science.gov (United States)

Hunt, Timothy J; Brand, Jefferson C; Rossi, Michael J; Lubowitz, James H

2018-04-01

The 2018 Arthroscopy Association of North America Annual Meeting represents an opportunity to deepen one's understanding of a wide variety of topics. Arthroscopy journal readers have diverse practices and interests, and the meeting is designed to accommodate individual needs. The constructivist learning theory provides that scholars learn in many different ways. Thus, to enrich your learning experience, selected recently published Arthroscopy articles are suggested to supplement material presented at the meeting. The articles are collated on our web site in Content Collections, to allow meeting participants to prepare and to allow those unable to attend to remain engaged. We offer suggestions and encourage readers to customize their own learning experience. Copyright © 2018 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice

Science.gov (United States)

Parise, Leigh Mesler; Spillane, James P.

2010-01-01

Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary…

Classroom Composition and Racial Differences in Opportunities to Learn

Science.gov (United States)

Minor, Elizabeth Covay

2015-01-01

Black and White advanced math students leave high school with disparate math skills. One possible explanation is that minority students are exposed to different learning opportunities, even when they are taking classes with the same title. Using a convenience sample of the Mathematics Survey of the Enacted Curriculum (SEC), this study found that…

Ecosystem Services Valuation as an Opportunity for Inquiry Learning

Science.gov (United States)

Taylor, Zachary P.; Bennett, Drew E.

2016-01-01

Teaching ecosystem services provides an ideal opportunity to use inquiry-based learning to help students make connections between ecological, geological, and social systems. The idea of ecosystem services, or the benefits nature provides to society, has emerged as a key concept in a host of environmental fields and is just beginning to gain…

The Presentation Assignment: Creating Learning Opportunities for Diverse Student Populations.

Science.gov (United States)

Spencer, Brenda H.; Bartle-Angus, Kathryn

2000-01-01

Finds the presentation assignment to be an effective method of providing students with the opportunity to apply the literacy skills they are learning in ways that are personally meaningful. Describes the presentation assignment framework and provides an example of an assignment that required students to analyze and interpret works of literature…

How Do Clinicians Learn About Knowledge Translation? An Investigation of Current Web-Based Learning Opportunities.

Science.gov (United States)

Damarell, Raechel A; Tieman, Jennifer J

2017-07-13

Clinicians are important stakeholders in the translation of well-designed research evidence into clinical practice for optimal patient care. However, the application of knowledge translation (KT) theories and processes may present conceptual and practical challenges for clinicians. Online learning platforms are an effective means of delivering KT education, providing an interactive, time-efficient, and affordable alternative to face-to-face education programs. This study investigates the availability and accessibility of online KT learning opportunities for health professionals. It also provides an analysis of the types of resources and associated disciplines retrieved by a range of KT synonyms. We searched a range of bibliographic databases and the Internet (Google advanced option) using 9 KT terms to identify online KT learning resources. To be eligible, resources had to be free, aimed at clinicians, educational in intent, and interactive in design. Each term was searched using two different search engines. The details of the first 100 websites captured per browser (ie, n=200 results per term) were entered into EndNote. Each site was subsequently visited to determine its status as a learning resource. Eligible websites were appraised for quality using the AACODS (Authority, Accuracy, Coverage, Objectivity, Date, Significance) tool. We identified 971 unique websites via our multiple search strategies. Of these, 43 were health-related and educational in intent. Once these sites were evaluated for interactivity, a single website matched our inclusion criteria (Dementia Knowledge Translation Learning Centre). KT is an important but complex system of processes. These processes overlap with knowledge, practice, and improvement processes that go by a range of different names. For clinicians to be informed and competent in KT, they require better access to free learning opportunities. These resources should be designed from the viewpoint of the clinician, presenting KT

Risks and opportunities of virtual learning: the experience of UOC

Directory of Open Access Journals (Sweden)

Adela Ros Híjar

2001-06-01

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

INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING: MORE OPPORTUNITIES TO PRODUCE SPOKEN ENGLISH

Directory of Open Access Journals (Sweden)

Puji Astuti

2017-05-01

Full Text Available The contribution of cooperative learning (CL in promoting second and foreign language learning has been widely acknowledged. Little scholarly attention, however, has been given to revealing how this teaching method works and promotes learners’ improved communicative competence. This qualitative case study explores the important role that individual accountability in CL plays in giving English as a Foreign Language (EFL learners in Indonesia the opportunity to use the target language of English. While individual accountability is a principle of and one of the activities in CL, it is currently under studied, thus little is known about how it enhances EFL learning. This study aims to address this gap by conducting a constructivist grounded theory analysis on participant observation, in-depth interview, and document analysis data drawn from two secondary school EFL teachers, 77 students in the observed classrooms, and four focal students. The analysis shows that through individual accountability in CL, the EFL learners had opportunities to use the target language, which may have contributed to the attainment of communicative competence—the goal of the EFL instruction. More specifically, compared to the use of conventional group work in the observed classrooms, through the activities of individual accountability in CL, i.e., performances and peer interaction, the EFL learners had more opportunities to use spoken English. The present study recommends that teachers, especially those new to CL, follow the preset procedure of selected CL instructional strategies or structures in order to recognize the activities within individual accountability in CL and understand how these activities benefit students.

Consequences of increased self-regulated learning opportunities on student teachers’ motivation and use of metacognitive skills.

NARCIS (Netherlands)

Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2017-01-01

This intervention study focused on the relationships between primary student teachers’ self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers.

An investigation into the opportunity to learn that is available to Grade 12 mathematics learners

Directory of Open Access Journals (Sweden)

Gerrit Stols

2013-01-01

Full Text Available This study investigated the opportunity to learn (OTL that is available to Grade 12 mathematics learners. Learner workbooks were analysed in terms of time on task, curriculum coverage, curriculum coherence, and cognitive demand. Based on these elements, experienced mathematics teachers judged the opportunity that the learners have to achieve more than 60% for each topic. According to the workbooks, the average number of active learning days in this sample was 54.1 days per annum. This resulted in limited curriculum coverage in almost all sections in 16 of the 18 under-performing schools. In these schools, learners spent most of their time practising routine procedures. The high correlation of 0.95 (p < 0.001 between the experts'prediction about the opportunity to learn in the different schools (based on the learner workbooks and learners' actual performance in the Grade 12 exam shows that the number, the coverage, the cognitive level, and the coherence of activities play a major role in understanding learner performance.

Public debate, collective learning process and soil-plant system expertise: when scientific knowledge becomes socially distributed

OpenAIRE

Cornélis, Jean-Thomas; Cornelis, Mathieu; International Symposium on Change in governance as collective learning

2009-01-01

Here, we aim to develop the conditions of possibility of a collective learning process for the forest ecosystem governance. We argue that stakeholders’ discussion and public debate should be intrinsically interconnected with the expertise of the soil-plant cycle. As Chris Argyris underlines, “[i]t is possible to develop knowledge, both valid and which can be “put into action” in everyday life” and which “provides an opportunity to test it in everyday life”. Primary forest is the most biolo...

FACTORS THAT INFLUENCE THE SELECTION OF LEARNING OPPORTUNITIES FOR STUDENT NURSES IN PRIMARY HEALTH CARE

Directory of Open Access Journals (Sweden)

H. lita

2002-11-01

The study therefore focused on the following objective: To identify the factors that influence the selection of learning opportunities for primary health care in hospital units. A qualitative research design utilising focus group discussions were used. The population consisted of conveniently selected lecturers, student nurses and registered nurses. The same initial question was asked in each focus group to initiate the discussions. The data were analysed according to Tesch's method. The results indicated that there is positive commitment from the lecturers and registered nurses to be involved in selecting appropriate learning opportunities. The student nurses also demonstrated a willingness to learn and to be exposed to learning opportunities in primary health care. There were however certain constraints that emerged as themes, namely: • Managerial constraints • Educational constraints Under the theme "managerial constraints" categories such as workload, nursing staff shortages and communication problems were identified. Under the theme "educational constraints" categories such as a lack of guidance, and the correlation of theory and practice emerged. Recommendations based on this research report include improvement of in-service education on managerial and educational aspects to facilitate the primary health care approach in hospitals.

Machine learning for medical ultrasound: status, methods, and future opportunities.

Science.gov (United States)

Brattain, Laura J; Telfer, Brian A; Dhyani, Manish; Grajo, Joseph R; Samir, Anthony E

2018-04-01

Ultrasound (US) imaging is the most commonly performed cross-sectional diagnostic imaging modality in the practice of medicine. It is low-cost, non-ionizing, portable, and capable of real-time image acquisition and display. US is a rapidly evolving technology with significant challenges and opportunities. Challenges include high inter- and intra-operator variability and limited image quality control. Tremendous opportunities have arisen in the last decade as a result of exponential growth in available computational power coupled with progressive miniaturization of US devices. As US devices become smaller, enhanced computational capability can contribute significantly to decreasing variability through advanced image processing. In this paper, we review leading machine learning (ML) approaches and research directions in US, with an emphasis on recent ML advances. We also present our outlook on future opportunities for ML techniques to further improve clinical workflow and US-based disease diagnosis and characterization.

The Use of Online Citizen-Science Projects to Provide Experiential Learning Opportunities for Nonmajor Science Students

Directory of Open Access Journals (Sweden)

Donna M. Kridelbaugh

2015-11-01

Full Text Available Citizen science is becoming even more accessible to the general public through technological advances in the development of mobile applications, facilitating information dissemination and data collection. With the advent of “big data,” many citizen-science projects designed to help researchers sift through piles of research data now exist entirely online, either in the form of playing a game or via other digital avenues. Recent trends in citizen science have also focused on “crowdsourcing” solutions from the general public to help solve societal issues, often requiring nothing more than brainstorming and a computer to submit ideas. Online citizen science thus provides an excellent platform to expand the accessibility of experiential learning opportunities for a broad range of nonmajor science students at institutions with limited resources (e.g., community colleges. I created an activity for a general microbiology lecture to engage students in hands-on experiences via participation in online citizen-science projects. The objectives of the assignment were for students to: 1 understand that everyone can be a scientist; 2 learn to be creative and innovative in designing solutions to health and science challenges; and 3 further practice science communication skills with a written report. This activity is designed for introductory science courses with nonmajor science students who have limited opportunities to participate in undergraduate research experiences.

TOWARDS THE FORMULATION OF A PROPOSAL FOR OPPORTUNITY-TO-LEARN STANDARDS IN EFL LEARNING AND TEACHING

Directory of Open Access Journals (Sweden)

Rosalba Cárdenas Ramos

2011-08-01

Full Text Available This paper focuses on the need to formulate and implement a proposal for opportunity-to-learn standards (OTL in the field of language learning and teaching in Colombia, with the aim of ensuring the necessary conditions for the implementation and achievement of the performance standards, issued by the Ministry of Education as part of the National Bilingual Program in this area. First, it reviews the concept, origins, composition and models of OTL standards, and then it examines the Colombian situation to make a case for OTL in this country.

The Army Learning Organisation Workshop

Science.gov (United States)

2013-06-01

learning • Sharing information • Learning resulting in purposeful action • Creating environments that promote learning • Technology and resources...individual and collective learning • Exploiting and investing in technology to facilitate learning (i.e. blended and E- learning ) • Lifelong or...opportunities provided by training and education programs. More significantly, participants noted the multi-layered nature of informal and formal learning

Consequences of Increased Self-Regulated Learning Opportunities on Student Teachers' Motivation and Use of Metacognitive Skills

Science.gov (United States)

Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2012-01-01

This intervention study focused on the relationships between primary student teachers' self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student…

Learning Opportunities in PhD Supervisory Talks: A Social Constructionist Perspective

Science.gov (United States)

Tian, Wenwen; Singhasiri, Wareesiri

2016-01-01

Although PhD supervision has been recognised as an educative process and a complex pedagogy for decades, there is little research into on-site pedagogic processes. Informed by social constructionism and a Foucauldian approach, this qualitative case study explores how learning opportunities were created by analysing both a supervisor's verbal…

Learning Opportunities for Group Learning

Science.gov (United States)

Gil, Alfonso J.; Mataveli, Mara

2017-01-01

Purpose: This paper aims to analyse the impact of organizational learning culture and learning facilitators in group learning. Design/methodology/approach: This study was conducted using a survey method applied to a statistically representative sample of employees from Rioja wine companies in Spain. A model was tested using a structural equation…

Opportunity to Teach and Learn Standards: Colombian Teachers' Perspectives (Estándares de oportunidad para la enseñanza y el aprendizaje: perspectivas de profesores colombianos)

Science.gov (United States)

Cárdenas Ramos, Rosalba; Hernández Gaviria, Fanny

2012-01-01

The aim of this article is to present the outcomes of an exploration of in-service teachers' perspectives in relation to an opportunity to teach and learn standards in English. A workshop for English teachers from Cali (Colombia) and the neighboring rural sectors was designed and carried out in order to collect the information. Teachers'…

Opportunities to Learn: Inverse Relations in U.S. and Chinese Textbooks

Science.gov (United States)

Ding, Meixia

2016-01-01

This study, focusing on inverse relations, examines how representative U.S. and Chinese elementary textbooks may provide opportunities to learn fundamental mathematical ideas. Findings from this study indicate that both of the U.S. textbook series (grades K-6) in comparison to the Chinese textbook samples (grades 1-6), presented more instances of…

Effects of Opportunities for Word Retrieval during Second Language Vocabulary Learning

Science.gov (United States)

Barcroft, Joe

2007-01-01

Research suggests that memory for an item improves when one is allowed to retrieve the item (Slamecka & Graf, 1978). This study explored benefits of providing opportunities for target-word retrieval during second language vocabulary learning. English speakers studied new Spanish words while viewing 24 word-picture pairs. They first viewed all 24…

The Perceived Effect of Duty Hour Restrictions on Learning Opportunities in the Intensive Care Unit.

Science.gov (United States)

Sabri, Nessrine; Sun, Ning-Zi; Cummings, Beth-Ann; Jayaraman, Dev

2015-03-01

Many countries have reduced resident duty hours in an effort to promote patient safety and enhance resident quality of life. There are concerns that reducing duty hours may impact residents' learning opportunities. We (1) evaluated residents' perceptions of their current learning opportunities in a context of reduced duty hours, and (2) explored the perceived change in resident learning opportunities after call length was reduced from 24 continuous hours to 16 hours. We conducted an anonymous, cross-sectional online survey of 240 first-, second-, and third-year residents rotating through 3 McGill University-affiliated intensive care units (ICUs) in Montreal, Quebec, Canada, between July 1, 2012, and June 30, 2013. The survey investigated residents' perceptions of learning opportunities in both the 24-hour and 16-hour systems. Of 240 residents, 168 (70%) completed the survey. Of these residents, 63 (38%) had been exposed to both 24-hour and 16-hour call schedules. The majority of respondents (83%) reported that didactic teaching sessions held by ICU staff physicians were useful. However, of the residents trained in both approaches to overnight call, 44% reported a reduction in learner attendance at didactic teaching sessions, 48% reported a reduction in attendance at midday hospital rounds, and 40% reported a perceived reduction in self-directed reading after the implementation of the new call schedule. A substantial proportion of residents perceived a reduction in the attendance of instructor-directed and self-directed reading after the implementation of a 16-hour call schedule in the ICU.

Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation

Science.gov (United States)

Rinke, Carol R.; Gimbel, Steven J.; Haskell, Sophie

2013-08-01

Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by prominent policy documents. Specifically, we examined the opportunities present in Montessori classrooms for students to develop an interest in the natural world, generate explanations in science, and communicate about science. Using ethnographic research methods in four Montessori classrooms at the primary and elementary levels, this research captured a range of scientific learning opportunities. The study found that the Montessori learning environment provided opportunities for students to develop enduring interests in scientific topics and communicate about science in various ways. The data also indicated that explanation was largely teacher-driven in the Montessori classroom culture. This study offers lessons for both conventional and Montessori classrooms and suggests further research that bridges educational contexts.

Multimodal Learning Analytics and Education Data Mining: Using Computational Technologies to Measure Complex Learning Tasks

Science.gov (United States)

Blikstein, Paulo; Worsley, Marcelo

2016-01-01

New high-frequency multimodal data collection technologies and machine learning analysis techniques could offer new insights into learning, especially when students have the opportunity to generate unique, personalized artifacts, such as computer programs, robots, and solutions engineering challenges. To date most of the work on learning analytics…

Stakeholder Perceptions, Learning Opportunities, and Student Outcomes in Three Clinical Learning Models.

Science.gov (United States)

Hendricks, Susan; DeMeester, Deborah; Stephenson, Evelyn; Welch, Janet

2016-05-01

Understanding the strengths and challenges of various clinical models is important for nursing education. Three long-standing clinical models (preceptored, hybrid, and traditional) were compared on several outcome measures related to satisfaction, learning opportunities, and student outcomes. Students, faculty, and preceptors participated in this study. Although no differences were noted in satisfaction or standardized examination scores, students in the preceptored clinical model were able to practice more psychomotor skills. Although participants in the preceptored model reported spending more time communicating with staff nurses than did those in the other models, students in the traditional model spent more time with faculty. No differences were noted among groups in student clinical observation time. All clinical learning models were focused on how clinical time was structured, without an emphasis on how faculty and preceptors work with students to develop nursing clinical reasoning skills. Identifying methodology to impact thinking in the clinical environment is a key next step. [J Nurs Educ. 2016;55(5):271-277.]. Copyright 2016, SLACK Incorporated.

Ways of the Jam:Collective and improvisational perspectives on learning

OpenAIRE

Brinck, Lars

2014-01-01

In the PhD-dissertation Ways of the Jam I investigate jamming and learning as profoundly collective and improvisational matters. Bridging a theory of funk jamming with situated learning theoretical analyses of New Orleans second line, everyday leadership, and of a studio recording session demonstrate how looking at human activity from a jamming perspective enhances our understanding of learning as a complex collective and improvisational process. Ways of the Jam demonstrates how learning is a...

Talking back to theory: the missed opportunities in learning technology research

Directory of Open Access Journals (Sweden)

Martin Oliver

2011-12-01

Full Text Available Research into learning technology has developed a reputation for being drivenby rhetoric about the revolutionary nature of new developments, for payingscant attention to theories that might be used to frame and inform research, andfor producing shallow analyses that do little to inform the practice of education.Although there is theoretically-informed research in learning technology, this isin the minority, and has been actively marginalised by calls for applied designwork. This limits opportunities to advance knowledge in the field. Using threeexamples, alternative ways to engage with theory are identified. The paper concludesby calling for greater engagement with theory, and the development of ascholarship of learning technology, in order to enrich practice within the fieldand demonstrate its relevance to other fields of work.

Machine Learning for Precision Psychiatry: Opportunities and Challenges.

Science.gov (United States)

Bzdok, Danilo; Meyer-Lindenberg, Andreas

2018-03-01

The nature of mental illness remains a conundrum. Traditional disease categories are increasingly suspected to misrepresent the causes underlying mental disturbance. Yet psychiatrists and investigators now have an unprecedented opportunity to benefit from complex patterns in brain, behavior, and genes using methods from machine learning (e.g., support vector machines, modern neural-network algorithms, cross-validation procedures). Combining these analysis techniques with a wealth of data from consortia and repositories has the potential to advance a biologically grounded redefinition of major psychiatric disorders. Increasing evidence suggests that data-derived subgroups of psychiatric patients can better predict treatment outcomes than DSM/ICD diagnoses can. In a new era of evidence-based psychiatry tailored to single patients, objectively measurable endophenotypes could allow for early disease detection, individualized treatment selection, and dosage adjustment to reduce the burden of disease. This primer aims to introduce clinicians and researchers to the opportunities and challenges in bringing machine intelligence into psychiatric practice. Copyright © 2017 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

Special ways of knowing in science: expansive learning opportunities with bilingual children with learning disabilities

Science.gov (United States)

Martínez-Álvarez, Patricia

2017-09-01

The field of bilingual special education is currently plagued with contradictions resulting in a serious underrepresentation of emergent bilinguals with learning disabilities in professional science fields. This underrepresentation is due in large part to the fact that educational systems around the world are inadequately prepared to address the educational needs of these children; this inadequacy is rooted in a lack of understanding of the linguistic and cultural factors impacting learning. Accepting such a premise and assuming that children learn in unexpected ways when instructional practices attend to culture and language, this study documents a place-based learning experience integrating geoscience and literacy in a fourth-grade dual language classroom. Data sources include transcribed audio-taped conversations from learning experience sessions and interviews that took place as six focus children, who had been identified as having specific learning disabilities, read published science texts (i.e. texts unaltered linguistically or conceptually to meet the needs of the readers). My analysis revealed that participants generated responses that were often unexpected if solely analyzed from those Western scientific perspectives traditionally valued in school contexts. However, these responses were also full of purposeful and rich understandings that revealed opportunities for expansive learning. Adopting a cultural historical activity theory perspective, instructional tools such as texts, visuals, and questions were found to act as mediators impacting the learning in both activity systems: (a) teacher- researcher learning from children, and (b) children learning from teachers. I conclude by suggesting that there is a need to understand students' ways of knowing to their full complexity, and to deliberately recognize teachers as learners, researchers, and means to expansive learning patterns that span beyond traditional learning boundaries.

Extending Basic Learning Opportunities: Challenge and Response. UNESCO-UNICEF Co-operative Programme Digest No. 16.

Science.gov (United States)

Prakasha, Veda; And Others

This digest focuses on problems encountered in the expansion of facilities for universal primary education and responses being developed to overcome these problems. The central message of the document is that nonformal structures of learning and community involvement play a key role in the expansion of basic learning opportunities in the…

Profiles of Opportunities to Learn for TEDS-M Future Secondary Mathematics Teachers

Science.gov (United States)

Wang, Ting-Ying; Tang, Shu-Jyh

2013-01-01

This study used the data set from the Teacher Education and Development Study in Mathematics to identify the profiles of opportunities to learn (OTL) regarding topics studied in teacher preparation programs by future secondary mathematics teachers from 15 participating countries. The topics of inquiry covered tertiary-level mathematics,…

75 FR 53724 - Proposed Collection; Equal Employment Opportunity Commission (EEOC) Form, Demographic Information...

Science.gov (United States)

2010-09-01

... PERSONNEL MANAGEMENT OFFICE Proposed Collection; Equal Employment Opportunity Commission (EEOC) Form, Demographic Information on Applicants, OMB 3046-0046; Correction AGENCY: U.S. Office of Personnel Management. ACTION: Notice; correction. SUMMARY: The published document in the Federal Register of August 2...

The rise of E-learning and opportunities for Indian family physicians

Directory of Open Access Journals (Sweden)

Chayan Datta

2012-01-01

Full Text Available The IT (information technology revolution is sweeping across the globe. Distance, location and costs have become irrelevant. With availability of newer communication tools, medical education and practice are bound to be transformed. Rapid advancement of science requires medical professionals to update their knowledge constantly. Online interface for CME (Continued Medical Education presents an exciting opportunity as an E learning tool.

The Effect of Banking Personnel's Access to E-Learning Opportunities on Their Professional Achievement

Science.gov (United States)

Karaaslan, Ilknur Aydogdu

2013-01-01

Developments in information and communication technology create the spread of education and economic opportunities. E-learning is one of them. For companies in the banking sector, web-based training is a new

Human collective intelligence under dual exploration-exploitation dilemmas.

Directory of Open Access Journals (Sweden)

Wataru Toyokawa

Full Text Available The exploration-exploitation dilemma is a recurrent adaptive problem for humans as well as non-human animals. Given a fixed time/energy budget, every individual faces a fundamental trade-off between exploring for better resources and exploiting known resources to optimize overall performance under uncertainty. Colonies of eusocial insects are known to solve this dilemma successfully via evolved coordination mechanisms that function at the collective level. For humans and other non-eusocial species, however, this dilemma operates within individuals as well as between individuals, because group members may be motivated to take excessive advantage of others' exploratory findings through social learning. Thus, even though social learning can reduce collective exploration costs, the emergence of disproportionate "information scroungers" may severely undermine its potential benefits. We investigated experimentally whether social learning opportunities might improve the performance of human participants working on a "multi-armed bandit" problem in groups, where they could learn about each other's past choice behaviors. Results showed that, even though information scroungers emerged frequently in groups, social learning opportunities reduced total group exploration time while increasing harvesting from better options, and consequentially improved collective performance. Surprisingly, enriching social information by allowing participants to observe others' evaluations of chosen options (e.g., Amazon's 5-star rating system in addition to choice-frequency information had a detrimental impact on performance compared to the simpler situation with only the choice-frequency information. These results indicate that humans groups can handle the fundamental "dual exploration-exploitation dilemmas" successfully, and that social learning about simple choice-frequencies can help produce collective intelligence.

Engineering Computer Games: A Parallel Learning Opportunity for Undergraduate Engineering and Primary (K-5 Students

Directory of Open Access Journals (Sweden)

Mark Michael Budnik

2011-04-01

Full Text Available In this paper, we present how our College of Engineering is developing a growing portfolio of engineering computer games as a parallel learning opportunity for undergraduate engineering and primary (grade K-5 students. Around the world, many schools provide secondary students (grade 6-12 with opportunities to pursue pre-engineering classes. However, by the time students reach this age, many of them have already determined their educational goals and preferred careers. Our College of Engineering is developing resources to provide primary students, still in their educational formative years, with opportunities to learn more about engineering. One of these resources is a library of engineering games targeted to the primary student population. The games are designed by sophomore students in our College of Engineering. During their Introduction to Computational Techniques course, the students use the LabVIEW environment to develop the games. This software provides a wealth of design resources for the novice programmer; using it to develop the games strengthens the undergraduates

Learning to make collective decisions: the impact of confidence escalation.

Science.gov (United States)

Mahmoodi, Ali; Bang, Dan; Ahmadabadi, Majid Nili; Bahrami, Bahador

2013-01-01

Little is known about how people learn to take into account others' opinions in joint decisions. To address this question, we combined computational and empirical approaches. Human dyads made individual and joint visual perceptual decision and rated their confidence in those decisions (data previously published). We trained a reinforcement (temporal difference) learning agent to get the participants' confidence level and learn to arrive at a dyadic decision by finding the policy that either maximized the accuracy of the model decisions or maximally conformed to the empirical dyadic decisions. When confidences were shared visually without verbal interaction, RL agents successfully captured social learning. When participants exchanged confidences visually and interacted verbally, no collective benefit was achieved and the model failed to predict the dyadic behaviour. Behaviourally, dyad members' confidence increased progressively and verbal interaction accelerated this escalation. The success of the model in drawing collective benefit from dyad members was inversely related to confidence escalation rate. The findings show an automated learning agent can, in principle, combine individual opinions and achieve collective benefit but the same agent cannot discount the escalation suggesting that one cognitive component of collective decision making in human may involve discounting of overconfidence arising from interactions.

Learning Opportunities for Nurses Working within Home Care

Science.gov (United States)

Lundgren, Solveig

2011-01-01

Purpose: The purpose of this study is to explore home care nurses' experience of learning in a multicultural environment. Design/methodology/approach: The study was based on qualitative research design. Data were collected through repeated interviews with registered home care nurses working in a multicultural area. The data were analyzed through a…

The Relationships between Indonesian Fourth Graders' Difficulties in Fractions and the Opportunity to Learn Fractions: A Snapshot of TIMSS Results

Science.gov (United States)

Wijaya, Ariyadi

2017-01-01

This paper reports an exploration into Indonesian fourth graders' difficulties in fractions and their relation to the opportunity to learn fractions students got at schools. The concept of "opportunity to learn" is often considered as a framework to investigate possible reasons for students' difficulties. The data for this study was…

Collective (Team) Learning Process Models: A Conceptual Review

Science.gov (United States)

Knapp, Randall

2010-01-01

Teams have become a key resource for learning and accomplishing work in organizations. The development of collective learning in specific contexts is not well understood, yet has become critical to organizational success. The purpose of this conceptual review is to inform human resource development (HRD) practice about specific team behaviors and…

Understanding Collective Learning and Human Agency in Diverse ...

African Journals Online (AJOL)

2018-05-07

May 7, 2018 ... made between students' lives, their African identities and local natural places. Introduction to the Think Piece Collection: 'Collective Learning and Change ... is increasingly recognised in the social-ecological and global change sciences. For example, ..... processes that allow for the change agent to act.

Biomass accident investigations – missed opportunities for learning and accident prevention

DEFF Research Database (Denmark)

Hedlund, Frank Huess

2017-01-01

The past decade has seen a major increase in the production of energy from biomass. The growth has been mirrored in an increase of serious biomass related accidents involving fires, gas explosions, combustible dust explosions and the release of toxic gasses. There are indications that the number...... of bioenergy related accidents is growing faster than the energy production. This paper argues that biomass accidents, if properly investigated and lessons shared widely, provide ample opportunities for improving general hazard awareness and safety performance of the biomass industry. The paper examines...... selected serious accidents involving biogas and wood pellets in Denmark and argues that such opportunities for learning were missed because accident investigations were superficial, follow-up incomplete and information sharing absent. In one particularly distressing case, a facility saw a repeat accident...

E-learning in neurology education: Principles, opportunities and challenges in combating neurophobia.

Science.gov (United States)

Chhetri, Suresh Kumar

2017-10-01

Neurophobia, the fear of clinical neurology, affects not only medical students but also non-career neurologists globally. This can have significant implications on patient care, especially given the increasing burden of chronic neurological disorders. The negative perception and lack of confidence amongst general practitioners and hospital physicians may lead to increased referrals to neurology, thereby increasing waiting times and inpatient stay. The onus, therefore, should be on improving training and stimulating interest in neurology. There is emerging evidence that integrating e-learning to traditional pedagogies can improve delivery of neurology education and help combat neurophobia. However, embracing e-learning may be challenging for contemporary neurologists, mostly 'digital immigrants', involved in the training of tomorrow's doctors who are largely 'digital natives'. This paper reviews the principles, opportunities and challenges of incorporating e-learning in neurology education to help improve learners' perception of clinical neurology, facilitate delivery of self-directed experiential learning and perhaps breed 'neurophilia'. Copyright © 2017 Elsevier Ltd. All rights reserved.

Medical students' opportunities to participate and learn from activities at an internal medicine ward: an ethnographic study.

Science.gov (United States)

Hägg-Martinell, A; Hult, H; Henriksson, P; Kiessling, A

2017-02-14

To optimise medical students' early clerkship is a complex task since it is conducted in a context primarily organised to take care of patients. Previous studies have explored medical students' perceptions of facilitation and hindrance of learning. However, the opportunities for medical student to learn within the culture of acute medicine care have not been fully investigated. This study aimed to explore how medical students approach, interact and socialise in an acute internal medicine ward context, and how spaces for learning are created and used in such a culture. Ethnographic observations were performed of medical students' interactions and learning during early clerkship at an acute internal medicine care ward. Field notes were taken, transcribed and analysed qualitatively. Data analysis was guided by Wenger's theory of communities of practice. 21 medical students and 30 supervisors participated. Two themes were identified: Nervousness and curiosity- students acted nervously and stressed, especially when they could not answer questions. Over time curiosity could evolve. Unexplored opportunities to support students in developing competence to judge and approach more complex patient-related problems were identified. Invited and involved -students were exposed to a huge variation of opportunities to learn, and to interact and to be involved. Short placements seemed to disrupt the learning process. If and how students became involved also depended on supervisors' activities and students' initiatives. This study shed light on how an acute internal medicine ward culture can facilitate medical students' possibilities to participate and learn. Medical students' learning situations were characterised by questions and answers rather than challenging dialogues related to the complexity of presented patient cases. Further, students experienced continuous transfers between learning situations where the potential to be involved differed in a wide variety of ways. Published

Demand Management Opportunities in E-fulfillment: What Internet Retailers Can Learn from Revenue Management

NARCIS (Netherlands)

N.A.H. Agatz (Niels); A.M. Campbell (Ann Melissa); M. Fleischmann (Moritz); J.A.E.E. van Nunen (Jo); M.W.P. Savelsbergh (Martin)

2008-01-01

textabstractIn this paper, we explain how Internet retailers can learn from proven revenue management concepts and use them to reduce costs and enhance service. We focus on attended deliveries as these provide the greatest opportunities and challenges. The key driver is service differentiation.

UDENTE (Universal Dental E-Learning) a golden opportunity for dental education.

Science.gov (United States)

Reynolds, Patricia

2012-01-10

learning (TEL) is to be viewed as a golden opportunity in Higher Education.

Teaching and Learning Jewish History in the 21st Century: New Priorities and Opportunities

Science.gov (United States)

Jacobs, Benjamin M.

2018-01-01

New 21st-century circumstances in the Jewish world--including the changing nature of Jewish identification, the retreat from identity and continuity as singular aims of Jewish education, the democratization of Jewish learning opportunities, increased emphasis on informal and experiential Jewish education activities, and demonstrable interest among…

ICT AND MODERN FOREIGN LANGUAGES: LEARNING OPPORTUNITIES AND TRAINING NEEDS

Directory of Open Access Journals (Sweden)

Graham Davies

2002-06-01

Full Text Available This article is divided into two main sections. The first section considers why technology has not lived up to its expectations in bringing about improvements in language learning. Many learning opportunities are offered by new technologies but they are not fully exploited, mainly owing to the lack of relevant training offered to teachers. In addition, with the advent of the Web, there is a disturbing trend towards removing the teacher from the learning process - which is simply not acceptable. The second section of the article looks at a website that offers a considerable volume of ICT training materials or language teachers, namely the ICT4LT website: http://www.ict4lt.org. The author examines the aims behind the site as a whole and the pattern of site visits, discussing the key issues and drawing conclusions based on an analysis of the pattern of visits to different modules of the site. Some important lessons have been learned regarding the type of training that teachers appear to need, for example: the continued interest in multimedia and the high demand for introductory courses. It is also evident that Web traffic is predominantly one-way and confined to certain sectors of the world, indicating that much more has to be done in order to stimulate discussion and to make the Web accessible to underserved regions of the world.

Collecting lessons learned : How project-based organizations in the oil and gas industry learn from their projects

NARCIS (Netherlands)

Buttler, T.

2016-01-01

Project-based organizations collect lessons learned in order to improve the performance of projects. They aim to repeat successes by using positive lessons learned, and to avoid repeating negative experiences by using negative lessons learned. Cooke-Davies (2002) claimed that the ability to learn

Literature Review on Best Practices in Collective Learning

Science.gov (United States)

2010-11-01

Popper, & Oz, 1996). Evidence from a 2009 study by van Woerkom and van Engen suggests that workplace environment has a significant impact upon team...teams may stimulate an organization’s collective learning capacity (van Woerkom & van Engen , 2009). Teams have been described as increasing adaptability...Publishing Group. Simon, H. A. (1991). Bounded rationality and organizational learning. Organization Science, 2, 125-134. van Woerkom, M., & van Engen

The role of leadership in facilitating Organisational Learning and collective capacity building

OpenAIRE

Piranfar, Hosein

2007-01-01

The paper examines the role of leadership in facilitating collective learning and capacity building by utilising ideas from the fields of evolutionary learning, operations strategy, quality, project and risk management. Two contrasting cases are chosen to show how success and failure can depend upon collective capacity building through participative leadership and Organisational Learning (OL). The bulk of the literature surveyed concerns evolutionary OL in particular those that involve leader...

Visualising Cultures: The "European Picture Book Collection" Moves "Down Under"

Science.gov (United States)

Cotton, Penni; Daly, Nicola

2015-01-01

The potential for picture books in national collections to act as mirrors reflecting the reader's cultural identity, is widely accepted. This paper shows that the books in a New Zealand Picture Book Collection can also become windows into unfamiliar worlds for non-New Zealand readers, giving them the opportunity to learn more about a context in…

The Role of Leadership in Facilitating Organisational Learning and Collective Capacity Building

Science.gov (United States)

Piranfar, Hosein

2007-01-01

The paper examines the role of leadership in facilitating collective learning and capacity building by utilising ideas from the fields of evolutionary learning, operations strategy, quality, project and risk management. Two contrasting cases are chosen to show how success and failure can depend upon collective capacity building through…

Analysis of e-learning opportunities in Slovenia during the years 2006 and 2015

Directory of Open Access Journals (Sweden)

Tina Godina

2016-12-01

Full Text Available The author examines the characteristics of e-learning opportunities for adults in Slovenia during the years 2006 and 2015. At the outset, some of the characteristics of this form of education and its development are described. E-learning is a form of education, which is characterized by openness and flexibility, and is as such particularly suitable for the adult population. The year 2006 was chosen as a starting point because this was also the year when the last analysis of the e-learning provisions in Slovenia was published (Zagmajster, 2006. The author compared this year with the year 2015. Data were obtained from the catalogue of the educational offer, which can be accessed at the web portal “Kam po znanje? [Where to Get Knowledge?]”, the latter being is managed by Slovenian Institute for Adult Education.

Knowledge Transfer in Health Care Through Digitally Collecting Learning Experiences - Results of Witra Care.

Science.gov (United States)

Behrends, Marianne; Kupka, Thomas; Schmeer, Regina; Meyenburg-Altwarg, Iris; Marschollek, Michael

2016-01-01

The goal of the project Witra Care was to investigate how far the use of mobile technology is suitable to collect experience-based knowledge of nurses. Nine new employees and seven experienced nurses received for six weeks a mobile phone or a tablet pc with a mobile application that allowed them to collect learning object as pictures, videos, audio files or notes. In Witra Care the nurses created 303 learning objects. They have found the collecting of learning experiences was helpful for their learning processes. The learning objects demonstrate various aspects of daily routines in nursing. The results of Witra Care show that the documentation of learning experiences with mobile devices helps to gather information about the practical knowledge in the daily work of nurses, identifies individual learning needs of the employees and supports them in their personal learning processes.

[Clip Sheets from BOCES. Opportunities. Health. Careers. = Oportunidades. Salud. Una Camera En...

Science.gov (United States)

State Univ. of New York, Geneseo. Coll. at Geneseo. Migrant Center.

This collection of 83 clip sheets, or classroom handouts, was created to help U.S. migrants learn more about health, careers, and general "opportunities" including education programs. They are written in both English and Spanish and are presented in an easily understandable format. Health clip-sheet topics include the following: Abuse; AIDS;…

75 FR 45673 - Opportunity To Comment on Proposed and/or Continuing Information Collection

Science.gov (United States)

2010-08-03

... . SUPPLEMENTARY INFORMATION: I. Abstract Information is needed to guide implementation of GLOBE (Global Learning and Observations to Benefit the Environment) based on feedback from participating teachers, students... respondents, including automated collection techniques or the use of other forms of information technology...

Non-Formal Education, Out-of-School Learning Needs and Employment Opportunities: Evidence from Mali

Science.gov (United States)

Weyer, Frederique

2009-01-01

Non-formal education (NFE) is now considered as playing a critical role in the achievement of the objective of Education for All, by reaching the learning needs of youth and adults who do not have access to formal education, increasing their employment opportunities and therefore contributing to poverty alleviation. Yet there is still insufficient…

Impact of the Extended Learning Opportunities Summer Adventures in Learning (ELO SAIL) Program on Student Academic Performance: Part 1, Results from Fall 2012 to Fall 2015

Science.gov (United States)

Cooper-Martin, Elizabeth; Wolanin, Natalie; Jang, Seong; Modarresi, Shahpar; Zhao, Huafang

2016-01-01

Extended Learning Opportunities Summer Adventures in Learning (ELO SAIL) is a Montgomery County Public Schools summer program for students in all Title I elementary schools; it targets students who will be in kindergarten-Grade 2 in the fall following the program. This report analyzed demographic characteristics of attendees and the impact of the…

Addressing Barriers to Learning and Teaching to Enhance Equity of Opportunity. Report from the National Summit on ESSA and Learning Supports

Science.gov (United States)

Center for Mental Health in Schools at UCLA, 2017

2017-01-01

Passage of the "Every Student Succeeds Act" (ESSA) provides opportunities to improve how schools address barriers to learning and teaching and re-engage disconnected students and families. Of particular relevance to these concerns, ESSA replaces what has been described as a maze of programs with a "Student Support and Academic…

Opportunities and Challenges of Multiplex Assays: A Machine Learning Perspective.

Science.gov (United States)

Chen, Junfang; Schwarz, Emanuel

2017-01-01

Multiplex assays that allow the simultaneous measurement of multiple analytes in small sample quantities have developed into a widely used technology. Their implementation spans across multiple assay systems and can provide readouts of similar quality as the respective single-plex measures, albeit at far higher throughput. Multiplex assay systems are therefore an important element for biomarker discovery and development strategies but analysis of the derived data can face substantial challenges that may limit the possibility of identifying meaningful biological markers. This chapter gives an overview of opportunities and challenges of multiplexed biomarker analysis, in particular from the perspective of machine learning aimed at identification of predictive biological signatures.

Understanding Collective Learning and Human Agency in Diverse ...

African Journals Online (AJOL)

2018-05-07

May 7, 2018 ... new social systems that are more sustainable and socially just. ... collection to these international deliberations about the role of education in enabling ... learning can foster and contribute to the development of change agents ...

The Optimum Blend: Affordances and Challenges of Blended Learning For Students

Directory of Open Access Journals (Sweden)

Nuray Gedik

2012-03-01

Full Text Available The purpose of this study was to elicit students’ perceptions regarding the most facilitative and most challenging features (affordances and barriers in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students’ weekly reşection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload, cultural and technical barriers, and the inter-dependence of the two environments. Implications and suggestions are offered for instructors in higher education settings

The Optimum Blend: Affordances and Challenges of Blended Learning For Students

Directory of Open Access Journals (Sweden)

Nuray Gedik

2012-07-01

Full Text Available The purpose of this study was to elicit students’ perceptions regarding the most facilitative and most challenging features (affordances and barriers in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students’ weekly reflection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload, cultural and technical barriers, and the inter-dependence of the two environments. Implications and suggestions are offered for instructors in higher education settings.

Social Issues and Problem-Based Learning in Sociology: Opportunities and Challenges in the Undergraduate Classroom

Science.gov (United States)

Eglitis, Daina S.; Buntman, Fran L.; Alexander, Dameon V.

2016-01-01

This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge,…

75 FR 13305 - Comment Request for Information Collection for Evaluation of the Technology-Based Learning Grants...

Science.gov (United States)

2010-03-19

... Collection for Evaluation of the Technology-Based Learning Grants: New Collection AGENCY: Employment and... Technology- Based Learning Grants Evaluation. A copy of the proposed information collection request (ICR) can... INFORMATION: I. Background The Evaluation of the Technology-Based Learning (TBL) Grants is a two-year...

Generating pseudo test collections for learning to rank scientific articles

NARCIS (Netherlands)

Berendsen, R.; Tsagkias, M.; de Rijke, M.; Meij, E.

2012-01-01

Pseudo test collections are automatically generated to provide training material for learning to rank methods. We propose a method for generating pseudo test collections in the domain of digital libraries, where data is relatively sparse, but comes with rich annotations. Our intuition is that

Conditions for the quality of primary education teachers’ collective learning at individual and group level

NARCIS (Netherlands)

Doppenberg, J.J.; Brok, den P.J.; Bergen, T.C.M.

2009-01-01

Collective teacher learning plays an important role in teachers' professional development and schools' innovative capacity. Despite this importance, collective learning in schools has been weakly conceptualised and little empirical evidence exists with respect to the contributions of collective

Stealth Learning: Unexpected Learning Opportunities through Games

Science.gov (United States)

Sharp, Laura A.

2012-01-01

Educators across the country struggle to create engaging, motivating learning environments for their Net Gen students. These learners expect instant gratification that traditional lectures do not provide. This leaves educators searching for innovative ways to engage students in order to encourage learning. One solution is for educators to use…

Learners' Use of Communication Strategies in Text-Based and Video-Based Synchronous Computer-Mediated Communication Environments: Opportunities for Language Learning

Science.gov (United States)

Hung, Yu-Wan; Higgins, Steve

2016-01-01

This study investigates the different learning opportunities enabled by text-based and video-based synchronous computer-mediated communication (SCMC) from an interactionist perspective. Six Chinese-speaking learners of English and six English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads. Each dyad participated…

Learning Sequences of Actions in Collectives of Autonomous Agents

Science.gov (United States)

Turner, Kagan; Agogino, Adrian K.; Wolpert, David H.; Clancy, Daniel (Technical Monitor)

2001-01-01

In this paper we focus on the problem of designing a collective of autonomous agents that individually learn sequences of actions such that the resultant sequence of joint actions achieves a predetermined global objective. We are particularly interested in instances of this problem where centralized control is either impossible or impractical. For single agent systems in similar domains, machine learning methods (e.g., reinforcement learners) have been successfully used. However, applying such solutions directly to multi-agent systems often proves problematic, as agents may work at cross-purposes, or have difficulty in evaluating their contribution to achievement of the global objective, or both. Accordingly, the crucial design step in multiagent systems centers on determining the private objectives of each agent so that as the agents strive for those objectives, the system reaches a good global solution. In this work we consider a version of this problem involving multiple autonomous agents in a grid world. We use concepts from collective intelligence to design goals for the agents that are 'aligned' with the global goal, and are 'learnable' in that agents can readily see how their behavior affects their utility. We show that reinforcement learning agents using those goals outperform both 'natural' extensions of single agent algorithms and global reinforcement, learning solutions based on 'team games'.

How International Studies Contributed to Educational Theory and Methods through Measurement of Opportunity to Learn Mathematics

Science.gov (United States)

Suter, Larry E.

2017-01-01

The international comparative studies in 1959 were conducted by International Association for the Evaluation of Educational Achievement (IEA) researchers who recognized that differences in student achievement measures in mathematics across countries could be caused by differences in curricula. The measurements of opportunity to learn (OTL) grew…

Improving health care quality and safety: the role of collective learning.

Science.gov (United States)

Singer, Sara J; Benzer, Justin K; Hamdan, Sami U

2015-01-01

Despite decades of effort to improve quality and safety in health care, this goal feels increasingly elusive. Successful examples of improvement are infrequently replicated. This scoping review synthesizes 76 empirical or conceptual studies (out of 1208 originally screened) addressing learning in quality or safety improvement, that were published in selected health care and management journals between January 2000 and December 2014 to deepen understanding of the role that collective learning plays in quality and safety improvement. We categorize learning activities using a theoretical model that shows how leadership and environmental factors support collective learning processes and practices, and in turn team and organizational improvement outcomes. By focusing on quality and safety improvement, our review elaborates the premise of learning theory that leadership, environment, and processes combine to create conditions that promote learning. Specifically, we found that learning for quality and safety improvement includes experimentation (including deliberate experimentation, improvisation, learning from failures, exploration, and exploitation), internal and external knowledge acquisition, performance monitoring and comparison, and training. Supportive learning environments are characterized by team characteristics like psychological safety, appreciation of differences, openness to new ideas social motivation, and team autonomy; team contextual factors including learning resources like time for reflection, access to knowledge, organizational capabilities; incentives; and organizational culture, strategy, and structure; and external environmental factors including institutional pressures, environmental dynamism and competitiveness and learning collaboratives. Lastly learning in the context of quality and safety improvement requires leadership that reinforces learning through actions and behaviors that affect people, such as coaching and trust building, and through

When are workload and workplace learning opportunities related in a curvilinear manner? The moderating role of autonomy

NARCIS (Netherlands)

J. van Ruysseveldt (Joris); M.H. van Dijke (Marius)

2011-01-01

textabstractBuilding on theoretical frameworks like the Job Demands Control model and Action Theory we tested whether the relationship between workload and employees’ experiences of opportunities for workplace learning is of an inverted u-shaped nature and whether autonomy moderates this

20 CFR 670.520 - Are students permitted to hold jobs other than work-based learning opportunities?

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Are students permitted to hold jobs other than work-based learning opportunities? 670.520 Section 670.520 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT...

Recognising Opportunities : A Case Study on Fostering a Culture of Innovation Through Individual and Collective Ownership

NARCIS (Netherlands)

Beekhof, Lysanne; van Vuuren, Mark; Olckers, Chantal; van Zyl, Llewellyn; van der Vaart, Leoni

2017-01-01

Every innovation in organisations starts with recognising the opportunity to improve one’s way of working. Feeling psychological ownership for such innovative work behaviours can be identified for individuals (i.e. ‘this task is mine’) and collectives (i.e. ‘this task is ours’). Our question was how

Improving health care quality and safety: the role of collective learning

Directory of Open Access Journals (Sweden)

Singer SJ

2015-11-01

Full Text Available Sara J Singer,1–4 Justin K Benzer,4–6 Sami U Hamdan4,6 1Department of Health Policy and Management, Harvard T.H. Chan School of Public Health, Boston, MA, USA; 2Department of Medicine, Harvard Medical School, Boston, MA, USA; 3Mongan Institute for Health Policy, Massachusetts General Hospital, Boston, MA, USA; 4Center for Healthcare Organization and Implementation Research, VA Boston Healthcare System, Boston, MA, USA; 5VISN 17 Center of Excellence for Research on Returning War Veterans, Waco, TX, USA; 6Department of Health Policy and Management, Boston University School of Public Health, Boston, MA, USA Abstract: Despite decades of effort to improve quality and safety in health care, this goal feels increasingly elusive. Successful examples of improvement are infrequently replicated. This scoping review synthesizes 76 empirical or conceptual studies (out of 1208 originally screened addressing learning in quality or safety improvement, that were published in selected health care and management journals between January 2000 and December 2014 to deepen understanding of the role that collective learning plays in quality and safety improvement. We categorize learning activities using a theoretical model that shows how leadership and environmental factors support collective learning processes and practices, and in turn team and organizational improvement outcomes. By focusing on quality and safety improvement, our review elaborates the premise of learning theory that leadership, environment, and processes combine to create conditions that promote learning. Specifically, we found that learning for quality and safety improvement includes experimentation (including deliberate experimentation, improvisation, learning from failures, exploration, and exploitation, internal and external knowledge acquisition, performance monitoring and comparison, and training. Supportive learning environments are characterized by team characteristics like psychological

Bureaucratic Boundaries for Collective Learning in Industrial Work

Science.gov (United States)

Kira, Mari; Frieling, Ekkehart

2007-01-01

Purpose: The purpose of the paper is to explore individual and collective workplace learning and the connections between them in the contemporary industrial work. Design/methodology/approach: Two case studies were carried out in the Finnish package-supplier sector. The research methods applied were standardized observations and qualitative…

Large-scale deployment of the Global Trigger Tool across a large hospital system: refinements for the characterisation of adverse events to support patient safety learning opportunities.

Science.gov (United States)

Good, V S; Saldaña, M; Gilder, R; Nicewander, D; Kennerly, D A

2011-01-01

The Institute for Healthcare Improvement encourages use of the Global Trigger Tool to objectively determine and monitor adverse events (AEs). Baylor Health Care System (BHCS) is an integrated healthcare delivery system in North Texas. The Global Trigger Tool was applied to BHCS's eight general acute care hospitals, two inpatient cardiovascular hospitals and two rehabilitation/long-term acute care hospitals. Data were collected from a monthly random sample of charts for each facility for patients discharged between 1 July 2006 and 30 June 2007 by external professional nurse auditors using an MS Access Tool developed for this initiative. In addition to the data elements recommended by Institute for Healthcare Improvement, BHCS developed fields to permit further characterisation of AEs to identify learning opportunities. A structured narrative description of each identified AE facilitated text mining to further characterise AEs. INITIAL FINDINGS: Based on this sample, AE rates were found to be 68.1 per 1000 patient days, or 50.8 per 100 encounters, and 39.8% of admissions were found to have ≥1 AE. Of all AEs identified, 61.2% were hospital-acquired, 10.1% of which were associated with a National Coordinating Council - Medical Error Reporting and Prevention harm score of "H or I" (near death or death). To enhance learning opportunities and guide quality improvement, BHCS collected data-such as preventability and AE source-to characterise the nature of AEs. Data are provided regularly to hospital teams to direct quality initiatives, moving from a general focus on reducing AEs to more specific programmes based on patterns of harm and preventability.

75 FR 17152 - 60-Day Notice of Intention To Request Clearance of Information Collection; Opportunity for Public...

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2010-04-05

... DEPARTMENT OF THE INTERIOR National Park Service 60-Day Notice of Intention To Request Clearance of Information Collection; Opportunity for Public Comment AGENCY: National Park Service, Interior... of such projects; and, when necessary, agency review of a concessioner's books and records related to...

What Is the Difference between a Calorie and a Carbohydrate?--Exploring Nutrition Education Opportunities in Alternative School Settings

Science.gov (United States)

Norquest, Michele; Phelps, Josh; Hermann, Janice; Kennedy, Tay

2015-01-01

Extension-based nutrition educators have indicated current curricula do not engage alternative school students' interests. The study reported here explored nutrition education opportunities at alternative schools in Oklahoma. Data collection involved focus groups gathering student perspectives regarding preferred teaching and learning styles, and…

Math Is More than Numbers: Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

Science.gov (United States)

Yeh, Cathery

2017-01-01

In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods…

75 FR 39577 - 30-Day Notice of Intention To Request Clearance of Collection of Information; Opportunity for...

Science.gov (United States)

2010-07-09

... 1995 and 5 CFR Part 1320, Reporting and Record Keeping Requirements, the National Park Service (NPS... Register notice to solicit public comments on these information collection requirements on January 29, 2010... obligations assumed. It also requires that franchise fees be determined with consideration to the opportunity...

Examining Opportunity-to-Learn and Success in High School Mathematics Performance in California under NCLB

Science.gov (United States)

Gavrilovic, Daniel Miodrag

2013-01-01

The No Child Left Behind Act of 2001 has put many schools under a lot of pressure to meet its high demands. In this quantitative study, the effects that the NCLB act has had on students' opportunity to learn (OTL) and Subject Level Success (SS) from 2004 to 2012 in 9th, 10th, and 11th grade math coursework (Algebra 1, Geometry, Algebra 2, and…

Learning behavior and learning opportunities as career stimuli

NARCIS (Netherlands)

van der Sluis, E.C.

2002-01-01

This paper presents some preliminary findings of a study in the field of work-related learning and management development from a managerial perspective. The interaction between individual and organisational characteristics builds the frame of reference to establish a management learning model, which

When Are Workload and Workplace Learning Opportunities Related in a Curvilinear Manner? The Moderating Role of Autonomy

Science.gov (United States)

van Ruysseveldt, Joris; van Dijke, Marius

2011-01-01

Building on theoretical frameworks like the Job Demands Control model and Action Theory we tested whether the relationship between workload and employees' experiences of opportunities for workplace learning is of an inverted u-shaped nature and whether autonomy moderates this relationship. We predicted that--at moderate levels of…

Using Smartphones to Collect Behavioral Data in Psychological Science: Opportunities, Practical Considerations, and Challenges.

Science.gov (United States)

Harari, Gabriella M; Lane, Nicholas D; Wang, Rui; Crosier, Benjamin S; Campbell, Andrew T; Gosling, Samuel D

2016-11-01

Smartphones now offer the promise of collecting behavioral data unobtrusively, in situ, as it unfolds in the course of daily life. Data can be collected from the onboard sensors and other phone logs embedded in today's off-the-shelf smartphone devices. These data permit fine-grained, continuous collection of people's social interactions (e.g., speaking rates in conversation, size of social groups, calls, and text messages), daily activities (e.g., physical activity and sleep), and mobility patterns (e.g., frequency and duration of time spent at various locations). In this article, we have drawn on the lessons from the first wave of smartphone-sensing research to highlight areas of opportunity for psychological research, present practical considerations for designing smartphone studies, and discuss the ongoing methodological and ethical challenges associated with research in this domain. It is our hope that these practical guidelines will facilitate the use of smartphones as a behavioral observation tool in psychological science. © The Author(s) 2016.

Using Tests as Learning Opportunities.

Science.gov (United States)

Foos, Paul W.; Fisher, Ronald P.

1988-01-01

A study involving 105 undergraduates assessed the value of testing as a means of increasing, rather than simply monitoring, learning. Results indicate that fill-in-the-blank and items requiring student inferences were more effective, respectively, than multiple-choice tests and verbatim items in furthering student learning. (TJH)

Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills

Science.gov (United States)

Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa

2015-01-01

The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher…

Nothing Succeeds Like Success? Equity, Student Outcomes, and Opportunity to Learn in High- and Middle-Income Countries

Science.gov (United States)

Santibañez, Lucrecia; Fagioli, Loris

2016-01-01

A strong relationship between article background and educational outcomes fuels a negative inequality cycle. This paper explores the interplay between student socioeconomic status and educational outcomes, and the mediating role of Opportunity-to-Learn (OTL) in high- and middle-income countries. Using data from PISA 2012, we find that the…

Informal Learning from Error in Hospitals: What Do We Learn, How Do We Learn and How Can Informal Learning Be Enhanced? A Narrative Review

Science.gov (United States)

de Feijter, Jeantine M.; de Grave, Willem S.; Koopmans, Richard P.; Scherpbier, Albert J. J. A.

2013-01-01

Learning from error is not just an individual endeavour. Organisations also learn from error. Hospitals provide many learning opportunities, which can be formal or informal. Informal learning from error in hospitals has not been researched in much depth so this narrative review focuses on five learning opportunities: morbidity and mortality…

Collective learning for the emergence of social norms in networked multiagent systems.

Science.gov (United States)

Yu, Chao; Zhang, Minjie; Ren, Fenghui

2014-12-01

Social norms such as social rules and conventions play a pivotal role in sustaining system order by regulating and controlling individual behaviors toward a global consensus in large-scale distributed systems. Systematic studies of efficient mechanisms that can facilitate the emergence of social norms enable us to build and design robust distributed systems, such as electronic institutions and norm-governed sensor networks. This paper studies the emergence of social norms via learning from repeated local interactions in networked multiagent systems. A collective learning framework, which imitates the opinion aggregation process in human decision making, is proposed to study the impact of agent local collective behaviors on the emergence of social norms in a number of different situations. In the framework, each agent interacts repeatedly with all of its neighbors. At each step, an agent first takes a best-response action toward each of its neighbors and then combines all of these actions into a final action using ensemble learning methods. Extensive experiments are carried out to evaluate the framework with respect to different network topologies, learning strategies, numbers of actions, influences of nonlearning agents, and so on. Experimental results reveal some significant insights into the manipulation and control of norm emergence in networked multiagent systems achieved through local collective behaviors.

Opportunity Evaluation through Experiential Learning (OETEL): An Analysis of Perceived Desirability, Perceived Feasibility, and Entrepreneurial Intention

OpenAIRE

Krisakorn Sukavejworakit; Triyuth Promsiri; Thanaphol Virasa

2018-01-01

The entrepreneurial intention is recognized as the best predictor of entrepreneurship activity. This study aims to extend the understanding of entrepreneurial intention within the context of entrepreneurship education. The role of opportunity evaluation on entrepreneurial intention was explored with the application of Experiential Learning Theory. The conceptual framework was developed based on the integrated entrepreneurial intention model, where perceived desirability and perceived feasibil...

COLLECTIVE ACTION AND COLLECTIVE SCHEME IN THE MOBILIZATION OF LEARNING CHEMISTRY ACCORDING TO VERGNAUD’S THEORY OF CONCEPTUAL FIELDS

Directory of Open Access Journals (Sweden)

Lucia Machado de Andrade

2017-10-01

Full Text Available This research’s aim was to analyze the mobilization in learning chemistry promoted by the collective action of three entrant students in higher education courses, in a college located in Santo André. For such, cognitive indicators mobilized by them while living individual and group situations on water’s boiling point, using Screencast video lessons as a motivational strategy, were analyzed. The fulfilment of these situations’ corresponding tasks was filmed, and the recordings were transcribed and analyzed with the help from the Transana software. The indicators used for the Discursive Textual Analysis were created by associating Vicente Talanquer’s Chemistry Knowledge Space to Gérard Vergnaud’s Theory of Conceptual Fields. The results displayed higher quantity and better quality to the indicators in situations with collective character, to the detriment to the ones with individual character. Thus, one might conclude that, under this research’s conditions, collective action, generated by a collective scheme, was capable of mobilizing the learning of chemistry.

Joint Inquiry: Teachers' Collective Learning about the Common Core in High-Poverty Urban Schools

Science.gov (United States)

Stosich, Elizabeth Leisy

2016-01-01

Recent research on the relationship between standards and teachers' practice suggests that teachers are unlikely to make changes to practice without extensive opportunities for learning about standards with colleagues. This article extends this line of research, using a comparative case study of three high-poverty urban schools to examine the…

The Relationships between Indonesian Fourth Graders’ Difficulties in Fractions and the Opportunity to Learn Fractions: A Snapshot of TIMSS Results

OpenAIRE

Ariyadi Wijaya

2017-01-01

This paper reports an exploration into Indonesian fourth graders’ difficulties in fractions and their relation to the opportunity to learn fractions students got at schools. The concept of ‘opportunity to learn’ is often considered as a framework to investigate possible reasons for students’ difficulties. The data for this study was drawn from TIMSS 2015 that comprised test results and teachers’ responses to TIMSS Teacher Questionnaire. The test and questionnaire data were anal...

Learning from Schools That Close Opportunity Gaps

Science.gov (United States)

LaCour, Sarah E.; York, Adam; Welner, Kevin; Valladares, Michelle Renée; Kelley, Linda Molner

2017-01-01

The Schools of Opportunity Project recognizes public high schools that employ research-based practices to close opportunity gaps. The commended schools illustrate how school quality can and should be measured by far more than just test scores. In doing so, they offer exemplars and a path forward for the nation's schools. The selection criteria for…

A Review of Empirical Studies Investigating Antecedents and Consequences of Collective Learning Behaviors in Hospitals

Directory of Open Access Journals (Sweden)

Florina D. Spânu

2013-01-01

Full Text Available This study is a systematic review of the field research conducted in medical settings investigating collective learning behaviors. The review was driven by several research foci. Our main interest was in identifying antecedents and consequences of collective learning in hospitals. We also report results on the types of research questions addressed, research designs used, and types of medical teams investigated. Twelve studies met our inclusion criteria. Our findings revealed that highly contextualized studies that use different ways of measuring learning, different ways of conceptualizing medical teams, and different research methodologies, discuss similar antecedents. Variables like leadership behaviors, unit interpersonal climate, and hierarchical position were found to play a role in explaining organizational learning in hospitals across studies. We also found that despite an intense public discourse on the link between collective learning processes and patients’ safety and medical organizations’ performance, few studies actually report empirical data supporting this relationship.

Open Educational Resources and the Opportunities for Expanding Open and Distance Learning (OERS-ODL

Directory of Open Access Journals (Sweden)

Jameson Mbale

2013-05-01

Full Text Available Distance learning (DL was a teaching modality which utilized technology to deliver teaching to students who were not physically present such as in a traditional classroom setting. DL was not constrained by geographic considerations and therefore offered unique opportunities to expand educational access. The University of Namibia (UNAM and International Training and Education Center for Health (I-TECH partnered to examine DL at UNAM, to assess strengths and weaknesses, and to make recommendations for improvement. The primary method used in this assessment was interviews with staff at centers and units engaged in Distance Learning at UNAM. It was analyzed how interactions vary between instructor and learner, among learners, and between learners and learning resources. DL at UNAM was categorized into five approaches including: 1 Outreach, 2 Print-based, 3 Computer based, 4 Internet-based, and 5 Digital Video Conferencing (DVC. All-in-all, a strategy of “starting small” was envisaged to allow individual instructors to voluntarily use collaborative software such as Google Groups to enhance print-based instruction and progressively expand DL at UNAM.

Looking in on Music: Challenges and Opportunities for the Scholarship of Teaching and Learning

Directory of Open Access Journals (Sweden)

Susan Wharton Conkling

2016-03-01

Full Text Available Whereas most articles in this special issue demonstrate careful and close-up views of Scholarship of Teaching and Learning (SoTL in a performing arts or humanities discipline, my approach is opposite; I look in on music teaching and learning to interrogate current conceptions of SoTL. I begin with Sloboda’s cognitive explanation of music expertise and consider how music expertise is established relatively early in life. I then proceed to develop two case studies of music in higher education showing how each case illustrates expertise, and highlighting experts’ desires for progressively greater challenges. I argue that collaboration with other expert performers is one sort of challenge that meets such desires. By drawing attention to collaboration, I then reframe music as social practice, and I highlight the qualities of participatory performance. In the latter part of the article, I turn my attention toward explaining what it means to think about learning as participation in a community of practice, and I draw on the case studies to demonstrate that such a view presents both challenges and opportunities for SoTL.

District Decision-Makers' Considerations of Equity and Equality Related to Students' Opportunities to Learn Algebra

Science.gov (United States)

Herbel-Eisenmann, Beth A.; Keazer, Lindsay; Traynor, Anne

2018-01-01

Background/Context: In this article we explore equity issues related to school district decision-making about students' opportunities to learn algebra. We chose algebra because of the important role it plays in the U.S. as a gatekeeper to future academic success. Current research has not yet explored issues of equity in district-level…

76 FR 54283 - 30-Day Notice of Proposed Information Collections: Language Learning Survey Questions

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2011-08-31

...: Language Learning Survey Questions ACTION: Notice of request for public comment and submission to OMB of... the Paperwork Reduction Act of 1995. Title of Information Collection: Language Learning Programs: Pre... critical language learning instruction. Estimated Number of Respondents: 1,400 annually Estimated Number of...

Collaborative learning: A next step in the training of peer support providers.

Science.gov (United States)

Cronise, Rita

2016-09-01

This column explores how peer support provider training is enhanced through collaborative learning. Collaborative learning is an approach that draws upon the "real life" experiences of individual learners and encompasses opportunities to explore varying perspectives and collectively construct solutions that enrich the practice of all participants. This description draws upon published articles and examples of collaborative learning in training and communities of practice of peer support providers. Similar to person-centered practices that enhance the recovery experience of individuals receiving services, collaborative learning enhances the experience of peer support providers as they explore relevant "real world" issues, offer unique contributions, and work together toward improving practice. Three examples of collaborative learning approaches are provided that have resulted in successful collaborative learning opportunities for peer support providers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A Decade of Technology Enhanced Learning at the University of Dar es Salaam, Tanzania: Challenges, Achievements, and Opportunities

Science.gov (United States)

Mtebe, Joel S.; Raphael, Christina

2017-01-01

For a decade past, integration of technology in teaching and learning has been received with both apprehension and skeptism from academics and student majority at the University of Dar es Salaam (UDSM). The study recounts real, professional and practical experiences, challenges, and opportunities of integrating educational technologies using…

New horizons for e-learning in medical education: ecological and Web 2.0 perspectives.

Science.gov (United States)

Sandars, John; Haythornthwaite, Caroline

2007-05-01

An ecological and a Web 2.0 perspective of e-learning provides new ways of thinking about how people learn with technology and also how new learning opportunities are offered by new technology. These perspectives highlight the importance of developing connections between a wide variety of learning resources, containing both codified and tacit knowledge. New adaptive technology has the potential to create personalized, yet collective, learning. The future implications for e-learning in medical education is considered.

Study on state grouping and opportunity evaluation for reinforcement learning methods; Kyoka gakushuho no tame no jotai grouping to opportunity hyoka ni kansuru kenkyu

Energy Technology Data Exchange (ETDEWEB)

Yu, W.; Yokoi, H.; Kakazu, Y. [Hokkaido University, Sapporo (Japan)

1997-08-20

In this paper, we propose the State Grouping scheme for coping with the problem of scaling up the Reinforcement Learning Algorithm to real, large size application. The grouping scheme is based on geographical and trial-error information, and is made up with state generating, state combining, state splitting, state forgetting procedures, with corresponding action selecting module and learning module. Also, we discuss the Labeling Based Evaluation scheme which can evaluate the opportunity of the state-action pair, therefore, use better experience to guide the exploration of the state-space effectively. Incorporating the Labeling Based Evaluation and State Grouping scheme into the Reinforcement Learning Algorithm, we get the approach that can generate organized state space for Reinforcement Learning, and do problem solving as well. We argue that the approach with this kind of ability is necessary for autonomous agent, namely, autonomous agent can not act depending on any pre-defined map, instead, it should search the environment as well as find the optimal problem solution autonomously and simultaneously. By solving the large state-size 3-DOF and 4-link manipulator problem, we show the efficiency of the proposed approach, i.e., the agent can achieve the optimal or sub-optimal path with less memory and less time. 14 refs., 11 figs., 3 tabs.

Opportune Landing Site Program: Opportune Landing Site Southeastern Indiana Field Data Collection and Assessment

National Research Council Canada - National Science Library

Barna, Lynette A; Ryerson, Charles C; Affleck, Rosa T

2008-01-01

.... The opportune landing site (OLS) program utilized existing technologies to rapidly accelerate the process of selecting OLSs using remote sensing technology and state-of-the-ground forecast tools...

Current and future multimodal learning analytics data challenges

DEFF Research Database (Denmark)

Spikol, Daniel; Prieto, Luis P.; Rodriguez-Triana, M.J.

2017-01-01

Multimodal Learning Analytics (MMLA) captures, integrates and analyzes learning traces from different sources in order to obtain a more holistic understanding of the learning process, wherever it happens. MMLA leverages the increasingly widespread availability of diverse sensors, high......-frequency data collection technologies and sophisticated machine learning and artificial intelligence techniques. The aim of this workshop is twofold: first, to expose participants to, and develop, different multimodal datasets that reflect how MMLA can bring new insights and opportunities to investigate complex...... learning processes and environments; second, to collaboratively identify a set of grand challenges for further MMLA research, built upon the foundations of previous workshops on the topic....

The Relationships between Indonesian Fourth Graders’ Difficulties in Fractions and the Opportunity to Learn Fractions: A Snapshot of TIMSS Results

Directory of Open Access Journals (Sweden)

Ariyadi Wijaya

2017-11-01

Full Text Available This paper reports an exploration into Indonesian fourth graders’ difficulties in fractions and their relation to the opportunity to learn fractions students got at schools. The concept of ‘opportunity to learn’ is often considered as a framework to investigate possible reasons for students’ difficulties. The data for this study was drawn from TIMSS 2015 that comprised test results and teachers’ responses to TIMSS Teacher Questionnaire. The test and questionnaire data were analysed by using descriptive statistics. In addition to test and questionnaire, this study also included an analysis of Indonesian textbooks in order to get a broader scope of the opportunity to learn. Qualitative approach was used to analyse the textbooks. The analysis of the TIMSS results shows Indonesian students’ low conceptual understanding of fractions. Three possible reasons for students’ low conceptual understanding were revealed. First, the content of Indonesian curriculum that gave low emphasis on basic concepts of fractions and introduced operations of fractions too early. Second, the Indonesian mathematics textbooks only presented one definition of fractions, i.e. fractions as parts of wholes. Third, there is a limited use of models or representations of fractions in the classroom practices.

Image analysis and machine learning in digital pathology: Challenges and opportunities.

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Madabhushi, Anant; Lee, George

2016-10-01

With the rise in whole slide scanner technology, large numbers of tissue slides are being scanned and represented and archived digitally. While digital pathology has substantial implications for telepathology, second opinions, and education there are also huge research opportunities in image computing with this new source of "big data". It is well known that there is fundamental prognostic data embedded in pathology images. The ability to mine "sub-visual" image features from digital pathology slide images, features that may not be visually discernible by a pathologist, offers the opportunity for better quantitative modeling of disease appearance and hence possibly improved prediction of disease aggressiveness and patient outcome. However the compelling opportunities in precision medicine offered by big digital pathology data come with their own set of computational challenges. Image analysis and computer assisted detection and diagnosis tools previously developed in the context of radiographic images are woefully inadequate to deal with the data density in high resolution digitized whole slide images. Additionally there has been recent substantial interest in combining and fusing radiologic imaging and proteomics and genomics based measurements with features extracted from digital pathology images for better prognostic prediction of disease aggressiveness and patient outcome. Again there is a paucity of powerful tools for combining disease specific features that manifest across multiple different length scales. The purpose of this review is to discuss developments in computational image analysis tools for predictive modeling of digital pathology images from a detection, segmentation, feature extraction, and tissue classification perspective. We discuss the emergence of new handcrafted feature approaches for improved predictive modeling of tissue appearance and also review the emergence of deep learning schemes for both object detection and tissue classification

Great Expectations: Teacher Learning in a National Professional Development Programme

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Armour, Kathleen M.; Makopoulou, Kyriaki

2012-01-01

This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and "collective participation" were positive factors. Research participants reported difficulties, however, in…

Organising Collective Action for Effective Environmental Management and Social Learning in Wales

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Mills, Jane; Gibbon, David; Ingram, Julie; Reed, Matt; Short, Christopher; Dwyer, Janet

2011-01-01

The paper explored key factors that might lead to successful agri-environmental social learning and collective action in order to deliver landscape-scale resource management within agri-environment schemes. Using the theory of collective action as an analytical framework the paper examined findings from in-depth interviews with 20 members of two…

Psychologists and detainee interrogations: key decisions, opportunities lost, and lessons learned.

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Pope, Kenneth S

2011-01-01

After the 9-11 terrorist attacks, U.S. psychologists faced hard choices about what roles, if any, were appropriate for psychologists in the detainee interrogations conducted in settings such as the Bagram Airbase, the Abu Ghraib Prison, and the Guantanamo Bay Detention Camps. The American Psychological Association (APA) sparked intense controversy with its policies and public statements. This article reviews APA decisions, documents, and public statements in this area, in the context of major criticisms and responses to those criticisms. The review focuses on key issues: how the APA created and reported policies in the areas of ethics and national security; transparency; psychologists' professional identities; psychologists' qualifications; ethical-legal conflicts; policies opposing torture; interpretations of avoiding harm; and effective interrogations. It suggests lessons learned, missed opportunities, and questions in need of a fresh approach. © 2011 by Annual Reviews. All rights reserved

An exploration of learning to link with Wikipedia: features, methods and training collection

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He, J.; de Rijke, M.

2010-01-01

We describe our participation in the Link-the-Wiki track at INEX 2009. We apply machine learning methods to the anchor-to-best-entry-point task and explore the impact of the following aspects of our approaches: features, learning methods as well as the collection used for training the models. We

Balancing Bologna: opportunities for university teaching that integrates academic and practical learning outcomes

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Probst, Lorenz; Pflug, Verena; Brandenburg, Christiane; Guggenberger, Thomas; Mentler, Axel; Wurzinger, Maria

2014-05-01

In the course of the Bologna Process, the quality of university teaching has become more prominent in the discourse on higher education. More attention is now paid to didactics and methods and learner-oriented modes of teaching are introduced. The application of knowledge, practical skills and in consequence the employability of university graduates have become requirements for university teaching. Yet, the lecture-style approach still dominates European universities, although empirical evidence confirms that student-centred, interdisciplinary and experiential learning is more effective. Referring to the learning taxonomy introduced by Bloom, we argue that standard approaches rarely move beyond the learning level of comprehension and fail to reach the levels of application, analysis, synthesis and evaluation. Considering the rapid changes and multiple challenges society faces today, responsible practitioners and scientists who can improve the current management of natural resources are urgently needed. Universities are expected to equip their graduates with the necessary skills to reflect and evaluate their actions when addressing 'real world' problems in order to improve impact and relevance of their work. Higher education thus faces the challenge of providing multi-level learning opportunities for students with diverse practical and theoretical learning needs. In this study, we reflect on three cases of university teaching attempting to bridge theory and practice and based on the principles of systemic, problem based learning. The described courses focus on organic farming, rural development and landscape planning and take place in Uganda, Nicaragua and Italy. We show that being part of a real-world community of stakeholders requires hands-on learning and the reflection and evaluation of actions. This prepares students in a more effective and realistic way for their future roles as responsible decision makers in complex social, economic and ecological systems. We

Event recognition in personal photo collections via multiple instance learning-based classification of multiple images

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Ahmad, Kashif; Conci, Nicola; Boato, Giulia; De Natale, Francesco G. B.

2017-11-01

Over the last few years, a rapid growth has been witnessed in the number of digital photos produced per year. This rapid process poses challenges in the organization and management of multimedia collections, and one viable solution consists of arranging the media on the basis of the underlying events. However, album-level annotation and the presence of irrelevant pictures in photo collections make event-based organization of personal photo albums a more challenging task. To tackle these challenges, in contrast to conventional approaches relying on supervised learning, we propose a pipeline for event recognition in personal photo collections relying on a multiple instance-learning (MIL) strategy. MIL is a modified form of supervised learning and fits well for such applications with weakly labeled data. The experimental evaluation of the proposed approach is carried out on two large-scale datasets including a self-collected and a benchmark dataset. On both, our approach significantly outperforms the existing state-of-the-art.

Learning Analytics: opportunities for schools

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Giovanni Fulantelli

2014-12-01

Full Text Available La valutazione delle esperienze di apprendimento che avvengono in ambienti in cui le interazioni sono mediate dalle tecnologie è una sfida ardua che deve essere affrontata con approcci adeguati. Le tecniche di Learning Analytics si sono sviluppate recentemente con l’obiettivo di fornire gli strumenti necessari per ottimizzare le esperienze di apprendimento. Queste tecniche supportano i docenti nel prendere tempestivamente quelle decisioni che rendono il processo didattico più efficace, permettendo di intervenire sull’intero processo o sui singoli studenti in modo personalizzato. Sebbene le tecniche di Learning Analytics si siano sviluppate principalmente nei contesti di alta formazione online, questo articolo mette in evidenza come l’impiego di tali tecniche può portare benefici anche nei contesti scolastici. Di fatto, in questi contesti, le tecnologie sono sempre più utilizzate per supportare le esperienze di apprendimento formali e informali, come quelle basate su dispositivi mobili, serious game e social network, e i dati generati sono sempre più numerosi, richiedendo nuovi approcci di analisi che traggono vantaggio dall’impiego delle tecniche di Learning Analytics.

76 FR 46811 - Agency Information Collection Activities: Proposed Collection; Comment Request

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2011-08-03

...: (1) Create and support a Learning Network of the complex patient grantees to facilitate advancement... support the R21 and R24 complex patient grantees, AHRQ funded a Learning Network and Technical Assistance... the program. The Learning Network will give these grantees the opportunity to share information with...

Analytics of biometric data from wearable devices to support teaching and learning activities

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Francisco de Arriba Pérez

2016-03-01

Full Text Available This paper introduces the preliminary results of a piece of research whose main purpose is to take advantage of data collected from wearable devices to support learning processes. This goal is approached through the application of learning analytic techniques. The innovation point is the use of data collected from wearables, that will be used in conjunction with data collected from other sources (e.g. Learning Management Systems, Student Information Systems. The paper reviews the results achieved during the last year about the relationships among biometric data collected from wearables and relevant features described in the educational literature. In this way sleep and stress have been identified as interesting areas that could be informed from data collected in wearables and processed by applying machine learning techniques. Our preliminary results show some initial promising results that need further validation, also these results show an interesting opportunity to support awareness and intervention functionalities.

Assessing Online Learning Objects: Student Evaluation of a Guide on the Side Interactive Learning Tutorial Designed by SRJC Libraries

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Virtue, Alicia; Dean, Ellen; Matheson, Molly

2014-01-01

More and more of today's scholars conduct their research in a digital realm rather than using a print collection. The University of Arizona Libraries Guide on the Side tutorial software offers an opportunity to apply the principles of active learning with real world research scenarios. This paper reports on the design and introduction of…

Learning in the real place: medical students' learning and socialization in clerkships at one medical school.

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Han, Heeyoung; Roberts, Nicole K; Korte, Russell

2015-02-01

To understand medical students' learning experiences in clerkships: learning expectations (what they expect to learn), learning process (how they learn), and learning outcomes (what they learn). Using a longitudinal qualitative research design, the authors followed the experiences of 12 participants across their clerkship year (2011-2012) at the Southern Illinois University School of Medicine. Interview data from each participant were collected at three points (preclerkship, midclerkship, and postclerkship) and analyzed using a grounded theory approach. Additionally, the authors observed participants through a full clerkship day to augment the interviews. Before clerkships, students expected to have more hands-on experiences and become more knowledgeable by translating textbook knowledge to real patients and practicing diagnostic thinking. During clerkships, students experienced ambiguity and subjectivity of attending physicians' expectations and evaluation criteria. They perceived that impression management was important to ensure that they received learning opportunities and good evaluations. After clerkships, students perceived that their confidence increased in navigating the health care environments and interacting with patients, attendings, and residents. However, they felt that there were limited opportunities to practice diagnostic thinking. Students could not clearly discern the decision-making processes used by attending physicians. Although they saw many patients, they perceived that their learning was at the surface level. Students' experiential learning in clerkships occurred through impression management as a function of dynamic social and reciprocal relationships between students and attendings or residents. Students reported that they did not learn comprehensive clinical reasoning skills to the degree they expected in clerkships.

Learning within a Connectivist Educational Collective Blog Model: A Case Study of UK Higher Education

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Garcia, Elaine; Brown, Mel; Elbeltagi, Ibrahim

2013-01-01

The use Web 2.0 technologies and specifically blogs has become increasingly prevalent within the Higher Education (HE) sector within recent years as educators begin to maximise the opportunities such tools can provide for teaching and learning and to experiment with their usage in a wide range of context. The use of such technologies has been…

Using Mobile Phones to Collect Patient Data: Lessons Learned From the SIMPle Study.

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Duane, Sinead; Tandan, Meera; Murphy, Andrew W; Vellinga, Akke

2017-04-25

Mobile phones offer new opportunities to efficiently and interactively collect real-time data from patients with acute illnesses, such as urinary tract infections (UTIs). One of the main benefits of using mobile data collection methods is automated data upload, which can reduce the chance of data loss, an issue when using other data collection methods such as paper-based surveys. The aim was to explore differences in collecting data from patients with UTI using text messaging, a mobile phone app (UTI diary), and an online survey. This paper provides lessons learned from integrating mobile data collection into a randomized controlled trial. Participants included UTI patients consulting in general practices that were participating in the Supporting the Improvement and Management of UTI (SIMPle) study. SIMPle was designed to improve prescribing antimicrobial therapies for UTI in the community. Patients were invited to reply to questions regarding their UTI either via a prospective text message survey, a mobile phone app (UTI diary), or a retrospective online survey. Data were collected from 329 patients who opted in to the text message survey, 71 UTI patients through the mobile phone UTI symptom diary app, and 91 online survey participants. The age profile of UTI diary app users was younger than that of the text message and online survey users. The largest dropout for both the text message survey respondents and UTI diary app users was after the initial opt-in message; once the participants completed question 1 of the text message survey or day 2 in the UTI diary app, they were more likely to respond to the remaining questions/days. This feasibility study highlights the potential of using mobile data collection methods to capture patient data. As well as improving the efficiency of data collection, these novel approaches highlight the advantage of collecting data in real time across multiple time points. There was little variation in the number of patients responding

Examining Quality Management Audits in Nuclear Medicine Practice as a lifelong learning process: opportunities and challenges to the nuclear medicine professional and beyond.

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Pascual, Thomas N B

2016-08-01

This essay will explore the critical issues and challenges surrounding lifelong learning for professionals, initially exploring within the profession and organizational context of nuclear medicine practice. It will critically examine how the peer-review process called Quality Management Audits in Nuclear Medicine Practice (QUANUM) of the International Atomic Energy Agency (IAEA) can be considered a lifelong learning opportunity to instill a culture of quality to improve patient care and elevate the status of the nuclear medicine profession and practice within the demands of social changes, policy, and globalization. This will be explored initially by providing contextual background to the identity of the IAEA as an organization responsible for nuclear medicine professionals, followed by the benefits that QUANUM can offer. Further key debates surrounding lifelong learning, such as compulsification of lifelong learning and impact on professional change, will then be weaved through the discussion using theoretical grounding through a qualitative review of the literature. Keeping in mind that there is very limited literature focusing on the implications of QUANUM as a lifelong learning process for nuclear medicine professionals, this essay uses select narratives and observations of QUANUM as a lifelong learning process from an auditor's perspective and will further provide a comparative perspective of QUANUM on the basis of other lifelong learning opportunities such as continuing professional development activities and observe parallelisms on its benefits and challenges that it will offer to other professionals in other medical speciality fields and in the teaching profession.

Expanding CTE Opportunities through Blended Learning

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McKinstry, Elizabeth

2012-01-01

The global economy, 21st century skills, knowledge society, college and career readiness, digital and project-based learning are all common terms to educators who are expanding their learning environments beyond the classroom to meet the needs of all students. It is common knowledge that the rapid technological advances of this century have…

Using Data Collection Apps and Single-Case Designs to Research Transformative Learning in Adults

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Roessger, Kevin M.; Greenleaf, Arie; Hoggan, Chad

2017-01-01

To overcome situational hurdles when researching transformative learning in adults, we outline a research approach using single-case research designs and smartphone data collection apps. This approach allows researchers to better understand learners' current lived experiences and determine the effects of transformative learning interventions on…

Blended Learning as Transformational Institutional Learning

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VanDerLinden, Kim

2014-01-01

This chapter reviews institutional approaches to blended learning and the ways in which institutions support faculty in the intentional redesign of courses to produce optimal learning. The chapter positions blended learning as a strategic opportunity to engage in organizational learning.

Disability and eLearning: Opportunities and Barriers

Directory of Open Access Journals (Sweden)

Mike Kent

2015-02-01

Full Text Available This paper explores the current rising rates of online learning in higher education. It examines how disability is activated differently online and the impact of this on learning and teaching through the internet and the accessibility of two of the most popular learning management systems, Blackboard and Moodle, and the different approaches, benefits and problems associated with each system. It then explores the eLearning environment beyond the structure of a LMS to a broader digital campus that includes social networks, video hosting sites and micro blogging, where students and staff are increasingly expanding the learning and social environment in higher education. It also questions the legal and moral responsibilities of universities to make all their online activities accessible to all students, regardless of disability.

Hospitals as learning organizations: fostering innovation through interactive learning.

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Dias, Casimiro; Escoval, Ana

2015-01-01

The article aims to provide an analytical understanding of hospitals as "learning organizations." It further analyzes the development of learning organizations as a way to enhance innovation and performance in the hospital sector. The article pulls together primary data on organizational flexibility, innovation, and performance from 95 administrators from hospital boards in Portugal, collected through a survey, interviews with hospital's boards, and a nominal group technique with a panel of experts on health systems. Results show that a combination of several organizational traits of the learning organization enhances its capacity for innovation development. The logistic model presented reveals that hospitals classified as "advanced learning organizations" have 5 times more chance of developing innovation than "basic learning organizations." Empirical findings further pointed out incentives, standards, and measurement requirements as key elements for integration of service delivery systems and expansion of the current capacity for structured and real-time learning in the hospital sector. The major implication arising from this study is that policy needs to combine instruments that promote innovation opportunities and incentives, with instruments stimulating the further development of the core components of learning organizations. Such a combination of policy instruments has the potential to ensure a wide external cooperation through a learning infrastructure.

Strengths Weaknesses Opportunities and Threats of Blended Learning: Students’ Perceptions

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Hande, S

2014-01-01

Background: Blended learning (BL) in a cell biology course of the premedical program at the Kasturba Medical College International Centre, Manipal, India, commenced in 2006. The program provides training in basic sciences to students, especially from the United States and Canada. The approach to the study was phenomenographic, with a qualitative study design using an open-ended questionnaire, focused interviews and empirical observations. Aim: The aim of this study was to identify the strengths, weaknesses, opportunities and threats (SWOT) of BL in a premedical class. Subjects and Methods: It was a cross-sectional study. Ninety six students in a premedical cell biology class participated in the study. SWOT analysis of students’ perceptions was conducted manually. Statistical analysis included content analysis of qualitative data to classify data and aligning them into the SWOT analysis matrix. Results: The outcomes of the study revealed student perceptions in terms of SWOT of BL and the potential uses of this strategy. Conclusions: The study provides background for educators and curriculum experts to plan their modules while incorporating a BL approach. PMID:24971204

Strengths weaknesses opportunities and threats of blended learning: students' perceptions.

Science.gov (United States)

Hande, S

2014-05-01

Blended learning (BL) in a cell biology course of the premedical program at the Kasturba Medical College International Centre, Manipal, India, commenced in 2006. The program provides training in basic sciences to students, especially from the United States and Canada. The approach to the study was phenomenographic, with a qualitative study design using an open-ended questionnaire, focused interviews and empirical observations. The aim of this study was to identify the strengths, weaknesses, opportunities and threats (SWOT) of BL in a premedical class. It was a cross-sectional study. Ninety six students in a premedical cell biology class participated in the study. SWOT analysis of students' perceptions was conducted manually. Statistical analysis included content analysis of qualitative data to classify data and aligning them into the SWOT analysis matrix. The outcomes of the study revealed student perceptions in terms of SWOT of BL and the potential uses of this strategy. The study provides background for educators and curriculum experts to plan their modules while incorporating a BL approach.

Inter-cooperative collective intelligence techniques and applications

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Bessis, Nik

2014-01-01

This book covers the latest advances in the rapid growing field of inter-cooperative collective intelligence aiming the integration and cooperation of various computational resources, networks and intelligent processing paradigms to collectively build intelligence and advanced decision support and interfaces for end-users. The book brings a comprehensive view of the state-of-the-art in the field of integration of sensor networks, IoT and Cloud computing, massive and intelligent querying and processing of data. As a result, the book presents lessons learned so far and identifies new research issues, challenges and opportunities for further research and development agendas. Emerging areas of applications are also identified and usefulness of inter-cooperative collective intelligence is envisaged.   Researchers, software developers, practitioners and students interested in the field of inter-cooperative collective intelligence will find the comprehensive coverage of this book useful for their research, academic...

e-Learning in nursing education--Challenges and opportunities.

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Kokol, Peter; Blazun, Helena; Micetić-Turk, Dusanka; Abbott, Patricia A

2006-01-01

Quick changes on the field of informational communication technologies forces educational and other institutions to think about different ways of teaching and learning in both formal and informal environments. It addition it is well known that due to fast advancement of science and technology the knowledge gained in schools is getting out-of-date rapidly, so life long learning is becoming an essential alternative. As a consequence we are facing a rapid development and use of new educational approaches such as e-learning, simulations, virtual reality, etc. They brought a revolution to learning and instruction. But in general the empirical results of e-learning studies are somewhat disappointing. They cannot prove the superiority of e-learning processes over traditional learning in general, neither in specific areas like nursing. In our international study we proved that e-Learning can have many benefits and that it can enhance learning experience in nursing education, but it has to be provided in correct manner.

Moving beyond the Reflectivity of Post-Lesson Mentoring Conferences in Teacher Education and Creating Learning/development Opportunities for Pre-Service Teachers

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Ciavaldini-Cartaut, Solange

2015-01-01

This longitudinal case study suggests ways to move beyond the reflective process usually associated with post-lesson mentoring conferences by describing the modalities likely to generate real learning/development opportunities. Based on cultural-historical activity theories (CHAT) and using methodologies from sociodiscursive interactionism, this…

Real-time individualized training vectors for experiential learning.

Energy Technology Data Exchange (ETDEWEB)

Willis, Matt; Tucker, Eilish Marie; Raybourn, Elaine Marie; Glickman, Matthew R.; Fabian, Nathan

2011-01-01

Military training utilizing serious games or virtual worlds potentially generate data that can be mined to better understand how trainees learn in experiential exercises. Few data mining approaches for deployed military training games exist. Opportunities exist to collect and analyze these data, as well as to construct a full-history learner model. Outcomes discussed in the present document include results from a quasi-experimental research study on military game-based experiential learning, the deployment of an online game for training evidence collection, and results from a proof-of-concept pilot study on the development of individualized training vectors. This Lab Directed Research & Development (LDRD) project leveraged products within projects, such as Titan (Network Grand Challenge), Real-Time Feedback and Evaluation System, (America's Army Adaptive Thinking and Leadership, DARWARS Ambush! NK), and Dynamic Bayesian Networks to investigate whether machine learning capabilities could perform real-time, in-game similarity vectors of learner performance, toward adaptation of content delivery, and quantitative measurement of experiential learning.

New York: Expanding Time, Increasing Opportunities for Achievement

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Miller, Tiffany D.

2014-01-01

New York is poised to take an important step to improve student achievement by expanding learning time for students attending high-poverty, low-performing schools. Recent district- and state-level investments in expanded learning time--a promising strategy to close achievement and opportunity gaps--will give students more time to learn core…

Mobile learning anytime, anywhere: What are our students doing?

Directory of Open Access Journals (Sweden)

Angela Murphy

2014-11-01

Full Text Available Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal learning as well as informal learning.

The Relationship between Socioeconomic Status at Age One, Opportunities to Learn and Achievement in Mathematics in Fourth Grade in Peru

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Cueto, Santiago; Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Freire, Silvana

2014-01-01

Using Young Lives longitudinal data from Peru, this paper explores the relationship between socioeconomic status (SES) measured at the age of one, opportunities to learn (OTL) and achievement in mathematics ten years later. Four variables of OTL were measured: hours of class per year, curriculum coverage, quality of teachers' feedback, and level…

Underage drinking, alcohol sales and collective efficacy: Informal control and opportunity in the study of alcohol use.

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Maimon, David; Browning, Christopher R

2012-07-01

Underage drinking among American youth is a growing public concern. However, while extensive research has identified individual level predictors of this phenomenon, few studies have theorized and tested the effect of structural social forces on children's and youths' alcohol consumption. In an attempt to address this gap, we study the effects of residential environments on children's and youths' underage drinking (while accounting for personality and familial processes). Integrating informal social control and opportunity explanations of deviance, we first suggest that while neighborhood collective efficacy prevents adolescents' underage drinking, individuals' access to local alcohol retail shops encourages such behavior. Focusing on the interactive effects of communal opportunities and controls, we then suggest that high presence of alcohol outlets and sales in the neighborhood is likely to increase youths' probability of alcohol consumption in the absence of communal mechanisms of informal social control. We test our theoretical model using the unprecedented data design available in the PHDCN. Results from a series of multilevel logit models with robust standard errors reveal partial support for our hypotheses; specifically, we find that alcohol sales in a given neighborhood increase adolescents' alcohol use. In addition, while the direct effect of collective efficacy is insignificantly related to children's and youths' alcohol consumption, our models suggest that it significantly attenuates the effect of local alcohol retailers and sales on underage drinking. Copyright © 2012 Elsevier Inc. All rights reserved.

Learning and Collective Knowledge Construction With Social Media: A Process-Oriented Perspective

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Kimmerle, Joachim; Moskaliuk, Johannes; Oeberst, Aileen; Cress, Ulrike

2015-01-01

Social media are increasingly being used for educational purposes. The first part of this article briefly reviews literature that reports on educational applications of social media tools. The second part discusses theories that may provide a basis for analyzing the processes that are relevant for individual learning and collective knowledge construction. We argue that a systems-theoretical constructivist approach is appropriate to examine the processes of educational social media use, namely, self-organization, the internalization of information, the externalization of knowledge, and the interplay of externalization and internalization providing the basis of a co-evolution of cognitive and social systems. In the third part we present research findings that illustrate and support this systems-theoretical framework. Concluding, we discuss the implications for educational design and for future research on learning and collective knowledge construction with social media. PMID:26246643

Teachers' experiences of teaching in a blended learning environment.

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Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

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

Peer reviewing e-learning: opportunities, challenges, and solutions.

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Ruiz, Jorge G; Candler, Chris; Teasdale, Thomas A

2007-05-01

Peer review is the foundation of academic publication and a necessary step in the scrutiny of any scholarly work. Simply defined, peer review is the attentive, unbiased assessment of any scholarly work that is submitted for formal scrutiny. Although medical school faculty increasingly use technology in clinical teaching, e-learning materials are often not subjected to a rigorous peer review process. The authors contrast peer review of e-learning materials with that of print materials, describe peer review issues regarding e-learning materials, propose approaches to address the challenges of peer review of e-learning materials, and outline directions for refinement of the e-learning peer review process. At its core, the peer review of e-learning materials should not differ substantially from that of traditional manuscripts. However, e-learning introduces new demands that impel reviewers to consider aspects that are unique to educational technology, including pedagogy, format, usability, navigation, interactivity, delivery, ease of updating, distribution, and access. Four approaches are offered to ease the burden and improve the quality of e-learning peer review: develop peer review training, embrace multidisciplinary peer review, develop guidelines, and provide incentives and compensation. The authors conclude with suggestions about peer review research.

Learning in professionally 'distant' contexts: opportunities and challenges.

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Mausz, Justin; Tavares, Walter

2017-08-01

The changing nature of healthcare education and delivery is such that clinicians will increasingly find themselves practicing in contexts that are physically and/or conceptually different from the settings in which they were trained, a practice that conflicts on some level with socio-cultural theories of learning that emphasize learning in context. Our objective was therefore to explore learning in 'professionally distant' contexts. Using paramedic education, where portions of training occur in hospital settings despite preparing students for out-of-hospital work, fifty-three informants (11 current students, 13 recent graduates, 16 paramedic program faculty and 13 program coordinators/directors) took part in five semi-structured focus groups. Participants reflected on the value and role of hospital placements in paramedic student development. All sessions were audio recorded, transcribed verbatim and analyzed using inductive thematic analysis. In this context six educational advantages and two challenges were identified when using professionally distant learning environments. Learning could still be associated with features such as (a) engagement through "authenticity", (b) technical skill development, (c) interpersonal skill development, (d) psychological resilience, (e) healthcare system knowledge and (f) scaffolding. Variability in learning and misalignment with learning goals were identified as potential threats. Learning environments that are professionally distant from eventual practice settings may prove meaningful by providing learners with foundational and preparatory learning experiences for competencies that may be transferrable. This suggests that where learning occurs may be less important than how the experience contributes to the learner's development and the meaning or value he/she derives from it.

Improving Preservice Teachers' Self-Efficacy through Service Learning: Lessons Learned

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Bernadowski, Carianne; Perry, Ronald; Del Greco, Robert

2013-01-01

University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura's theory of self-efficacy, this study examines the effects service…

Improving family medicine resident training in dementia care: an experiential learning opportunity in Primary Care Collaborative Memory Clinics.

Science.gov (United States)

Lee, Linda; Weston, W Wayne; Hillier, Loretta; Archibald, Douglas; Lee, Joseph

2018-06-21

Family physicians often find themselves inadequately prepared to manage dementia. This article describes the curriculum for a resident training intervention in Primary Care Collaborative Memory Clinics (PCCMC), outlines its underlying educational principles, and examines its impact on residents' ability to provide dementia care. PCCMCs are family physician-led interprofessional clinic teams that provide evidence-informed comprehensive assessment and management of memory concerns. Within PCCMCs residents learn to apply a structured approach to assessment, diagnosis, and management; training consists of a tutorial covering various topics related to dementia followed by work-based learning within the clinic. Significantly more residents who trained in PCCMCs (sample = 98), as compared to those in usual training programs (sample = 35), reported positive changes in knowledge, ability, and confidence in ability to assess and manage memory problems. The PCCMC training intervention for family medicine residents provides a significant opportunity for residents to learn about best clinical practices and interprofessional care needed for optimal dementia care integrated within primary care practice.

Learning Organizations, Employee Development and Learning Representative Schemes in the UK and New Zealand

Science.gov (United States)

Lee, Bill; Cassell, Catherine

2009-01-01

Purpose: Disparities in learning opportunities endure. This paper aims to investigate whether the learning representative schemes in the UK and New Zealand (NZ) may redress disparate opportunities for learning. Design/methodology/approach: An interview study of UK trade unions' educational officers and an interview study of representatives of…

Improving Preservice Teachers’ Self-Efficacy through Service Learning: Lessons Learned

Directory of Open Access Journals (Sweden)

Carianne Bernadowski

2013-07-01

Full Text Available University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura’s theory of self-efficacy, this study examines the effects service learning has on students teaching self-efficacy when required to participate in an activity (course connected, compared to when they chose to volunteer in service learning projects. As instructors of preservice teachers it is our commitment to prepare these students to their maximum potential. Identifying best practices for teacher preparation is an overarching goal of this study. A pre/post survey examined students’ self-perceptions for each service opportunity in regards to their perceived teaching self-efficacy. Results indicate that students’ self-efficacy improved when service learning was connected or imbedded in the context of learning and connected to a specific course. These findings indicate course connected service learning has a greater impact on preservice teachers’ perceptions of their ability to be effective future classroom teachers. Therefore course connected service learning can be viewed as a best practice in preservice teaching instruction.

Mass digitization of scientific collections: New opportunities to transform the use of biological specimens and underwrite biodiversity science.

Science.gov (United States)

Beaman, Reed S; Cellinese, Nico

2012-01-01

New information technologies have enabled the scientific collections community and its stakeholders to adapt, adopt, and leverage novel approaches for a nearly 300 years old scientific discipline. Now, few can credibly question the transformational impact of technology on efforts to digitize scientific collections, as IT now reaches into almost every nook and cranny of society. Five to ten years ago this was not the case. Digitization is an activity that museums and academic institutions increasingly recognize, though many still do not embrace, as a means to boost the impact of collections to research and society through improved access. The acquisition and use of scientific collections is a global endeavor, and digitization enhances their value by improved access to core biodiversity information, increases use, relevance and potential downstream value, for example, in the management of natural resources, policy development, food security, and planetary and human health. This paper examines new opportunities to design and implement infrastructure that will support not just mass digitization efforts, but also a broad range of research on biological diversity and physical sciences in order to make scientific collections increasingly relevant to societal needs and interest.

E-Learning : Implikasinya Terhadap Pelayanan Perpustakaan Perguruan Tinggi dan Peran Pustakawan

Directory of Open Access Journals (Sweden)

Nur Etty Retno Wulandari

2017-06-01

Full Text Available Internet, website, and online learning (e-learning will give a great impact for the library. The library is located at the transition between electronic and printed literature, between traditional education on campus and online learning (e-learning outside the campus. The progress of journals and electronic books also gives effect to all library users. The concept of virtual library can be a bridge between students or lectures to utilize library collections without visiting to the library. The virtual library offers the opportunity in supporting online learning (e-learning. The virtual library has the potential to change fundamental aspects of the classrooms by using the ways that can give great impact in teaching and learning. Technology changes the views of the librarians to their professions, the needs of students and faculties that will lead the change. The librarians need to be proactive in working with students to develop the collection and encourage students in thinking dependently and analyzing critically of available information. Now days, the role of librarian will change according to the changing demands of its users. In the past, the librarians only process the printed information but now they have to process the non-printed collections such as online journal.

Learning from internships in gerontology and geriatrics: assessment and program evaluation.

Science.gov (United States)

Karasik, Rona J

2009-01-01

Internships are an essential component of gerontological education. Harvesting the learning from internships, however, requires careful attention to assessing an intern's work. In addition to providing feedback to students, internship assessment can also yield data useful for academic program evaluation. Drawing on internship assessment data collected from undergraduate and graduate gerontology interns and their community preceptors over a period of seven semesters, this article explores (1) concerns regarding how to assess what interns are learning, (2) ways to provide students with additional opportunities for learning from their internships, and (3) how information from these student-learning outcomes may be used to evaluate the effectiveness of the overall academic program.

Corporate governance for trillion dollar opportunities

Directory of Open Access Journals (Sweden)

Hugh Grove

2017-12-01

Full Text Available Boards of Directors will have to play a key role in the technological survival and development of companies by asking corporate executives about their plans and strategies for these emerging technological changes and challenges. Key challenges and opportunities discussed in this paper, with corresponding corporate governance implications, included Big Data, Artificial Intelligence (AI with Industry 4.0, AI with the Internet of Things (IoT, Deep Learning, and Neural Networks. Survival should not be the goal, but it may be the necessary first step for today’s companies. Potential winners seizing these trillion dollar opportunities will be company executives and Boards of Directors who can incorporate these technological changes into specific new business models, strategies, and practices. While the awareness on boards regarding risks originating from disruptive innovation, cyber threats and privacy risks has been increasing, Boards of Directors must equally be able to challenge executives and identify opportunities and threats for their companies. This shift for companies is not only about digital technology but also cultural. How can people be managed when digital, virtual ways of working are increasing? What do robotics and Big Data analysis mean for managing people? One way to accelerate the digital learning process has been advocated: the use of digital apprentices for boards. For example, Board Apprentice, a non-profit organization, has already placed digital apprentices on boards for a year-long period (which helps to educate both apprentices and boards in five different countries. Additional plans and strategies are needed in this age of digitalization and lifelong learning. For example, cybersecurity risks are magnified by all these new technology trends, such as Big Data, AI, Industry 4.0, and IoT. Accordingly, the main findings of this paper are analysing the challenges and opportunities for corporate executives, Boards of Directors

Student Trade Missions: An Experiential Learning Opportunity

Science.gov (United States)

Audet, Josée; Marcotte, Geneviève

2018-01-01

In response to the criticisms addressed to business schools, teaching formulas that foster experiential learning are increasingly being put forward. The Missions Commerciales de l'Université Laval (MCUL--Université Laval Trade Missions) is a training program designed to foster experiential learning. This program extends over an entire academic…

Opportunities for Socioemotional Learning in Music Classrooms

Science.gov (United States)

Jacobi, Bonnie S.

2012-01-01

The elementary music class is an ideal setting for building socioemotional skills in children. These skills can assist children in their early music learning through brain development, and they become increasingly important as students reach higher levels of musicianship. Socioemotional learning programs are currently being used to reduce at-risk…

Integrated skills, integrated data: Mapping best practice and collections for innovation and engagement

Science.gov (United States)

Hosker, Rachel; Knowles, Claire; Rodger, Norman

2015-02-01

In recent years the University of Edinburgh [UoE] has seen change, mergers, external partnerships and innovation at the heart of its growth and activity. Collections at UoE were not immune from these changes and have pioneered projects that both support and highlight unique educational cultures. Technology and the dissemination of collections has not only engendered positive relationships with academics but has created wider opportunities for the use of collections in teaching, learning and research. This momentum and an established commitment to the interoperability of data and standards presented an opportunity to look for a global solution to collections management within the converged, cross disciplinary environment. This included harnessing expertise in the University with systems development for large European projects and wider project management. This session will explore how UoE became the first European contributor to the collections management tool Archives Space. Snapshots of a converged culture and how 'archives' have benefited from this (including how 'techies' and 'archivists' worked together). An upbeat finale will look at what the team at the UoE achieved and are excited about for the future.

Teaching Service Learning in the Geosciences: An On the Cutting Edge Workshop Report

Science.gov (United States)

Bruckner, M. Z.; Laine, E. P.; Mogk, D. W.; O'Connell, S.; Kirk, K. B.

2010-12-01

Service learning is an instructional method that combines community service and academic instruction within the context of an established academic course. It is a particularly effective approach that uses active and experiential learning to develop the academic skills required of a course of study and to simultaneously address authentic community needs. Service learning projects can energize and motivate students by engaging a sense of civic responsibility by working in concert with community partners. The geosciences provide abundant opportunities to develop service learning projects on topics related to natural hazards, resources, land use, water quality, community planning, public policy, and education (K-12 and public outreach). To explore the opportunities of teaching service learning in the geosciences, the On the Cutting Edge program convened an online workshop in February 2010. The goals of the workshop were to: 1) introduce the principles and practices of effective service learning instructional activities; 2) provide examples of successful service learning projects and practical advice about "what works;" 3) provide participants with the opportunity to design, develop, and refine their own service learning courses or projects; 4) develop collections of supporting resources related to the pedagogy of service learning; and 5) support a community of scholars interested in continued work on service learning in the geoscience curriculum. The workshop consisted of a series of web-based synchronous and asynchronous sessions, including presentations from experienced practitioners of service learning, panel discussions, threaded discussions, and editable web pages used to develop new material for the website. Time was also provided for small group and individual work and for participants to peer-review each others' service learning projects and to revise their own activities based on reviewer comments. Insights from the workshop were integrated into new web pages

Community in Online Higher Education: Challenges and Opportunities

Science.gov (United States)

Arasaratnam-Smith, Lily A.; Northcote, Maria

2017-01-01

Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face-to-face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face-to-face education is the prototype…

E-Learning Change Management: Challenges and Opportunities

Science.gov (United States)

Parlakkilic, Alaattin

2013-01-01

The role of e-learning technologies entirely depends on the acceptance and execution of required-change in the thinking and behaviour of the users of institutions. The research are constantly reporting that many e-learning projects are falling short of their objectives due to many reasons but on the top is the user resistance to change according…

Active learning and decision making: an introduction to the collection.

Science.gov (United States)

Gottlieb, Jacqueline; Lopes, Manuel; Oudeyer, Pierre-Yves

2014-01-01

The importance of exploratory behaviors by which agents actively sample information has been long appreciated in a wide range of disciplines ranging from machine and robot learning to neuroscience and psychology.  Given the complexity of these behaviors, progress in understanding them will require a confluence of ideas from these multiple fields.  This collection of articles in F1000Research aims to provide a home for a broad range of studies addressing this topic, including full length research articles, brief communications, single figure studies, and review/opinion articles, and studies using computational, behavioral or neural approaches.  Here, we provide an introduction to the collection which we hope will grow and become a valuable resource for the researchers exploring this topic.

Imitative learning as a connector of collective brains.

Directory of Open Access Journals (Sweden)

José F Fontanari

Full Text Available The notion that cooperation can aid a group of agents to solve problems more efficiently than if those agents worked in isolation is prevalent in computer science and business circles. Here we consider a primordial form of cooperation - imitative learning - that allows an effective exchange of information between agents, which are viewed as the processing units of a social intelligence system or collective brain. In particular, we use agent-based simulations to study the performance of a group of agents in solving a cryptarithmetic problem. An agent can either perform local random moves to explore the solution space of the problem or imitate a model agent - the best performing agent in its influence network. There is a trade-off between the number of agents N and the imitation probability p, and for the optimal balance between these parameters we observe a thirtyfold diminution in the computational cost to find the solution of the cryptarithmetic problem as compared with the independent search. If those parameters are chosen far from the optimal setting, however, then imitative learning can impair greatly the performance of the group.

Reconstructionist Analysis on the Relevance of Secondary School Learning Opportunities in Promoting National Cohesion among Students in Machakos Town Sub-County, Kenya

Science.gov (United States)

Mwanzia, Ruth Mutunge; Mwangi, Simon Nyagah

2016-01-01

The study investigated the relevance of secondary school learning opportunities in promoting national cohesion. The study was based on the ideals and principles of a school curriculum as advocated by Brameld Theodore on reconstructionism philosophy. Descriptive survey research design was adopted for the study. A sample size of four hundred and…

Nutrition education in medical school: a time of opportunity.

Science.gov (United States)

Kushner, Robert F; Van Horn, Linda; Rock, Cheryl L; Edwards, Marilyn S; Bales, Connie W; Kohlmeier, Martin; Akabas, Sharon R

2014-05-01

Undergraduate medical education has undergone significant changes in development of new curricula, new pedagogies, and new forms of assessment since the Nutrition Academic Award was launched more than a decade ago. With an emphasis on a competency-based curriculum, integrated learning, longitudinal clinical experiences, and implementation of new technology, nutrition educators have an opportunity to introduce nutrition and diet behavior-related learning experiences across the continuum of medical education. Innovative learning opportunities include bridging personal health and nutrition to community, public, and global health concerns; integrating nutrition into lifestyle medicine training; and using nutrition as a model for teaching the continuum of care and promoting interprofessional team-based care. Faculty development and identification of leaders to serve as champions for nutrition education continue to be a challenge.

Learning and Collective Knowledge Construction with Social Media: A Process-Oriented Perspective

Science.gov (United States)

Kimmerle, Joachim; Moskaliuk, Johannes; Oeberst, Aileen; Cress, Ulrike

2015-01-01

Social media are increasingly being used for educational purposes. The first part of this article briefly reviews literature that reports on educational applications of social media tools. The second part discusses theories that may provide a basis for analyzing the processes that are relevant for individual learning and collective knowledge…

Learning Science and the Science of Learning. Science Educators' Essay Collection.

Science.gov (United States)

Bybee, Rodger W., Ed.

This yearbook addresses critical issues in science learning and teaching. Contents are divided into four sections: (1) "How Do Students Learn Science?"; (2) "Designing Curriculum for Student Learning"; (3) "Teaching That Enhances Student Learning"; and (4) "Assessing Student Learning." Papers include: (1) "How Students Learn and How Teachers…

Customer Aggregation: An Opportunity for Green Power?

Energy Technology Data Exchange (ETDEWEB)

Holt, E.; Bird, L.

2001-02-26

We undertook research into the experience of aggregation groups to determine whether customer aggregation offers an opportunity to bring green power choices to more customers. The objectives of this report, therefore, are to (1) identify the different types of aggregation that are occurring today, (2) learn whether aggregation offers an opportunity to advance sales of green power, and (3) share these concepts and approaches with potential aggregators and green power advocates.

Blending Formal and Informal Learning Networks for Online Learning

Science.gov (United States)

Czerkawski, Betül C.

2016-01-01

With the emergence of social software and the advance of web-based technologies, online learning networks provide invaluable opportunities for learning, whether formal or informal. Unlike top-down, instructor-centered, and carefully planned formal learning settings, informal learning networks offer more bottom-up, student-centered participatory…

Collaborative learning environments and collective creation in 3 weeks bside project experience

Directory of Open Access Journals (Sweden)

Carlos Javier Rodríguez Sánchez

2016-07-01

Full Text Available This  paper proposes  a  socio-critical review  and  reflection  related to collaborative learning environment as pedagogical agent and its relationship with artistic-practice communities of collective creativity. The main goal of this research is to introduce the case study 3 weeks bside project experience (3WBPE, from now on. Through participatory action research and the analysis of different concepts and their practical and theoretical aspects. In the framework of an education self-manage- ment development universe, the project pro- cess is based on a collaborative learning. It is focused on the constructions of a common discourse about the idea of territory that is represented in a publication and site specific exhibition. 3WBPE allowed setting up stanc- es that suggest a social interaction transfer related to construction of belong, participa- tion and transformation environment, ques- tion a teacher role or collective creation of a project, emphasizing the importance of pro- cess as a goal, beyond of culture artifact pro- ductions. It was dealt with dialog structures, where a social harmony supposed a personal and common reflection space about author’s stance, nigh socio-culture environments and the bond within the education, arts and visu- al culture focused in the horizontal and flexi- ble work capacity, that proposes a collabora- tive learning environment settings.

The Influence of E-Learning on Individual and Collective Empowerment in the Public Sector: An Empirical Study of Korean Government Employees

Directory of Open Access Journals (Sweden)

Mann Hyung Hur

2013-09-01

Full Text Available Our study explores the influence of e-learning on individual and collective empowerment by using data collected from e-learning class participants of Korea’s Cyber-Education Center. For the survey, a questionnaire was sent to each of the 41 central ministries’ education and training officers (ETO via email. The ETOs distributed the questionnaire to individuals in their ministries who have taken e-learning classes offered by the Cyber-Education Center during the first half of 2012. Out of more than 1,000 e-learning class attendees, 161 responded to the questionnaire survey. A set of multiple regression models was employed to explore significant predictors of government employees’ individual and collective empowerment in e-learning environments. Using existing literature on empowerment theories, a set of 16 questions was developed. A factor analysis was conducted to condense 16 individual variables into several large categories. Four factors including meaning, competence, self-determination, and collective empowerment were extracted from the 16 questions. The first three equations stood for individual empowerment and the last one for collective empowerment. Each of the four factors was utilized as a dependent variable in the multiple regression analysis. Each regression model uncovered its own set of variables that played a role in empowerment. The predictor variables of the meaning dimension were more widely split than those of the competence dimension or the self-determination dimension and collective empowerment. Only one independent variable—preference of e-learning class to offline class—was associated with all four dependent variables. However, modalities of e-learning activity, which were expected to be a significant predictor of empowerment, were not associated with any of the four dependent variables. In addition, lecture types of the e-learning class were also expected to be a significant predictor of empowerment but were only

Design Principles for the Blend in Blended Learning: A Collective Case Study

Science.gov (United States)

Lai, Ming; Lam, Kwok Man; Lim, Cher Ping

2016-01-01

This paper reports on a collective case study of three blended courses taught by different instructors in a higher education institution, with the purpose of identifying the different types of blend and how the blend supports student learning. Based on the instructors' and students' interviews, and document analysis of course outlines, two major…

Characterisation: Challenges and Opportunities - A UK Perspective

International Nuclear Information System (INIS)

Emptage, Matthew; Loudon, David; Mcleod, Richard; Milburn, Helen

2016-01-01

Characterisation plays a very important role in the nuclear industry supporting: the development and implementation of decommissioning strategies/plans (and the optimisation of associated costs through reduction in technical risks); regulatory compliance demonstration; waste prevention/minimisation; evaluation and optimisation of worker radiation doses; and maintaining public confidence. Recognising these important drivers, the UK regulators are working with the UK Nuclear Decommissioning Authority (NDA) to undertake a review of characterisation practice in the UK nuclear (decommissioning) industry. The objective of the characterisation review is to understand the current characterisation challenges and to determine strategic and tactical opportunities (including sharing of standards and guidance, capabilities, learning from experience, good practice, research and development, training, quality assurance) to optimise characterisation practice. The work is being undertaken through review of nuclear operator's characterisation practice, with input from the NDA, the UK regulators, nuclear operators and representatives from the supply chain, and through consideration of good practice case studies. To support this, a catalogue of relevant national/international guidance documents is also be compiled. Finally a workshop with representatives from all parties has taken place to consider the findings and establish a common understanding of challenges and opportunities and to start to consider how they can be addressed. The review is establishing a collective (UK regulator's, NDA; nuclear operator's and supply chain) understanding of opportunities to improve characterisation practice in the UK. The characterisation review process is described and early results are presented and discussed. Subsequent work in 2016 will be required to prioritise the opportunities and to build a consensus to facilitate development and implementation of an improvement plan. The aim

Examining the Efficacy of Project-Based Learning on Cultivating the 21st Century Skills among High School Students in a Global Context

Science.gov (United States)

Lin, Chi-Syan; Ma, Jung-Tsan; Kuo, Karen Yi-Chwen; Chou, Chien-Tzu Candace

2015-01-01

The goal of the study is to explore the opportunities and challenges associated with Project-Based Learning strategy in a global context on the aspects of both fostering learning community of practices and nurturing the 21st century skills. For collecting empirical data, the study implements and administers an online international project-based…

Toward Project-based Learning and Team Formation in Open Learning Environments

NARCIS (Netherlands)

Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

2014-01-01

Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based

Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect

NARCIS (Netherlands)

Kirschner, Femke; Paas, Fred; Kirschner, Paul A.

2010-01-01

Kirschner, F., Paas, F., & Kirschner, P. A. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect. Applied Cognitive Psychology, 25, 615–624. doi: 10.1002/acp.1730.

Medical student service learning program teaches secondary students about career opportunities in health and medical fields.

Science.gov (United States)

Karpa, Kelly; Vakharia, Kavita; Caruso, Catherine A; Vechery, Colin; Sipple, Lanette; Wang, Adrian

2015-12-01

Engagement of academic medical centers in community outreach provides the public with a better understanding of basic terms and concepts used in biomedical sciences and increases awareness of important health information. Medical students at one academic medical center initiated an educational outreach program, called PULSE, that targets secondary students to foster their interest in healthcare and medicine. High school student participants are engaged in a semester-long course that relies on interactive lectures, problem-based learning sessions, mentoring relationships with medical students, and opportunities for shadowing healthcare providers. To date, the curriculum has been offered for 7 consecutive years. To determine the impact that participation in the curriculum has had on college/career choices and to identify areas for improvement, an electronic questionnaire was sent to former participants. Based on a 32% response rate, 81% of former participants indicated that participation in the course influenced their decision to pursue a medical/science-related career. More than half (67%) of respondents indicated intent to pursue a MD/PhD or other postgraduate degree. Based on responses obtained, additional opportunities to incorporate laboratory-based research and simulation sessions should be explored. In addition, a more formalized mentoring component has been added to the course to enhance communication between medical students and mentees. Health/medicine-related educational outreach programs targeting high school students may serve as a pipeline to introduce or reinforce career opportunities in healthcare and related sciences. Copyright © 2015 The American Physiological Society.

Student’s social interaction in mathematics learning

Science.gov (United States)

Apriliyanto, B.; Saputro, D. R. S.; Riyadi

2018-03-01

Mathematics learning achievement is influenced by the internal and external factor of the students. One of the influencing external factors is social interaction with friends in learning activities. In modern learning, the learning is student-centered, so the student interaction is needed to learn about certain basic competence. Potential and motivation of students in learning are expected to develop with good social interaction in order to get maximum results. Social interaction is an important aspect of learning Mathematics because students get the opportunity to express their own thoughts in order to encourage a reflection on the knowledge they have. This research uses the correlational descriptive method involving 36 students for the tenth grade, eleventh grade, and twelfth grade of SMA Negeri 1 Wuryantoro and data collecting technique using questionnaire for social interaction and documentation for learning outcome. The result of this research shows that learning achievement and social interaction of students are not good. Based on the result of data analysis, it is shown that the social interaction and Mathematics learning achievement are still in the low level. This research concludes that students’ social interaction influences student learning achievement in Mathematics subjects.

Learning How to Learn

DEFF Research Database (Denmark)

Lauridsen, Karen M.; Lauridsen, Ole

Ole Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Karen M. Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Learning Styles in Higher Education – Learning How to Learn Applying learning styles (LS) in higher education...... by Constructivist learning theory and current basic knowledge of how the brain learns. The LS concept will thus be placed in a broader learning theoretical context as a strong learning and teaching tool. Participants will be offered the opportunity to have their own LS preferences established before...... teaching leads to positive results and enhanced student learning. However, learning styles should not only be considered a didactic matter for the teacher, but also a tool for the individual students to improve their learning capabilities – not least in contexts where information is not necessarily...

Research opportunities in simulation-based medical education using deliberate practice.

Science.gov (United States)

McGaghie, William C

2008-11-01

There are many opportunities for the academic emergency medicine (EM) community to engage in simulation-based educational research using deliberate practice (DP). This article begins by defining and giving examples of two key concepts: deliberate practice and mastery learning. The article proceeds to report six lessons learned from a research legacy in simulation-based medical education (SBME). It concludes by listing and amplifying 10 DP research opportunities in academic EM. A coda states that the research agenda is rich and ambitious and should focus on the goal of educating superb, expert clinicians.

Collaborative Visualization Project: shared-technology learning environments for science learning

Science.gov (United States)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

Deep learning for healthcare: review, opportunities and challenges.

Science.gov (United States)

Miotto, Riccardo; Wang, Fei; Wang, Shuang; Jiang, Xiaoqian; Dudley, Joel T

2017-05-06

Gaining knowledge and actionable insights from complex, high-dimensional and heterogeneous biomedical data remains a key challenge in transforming health care. Various types of data have been emerging in modern biomedical research, including electronic health records, imaging, -omics, sensor data and text, which are complex, heterogeneous, poorly annotated and generally unstructured. Traditional data mining and statistical learning approaches typically need to first perform feature engineering to obtain effective and more robust features from those data, and then build prediction or clustering models on top of them. There are lots of challenges on both steps in a scenario of complicated data and lacking of sufficient domain knowledge. The latest advances in deep learning technologies provide new effective paradigms to obtain end-to-end learning models from complex data. In this article, we review the recent literature on applying deep learning technologies to advance the health care domain. Based on the analyzed work, we suggest that deep learning approaches could be the vehicle for translating big biomedical data into improved human health. However, we also note limitations and needs for improved methods development and applications, especially in terms of ease-of-understanding for domain experts and citizen scientists. We discuss such challenges and suggest developing holistic and meaningful interpretable architectures to bridge deep learning models and human interpretability. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Promise of Process. Learning through Enterprise in Higher Education

DEFF Research Database (Denmark)

Frederiksen, Signe Hedeboe

Entrepreneurial process increasingly attracts attention as an opportunity to learn in higher education. Students learn “through” enterprise, when they actively engage in an entrepreneurial process while reflecting on their actions and experiences. In this qualitative field study, I investigate how...... postgraduate students pursued opportunities to learn in a process-driven entrepreneurship module. Drawing on situated learning theory, I find that students tried to access learning opportunities through a constant dynamic of participation which involved contradictory participatory stances. The learning through...... paradigm in enterprise education imposes conditions on the learning environment and involves images of a particular learner, who is able to take advantage of this learning opportunity. The findings indicate a contradictory process of becoming a legitimate entrepreneurial learner which is more uncertain...

LBGTQ Funding Strategies and Opportunities

Science.gov (United States)

Vincent, Nelson C.

2004-01-01

Funding one's dream and making a difference for the LGBTQ community is a journey that involves persistence, learning new skills, rejection, challenges, opportunities and, above all, the willingness to form strategic partnerships. One must identify his grant-writing assets. For the balance of what one needs to get started, one should seek alliances…

Identifying Opportunities for Peer Learning: An Observational Study of Medical Students on Clinical Placements.

Science.gov (United States)

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

2017-01-01

observation and feedback on the ward; discussion during lunch) situations in clinical education and find it useful. The educator is crucial in fostering PAL through providing opportunities for learners to practice together and in helping to moderate discussions about quality of performance. Student engagement in PAL may reduce passivity commonly reported in clinical rotations. Further directions for research into PAL in clinical education are identified along with potential strategies that may maximize the benefits of peer to peer learning.

Inclusive science education: learning from Wizard

Science.gov (United States)

Koomen, Michele Hollingsworth

2016-06-01

This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.

Conceptualizing reasoning-and-proving opportunities in textbook expositions : Cases from secondary calculus

OpenAIRE

Bergwall, Andreas

2017-01-01

Several recent textbook studies focus on opportunities to learn reasoning-and-proving. They typically investigate the extent to which justifications are general proofs and what opportunities exist for learning important elements of mathematical reasoning. In this paper, I discuss how a particular analytical framework for this might be refined. Based on an in-depth analysis of certain textbook passages in upper secondary calculus textbooks, I make an account for analytical issues encountered d...

Understanding, Evaluating, and Supporting Self-Regulated Learning Using Learning Analytics

Science.gov (United States)

Roll, Ido; Winne, Philip H.

2015-01-01

Self-regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self-regulated learning. This special section highlights the current state of research at the intersection of…

Accountability studies of air pollution and health effects: lessons learned and recommendations for future natural experiment opportunities

Science.gov (United States)

Rich, David Q.

2017-01-01

To address limitations of observational epidemiology studies of air pollution and health effects, including residual confounding by temporal and spatial factors, several studies have taken advantage of ‘natural experiments’, where an environmental policy or air quality intervention has resulted in reductions in ambient air pollution concentrations. Researchers have examined whether the population impacted by these air quality improvements, also experienced improvements in various health indices (e.g. reduced morbidity/mortality). In this paper, I review key accountability studies done previously and new studies done over the past several years in Beijing, Atlanta, London, Ireland, and other locations, describing study design and analysis strengths and limitations of each. As new ‘natural experiment’ opportunities arise, several lessons learned from these studies should be applied when planning a new accountability study. Comparison of health outcomes during the intervention to both before and after the intervention in the population of interest, as well as use of a control population to assess whether any temporal changes in the population of interest were also seen in populations not impacted by air quality improvements, should aid in minimizing residual confounding by these long term time trends. Use of either detailed health records for a population, or prospectively collected data on relevant mechanistic biomarkers coupled with such morbidity/mortality data may provide a more thorough assessment of if the intervention beneficially impacted the health of the community, and if so by what mechanism(s). Further, prospective measurement of a large suite of air pollutants may allow a more thorough understanding of what pollutant source(s) is/are responsible for any health benefit observed. The importance of using multiple statistical analysis methods in each paper and the difference in how the timing of the air pollution/outcome association may impact which

Accountability studies of air pollution and health effects: lessons learned and recommendations for future natural experiment opportunities.

Science.gov (United States)

Rich, David Q

2017-03-01

To address limitations of observational epidemiology studies of air pollution and health effects, including residual confounding by temporal and spatial factors, several studies have taken advantage of 'natural experiments', where an environmental policy or air quality intervention has resulted in reductions in ambient air pollution concentrations. Researchers have examined whether the population impacted by these air quality improvements, also experienced improvements in various health indices (e.g. reduced morbidity/mortality). In this paper, I review key accountability studies done previously and new studies done over the past several years in Beijing, Atlanta, London, Ireland, and other locations, describing study design and analysis strengths and limitations of each. As new 'natural experiment' opportunities arise, several lessons learned from these studies should be applied when planning a new accountability study. Comparison of health outcomes during the intervention to both before and after the intervention in the population of interest, as well as use of a control population to assess whether any temporal changes in the population of interest were also seen in populations not impacted by air quality improvements, should aid in minimizing residual confounding by these long term time trends. Use of either detailed health records for a population, or prospectively collected data on relevant mechanistic biomarkers coupled with such morbidity/mortality data may provide a more thorough assessment of if the intervention beneficially impacted the health of the community, and if so by what mechanism(s). Further, prospective measurement of a large suite of air pollutants may allow a more thorough understanding of what pollutant source(s) is/are responsible for any health benefit observed. The importance of using multiple statistical analysis methods in each paper and the difference in how the timing of the air pollution/outcome association may impact which of these

E-Learning as an Opportunity for the Public Administration

Science.gov (United States)

Casagranda, Milena; Colazzo, Luigi; Molinari, Andrea; Tomasini, Sara

In this paper we will describe the results of a learning project in the Public Administration, highlighting the methodological approach based on a blended training model in a context that has never experienced this type of activities. The observations contained in the paper will be focused on the evaluation results of this experience and the redesign elements in term of alternation between the classroom and distance training, methodologies, the value and use of the e-learning platform and learning evaluation. The elements that emerge will also provide the basis for the design of future teaching actions for this context (in which at this moment we are involved). The objective is to identify a "learning model", related also to the use of technological tools that are able to support lifelong learning and to define dynamics and process relating to facilitating learning activities of teachers and tutors.

Creative and Playful Learning: Learning through Game Co-Creation and Games in a Playful Learning Environment

Science.gov (United States)

Kangas, Marjaana

2010-01-01

This paper reports on a pilot study in which children aged 7-12 (N = 68) had an opportunity to study in a novel formal and informal learning setting. The learning activities were extended from the classroom to the playful learning environment (PLE), an innovative playground enriched by technological tools. Curriculum-based learning was intertwined…

Learning Situations in Nursing Education: A Concept Analysis.

Science.gov (United States)

Shahsavari, Hooman; Zare, Zahra; Parsa-Yekta, Zohreh; Griffiths, Pauline; Vaismoradi, Mojtaba

2018-02-01

The nursing student requires opportunities to learn within authentic contexts so as to enable safe and competent practice. One strategy to facilitate such learning is the creation of learning situations. A lack of studies on the learning situation in nursing and other health care fields has resulted in insufficient knowledge of the characteristics of the learning situation, its antecedents, and consequences. Nurse educators need to have comprehensive and practical knowledge of the definition and characteristics of the learning situation so as to enable their students to achieve enhanced learning outcomes. The aim of this study was to clarify the concept of the learning situation as it relates to the education of nurses and improve understanding of its characteristics, antecedents, and consequences. The Bonis method of concept analysis, as derived from the Rodgers' evolutionary method, provided the framework for analysis. Data collection and analysis were undertaken in two phases: "interdisciplinary" and "intra-disciplinary." The data source was a search of the literature, encompassing nursing and allied health care professions, published from 1975 to 2016. No agreement on the conceptual phenomenon was discovered in the international literature. The concept of a learning situation was used generally in two ways and thus classified into the themes of: "formal/informal learning situation" and "biologic/nonbiologic learning situation." Antecedents to the creation of a learning situation included personal and environmental factors. The characteristics of a learning situation were described in terms of being complex, dynamic, and offering potential and effective learning opportunities. Consequences of the learning situation included enhancement of the students' learning, professionalization, and socialization into the professional role. The nurse educator, when considering the application of the concept of a learning situation in their educational planning, must

Mathematics authentic assessment on statistics learning: the case for student mini projects

Science.gov (United States)

Fauziah, D.; Mardiyana; Saputro, D. R. S.

2018-03-01

Mathematics authentic assessment is a form of meaningful measurement of student learning outcomes for the sphere of attitude, skill and knowledge in mathematics. The construction of attitude, skill and knowledge achieved through the fulfilment of tasks which involve active and creative role of the students. One type of authentic assessment is student mini projects, started from planning, data collecting, organizing, processing, analysing and presenting the data. The purpose of this research is to learn the process of using authentic assessments on statistics learning which is conducted by teachers and to discuss specifically the use of mini projects to improving students’ learning in the school of Surakarta. This research is an action research, where the data collected through the results of the assessments rubric of student mini projects. The result of data analysis shows that the average score of rubric of student mini projects result is 82 with 96% classical completeness. This study shows that the application of authentic assessment can improve students’ mathematics learning outcomes. Findings showed that teachers and students participate actively during teaching and learning process, both inside and outside of the school. Student mini projects also provide opportunities to interact with other people in the real context while collecting information and giving presentation to the community. Additionally, students are able to exceed more on the process of statistics learning using authentic assessment.

The NASA Ames Research Center Institutional Scientific Collection: History, Best Practices and Scientific Opportunities

Science.gov (United States)

Rask, Jon C.; Chakravarty, Kaushik; French, Alison; Choi, Sungshin; Stewart, Helen

2017-01-01

The NASA Ames Life Sciences Institutional Scientific Collection (ISC), which is composed of the Ames Life Sciences Data Archive (ALSDA) and the Biospecimen Storage Facility (BSF), is managed by the Space Biosciences Division and has been operational since 1993. The ALSDA is responsible for archiving information and animal biospecimens collected from life science spaceflight experiments and matching ground control experiments. Both fixed and frozen spaceflight and ground tissues are stored in the BSF within the ISC. The ALSDA also manages a Biospecimen Sharing Program, performs curation and long-term storage operations, and makes biospecimens available to the scientific community for research purposes via the Life Science Data Archive public website (https:lsda.jsc.nasa.gov). As part of our best practices, a viability testing plan has been developed for the ISC, which will assess the quality of archived samples. We expect that results from the viability testing will catalyze sample use, enable broader science community interest, and improve operational efficiency of the ISC. The current viability test plan focuses on generating disposition recommendations and is based on using ribonucleic acid (RNA) integrity number (RIN) scores as a criteria for measurement of biospecimen viablity for downstream functional analysis. The plan includes (1) sorting and identification of candidate samples, (2) conducting a statiscally-based power analysis to generate representaive cohorts from the population of stored biospecimens, (3) completion of RIN analysis on select samples, and (4) development of disposition recommendations based on the RIN scores. Results of this work will also support NASA open science initiatives and guides development of the NASA Scientific Collections Directive (a policy on best practices for curation of biological collections). Our RIN-based methodology for characterizing the quality of tissues stored in the ISC since the 1980s also creates unique

A Case Study of Job-Embedded Learning

Science.gov (United States)

Hess, Amanda Nichols

2016-01-01

Librarians recognize the importance of professional learning as their roles and responsibilities evolve in the shifting teaching and learning environments of the twenty-first century. However, the literature on meaningful, job-embedded learning opportunities for academic librarians is scant, and opportunities are especially scarce in the fields of…

Customer Aggregation: An Opportunity for Green Power?; TOPICAL

International Nuclear Information System (INIS)

Holt, E.; Bird, L.

2001-01-01

We undertook research into the experience of aggregation groups to determine whether customer aggregation offers an opportunity to bring green power choices to more customers. The objectives of this report, therefore, are to (1) identify the different types of aggregation that are occurring today, (2) learn whether aggregation offers an opportunity to advance sales of green power, and (3) share these concepts and approaches with potential aggregators and green power advocates

Learning Dynamics in Doctoral Supervision

DEFF Research Database (Denmark)

Kobayashi, Sofie

investigates learning opportunities in supervision with multiple supervisors. This was investigated through observations and recording of supervision, and subsequent analysis of transcripts. The analyses used different perspectives on learning; learning as participation, positioning theory and variation theory....... The research illuminates how learning opportunities are created in the interaction through the scientific discussions. It also shows how multiple supervisors can contribute to supervision by providing new perspectives and opinions that have a potential for creating new understandings. The combination...... of different theoretical frameworks from the perspectives of learning as individual acquisition and a sociocultural perspective on learning contributed to a nuanced illustration of the otherwise implicit practices of supervision....

Opportunities to Create Active Learning Techniques in the Classroom

Science.gov (United States)

Camacho, Danielle J.; Legare, Jill M.

2015-01-01

The purpose of this article is to contribute to the growing body of research that focuses on active learning techniques. Active learning techniques require students to consider a given set of information, analyze, process, and prepare to restate what has been learned--all strategies are confirmed to improve higher order thinking skills. Active…

Experiential learning in physical therapy education

Directory of Open Access Journals (Sweden)

Smith SN

2017-06-01

Full Text Available Susan N Smith, Amy F Crocker School of Physical Therapy, University of the Incarnate Word, San Antonio, TX, USA Background and purpose: Experiential learning can provide students in entry-level physical therapy (PT education programs the opportunity to practice skills and techniques, learned in the classroom, in a real-world setting. Experiential learning is currently being utilized in all entry-level PT programs in the form of professional practice experiences but may be integrated throughout the curriculum to enhance student engagement and knowledge application and retention. The purpose of this paper is to express the need for increased integration of experiential learning into entry-level PT education curricula. Position and rationale: Experiential learning can effectively replace a portion of in-class laboratory time in entry-level PT education programs. Several methods of experiential learning exist, including simulation, integrated clinical experiences, service learning, community patient resource groups, and professional practice opportunities. Students benefit from the ability to practice hands-on skills in a safe, nonjudgmental environment. Students can still experience consequences of poor decisions but can have multiple opportunities to master the skill without the fear of negative outcomes. Incorporation of high-risk age ranges and diagnoses can be achieved through simulation. Discussion and conclusion: Experiential learning can be integrated into any PT curriculum if faculties are committed and flexible. Experiential learning may be particularly useful in specialty practice areas where there are fewer opportunities for students to practice skills. The practice of reflection upon experiences that is commonly performed in conjunction with experiential learning will help prepare students for the type of reflective practice that is essential to transition from novice to expert practitioners. Keywords: simulation, integrated clinical

Development of an instrument to assess the impact of an enhanced experiential model on pharmacy students' learning opportunities, skills and attitudes: A retrospective comparative-experimentalist study

Directory of Open Access Journals (Sweden)

Collins John B

2008-04-01

Full Text Available Abstract Background Pharmacy schools across North America have been charged to ensure their students are adequately skilled in the principles and practices of pharmaceutical care. Despite this mandate, a large percentage of students experience insufficient opportunities to practice the activities, tasks and processes essential to pharmaceutical care. The objective of this retrospective study of pharmacy students was to: (1 as "proof of concept", test the overall educational impact of an enhanced advanced pharmacy practice experiential (APPE model on student competencies; (2 develop an instrument to measure students' and preceptors' experiences; and (3 assess the psychometric properties of the instrument. Methods A comparative-experimental design, using student and preceptor surveys, was used to evaluate the impact of the enhanced community-based APPE over the traditional APPE model. The study was grounded in a 5-stage learning model: (1 an enhanced learning climate leads to (2 better utilization of learning opportunities, including (3 more frequent student/patient consultation, then to (4 improved skills acquisition, thence to (5 more favorable attitudes toward pharmaceutical care practice. The intervention included a one-day preceptor workshop, a comprehensive on-site student orientation and extending the experience from two four-week experiences in different pharmacies to one eight-week in one pharmacy. Results The 35 student and 38 preceptor survey results favored the enhanced model; with students conducting many more patient consultations and reporting greater skills improvement. In addition, the student self-assessment suggested changes in attitudes favoring pharmaceutical care principles. Psychometric testing showed the instrument to be sensitive, valid and reliable in ascertaining differences between the enhanced and traditional arms. Conclusion The enhanced experiential model positively affects learning opportunities and competency

Nutrition education in medical school: a time of opportunity1234

Science.gov (United States)

Van Horn, Linda; Rock, Cheryl L; Edwards, Marilyn S; Bales, Connie W; Kohlmeier, Martin; Akabas, Sharon R

2014-01-01

Undergraduate medical education has undergone significant changes in development of new curricula, new pedagogies, and new forms of assessment since the Nutrition Academic Award was launched more than a decade ago. With an emphasis on a competency-based curriculum, integrated learning, longitudinal clinical experiences, and implementation of new technology, nutrition educators have an opportunity to introduce nutrition and diet behavior–related learning experiences across the continuum of medical education. Innovative learning opportunities include bridging personal health and nutrition to community, public, and global health concerns; integrating nutrition into lifestyle medicine training; and using nutrition as a model for teaching the continuum of care and promoting interprofessional team-based care. Faculty development and identification of leaders to serve as champions for nutrition education continue to be a challenge. PMID:24646826

The Influence of E-Learning on Individual and Collective Empowerment in the Public Sector: An Empirical Study of Korean Government Employees

Science.gov (United States)

Hur, Mann Hyung; Im, Yeonwook

2013-01-01

Our study explores the influence of e-learning on individual and collective empowerment by using data collected from e-learning class participants of Korea's Cyber-Education Center. For the survey, a questionnaire was sent to each of the 41 central ministries' education and training officers (ETO) via email. The ETOs distributed the questionnaire…

Big Opportunities and Big Concerns of Big Data in Education

Science.gov (United States)

Wang, Yinying

2016-01-01

Against the backdrop of the ever-increasing influx of big data, this article examines the opportunities and concerns over big data in education. Specifically, this article first introduces big data, followed by delineating the potential opportunities of using big data in education in two areas: learning analytics and educational policy. Then, the…

Characteristics of workplace-based learning across higher health sciences education

DEFF Research Database (Denmark)

Mørcke, Anne Mette; Christensen, Mette Krogh; Henriksen, Jette

the considerable differences found across the three educations concerning supervisors’ roles and expectations of students’ ability to master competences, as well as the differences in opportunities for independent learning activities at the workplaces. This might be rooted in the different traditions underpinning......Characteristics of workplace-based learning across higher health sciences education Background Workplace-based learning is a traditional part of health sciences educations and we find a rich literature on some of the core features. However, a number of questions remain and we contribute...... by exploring the characteristics of the learning activities at workplaces and students’ and supervisors’ roles during clerkships across educations. Summary of work We performed a short-term ethnographic study in medicine, nursing and sports science. Data was collected during nine days observing skills training...

Clinical learning environments: place, artefacts and rhythm.

Science.gov (United States)

Sheehan, Dale; Jowsey, Tanisha; Parwaiz, Mariam; Birch, Mark; Seaton, Philippa; Shaw, Susan; Duggan, Alison; Wilkinson, Tim

2017-10-01

Health care practitioners learn through experience in clinical environments in which supervision is a key component, but how that learning occurs outside the supervision relationship remains largely unknown. This study explores the environmental factors that inform and support workplace learning within a clinical environment. An observational study drawing on ethnographic methods was undertaken in a general medicine ward. Observers paid attention to interactions among staff members that involved potential teaching and learning moments that occurred and were visible in the course of routine work. General purpose thematic analysis of field notes was undertaken. A total of 376 observations were undertaken and documented. The findings suggest that place (location of interaction), rhythm (regularity of activities occurring in the ward) and artefacts (objects and equipment) were strong influences on the interactions and exchanges that occurred. Each of these themes had inherent tensions that could promote or inhibit engagement and therefore learning opportunities. Although many learning opportunities were available, not all were taken up or recognised by the participants. We describe and make explicit how the natural environment of a medical ward and flow of work through patient care contribute to the learning architecture, and how this creates or inhibits opportunities for learning. Awareness of learning opportunities was often tacit and not explicit for either supervisor or learner. We identify strategies through which tensions inherent within space, artefacts and the rhythms of work can be resolved and learning opportunities maximised. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

78 FR 5793 - Agency Information Collection Activities; Comment Request; Evaluation of State Expanded Learning...

Science.gov (United States)

2013-01-28

... DEPARTMENT OF EDUCATION [Docket No.: ED-2013-ICCD-0006] Agency Information Collection Activities; Comment Request; Evaluation of State Expanded Learning Time AGENCY: Department of Education (ED), IES... Education, 400 Maryland Avenue SW., LBJ, Room 2E117, Washington, DC 20202-4537. FOR FURTHER INFORMATION...

E-learning Sudan, formal learning for out-of-school children

NARCIS (Netherlands)

Stubbé, Hester; Badri, Aiman; Telford, Rebecca; van der Hulst, Anja; van Joolingen, Wouter

2016-01-01

E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the

Embedding an institution-wide capacity building opportunity around transition pedagogy: First Year Teaching and Learning Network Coordinators

Directory of Open Access Journals (Sweden)

Jennifer Clark

2015-03-01

Full Text Available A First Year Teaching and Learning Network was established in a regional university with a strong focus on distance education for a very diverse student cohort.  The purpose of the Network, which consisted of a Coordinator in each of nine schools, was to support staff teaching students transitioning into tertiary education. The paper explores the theoretical bases of the structure, its current method of operation, its impact so far, and future plans. The development of the Network illustrates how a university can consciously embed opportunities for staff to take ownership of transition pedagogy and thus encourage widespread capacity building amongst their peers. The experiences of the Network in its first two years provide a case study of how institutional support for the Scholarship of Teaching and Learning, in particular scholarship around capacity building, can be used as a mechanism to promote both staff and student engagement with transition pedagogy resulting in a shift from a second generation approach towards a third generation approach to transition.

Organizational Learning in Rare Events

DEFF Research Database (Denmark)

Andersen, Kristina Vaarst; Tyler, Beverly; Beukel, Karin

When organizations encounter rare events they often find it challenging to extract learning from the experience. We analyze opportunities for organizational learning in one such rare event, namely Intellectual Property (IP) litigation, i.e., when organizations take disputes regarding their intell......When organizations encounter rare events they often find it challenging to extract learning from the experience. We analyze opportunities for organizational learning in one such rare event, namely Intellectual Property (IP) litigation, i.e., when organizations take disputes regarding...... the organization little discretion to utilize any learning from past litigation success. Thus, learning appears be to most beneficial in infringement cases. Based on statistical analysis of 10,211 litigation court cases in China, we find support for our hypotheses. Our findings suggest that organizations can learn...

Embracing Service-Learning Opportunities: Student Perceptions of Service-Learning as an Aid to Effectively Learn Course Material

Science.gov (United States)

Currie-Mueller, Jenna L.; Littlefield, Robert S.

2018-01-01

Educators are aware of the benefits of service learning such as retention or application of course concepts. Students enrolled in courses with a service learning assignment may not be aware of the benefits or may not view the assignment as beneficiary. This study examined student perceptions of service learning to determine if students'…

Community Languages in Europe : Challenges and Opportunities

NARCIS (Netherlands)

McPake, J.; Martyniuk, W.; Aarts, R.; Broeder, Peter; Latomaa, Sirkku; Mijares, Laura; Tinsley, Teresa

2004-01-01

This paper reviews issues affecting school students’ learning of community languages across Europe, with the aim of identifying both challenges and opportunities inherent in the current context. Language education pol icy has become more inclusive of late, addressing the full range of languages

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

Science.gov (United States)

Imtinan, Umera; Chang, Vanessa; Issa, Tomayess

2013-01-01

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

Collective Learning in Games through Social Networks

NARCIS (Netherlands)

Kosterman, S.; Gierasimczuk, N.; Armentano, M.G.; Monteserin, A.; Tang, J.; Yannibelli, V.

2015-01-01

This paper argues that combining social networks communication and games can positively influence the learning behavior of players. We propose a computational model that combines features of social network learning (communication) and game-based learning (strategy reinforcement). The focus is on

Assessing student clinical learning experiences.

Science.gov (United States)

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

2017-08-01

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

River recreation experience opportunities in two recreation opportunity spectrum (ROS) classes

Science.gov (United States)

Duane C. Wollmuth; John H. Schomaker; Lawrence C. Merriam

1985-01-01

The Recreation Opportunity Spectrum (ROS) system is used by the USDA Forest Service and USDI Bureau of Land Management for inventorying, classifying, and managing wildlands for recreation. Different ROS classes from the Colorado and Arkansas Rivers in Colorado were compared, using visitor survey data collected in 1979 and 1981, to see if the different classes offered...

Learning from the Unfamiliar: How Does Working with People Who Use Mental Health Services Impact on Students' Learning and Development?

Science.gov (United States)

Asghar, Mandy; Rowe, Nick

2018-01-01

Service learning is an experiential pedagogic approach that is predicated on students learning in authentic situations. It is often problem-orientated and provides opportunities for community engagement in ways that enhance a student's capacity as a socially aware individual. There is evidence that such learning opportunities can enhance personal…

ASBO Eagle Institute: A Leadership Opportunity

Science.gov (United States)

Scharff, James

2012-01-01

Each summer, ASBO International conducts an Eagle Institute leadership session in the Washington, D.C., area that provides a group of about 25 participants, including Eagle Award recipients, an opportunity to network with and learn from exemplary leaders inside and outside the field of school business management. Each year, the focus of the…

The art and science of data curation: Lessons learned from constructing a virtual collection

Science.gov (United States)

Bugbee, Kaylin; Ramachandran, Rahul; Maskey, Manil; Gatlin, Patrick

2018-03-01

A digital, or virtual, collection is a value added service developed by libraries that curates information and resources around a topic, theme or organization. Adoption of the virtual collection concept as an Earth science data service improves the discoverability, accessibility and usability of data both within individual data centers but also across data centers and disciplines. In this paper, we introduce a methodology for systematically and rigorously curating Earth science data and information into a cohesive virtual collection. This methodology builds on the geocuration model of searching, selecting and synthesizing Earth science data, metadata and other information into a single and useful collection. We present our experiences curating a virtual collection for one of NASA's twelve Distributed Active Archive Centers (DAACs), the Global Hydrology Resource Center (GHRC), and describe lessons learned as a result of this curation effort. We also provide recommendations and best practices for data centers and data providers who wish to curate virtual collections for the Earth sciences.

Developing models to predict 8th grade students' achievement levels on timss science based on opportunity-to-learn variables

Science.gov (United States)

Whitford, Melinda M.

Science educational reforms have placed major emphasis on improving science classroom instruction and it is therefore vital to study opportunity-to-learn (OTL) variables related to student science learning experiences and teacher teaching practices. This study will identify relationships between OTL and student science achievement and will identify OTL predictors of students' attainment at various distinct achievement levels (low/intermediate/high/advanced). Specifically, the study (a) address limitations of previous studies by examining a large number of independent and control variables that may impact students' science achievement and (b) it will test hypotheses of structural relations to how the identified predictors and mediating factors impact on student achievement levels. The study will follow a multi-stage and integrated bottom-up and top-down approach to identify predictors of students' achievement levels on standardized tests using TIMSS 2011 dataset. Data mining or pattern recognition, a bottom-up approach will identify the most prevalent association patterns between different student achievement levels and variables related to student science learning experiences, teacher teaching practices and home and school environments. The second stage is a top-down approach, testing structural equation models of relations between the significant predictors and students' achievement levels according.

Collection Directions: The Evolution of Library Collections and Collecting

Science.gov (United States)

Dempsey, Lorcan; Malpas, Constance; Lavoie, Brian

2014-01-01

This article takes a broad view of the evolution of collecting behaviors in a network environment and suggests some future directions based on various simple models. The authors look at the changing dynamics of print collections, at the greater engagement with research and learning behaviors, and at trends in scholarly communication. The goal is…

Challenges and Opportunities for Libraries in Pakistan

OpenAIRE

Shafiq UR, Rehman; Pervaiz, Ahmad

2007-01-01

Abstract: This paper, based on review of literature, observation, and informal conversations, discusses various challenges regarding finance, collection development, ICTs, human resources, library education, library association and research & development faced by library profession in Pakistan. The opportunities to meet these challenges have also been explored. Keywords: Library challenges and opportunities (Pakistan); Librarianship (Pakistan); Library issues; Library profession in Pa...

Reflect and learn together - when two supervisors interact in the learning support process of nurse education.

Science.gov (United States)

Berglund, Mia; Sjögren, Reet; Ekebergh, Margaretha

2012-03-01

To describe the importance of supervisors working together in supporting the learning process of nurse students through reflective caring science supervision. A supervision model has been developed in order to meet the need for interweaving theory and practice. The model is characterized by learning reflection in caring science. A unique aspect of the present project was that the student groups were led by a teacher and a nurse. Data were collected through interviews with the supervisors. The analysis was performed with a phenomenological approach. The results showed that theory and practice can be made more tangible and interwoven by using two supervisors in a dual supervision. The essential structure is built on the constituents 'Reflection as Learning Support', 'Interweaving Caring Science with the Patient's Narrative', 'The Student as a Learning Subject' and 'The Learning Environment of Supervision'. The study concludes that supervision in pairs provides unique possibilities for interweaving and developing theory and practice. The supervision model offers unique opportunities for cooperation, for the development of theory and practice and for the development of the professional roll of nurses and teachers. © 2012 Blackwell Publishing Ltd.

Preventing Learned Helplessness.

Science.gov (United States)

Hoy, Cheri

1986-01-01

To prevent learned helplessness in learning disabled students, teachers can share responsibilities with the students, train students to reinforce themselves for effort and self control, and introduce opportunities for changing counterproductive attitudes. (CL)

Collecting, Integrating, and Disseminating Patient-Reported Outcomes for Research in a Learning Healthcare System.

Science.gov (United States)

Harle, Christopher A; Lipori, Gloria; Hurley, Robert W

2016-01-01

Advances in health policy, research, and information technology have converged to increase the electronic collection and use of patient-reported outcomes (PROs). Therefore, it is important to share lessons learned in implementing PROs in research information systems. The purpose of this case study is to describe a novel information system for electronic PROs and lessons learned in implementing that system to support research in an academic health center. The system incorporates freely available and commercial software and involves clinical and research workflows that support the collection, transformation, and research use of PRO data. The software and processes that comprise the system serve three main functions, (i) collecting electronic PROs in clinical care, (ii) integrating PRO data with non-patient generated clinical data, and (iii) disseminating data to researchers through the institution's research informatics infrastructure, including the i2b2 (Informatics for Integrating Biology and the Bedside) system. Our successful design and implementation was driven by three overarching strategies. First, we selected and implemented multiple interfaced technologies to support PRO collection, management, and research use. Second, we aimed to use standardized approaches to measuring PROs, sending PROs between systems, and disseminating PROs. Finally, we focused on using technologies and processes that aligned with existing clinical research information management strategies within our organization. These experiences and lessons may help future implementers and researchers enhance the scale and sustainable use of systems for research use of PROs.

Teaching and Learning: Using Experiential Learning and Reflection for Leadership Education

Science.gov (United States)

Guthrie, Kathy L.; Jones, Tamara Bertrand

2012-01-01

Leadership experiences, arguably some of the most significant developmental opportunities in college, are ripe for helping students move from mere engagement to making meaning of and learning from their leadership experience. The International Learning Association's teaching and learning area asks: "what methods are most appropriate to ensure…

Mobile learning in Malaysian schools: opportunities and challenges

OpenAIRE

Mohamad, Mariam; Woollard, John

2011-01-01

This study established the emerging themes in implementing mobile learning via mobile phones to support English Language learning in Malaysian schools. The findings were gathered from English subject leaders, ICT subject leaders, head teachers and deputy head teachers from 4 schools in the United Kingdom. In addition, the study also gathered the perspectives from English subject leaders, ICT subject leaders, head teachers, deputy head teachers from 9 schools and the officers in the Ministry o...

Learning Processes in a Work Organization: From Individual to Collective and/or Vice Versa?

Science.gov (United States)

Lehesvirta, Tuija

2004-01-01

The study investigates learning as knowledge-creation processes on individual and collective levels. The processes were examined in an ethnographic study, conducted in a metal industry company over a four-year period. The empirical study suggests that conflicts and crises experienced on individual level were some kind of incidental starting…

Can Technology Help Promote Equality of Educational Opportunities?

Science.gov (United States)

Jacob, Brian; Berger, Dan; Hart, Cassandra; Loeb, Susanna

2016-01-01

This chapter assesses the potential for several prominent technological innovations to promote equality of educational opportunities. We review the history of technological innovations in education and describe several prominent innovations, including intelligent tutoring, blended learning, and virtual schooling.

Developing academic literacy through self-regulated online learning

Directory of Open Access Journals (Sweden)

Emmaline Lear

2016-03-01

Full Text Available This study explores the self-regulated learning (SRL experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.

Co-creation of a pedagogical space to support qualitative inquiry: An advanced qualitative collective.

Science.gov (United States)

Abboud, Sarah; Kim, Su Kyung; Jacoby, Sara; Mooney-Doyle, Kim; Waite, Terease; Froh, Elizabeth; Sefcik, Justine S; Kim, Hyejin; Sowicz, Timothy Joseph; Kelly, Terri-Ann; Kagan, Sarah

2017-03-01

Situated in a research-intensive School of Nursing, the Advanced Qualitative Collective (AQC) provides an innovative educational forum for the study of qualitative research by doctoral and postdoctoral scholars. This long-standing collective is guided by a faculty facilitator using a collaborative co-learning approach to address individual and group needs, from the conception of research projects through dissemination of completed qualitative research. This article describes the dynamics of the AQC and the ways a co-created pedagogical entity supports professional development among its diverse members. The informal, participatory style, and dynamic content used by the AQC resists a course structure typical of doctoral education in health sciences, and promotes engagement and self-direction. The AQC provides opportunities for members to examine theoretical frameworks and methodologies rarely addressed within a positivism-dominant learning environment while simultaneously serving as an alternative exemplar for the pedagogy of research. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

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Van Winkle, Christine M.; Lagay, Katya

2012-01-01

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

Gendered learning environments in managerial work

OpenAIRE

Gustavsson, Maria; Fogelberg Eriksson, Anna

2010-01-01

The aim is to investigate female and male managers’ learning environments with particular focus on their opportunities for and barriers to learning and career development in the managerial work of a male-dominated industrial company. In the case study 42 managers, 15 women and 27 men in the company were interviewed. The findings demonstrate that the male managers were provided with significantly richer opportunities to participate in activities conducive to learning and career development tha...

Opportunities of Continuing Adult Education

Directory of Open Access Journals (Sweden)

Lidija Ušeckienė

2011-04-01

Full Text Available After becoming the member state of the European Union, Lithuania undertook all the obligations of a member state. One of them is the implementation of The Lisbon Strategy aiming at the worlds most dynamic and competitive knowledge– based economy by 2010. Under the strategy, a stronger economy will drive job creation, sustainable development, and social inclusion. These changes demand the modernisation of education systems in the E U states, Lithuania among them. To achieve this objective, political forces came to an agreement on the future of Lithuanian education. In 2003 The Seimas of the Republic of Lithuania approved of National Education Strategy 2003–2012. This strategy is special not only because it is based on the experiences of the reform, addresses current and future world’s challenges and opportunities, maintains links with other strategic national reforms, but also emphasises efforts to ensure quality lifelong education for Lithuanian population and striving to become a partner in modern knowledge-based economy. Therefore, an extensive discussion on lifelong education strategies on individual and institution levels in all spheres of social and personal life has started in the E U and Lithuania. Nowadays lifelong learning is not just one aspect of education and training; it gradually is becoming the most important principle in the continuum of complex learning contexts. Such vision must be implemented this decade. The object of the research: the preconditions for the development of continuing adult education. The aim of the research: to examine the peculiarities of the preconditions for the development of continuing adult education in Pakruojis region. The methods of the research: analysis of references and documents on education; an anonymous survey in written form (a questionnaire; statistical analysis of data. The sample. The research was conducted in Pakruojis region in January-April, 2006. 300 respondents of different age

Social Phenomenon of Community on Online Learning: Digital Interaction and Collaborative Learning Experience

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Aleksic-Maslac, Karmela; Magzan, Masha; Juric, Visnja

2009-01-01

Digital interaction in e-learning offers great opportunities for education quality improvement in both--the classical teaching combined with e-learning, and distance learning. Zagreb School of Economics & Management (ZSEM) is one of the few higher education institutions in Croatia that systematically uses e-learning in teaching. Systematically…

MOBILE LEARNING IN THE FOREIGN LANGUAGE CLASSROOM – CHALLENGES AND OPPORTUNITIES

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Diana COJOCNEAN

2017-06-01

Full Text Available The article focuses on how foreign language teachers could use mobile learning in formal and informal learning environments. One of the key aims of the article is the focus on defining the pedagogy of mobile learning in the context of foreign language teaching and learning through the use of mobile learning tools during the foreign language lessons but also in informal learning contexts, encouraging learner autonomy and involvement in the learning task. Thus, the article presents how language teachers could try mobile learning based activities during foreign language lessons and outside the class, using students’ own devices through the implementation of a Bring Your Own Device Policy (BYOD within foreign language lessons.

Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

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Mehmet FIRAT

2016-02-01

Full Text Available Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS, which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this purpose, the participating students’ online learning behaviors in LMS were examined by using learning analytics for 14 weeks, and the relationship between students’ behaviors and their academic achievements was analyzed, followed by an analysis of their views about the influence of LMS on their academic achievement. The present study, in which quantitative and qualitative data were collected, was carried out with the explanatory mixed method. A total of 71 undergraduate students participated in the study. The results revealed that the students used LMSs as a support to face-to-face education more intensively on course days (at the beginning of the related lessons and at nights on course days and that they activated the content elements the most. Lastly, almost all the students agreed that LMSs helped increase their academic achievement only when LMSs included such features as effectiveness, interaction, reinforcement, attractive design, social media support, and accessibility.

From Equal Educational Opportunity to Diversity Advantaged Learning

Science.gov (United States)

Hawley, Willis D.

2007-01-01

The case for desegregation has been based largely on research showing its contributions to the educational opportunities and life chances of students of color. However, this has led to remedies that have placed much of the burden of desegregation on people of color and has failed to develop awareness that there are substantial advantages to all…

An Eye-tracking Study of Notational, Informational, and Emotional Aspects of Learning Analytics Representations

DEFF Research Database (Denmark)

Vatrapu, Ravi; Reimann, Peter; Bull, Susan

2013-01-01

This paper presents an eye-tracking study of notational, informational, and emotional aspects of nine different notational systems (Skill Meters, Smilies, Traffic Lights, Topic Boxes, Collective Histograms, Word Clouds, Textual Descriptors, Table, and Matrix) and three different information states...... (Weak, Average, & Strong) used to represent student's learning. Findings from the eye-tracking study show that higher emotional activation was observed for the metaphorical notations of traffic lights and smilies and collective representations. Mean view time was higher for representations...... of the "average" informational learning state. Qualitative data analysis of the think-aloud comments and post-study interview show that student participants reflected on the meaning-making opportunities and action-taking possibilities afforded by the representations. Implications for the design and evaluation...

Competences for All: Recognizing and Developing Competences of Young People with Fewer Opportunities

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Usakli, Hakan

2016-01-01

This qualitative study clarifies opinion of 32 European volunteer youth leaders on concepts of competence, fewer opportunities and enlargement strategies on competence of fewer opportunities. Leaders underline main competencies as follows: tongue, languages, mathematical, digital, learning, social, entrepreneurship, cultural. Key competences are…

Linking Complex Problem Solving to Opportunity Identification Competence within the Context of Entrepreneurship

Science.gov (United States)

Baggen, Yvette; Mainert, Jakob; Lans, Thomas; Biemans, Harm J. A.; Greiff, Samuel; Mulder, Martin

2015-01-01

Today's working life is increasingly characterized by entrepreneurial challenges. Entrepreneurial challenges start at an individual level with the identification of entrepreneurial opportunities, which is acknowledged as one of the key competencies for lifelong learning. Since the identification of entrepreneurial opportunities relies heavily on…

Data Mining Student Answers with Moodle to Investigate Learning Pathways in an Introductory Geohazards Course

Science.gov (United States)

Sit, S. M.; Brudzinski, M. R.; Colella, H. V.

2012-12-01

The recent growth of online learning in higher education is primarily motivated by a desire to (a) increase the availability of learning experiences for learners who cannot, or choose not, to attend traditional face-to-face offerings, (b) assemble and disseminate instructional content more cost-efficiently, or (c) enable instructors to handle more students while maintaining a learning outcome quality that is equivalent to that of comparable face-to-face instruction. However, a less recognized incentive is that online learning also provides an opportunity for data mining, or efficient discovery of non-obvious valuable patterns from a large collection of data, that can be used to investigate learning pathways as opposed to focusing solely on assessing student outcomes. Course management systems that enable online courses provide a means to collect a vast amount of information to analyze students' behavior and the learning process in general. One of the most commonly used is Moodle (modular object-oriented developmental learning environment), a free learning management system that enables creation of powerful, flexible, and engaging online courses and experiences. In order to examine student learning pathways, the online learning modules we are constructing take advantage of Moodle capabilities to provide immediate formative feedback, verifying answers as correct or incorrect and elaborating on knowledge components to guide students towards the correct answer. By permitting multiple attempts in which credit is diminished for each incorrect answer, we provide opportunities to use data mining strategies to assess thousands of students' actions for evidence of problem solving strategies and mastery of concepts. We will show preliminary results from application of this approach to a ~90 student introductory geohazard course that is migrating toward online instruction. We hope more continuous assessment of students' performances will help generate cognitive models that can

Borderland Spaces for Learning Partnership: Opportunities, Benefits and Challenges

Science.gov (United States)

Hill, Jennifer; Thomas, Greg; Diaz, Anita; Simm, David

2016-01-01

This paper uses case studies and secondary literature to critically examine how learning spaces inhabited by geographers might be used productively as borderland spaces for learning partnership. Borderland spaces are novel, challenging, permissive and liminal, destabilizing traditional power hierarchies. In these spaces, students gain confidence…

Using Deep Convolutional Neural Networks to Predict Goal-Scoring Opportunities in Soccer

NARCIS (Netherlands)

Wagenaar, Martijn; Okafor, Emmanuel; Frencken, Wouter; Wiering, Marco

2017-01-01

Deep learning approaches have successfully been applied to several image recognition tasks, such as face, object, animal and plant classification. However, almost no research has examined on how to use the field of machine learning to predict goal-scoring opportunities in soccer from position data.

E-Learning in Higher Education--Opportunities & Challenges for Dubai

Science.gov (United States)

Gokah, Theophilus K.; Gupta, Namrata; Ndiweni, Esinath

2015-01-01

E-Learning is becoming a popular delivery method across various universities and colleges in Dubai as the region is experiencing a rapid growth of e-Learning in higher education. Adequate infrastructure, changes in demographic profile, globalization, government initiatives, outsourcing and increasing demand for IT knowledge based jobs are the…

e-Learning objects in the cloud: SCORM compliance, creation and deployment options

Directory of Open Access Journals (Sweden)

Stephanie Day

2017-12-01

Full Text Available In the field of education, cloud computing is changing the way learning is delivered and experienced, by providing software, storage, teaching resources, artefacts, and knowledge that can be shared by educators on a global scale. In this paper, the first objective is to understand the general trends in educational use of the cloud, particularly the provision of large scale education opportunities, use of open and free services, and interoperability of learning objects. A review of current literature reveals the opportunities and issues around managing learning and teaching related knowledge in the cloud. The educational use of the cloud will continue to grow as the services, pedagogies, personalization, and standardization of learning are refined and adopted. Secondly, the paper presents an example of how the cloud can support learning opportunities using SCORM interoperable learning objects. The case study findings show that, while the use of SCORM enables a variety of trackable learning opportunities, the constraints of maintaining the currency of the learning also need to be considered. It is recommended that the SCORM content are combined with cloud based student activities. These learning objects can be used to support alternative learning opportunities within blended and online learning environments.

Impact of pedagogical approaches on cognitive complexity and motivation to learn: Comparing nursing and engineering undergraduate students.

Science.gov (United States)

McComb, Sara A; Kirkpatrick, Jane M

2016-01-01

The changing higher education landscape is prompting nurses to rethink educational strategies. Looking beyond traditional professional boundaries may be beneficial. We compare nursing to engineering because engineering has similar accreditation outcome goals and different pedagogical approaches. We compare students' cognitive complexity and motivation to learn to identify opportunities to share pedagogical approaches between nursing and engineering. Cross-sectional data were collected from 1,167 freshmen through super senior students. Comparisons were made across years and between majors. Overall nursing and engineering students advance in cognitive complexity while maintaining motivation for learning. Sophomores reported the lowest scores on many dimensions indicating that their experiences need review. The strong influence of the National Council Licensure Examination on nursing students may drive their classroom preferences. Increased intrinsic motivation, coupled with decreased extrinsic motivation, suggests that we are graduating burgeoning life-long learners equipped to maintain currency. The disciplines' strategies for incorporating real-world learning opportunities differ, yet the students similarly advance in cognitive complexity and maintain motivation to learn. Lessons can be exchanged across professional boundaries. Copyright © 2016 Elsevier Inc. All rights reserved.

E-Learning versus Blended Learning in Accounting Courses

Science.gov (United States)

Megeid, Nevine Sobhy Abdel

2014-01-01

E-learning provides opportunities for developing countries like Egypt that expect a promising future in its educational process from the use of modern information and communication technologies. The aim of this research is to investigate and identify factors that influence the use of e-learning in accounting education and to assess students'…

Opportunities and obstacles for deep learning in biology and medicine

Science.gov (United States)

2018-01-01

Deep learning describes a class of machine learning algorithms that are capable of combining raw inputs into layers of intermediate features. These algorithms have recently shown impressive results across a variety of domains. Biology and medicine are data-rich disciplines, but the data are complex and often ill-understood. Hence, deep learning techniques may be particularly well suited to solve problems of these fields. We examine applications of deep learning to a variety of biomedical problems—patient classification, fundamental biological processes and treatment of patients—and discuss whether deep learning will be able to transform these tasks or if the biomedical sphere poses unique challenges. Following from an extensive literature review, we find that deep learning has yet to revolutionize biomedicine or definitively resolve any of the most pressing challenges in the field, but promising advances have been made on the prior state of the art. Even though improvements over previous baselines have been modest in general, the recent progress indicates that deep learning methods will provide valuable means for speeding up or aiding human investigation. Though progress has been made linking a specific neural network's prediction to input features, understanding how users should interpret these models to make testable hypotheses about the system under study remains an open challenge. Furthermore, the limited amount of labelled data for training presents problems in some domains, as do legal and privacy constraints on work with sensitive health records. Nonetheless, we foresee deep learning enabling changes at both bench and bedside with the potential to transform several areas of biology and medicine. PMID:29618526

Opportunities and obstacles for deep learning in biology and medicine.

Science.gov (United States)

Ching, Travers; Himmelstein, Daniel S; Beaulieu-Jones, Brett K; Kalinin, Alexandr A; Do, Brian T; Way, Gregory P; Ferrero, Enrico; Agapow, Paul-Michael; Zietz, Michael; Hoffman, Michael M; Xie, Wei; Rosen, Gail L; Lengerich, Benjamin J; Israeli, Johnny; Lanchantin, Jack; Woloszynek, Stephen; Carpenter, Anne E; Shrikumar, Avanti; Xu, Jinbo; Cofer, Evan M; Lavender, Christopher A; Turaga, Srinivas C; Alexandari, Amr M; Lu, Zhiyong; Harris, David J; DeCaprio, Dave; Qi, Yanjun; Kundaje, Anshul; Peng, Yifan; Wiley, Laura K; Segler, Marwin H S; Boca, Simina M; Swamidass, S Joshua; Huang, Austin; Gitter, Anthony; Greene, Casey S

2018-04-01

Deep learning describes a class of machine learning algorithms that are capable of combining raw inputs into layers of intermediate features. These algorithms have recently shown impressive results across a variety of domains. Biology and medicine are data-rich disciplines, but the data are complex and often ill-understood. Hence, deep learning techniques may be particularly well suited to solve problems of these fields. We examine applications of deep learning to a variety of biomedical problems-patient classification, fundamental biological processes and treatment of patients-and discuss whether deep learning will be able to transform these tasks or if the biomedical sphere poses unique challenges. Following from an extensive literature review, we find that deep learning has yet to revolutionize biomedicine or definitively resolve any of the most pressing challenges in the field, but promising advances have been made on the prior state of the art. Even though improvements over previous baselines have been modest in general, the recent progress indicates that deep learning methods will provide valuable means for speeding up or aiding human investigation. Though progress has been made linking a specific neural network's prediction to input features, understanding how users should interpret these models to make testable hypotheses about the system under study remains an open challenge. Furthermore, the limited amount of labelled data for training presents problems in some domains, as do legal and privacy constraints on work with sensitive health records. Nonetheless, we foresee deep learning enabling changes at both bench and bedside with the potential to transform several areas of biology and medicine. © 2018 The Authors.

Adventure Learning: Theory and Implementation of Hybrid Learning

Science.gov (United States)

Doering, A.

2008-12-01

Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they

Transition From Peer Review to Peer Learning: Experience in a Radiology Department.

Science.gov (United States)

Donnelly, Lane F; Dorfman, Scott R; Jones, Jeremy; Bisset, George S

2017-10-18

To describe the process by which a radiology department moved from peer review to peer collaborative improvement (PCI) and review data from the first 16 months of the PCI process. Data from the first 16 months after PCI were reviewed: number of case reviews performed, number of learning opportunities identified, percentage yield of learning opportunities identified, type of learning opportunities identified, and comparison of the previous parameters between case randomly reviewed versus actively pushed (issues actively identified and entered). Changes in actively pushed cases were also assessed as volume per month over the 16 months (run chart). Faculty members were surveyed about their perception of the conversion to PCI. In all, 12,197 cases were peer reviewed, yielding 1,140 learning opportunities (9.34%). The most common types of learning opportunities for all reviewed cases included perception (5.1%) and reporting (1.9%). The yield of learning opportunities from actively pushed cases was 96.3% compared with 3.88% for randomly reviewed cases. The number of actively pushed cases per month increased over the course of the period and established two new confidence intervals. The faculty survey revealed that the faculty perceived the new PCI process as positive, nonpunitive, and focused on improvement. The study demonstrates that a switch to PCI is perceived as nonpunitive and associated with increased radiologist submission of learning opportunities. Active entering of identified learning opportunities had a greater yield and perceived value, compared with random review of cases. Copyright © 2017 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Online citizen science games: Opportunities for the biological sciences.

Science.gov (United States)

Curtis, Vickie

2014-12-01

Recent developments in digital technologies and the rise of the Internet have created new opportunities for citizen science. One of these has been the development of online citizen science games where complex research problems have been re-imagined as online multiplayer computer games. Some of the most successful examples of these can be found within the biological sciences, for example, Foldit, Phylo and EteRNA. These games offer scientists the opportunity to crowdsource research problems, and to engage with those outside the research community. Games also enable those without a background in science to make a valid contribution to research, and may also offer opportunities for informal science learning.

Blended Learning - An Opportunity to Take the Best of Both Worlds

Directory of Open Access Journals (Sweden)

J. Lapuh Bele

2007-09-01

Full Text Available The paper presents theoretical foundations for effective ICT supported learning content development and course design. The practical use of these tools is described in the development of blended learning courses for improvement of computer literacy of unemployed people in Slovenia. The results of the survey about the efficiency of learning within these courses and about user satisfaction in the described courses are also presented. Findings indicate that a great majority of the participants of the courses find blended learning a convenient and efficient approach to learning and that most of them plan to use it for learning in the future.

Operationalizing the 21st Century Learning Skills Framework for the NASA Mission to Mars Program

Science.gov (United States)

Smith, Burgess; Research, MSI; Evaluation Team; Interactive Videoconferences Teamlt/p>, MSI

2013-06-01

Internal evaluators working with the NASA Mission to Mars program, an out-of-school collaborative videoconferencing program at the Museum of Science and Industry Chicago (MSI), developed an observation protocol to collect evidence about the collaborative learning opportunities offered by the program’s unique technology. Details about the protocol’s development are discussed, along with results of the pilot observations of the program.

How do e-book readers enhance learning opportunities for distance work-based learners?

Directory of Open Access Journals (Sweden)

Gabi Witthaus

2011-12-01

Full Text Available We report on the incorporation of e-book readers into the delivery of two distance-taught master's programmes in Occupational Psychology (OP and one in Education at the University of Leicester, UK. The programmes attract work-based practitioners in OP and Teaching English to Speakers of Other Languages, respectively. Challenges in curriculum delivery included the need for more flexibility in the curricula, better access to essential readings and maximising the benefit of learners' limited study time. As part of a suite of pilot changes to curriculum design and delivery, 28 Sony PRS-505™ e-book readers were pre-loaded with course materials and sent out to students. The evidence suggests that the students' learning experiences improved as a result of four key benefits afforded by the e-book readers: enhanced flexibility in curriculum delivery to accommodate the mobile lifestyle of our learners, improved efficiency in the use of study time, especially short breaks during the working day, new strategies for reading course materials and cost. We discuss the opportunities and limitations associated with the e-book readers used and the challenges encountered in the study.

Social learning and evolution: the cultural intelligence hypothesis

Science.gov (United States)

van Schaik, Carel P.; Burkart, Judith M.

2011-01-01

If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer. PMID:21357223

Social learning and evolution: the cultural intelligence hypothesis.

Science.gov (United States)

van Schaik, Carel P; Burkart, Judith M

2011-04-12

If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer.

Developing 21st century skills in chemistry classrooms: Opportunities and challenges of STEAM integration

Science.gov (United States)

Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli; Ridwan, Achmad

2017-08-01

The paper portrays the first year of two-year study in integration Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning. The research focused on developing 21st-century skills of chemistry students in secondary schools. The 21st-century skills as a set of abilities that students need to develop in facing the future challenge which involves learning, literacy, and life skills. The study was conducted in two secondary schools both public and private school in topics of hydrocarbon, petroleum, solubility, and acid base in year 10 and 11. The qualitative methodology was applied to explore the students' learning experiences and understanding the research context. Data was collected through observation, interview, reflective journal, and 21st-century rubric. The STEAM approach was integrated through modification of project-based learning model. The students had opportunities to develop their own projects by integrating chemistry and STEAM principles to their project. The results show that students have developed their critical and creative thinking, problem-solving skills, collaboration and argumentation skills, leadership and responsibility, information and literacy skills. The researchers faced the challenges of integrating STEAM within the chemistry curricula, empowering students, and managing the teaching and time resources. Students have started to challenge their critical and creative thinking within the existing learning environments. Integrating STEAM into chemistry learning has developed students' 21st-century skills in those three areas. Teachers also learned to develop their competencies for being facilitators and agents of change, in addition to skills development in dealing with students' differences.

Harnessing wake vortices for efficient collective swimming via deep reinfrcement learning

Science.gov (United States)

Verma, Siddartha; Novati, Guido; Koumoutsakos, Petros; ChairComputing Science Team

2017-11-01

Collective motion may bestow evolutionary advantages to a number of animal species. Soaring flocks of birds, teeming swarms of insects, and swirling masses of schooling fish, all to some extent enjoy anti-predator benefits, increased foraging success, and enhanced problem-solving abilities. Coordinated activity may also provide energetic benefits, as in the case of large groups of fish where swimmers exploit unsteady flow-patterns generated in the wake. Both experimental and computational investigations of such scenarios are hampered by difficulties associated with studying multiple swimmers. Consequentially, the precise energy-saving mechanisms at play remain largely unknown. We combine high-fidelity numerical simulations of multiple, self propelled swimmers with novel deep reinforcement learning algorithms to discover optimal ways for swimmers to interact with unsteady wakes, in a fully unsupervised manner. We identify optimal flow-interaction strategies devised by the resulting autonomous swimmers, and use it to formulate an effective control-logic. We demonstrate, via 3D simulations of controlled groups that swimmers exploiting the learned strategy exhibit a significant reduction in energy-expenditure. ERC Advanced Investigator Award 341117.

75 FR 3966 - Agency Information Collection Activities: Proposed Information Collection; Comment Request

Science.gov (United States)

2010-01-25

... agencies to take this opportunity to comment on a new information collection, as required by the Paperwork..., Belgium, Brazil, Canada, China, France, Germany, Hong Kong SAR, India, Indonesia, Italy, Japan, Korea... of Review: New collection. Affected Public: Businesses or other for-profit. Estimated Number of...

Volunteer Educators' Influence on Youth Participation and Learning in 4-H STEM Learning by Design Programs

Science.gov (United States)

Worker, Steven Michael

The purpose of this study was to describe the co-construction of three 4-H STEM (science, technology, engineering, and mathematics) learning by design programs by volunteer educators and youth participants in the 4-H Youth Development Program. The programs advanced STEM learning through design, a pedagogical approach to support youth in planning, designing, and making shareable artifacts. This pedagogical approach is a special case of project-based learning, related to the practices found in the science learning through design literature as well as the making and tinkering movements. Specifically, I explored adult volunteer educators' roles and pedagogical strategies implementing the 4-H Junk Drawer Robotics curriculum (Mahacek, Worker, and Mahacek, 2011) and how that, in turn, afforded and constrained opportunities for youth to display or report engagement in design practices; learning of STEM content; strengthening tool competencies; dispositions of resilience, reciprocity, and playfulness; and psychological ownership. The curriculum targeted middle school youth with a sequence of science inquiry activities and engineering design challenges. This study employed naturalist and multiple-case study methodology relying on participant observations and video, interviews with educators, and focus groups with youth within three 4-H educational robotics programs organized by adult 4-H volunteer educators. Data collection took place in 2014 and 2015 at Santa Clara with an educator and seven youth; Solano with three educators and eight youth; and Alameda with an educator and seven youth. Data analysis revealed six discrete categories of pedagogy and interactions that I labeled as participation structures that included lecture, demonstration, learning activity, group sharing, scripted build, and design & build. These participation structures were related to the observed pedagogical practices employed by the educators. There was evidence of youth engagement in design

Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach

Directory of Open Access Journals (Sweden)

Janeth Juliana Contreras León

2017-07-01

Full Text Available This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders’ interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field notes, questionnaires, semi-structured interviews, and artifacts of students’ work were used to collect data during a complete academic year. Results show that taking a critical approach to language education and understanding collaborative learning as a social construction of knowledge can ignite opportunities for changing traditional teaching and learning practices where both the teacher and students take different roles, thus balancing classroom relations and interaction among participants and also promoting students’ empowerment.

Transforming Monograph Collections with a Model of Collections as a Service

Science.gov (United States)

Way, Doug

2017-01-01

Financial pressures, changes in scholarly communications, the rise of online content, and the ability to easily share materials have provided libraries the opportunity to rethink their collections practices. This article provides an overview of these changes and outlines a framework for viewing collections as a service. It describes how libraries…

E-learning benefits nurse education and helps shape students' professional identity

OpenAIRE

McKenzie, Karen; Murray, Aja

2010-01-01

E-learning is increasingly used in nurse education and practice development. This method can enhance learning opportunities for students and qualified nurses. This article examines the features of this technology and the ways in which it can be harnessed to maximise learning opportunities.

E-learning benefits nurse education and helps shape students' professional identity.

Science.gov (United States)

McKenzie, Karen; Murray, Aja

E-learning is increasingly used in nurse education and practice development. This method can enhance learning opportunities for students and qualified nurses. This article examines the features of this technology and the ways in which it can be harnessed to maximise learning opportunities.

Social media for informal science learning in China: A case study

Directory of Open Access Journals (Sweden)

Ke Zhang

2014-09-01

Full Text Available This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English. Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular. The study found three key characteristics that contributed to the success of such learning communities: (a utilizing a variety of social media to empower participants with just-in-time, accidental learning opportunities; (b daily tweets related to emerging or ongoing social events or hot topics to provide brief but intriguing knowledge “bites”, which often leads to extended readings and related resources; and (c the integration of social media and traditional face-to-face local events to engage the public in science-related learning and knowledge sharing. Practical and research implications are discussed with suggestions for future research as related to ubiquitous learning communities for informal science learning.

Experience-based Learning in Acadia National Park: a Successful, Long-running, Model Field Course

Science.gov (United States)

Connaughton, M.

2015-12-01

This two-week field course has been offered alternate summers since 2000 in Acadia National Park on Mount Desert Island, Maine and addresses the geological history, physical and biological oceanography and principles of community ecology applicable to terrestrial and/or marine communities of coastal Maine. The course is often transformative and deeply meaningful to the students, many of whom have limited travel experience. The essential components of experience-based learning are well represented in this class with multiple opportunities for abstract conceptualization, active experimentation, concrete hands-on experiences and reflective observation built into the course. Each day begins with a lecture introducing concepts, which are then made concrete though daily field trips (4-8 hours in duration) into the park that include rigorous hiking, some kayaking and one commercial nature cruise. Field trips include hands-on experience with lecture concepts, on-site lessons in field methods, and data collection for independent projects. Each field trip is tied to a specific independent project, which are generated by the instructor, but self-selected by the students. Every student is actively involved in data collection during each field trip, with one student in charge of the collection each day. Daily guided journaling in three parts (scientific, personal and creative) and evening discussions provide ample opportunity for the student to reflect on the scientific content of the course, examine their personal reactions to what they have experienced and to be creative, sharing prior experiences, prior learning and their personalities. The course includes two exams, each following a week of lecture and field experiences. Independent research projects include the production of a manuscript-formatted report complete with statistical analysis of the data and a literature-based discussion of the conclusions. The combination of experiential reinforcement of concepts, abundant

The space for social media in structured online learning

Directory of Open Access Journals (Sweden)

Gilly Salmon

2015-12-01

Full Text Available In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants’ usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments.

76 FR 80911 - Notice of Proposed Information Collection Requests

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2011-12-27

... and Federal agencies with an opportunity to comment on proposed and continuing collections of... parties an early opportunity to comment on information collection requests. The Director, Information... Assistance General Provisions--Subpart I--Immigration--Status Confirmation. OMB Control Number: 1845-0052...

Telecommunications: international opportunities for power utilities

Energy Technology Data Exchange (ETDEWEB)

Lewis, A. [Teleglobe Canada, Ottawa, ON (Canada)

1996-08-01

International telecommunications services markets and trends were reviewed in an effort to identify business opportunities for Canadian power utilities. With increasing deregulation in the U.S. and Canada, and other countries around the globe, market opportunities are beginning to open up. In monopoly markets opportunities exist in providing dual infrastructures to upgrade both the power delivery services (frequently poor), and telecommunications. Billing, collection and customer service expertise might be other marketable commodities, perhaps packaged as part of a network provision project as a service to existing power and telecommunications service providers. In countries with directed competition markets local partnerships may be the only vehicle for entering the market. In managed competition markets opportunities were said to exist in cellular radio technology, as well as in switched telephone service, local, long distance, or international. In general, opportunities outside telecommunications-rich North America were considered to have better potential, due to rapid deregulation and higher current growth rates in telecommunications. Careful examination and research of the political and business environment prior to entering any of the potentially fertile areas was advised.

Cyberlearning for Climate Literacy: Challenges and Opportunities

Science.gov (United States)

McCaffrey, M. S.; Buhr, S. M.; Gold, A. U.; Ledley, T. S.; Mooney, M. E.; Niepold, F.

2010-12-01

Cyberlearning tools provide cost and carbon-efficient avenues for fostering a climate literate society through online engagement with learners. With climate change education becoming a Presidential Priority in 2009, funding for grants from NSF, NASA and NOAA is leading to a new generation of cyberlearning resources that supplement existing online resources. This paper provides an overview of challenges and opportunities relating to the online delivery of high quality, often complex climate science by examining several existing and emerging efforts, including the Climate Literacy and Energy Awareness Network (CLEAN,) a National Science Digital Library Pathway, the development by CIRES Education and Outreach of the Inspiring Climate Education Excellence (ICEE) online course, TERC’s Earth Exploration Toolbook (EET,) DataTools, and EarthLab modules, the NOAA Climate Stewards Education Program (CSEP) that utilizes the NSTA E-Learning Center, online efforts by members of the Federation of Earth Science Information Partners (ESIP), UCAR’s Climate Discovery program, and the Climate Adaptation, Mitigation e-Learning (CAMeL) project. In addition, we will summarize outcomes of the Cyberlearning for Climate Literacy workshop held in Washington DC in the Fall of 2009 and examine opportunities for teachers to develop and share their own lesson plans based on climate-related web resources that currently lack built-in learning activities, assessments or teaching tips.

Games in Language Learning: Opportunities and Challenges

Science.gov (United States)

Godwin-Jones, Robert

2014-01-01

There has been a substantial increase in recent years in the interest in using digital games for language learning. This coincides with the explosive growth in multiplayer online gaming and with the proliferation of mobile games for smart phones. It also reflects the growing recognition among educators of the importance of extramural, informal…

Coaching Model + Clinical Playbook = Transformative Learning.

Science.gov (United States)

Fletcher, Katherine A; Meyer, Mary

2016-01-01

Health care employers demand that workers be skilled in clinical reasoning, able to work within complex interprofessional teams to provide safe, quality patient-centered care in a complex evolving system. To this end, there have been calls for radical transformation of nursing education including the development of a baccalaureate generalist nurse. Based on recommendations from the American Association of Colleges of Nursing, faculty concluded that clinical education must change moving beyond direct patient care by applying the concepts associated with designer, manager, and coordinator of care and being a member of a profession. To accomplish this, the faculty utilized a system of focused learning assignments (FLAs) that present transformative learning opportunities that expose students to "disorienting dilemmas," alternative perspectives, and repeated opportunities to reflect and challenge their own beliefs. The FLAs collected in a "Playbook" were scaffolded to build the student's competencies over the course of the clinical experience. The FLAs were centered on the 6 Quality and Safety Education for Nurses competencies, with 2 additional concepts of professionalism and systems-based practice. The FLAs were competency-based exercises that students performed when not assigned to direct patient care or had free clinical time. Each FLA had a lesson plan that allowed the student and faculty member to see the competency addressed by the lesson, resources, time on task, student instructions, guide for reflection, grading rubric, and recommendations for clinical instructor. The major advantages of the model included (a) consistent implementation of structured learning experiences by a diverse teaching staff using a coaching model of instruction; (b) more systematic approach to present learning activities that build upon each other; (c) increased time for faculty to interact with students providing direct patient care; (d) guaranteed capture of selected transformative

Work-based learning experiences help students with disabilities transition to careers: a case study of University of Washington projects.

Science.gov (United States)

Bellman, Scott; Burgstahler, Sheryl; Ladner, Richard

2014-01-01

This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.

Teachers' Personal Learning Networks (PLNs): Exploring the Nature of Self-Initiated Professional Learning Online

Science.gov (United States)

Tour, Ekaterina

2017-01-01

In the field of Literacy Studies, online spaces have been recognised as providing many opportunities for spontaneous and self-initiated learning. While some progress has been made in understanding these important learning experiences, little attention has been paid to teachers' self-initiated professional learning. Contributing to the debates…

The Virtual Learning Commons: An Emerging Technology for Learning About Emerging Technologies

Science.gov (United States)

Pennington, D. D.; Del Rio, N.; Fierro, C.; Gandara, A.; Garcia, A.; Garza, J.; Giandoni, M.; Ochoa, O.; Padilla, E.; Salamah, S.

2013-12-01

The Virtual Learning Commons (VLC), funded by the National Science Foundation Office of Cyberinfrastructure CI-Team Program, is a combination of semantic, visualization, and social media tools that support knowledge sharing and innovation across research disciplines. The explosion of new scientific tools and techniques challenges the ability of researchers to be aware of emerging technologies that might benefit them. Even when aware, it can be difficult to understand enough about emerging technologies to become potential adopters or re-users. Often, emerging technologies have little documentation, especially about the context of their use. The VLC tackles this challenge by providing mechanisms for individuals and groups of researchers to collectively organize Web resources through social bookmarking, and engage each other around those collections in order to a) learn about potentially relevant technologies that are emerging; and b) get feedback from other researchers on innovative ideas and designs. Concurrently, developers of emerging technologies can learn about potential users and the issues they encounter, and they can analyze the impact of their tools on other projects. The VLC aims to support the 'fuzzy front end' of innovation, where novel ideas emerge and there is the greatest potential for impact on research design. It is during the fuzzy front end that conceptual collisions across disciplines and exposure to diverse perspectives provide opportunity for creative thinking that can lead to inventive outcomes. This presentation will discuss the innovation theories that have informed design of the VLC, and hypotheses about the flow of information in virtual settings that can enable the process of innovation. The presentation will include a brief demonstration of key capabilities within the VLC that enable learning about emerging technologies, including the technologies that are presented in this session.

Professional International Service Learning as an International Service Learning Opportunity Appropriate for Graduate or Professional Students

Science.gov (United States)

Lightfoot, Elizabeth; Lee, Hee Yun

2015-01-01

Graduate and professional schools are increasingly using short-term international study abroad courses as one way for internationalizing their curriculum. While international service learning can be a means for improving students' engagement in international learning experiences and providing a structure for learning, it is difficult to design…

76 FR 77852 - Agency Information Collection Activities: Proposed Collection; Comment Request

Science.gov (United States)

2011-12-14

... teaching and learning. Method of Collection Teachers who have registered to use NSDL resources through... NATIONAL SCIENCE FOUNDATION Agency Information Collection Activities: Proposed Collection; Comment Request AGENCY: National Science Foundation. ACTION: Notice. SUMMARY: The National Science Foundation (NSF...

Collective Machine Learning: Team Learning and Classification in Multi-Agent Systems

Science.gov (United States)

Gifford, Christopher M.

2009-01-01

This dissertation focuses on the collaboration of multiple heterogeneous, intelligent agents (hardware or software) which collaborate to learn a task and are capable of sharing knowledge. The concept of collaborative learning in multi-agent and multi-robot systems is largely under studied, and represents an area where further research is needed to…

Collecting Patient Reported Outcomes in the Wild: Opportunities and Challenges.

Science.gov (United States)

Cabitza, Federico; Dui, Linda Greta

2018-01-01

Collecting Patient Reported Outcomes (PROs) is generally seen as an effective way to assess the efficacy and appropriateness of medical interventions, from the patients' perspective. In 2016 the Galeazzi Orthopaedic Institute established a digitized program of PROs collection from spine, hip and knee surgery patients. In this work, we re-port the findings from the data analysis of the responses collected so far about the complementarity of PROs with respect to the data reported by the clinicians, and about the main biases that can undermine their validity and reliability. Although PROs collection is recognized as being far more complex than just asking the patients "how they feel" on a regular basis and it entails costs and devoted electronic platforms, we advocate their further diffusion for the assessment of health technology and clinical procedures.

Social Learning Analytics

Science.gov (United States)

Buckingham Shum, Simon; Ferguson, Rebecca

2012-01-01

We propose that the design and implementation of effective "Social Learning Analytics (SLA)" present significant challenges and opportunities for both research and enterprise, in three important respects. The first is that the learning landscape is extraordinarily turbulent at present, in no small part due to technological drivers.…

Inclusive Education for Children with Specific Learning Difficulties: Analysis of Opportunities and Barriers in Inclusive Education in Slovenia

Directory of Open Access Journals (Sweden)

Marija Kavkler

2015-03-01

Full Text Available Inclusive education allows for universal inclusion, participation and achievement of all children, including children with specific learning difficulties (SpLD. Children with SpLD form a heterogeneous group with diverse cognitive deficits, special educational needs (SEN and strengths, and have a legislated right to the continuum of both assistance and support programmes. Although their intellectual capacity is average or above average, their learning achievements in some learning domains are modest, and they are poorly integrated into their social environment, which often results in their discrimination. Barriers and opportunities in the area of SpLD were analysed with the aid of Ball’s model (1994, with factors and conditions being analysed within the contexts of policy influence, text production and practice. The contexts of policy influence and text production provide the basic conditions for the in clusive education of children with SpLD. The context of influence on in clusive policy for children with SpLD represents a systematic approach to policy initiation and to the prerequisites for its implementation in practice. The context of policy text production focuses on professionals and their impact on the enactment of the rights of children with severe SpLD. The context of practice concerns barriers and opportunities for implementing inclusion in practice. Early identification and diagnosis of pupils’ strengths, deficits and SEN, together with intensified treatment corresponding to the SEN of children with SpLD, could significantly influence the efficiency of the educational process. Barriers, primarily of an immaterial nature, are mainly encountered in those schools that do not implement the five-tier Response to Intervention (RTI approach. This approach enables children with SpLD a continuum of team-based diagnostic evaluation, effective adaptations and assistance. The main reasons for the unfavourable situation concern education

Informal learning in SME majors for African American female undergraduates

Directory of Open Access Journals (Sweden)

Ezella McPherson

2014-11-01

Full Text Available This research investigates how eight undergraduate African American women in science, math, and engineering (SME majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as the framework to better understand their opportunities to engage in free-choice science learning. The article demonstrates that African American women have access to cultural capital and informal science learning inside and outside of home and school environments in P-16 settings. In primary and secondary schools, African American girls acquire cultural capital and access to free-choice science learning in the home environment, museums, science fairs, student organizations and clubs. However, in high school African American female teenagers have fewer informal science learning opportunities like those such as those provided in primary school settings. In college, cultural capital is transmitted through informal science learning that consisted of involvement in student organizations, research projects, seminars, and conferences. These experiences contributed to their engagement and persistence in SME fields in K-16 settings. This research adds to cultural capital and informal science learning research by allowing scholars to better understand how African American women have opportunities to learn about the hidden curriculum of science through informal science settings throughout the educational pipeline.

Educational Opportunities for Clinical Counseling Simulations in Second Life

Science.gov (United States)

Walker, Victoria L.; Rockinson-Szapkiw, Amanda

2009-01-01

Counseling students must learn and practice basic counseling skills, including attending, listening, empathizing, and demonstrating warmth and respect. For online educators, providing opportunities for students to develop these skills in realistic counseling situations can be difficult. Victoria L. Walker and Amanda Rockinson-Szapkiw describe how…

Experiential Learning in Accounting Work-Integrated Learning: A Three-Way Partnership

Science.gov (United States)

Elijido-Ten, Evangeline; Kloot, Louise

2015-01-01

Purpose: Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context.…

Nurturing Opportunity Identification for Business Sophistication in a Cross-disciplinary Study Environment

Directory of Open Access Journals (Sweden)

Karine Oganisjana

2012-12-01

Full Text Available Opportunity identification is the key element of the entrepreneurial process; therefore the issue of developing this skill in students is a crucial task in contemporary European education which has recognized entrepreneurship as one of the lifelong learning key competences. The earlier opportunity identification becomes a habitual way of thinking and behavior across a broad range of contexts, the more likely that entrepreneurial disposition will steadily reside in students. In order to nurture opportunity identification in students for making them able to organize sophisticated businesses in the future, certain demands ought to be put forward as well to the teacher – the person who is to promote these qualities in their students. The paper reflects some findings of a research conducted within the frameworks of a workplace learning project for the teachers of one of Riga secondary schools (Latvia. The main goal of the project was to teach the teachers to identify hidden inner links between apparently unrelated things, phenomena and events within 10th grade study curriculum and connect them together and create new opportunities. The creation and solution of cross-disciplinary tasks were the means for achieving this goal.

Using online learning networks to promote self-regulated learning in primary teacher education

NARCIS (Netherlands)

Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2017-01-01

Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Consequently, teacher educators have begun to increase student teachers’ SRL opportunities in educational pre-service programs. Although primary teacher educators are aware of

Learning paradigms in workplace e-learning research

Directory of Open Access Journals (Sweden)

Isabella Norén Creutz

2014-09-01

Full Text Available The objective of this paper is to explore the discourses of learning that are actualized in workplace e-learning. It aims to understand how learning is defined in research within this field. The empirical material consists of academic research articles on e-learning in the workplace, published from 2000 to 2013. The findings are presented as four metaphors highlighting four overlapping time periods with different truth regimes: Celebration, Questioning, Reflection and Dissolution. It is found that learning as a phenomenon tends to be marginalized in relation to the digital technology used. Based on this, we discuss a proposal for a more critical and problematized approach to e-learning, and a deeper understanding of the challenges and opportunities for employees and organizations to acquire knowledge in the digital age.

Face-to-Face Activities in Blended Learning

DEFF Research Database (Denmark)

Kjærgaard, Annemette

While blended learning combines online and face-to-face teaching, research on blended learning has primarily focused on the role of technology and the opportunities it creates for engaging students. Less focus has been put on face-to-face activities in blended learning. This paper argues...... that it is not only the online activities in blended learning that provide new opportunities for rethinking pedagogy in higher education, it is also imperative to reconsider the face-to-face activities when part of the learning is provided online. Based on a review of blended learning in business and management...... education, we identify what forms of teaching and learning are suggested to take place face-to-face when other activities are moved online. We draw from the Community of Inquiry framework to analyze how face-to-face activities contribute to a blended learning pedagogy and discuss the implications...

Restrictive Citizenship: Civic-Oriented Service-Learning Opportunities for All Students

Science.gov (United States)

Mann, Jay A.; Dymond, Stacy K.; Bonati, Michelle L.; Neeper, Lance S.

2015-01-01

Citizenship education that uses service-learning continues to be implemented in a manner that may restrict many students from full, meaningful participation. The authors contend that much of the literature on civic-oriented service-learning unnecessarily positions successful projects at the extremes: (a) political socialization versus civic…

Supporting Adaptive Learning Pathways through the Use of Learning Analytics: Developments, Challenges and Future Opportunities

Science.gov (United States)

Mavroudi, Anna; Giannakos, Michail; Krogstie, John

2018-01-01

Learning Analytics (LA) and adaptive learning are inextricably linked since they both foster technology-supported learner-centred education. This study identifies developments focusing on their interplay and emphasises insufficiently investigated directions which display a higher innovation potential. Twenty-one peer-reviewed studies are…

Learning and Skills: Opportunities or Threats for Disabled Learners? FEDA Responds.

Science.gov (United States)

Mace, Jackie, Ed.

Challenges will be created by proposed changes to post-school education and training for people with learning difficulties and disabilities. Two important bills have been proposed. The Learning and Skills Bill (LSB) changes the whole architecture of the post-school education and training sector. LSB sets up the Learning and Skills Council (LSC)…

The effect of interprofessional team-based learning among nursing students: A quasi-experimental study.

Science.gov (United States)

Wong, Arkers Kwan Ching; Wong, Frances Kam Yuet; Chan, Lap Ki; Chan, Namkiu; Ganotice, Fraide A; Ho, Jacqueline

2017-06-01

Although interprofessional education has received attention in recent years as a means of providing opportunities for health-care professionals to learn with, from and about other disciplines and enhance the quality of patient care, evidence of its effectiveness is limited. Interprofessional team-based learning was introduced to make it possible for students in different healthcare disciplines to interact with each other, and to prepare them to function effectively within a team in their future career. To examine the effects of interprofessional team-based learning for undergraduate nursing students in terms of knowledge level, readiness for interprofessional learning, attitude towards various aspects of team learning, and perceived collective efficacy. The study employed a one-group pretest-posttest quasi-experimental design. An interprofessional education program was given to students from two universities in Hong Kong who were in different healthcare disciplines including medicine, nursing, pharmacy, biomedical science, and Chinese medicine programs. The program was based on four phases of student learning- individual readiness assessment test, ice breaking session, team readiness assessment test, and application exercise. Nursing students involved in the program were invited to complete anonymous questionnaires to evaluate their interprofessional team experience. A total of 40 nursing students (9 male, 31 female) participated in the study. A statistically significant improvement was identified in their knowledge level (pteam learning, and perceived collective efficacy (pteam-based learning can enhance cross-disciplinary learning and outcomes resulting from team efforts. Copyright © 2017 Elsevier Ltd. All rights reserved.

75 FR 67753 - Agency Information Collection Activities: Haitian Hemispheric Opportunity Through Partnership...

Science.gov (United States)

2010-11-03

... Rulings, Office of International Trade, 799 9th Street, NW., 5th Floor, Washington, DC 20229-1177. FOR.... Customs and Border Protection, Regulations and Rulings, Office of International Trade, 799 9th Street, NW... to extend additional trade benefits to Haiti. This trade program, the Haitian Hemispheric Opportunity...

Social Networks as Learning Environments for Higher Education

Directory of Open Access Journals (Sweden)

J.A.Cortés

2014-09-01

Full Text Available Learning is considered as a social activity, a student does not learn only of the teacher and the textbook or only in the classroom, learn also from many other agents related to the media, peers and society in general. And since the explosion of the Internet, the information is within the reach of everyone, is there where the main area of opportunity in new technologies applied to education, as well as taking advantage of recent socialization trends that can be leveraged to improve not only informing of their daily practices, but rather as a tool that explore different branches of education research. One can foresee the future of higher education as a social learning environment, open and collaborative, where people construct knowledge in interaction with others, in a comprehensive manner. The mobility and ubiquity that provide mobile devices enable the connection from anywhere and at any time. In modern educational environments can be expected to facilitate mobile devices in the classroom expansion in digital environments, so that students and teachers can build the teaching-learning process collectively, this partial derivative results in the development of draft research approved by the CONADI in “Universidad Cooperativa de Colombia”, "Social Networks: A teaching strategy in learning environments in higher education."

Lifelong Learning in Colombia and Denmark

DEFF Research Database (Denmark)

Olesen, Henning Salling

2004-01-01

The article examines education and learning opportunities in Colombia against the backdrop of Danish modernisation and reform experiences from second half of 20th Century. The article discusses possibilities to learn from Danish experiences in the development of a Colombian lifelong learning policy...

Effective Team Learning in the Cloud

NARCIS (Netherlands)

Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter; Van de Vrie, Evert

2018-01-01

Learning in the cloud can be a lonely activity for self-directing and self-organizing learners. Lack of sustained learner motivation can lead to less effective, less bond-creating learning experiences. By providing collaborative project-based learning opportunities these shortcomings can be

Learning Strategy Instruction Innovation Configuration

Science.gov (United States)

Schumaker, Jean B.

2011-01-01

One way of helping students with learning disabilities and other struggling students to be independent life-long learners is to teach them how to use learning strategies in efficient ways. Learning strategy instruction can provide students the opportunity to succeed in today's schools and meet rigorous standards, transforming ineffective learners…

76 FR 55946 - Comment Request for Information Collection for the Work Opportunity Tax Credit (WOTC) Program...

Science.gov (United States)

2011-09-09

... Opportunity Tax Credit (WOTC) Program: Extension With Non-Substantive Revisions AGENCY: Employment and..., ``Certification Workload and Characteristics of Certified Individuals, Work Opportunity Tax Credit'' and provided... submit this report using the Internet-based Tax Credit Reporting System of the Enterprise Business...

Test Framing Generates a Stability Bias for Predictions of Learning by Causing People to Discount their Learning Beliefs

Science.gov (United States)

Ariel, Robert; Hines, Jarrod C.; Hertzog, Christopher

2014-01-01

People estimate minimal changes in learning when making predictions of learning (POLs) for future study opportunities despite later showing increased performance and an awareness of that increase (Kornell & Bjork, 2009). This phenomenon is conceptualized as a stability bias in judgments about learning. We investigated the malleability of this effect, and whether it reflected people’s underlying beliefs about learning. We manipulated prediction framing to emphasize the role of testing vs. studying on memory and directly measured beliefs about multi-trial study effects on learning by having participants construct predicted learning curves before and after the experiment. Mean POLs were more sensitive to the number of study-test opportunities when performance was framed in terms of study benefits rather than testing benefits and POLs reflected pre-existing beliefs about learning. The stability bias is partially due to framing and reflects discounted beliefs about learning benefits rather than inherent belief in the stability of performance. PMID:25067885

Using simulation to assess the opportunities of dynamic waste collection

NARCIS (Netherlands)

Mes, Martijn R.K.; Bangsow, S.

2012-01-01

In this chapter, we illustrate the use of discrete event simulation to evaluate how dynamic planning methodologies can be best applied for the collection of waste from underground containers. We present a case study that took place at the waste collection company Twente Milieu, located in The

Using Simulation to Assess the Opportunities of Dynamic Waste Collection

NARCIS (Netherlands)

Mes, Martijn R.K.

In this paper, we illustrate the use of discrete event simulation to evaluate how dynamic planning methodologies can be best applied for the collection of waste from underground containers. We present a case study that took place at the waste collection company Twente Milieu, located in The

Corporate governance for trillion dollar opportunities

OpenAIRE

Hugh Grove; Maclyn Clouse

2017-01-01

Boards of Directors will have to play a key role in the technological survival and development of companies by asking corporate executives about their plans and strategies for these emerging technological changes and challenges. Key challenges and opportunities discussed in this paper, with corresponding corporate governance implications, included Big Data, Artificial Intelligence (AI) with Industry 4.0, AI with the Internet of Things (IoT), Deep Learning, and Neural Networks. Survival should...

Learning in Cultural Context: Developing Destinies

Science.gov (United States)

Rogoff, Barbara

2012-01-01

Over more than three decades spent researching cultural aspects of how children learn, the author has had the opportunity to learn about how individuals and cultural communities change and continue. During her research on children's learning by observing and "pitching in" in a Mayan community in Guatemala, the author learned a great deal…

OPTIMAL practice conditions enhance the benefits of gradually increasing error opportunities on retention of a stepping sequence task.

Science.gov (United States)

Levac, Danielle; Driscoll, Kate; Galvez, Jessica; Mercado, Kathleen; O'Neil, Lindsey

2017-12-01

Physical therapists should implement practice conditions that promote motor skill learning after neurological injury. Errorful and errorless practice conditions are effective for different populations and tasks. Errorful learning provides opportunities for learners to make task-relevant choices. Enhancing learner autonomy through choice opportunities is a key component of the Optimizing Performance through Intrinsic Motivation and Attention for Learning (OPTIMAL) theory of motor learning. The objective of this study was to evaluate the interaction between error opportunity frequency and OPTIMAL (autonomy-supportive) practice conditions during stepping sequence acquisition in a virtual environment. Forty healthy young adults were randomized to autonomy-supportive or autonomy-controlling practice conditions, which differed in instructional language, focus of attention (external vs internal) and positive versus negative nature of verbal and visual feedback. All participants practiced 40 trials of 4, six-step stepping sequences in a random order. Each of the 4 sequences offered different amounts of choice opportunities about the next step via visual cue presentation (4 choices; 1 choice; gradually increasing [1-2-3-4] choices, and gradually decreasing [4-3-2-1] choices). Motivation and engagement were measured by the Intrinsic Motivation Inventory (IMI) and the User Engagement Scale (UES). Participants returned 1-3 days later for retention tests, where learning was measured by time to complete each sequence. No choice cues were offered on retention. Participants in the autonomy-supportive group outperformed the autonomy-controlling group at retention on all sequences (mean difference 2.88s, p errorful (4 choice) sequence (p error opportunities over time, suggest that participants relied on implicit learning strategies for this full body task and that feedback about successes minimized errors and reduced their potential information-processing benefits. Subsequent

Studying Language Learning Opportunities Afforded by a Collaborative CALL Task

Science.gov (United States)

Leahy, Christine

2016-01-01

This research study explores the learning potential of a computer-assisted language learning (CALL) activity. Research suggests that the dual emphasis on content development and language accuracy, as well as the complexity of L2 production in natural settings, can potentially create cognitive overload. This study poses the question whether, and…

Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?

Science.gov (United States)

Jeong, Heisawn; Hmelo-Silver, Cindy E.

2016-01-01

This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning…

Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

OpenAIRE

Mehmet FIRAT

2016-01-01

Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS), which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this pur...

Incremental learning of skill collections based on intrinsic motivation

Science.gov (United States)

Metzen, Jan H.; Kirchner, Frank

2013-01-01

Life-long learning of reusable, versatile skills is a key prerequisite for embodied agents that act in a complex, dynamic environment and are faced with different tasks over their lifetime. We address the question of how an agent can learn useful skills efficiently during a developmental period, i.e., when no task is imposed on him and no external reward signal is provided. Learning of skills in a developmental period needs to be incremental and self-motivated. We propose a new incremental, task-independent skill discovery approach that is suited for continuous domains. Furthermore, the agent learns specific skills based on intrinsic motivation mechanisms that determine on which skills learning is focused at a given point in time. We evaluate the approach in a reinforcement learning setup in two continuous domains with complex dynamics. We show that an intrinsically motivated, skill learning agent outperforms an agent which learns task solutions from scratch. Furthermore, we compare different intrinsic motivation mechanisms and how efficiently they make use of the agent's developmental period. PMID:23898265

Advancing medical education: connecting interprofessional collaboration and education opportunities with integrative medicine initiatives to build shared learning.

Science.gov (United States)

Templeman, Kate; Robinson, Anske; McKenna, Lisa

2016-12-01

BackgroundImproved teamwork between conventional and complementary medicine (CM) practitioners is indicated to achieve effective healthcare. However, little is known about interprofessional collaboration and education in the context of integrative medicine (IM). MethodsThis paper reports the findings from a constructivist-grounded theory method study that explored and highlighted Australian medical students' experiences and opportunities for linking interprofessional collaboration and learning in the context of IM. Following ethical approval, in-depth semi-structured interviews were conducted with 30 medical students from 10 medical education faculties across Australian universities. Results Medical students recognised the importance of interprofessional teamwork between general medical practitioners and CM professionals in patient care and described perspectives of shared responsibilities, profession-specific responsibilities, and collaborative approaches within IM. While students identified that limited interprofessional collaboration currently occurred in the medical curriculum, interprofessional education was considered a means of increasing communication and collaboration between healthcare professionals, helping coordinate effective patient care, and understanding each healthcare team members' professional role and value. Conclusions The findings suggest that medical curricula should include opportunities for medical students to develop required skills, behaviours, and attitudes for interprofessional collaboration and interprofessional education within the context of IM. While this is a qualitative study that reflects theoretical saturation from a selected cohort of medical students, the results also point to the importance of including CM professionals within interprofessional collaboration, thus contributing to more person-centred care.

Learning from Simulation Design to Develop Better Experiential Learning Initiatives: An Integrative Approach

Science.gov (United States)

Canhoto, Ana Isabel; Murphy, Jamie

2016-01-01

Simulations offer engaging learning experiences, via the provision of feedback or the opportunities for experimentation. However, they lack important attributes valued by marketing educators and employers. This article proposes a "back to basics" look at what constitutes an effective experiential learning initiative. Drawing on the…

Assessment of Emotion States During e-Learning

NARCIS (Netherlands)

Rothkrantz, L.J.M.; Datcu, D.

2010-01-01

In recent years many systems for distance learning have been developed. Even though students have access to learning material any time and any place, current tools for e-learning still have their limitations. The main shortcoming, compared to real life learning is the limited opportunity for human

Research and learning opportunities in a reactor-based nuclear analytical laboratory

International Nuclear Information System (INIS)

Robinson, L.

1994-01-01

Although considered by many to be a mature science, neutron activation analysis (NAA) continues to be a valuable tool in trace-element research applications. Examples of the applicability of NAA can be found in a variety of areas including archaeology, environmental science, epidemiology, forensic science, and material science to name a few. Each stage of NAA provides opportunities to share numerous practical and fundamental scientific principles with high school teachers and students. This paper will present an overview of these opportunities and give a specific example from collaboration with a high school teacher whose research involved the automation of a gamma-ray spectroscopy counting system using a laboratory robot

Lending, Learning, Leading: Developing Results-Based Leaders in Opportunity Finance

Science.gov (United States)

Annie E. Casey Foundation, 2015

2015-01-01

This report tells the story of the CDFI Leadership Learning Network, a Casey Foundation initiative to equip leaders of community development finance institutions with the tools of results-based leadership (RBL). The Foundation shares lessons learned from the network, core RBL concepts and profiles of CDFI leaders as they apply RBL skills and tools…

Mobility in Learning: The Feasibility of Encouraging Language Learning on Smartphones

Directory of Open Access Journals (Sweden)

Keith Barrs

2011-09-01

Full Text Available With normalised technology in language learning contexts there is an unprecedented opportunity to re-define the nature of learning. Traditional ideas of classroom-based learning are giving way to modern ideas of ‘24/7 anywhere, anytime’ learning which is accessed and managed in part or in whole by the learners themselves, primarily on mobile devices. This is a "work in progress" article detailing the initial stages of a study investigating normalisation of smart phones in a language classroom in Japan.

Learning, Learning Organisations and the Global Enterprise

Science.gov (United States)

Manikutty, Sankaran

2009-01-01

The steadily increasing degree of globalisation of enterprises implies development of many skills, among which the skills to learn are among the most important. Learning takes place at the individual level, but collective learning and organisational learning are also important. Learning styles of individuals are different and learning styles are…

E-Learning in Architecture

DEFF Research Database (Denmark)

Juvancic, Matevz; Mullins, Michael; Zupancic, Tadeja

2012-01-01

the communication abilities of the actors involved, holding their attention, ingraining sustainable principles and getting the messages across the invisible, but perennial expert / non-expert divide. E-learning in and about architecture not only offers opportunities for both sides to learn but also to get to know...

Student talk and opportunities for mathematical learning in small group interactions

OpenAIRE

Wood, M.; Kalinec, C.

2012-01-01

Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical learning. We differentiated talk based upon its focus: mathematical objects (mathematizing), people (subjectifying), or more specifically, people’s attribu...

Assessing Learning Styles of Graduate Entry Nursing Students as a Classroom Research Activity: A quantitative research study.

Science.gov (United States)

Gonzales, Lucia K; Glaser, Dale; Howland, Lois; Clark, Mary Jo; Hutchins, Susie; Macauley, Karen; Close, Jacqueline F; Leveque, Noelle Lipkin; Failla, Kim Reina; Brooks, Raelene; Ward, Jillian

2017-01-01

A number of studies across different disciplines have investigated students' learning styles. Differences are known to exist between graduate and baccalaureate nursing students. However, few studies have investigated the learning styles of students in graduate entry nursing programs. . Study objective was to describe graduate entry nursing students' learning styles. A descriptive design was used for this study. The Index of Learning Styles (ILS) was administered to 202 graduate entry nursing student volunteers at a southwestern university. Descriptive statistics, tests of association, reliability, and validity were performed. Graduate nursing students and faculty participated in data collection, analysis, and dissemination of the results. Predominant learning styles were: sensing - 82.7%, visual - 78.7%, sequential - 65.8%, and active - 59.9%. Inter-item reliabilities for the postulated subscales were: sensing/intuitive (α=0.70), visual/verbal (α=0.694), sequential/global (α=0.599), and active/reflective (α=0.572). Confirmatory factor analysis for results of validity were: χ 2 (896)=1110.25, pnursing students. This study provided faculty with numerous opportunities for actively engaging students in data collection, analysis, and dissemination of results. Copyright © 2016 Elsevier Ltd. All rights reserved.

Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda.

Science.gov (United States)

Mubuuke, Aloysius Gonzaga; Mwesigwa, Catherine; Maling, Samuel; Rukundo, Godfrey; Kagawa, Mike; Kitara, David Lagoro; Kiguli, Sarah

2014-01-01

Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students. To examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium. It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes. Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength. Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended.

Quantitative learning strategies based on word networks

Science.gov (United States)

Zhao, Yue-Tian-Yi; Jia, Zi-Yang; Tang, Yong; Xiong, Jason Jie; Zhang, Yi-Cheng

2018-02-01

Learning English requires a considerable effort, but the way that vocabulary is introduced in textbooks is not optimized for learning efficiency. With the increasing population of English learners, learning process optimization will have significant impact and improvement towards English learning and teaching. The recent developments of big data analysis and complex network science provide additional opportunities to design and further investigate the strategies in English learning. In this paper, quantitative English learning strategies based on word network and word usage information are proposed. The strategies integrate the words frequency with topological structural information. By analyzing the influence of connected learned words, the learning weights for the unlearned words and dynamically updating of the network are studied and analyzed. The results suggest that quantitative strategies significantly improve learning efficiency while maintaining effectiveness. Especially, the optimized-weight-first strategy and segmented strategies outperform other strategies. The results provide opportunities for researchers and practitioners to reconsider the way of English teaching and designing vocabularies quantitatively by balancing the efficiency and learning costs based on the word network.

Supporting Collective Inquiry: A Technology Framework for Distributed Learning

Science.gov (United States)

Tissenbaum, Michael

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

Making the case for STEM integration at the upper elementary level: A mixed methods exploration of opportunity to learn math and science, teachers' efficacy and students' attitudes

Science.gov (United States)

Miller, Brianna M.

Student achievement in science and math has been linked to per capita gross domestic product (GDP) growth propagating the belief that science, technology, engineering, and math (STEM) education is an important factor in economic prosperity. However, The No Child Left Behind Act of 2001 (NCLB), favors math over science, positioning the subjects as competitors rather than collaborators. Additionally, NCLB focuses almost exclusively on the cognitive outcome of students' achievement with the affective outcome of students' attitudes being nearly ignored. Positive attitudes toward science and math early on are essential for subsequent and cumulative decisions students make in taking courses, choosing majors, and pursuing careers. Positioning students' attitudes as a desirable educational outcome comparable to students' achievement is an emerging goal in the literature. Using the case of one school district in south-central Pennsylvania with three elementary schools, 15 upper elementary teachers, and 361 students, the purpose of this study was to better understand influences on upper elementary students' attitudes toward STEM (SA) subjects and careers. The study aimed to explore two influences on SA, opportunity to learn (OTL) and teacher's efficacy (TE), in the comparative contexts of math and science. The studied employed a mixed methods convergent design in which five data sets from four sources were collected over three phases to triangulate three constructs: OTL, TE, and SA. The goal of the study was to offer recommendations to the case school district for enhancing OTL, TE, and thus SA. Findings regarding OTL revealed that the opportunity to learn science was lower than math. Finding regarding TE revealed that outcome expectancy was lower than personal teaching efficacy in both science and math; and, teachers had low STEM career awareness, STEM integration, and technology use. Findings regarding SA revealed a lower perceived usefulness of science compared to math

Exploring Collective Mathematical Creativity in Elementary School

Science.gov (United States)

Levenson, Esther

2011-01-01

This study combines theories related to collective learning and theories related to mathematical creativity to investigate the notion of collective mathematical creativity in elementary school classrooms. Collective learning takes place when mathematical ideas and actions, initially stemming from an individual, are built upon and reworked,…

Research opportunities to advance solar energy utilization.

Science.gov (United States)

Lewis, Nathan S

2016-01-22

Major developments, as well as remaining challenges and the associated research opportunities, are evaluated for three technologically distinct approaches to solar energy utilization: solar electricity, solar thermal, and solar fuels technologies. Much progress has been made, but research opportunities are still present for all approaches. Both evolutionary and revolutionary technology development, involving foundational research, applied research, learning by doing, demonstration projects, and deployment at scale will be needed to continue this technology-innovation ecosystem. Most of the approaches still offer the potential to provide much higher efficiencies, much lower costs, improved scalability, and new functionality, relative to the embodiments of solar energy-conversion systems that have been developed to date. Copyright © 2016, American Association for the Advancement of Science.

Hospital-based nurses' perceptions of the adoption of Web 2.0 tools for knowledge sharing, learning, social interaction and the production of collective intelligence.

Science.gov (United States)

Lau, Adela S M

2011-11-11

Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson's correlation analysis and t tests were used for data analysis. Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence.

Hospital-Based Nurses’ Perceptions of the Adoption of Web 2.0 Tools for Knowledge Sharing, Learning, Social Interaction and the Production of Collective Intelligence

Science.gov (United States)

2011-01-01

Background Web 2.0 provides a platform or a set of tools such as blogs, wikis, really simple syndication (RSS), podcasts, tags, social bookmarks, and social networking software for knowledge sharing, learning, social interaction, and the production of collective intelligence in a virtual environment. Web 2.0 is also becoming increasingly popular in e-learning and e-social communities. Objectives The objectives were to investigate how Web 2.0 tools can be applied for knowledge sharing, learning, social interaction, and the production of collective intelligence in the nursing domain and to investigate what behavioral perceptions are involved in the adoption of Web 2.0 tools by nurses. Methods The decomposed technology acceptance model was applied to construct the research model on which the hypotheses were based. A questionnaire was developed based on the model and data from nurses (n = 388) were collected from late January 2009 until April 30, 2009. Pearson’s correlation analysis and t tests were used for data analysis. Results Intention toward using Web 2.0 tools was positively correlated with usage behavior (r = .60, P Web 2.0 tools and enable them to better plan the strategy of implementation of Web 2.0 tools for knowledge sharing, learning, social interaction, and the production of collective intelligence. PMID:22079851

NASA GSFC Opportunities for STEM Professionals Using the Vantage Point of Space

Science.gov (United States)

Meeson, Blanche W.; Robbins, Geraldine B.

2012-01-01

NASA has a variety of learning opportunities for STEM professionals. Three opportunities at GSFC are examined in this chapter: 1) standard summer research and development internship for undergraduates, 2) senior internship for undergraduate and graduate students and 3) a workshop series for informal learning center professionals. We describe these programs, examine their evolution with respect to most effective education practices and their assessment and evaluation, and identify the similarities and differences between them. The internship programs highlight authentic project-based research and development experiences with the senior internship providing a richer, deeper, and more demanding experience that has greater professional value. The workshops for informal learning center professionals on-the-other hand, focus on building knowledge of GSFC s science and engineering strengths among these professionals, and on building enduring partnerships between individuals (participants and GSFC scientist, engineers and educators) and between organizations (GSFC and the informal learning center). Finally, we examine the characteristics of these programs from a design and management perspective. Through this examination we identify a general structure that provides insight into more effective design and management of similar education programs.

Learning to Play, Playing to Learn: Comparing the Experiences of Adult Foreign Language Learners with Off-the-Shelf and Specialized Games for Learning German

Science.gov (United States)

De Grove, Frederik; Van Looy, Jan; Mechant, Peter

2013-01-01

Learning opportunities offered by digital games have become an important research topic in recent years. Language learning is one of the areas in which games could prosper but the question then is whether these should be specialized language-learning games or commercial off-the-shelf games for entertainment. The goal of this paper is to compare…

Foster interaction by the integration of ICT with sociocultural and constructivist learning principles

Science.gov (United States)

Nguyen, Nhung; Williams, P. John

2018-01-01

Research shows that it is challenging to introduce an interactive way of teaching and learning into Asian classrooms where Confucian philosophy has considerable influence. This study was conducted within the context of an ASEAN undergraduate physics course. A goal of the study was to use information communication technology (ICT) to integrate sociocultural and constructivist learning principles to foster interaction within the learning environment. Ninety-three students, a lecturer and a teaching assistant participated in the study. The study employed a mixed method approach, using a questionnaire and interviews with students, the lecturer and the teaching assistant to collect the data, to triangulate, complement and explain the findings. Data was also collected from different groups of people in order to investigate, compare and synthesize perspectives from each group (i.e. students, lecturer, and teaching assistant). SPSS was used to analyze quantitative data from the questionnaire, and NVivo was used to analyze qualitative data from the interviews. The findings of this study obtained from the different sources showed that the interactions within the learning environment were enhanced using this framework. Interviews with the lecturer and the teaching assistant showed that interaction was fostered, and the integration of ICT with the learning principles provided opportunities for new ways of teaching and learning. The lecturer designed learning tasks that required the participant students to search and study different learning resources, and then design group presentation on the topic of optics to explain these topics to their classmates. The lecturer also provided support and motivation for this process. In this way, the lecturer believed that he had created opportunities for the students to interact with learning resources, work in groups, discuss physics content and working processes. Data analysis of the students' interviews revealed this undergraduate ASEAN

Shakespeare and the Common Core: An Opportunity to Reboot

Science.gov (United States)

Turchi, Laura; Thompson, Ayanna

2013-01-01

The Common Core generally eschews mandating texts in favor of promoting critical analysis and rigor. So it's significant that Shakespeare is the only author invoked in imperatives. His explicit inclusion offers a significant opportunity for educators to rethink how we approach Shakespearean instruction. Rather than the traditional learning of…

STEM learning activity among home-educating families

Science.gov (United States)

Bachman, Jennifer

2011-12-01

Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest. Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents' values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council's science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a

A strategic approach to developing e-learning capability for healthcare.

Science.gov (United States)

Clarke, Angie; Lewis, Dina; Cole, Ian; Ringrose, Liz

2005-12-01

This article examines a strategic approach to developing e-learning capability to enhance learning opportunities for the workforce of a healthcare organization. Emphasis is given to the procurement of a bespoke Managed Learning Environment (MLE). Strategic organizational issues impacting on future e-learning developments are considered. The 2-year implementation plan was evaluated through a two phase external research project. The first phase focused on the effectiveness of a training programme designed to build capacity for e-learning within the Northern area and also included a virtual learning environment usability study which informed the MLE specification. The second phase evaluation is ongoing during 2005 and interim findings are presented. The MLE has been piloted and on-line learning packages have been acquired. There has been a phased take-up of e-learning opportunities and e-tutor training. Some virtual Communities of Practice have been established. Key organizational issues have been identified and ongoing findings are informing strategic planning. The healthcare MLE is offering enhanced learning opportunities and assisting area healthcare providers in training their dispersed workforces. Blended learning strategies are most successful. The need for protected time for e-learning is a key issue, financial savings are available. Progress has been slowed by identified organizational constraints-the MLE's benefits are widely recognized.

Unintended Learning in Primary School Practical Science Lessons from Polanyi's Perspective of Intellectual Passion

Science.gov (United States)

Park, Jisun; Song, Jinwoong; Abrahams, Ian

2016-03-01

This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term `unintended' learning to distinguish it from `intended' learning that appears in teachers' learning objectives. Data were collected using video and audio recordings of a sample of twenty-four whole class practical science lessons, taught by five teachers, in Korean primary schools with 10- to 12-year-old students. In addition, video and audio recordings were made for each small group of students working together in order to capture their activities and intra-group discourse. Pre-lesson interviews with the teachers were undertaken and audio-recorded to ascertain their intended learning objectives. Selected key vignettes, including unintended learning, were analysed from the perspective of intellectual passion developed by Polanyi. What we found in this study is that unintended learning could occur when students got interested in something in the first place and could maintain their interest. In addition, students could get conceptual knowledge when they tried to connect their experience to their related prior knowledge. It was also found that the processes of intended learning and of unintended learning were different. Intended learning was characterized by having been planned by the teacher who then sought to generate students' interest in it. In contrast, unintended learning originated from students' spontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers' persuasive passion comes first in the process of intended learning, students' heuristic passion comes first in the process of unintended learning. Based on these findings, we argue that teachers need to be more aware that unintended learning, on the part of individual students, can occur during their lesson and to be able to better use this opportunity so that this unintended learning can be

Understanding Collective Learning and Human Agency in Diverse ...

African Journals Online (AJOL)

2018-05-07

May 7, 2018 ... knowledge about the type of learning that creates such change, how such learning emerges, or how it ... social inequalities and damaged people–nature relations. The Think ..... interpersonal relationality and more. The Think ...

The flipped classroom: practices and opportunities for health sciences librarians.

Science.gov (United States)

Youngkin, C Andrew

2014-01-01

The "flipped classroom" instructional model is being introduced into medical and health sciences curricula to provide greater efficiency in curriculum delivery and produce greater opportunity for in-depth class discussion and problem solving among participants. As educators employ the flipped classroom to invert curriculum delivery and enhance learning, health sciences librarians are also starting to explore the flipped classroom model for library instruction. This article discusses how academic and health sciences librarians are using the flipped classroom and suggests opportunities for this model to be further explored for library services.

Big Data in radiation therapy: challenges and opportunities.

Science.gov (United States)

Lustberg, Tim; van Soest, Johan; Jochems, Arthur; Deist, Timo; van Wijk, Yvonka; Walsh, Sean; Lambin, Philippe; Dekker, Andre

2017-01-01

Data collected and generated by radiation oncology can be classified by the Volume, Variety, Velocity and Veracity (4Vs) of Big Data because they are spread across different care providers and not easily shared owing to patient privacy protection. The magnitude of the 4Vs is substantial in oncology, especially owing to imaging modalities and unclear data definitions. To create useful models ideally all data of all care providers are understood and learned from; however, this presents challenges in the guise of poor data quality, patient privacy concerns, geographical spread, interoperability and large volume. In radiation oncology, there are many efforts to collect data for research and innovation purposes. Clinical trials are the gold standard when proving any hypothesis that directly affects the patient. Collecting data in registries with strict predefined rules is also a common approach to find answers. A third approach is to develop data stores that can be used by modern machine learning techniques to provide new insights or answer hypotheses. We believe all three approaches have their strengths and weaknesses, but they should all strive to create Findable, Accessible, Interoperable, Reusable (FAIR) data. To learn from these data, we need distributed learning techniques, sending machine learning algorithms to FAIR data stores around the world, learning from trial data, registries and routine clinical data rather than trying to centralize all data. To improve and personalize medicine, rapid learning platforms must be able to process FAIR "Big Data" to evaluate current clinical practice and to guide further innovation.

Opportunities and barriers to public health nutrition education in Vietnamese universities.

Science.gov (United States)

Pham, Quynh Th; Worsley, Anthony; Lawrence, Mark; Marshall, Bernie

2017-05-01

A core challenge for low- and middle-income countries (LMICs) in combating the negative effects of the nutrition transition is to implement appropriate prevention strategies to halt the increasing prevalence of obesity and non-communicable diseases (NCDs), against a background of prevailing under nutrition. There have been several proposals for the enhancement of university nutrition education for future health and related professionals who are expected to communicate knowledge of health risks to the broad community. However, little is known about university nutrition education in LMICs. The present study aimed to investigate professional development opportunities and barriers for university nutrition lecturers to teach public health nutrition (PHN). An online survey was conducted among 242 Vietnamese health and education professionals and university nutrition lecturers across Vietnam. Purposive sampling was used to recruit participants. Comparisons of between the groups' responses were examined via SPSS Crosstabs. The structures of the perceived barriers and desired PHN training topics were examined via factor analyses. Multiple linear regression examined the influences on lecturers' learning interests in nutrition areas. The lecturers' learning interests spanned four areas: basic nutrition, basic food, food policy and 'new' trends (e.g. food policy, marketing). Major impediments to nutrition teaching in universities divided into two groups: resource limitations and professional constraints (e.g. lack of relevant training opportunities). The lecturers' perceptions of professional constraints influenced their interest in learning about 'new' trends. The results highlighted the need and opportunities to enhance PHN professional development for nutrition lecturers in Vietnam.

Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

Directory of Open Access Journals (Sweden)

Yang Wang

2016-09-01

Full Text Available This case study investigated how the use of mindfulness affected college English as a foreign language (EFL students learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students’ abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory, creativity, and positive affect based on the previous studies. In this study, 24 undergraduate freshmen participated at a Northeastern University in China. The data collection included those undergraduates’ pre-surveys, post-surveys, work samples, the instructor’s observation notes and the researcher’s reflective journal entries. This practice found that by engaging in mindful strategies, EFL students took ownership of their learning in the following ways: students built and became aware of a comfortable learning environment in their classroom through mindfulness; mindful writing helped students generate new thoughts and become aware of their thinking; mindfulness facilitated their learning process, cultivated creativity and intelligence; mindful cooperative learning provided students with an opportunity to discover their awareness, learn from others, reflect and think critically.

Language learning apps or games: an investigation utilizing the RETAIN model

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Glenda A. Gunter

2016-01-01

Full Text Available Abstract: Combining games with mobile devices can promote learning opportunities at the learners' fingertips and enable ubiquitous learning experiences. As teachers increasingly assign games to reinforce language learning, it becomes essential to evaluate how effective these applications are in helping students learn the content or develop the skills that the games are reinforcing. This article examines two English language learning apps under the RETAIN model (GUNTER; KENNY; VICK, 2008. The findings indicate that although these apps offer some language learning opportunities, they do not present scenario-based quality or gameplay, among other elements, if they are to be considered games.

Professionals learning together with patients: An exploratory study of a collaborative learning Fellowship programme for healthcare improvement.

Science.gov (United States)

Myron, Rowan; French, Catherine; Sullivan, Paul; Sathyamoorthy, Ganesh; Barlow, James; Pomeroy, Linda

2018-05-01

Improving the quality of healthcare involves collaboration between many different stakeholders. Collaborative learning theory suggests that teaching different professional groups alongside each other may enable them to develop skills in how to collaborate effectively, but there is little literature on how this works in practice. Further, though it is recognised that patients play a fundamental role in quality improvement, there are few examples of where they learn together with professionals. To contribute to addressing this gap, we review a collaborative fellowship in Northwest London, designed to build capacity to improve healthcare, which enabled patients and professionals to learn together. Using the lens of collaborative learning, we conducted an exploratory study of six cohorts of the year long programme (71 participants). Data were collected using open text responses from an online survey (n = 31) and semi-structured interviews (n = 34) and analysed using an inductive open coding approach. The collaborative design of the Fellowship, which included bringing multiple perspectives to discussions of real world problems, was valued by participants who reflected on the safe, egalitarian space created by the programme. Participants (healthcare professionals and patients) found this way of learning initially challenging yet ultimately productive. Despite the pedagogical and practical challenges of developing a collaborative programme, this study indicates that opening up previously restricted learning opportunities as widely as possible, to include patients and carers, is an effective mechanism to develop collaborative skills for quality improvement.

Ecotourism in an Educational Context: Promoting Learning Opportunities through Travel

Science.gov (United States)

Coles, Tim; Poland, Roger H. C.; Clifton, Julian

2015-01-01

The global expansion and diversification of the travel market has opened up new opportunities to deliver educational programmes through tourism. Applying the principles and practices commonly associated with ecotourism enables students to gain lasting benefits through their active participation in conservation-oriented activities. In many cases,…

In it together: Organizational learning through participation in environmental assessment

Science.gov (United States)

Fitzpatrick, Patricia

2005-07-01

Can organizations learn through participation in environmental assessment (EA)? This was the central research question of a study that explored the linkages among sustainable development, EA, public participation, and learning. To address this question, the research design involved a comparative case study of two concurrent but geographically separate projects, the Wuskwatim generation station and transmission lines projects (Wuskwatim projects), and the Snap Lake Diamonds Project (Snap Lake project). The Wuskwatim projects involve the construction of a low head dam and three 230 kV transmission line segments in Northern Manitoba, Canada. The Snap Lake Project involves the construction and operation of a diamond mine 220 km northwest of Yellowknife, Northwest Territories, Canada, at the headwaters of the Lockhart River drainage system. The EAs of these proposed developments provided multiple opportunities for public (and organizational) involvement in the review, including comments on the scope of the assessment, information requests, and public hearings. Data collection included participant observation, semi-structured interviews with EA participants, and documentation generated through the course of the reviews. Data were organized using QSR Nvivo, a database software system. In this dissertation, three key contributions are made. The theoretical framework that draws together a number of separate but related fields of study---communicative action, discursive democracy, transformative learning, organizational learning---is the first contribution. The second is verification that organizations learn through participation in EA. Third, empirical support is presented far the assertion that transformative learning can address change beyond that experienced by the individual, to account for both policy-oriented and organizational learning. Related to the second contribution, results indicate that participants of EA engage in Teaming on multiple scales. Furthermore

Three visual techniques to enhance interprofessional learning.

Science.gov (United States)

Parsell, G; Gibbs, T; Bligh, J

1998-07-01

Many changes in the delivery of healthcare in the UK have highlighted the need for healthcare professionals to learn to work together as teams for the benefit of patients. Whatever the profession or level, whether for postgraduate education and training, continuing professional development, or for undergraduates, learners should have an opportunity to learn about and with, other healthcare practitioners in a stimulating and exciting way. Learning to understand how people think, feel, and react, and the parts they play at work, both as professionals and individuals, can only be achieved through sensitive discussion and exchange of views. Teaching and learning methods must provide opportunities for this to happen. This paper describes three small-group teaching techniques which encourage a high level of learner collaboration and team-working. Learning content is focused on real-life health-care issues and strong visual images are used to stimulate lively discussion and debate. Each description includes the learning objectives of each exercise, basic equipment and resources, and learning outcomes.

Nurturing Opportunity Identification for Business Sophistication in a Cross-disciplinary Study Environment

OpenAIRE

Karine Oganisjana; Tatjana Koke

2012-01-01

Opportunity identification is the key element of the entrepreneurial process; therefore the issue of developing this skill in students is a crucial task in contemporary European education which has recognized entrepreneurship as one of the lifelong learning key competences. The earlier opportunity identification becomes a habitual way of thinking and behavior across a broad range of contexts, the more likely that entrepreneurial disposition will steadily reside in students. In order to nurtur...

Improving Accessibility for Seniors in a Life-Long Learning Network: A Usability Study of Learning Websites

Science.gov (United States)

Gu, Xiaoqing; Ding, Rui; Fu, Shirong

2011-01-01

Senior citizens are comparatively vulnerable in accessing learning opportunities offered on the Internet due to usability problems in current web design. In an effort to build a senior-friendly learning web as a part of the Life-long Learning Network in Shanghai, usability studies of two websites currently available to Shanghai senior citizens…

INVESTIGATING INDONESIAN EFL STUDENTS’ RESPONSES OF THE IMPLEMENTATION OF INTERCULTURAL LANGUAGE LEARNING

Directory of Open Access Journals (Sweden)

Fauzi Miftakh

2015-12-01

Full Text Available This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1 the students‟ general attitudes toward the course, 2 the students‟ attitudes toward the implementation of teaching and learning and 3 the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.

E-Learning in Massachusetts

Science.gov (United States)

Graziano, April

2005-01-01

This document presents some of the many ways schools are using online technologies. The report illustrates how Massachusetts educators are taking advantage of e-learning opportunities to improve student learning. Educators across the state are using online courses and resources, engaging in online events and projects, and showing interest in…

The Future of e-Learning in Medical Education: Current Trend and Future Opportunity

Directory of Open Access Journals (Sweden)

Sara Kim

2006-09-01

Full Text Available A wide range of e-learning modalities are widely integrated in medical education. However, some of the key questions related to the role of e-learning remain unanswered, such as (1 what is an effective approach to integrating technology into pre-clinical vs. clinical training?; (2 what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?; (3 which design features are known to be effective in designing on-line patient simulation cases, tutorials, or clinical exams?; and (4 what guidelines exist for determining an appropriate blend of instructional strategies, including online learning, face-to-face instruction, and performance-based skill practices? Based on the existing literature and a variety of e-learning examples of synchronous learning tools and simulation technology, this paper addresses the following three questions: (1 what is the current trend of e-learning in medical education?; (2 what do we know about the effective use of e-learning?; and (3 what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrated in training future physicians, it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives. Without an evolving knowledge base on how best to design e-learning applications, the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen.

Incremental Learning of Skill Collections based on Intrinsic Motivation

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Jan Hendrik Metzen

2013-07-01

Full Text Available Life-long learning of reusable, versatile skills is a key prerequisite forembodied agents that act in a complex, dynamic environment and are faced withdifferent tasks over their lifetime. We address the question of how an agentcan learn useful skills efficiently during a developmental period,i.e., when no task is imposed on him and no external reward signal is provided.Learning of skills in a developmental period needs to be incremental andself-motivated. We propose a new incremental, task-independent skill discoveryapproach that is suited for continuous domains. Furthermore, the agent learnsspecific skills based on intrinsic motivation mechanisms thatdetermine on which skills learning is focused at a given point in time. Weevaluate the approach in a reinforcement learning setup in two continuousdomains with complex dynamics. We show that an intrinsically motivated, skilllearning agent outperforms an agent which learns task solutions from scratch.Furthermore, we compare different intrinsic motivation mechanisms and howefficiently they make use of the agent's developmental period.

75 FR 45173 - Proposed Collection; Equal Employment Opportunity Commission (EEOC) Form, Demographic Information...

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2010-08-02

...) Form, Demographic Information on Applicants, OMB No. 3046-0046 AGENCY: U.S. Office of Personnel... add an Equal Employment Opportunity Commission (EEOC) form, Demographic Information on Applicants, OMB... with other demographic information, as part of their organizational self-analyses to determine whether...

Using strategic foresight to assess conservation opportunity.

Science.gov (United States)

Cook, Carly N; Wintle, Bonnie C; Aldrich, Stephen C; Wintle, Brendan A

2014-12-01

The nature of conservation challenges can foster a reactive, rather than proactive approach to decision making. Failure to anticipate problems before they escalate results in the need for more costly and time-consuming solutions. Proactive conservation requires forward-looking approaches to decision making that consider possible futures without being overly constrained by the past. Strategic foresight provides a structured process for considering the most desirable future and for mapping the most efficient and effective approaches to promoting that future with tools that facilitate creative thinking. The process involves 6 steps: setting the scope, collecting inputs, analyzing signals, interpreting the information, determining how to act, and implementing the outcomes. Strategic foresight is ideal for seeking, recognizing, and realizing conservation opportunities because it explicitly encourages a broad-minded, forward-looking perspective on an issue. Despite its potential value, the foresight process is rarely used to address conservation issues, and previous attempts have generally failed to influence policy. We present the strategic foresight process as it can be used for proactive conservation planning, describing some of the key tools in the foresight tool kit and how they can be used to identify and exploit different types of conservation opportunities. Scanning is an important tool for collecting and organizing diverse streams of information and can be used to recognize new opportunities and those that could be created. Scenario planning explores how current trends, drivers of change, and key uncertainties might influence the future and can be used to identify barriers to opportunities. Backcasting is used to map out a path to a goal and can determine how to remove barriers to opportunities. We highlight how the foresight process was used to identify conservation opportunities during the development of a strategic plan to address climate change in New York

The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment

Science.gov (United States)

Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Kato, Hiroshi; Miyagawa, Hiroyuki

2015-01-01

This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was…

76 FR 28034 - Labor-Management Relations Information Collection Requests

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2011-05-13

... FEDERAL MEDIATION AND CONCILIATION SERVICE Labor-Management Relations Information Collection... of Subjects Labor-management relations, employee management relations, and Information collection... opportunity to comment on the following information collection requests. The information collection requests...

Students perceive healthcare as a valuable learning environment when accepted as a part of the workplace community.

Science.gov (United States)

Hägg-Martinell, Ann; Hult, Håkan; Henriksson, Peter; Kiessling, Anna

2014-01-01

The healthcare system is complex and the education of medical and nursing students is not always a priority within it. However, education offered at the point of care provides students with opportunities to apply knowledge, and to develop the necessary skills and attitudes needed to practice their future profession. The major objective of this study was to identify students' views of generic aspects of the healthcare environment that influences their progress towards professional competence. We collected free text answers of 75 medical students and 23 nursing students who had completed an extensive questionnaire concerning their learning in clinical wards. In order to obtain richer data and a deeper understanding, we also interviewed a purposive sample of students. Qualitative content analysis was conducted. We identified three themes: (1) How management, planning and organising for learning enabled content and learning activities to relate to the syllabus and workplace, and how this management influenced space and resources for supervision and learning; (2) Workplace culture elucidated how hierarchies and communication affected student learning and influenced their professional development and (3) Learning a profession illustrated the importance of supervisors' approaches to students, their enthusiasm and ability to build relationships, and their feedback to students on performance. From a student perspective, a valuable learning environment is characterised as one where management, planning and organising are aligned and support learning. Students experience a professional growth when the community of practice accepts them, and competent and enthusiastic supervisors give them opportunities to interact with patients and to develop their own responsibilities.

Unveiling information on opportunity costs in REDD

DEFF Research Database (Denmark)

Delacote, Philip; Palmer, Charles; Bakkegaard, Riyong Kim

2014-01-01

Improving information about individual opportunity costs of deforestation agents has the potential to increase the efficiency of REDD when it takes the form of a payment for environmental services scheme. However, objectives pursued in REDD projects may vary across policy makers. Within a theoret......Improving information about individual opportunity costs of deforestation agents has the potential to increase the efficiency of REDD when it takes the form of a payment for environmental services scheme. However, objectives pursued in REDD projects may vary across policy makers. Within...... objectives in REDD-affected communities, having full information makes no difference to overall welfare as rents remain with agents. The amount of deforestation avoided will at least be as high as under asymmetric information. These results are illustrated with data collected on opportunity costs in Amazonas...

El aprendizaje on-line: oportunidades y retos en instituciones politécnicas Apprenticeship Students Learning On-line: Opportunities and Challenges for Polytechnic Institutions

Directory of Open Access Journals (Sweden)

Martha Burkle

2011-10-01

challenges and opportunities of delivering on-line and virtual content to apprentices in a Polytechnic institution. Due to the current financial recession, apprentices are going back to academia in order to update their skills, but these potential students are not willing to leave their workplace or their personal lives behind to study. In this context on-line delivery represents an opportunity to provide access to content without leaving the work environment. However, in order to be successful in providing on-line materials for apprentices, polytechnics around the world are facing two challenges: How to transform hands-on Learning skills to online Learning material, and how to provide a rich-engaging environment for this group of learners. But not only the learner expectations should be taken when designing on-line learning. Instructors play also a crucial role in this endeavor, as Web 2.0 technologies offer the instructor an entirely new role in teaching: that of a facilitator. In order to analyze apprenticeship students’ on-line learning, 57 on-line surveys were distributed among a group of students registered for on-line apprenticeship programs. The paper presents research findings and a comparison of these with a what the literature states regarding the new generation of learners and their use of technologies, and the behavior (learning preferences, learning styles, use of IT presented by the research sample. Innovative opportunities for learning at the workplace (such as recommendations and future areas of research are suggested.

The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

Science.gov (United States)

Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-08-01

The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.

78 FR 33469 - Proposed Collection: Comment Request

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2013-06-04

...: 1535-0127. Abstract: The information is requested to establish an investor account, issue and redeem... burden of the collection of information on respondents, including through the use of automated collection... agencies to take this opportunity to comment on proposed and/or continuing information collections, as...

Active Learning in Engineering Education: A (Re)Introduction

Science.gov (United States)

Lima, Rui M.; Andersson, Pernille Hammar; Saalman, Elisabeth

2017-01-01

The informal network "Active Learning in Engineering Education" (ALE) has been promoting Active Learning since 2001. ALE creates opportunity for practitioners and researchers of engineering education to collaboratively learn how to foster learning of engineering students. The activities in ALE are centred on the vision that learners…

Distance Learning Delivery Systems: Instructional Options.

Science.gov (United States)

Steele, Ray L.

1993-01-01

Discusses the availability of satellite and cable programing to provide distance education opportunities in school districts. Various delivery systems are described, including telephones with speakers, personal computers, and satellite dishes; and a sidebar provides a directory of distance learning opportunities, including telecommunications…

The WebQuest: constructing creative learning.

Science.gov (United States)

Sanford, Julie; Townsend-Rocchiccioli, Judith; Trimm, Donna; Jacobs, Mike

2010-10-01

An exciting expansion of online educational opportunities is occurring in nursing. The use of a WebQuest as an inquiry-based learning activity can offer considerable opportunity for nurses to learn how to analyze and synthesize critical information. A WebQuest, as a constructivist, inquiry-oriented strategy, requires learners to use higher levels of thinking as a means to analyze and apply complex information, providing an exciting online teaching and learning strategy. A WebQuest is an inquiry-oriented lesson format in which most or all of the information learners work with comes from the web. This article provides an overview of the WebQuest as a teaching strategy and provides examples of its use. Copyright 2010, SLACK Incorporated.

Towards collaboration as learning: evaluation of an open CPD opportunity for HE teachers

Directory of Open Access Journals (Sweden)

Chrissi Nerantzi

2015-08-01

Full Text Available Flexible, Distance and Online Learning (FDOL is an open online course offered as an informal cross-institutional collaboration based on a postgraduate module in the context of teacher education in higher education. The second iteration, FDOL132, was offered in 2013 using a problem-based learning (PBL design (FISh to foster collaborative learning. How this was experienced by participants and how it affected learning within facilitated small groups are explored in this paper. Findings show that authentic learning in groups can be applied directly to practice, and greater flexibility and a focus on the process of collaborative learning has the potential to increase engagement and learning.

Physiotherapy students' perceptions about the learning ...

African Journals Online (AJOL)

The clinical education introductory module provided valuable opportunities, where students learnt productively in a non-threatening learning environment. Junior students linked theoretical and practical concepts to clinical implementation. Peer mentoring and progressive mastering were valuable learning strategies.

Opportunities for learning about animal welfare from online courses to graduate degrees.

Science.gov (United States)

Siegford, Janice M; Cottee, Stephanie Yue; Widowski, Tina M

2010-01-01

Knowledge of animal welfare has become essential for veterinarians. However, there is no clear consensus about how to provide veterinarians and students with this critical information. The challenges associated with finding qualified instructors and fitting additional courses into an already full curriculum mean that options for learning about animal welfare beyond the veterinary school classroom must be explored. Online courses can be excellent ways for veterinary students and graduate veterinarians to become familiar with current animal-welfare science, assessment schemes, and regulations while removing geographical barriers and scheduling difficulties. Faculty at Michigan State University have created an online animal-welfare course with lecture material from experts in welfare-related social and scientific fields that provides an overview of the underlying concepts as well as opportunities to practice assessing welfare. However, to develop expertise in animal welfare, veterinarians need more than a single course. Graduate degrees can be a way of obtaining additional knowledge and scientific expertise. Traditional thesis-based graduate programs in animal-welfare science are available in animal-science departments and veterinary colleges throughout North America and offer students in-depth research experience in specific areas or species of interest. Alternatively, the University of Guelph offers a year-long Master of Science degree in which students complete a series of courses with a specialization in animal behavior and welfare along with a focused research project and paper. In summary, a range of options exist that can be tailored to provide graduate veterinarians and veterinary students with credible education regarding animal welfare beyond the veterinary curriculum.

Deep Learning through Concept-Based Inquiry

Science.gov (United States)

Donham, Jean

2010-01-01

Learning in the library should present opportunities to enrich student learning activities to address concerns of interest and cognitive complexity, but these must be tasks that call for in-depth analysis--not merely gathering facts. Library learning experiences need to demand enough of students to keep them interested and also need to be…

Are Learning Assistants Better K-12 Science Teachers?

Science.gov (United States)

Gray, Kara E.; Webb, David C.; Otero, Valerie K.

2010-10-01

This study investigates how the undergraduate Learning Assistant (LA) experience affects teachers' first year of teaching. The LA Program provides interested science majors with the opportunity to explore teaching through weekly teaching responsibilities, an introduction to physics education research, and a learning community within the university. Some of these LAs are recruited to secondary science teacher certification programs. We hypothesized that the LA experience would enhance the teaching practices of the LAs who ultimately become teachers. To test this hypothesis, LAs were compared to a matched sample of teachers who completed the same teacher certification program as the LAs but did not have the LA "treatment." LAs and "non-LAs" were compared through interviews, classroom observations, artifact packages, and observations made with Reformed Teacher Observation Protocol (RTOP) collected within the first year of teaching. Some differences were found; these findings and their implications are discussed.

Problem-based scenarios with laptops: an effective combination for cross-curricular learning in mathematics, science and language

Directory of Open Access Journals (Sweden)

Viktor Freiman

2011-12-01

Full Text Available Many educational systems consider using one-to-one access to the laptop as a way to improve teaching and learning. A two-year action research project on the use of laptop computers by New Brunswick (Canada grade 7 and 8 Francophone students aimed to better understand the impact of laptops on learning. Two problem-based learning (PBL interdisciplinary scenarios (math, science, language arts were implemented in eight experimental classes to measure and document students’ actual learning process, particularly in terms of their ability to scientifically investigate authentic problems, to reason mathematically, and to communicate. On-site observations, video-recording, journals, samples of students’ work, and interviews were used to collect qualitative data. Based on our findings, we argue that laptops in and of themselves may not automatically lead to better results on standardized tests, but rather create opportunities to enrich learning with more open-ended, constructive, collaborative, reflective, and cognitively complex learning tasks.

Collective Design of an E-Textbook: Teachers' Collective Documentation

Science.gov (United States)

Gueudet, Ghislaine; Pepin, Birgit; Sabra, Hussein; Trouche, Luc

2016-01-01

In this study, we investigated design processes in teacher collectives, which have been made possible by new "digital" opportunities: platforms, discussion lists, etc. The object of our study is the French Sésamath teacher association and its design of a grade 10 e-textbook, more precisely the design of the "functions" chapter.…

Learning and Communicative Rationality

DEFF Research Database (Denmark)

Rasmussen, Palle

The paper is an attempt to outline Habermas' contributions to a theory of learning. Such contributions are found in his work on individual learning and socialization, the constitution and reproduction of lifeworlds, the character of social evolution, the processes of public delibearation...... and democracy and the idea and role of universities. A "theory of learning" is not taken in a very formalised sense, rather the idea is to identify themes where Habermas' theoretical framework provide the opportunity for locating important aspects of learning in modern society....

Building Learning Communities: Foundations for Good Practice

Science.gov (United States)

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…

77 FR 69505 - Notice of Information Collection

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2012-11-19

... establishing the White House Council on Women and Girls, the [email protected] Program was created to provide mentoring opportunities in science, technology, engineering, and math (STEM) disciplines for female students... opportunities for improvement. II. Method of Collection Electronic. III. Data Title: NASA Girls and Boys Virtual...

78 FR 11234 - Notice of Information Collection

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2013-02-15

... establishing the White House Council on Women and Girls, the [email protected] Program was created to provide mentoring opportunities in science, technology, engineering, and math (STEM) disciplines for female students... opportunities for improvement. II. Method of Collection Electronic. III. Data Title: NASA Girls and Boys Virtual...

Effective post-literacy learning: A question of a national human resource strategy

Science.gov (United States)

Ahmed, Manzoor

1989-12-01

Initial literacy courses must be followed by opportunities for consolidating the mechanics of literacy skills and practical application of three skills in life. Experience has shown that these `post-literacy' objectives can be achieved, not by a second stage of the literacy course, but by a range of opportunities for learning and application of learning through a network of continuing education opportunities geared to the diverse needs and circumstances of different categories of neo-literates. A taxonomy of learner categories and learning needs is seen as a basis for planning and supporting the network of post-literacy learning. Examples from China, India and Thailand demonstrate the importance of recognizing the continuity of literacy and post-literacy efforts, the need for commitment of resources for this continuum of learning, the role of an organizational structure to deal with this continuum in a coordinated way, and the value of a comprehensive range of learning opportunities for neo-literates. A necessary condition for success in building a network of continuing learning opportunities and contributing to the creation of a `learning society' is to make human resource development the core of national development. It is argued that the scope and dimensions of post-literacy continuing education are integrally linked with the goal of mass basic education and ultimately with the vision of a `learning society'. Such a vision can be a reality only with a serious human resource development focus in national development that will permit the necessary mobilization of resources, the coordination of sectors of government and society and the generation of popular enthusiasm. A radical or an incremental approach can be taken to move towards the primacy of a human resource strategy in national development. In either case, a functioning coordination and support mechanism has to be developed for the key elements of mass basic education including post-literacy learning.

"Leaders," "Followers" and Collective Group Support in Learning "Art Music" in an Amateur Composer-Oriented Bach Choir

Science.gov (United States)

Einarsdottir, Sigrun Lilja

2014-01-01

The purpose of this paper is to demonstrate how amateur choral singers experience collective group support as a method of learning "art music" choral work. Findings are derived from a grounded-theory based, socio-musical case study of an amateur "art music" Bach Choir, in the process of rehearsing and performing the Mass in B…

Local Farmers' Organisations: A Space for Peer-to-Peer Learning? The Case of Milk Collection Cooperatives in Morocco

Science.gov (United States)

Faysse, Nicolas; Srairi, Mohamed Taher; Errahj, Mostafa

2012-01-01

Purpose: The study investigated to what extent local farmers' organisations are spaces where farmers discuss, learn and innovate. Design/methodology/approach: Two milk collection cooperatives in Morocco were studied. The study analysed the discussion networks, their impacts on farmers' knowledge and innovation, and the performance of collective…

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

Science.gov (United States)

Naser-ud-Din, S

2015-08-01

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

Learning in later life: Universities, teaching, intergenerational learning and community cohesion

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Keith Percy

2013-07-01

Full Text Available There are no settled concepts in the field of learning in later life. The paper begins by suggesting that generalised statements about older people’s learning are suspect and that the way in which we talk about it shifts over time. In particular, there is a range of claims about methods of learning and teaching appropriate to older people but most have little support from empirical research. The paper then focuses on the evaluation of a small innovation project, funded by national government, at Lancaster University, 2009-10. The project sought to involve members of a local University of the Third age group in learning activity on the nearby university campus, partly using undergraduate teaching provision. It aimed to test ideological reservations within the U3A group about association with a public institution of higher education and about mixing the ‘purity’ of self-help learning for older adults, in the British U3A tradition, with more formal methods of learning. The outcomes of the project evaluation suggested that most older learners participating valued their opportunity to use university learning resources and that the British U3A ideology did not inhibit them from doing so. It also suggests that the University benefited from the presence of the older learners and that the surrounding community potentially might have done. A brief discussion of implications for intergenerational learning, community cohesion and marginalised older people follows. The paper concludes that British universities should and, perhaps, could relate more dynamically and emphatically with the provision of opportunities for learning in later life.

Efficacy of the arts in a transdisciplinary learning experience for culturally diverse fourth graders

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Angela Maria La Porte

2016-03-01

Full Text Available The aim of this participant observation was to understand the efficacy of a modified International Baccalaureate Primary Years Program for fourth-graders at a public school with a large percentage of language and socioeconomically disadvantaged students. Data collection over a five-month period concentrated on teaching interactions including audio-recorded time samplings and observations of the art and regular classroom instruction, and interviews (formal and informal with students, teachers, and school principals in addition to photographs, classroom portfolios, and other artifacts. The analysis, coding, and triangulation of data aided in understanding the art specialist and classroom teachers’ roles and contributions to the Primary Years Program. A cooperative school environment paved the way for student self-confidence and motivation for learning through (1 opportunities for student choice and decision-making and (2 collaborative, inquiry-based, transdisciplinary, project-based learning. Regardless of demographics, transdiciplinary learning through the arts challenged and motivated students to think and make decisions in collaboration with others, using and valuing the expertise of peers. Regardless of student ethnicity or socioeconomic status, learners felt empowered and enthusiastic about attending school and gained knowledge through inquiry and project-based opportunities. This progressive ideology and practice has the potential to benefit diverse learners in 21st century education.

Efficacy of the Arts in a Transdisciplinary Learning Experience for Culturally Diverse Fourth Graders

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Angela Maria LA PORTE

2016-03-01

Full Text Available The aim of this participant observation was to understand the efficacy of a modified International Baccalaureate Primary Years Program for fourth-graders at a public school with a large percentage of language and socioeconomically disadvantaged students. Data collection over a five-month period concentrated on teaching interactions including audio-recorded time samplings and observations of the art and regular classroom instruction, and interviews (formal and informal with students, teachers, and school principals in addition to photographs, classroom portfolios, and other artifacts. The analysis, coding, and triangulation of data aided in understanding the art specialist and classroom teachers’ roles and contributions to the Primary Years Program. A cooperative school environment paved the way for student self-confidence and motivation for learning through (1 opportunities for student choice and decision-making and (2 collaborative, inquiry-based, transdisciplinary, project-based learning. Regardless of demographics, transdiciplinary learning through the arts challenged and motivated students to think and make decisions in collaboration with others, using and valuing the expertise of peers. Regardless of student ethnicity or socioeconomic status, learners felt empowered and enthusiastic about attending school and gained knowledge through inquiry and project-based opportunities. This progressive ideology and practice has the potential to benefit diverse learners in 21st century education.

Authentic learning for teaching reading: Foundation phase pre-service student teachers’ learning experiences of creating and using digital stories in real classrooms

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Trevor Moodley

2016-10-01

Full Text Available Teaching and learning, an evolving endeavour, is associated with many factors, with advancements in technology, playing an ever-growing role in the classroom. It is therefore important to include the use of interactive communication technologies (ICTs in university curricula of teacher education programmes. Universities ought to be creative in advancing autonomous learning among their students by providing opportunities for integrated and rich learning experiences. Accordingly, the purpose of this study was to intentionally integrate ICTs in the planning and delivery of foundation phase reading lessons. This was achieved by providing authentic learning opportunities to final year foundation phase student teachers through the provision of training in the creation of digital stories (DS, collaborating within communities of practice (COP (peers and other relevant parties, and then using their creations in ‘real-world’ classroom contexts. The aims of this study were to explore student teachers’ perceptions and experiences of developing DS in groups with minimal formal initial input and their use of DS during foundation phase (FP reading lessons in real-class settings during teaching practice. Data were collected via focus group interviews and participants’ reflection essays. The study’s findings indicate that the creation of their own DS provided rich, rewarding multidimensional learning experiences to student teachers. Participants reported that they found the ‘assignment’ to be of real value, since it was directly linked to classroom practice, and despite the cognitive demands of the assignment; the nature of the task nurtured, an agentic disposition towards their own learning. Participants further reported that the DS provided enthusiasm among young learners during the delivery of lessons and were of pedagogical value, despite experiencing some challenges in using DS during reading lessons. Participants were of the view that the use

E-service learning: A pedagogic innovation for healthcare management education.

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Malvey, Donna M; Hamby, Eileen F; Fottler, Myron D

2006-01-01

This paper proposes an innovation in service learning that we identify as e-service learning. By adding the "e" to service learning, we create a service learning model that is dynamic, mediated by technology, and delivered online. This paper begins by examining service learning, which is a distinct learning concept. Service learning furnishes students with opportunities for applied learning through participation in projects and activities in community organizations. The authors then define and conceptualize e-service learning, including the anticipated outcomes of implementation such as enhanced access, quality, and cost effectiveness of healthcare management education. Because e-service learning is mediated by technology, we identify state of the art technologies that support e-service learning activities. In addition, possible e-service learning projects and activities that may be included in healthcare management courses such as finance, human resources, quality, service management/marketing and strategy are identified. Finally, opportunities for future research are suggested.

Learning Vicariously: Tourism, Orientalism and the Making of an Architectural Photography Collection of Egypt

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Elvan Cobb

2017-01-01

Full Text Available Andrew Dickson White, the first president of Cornell University in the United States, referred to architecture as his 'pet extravagance.' Leveraging his influential position as president, White was instrumental in the establishment of the architecture department in 1871. One of his noteworthy contributions to this newly founded department was the initiation of an architectural photography collection that was a direct result of his travels around the world as a diplomat, a scholar and, eventually, as a tourist. This architectural photography collection formed the core of the architectural history education at the school well into the 20th century. At that time, photographs provided one of the only ways for students to learn about the architecture of distant places. White’s selection of architectural subjects, however, was shaped not through deep scholarly inquiry, but rather by the nascent tourist industry. This paper examines White's Egyptian collection, acquired during his voyage to Egypt in 1889. His trip to Egypt, in his own words “marked a new epoch in [his] thinking.” Encountering the 'east' for the first time, White's photography collection both bolstered and challenged the prescribed ways of viewing Egypt and Egyptian architecture, thus having a direct influence on how Cornell students perceived the historic built environment of the ‘east’.

Mobile Learning: Challenges for Teachers of Indian Open Universities

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Awadhiya, Ashish Kumar; Miglani, Anshu

2016-01-01

"Mobile Learning" (m-Learning) has emerged as a trend in the field of Open and Distance Learning (ODL). It is removing the time and geographical barriers for learning by placing learning opportunities at the fingertips of learners. ODL institutes in India are also adopting m-learning in different forms; however, it is not fully…

NASA’s Universe of Learning: Engaging Subject Matter Experts to Support Museum Alliance Science Briefings

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Marcucci, Emma; Slivinski, Carolyn; Lawton, Brandon L.; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Lee, Janice C.; Rivera, Thalia; Walker, Allyson; Spisak, Marilyn

2018-06-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University and is part of the NASA SMD Science Activation Collective. The NASA’s Universe of Learning projects pull on the expertise of subject matter experts (scientist and engineers) from across the broad range of NASA Astrophysics themes and missions. One such project, which draws strongly on the expertise of the community, is the NASA’s Universe of Learning Science Briefings, which is done in collaboration with the NASA Museum Alliance. This collaboration presents a monthly hour-long discussion on relevant NASA astrophysics topics or events to an audience composed largely of informal educators from informal learning environments. These professional learning opportunities use experts and resources within the astronomical community to support increased interest and engagement of the informal learning community in NASA Astrophysics-related concepts and events. Briefings are designed to create a foundation for this audience using (1) broad science themes, (2) special events, or (3) breaking science news. The NASA’s Universe of Learning team engages subject matter experts to be speakers and present their science at these briefings to provide a direct connection to NASA Astrophysics science and provide the audience an opportunity to interact directly with scientists and engineers involved in NASA missions. To maximize the usefulness of the Museum Alliance Science Briefings, each briefing highlights resources related to the science theme to support informal educators in incorporating science content into their venues and/or interactions with the public. During this

MACHINE LEARNING METHODS IN DIGITAL AGRICULTURE: ALGORITHMS AND CASES

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Aleksandr Vasilyevich Koshkarov

2018-05-01

Full Text Available Ensuring food security is a major challenge in many countries. With a growing global population, the issues of improving the efficiency of agriculture have become most relevant. Farmers are looking for new ways to increase yields, and governments of different countries are developing new programs to support agriculture. This contributes to a more active implementation of digital technologies in agriculture, helping farmers to make better decisions, increase yields and take care of the environment. The central point is the collection and analysis of data. In the industry of agriculture, data can be collected from different sources and may contain useful patterns that identify potential problems or opportunities. Data should be analyzed using machine learning algorithms to extract useful insights. Such methods of precision farming allow the farmer to monitor individual parts of the field, optimize the consumption of water and chemicals, and identify problems quickly. Purpose: to make an overview of the machine learning algorithms used for data analysis in agriculture. Methodology: an overview of the relevant literature; a survey of farmers. Results: relevant algorithms of machine learning for the analysis of data in agriculture at various levels were identified: soil analysis (soil assessment, soil classification, soil fertility predictions, weather forecast (simulation of climate change, temperature and precipitation prediction, and analysis of vegetation (weed identification, vegetation classification, plant disease identification, crop forecasting. Practical implications: agriculture, crop production.

Constructivism and Learning in the Age of Social Media: Changing Minds and Learning Communities

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Schrader, Dawn E.

2015-01-01

Social media provide new means and opportunities for learning that are consistent with major tenets of both social and cognitive constructivism, and extend the process of learning and meaning construction to more diverse communities and universally accessible shared activities that are jointly and concurrently engaged in by both peers and experts.

Learning from Somaliland? Transferability of learning from volunteering to national health service practice in the UK.

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Tillson, Esther; van Wees, Sibylle Herzig; McGowan, Charlotte; Franklin, Hannah; Jones, Helena; Bogue, Patrick; Aliabadi, Shirin; Baraitser, Paula

2016-03-22

Capacity building partnerships between healthcare institutions have the potential to benefit both partners particularly in staff development. Previous research suggests that volunteering can contribute to professional development but there is little evidence on how learning is acquired, the barriers and facilitators to learning in this context or the process of translation of learning to the home environment. Volunteers from a healthcare partnership between the UK and Somaliland reported learning in communication, interdisciplinary working, teaching, management, leadership and service development. This learning came from observing familiar practices in unfamiliar environments; alternative solutions to familiar problems; learning about Somali culture; opportunities to assume higher levels of responsibility and new professional relationships. There was variability in the extent of translation to NHS practice. Time and support available for reflection and mentoring were important facilitators of this process. The professional development outcomes documented in this study came directly from the experience of volunteering. Experiential learning theory suggests that this requires a complex process of critical reflection and new knowledge generation, testing and translation for use in new contexts. This process benefits from identification of learning as an important element of volunteering and support for reflection and the translation translation of learning to UK contexts. We suggest that missed opportunities for volunteer learning will remain until the volunteering process is overtly framed as part of continuing professional development.

Candlestick and Faces: Aspects of Lifelong Learning.

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Hunt, Cheryl

1999-01-01

Government policies view lifelong learning in terms of economic development. A SWOT (strengths, weaknesses, opportunities, threats) analysis of the environment of British community education councils revealed other views of lifelong learning: it takes time and political expediency and national policy can adversely affect what and how people learn.…

Opportunity Design

DEFF Research Database (Denmark)

Nielsen, Louise Møller; Lassen, Astrid Heidemann; Tollestrup, Christian

2012-01-01

Creating and growing new businesses is basically about turning an entrepreneurial opportunity into future business. In literature the emergence of opportunities is often described as opportunity recognition or opportunity discovery, which points to the understanding that opportunities are out the...

Evolving Learning Paradigms: Re-Setting Baselines and Collection Methods of Information and Communication Technology in Education Statistics

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Gibson, David; Broadley, Tania; Downie, Jill; Wallet, Peter

2018-01-01

The UNESCO Institute for Statistics (UIS) has been measuring ICT in education since 2009, but with such rapid change in technology and its use in education, it is important now to revise the collection mechanisms to focus on how technology is being used to enhance learning and teaching. Sustainable development goal (SDG) 4, for example, moves…

Mobile Learning: Can Students Really Multitask?

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Coens, Joke; Reynvoet, Bert; Clarebout, Geraldine

2011-01-01

The advent of mobile learning offers opportunities for students to do two things at once in an educational context: learning while performing another activity. The main aim of the reported studies is to address the effect of multitasking on learning with a mobile device. Two experiments were set up to examine the effect of performing a secondary…

A Generational Opportunity: A 21st Century Learning Content Delivery System

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McElroy, Patrick

2007-01-01

This paper describes a collaboratively developed, open marketplace for network-based learning and research content for the higher education community. It explores how available technologies and standards can facilitate a new knowledge creation industry for higher education learning content that engages all stakeholders in new ways. The Advisory…

Student Talk and Opportunities for Mathematical Learning in Small Group Interactions

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Wood, Marcy B.; Kalinec, Crystal A.

2012-01-01

Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical…

Machine learning, social learning and the governance of self-driving cars.

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Stilgoe, Jack

2018-02-01

Self-driving cars, a quintessentially 'smart' technology, are not born smart. The algorithms that control their movements are learning as the technology emerges. Self-driving cars represent a high-stakes test of the powers of machine learning, as well as a test case for social learning in technology governance. Society is learning about the technology while the technology learns about society. Understanding and governing the politics of this technology means asking 'Who is learning, what are they learning and how are they learning?' Focusing on the successes and failures of social learning around the much-publicized crash of a Tesla Model S in 2016, I argue that trajectories and rhetorics of machine learning in transport pose a substantial governance challenge. 'Self-driving' or 'autonomous' cars are misnamed. As with other technologies, they are shaped by assumptions about social needs, solvable problems, and economic opportunities. Governing these technologies in the public interest means improving social learning by constructively engaging with the contingencies of machine learning.