A Cultural Paradigm--Learning by Observing and Pitching In.

Science.gov (United States)

Rogoff, Barbara; Mejía-Arauz, Rebeca; Correa-Chávez, Maricela

2015-01-01

We discuss Learning by Observing and Pitching In (LOPI) as a cultural paradigm that provides an interesting alternative to Assembly-Line Instruction for supporting children's learning. Although LOPI may occur in all communities, it appears to be especially prevalent in many Indigenous and Indigenous-heritage communities of the Americas. We explain key features of this paradigm, previewing the chapters of this volume, which examine LOPI as it occurs in the lives of families and communities. In this introductory chapter, we focus especially on one feature of the paradigm that plays an important role in its uptake and maintenance in families, institutions, and communities-the nature of assessment. We consider the power of the dominant paradigm and the challenges in making paradigm shifts. © 2015 Elsevier Inc. All rights reserved.

Emerging Paradigms in Machine Learning

CERN Document Server

Jain, Lakhmi; Howlett, Robert

2013-01-01

This  book presents fundamental topics and algorithms that form the core of machine learning (ML) research, as well as emerging paradigms in intelligent system design. The  multidisciplinary nature of machine learning makes it a very fascinating and popular area for research.  The book is aiming at students, practitioners and researchers and captures the diversity and richness of the field of machine learning and intelligent systems.  Several chapters are devoted to computational learning models such as granular computing, rough sets and fuzzy sets An account of applications of well-known learning methods in biometrics, computational stylistics, multi-agent systems, spam classification including an extremely well-written survey on Bayesian networks shed light on the strengths and weaknesses of the methods. Practical studies yielding insight into challenging problems such as learning from incomplete and imbalanced data, pattern recognition of stochastic episodic events and on-line mining of non-stationary ...

Outsmarting neural networks: an alternative paradigm for machine learning

Energy Technology Data Exchange (ETDEWEB)

Protopopescu, V.; Rao, N.S.V.

1996-10-01

We address three problems in machine learning, namely: (i) function learning, (ii) regression estimation, and (iii) sensor fusion, in the Probably and Approximately Correct (PAC) framework. We show that, under certain conditions, one can reduce the three problems above to the regression estimation. The latter is usually tackled with artificial neural networks (ANNs) that satisfy the PAC criteria, but have high computational complexity. We propose several computationally efficient PAC alternatives to ANNs to solve the regression estimation. Thereby we also provide efficient PAC solutions to the function learning and sensor fusion problems. The approach is based on cross-fertilizing concepts and methods from statistical estimation, nonlinear algorithms, and the theory of computational complexity, and is designed as part of a new, coherent paradigm for machine learning.

Medical Dataset Classification: A Machine Learning Paradigm Integrating Particle Swarm Optimization with Extreme Learning Machine Classifier

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C. V. Subbulakshmi

2015-01-01

Full Text Available Medical data classification is a prime data mining problem being discussed about for a decade that has attracted several researchers around the world. Most classifiers are designed so as to learn from the data itself using a training process, because complete expert knowledge to determine classifier parameters is impracticable. This paper proposes a hybrid methodology based on machine learning paradigm. This paradigm integrates the successful exploration mechanism called self-regulated learning capability of the particle swarm optimization (PSO algorithm with the extreme learning machine (ELM classifier. As a recent off-line learning method, ELM is a single-hidden layer feedforward neural network (FFNN, proved to be an excellent classifier with large number of hidden layer neurons. In this research, PSO is used to determine the optimum set of parameters for the ELM, thus reducing the number of hidden layer neurons, and it further improves the network generalization performance. The proposed method is experimented on five benchmarked datasets of the UCI Machine Learning Repository for handling medical dataset classification. Simulation results show that the proposed approach is able to achieve good generalization performance, compared to the results of other classifiers.

E-learning Paradigms and The Development of E-learning Strategy

DEFF Research Database (Denmark)

Duus, Henrik Johannsen

2006-01-01

The e-learning area is characterized by a magnitude of different products, systems and approaches. The variations can also be observed in differences in the views and notions of e-learning among business people, researchers and journalists. This article attempts to disentangle the area by using...... economic and sociological theories, the theories of marketing management and strategy as well as practical experience gained by the author while working with leading edge suppliers of e-learning. On this basis, a distinction between knowledge creation e-learning and knowledge transfer e-learning....... The selection of which paradigm to use in the development of an e-learning strategy may prove crucial for success. Implications for the development of an e-learning strategy in businesses and learning institutions are outlined....

Wind power, policy learning and paradigm change

International Nuclear Information System (INIS)

Szarka, Joseph

2006-01-01

The aim of this article is to study how policy learning has led to new understandings of ways to support renewable energies, based on experience in the wind power sector. Drawing on analysis of the literature and informed by field-work in the wind power sector in Denmark, France and the UK, it explores the extent to which policy learning over the medium term has brought us closer to models that integrate economic, environmental and societal desiderata into renewables policy in a manner congruent with the sustainable development aspirations espoused by the European Union and its constituent states. It contributes to policy theory development by arguing in favour of a new policy paradigm that reaches beyond measures to increase production capacity per se to embrace both the institutional dynamics of innovation processes and the fostering of societal engagement in implementation processes

Blended learning as an effective pedagogical paradigm for biomedical science

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Perry Hartfield

2013-11-01

Full Text Available Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments, and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.   DOI: 10.18870/hlrc.v3i4.169

AN EVIDENCE-BASED PARADIGM FOR ENGLISH LANGUAGE TRAINING IN NON-WESTERN LEARNING INSTITUTIONS

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Joseph George Mallia

2017-04-01

Full Text Available Intercultural communication has led to a greater need for the use of a lingua franca such as English to be used internationally in both interpersonal and transactional domains of life among culturally-diverse societies. Despite the cultural diversity in which English is taught, a ‗one size fits all‘ strategy, essentially based on communicative language teaching (CLT and universally available textbooks seems to be the main, if not only, contemporary teaching paradigm that is actively proposed, particularly in non-Western environments. This often goes against the ‗culture of teaching‘ present in these very same communities, where the cultural expectations, facilities or logistics may not favour the successful use of CLT. Furthermore, many non-Western communities may not necessarily identify with the ‗culture in teaching‘, wherelanguage being taught is embedded in textbook cultural scenarios which many not be meaningful, helpful or relevant.Rather than CLT, studies in English native and non-native countries are generating a body of evidence showing that students with the strongest academic outcomes have teachers who use effective instructional practices such as explicit teaching.For example, while many non-Western countries are strongly encouraged to use CLT, paradoxically, English native speaker countries such as Australia have adopted explicit teaching even at the national school curriculum level. This paper outlines the main characteristics of explicit teaching and why non-Western learning communities should take a more pro-active role in establishing culturally-appropriate English courses based on the explicit teaching paradigm.

A Paradigm for Learning in a World of Continuous Change

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Thompson, Scott

2014-01-01

Through ongoing rapid-fire changes in the nature of communications, the social, professional, and political landscapes of our time are rapidly transforming. But the prevailing paradigm in most schools and school systems is a relic of the industrial revolution. Schools and school systems must adopt a new paradigm for learning if they are to remain…

Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

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Chen, Chih-Ming; Chang, Chia-Cheng

2014-01-01

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

Enhancing Health Risk Prediction with Deep Learning on Big Data and Revised Fusion Node Paradigm

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Hongye Zhong

2017-01-01

Full Text Available With recent advances in health systems, the amount of health data is expanding rapidly in various formats. This data originates from many new sources including digital records, mobile devices, and wearable health devices. Big health data offers more opportunities for health data analysis and enhancement of health services via innovative approaches. The objective of this research is to develop a framework to enhance health prediction with the revised fusion node and deep learning paradigms. Fusion node is an information fusion model for constructing prediction systems. Deep learning involves the complex application of machine-learning algorithms, such as Bayesian fusions and neural network, for data extraction and logical inference. Deep learning, combined with information fusion paradigms, can be utilized to provide more comprehensive and reliable predictions from big health data. Based on the proposed framework, an experimental system is developed as an illustration for the framework implementation.

Personalised Learning Object System Based on Self-Regulated Learning Theories

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Ali Alharbi

2014-06-01

Full Text Available Self-regulated learning has become an important construct in education research in the last few years. Selfregulated learning in its simple form is the learner’s ability to monitor and control the learning process. There is increasing research in the literature on how to support students become more self-regulated learners. However, the advancement in the information technology has led to paradigm changes in the design and development of educational content. The concept of learning object instructional technology has emerged as a result of this shift in educational technology paradigms. This paper presents the results of a study that investigated the potential educational effectiveness of a pedagogical framework based on the self-regulated learning theories to support the design of learning object systems to help computer science students. A prototype learning object system was developed based on the contemporary research on self-regulated learning. The system was educationally evaluated in a quasi-experimental study over two semesters in a core programming languages concepts course. The evaluation revealed that a learning object system that takes into consideration contemporary research on self-regulated learning can be an effective learning environment to support computer science education.

Innovative Assessment Paradigm to Enhance Student Learning in Engineering Education

Science.gov (United States)

El-Maaddawy, Tamer

2017-01-01

Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering…

Synergetic motor control paradigm for optimizing energy efficiency of multijoint reaching via tacit learning.

Science.gov (United States)

Hayashibe, Mitsuhiro; Shimoda, Shingo

2014-01-01

A human motor system can improve its behavior toward optimal movement. The skeletal system has more degrees of freedom than the task dimensions, which incurs an ill-posed problem. The multijoint system involves complex interaction torques between joints. To produce optimal motion in terms of energy consumption, the so-called cost function based optimization has been commonly used in previous works.Even if it is a fact that an optimal motor pattern is employed phenomenologically, there is no evidence that shows the existence of a physiological process that is similar to such a mathematical optimization in our central nervous system.In this study, we aim to find a more primitive computational mechanism with a modular configuration to realize adaptability and optimality without prior knowledge of system dynamics.We propose a novel motor control paradigm based on tacit learning with task space feedback. The motor command accumulation during repetitive environmental interactions, play a major role in the learning process. It is applied to a vertical cyclic reaching which involves complex interaction torques.We evaluated whether the proposed paradigm can learn how to optimize solutions with a 3-joint, planar biomechanical model. The results demonstrate that the proposed method was valid for acquiring motor synergy and resulted in energy efficient solutions for different load conditions. The case in feedback control is largely affected by the interaction torques. In contrast, the trajectory is corrected over time with tacit learning toward optimal solutions.Energy efficient solutions were obtained by the emergence of motor synergy. During learning, the contribution from feedforward controller is augmented and the one from the feedback controller is significantly minimized down to 12% for no load at hand, 16% for a 0.5 kg load condition.The proposed paradigm could provide an optimization process in redundant system with dynamic-model-free and cost-function-free approach.

Synergetic motor control paradigm for optimizing energy efficiency of multijoint reaching via tacit learning

Science.gov (United States)

Hayashibe, Mitsuhiro; Shimoda, Shingo

2014-01-01

A human motor system can improve its behavior toward optimal movement. The skeletal system has more degrees of freedom than the task dimensions, which incurs an ill-posed problem. The multijoint system involves complex interaction torques between joints. To produce optimal motion in terms of energy consumption, the so-called cost function based optimization has been commonly used in previous works.Even if it is a fact that an optimal motor pattern is employed phenomenologically, there is no evidence that shows the existence of a physiological process that is similar to such a mathematical optimization in our central nervous system.In this study, we aim to find a more primitive computational mechanism with a modular configuration to realize adaptability and optimality without prior knowledge of system dynamics.We propose a novel motor control paradigm based on tacit learning with task space feedback. The motor command accumulation during repetitive environmental interactions, play a major role in the learning process. It is applied to a vertical cyclic reaching which involves complex interaction torques.We evaluated whether the proposed paradigm can learn how to optimize solutions with a 3-joint, planar biomechanical model. The results demonstrate that the proposed method was valid for acquiring motor synergy and resulted in energy efficient solutions for different load conditions. The case in feedback control is largely affected by the interaction torques. In contrast, the trajectory is corrected over time with tacit learning toward optimal solutions.Energy efficient solutions were obtained by the emergence of motor synergy. During learning, the contribution from feedforward controller is augmented and the one from the feedback controller is significantly minimized down to 12% for no load at hand, 16% for a 0.5 kg load condition.The proposed paradigm could provide an optimization process in redundant system with dynamic-model-free and cost-function-free approach

A Paradigm for Student Learning Outcome Assessment in Information Systems Education: Continuous Improvement or Chasing Rainbows?

Science.gov (United States)

Saulnier, Bruce

2014-01-01

A paradigm is presented for student learning outcome assessment in information systems education. Successful deployment of the paradigm is illustrated using the author's home institution. The paradigm is consistent with both the scholarship of teaching and learning and the scholarship of assessment. It is concluded that the deployment of the…

Optimized Motor Imagery Paradigm Based on Imagining Chinese Characters Writing Movement.

Science.gov (United States)

Qiu, Zhaoyang; Allison, Brendan Z; Jin, Jing; Zhang, Yu; Wang, Xingyu; Li, Wei; Cichocki, Andrzej

2017-07-01

motor imagery (MI) is a mental representation of motor behavior. The MI-based brain computer interfaces (BCIs) can provide communication for the physically impaired. The performance of MI-based BCI mainly depends on the subject's ability to self-modulate electroencephalogram signals. Proper training can help naive subjects learn to modulate brain activity proficiently. However, training subjects typically involve abstract motor tasks and are time-consuming. to improve the performance of naive subjects during motor imagery, a novel paradigm was presented that would guide naive subjects to modulate brain activity effectively. In this new paradigm, pictures of the left or right hand were used as cues for subjects to finish the motor imagery task. Fourteen healthy subjects (11 male, aged 22-25 years, and mean 23.6±1.16) participated in this study. The task was to imagine writing a Chinese character. Specifically, subjects could imagine hand movements corresponding to the sequence of writing strokes in the Chinese character. This paradigm was meant to find an effective and familiar action for most Chinese people, to provide them with a specific, extensively practiced task and help them modulate brain activity. results showed that the writing task paradigm yielded significantly better performance than the traditional arrow paradigm (p paradigm was easier. the proposed new motor imagery paradigm could guide subjects to help them modulate brain activity effectively. Results showed that there were significant improvements using new paradigm, both in classification accuracy and usability.

SVM and PCA Based Learning Feature Classification Approaches for E-Learning System

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Khamparia, Aditya; Pandey, Babita

2018-01-01

E-learning and online education has made great improvements in the recent past. It has shifted the teaching paradigm from conventional classroom learning to dynamic web based learning. Due to this, a dynamic learning material has been delivered to learners, instead ofstatic content, according to their skills, needs and preferences. In this…

Schema-driven facilitation of new hierarchy learning in the transitive inference paradigm

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Kumaran, Dharshan

2013-01-01

Prior knowledge, in the form of a mental schema or framework, is viewed to facilitate the learning of new information in a range of experimental and everyday scenarios. Despite rising interest in the cognitive and neural mechanisms underlying schema-driven facilitation of new learning, few paradigms have been developed to examine this issue in humans. Here we develop a multiphase experimental scenario aimed at characterizing schema-based effects in the context of a paradigm that has been very widely used across species, the transitive inference task. We show that an associative schema, comprised of prior knowledge of the rank positions of familiar items in the hierarchy, has a marked effect on transitivity performance and the development of relational knowledge of the hierarchy that cannot be accounted for by more general changes in task strategy. Further, we show that participants are capable of deploying prior knowledge to successful effect under surprising conditions (i.e., when corrective feedback is totally absent), but only when the associative schema is robust. Finally, our results provide insights into the cognitive mechanisms underlying such schema-driven effects, and suggest that new hierarchy learning in the transitive inference task can occur through a contextual transfer mechanism that exploits the structure of associative experiences. PMID:23782509

Schema-driven facilitation of new hierarchy learning in the transitive inference paradigm.

Science.gov (United States)

Kumaran, Dharshan

2013-06-19

Prior knowledge, in the form of a mental schema or framework, is viewed to facilitate the learning of new information in a range of experimental and everyday scenarios. Despite rising interest in the cognitive and neural mechanisms underlying schema-driven facilitation of new learning, few paradigms have been developed to examine this issue in humans. Here we develop a multiphase experimental scenario aimed at characterizing schema-based effects in the context of a paradigm that has been very widely used across species, the transitive inference task. We show that an associative schema, comprised of prior knowledge of the rank positions of familiar items in the hierarchy, has a marked effect on transitivity performance and the development of relational knowledge of the hierarchy that cannot be accounted for by more general changes in task strategy. Further, we show that participants are capable of deploying prior knowledge to successful effect under surprising conditions (i.e., when corrective feedback is totally absent), but only when the associative schema is robust. Finally, our results provide insights into the cognitive mechanisms underlying such schema-driven effects, and suggest that new hierarchy learning in the transitive inference task can occur through a contextual transfer mechanism that exploits the structure of associative experiences.

Will Mobile Learning Bring a Paradigm Shift in Higher Education?

OpenAIRE

Rajasingham, Lalita

2011-01-01

In the light of technology-driven social change that creates new challenges for universities, this paper considers the potential of mobile learning as a subset of e-learning to effect a paradigm shift in higher education. Universities face exponential growth in demand for higher education, significant decreases in government funding for education, a changing in understanding of the nature of knowledge, changing student demographics and expectations, and global competition. At the same time un...

Associative vocabulary learning: development and testing of two paradigms for the (re-) acquisition of action- and object-related words.

Science.gov (United States)

Freundlieb, Nils; Ridder, Volker; Dobel, Christian; Enriquez-Geppert, Stefanie; Baumgaertner, Annette; Zwitserlood, Pienie; Gerloff, Christian; Hummel, Friedhelm C; Liuzzi, Gianpiero

2012-01-01

Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning

Schema-Driven Facilitation of New Hierarchy Learning in the Transitive Inference Paradigm

Science.gov (United States)

Kumaran, Dharshan

2013-01-01

Prior knowledge, in the form of a mental schema or framework, is viewed to facilitate the learning of new information in a range of experimental and everyday scenarios. Despite rising interest in the cognitive and neural mechanisms underlying schema-driven facilitation of new learning, few paradigms have been developed to examine this issue in…

Pedunculopontine tegmental nucleus lesions impair stimulus--reward learning in autoshaping and conditioned reinforcement paradigms.

Science.gov (United States)

Inglis, W L; Olmstead, M C; Robbins, T W

2000-04-01

The role of the pedunculopontine tegmental nucleus (PPTg) in stimulus-reward learning was assessed by testing the effects of PPTg lesions on performance in visual autoshaping and conditioned reinforcement (CRf) paradigms. Rats with PPTg lesions were unable to learn an association between a conditioned stimulus (CS) and a primary reward in either paradigm. In the autoshaping experiment, PPTg-lesioned rats approached the CS+ and CS- with equal frequency, and the latencies to respond to the two stimuli did not differ. PPTg lesions also disrupted discriminated approaches to an appetitive CS in the CRf paradigm and completely abolished the acquisition of responding with CRf. These data are discussed in the context of a possible cognitive function of the PPTg, particularly in terms of lesion-induced disruptions of attentional processes that are mediated by the thalamus.

Programming Paradigms in Computer Science Education

OpenAIRE

Bolshakova, Elena

2005-01-01

Main styles, or paradigms of programming – imperative, functional, logic, and object-oriented – are shortly described and compared, and corresponding programming techniques are outlined. Programming languages are classified in accordance with the main style and techniques supported. It is argued that profound education in computer science should include learning base programming techniques of all main programming paradigms.

What Is Game-Based Learning? Past, Present, and Future

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Jan, Mingfong; Gaydos, Matthew

2016-01-01

This article aims at clarifying and conceptualizing game-based learning (GBL) in order to pinpoint directions for practices and research. The authors maintain that GBL should be conceptualized toward the transformation of a textbook-learning culture. The authors emphasize the importance of a paradigm shift in learning and a reorientation in…

Cloud-Based Mobile Learning

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Alexandru BUTOI

2013-01-01

Full Text Available As the cloud technologies are largely studied and mobile technologies are evolving, new di-rections for development of mobile learning tools deployed on cloud are proposed.. M-Learning is treated as part of the ubiquitous learning paradigm and is a pervasive extension of E-Learning technologies. Development of such learning tools requires specific development strategies for an effective abstracting of pedagogical principles at the software design and implementation level. Current paper explores an interdisciplinary approach for designing and development of cloud based M-Learning tools by mapping a specific development strategy used for educational programs to software prototyping strategy. In order for such instruments to be user effective from the learning outcome point of view, the evaluation process must be rigorous as we propose a metric model for expressing the trainee’s overall learning experience with evaluated levels of interactivity, content presentation and graphical user interface usability.

An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

Science.gov (United States)

Balasubramanian, R.

2007-12-01

Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

Models for predicting the inflectional paradigm of Croatian words

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Jan Šnajder

2013-12-01

Full Text Available Morphological analysis is a prerequisite for many natural language processing tasks. For inflectionally rich languages such as Croatian, morphological analysis typically relies on a morphological lexicon, which lists the lemmas and their paradigms. However, a real-life morphological analyzer must also be able to handle properly the out-of-vocabulary words. We address the task of predicting the correct inflectional paradigm of unknown Croatian words. We frame this as a supervised machine learning problem: we train a classifier to predict whether a candidate lemma-paradigm pair is correct based on a number of string- and corpus-based features. The candidate lemma-paradigm pairs are generated using a handcrafted morphology grammar. Our aim is to examine the machine learning aspect of the problem: we test a comprehensive set of features and evaluate the classification accuracy using different feature subsets. We show that satisfactory classification accuracy (92% can be achieved with SVM using a combination of string- and corpus-based features. On a per word basis, the F1-score is 53% and accuracy is 70%, which outperforms a frequency-based baseline by a wide margin. We discuss a number of possible directions for future research.

Systemic Approach to Learning Paradigms and the Use of Social Media in Higher Education

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Lauri Juhani Kurkela

2011-04-01

Full Text Available The implementation of social media in learning, teaching and cooperation is an innovation process which has implications at many levels in networking universities. eLearning developers and educational designers need to be aware of social media related technological prospects to be able to determine how to benefit from new possibilities. They also need to be aware of related pedagogical possibilities, competences and attitudes among students, teachers and tutors. Soft System Methodology (SSM has been applied to investigate the problem area more deeply. One can see three development challenges at each level: 1 paradigms and paradigm shifts, 2 teaching and learning competences and related culture, 3 infrastructure and technology related services and innovations. The Virtual Campus for Digital Students (ViCaDiS Project is used to concretise some features of the systemic approach of SSM. As a result of the SSM analysis, one can find a useful framework to start analysing development challenges in the context of one university or universities working together.

Learning paradigms in workplace e-learning research

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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.

Geographic Object-Based Image Analysis - Towards a new paradigm.

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Blaschke, Thomas; Hay, Geoffrey J; Kelly, Maggi; Lang, Stefan; Hofmann, Peter; Addink, Elisabeth; Queiroz Feitosa, Raul; van der Meer, Freek; van der Werff, Harald; van Coillie, Frieke; Tiede, Dirk

2014-01-01

The amount of scientific literature on (Geographic) Object-based Image Analysis - GEOBIA has been and still is sharply increasing. These approaches to analysing imagery have antecedents in earlier research on image segmentation and use GIS-like spatial analysis within classification and feature extraction approaches. This article investigates these development and its implications and asks whether or not this is a new paradigm in remote sensing and Geographic Information Science (GIScience). We first discuss several limitations of prevailing per-pixel methods when applied to high resolution images. Then we explore the paradigm concept developed by Kuhn (1962) and discuss whether GEOBIA can be regarded as a paradigm according to this definition. We crystallize core concepts of GEOBIA, including the role of objects, of ontologies and the multiplicity of scales and we discuss how these conceptual developments support important methods in remote sensing such as change detection and accuracy assessment. The ramifications of the different theoretical foundations between the ' per-pixel paradigm ' and GEOBIA are analysed, as are some of the challenges along this path from pixels, to objects, to geo-intelligence. Based on several paradigm indications as defined by Kuhn and based on an analysis of peer-reviewed scientific literature we conclude that GEOBIA is a new and evolving paradigm.

Will Mobile Learning Bring a Paradigm Shift in Higher Education?

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Lalita Rajasingham

2011-01-01

Full Text Available In the light of technology-driven social change that creates new challenges for universities, this paper considers the potential of mobile learning as a subset of e-learning to effect a paradigm shift in higher education. Universities face exponential growth in demand for higher education, significant decreases in government funding for education, a changing in understanding of the nature of knowledge, changing student demographics and expectations, and global competition. At the same time untethered mobile telephony is connecting large numbers of potential learners to communications networks. A review of some empirical literature on the current status of mobile learning that explores alternatives to help universities fulfil core functions of storage, processing, and disseminating knowledge that can be applied to real life problems, is followed by an examination of the strengths and weaknesses of increased connectivity to mobile communications networks to support constructivist, self-directed quality interactive learning for increasingly mobile learners. This paper also examines whether mobile learning can align the developing technology with changing student expectations and the implications of such an alignment for teaching and institutional strategies. Technologies considered include mobile computing and technology, wireless laptop, hand-held PDAs, and mobile telephony.

Games-to-teach or games-to-learn unlocking the power of digital game-based learning through performance

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Chee, Yam San

2016-01-01

The book presents a critical evaluation of current approaches related to the use of digital games in education. The author identifies two competing paradigms: that of games-to-teach and games-to-learn. Arguing in favor of the latter, the author advances the case for approaching game-based learning through the theoretical lens of performance, rooted in play and dialog, to unlock the power of digital games for 21st century learning. Drawing upon the author’s research, three concrete exemplars of game-based learning curricula are described and discussed. The challenge of advancing game-based learning in education is addressed in the context of school reform. Finally, future prospects of and educational opportunities for game-based learning are articulated. Readers of the book will find the explication of performance theory applied to game-based learning especially interesting. This work constitutes the author’s original theorization. Readers will derive four main benefits: (1) an explication of the differenc...

Stepping beyond the paradigm wars: pluralist methods for research in learning technology

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Chris Jones

2011-02-01

Full Text Available This paper outlines a problem we have found in our own practice when we have been developing new researchers at post-graduate level. When students begin research training and practice, they are often confused between different levels of thinking when they are faced with methods, methodologies and research paradigms. We argue that this confusion arises from the way research methods are taught, embedded and embodied in educational systems. We set out new ways of thinking about levels of research in the field of learning technology. We argue for a problem driven/pragmatic approach to research and consider the range of methods that can be applied as diverse lenses to particular research problems. The problem of developing a coherent approach to research and research methods is not confined to research in learning technology because it is arguably a problem for all educational research and one that also affects an even wider range of disciplinary and interdisciplinary subject areas. For the purposes of this paper we will discuss the problem in relation to research in learning technologies and make a distinction between developmental and basic research that we think is particularly relevant in this field. The paradigms of research adopted have real consequences for the ways research problems are conceived and articulated, and the ways in which research is conducted. This has become an even more pressing concern in the challenging funding climate that researchers now face. We argue that there is not a simple 1 to 1 relationship between levels and most particularly that there usually is not a direct association of particular methods with either a philosophical outlook or paradigm of research. We conclude by recommending a pluralist approach to thinking about research problems and we illustrate this with the suggestion that we should encourage researchers to think in terms of counterpositives. If the researcher suggests one way of doing research in an

A Personalized e-Learning Framework

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Alhawiti, Mohammed M.; Abdelhamid, Yasser

2017-01-01

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

Observational attachment theory-based parenting measures predict children's attachment narratives independently from social learning theory-based measures.

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Matias, Carla; O'Connor, Thomas G; Futh, Annabel; Scott, Stephen

2014-01-01

Conceptually and methodologically distinct models exist for assessing quality of parent-child relationships, but few studies contrast competing models or assess their overlap in predicting developmental outcomes. Using observational methodology, the current study examined the distinctiveness of attachment theory-based and social learning theory-based measures of parenting in predicting two key measures of child adjustment: security of attachment narratives and social acceptance in peer nominations. A total of 113 5-6-year-old children from ethnically diverse families participated. Parent-child relationships were rated using standard paradigms. Measures derived from attachment theory included sensitive responding and mutuality; measures derived from social learning theory included positive attending, directives, and criticism. Child outcomes were independently-rated attachment narrative representations and peer nominations. Results indicated that Attachment theory-based and Social Learning theory-based measures were modestly correlated; nonetheless, parent-child mutuality predicted secure child attachment narratives independently of social learning theory-based measures; in contrast, criticism predicted peer-nominated fighting independently of attachment theory-based measures. In young children, there is some evidence that attachment theory-based measures may be particularly predictive of attachment narratives; however, no single model of measuring parent-child relationships is likely to best predict multiple developmental outcomes. Assessment in research and applied settings may benefit from integration of different theoretical and methodological paradigms.

Learning based in projects to promote interdisciplinarity in Secondary School

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Daniela Boff

2016-02-01

Full Text Available The project-based learning is an active learning strategy that helps break the paradigm of traditional teaching methods. The student is involved in the learning proposal that includes the PiBL, on which one is not passive and becomes the main actor in one's own teaching learning process. Within this learning strategy, the teacher becomes a mediator between theory and practice thus each different subject interact with one another in order to develop a topic that is mutual to all areas because the learning environment is naturally interdisciplinary. The idea of this kind of learning strategy was applied during a workshop that took place with primary and secondary schoolteachers in order to help them approach the strategy in the classroom, contributing with experiences and ideas towards the interdisciplinary based project.

[Reconstituting evaluation methods based on both qualitative and quantitative paradigms].

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Miyata, Hiroaki; Okubo, Suguru; Yoshie, Satoru; Kai, Ichiro

2011-01-01

Debate about the relationship between quantitative and qualitative paradigms is often muddled and confusing and the clutter of terms and arguments has resulted in the concepts becoming obscure and unrecognizable. In this study we conducted content analysis regarding evaluation methods of qualitative healthcare research. We extracted descriptions on four types of evaluation paradigm (validity/credibility, reliability/credibility, objectivity/confirmability, and generalizability/transferability), and classified them into subcategories. In quantitative research, there has been many evaluation methods based on qualitative paradigms, and vice versa. Thus, it might not be useful to consider evaluation methods of qualitative paradigm are isolated from those of quantitative methods. Choosing practical evaluation methods based on the situation and prior conditions of each study is an important approach for researchers.

Operations Strategy under Chaos –Lessons to be learned from a new Paradigm

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Koch, Christian

2004-01-01

The purpose of this paper is to introduce a new paradigm being able to conceptualize content and process aspects of Operations Strategy. Based on a critical reading of literature; two opposing paradigms of Operations Strategy are identified and described. The first focuses on content issues...... of Operations Strategy and relies on a normative orientation and the second focuses on process issues of Operations Strategy and relies on a descriptive orientation. To compare and evaluate the two paradigms; the results of a longitudinal case-study of Operations Strategy formulation and implementation...... in practice are shown. These results promote the need for a new or third paradigm to integrate and balance the two former paradigms. The new paradigm is labeled as a moderate constructivist paradigm using the metaphor of chaos and seems suitable for conceptualizing Operations Strategy as it is in practice...

Learning Paradigms in e-Society

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Gabriel ZAMFIR

2013-01-01

Full Text Available Learning, defined both as the cognitive process of acquiring knowledge, and as the knowledge received by instruction, depends on the environment. Our world, analyzed as an educational environment, evolved from a natural native stage to a scientific technological based phase. Educative system, developed as a public service, including formal, non-formal and informal education, originated its foundations on the textbook, and at present, teacher preparation is based on the same technique. This article is designed as a conceptual basis analyze of learning in a scientific environment, in order to synthesize the interdependencies between the cognitive process of acquiring knowledge and the methods applied in knowledge conversion.

Two chronic motor training paradigms differentially influe nce acute instrume ntal learning in spinally transected rats

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Bigbee, Allison J.; Crown, Eric D.; Ferguson, Adam R.; Roy, Roland R.; Tillakaratne, Niranjala J.K.; Grau, James W.; Edgerton, V. Reggie

2008-01-01

The effect of two chronic motor training paradigms on the ability of the lumbar spinal cord to perform an acute instrumental learning task was examined in neonatally (postnatal day 5; P5) spinal cord transected (i.e., spinal) rats. At ∼P30, rats began either unipedal hindlimb stand training (Stand-Tr; 20-25 min/day, 5 days/wk), or bipedal hindlimb step training (Step-Tr; 20 min/day; 5 days/wk) for 7 wks. Non-trained spinal rats (Non-Tr) served as controls. After 7 wks all groups were tested on the flexor-biased instrumental learning paradigm. We hypothesized that 1) Step-Tr rats would exhibit an increased capacity to learn the flexor-biased task relative to Non-Tr subjects, as locomotion involves repetitive training of the tibialis anterior (TA), the ankle flexor whose activation is important for successful instrumental learning, and 2) Stand-Tr rats would exhibit a deficit in acute motor learning, as unipedal training activates the ipsilateral ankle extensors, but not flexors. Results showed no differences in acute learning potential between Non-Tr and Step-Tr rats, while the Stand-Tr group showed a reduced capacity to learn the acute task. Further investigation of the Stand-Tr group showed that, while both the ipsilateral and contralateral hindlimbs were significantly impaired in their acute learning potential, the contralateral, untrained hindlimbs exhibited significantly greater learning deficits. These results suggest that different types of chronic peripheral input may have a significant impact on the ability to learn a novel motor task, and demonstrate the potential for experience-dependent plasticity in the spinal cord in the absence of supraspinal connectivity. PMID:17434606

Supervised Machine Learning for Population Genetics: A New Paradigm

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Schrider, Daniel R.; Kern, Andrew D.

2018-01-01

As population genomic datasets grow in size, researchers are faced with the daunting task of making sense of a flood of information. To keep pace with this explosion of data, computational methodologies for population genetic inference are rapidly being developed to best utilize genomic sequence data. In this review we discuss a new paradigm that has emerged in computational population genomics: that of supervised machine learning (ML). We review the fundamentals of ML, discuss recent applications of supervised ML to population genetics that outperform competing methods, and describe promising future directions in this area. Ultimately, we argue that supervised ML is an important and underutilized tool that has considerable potential for the world of evolutionary genomics. PMID:29331490

Geographic Object-Based Image Analysis – Towards a new paradigm

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Blaschke, Thomas; Hay, Geoffrey J.; Kelly, Maggi; Lang, Stefan; Hofmann, Peter; Addink, Elisabeth; Queiroz Feitosa, Raul; van der Meer, Freek; van der Werff, Harald; van Coillie, Frieke; Tiede, Dirk

2014-01-01

The amount of scientific literature on (Geographic) Object-based Image Analysis – GEOBIA has been and still is sharply increasing. These approaches to analysing imagery have antecedents in earlier research on image segmentation and use GIS-like spatial analysis within classification and feature extraction approaches. This article investigates these development and its implications and asks whether or not this is a new paradigm in remote sensing and Geographic Information Science (GIScience). We first discuss several limitations of prevailing per-pixel methods when applied to high resolution images. Then we explore the paradigm concept developed by Kuhn (1962) and discuss whether GEOBIA can be regarded as a paradigm according to this definition. We crystallize core concepts of GEOBIA, including the role of objects, of ontologies and the multiplicity of scales and we discuss how these conceptual developments support important methods in remote sensing such as change detection and accuracy assessment. The ramifications of the different theoretical foundations between the ‘per-pixel paradigm’ and GEOBIA are analysed, as are some of the challenges along this path from pixels, to objects, to geo-intelligence. Based on several paradigm indications as defined by Kuhn and based on an analysis of peer-reviewed scientific literature we conclude that GEOBIA is a new and evolving paradigm. PMID:24623958

Attributional processes in the learned helplessness paradigm: behavioral effects of global attributions.

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Mikulincer, M

1986-12-01

Following the learned helplessness paradigm, I assessed in this study the effects of global and specific attributions for failure on the generalization of performance deficits in a dissimilar situation. Helplessness training consisted of experience with noncontingent failures on four cognitive discrimination problems attributed to either global or specific causes. Experiment 1 found that performance in a dissimilar situation was impaired following exposure to globally attributed failure. Experiment 2 examined the behavioral effects of the interaction between stable and global attributions of failure. Exposure to unsolvable problems resulted in reduced performance in a dissimilar situation only when failure was attributed to global and stable causes. Finally, Experiment 3 found that learned helplessness deficits were a product of the interaction of global and internal attribution. Performance deficits following unsolvable problems were recorded when failure was attributed to global and internal causes. Results were discussed in terms of the reformulated learned helplessness model.

Of Paradigms and Power

DEFF Research Database (Denmark)

Carstensen, Martin B.; Matthijs, Matthias

in the study of policy paradigms. To demonstrate the general applicability of our framework, the paper examines the evolution of British macroeconomic policy making since 1990. We show that various Prime Ministers and their Chancellors were able to reinterpret and redefine the dominant neoliberal understanding......? Despite the profound impact of Peter Hall’s approach to policy paradigms and social learning, there is a burgeoning consensus that transposing a rudimentary ‘Kuhnian’ understanding of paradigms into the context of public policy making leads to a notion of punctuated equilibrium style shifts as the only...

Case-Based Reasoning in Mixed Paradigm Settings and with Learning

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1994-04-30

Learning Prototypical Cases OFF-BROADWAY, MCI and RMHC -* are three CBR-ML systems that learn case prototypes. We feel that methods that enable the...at Irvine Machine Learning Repository, including heart disease and breast cancer databases. OFF-BROADWAY, MCI and RMHC -* made the following notable

School on Cloud: Towards a Paradigm Shift

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Koutsopoulos, Kostis C.; Kotsanis, Yannis C.

2014-01-01

This paper presents the basic concept of the EU Network School on Cloud: Namely, that present conditions require a new teaching and learning paradigm based on the integrated dimension of education, when considering the use of cloud computing. In other words, it is suggested that there is a need for an integrated approach which is simultaneously…

Towards a New Paradigm of Strategic Learning: The Role of Social Mediation, Self and Emotions

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Monereo, Carles

2007-01-01

The paper aims to identify a solution to the dilemma that currently exists within the paradigm of strategic learning: the dilemma of whether a strategy should be seen as an action dependent on the specific knowledge of an educational actor--strategic knowledge--or whether it is dependent on a planned instructional context--strategic context. This…

Reverse hypothesis machine learning a practitioner's perspective

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Kulkarni, Parag

2017-01-01

This book introduces a paradigm of reverse hypothesis machines (RHM), focusing on knowledge innovation and machine learning. Knowledge- acquisition -based learning is constrained by large volumes of data and is time consuming. Hence Knowledge innovation based learning is the need of time. Since under-learning results in cognitive inabilities and over-learning compromises freedom, there is need for optimal machine learning. All existing learning techniques rely on mapping input and output and establishing mathematical relationships between them. Though methods change the paradigm remains the same—the forward hypothesis machine paradigm, which tries to minimize uncertainty. The RHM, on the other hand, makes use of uncertainty for creative learning. The approach uses limited data to help identify new and surprising solutions. It focuses on improving learnability, unlike traditional approaches, which focus on accuracy. The book is useful as a reference book for machine learning researchers and professionals as ...

Constructivism Based Learning: Design and Practice

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Lia Kurniawati

2016-06-01

Full Text Available Abstract One of many problems in the madrasahs is that learning processes less-involve students actively (teacher-centered, thus, it affects to the improvement of learning outcomes and quality of the graduates. The purposes of this study are , firstly, to analyze what type of constructivism learning models, which can be developed to overcome madrasahs’ problems. Secondly, how to design and implement a learning plan based on the developed constructivism models. This research was conducted at Private Islamic Elementary School  (Madrasah Ad-Diyanah Ciputat, South Tangerang. Research method used in this study is descriptive-qualitative research. The results showed that the active learning models based on constructivism are suitable to be developed in the Madarasah, which were the models of Problem Based Learning (PBM, Realistic Learning, Inquiry Learning and Thematic Learning and also how the development of the learning processes from the lesson plans to the learning implementation showed a paradigm shifting from teacher-centered to student-centered. Abstrak Salah satu permasalahan di madrasah-madrasah adalah proses pembelajaran yang kurang melibatkan siswa secara aktif (berpusat pada guru, sehingga hal ini mengakibatkan pada peningkatan hasil belajar dan kualitas lulusan. Tujuan dari penelitian ini adalah, pertama, untuk menganalisis jenis model pembelajaran konstruktivisme apa yang dapat dikembangkan untuk mengatasi permasalahan di madrasah. Ke dua, bagaimana merancang dan melaksanakan rencana pembelajaran berdasarkan model konstruktivisme yang dikembangkan. Penelitian ini dilaksanakan di Sekolah Dasar Swasta (madrasah Ad-Diayanah Ciputat, Tangerang Selatan. Metode penelitian yang digunakan adalah metode deskriptif-kualitatif. Hasil penelitian menunjukkan bahwa model pembelajaran aktif yang berbasis konstruktivisme sesuai untuk dikembangkan di madrasah, yakni model pembelajaran Problem Based Learning (PBL, Pembelajaran Realistis, Pembelajaran

Effort-Based Decision-Making Paradigms for Clinical Trials in Schizophrenia: Part 1—Psychometric Characteristics of 5 Paradigms.

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Reddy, L Felice; Horan, William P; Barch, Deanna M; Buchanan, Robert W; Dunayevich, Eduardo; Gold, James M; Lyons, Naomi; Marder, Stephen R; Treadway, Michael T; Wynn, Jonathan K; Young, Jared W; Green, Michael F

2015-09-01

Impairments in willingness to exert effort contribute to the motivational deficits characteristic of the negative symptoms of schizophrenia. The current study evaluated the psychometric properties of 5 new or adapted paradigms to determine their suitability for use in clinical trials of schizophrenia. This study included 94 clinically stable participants with schizophrenia and 40 healthy controls. The effort-based decision-making battery was administered twice to the schizophrenia group (baseline, 4-week retest) and once to the control group. The 5 paradigms included 1 that assesses cognitive effort, 1 perceptual effort, and 3 that assess physical effort. Each paradigm was evaluated on (1) patient vs healthy control group differences, (2) test-retest reliability, (3) utility as a repeated measure (ie, practice effects), and (4) tolerability. The 5 paradigms showed varying psychometric strengths and weaknesses. The Effort Expenditure for Rewards Task showed the best reliability and utility as a repeated measure, while the Grip Effort Task had significant patient-control group differences, and superior tolerability and administration duration. The other paradigms showed weaker psychometric characteristics in their current forms. These findings highlight challenges in adapting effort and motivation paradigms for use in clinical trials. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center 2015.

Aspects of Theories, Frameworks and Paradigms in Mathematics Education Research

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Stoilescu, Dorian

2016-01-01

This article discusses major theoretical debates and paradigms from the last decades in general education and their specific influences in mathematics education contexts. Behaviourism, cognitive science, constructivism, situated cognition, critical theory, place-based learning, postmodernism and poststructuralism and their significant aspects in…

Research Methods Identifying Correlation Between Physical Environment of Schools and Educational Paradigms

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Grėtė Brukštutė

2016-04-01

Full Text Available The article is analysing the research that was already carried out in order to determine correlation between a physical environment of schools and educational paradigms. While selecting materials for the analysis, the attention was focused on studies conducted in the USA and European countries. Based on these studies the methodological attitudes towards coherence of the education and spatial structures were tried to identify. Homogeneity and conformity of an educational character and a physical learning environment became especially important during changes of educational conceptions. The issue how educational paradigms affect the architecture of school buildings is not yet analysed in Lithuania, therefore the results of this research could actualize a theme on correlation between educational paradigms and the architecture of school buildings and form initial guidelines for the development of the modern physical learning environment.

Research and application of a novel hybrid decomposition-ensemble learning paradigm with error correction for daily PM10 forecasting

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Luo, Hongyuan; Wang, Deyun; Yue, Chenqiang; Liu, Yanling; Guo, Haixiang

2018-03-01

In this paper, a hybrid decomposition-ensemble learning paradigm combining error correction is proposed for improving the forecast accuracy of daily PM10 concentration. The proposed learning paradigm is consisted of the following two sub-models: (1) PM10 concentration forecasting model; (2) error correction model. In the proposed model, fast ensemble empirical mode decomposition (FEEMD) and variational mode decomposition (VMD) are applied to disassemble original PM10 concentration series and error sequence, respectively. The extreme learning machine (ELM) model optimized by cuckoo search (CS) algorithm is utilized to forecast the components generated by FEEMD and VMD. In order to prove the effectiveness and accuracy of the proposed model, two real-world PM10 concentration series respectively collected from Beijing and Harbin located in China are adopted to conduct the empirical study. The results show that the proposed model performs remarkably better than all other considered models without error correction, which indicates the superior performance of the proposed model.

Internet messenger based smart virtual class learning using ubiquitous computing

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Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-06-01

Internet messenger (IM) has become an important educational technology component in college education, IM makes it possible for students to engage in learning and collaborating at smart virtual class learning (SVCL) using ubiquitous computing. However, the model of IM-based smart virtual class learning using ubiquitous computing and empirical evidence that would favor a broad application to improve engagement and behavior are still limited. In addition, the expectation that IM based SVCL using ubiquitous computing could improve engagement and behavior on smart class cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present the model of IM-based SVCL using ubiquitous computing and showing learners’ experiences in improved engagement and behavior for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous computing and realize the impressions of learners and lecturers about engagement and behavior aspect and its contribution to learning

Toward a patient-based paradigm for blood transfusion.

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Farrugia, Albert; Vamvakas, Eleftherios

2014-01-01

The current "manufacturing paradigm" of transfusion practice has detached transfusion from the clinical environment. As an example, fresh whole blood in large-volume hemorrhage may be superior to whole blood reconstituted from multiple components. Multicomponent apheresis can overcome logistical difficulties in matching patient needs with fresh component availability and can deliver the benefits of fresh whole blood. Because of the different transfusion needs of patients in emerging economies and the vulnerability of these blood systems to emerging infections, fresh whole blood and multicomponent apheresis can better meet patient needs when compared with transplants of the "manufacturing paradigm". We propose that patient blood management, along with panels of repeat, paid, accredited apheresis and fresh whole-blood donors can be used in emerging economies to support decentralized blood services. This alternative transfusion-medicine paradigm could eventually also be adopted by established economies to focus transfusion medicine on local patient needs and to alleviate the problem of the aging volunteer donor base.

Language-learning disabilities: Paradigms for the nineties.

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Wiig, E H

1991-01-01

We are beginning a decade, during which many traditional paradigms in education, special education, and speech-language pathology will undergo change. Among paradigms considered promising for speech-language pathology in the schools are collaborative language intervention and strategy training for language and communication. This presentation introduces management models for developing a collaborative language intervention process, among them the Deming Management Method for Total Quality (TQ) (Deming 1986). Implementation models for language assessment and IEP planning and multicultural issues are also introduced (Damico and Nye 1990; Secord and Wiig in press). While attention to processes involved in developing and implementing collaborative language intervention is paramount, content should not be neglected. To this end, strategy training for language and communication is introduced as a viable paradigm. Macro- and micro-level process models for strategy training are featured and general issues are discussed (Ellis, Deshler, and Schumaker 1989; Swanson 1989; Wiig 1989).

Plaque Tissue Morphology-Based Stroke Risk Stratification Using Carotid Ultrasound: A Polling-Based PCA Learning Paradigm.

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Saba, Luca; Jain, Pankaj K; Suri, Harman S; Ikeda, Nobutaka; Araki, Tadashi; Singh, Bikesh K; Nicolaides, Andrew; Shafique, Shoaib; Gupta, Ajay; Laird, John R; Suri, Jasjit S

2017-06-01

Severe atherosclerosis disease in carotid arteries causes stenosis which in turn leads to stroke. Machine learning systems have been previously developed for plaque wall risk assessment using morphology-based characterization. The fundamental assumption in such systems is the extraction of the grayscale features of the plaque region. Even though these systems have the ability to perform risk stratification, they lack the ability to achieve higher performance due their inability to select and retain dominant features. This paper introduces a polling-based principal component analysis (PCA) strategy embedded in the machine learning framework to select and retain dominant features, resulting in superior performance. This leads to more stability and reliability. The automated system uses offline image data along with the ground truth labels to generate the parameters, which are then used to transform the online grayscale features to predict the risk of stroke. A set of sixteen grayscale plaque features is computed. Utilizing the cross-validation protocol (K = 10), and the PCA cutoff of 0.995, the machine learning system is able to achieve an accuracy of 98.55 and 98.83%corresponding to the carotidfar wall and near wall plaques, respectively. The corresponding reliability of the system was 94.56 and 95.63%, respectively. The automated system was validated against the manual risk assessment system and the precision of merit for same cross-validation settings and PCA cutoffs are 98.28 and 93.92%for the far and the near wall, respectively.PCA-embedded morphology-based plaque characterization shows a powerful strategy for risk assessment and can be adapted in clinical settings.

Visual one-shot learning as an 'anti-camouflage device': a novel morphing paradigm.

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Ishikawa, Tetsuo; Mogi, Ken

2011-09-01

Once people perceive what is in the hidden figure such as Dallenbach's cow and Dalmatian, they seldom seem to come back to the previous state when they were ignorant of the answer. This special type of learning process can be accomplished in a short time, with the effect of learning lasting for a long time (visual one-shot learning). Although it is an intriguing cognitive phenomenon, the lack of the control of difficulty of stimuli presented has been a problem in research. Here we propose a novel paradigm to create new hidden figures systematically by using a morphing technique. Through gradual changes from a blurred and binarized two-tone image to a blurred grayscale image of the original photograph including objects in a natural scene, spontaneous one-shot learning can occur at a certain stage of morphing when a sufficient amount of information is restored to the degraded image. A negative correlation between confidence levels and reaction times is observed, giving support to the fluency theory of one-shot learning. The correlation between confidence ratings and correct recognition rates indicates that participants had an accurate introspective ability (metacognition). The learning effect could be tested later by verifying whether or not the target object was recognized quicker in the second exposure. The present method opens a way for a systematic production of "good" hidden figures, which can be used to demystify the nature of visual one-shot learning.

The detour paradigm in animal cognition.

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Kabadayi, Can; Bobrowicz, Katarzyna; Osvath, Mathias

2018-01-01

In this paper, we review one of the oldest paradigms used in animal cognition: the detour paradigm. The paradigm presents the subject with a situation where a direct route to the goal is blocked and a detour must be made to reach it. Often being an ecologically valid and a versatile tool, the detour paradigm has been used to study diverse cognitive skills like insight, social learning, inhibitory control and route planning. Due to the relative ease of administrating detour tasks, the paradigm has lately been used in large-scale comparative studies in order to investigate the evolution of inhibitory control. Here we review the detour paradigm and some of its cognitive requirements, we identify various ecological and contextual factors that might affect detour performance, we also discuss developmental and neurological underpinnings of detour behaviors, and we suggest some methodological approaches to make species comparisons more robust.

A P300 brain-computer interface based on a modification of the mismatch negativity paradigm.

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Jin, Jing; Sellers, Eric W; Zhou, Sijie; Zhang, Yu; Wang, Xingyu; Cichocki, Andrzej

2015-05-01

The P300-based brain-computer interface (BCI) is an extension of the oddball paradigm, and can facilitate communication for people with severe neuromuscular disorders. It has been shown that, in addition to the P300, other event-related potential (ERP) components have been shown to contribute to successful operation of the P300 BCI. Incorporating these components into the classification algorithm can improve the classification accuracy and information transfer rate (ITR). In this paper, a single character presentation paradigm was compared to a presentation paradigm that is based on the visual mismatch negativity. The mismatch negativity paradigm showed significantly higher classification accuracy and ITRs than a single character presentation paradigm. In addition, the mismatch paradigm elicited larger N200 and N400 components than the single character paradigm. The components elicited by the presentation method were consistent with what would be expected from a mismatch paradigm and a typical P300 was also observed. The results show that increasing the signal-to-noise ratio by increasing the amplitude of ERP components can significantly improve BCI speed and accuracy. The mismatch presentation paradigm may be considered a viable option to the traditional P300 BCI paradigm.

Challenges in Developing XML-Based Learning Repositories

Science.gov (United States)

Auksztol, Jerzy; Przechlewski, Tomasz

There is no doubt that modular design has many advantages, including the most important ones: reusability and cost-effectiveness. In an e-leaming community parlance the modules are determined as Learning Objects (LOs) [11]. An increasing amount of learning objects have been created and published online, several standards has been established and multiple repositories developed for them. For example Cisco Systems, Inc., "recognizes a need to move from creating and delivering large inflexible training courses, to database-driven objects that can be reused, searched, and modified independent of their delivery media" [6]. The learning object paradigm of education resources authoring is promoted mainly to reduce the cost of the content development and to increase its quality. A frequently used metaphor of Learning Objects paradigm compares them to Lego Logs or objects in Object-Oriented program design [25]. However a metaphor is only an abstract idea, which should be turned to something more concrete to be usable. The problem is that many papers on LOs end up solely in metaphors. In our opinion Lego or OO metaphors are gross oversimplificatation of the problem as there is much easier to develop Lego set or design objects in OO program than develop truly interoperable, context-free learning content1.

Bridging Theory and Practice: Developing Guidelines to Facilitate the Design of Computer-based Learning Environments

Directory of Open Access Journals (Sweden)

Lisa D. Young

2003-10-01

Full Text Available Abstract. The design of computer-based learning environments has undergone a paradigm shift; moving students away from instruction that was considered to promote technical rationality grounded in objectivism, to the application of computers to create cognitive tools utilized in constructivist environments. The goal of the resulting computer-based learning environment design principles is to have students learn with technology, rather than from technology. This paper reviews the general constructivist theory that has guided the development of these environments, and offers suggestions for the adaptation of modest, generic guidelines, not mandated principles, that can be flexibly applied and allow for the expression of true constructivist ideals in online learning environments.

Affordability and Paradigms in Agent-Based Systems

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Boldur E. Barbat

2007-07-01

Full Text Available The paper aims at substantiating that in universities with scarce resources, applied Information Technologies (IT research is affordable, even in most advanced and dynamic sub-domains. This target is split into four specific objectives: a to set up a framework for IT research affordability in universities representative for current East-European circumstances; b to outline a workable approach based on synergistic leverage and to assess the paradigms prevalent in modern artificial intelligence through this ``affordability filter''; c to describe the evolution and the current stages of two undertakings exploiting paradigms founded on emergence (the sub-domains are stigmergic coordination and agent self-awareness; d to summarise for both sub domains the mechanisms and the architectonics (the focus is on computer science aspects; implementation details will be given in future papers. The results in both directions appear as promising and reveal significant potential for transdisciplinarity. From this perspective, the paper is a call to improved cooperation.

STDP-based behavior learning on the TriBot robot

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Arena, P.; De Fiore, S.; Patané, L.; Pollino, M.; Ventura, C.

2009-05-01

This paper describes a correlation-based navigation algorithm, based on an unsupervised learning paradigm for spiking neural networks, called Spike Timing Dependent Plasticity (STDP). This algorithm was implemented on a new bio-inspired hybrid mini-robot called TriBot to learn and increase its behavioral capabilities. In fact correlation based algorithms have been found to explain many basic behaviors in simple animals. The main interesting consequence of STDP is that the system is able to learn high-level sensor features, based on a set of basic reflexes, depending on some low-level sensor inputs. TriBot is composed of 3 modules, the first two being identical and inspired by the Whegs hybrid robot. The peculiar characteristics of the robot consists in the innovative shape of the three-spoke appendages that allow to increase stability of the structure. The last module is composed of two standard legs with 3 degrees of freedom each. Thanks to the cooperation among these modules, TriBot is able to face with irregular terrains overcoming potential deadlock situations, to climb high obstacles compared to its size and to manipulate objects. Robot experiments will be reported to demonstrate the potentiality and the effectiveness of the approach.

D4 S4: A Four Dimensions Instructional Strategy for Web-based and Blended Learning

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Hamdy A. ABDELAZIZ,

2012-08-01

Full Text Available Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for teaching and learning through the Web and blended learning environments. The central theme of this strategy is that instructional strategies give instructors and students a conceptual as well as a practical mode of delivery from which to teach and learn. Considering and applying new instructional strategy can help instructors to understand the uses of pedagogical content knowledge, as well as to reflect the role of technological content knowledge that can be adapted and/or adopted in teaching in all educational levels and environments. The main objective of this paper was to develop a holonomic instructional strategy for Web-based and blended learning. This strategy is guided by the non-linear and interactive features of learning environments. The strategy is consisted of four dimensions: designing, developing, delving and distributing. In this new instructional strategy, learning is holonomic and adaptive. Learning occurs in an open learning environment, in which instructors are designing a shared vision, developing a sharable e-learning task, delving students’ learning through scaffolding and salvaging students’ knowledge. The expected outcome of this instructional strategy is that each learner will develop a cognitive schema to be used to organize and construct knowledge and meaning in similar context of learning which may increase the generalizability, trustworthiness and transferability of learning. The results of applying this new strategy showed that this strategy is effective on developing both achievement and deep learning levels among a sample of graduate students.

Towards synergy between learning management systems and educational server applications

OpenAIRE

Hartog, R.J.M.; Schaaf, van der, H.; Kassahun, A.

2008-01-01

Most well-known Learning Management Systems (LMS) are based on a paradigm of learning objects to be uploaded into the system. Most formulations of this paradigm implicitly assume that the learning objects are self contained learning objects such as FLASH objects or JAVA applets or presentational learning objects such as slide presentations. These are typically client side objects. However, a demand for learning support that activates the student can often be satisfied better with a server app...

A nonmusical paradigm for identifying absolute pitch possessors

Science.gov (United States)

Ross, David A.; Olson, Ingrid R.; Marks, Lawrence E.; Gore, John C.

2004-09-01

The ability to identify and reproduce sounds of specific frequencies is remarkable and uncommon. The etiology and defining characteristics of this skill, absolute pitch (AP), have been very controversial. One theory suggests that AP requires a specific type of early musical training and that the ability to encode and remember tones depends on these learned musical associations. An alternate theory argues that AP may be strongly dependent on hereditary factors and relatively independent of musical experience. To date, it has been difficult to test these hypotheses because all previous paradigms for identifying AP have required subjects to employ knowledge of musical nomenclature. As such, these tests are insensitive to the possibility of discovering AP in either nonmusicians or musicians of non-Western training. Based on previous literature in pitch memory, a paradigm is presented that is intended to distinguish between AP possessors and nonpossessors independent of the subjects' musical experience. The efficacy of this method is then tested with 20 classically defined AP possessors and 22 nonpossessors. Data from these groups strongly support the validity of the paradigm. The use of a nonmusical paradigm to identify AP may facilitate research into many aspects of this phenomenon.

Video Game-Based Learning: An Emerging Paradigm for Instruction

Science.gov (United States)

Squire, Kurt D.

2013-01-01

Interactive digital media, or video games, are a powerful new medium. They offer immersive experiences in which players solve problems. Players learn more than just facts--ways of seeing and understanding problems so that they "become" different kinds of people. "Serious games" coming from business strategy, advergaming, and entertainment gaming…

Brazilian children performance on Rey’s auditory verbal learning paradigm Desempenho de crianças brasileiras no paradigma de aprendizagem auditivo-verbal de Rey

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Rosinda Martins Oliveira

2008-03-01

Full Text Available The Rey Auditory Verbal Learning paradigm is worldwide used in clinical and research settings. There is consensus about its psychometric robustessness and that its various scores provide relevant information about different aspects of memory and learning. However, there are only a few studies in Brazil employing this paradigm and none of them with children. This paper describes the performance of 119 Brazilian children in a version of Rey´s paradigm. The correlations between scores showed the internal consistency of this version. Also, the pattern of results observed was very similar to that observed in foreign studies with adults and children. There was correlation between age in months and recall scores, showing that age affects the rhythm of learning. These results were discussed based on the information processing theory.O paradigma de aprendizagem auditivo-verbal de Rey é utilizado em todo o mundo, tanto em pesquisa quanto na clínica. Há consenso sobre sua robustez psicométrica e de que seus vários escores fornecem informações relevantes sobre diferentes aspectos da memória e da aprendizagem. No entanto, existem apenas alguns poucos estudos no Brasil envolvendo este paradigma e nenhum deles com crianças. Este artigo descreve o desempenho de 119 crianças brasileiras em uma versão do paradigma de Rey. As correlações entre escores mostraram a consistência interna desta versão. Além disso, o padrão de resultados encontrado foi muito similar àquele observado em estudos estrangeiros com adultos e crianças. Verificou-se correlação entre idade em meses e os escores de evocação, mostrando que a idade afeta o ritmo de aprendizagem. Estes resultados foram discutidos a partir da teoria do processamento da informação.

Innovative technological paradigm-based approach towards biofuel feedstock

International Nuclear Information System (INIS)

Xu, Jiuping; Li, Meihui

2017-01-01

Highlights: • DAS was developed through an innovative approach towards literature mining and technological paradigm theory. • A novel concept of biofuel feedstock development paradigm (BFDP) is proposed. • The biofuel production diffusion velocity model gives predictions for the future. • Soft path appears to be the driving force for the new paradigm shift. • An integrated biofuel production feedstock system is expected to play a significant role in a low-carbon sustainable future. - Abstract: Biofuels produced from renewable energy biomass are playing a more significant role because of the environmental problems resulting from the use of fossil fuels. However, a major problem with biofuel production is that despite the range of feedstock that can be used, raw material availability varies considerably. By combining a series of theories and methods, the research objective of this study is to determine the current developments and the future trends in biofuel feedstock. By combining technological paradigm theory with literature mining, it was found that biofuel feedstock production development followed a three-stage trajectory, which was in accordance with the traditional technological paradigm – the S-curve. This new curve can be divided into BFDP (biofuel feedstock development paradigm) competition, BFDP diffusion, and BFDP shift. The biofuel production diffusion velocity model showed that there has been constant growth from 2000, with the growth rate reaching a peak in 2008, after which time it began to drop. Biofuel production worldwide is expected to remain unchanged until 2030 when a paradigm shift is expected. This study also illustrates the results of our innovative procedure – a combination of the data analysis system and the technological paradigm theory – for the present biofuel feedstock soft path that will lead to this paradigm shift, with integrated biofuel production feedstock systems expected to be a significant new trend.

Conjugal conflict and violence: a review and theoretical paradigm.

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Smilkstein, G; Aspy, C B; Quiggins, P A

1994-02-01

Conjugal violence has been described as having multiple etiologies. The variables are so numerous that intervention and research protocols are difficult to effect. This paper proposes a paradigm that establishes conjugal conflict and violence as separate entities. According to the paradigm, conjugal conflict is viewed as "an inevitable part of human association," whereas conjugal violence is determined to be a learned behavioral tactic that is employed as a coping strategy when an individual's conflict threshold potential is exceeded. Evidence will be offered that violence is learned from family of origin and from observing what is common or accepted practice in the community. Use of this paradigm would give primacy to community education programs that advance the concept of conflict resolution through rational discourse.

Machine learning paradigms in design optimization: Applications in turbine aerodynamic design

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Goel, Sanjay

Mechanisms of incorporating machine learning paradigms in design optimization have been investigated in the current research. The primary focus of the work is on machine learning algorithms which use computational models that are analogous to the hypothesized principles of natural or biological learning. Examples from structural and aerodynamic optimization have been used to demonstrate the potential of the proposed schemes. The first strategy examined in the current work seeks to improve the convergence of optimization problems by pruning the search space of weak variables. Such variables are identified by learning from a database of existing designs using neural networks. By using clustering techniques, different sets of weak variables are identified in different regions of the design space. Parameter sensitivity information obtained in the process of identifying weak variables provides accurate heuristics for formulating design rules. The impact of this methodology on obtaining converged designs has been investigated for a turbine design problem. Optimization results from a three-stage power turbine and an aircraft engine turbine are presented in this thesis. The second scheme is an evolutionary design optimization technique which gets progressively 'smarter' during the optimization process by learning from computed domain knowledge. This technique employs adaptive learning mechanisms (classifiers) which recognize the influence of the design variables on the problem solution and then generalize them to dynamically create or change design rules during optimization. This technique, when applied to a constrained optimization problem, shows progressive improvement in convergence of search, as successive generations of rules evolve by learning from the environment. To investigate this methodology, a truss optimization problem is solved with an objective of minimizing the truss weight subject to stress constraints in the truss members. A distinct convergent trend is

Model and system learners, optimal process constructors and kinetic theory-based goal-oriented design: A new paradigm in materials and processes informatics

Science.gov (United States)

Abisset-Chavanne, Emmanuelle; Duval, Jean Louis; Cueto, Elias; Chinesta, Francisco

2018-05-01

Traditionally, Simulation-Based Engineering Sciences (SBES) has relied on the use of static data inputs (model parameters, initial or boundary conditions, … obtained from adequate experiments) to perform simulations. A new paradigm in the field of Applied Sciences and Engineering has emerged in the last decade. Dynamic Data-Driven Application Systems [9, 10, 11, 12, 22] allow the linkage of simulation tools with measurement devices for real-time control of simulations and applications, entailing the ability to dynamically incorporate additional data into an executing application, and in reverse, the ability of an application to dynamically steer the measurement process. It is in that context that traditional "digital-twins" are giving raise to a new generation of goal-oriented data-driven application systems, also known as "hybrid-twins", embracing models based on physics and models exclusively based on data adequately collected and assimilated for filling the gap between usual model predictions and measurements. Within this framework new methodologies based on model learners, machine learning and kinetic goal-oriented design are defining a new paradigm in materials, processes and systems engineering.

Learning about Expectation Violation from Prediction Error Paradigms – A Meta-Analysis on Brain Processes Following a Prediction Error

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Lisa D’Astolfo

2017-07-01

Full Text Available Modifying patients’ expectations by exposing them to expectation violation situations (thus maximizing the difference between the expected and the actual situational outcome is proposed to be a crucial mechanism for therapeutic success for a variety of different mental disorders. However, clinical observations suggest that patients often maintain their expectations regardless of experiences contradicting their expectations. It remains unclear which information processing mechanisms lead to modification or persistence of patients’ expectations. Insight in the processing could be provided by Neuroimaging studies investigating prediction error (PE, i.e., neuronal reactions to non-expected stimuli. Two methods are often used to investigate the PE: (1 paradigms, in which participants passively observe PEs (”passive” paradigms and (2 paradigms, which encourage a behavioral adaptation following a PE (“active” paradigms. These paradigms are similar to the methods used to induce expectation violations in clinical settings: (1 the confrontation with an expectation violation situation and (2 an enhanced confrontation in which the patient actively challenges his expectation. We used this similarity to gain insight in the different neuronal processing of the two PE paradigms. We performed a meta-analysis contrasting neuronal activity of PE paradigms encouraging a behavioral adaptation following a PE and paradigms enforcing passiveness following a PE. We found more neuronal activity in the striatum, the insula and the fusiform gyrus in studies encouraging behavioral adaptation following a PE. Due to the involvement of reward assessment and avoidance learning associated with the striatum and the insula we propose that the deliberate execution of action alternatives following a PE is associated with the integration of new information into previously existing expectations, therefore leading to an expectation change. While further research is needed

Functional networks inference from rule-based machine learning models.

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Lazzarini, Nicola; Widera, Paweł; Williamson, Stuart; Heer, Rakesh; Krasnogor, Natalio; Bacardit, Jaume

2016-01-01

Functional networks play an important role in the analysis of biological processes and systems. The inference of these networks from high-throughput (-omics) data is an area of intense research. So far, the similarity-based inference paradigm (e.g. gene co-expression) has been the most popular approach. It assumes a functional relationship between genes which are expressed at similar levels across different samples. An alternative to this paradigm is the inference of relationships from the structure of machine learning models. These models are able to capture complex relationships between variables, that often are different/complementary to the similarity-based methods. We propose a protocol to infer functional networks from machine learning models, called FuNeL. It assumes, that genes used together within a rule-based machine learning model to classify the samples, might also be functionally related at a biological level. The protocol is first tested on synthetic datasets and then evaluated on a test suite of 8 real-world datasets related to human cancer. The networks inferred from the real-world data are compared against gene co-expression networks of equal size, generated with 3 different methods. The comparison is performed from two different points of view. We analyse the enriched biological terms in the set of network nodes and the relationships between known disease-associated genes in a context of the network topology. The comparison confirms both the biological relevance and the complementary character of the knowledge captured by the FuNeL networks in relation to similarity-based methods and demonstrates its potential to identify known disease associations as core elements of the network. Finally, using a prostate cancer dataset as a case study, we confirm that the biological knowledge captured by our method is relevant to the disease and consistent with the specialised literature and with an independent dataset not used in the inference process. The

So You're Thinking of Trying Problem Based Learning?: Three Critical Success Factors for Implementation

Science.gov (United States)

Peterson, Tim O.

2004-01-01

Problem-based learning (PBL) shifts the traditional teaching paradigm. Rather than being teacher centered, PBL is student centered. Rather than presenting content first, PBL presents the problem first. Rather than presenting the students with a well-structured problem with a clear answer, PBL presents the students with an ill-structured problem…

The relative kicking frequency of infants born full-term and preterm during learning and short-term and long-term memory periods of the mobile paradigm.

Science.gov (United States)

Heathcock, Jill C; Bhat, Anjana N; Lobo, Michele A; Galloway, James C

2005-01-01

Infants born preterm differ in their spontaneous kicking, as well as their learning and memory abilities in the mobile paradigm, compared with infants born full-term. In the mobile paradigm, a supine infant's ankle is tethered to a mobile so that leg kicks cause a proportional amount of mobile movement. The purpose of this study was to investigate the relative kicking frequency of the tethered (right) and nontethered (left) legs in these 2 groups of infants. Ten infants born full-term and 10 infants born preterm (infants participated in the study. The relative kicking frequencies of the tethered and nontethered legs were analyzed during learning and short-term and long-term memory periods of the mobile paradigm. Infants born full-term showed an increase in the relative kicking frequency of the tethered leg during the learning period and the short-term memory period but not for the long-term memory period. Infants born preterm did not show a change in kicking pattern for learning or memory periods, and consistently kicked both legs in relatively equal amounts. Infants born full-term adapted their baseline kicking frequencies in a task-specific manner to move the mobile and then retained this adaptation for the short-term memory period. In contrast, infants born preterm showed no adaptation, suggesting a lack of purposeful leg control. This lack of control may reflect a general decrease in the ability of infants born preterm to use their limb movements to interact with their environment. As such, the mobile paradigm may be clinically useful in the early assessment and intervention of infants born preterm and at risk for future impairment.

Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

Science.gov (United States)

Hartfield, Perry

2013-01-01

Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication…

Toward a patient-based paradigm for blood transfusion

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Farrugia A

2014-01-01

Full Text Available Albert Farrugia,1,2 Eleftherios Vamvakas31College of Medicine, Biology and Environment, Australian National University, Acton, ACT, Australia; 2Centre for Orthopaedic Research, Department of Surgery, Faculty of Medicine and Surgery, University of Western Australia, Perth, WA, Australia; 3Cedars-Sinai Medical Center, Los Angeles, CA, USAAbstract: The current "manufacturing paradigm" of transfusion practice has detached transfusion from the clinical environment. As an example, fresh whole blood in large-volume hemorrhage may be superior to whole blood reconstituted from multiple components. Multicomponent apheresis can overcome logistical difficulties in matching patient needs with fresh component availability and can deliver the benefits of fresh whole blood. Because of the different transfusion needs of patients in emerging economies and the vulnerability of these blood systems to emerging infections, fresh whole blood and multicomponent apheresis can better meet patient needs when compared with transplants of the "manufacturing paradigm". We propose that patient blood management, along with panels of repeat, paid, accredited apheresis and fresh whole-blood donors can be used in emerging economies to support decentralized blood services. This alternative transfusion–medicine paradigm could eventually also be adopted by established economies to focus transfusion medicine on local patient needs and to alleviate the problem of the aging volunteer donor base.Keywords: indications, emerging countries, patient blood management

The Mediterranean Oscillation Teleconnection Index: Station-Based versus Principal Component Paradigms

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Francisco Criado-Aldeanueva

2013-01-01

Full Text Available Two different paradigms of the Mediterranean Oscillation (MO teleconnection index have been compared in this work: station-based definitions obtained by the difference of some climate variable between two selected points in the eastern and western basins (i.e., Algiers and Cairo, Gibraltar and Israel, Marseille and Jerusalem, or south France and Levantine basin and the principal component (PC approach in which the index is obtained as the time series of the first mode of normalised sea level pressure anomalies across the extended Mediterranean region. Interannual to interdecadal precipitation (P, evaporation (E, E-P, and net heat flux have been correlated with the different MO indices to compare their relative importance in the long-term variability of heat and freshwater budgets over the Mediterranean Sea. On an annual basis, the PC paradigm is the most effective tool to assess the effect of the large-scale atmospheric forcing in the Mediterranean Sea because the station-based indices exhibit a very poor correlation with all climatic variables and only influence a reduced fraction of the basin. In winter, the station-based indices highly improve their ability to represent the atmospheric forcing and results are fairly independent of the paradigm used.

A course director's perspectives on problem-based learning curricula in biochemistry.

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Smith, Harold C

2002-12-01

Knowledge of the applications of biochemistry, molecular biology, and genetics in the practice of medicine has been and continues to be a vital part of medical students' and continuing education. The technical background and the rapid expansion of information and new applications have made it an arduous task to learn and teach this material within the already crowded medical school curriculum. Problem-based learning (PBL) formats are rapidly being adopted at all levels of education as not only a major paradigm shift in education but also a solution for the instruction of biochemistry in medical school. Designing an effective biochemistry curriculum with PBL-based or lecture-based formats requires an appreciation for their strengths and weakness. The author's experiences in the Double Helix Curriculum at the University of Rochester School of Medicine and Dentistry (which employs PBL cases and complementing lectures) has shown that students are excited about learning in the PBL environment and explore in depth ways of integrating biochemistry, cell biology, genetics, and molecular biology into the practice of medicine. At the same time, complementary lectures greatly enhance uniformity in the quality and, importantly, the accuracy of the students' learning.

Blended learning as an effective pedagogical paradigm for biomedical science

OpenAIRE

Perry Hartfield

2013-01-01

Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blende...

Optimum Position of Acoustic Emission Sensors for Ship Hull Structural Health Monitoring Based on Deep Machine Learning

DEFF Research Database (Denmark)

Kappatos, Vassilios; Karvelis, Petros; Georgoulas, George

2018-01-01

In this paper a method for the estimation of the optimum sensor positions for acoustic emission localization on ship hull structures is presented. The optimum sensor positions are treated as a classification (localization) problem based on a deep learning paradigm. In order to avoid complex...

Application of two neural network paradigms to the study of voluntary employee turnover.

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Somers, M J

1999-04-01

Two neural network paradigms--multilayer perceptron and learning vector quantization--were used to study voluntary employee turnover with a sample of 577 hospital employees. The objectives of the study were twofold. The 1st was to assess whether neural computing techniques offered greater predictive accuracy than did conventional turnover methodologies. The 2nd was to explore whether computer models of turnover based on neural network technologies offered new insights into turnover processes. When compared with logistic regression analysis, both neural network paradigms provided considerably more accurate predictions of turnover behavior, particularly with respect to the correct classification of leavers. In addition, these neural network paradigms captured nonlinear relationships that are relevant for theory development. Results are discussed in terms of their implications for future research.

Supervised learning of tools for content-based search of image databases

Science.gov (United States)

Delanoy, Richard L.

1996-03-01

A computer environment, called the Toolkit for Image Mining (TIM), is being developed with the goal of enabling users with diverse interests and varied computer skills to create search tools for content-based image retrieval and other pattern matching tasks. Search tools are generated using a simple paradigm of supervised learning that is based on the user pointing at mistakes of classification made by the current search tool. As mistakes are identified, a learning algorithm uses the identified mistakes to build up a model of the user's intentions, construct a new search tool, apply the search tool to a test image, display the match results as feedback to the user, and accept new inputs from the user. Search tools are constructed in the form of functional templates, which are generalized matched filters capable of knowledge- based image processing. The ability of this system to learn the user's intentions from experience contrasts with other existing approaches to content-based image retrieval that base searches on the characteristics of a single input example or on a predefined and semantically- constrained textual query. Currently, TIM is capable of learning spectral and textural patterns, but should be adaptable to the learning of shapes, as well. Possible applications of TIM include not only content-based image retrieval, but also quantitative image analysis, the generation of metadata for annotating images, data prioritization or data reduction in bandwidth-limited situations, and the construction of components for larger, more complex computer vision algorithms.

Researching Style: Epistemology, Paradigm Shifts and Research Interest Groups

Science.gov (United States)

Rayner, Stephen

2011-01-01

This paper identifies the need for a deliberate approach to theory building in the context of researching cognitive and learning style differences in human performance. A case for paradigm shift and a focus upon research epistemology is presented, building upon a recent critique of style research. A proposal for creating paradigm shift is made,…

Some Issues of the Paradigm of Multi-learning Machine - Modular Neural Networks

DEFF Research Database (Denmark)

Wang, Pan; Feng, Shuai; Fan, Zhun

2009-01-01

This paper addresses some issues on the weighted linear integration of modular neural networks (MNN: a paradigm of hybrid multi-learning machines). First, from the general meaning of variable weights and variable elements synthesis, three basic kinds of integrated models are discussed...... a general form while the corresponding computational algorithms are described briefly. The authors present a new training algorithm of sub-networks named “'Expert in one thing and good at many' (EOGM).” In this algorithm, every sub-network is trained on a primary dataset with some of its near neighbors...... as the accessorial datasets. Simulated results with a kind of dynamic integration methods show the effectiveness of these algorithms, where the performance of the algorithm with EOGM is better than that of the algorithm with a common training method....

A Web-Based Learning Support System for Inquiry-Based Learning

Science.gov (United States)

Kim, Dong Won; Yao, Jingtao

The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

Machine learning paradigms applications in recommender systems

CERN Document Server

Lampropoulos, Aristomenis S

2015-01-01

This timely book presents Applications in Recommender Systems which are making recommendations using machine learning algorithms trained via examples of content the user likes or dislikes. Recommender systems built on the assumption of availability of both positive and negative examples do not perform well when negative examples are rare. It is exactly this problem that the authors address in the monograph at hand. Specifically, the books approach is based on one-class classification methodologies that have been appearing in recent machine learning research. The blending of recommender systems and one-class classification provides a new very fertile field for research, innovation and development with potential applications in “big data” as well as “sparse data” problems. The book will be useful to researchers, practitioners and graduate students dealing with problems of extensive and complex data. It is intended for both the expert/researcher in the fields of Pattern Recognition, Machine Learning and ...

Reinforcement active learning in the vibrissae system: optimal object localization.

Science.gov (United States)

Gordon, Goren; Dorfman, Nimrod; Ahissar, Ehud

2013-01-01

Rats move their whiskers to acquire information about their environment. It has been observed that they palpate novel objects and objects they are required to localize in space. We analyze whisker-based object localization using two complementary paradigms, namely, active learning and intrinsic-reward reinforcement learning. Active learning algorithms select the next training samples according to the hypothesized solution in order to better discriminate between correct and incorrect labels. Intrinsic-reward reinforcement learning uses prediction errors as the reward to an actor-critic design, such that behavior converges to the one that optimizes the learning process. We show that in the context of object localization, the two paradigms result in palpation whisking as their respective optimal solution. These results suggest that rats may employ principles of active learning and/or intrinsic reward in tactile exploration and can guide future research to seek the underlying neuronal mechanisms that implement them. Furthermore, these paradigms are easily transferable to biomimetic whisker-based artificial sensors and can improve the active exploration of their environment. Copyright © 2012 Elsevier Ltd. All rights reserved.

Paradigms in the Gerontology Classroom: Connections and Challenges to Learning

Science.gov (United States)

Morgan, Leslie

2012-01-01

The article explores paradigms for approaching course content to be studied in the classroom. These paradigms, or global views about what is of interest or importance and ways of knowing, relate to key questions in gerontology, such as what is the relevant domain/content to be studied, what is the central level of analysis or action, what are…

The maturing of the quality improvement paradigm in the SEL

Science.gov (United States)

Basili, Victor R.

1993-01-01

The Software Engineering Laboratory uses a paradigm for improving the software process and product, called the quality improvement paradigm. This paradigm has evolved over the past 18 years, along with our software development processes and product. Since 1976, when we first began the SEL, we have learned a great deal about improving the software process and product, making a great many mistakes along the way. Quality improvement paradigm, as it is currently defined, can be broken up into six steps: characterize the current project and its environment with respect to the appropriate models and metrics; set the quantifiable goals for successful project performance and improvement; choose the appropriate process model and supporting methods and tools for this project; execute the processes, construct the products, and collect, validate, and analyze the data to provide real-time feedback for corrective action; analyze the data to evaluate the current practices, determine problems, record findings, and make recommendations for future project improvements; and package the experience gained in the form of updated and refined models and other forms of structured knowledge gained from this and prior projects and save it in an experience base to be reused on future projects.

E-Learning and Joomla

Science.gov (United States)

Merino, S.; Martinez, J.; Gutierrez, G.; Galan, J. L.; Rodriguez, P.; Munoz, M. L.; Gonzalez, J. M.; Cordero, P.; Padilla, Y.; Mora, A.; Merida, E.; Rodriguez, F.

2011-01-01

For many years, university teaching was based mainly on lectures, but critics point out that lecturing is mainly a one-way method of communication that does not involve significant audience participation. Nowadays e-learning has become a distance learning paradigm using information technology as the Internet, intranets, emails and multimedia…

The Virtual Teacher (VT) Paradigm: Learning New Patterns of Interpersonal Coordination Using the Human Dynamic Clamp.

Science.gov (United States)

Kostrubiec, Viviane; Dumas, Guillaume; Zanone, Pier-Giorgio; Kelso, J A Scott

2015-01-01

The Virtual Teacher paradigm, a version of the Human Dynamic Clamp (HDC), is introduced into studies of learning patterns of inter-personal coordination. Combining mathematical modeling and experimentation, we investigate how the HDC may be used as a Virtual Teacher (VT) to help humans co-produce and internalize new inter-personal coordination pattern(s). Human learners produced rhythmic finger movements whilst observing a computer-driven avatar, animated by dynamic equations stemming from the well-established Haken-Kelso-Bunz (1985) and Schöner-Kelso (1988) models of coordination. We demonstrate that the VT is successful in shifting the pattern co-produced by the VT-human system toward any value (Experiment 1) and that the VT can help humans learn unstable relative phasing patterns (Experiment 2). Using transfer entropy, we find that information flow from one partner to the other increases when VT-human coordination loses stability. This suggests that variable joint performance may actually facilitate interaction, and in the long run learning. VT appears to be a promising tool for exploring basic learning processes involved in social interaction, unraveling the dynamics of information flow between interacting partners, and providing possible rehabilitation opportunities.

A new hybrid BCI paradigm based on P300 and SSVEP.

Science.gov (United States)

Wang, Minjue; Daly, Ian; Allison, Brendan Z; Jin, Jing; Zhang, Yu; Chen, Lanlan; Wang, Xingyu

2015-04-15

P300 and steady-state visual evoked potential (SSVEP) approaches have been widely used for brain-computer interface (BCI) systems. However, neither of these approaches can work for all subjects. Some groups have reported that a hybrid BCI that combines two or more approaches might provide BCI functionality to more users. Hybrid P300/SSVEP BCIs have only recently been developed and validated, and very few avenues to improve performance have been explored. The present study compares an established hybrid P300/SSVEP BCIs paradigm to a new paradigm in which shape changing, instead of color changing, is adopted for P300 evocation to decrease the degradation on SSVEP strength. The result shows that the new hybrid paradigm presented in this paper yields much better performance than the normal hybrid paradigm. A performance increase of nearly 20% in SSVEP classification is achieved using the new hybrid paradigm in comparison with the normal hybrid paradigm. All the paradigms except the normal hybrid paradigm used in this paper obtain 100% accuracy in P300 classification. The new hybrid P300/SSVEP BCIs paradigm in which shape changing, instead of color changing, could obtain as high classification accuracy of SSVEP as the traditional SSVEP paradigm and could obtain as high classification accuracy of P300 as the traditional P300 paradigm. P300 did not interfere with the SSVEP response using the new hybrid paradigm presented in this paper, which was superior to the normal hybrid P300/SSVEP paradigm. Copyright © 2014 Elsevier B.V. All rights reserved.

Self-Paced Prioritized Curriculum Learning With Coverage Penalty in Deep Reinforcement Learning.

Science.gov (United States)

Ren, Zhipeng; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Zhipeng Ren; Daoyi Dong; Huaxiong Li; Chunlin Chen; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Ren, Zhipeng

2018-06-01

In this paper, a new training paradigm is proposed for deep reinforcement learning using self-paced prioritized curriculum learning with coverage penalty. The proposed deep curriculum reinforcement learning (DCRL) takes the most advantage of experience replay by adaptively selecting appropriate transitions from replay memory based on the complexity of each transition. The criteria of complexity in DCRL consist of self-paced priority as well as coverage penalty. The self-paced priority reflects the relationship between the temporal-difference error and the difficulty of the current curriculum for sample efficiency. The coverage penalty is taken into account for sample diversity. With comparison to deep Q network (DQN) and prioritized experience replay (PER) methods, the DCRL algorithm is evaluated on Atari 2600 games, and the experimental results show that DCRL outperforms DQN and PER on most of these games. More results further show that the proposed curriculum training paradigm of DCRL is also applicable and effective for other memory-based deep reinforcement learning approaches, such as double DQN and dueling network. All the experimental results demonstrate that DCRL can achieve improved training efficiency and robustness for deep reinforcement learning.

Paradigme(s émergent(s autour des apprentissages collectifs médiatisés en langues Emerging Paradigms in the Field of Computer-Assisted Collective Language Learning

Directory of Open Access Journals (Sweden)

Katerina Zourou

2007-11-01

Full Text Available De nombreuses recherches se penchent sur l'évolution du champ de l'Apprentissage des Langues Assisté par Ordinateur (Alao, nous aborderons ici les problématiques liées aux nouvelles approches en sciences cognitives et en particulier la cognition distribuée et les Acao (Apprentissages Collectifs Assistés par Ordinateur, Computer Supported Collaborative Learning, CSCL, dans la terminologie anglophone. Après un survol des débats menés à l'intérieur de ces champs, nous nous questionnerons sur leurs retentissements en Alao en nous focalisant sur les travaux anglo-saxons, actuellement plus nombreux que les recherches francophones. Notre article propose d'apporter quelques éléments de réponse aux interrogations suivantes : de quelle manière les différents courants en apprentissage de langues médiatisé réagissent-ils aux débats portant sur l'indissociabilité du social et du culturel (notamment technologique en apprentissage et en cognition ? Que nous disent les mutations actuelles en Alao sur la pertinence de cette approche ? Quel serait son potentiel pour les discussions théoriques et méthodologiques en Alao ?The evolution of Computer Assisted Language Learning (CALL is the subject of many studies. We will discuss the influence of cognitive sciences and more specifically the distributed cognition paradigm and the latest developments in Computer Supported Collaborative Learning (CSCL. After a review of the discussions carried out in these fields, we will point out their repercussions on CALL, by focusing on current literature in English, more abundant than French literature is at the time. Some of the questions we will try to elucidate are the following: how do the various trends in CALL respond to the discussions about the non-dissociability of social and cultural (in particular technological properties in learning and cognition? What do the current changes in CALL tell us of relevance to this approach? Which would be its

Nurse faculty experiences in problem-based learning: an interpretive phenomenologic analysis.

Science.gov (United States)

Paige, Jane B; Smith, Regina O

2013-01-01

This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program. Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship. An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program. Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process. Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.

Student Perceptions of Active Learning

Science.gov (United States)

Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

2015-01-01

A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

Physics meets fine arts: a project-based learning path on infrared imaging

Science.gov (United States)

Bonanno, A.; Bozzo, G.; Sapia, P.

2018-03-01

Infrared imaging represents a noninvasive tool for cultural heritage diagnostics, based on the capability of IR radiation to penetrate the most external layers of different objects (as for example paintings), revealing hidden features of artworks. From an educational viewpoint, this diagnostic technique offers teachers the opportunity to address manifold topics pertaining to the physics and technology of electromagnetic radiation, with particular emphasis on the nature of color and its physical correlates. Moreover, the topic provides interesting interdisciplinary bridges towards the human sciences. In this framework, we present a hands-on learning sequence, suitable for both high school students and university freshmen, inspired by the project-based learning (PBL) paradigm, designed and implemented in the context of an Italian national project aimed at offering students the opportunity to participate in educational activities within a real working context. In a preliminary test we involved a group of 23 high school students while they were working as apprentices in the Laboratory of Applied Physics for Cultural Heritage (ArcheoLab) at the University of Calabria. Consistently with the PBL paradigm, students were given well-defined practical goals to be achieved. As final goals they were asked (i) to construct and to test a low cost device (based on a disused commercial camera) appropriate for performing educational-grade IR investigations on paintings, and (ii) to prepare a device working as a simple spectrometer (recycling the optical components of a disused video projector), suitable for characterizing various light sources in order to identify the most appropriate for infrared imaging. The proposed learning path has shown (in the preliminary test) to be effective in fostering students’ interest towards physics and its technological applications, especially because pupils perceived the context (i.e. physics applied to the protection and restoration of cultural

Resting heart rate variability predicts safety learning and fear extinction in an interoceptive fear conditioning paradigm.

Directory of Open Access Journals (Sweden)

Meike Pappens

Full Text Available This study aimed to investigate whether interindividual differences in autonomic inhibitory control predict safety learning and fear extinction in an interoceptive fear conditioning paradigm. Data from a previously reported study (N = 40 were extended (N = 17 and re-analyzed to test whether healthy participants' resting heart rate variability (HRV - a proxy of cardiac vagal tone - predicts learning performance. The conditioned stimulus (CS was a slight sensation of breathlessness induced by a flow resistor, the unconditioned stimulus (US was an aversive short-lasting suffocation experience induced by a complete occlusion of the breathing circuitry. During acquisition, the paired group received 6 paired CS-US presentations; the control group received 6 explicitly unpaired CS-US presentations. In the extinction phase, both groups were exposed to 6 CS-only presentations. Measures included startle blink EMG, skin conductance responses (SCR and US-expectancy ratings. Resting HRV significantly predicted the startle blink EMG learning curves both during acquisition and extinction. In the unpaired group, higher levels of HRV at rest predicted safety learning to the CS during acquisition. In the paired group, higher levels of HRV were associated with better extinction. Our findings suggest that the strength or integrity of prefrontal inhibitory mechanisms involved in safety- and extinction learning can be indexed by HRV at rest.

The resilience of paradigm mixes

DEFF Research Database (Denmark)

Daugbjerg, Carsten; Farsund, Arild Aurvåg; Langhelle, Oluf

2017-01-01

This paper argues that a policy regime based on a paradigm mix may be resilient when challenged by changing power balances and new agendas. Controversies between the actors can be contained within the paradigm mix as it enables them to legitimize different ideational positions. Rather than engaging...... context changed. The paradigm mix proved sufficiently flexible to accommodate food security concerns and at the same time continue to take steps toward further liberalization. Indeed, the main players have not challenged the paradigm mix....

A new approach for crude oil price prediction based on stream learning

Directory of Open Access Journals (Sweden)

Shuang Gao

2017-01-01

Full Text Available Crude oil is the world's leading fuel, and its prices have a big impact on the global environment, economy as well as oil exploration and exploitation activities. Oil price forecasts are very useful to industries, governments and individuals. Although many methods have been developed for predicting oil prices, it remains one of the most challenging forecasting problems due to the high volatility of oil prices. In this paper, we propose a novel approach for crude oil price prediction based on a new machine learning paradigm called stream learning. The main advantage of our stream learning approach is that the prediction model can capture the changing pattern of oil prices since the model is continuously updated whenever new oil price data are available, with very small constant overhead. To evaluate the forecasting ability of our stream learning model, we compare it with three other popular oil price prediction models. The experiment results show that our stream learning model achieves the highest accuracy in terms of both mean squared prediction error and directional accuracy ratio over a variety of forecast time horizons.

Information processing psychology: A promising paradigm for research in science teaching

Science.gov (United States)

Stewart, James H.; Atkin, Julia A.

Three research paradigms, those of Ausubel, Gagné and Piaget, have received a great deal of attention in the literature of science education. In this article a fourth paradigm is presented - an information processing psychology paradigm. The article is composed of two sections. The first section describes a model of memory developed by information processing psychologists. The second section describes how such a model could be used to guide science education research on learning and problem solving.Received: 19 October 1981

Learning second language vocabulary: neural dissociation of situation-based learning and text-based learning.

Science.gov (United States)

Jeong, Hyeonjeong; Sugiura, Motoaki; Sassa, Yuko; Wakusawa, Keisuke; Horie, Kaoru; Sato, Shigeru; Kawashima, Ryuta

2010-04-01

Second language (L2) acquisition necessitates learning and retrieving new words in different modes. In this study, we attempted to investigate the cortical representation of an L2 vocabulary acquired in different learning modes and in cross-modal transfer between learning and retrieval. Healthy participants learned new L2 words either by written translations (text-based learning) or in real-life situations (situation-based learning). Brain activity was then measured during subsequent retrieval of these words. The right supramarginal gyrus and left middle frontal gyrus were involved in situation-based learning and text-based learning, respectively, whereas the left inferior frontal gyrus was activated when learners used L2 knowledge in a mode different from the learning mode. Our findings indicate that the brain regions that mediate L2 memory differ according to how L2 words are learned and used. Copyright 2009 Elsevier Inc. All rights reserved.

Astrobiology Learning Progressions: Linking Astrobiology Concepts with the 3D Learning Paradigm of NGSS

Science.gov (United States)

Scalice, D.; Davis, H. B.; Leach, D.; Chambers, N.

2016-12-01

The Next Generation Science Standards (NGSS) introduce a Framework for teaching and learning with three interconnected "dimensions:" Disciplinary Core Ideas (DCI's), Cross-cutting Concepts (CCC's), and Science and Engineering Practices (SEP's). This "3D" Framework outlines progressions of learning from K-12 based on the DCI's, detailing which parts of a concept should be taught at each grade band. We used these discipline-based progressions to synthesize interdisciplinary progressions for core concepts in astrobiology, such as the origins of life, what makes a world habitable, biosignatures, and searching for life on other worlds. The final product is an organizing tool for lesson plans, learning media, and other educational materials in astrobiology, as well as a fundamental resource in astrobiology education that serves both educators and scientists as they plan and carry out their programs for learners.

Biologically based neural circuit modelling for the study of fear learning and extinction

Science.gov (United States)

Nair, Satish S.; Paré, Denis; Vicentic, Aleksandra

2016-11-01

The neuronal systems that promote protective defensive behaviours have been studied extensively using Pavlovian conditioning. In this paradigm, an initially neutral-conditioned stimulus is paired with an aversive unconditioned stimulus leading the subjects to display behavioural signs of fear. Decades of research into the neural bases of this simple behavioural paradigm uncovered that the amygdala, a complex structure comprised of several interconnected nuclei, is an essential part of the neural circuits required for the acquisition, consolidation and expression of fear memory. However, emerging evidence from the confluence of electrophysiological, tract tracing, imaging, molecular, optogenetic and chemogenetic methodologies, reveals that fear learning is mediated by multiple connections between several amygdala nuclei and their distributed targets, dynamical changes in plasticity in local circuit elements as well as neuromodulatory mechanisms that promote synaptic plasticity. To uncover these complex relations and analyse multi-modal data sets acquired from these studies, we argue that biologically realistic computational modelling, in conjunction with experiments, offers an opportunity to advance our understanding of the neural circuit mechanisms of fear learning and to address how their dysfunction may lead to maladaptive fear responses in mental disorders.

Quantifying motivation with effort-based decision-making paradigms in health and disease.

Science.gov (United States)

Chong, T T-J; Bonnelle, V; Husain, M

2016-01-01

Motivation can be characterized as a series of cost-benefit valuations, in which we weigh the amount of effort we are willing to expend (the cost of an action) in return for particular rewards (its benefits). Human motivation has traditionally been measured with self-report and questionnaire-based tools, but an inherent limitation of these methods is that they are unable to provide a mechanistic explanation of the processes underlying motivated behavior. A major goal of current research is to quantify motivation objectively with effort-based decision-making paradigms, by drawing on a rich literature from nonhuman animals. Here, we review this approach by considering the development of these paradigms in the laboratory setting over the last three decades, and their more recent translation to understanding choice behavior in humans. A strength of this effort-based approach to motivation is that it is capable of capturing the wide range of individual differences, and offers the potential to dissect motivation into its component elements, thus providing the basis for more accurate taxonomic classifications. Clinically, modeling approaches might provide greater sensitivity and specificity to diagnosing disorders of motivation, for example, in being able to detect subclinical disorders of motivation, or distinguish a disorder of motivation from related but separate syndromes, such as depression. Despite the great potential in applying effort-based paradigms to index human motivation, we discuss several caveats to interpreting current and future studies, and the challenges in translating these approaches to the clinical setting. © 2016 Elsevier B.V. All rights reserved.

Learning with partially labeled and interdependent data

CERN Document Server

Amini, Massih-Reza

2015-01-01

This book develops two key machine learning principles: the semi-supervised paradigm and learning with interdependent data. It reveals new applications, primarily web related, that transgress the classical machine learning framework through learning with interdependent data. The book traces how the semi-supervised paradigm and the learning to rank paradigm emerged from new web applications, leading to a massive production of heterogeneous textual data. It explains how semi-supervised learning techniques are widely used, but only allow a limited analysis of the information content and thus d

Learning and structure of neuronal networks

Indian Academy of Sciences (India)

We study the effect of learning dynamics on network topology. Firstly, a network of discrete dynamical systems is considered for this purpose and the coupling strengths are made to evolve according to a temporal learning rule that is based on the paradigm of spike-time-dependent plasticity (STDP). This incorporates ...

An Autonomous Mobile Agent-Based Distributed Learning Architecture-A Proposal and Analytical Analysis

Directory of Open Access Journals (Sweden)

I. Ahmed M. J. SADIIG

2005-10-01

Full Text Available An Autonomous Mobile Agent-Based Distributed Learning Architecture-A Proposal and Analytical Analysis Dr. I. Ahmed M. J. SADIIG Department of Electrical & Computer EngineeringInternational Islamic University GombakKuala Lumpur-MALAYSIA ABSTRACT The traditional learning paradigm invoving face-to-face interaction with students is shifting to highly data-intensive electronic learning with the advances in Information and Communication Technology. An important component of the e-learning process is the delivery of the learning contents to their intended audience over a network. A distributed learning system is dependent on the network for the efficient delivery of its contents to the user. However, as the demand of information provision and utilization increases on the Internet, the current information service provision and utilization methods are becoming increasingly inefficient. Although new technologies have been employed for efficient learning methodologies within the context of an e-learning environment, the overall efficiency of the learning system is dependent on the mode of distribution and utilization of its learning contents. It is therefore imperative to employ new techniques to meet the service demands of current and future e-learning systems. In this paper, an architecture based on autonomous mobile agents creating a Faded Information Field is proposed. Unlike the centralized information distribution in a conventional e-learning system, the information is decentralized in the proposed architecture resulting in increased efficiency of the overall system for distribution and utilization of system learning contents efficiently and fairly. This architecture holds the potential to address the heterogeneous user requirements as well as the changing conditions of the underlying network.

The Underlying Social Dynamics of Paradigm Shifts.

Science.gov (United States)

Rodriguez-Sickert, Carlos; Cosmelli, Diego; Claro, Francisco; Fuentes, Miguel Angel

2015-01-01

We develop here a multi-agent model of the creation of knowledge (scientific progress or technological evolution) within a community of researchers devoted to such endeavors. In the proposed model, agents learn in a physical-technological landscape, and weight is attached to both individual search and social influence. We find that the combination of these two forces together with random experimentation can account for both i) marginal change, that is, periods of normal science or refinements on the performance of a given technology (and in which the community stays in the neighborhood of the current paradigm); and ii) radical change, which takes the form of scientific paradigm shifts (or discontinuities in the structure of performance of a technology) that is observed as a swift migration of the knowledge community towards the new and superior paradigm. The efficiency of the search process is heavily dependent on the weight that agents posit on social influence. The occurrence of a paradigm shift becomes more likely when each member of the community attaches a small but positive weight to the experience of his/her peers. For this parameter region, nevertheless, a conservative force is exerted by the representatives of the current paradigm. However, social influence is not strong enough to seriously hamper individual discovery, and can act so as to empower successful individual pioneers who have conquered the new and superior paradigm.

The Underlying Social Dynamics of Paradigm Shifts.

Directory of Open Access Journals (Sweden)

Carlos Rodriguez-Sickert

Full Text Available We develop here a multi-agent model of the creation of knowledge (scientific progress or technological evolution within a community of researchers devoted to such endeavors. In the proposed model, agents learn in a physical-technological landscape, and weight is attached to both individual search and social influence. We find that the combination of these two forces together with random experimentation can account for both i marginal change, that is, periods of normal science or refinements on the performance of a given technology (and in which the community stays in the neighborhood of the current paradigm; and ii radical change, which takes the form of scientific paradigm shifts (or discontinuities in the structure of performance of a technology that is observed as a swift migration of the knowledge community towards the new and superior paradigm. The efficiency of the search process is heavily dependent on the weight that agents posit on social influence. The occurrence of a paradigm shift becomes more likely when each member of the community attaches a small but positive weight to the experience of his/her peers. For this parameter region, nevertheless, a conservative force is exerted by the representatives of the current paradigm. However, social influence is not strong enough to seriously hamper individual discovery, and can act so as to empower successful individual pioneers who have conquered the new and superior paradigm.

Quantitative analysis of distributed control paradigms of robot swarms

DEFF Research Database (Denmark)

Ngo, Trung Dung

2010-01-01

describe the physical and simulated robots, experiment scenario, and experiment setup. Third, we present our robot controllers based on behaviour based and neural network based paradigms. Fourth, we graphically show their experiment results and quantitatively analyse the results in comparison of the two......Given a task of designing controller for mobile robots in swarms, one might wonder which distributed control paradigms should be selected. Until now, paradigms of robot controllers have been within either behaviour based control or neural network based control, which have been recognized as two...... mainstreams of controller design for mobile robots. However, in swarm robotics, it is not clear how to determine control paradigms. In this paper we study the two control paradigms with various experiments of swarm aggregation. First, we introduce the two control paradigms for mobile robots. Second, we...

BOOK REVIEW INTELLIGENT DATA ANALYSIS FOR E-LEARNING Enhancing Security and Trustworthiness in Online Learning Systems Written by Jorge Miguel, Santi Caballe, and Fatos Xhafa

Directory of Open Access Journals (Sweden)

Hilal Seda YILDIZ AYBEK

2017-10-01

Full Text Available With the rapid development of Internet technologies, various paradigms of learning can be adapted to e-learning environments. One of these paradigms, Computer-Supported Collaborative Learning (CSCL, can be presented to learners through web-based systems such as LMS while incorporating peer-to-peer (P2P learning, measurement, and evaluation strategies. In this book titled Intelligent Data Analysis for e-Learning Enhancing Security and Trustworthiness in Online Learning Systems, various strategies and applications are presented to ensure trustworthiness in e-learning environments, especially where the CSCL paradigm is adopted. A comprehensive literature review on student security, privacy, and trustworthiness has been presented in a very detailed and comprehensive way. This allowed readers to conceptually prepare for detailed applications in the later parts of the book and case studies at the Universitat Oberta de Catalunya. In addition to the applications that are presented in detail, the approaches and techniques such as Learning Analytics, Educational Data Mining, distributed computing, and massive data processing are shared through detailed applications of how to adapt to the measurement and evaluation applications offered in online learning environments in the context of trustworthiness.

Video-based lectures: An emerging paradigm for teaching human ...

African Journals Online (AJOL)

Video-based teaching material is a rich and powerful medium being used in computer assisted learning. This paper aimed to assess the learning outcomes and student nurses' acceptance and satisfaction with the video-based lectures versus the traditional method of teaching human anatomy and physiology courses.

Student’s perspectives on Education for Sustainable Development in a problem based learning environment

DEFF Research Database (Denmark)

Guerra, Aida; Holgaard, Jette Egelund

2013-01-01

at these PBL institutions experience the strength of this pedagogy when being educated for sustainability. This paper aims to investigate how students perceive and integrate ESD in a PBL environment. Results exemplify how PBL moves beyond awareness about sustainability as the problem based learning model......In a society characterized by fast technological advances and increasing pressure on economic, ecological as well as social systems, it is important to educate engineers with a broader, reflective and sustainable perspective in alignment with their professional practice. This poses challenges...... to most engineering programmes, and scholars argue that a paradigm shift is needed to developing engineering education (EE) to embrace education for sustainable development (ESD). However, some of the more innovative pedagogies as for example problem based and project organised learning (PBL) already seem...

Iterative learning control an optimization paradigm

CERN Document Server

Owens, David H

2016-01-01

This book develops a coherent theoretical approach to algorithm design for iterative learning control based on the use of optimization concepts. Concentrating initially on linear, discrete-time systems, the author gives the reader access to theories based on either signal or parameter optimization. Although the two approaches are shown to be related in a formal mathematical sense, the text presents them separately because their relevant algorithm design issues are distinct and give rise to different performance capabilities. Together with algorithm design, the text demonstrates that there are new algorithms that are capable of incorporating input and output constraints, enable the algorithm to reconfigure systematically in order to meet the requirements of different reference signals and also to support new algorithms for local convergence of nonlinear iterative control. Simulation and application studies are used to illustrate algorithm properties and performance in systems like gantry robots and other elect...

Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning

Directory of Open Access Journals (Sweden)

Mestan KUCUK

2004-04-01

Full Text Available This book is published by Idea Group Publishing. The book has threesections which consist of sixteen chapters. In addition of those it has an author bibliography and an index. 28 authors, including editors, have contributed to the book.This book consists of three sections. First section focuses on strategies and paradigms. Second section is about course development instruction and quality issues.

Behaviour of a genetic mouse model of depression in the learned helplessness paradigm.

Science.gov (United States)

Bougarel, Laure; Guitton, Jérôme; Zimmer, Luc; Vaugeois, Jean-Marie; El Yacoubi, Malika

2011-06-01

H/Rouen (displaying a helpless phenotype in the tail suspension test) mice exhibiting features of depressive disorders and NH/Rouen (displaying non-helpless phenotype) mice were previously created through behavioural screening and selective breeding. Learned helplessness (LH), in which footshock stress induces a coping deficit, models some aspects of depression in rodents, but so far, fewer LH studies have been performed in mice than in rats. To study H/Rouen and NH/Rouen in the LH paradigm. When CD1 mice were submitted to footshock with various training durations and shock intensities, the most suitable parameters to induce a behavioural deficit were 0.3 mA and four training sessions. A significantly longer latency to escape shocks was found in male H/Rouen mice compared to male NH/Rouen mice. On the other hand, once shocked, NH/Rouen mice showed more severe coping deficits than H/Rouen mice. In addition, a sub-chronic treatment with fluoxetine lacked efficacy in NH/Rouen mice, whereas it improved performances in H/Rouen mice. We also found that a shock reminder at day 8, subsequent to inescapable shocks, maintained helplessness for 20 days. Finally, female H/Rouen mice responded to chronic fluoxetine administration after 10 days of treatment, while a 20-day treatment was necessary to improve the behavioural deficit in H/Rouen male mice. H/Rouen and NH/Rouen lines displayed different despair-related behaviour in the LH paradigm. Fluoxetine had beneficial effects after sub-chronic or chronic but not acute treatment of H/Rouen mice, thus providing a pharmacological validation of the protocols.

An intelligent service-based layered architecture for e learning and assessment

International Nuclear Information System (INIS)

Javaid, Q.; Arif, F.

2017-01-01

The rapid advancement in ICT (Information and Communication Technology) is causing a paradigm shift in eLearning domain. Traditional eLearning systems suffer from certain shortcomings like tight coupling of system components, lack of personalization, flexibility, and scalability and performance issues. This study aims at addressing these challenges through an MAS (Multi Agent System) based multi-layer architecture supported by web services. The foremost objective of this study is to enhance learning process efficiency by provision of flexibility features for learning and assessment processes. Proposed architecture consists of two sub-system namely eLearning and eAssesssment. This architecture comprises of five distinct layers for each sub-system, with active agents responsible for miscellaneous tasks including content handling, updating, resource optimization, load handling and provision of customized environments for learners and instructors. Our proposed architecture aims at establishment of a facilitation level to learners as well as instructors for convenient acquisition and dissemination of knowledge. Personalization features like customized environments, personalized content retrieval and recommendations, adaptive assessment and reduced response time, are believed to significantly enhance learning and tutoring experience. In essence characteristics like intelligence, personalization, interactivity, usability, laidback accessibility and security, signify aptness of proposed architecture for improving conventional learning and assessment processes. Finally we have evaluated our proposed architecture by means of analytical comparison and survey considering certain quality attributes. (author)

[New paradigm for soil and water conservation: a method based on watershed process modeling and scenario analysis].

Science.gov (United States)

Zhu, A-Xing; Chen, La-Jiao; Qin, Cheng-Zhi; Wang, Ping; Liu, Jun-Zhi; Li, Run-Kui; Cai, Qiang-Guo

2012-07-01

With the increase of severe soil erosion problem, soil and water conservation has become an urgent concern for sustainable development. Small watershed experimental observation is the traditional paradigm for soil and water control. However, the establishment of experimental watershed usually takes long time, and has the limitations of poor repeatability and high cost. Moreover, the popularization of the results from the experimental watershed is limited for other areas due to the differences in watershed conditions. Therefore, it is not sufficient to completely rely on this old paradigm for soil and water loss control. Recently, scenario analysis based on watershed modeling has been introduced into watershed management, which can provide information about the effectiveness of different management practices based on the quantitative simulation of watershed processes. Because of its merits such as low cost, short period, and high repeatability, scenario analysis shows great potential in aiding the development of watershed management strategy. This paper elaborated a new paradigm using watershed modeling and scenario analysis for soil and water conservation, illustrated this new paradigm through two cases for practical watershed management, and explored the future development of this new soil and water conservation paradigm.

Problem Based Learning

DEFF Research Database (Denmark)

de Graaff, Erik; Guerra, Aida

, the key principles remain the same everywhere. Graaff & Kolmos (2003) identify the main PBL principles as follows: 1. Problem orientation 2. Project organization through teams or group work 3. Participant-directed 4. Experiental learning 5. Activity-based learning 6. Interdisciplinary learning and 7...... model and in general problem based and project based learning. We apply the principle of teach as you preach. The poster aims to outline the visitors’ workshop programme showing the results of some recent evaluations.......Problem-Based Learning (PBL) is an innovative method to organize the learning process in such a way that the students actively engage in finding answers by themselves. During the past 40 years PBL has evolved and diversified resulting in a multitude in variations in models and practices. However...

Three paradigms of horror

OpenAIRE

Dejan Ognjanović

2016-01-01

Starting with the definition of horror as a literary genre the core story of which is based on a meeting with threatening Otherness whose influx into consensual reality and it’s tacit normality creates unrest and awakens fear in the protagonists and the audience, this paper defines the three key paradigms of the horror genre, based on the causes of fear, or rather the “monstrous” Otherness in them. Paradigm 1 concerns the “fear of one’s own self”: the root of the fear is inside, in the indivi...

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

Directory of Open Access Journals (Sweden)

Virginia Lopez-Alonso

2018-04-01

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

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

Science.gov (United States)

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

2018-01-01

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

Building (e-)learning bridges between Portugal and Turkey

OpenAIRE

Lencastre, José Alberto; Bronze, José Carlos; Ilin, Sukru Çetin; Özonur, Mesut

2014-01-01

E-Learning has revolutionized learning as we know it [1]. Shifting beyond traditional mode of education, e-Learning has become an advantage for all learners in general. Further, e-Learning also bridges the gap of learning across borders, emerging as the new paradigm of modern education [2]. With e-Learning, learners can have access to training in other universities and to academic resource materials from other countries, thereby broadening the knowledge base of students. Despite these promisi...

Effects of fluoxetine on CRF and CRF1 expression in rats exposed to the learned helplessness paradigm.

Science.gov (United States)

Fernández Macedo, Georgina Valeria; Cladouchos, María Laura; Sifonios, Laura; Cassanelli, Pablo Martín; Wikinski, Silvia

2013-02-01

Stress is a common antecedent reported by people suffering major depression. In these patients, extrahypothalamic brain areas, like the hippocampus and basolateral amygdala (BLA), have been found to be affected. The BLA synthesizes CRF, a mediator of the stress response, and projects to hippocampus. The main hippocampal target for this peptide is the CRF subtype 1 receptor (CRF1). Evidence points to a relationship between dysregulation of CRF/CRF1 extrahypothalamic signaling and depression. Because selective serotonin reuptake inhibitors (SSRIs) are the first-line pharmacological treatment for depression, we investigated the effect of chronic treatment with the SSRI fluoxetine on long-term changes in CRF/CRF1 signaling in animals showing a depressive-like behavior. Male Wistar rats were exposed to the learned helplessness paradigm (LH). After evaluation of behavioral impairment, the animals were treated with fluoxetine (10 mg/kg i.p.) or saline for 21 days. We measured BLA CRF expression with RT-PCR and CRF1 expression in CA3 and the dentate gyrus of the hippocampus with in situ hybridization. We also studied the activation of one of CRF1's major intracellular signaling targets, the extracellular signal-related kinases 1 and 2 (ERK1/2) in CA3. In saline-treated LH animals, CRF expression in the BLA increased, while hippocampal CRF1 expression and ERK1/2 activation decreased. Treatment with fluoxetine reversed the changes in CRF and CRF1 expressions, but not in ERK1/2 activation. In animals exposed to the learned helplessness paradigm, there are long-term changes in CRF and CRF1 expression that are restored with a behaviorally effective antidepressant treatment.

Choosing Learning Methods Suitable for Teaching and Learning in Computer Science

Science.gov (United States)

Taylor, Estelle; Breed, Marnus; Hauman, Ilette; Homann, Armando

2013-01-01

Our aim is to determine which teaching methods students in Computer Science and Information Systems prefer. There are in total 5 different paradigms (behaviorism, cognitivism, constructivism, design-based and humanism) with 32 models between them. Each model is unique and states different learning methods. Recommendations are made on methods that…

Strengths-based Learning

DEFF Research Database (Denmark)

Ledertoug, Mette Marie

-being. The Ph.D.-project in Strength-based learning took place in a Danish school with 750 pupils age 6-16 and a similar school was functioning as a control group. The presentation will focus on both the aware-explore-apply processes and the practical implications for the schools involved, and on measurable......Strength-based learning - Children͛s Character Strengths as Means to their Learning Potential͛ is a Ph.D.-project aiming to create a strength-based mindset in school settings and at the same time introducing strength-based interventions as specific tools to improve both learning and well...

Game-Based Learning in Science Education: A Review of Relevant Research

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Li, Ming-Chaun; Tsai, Chin-Chung

2013-12-01

The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students' problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed.

Analyzing discourse and text complexity for learning and collaborating a cognitive approach based on natural language processing

CERN Document Server

Dascălu, Mihai

2014-01-01

With the advent and increasing popularity of Computer Supported Collaborative Learning (CSCL) and e-learning technologies, the need of automatic assessment and of teacher/tutor support for the two tightly intertwined activities of comprehension of reading materials and of collaboration among peers has grown significantly. In this context, a polyphonic model of discourse derived from Bakhtin’s work as a paradigm is used for analyzing both general texts and CSCL conversations in a unique framework focused on different facets of textual cohesion. As specificity of our analysis, the individual learning perspective is focused on the identification of reading strategies and on providing a multi-dimensional textual complexity model, whereas the collaborative learning dimension is centered on the evaluation of participants’ involvement, as well as on collaboration assessment. Our approach based on advanced Natural Language Processing techniques provides a qualitative estimation of the learning process and enhance...

The role of derivational paradigms with adjectival base in Old English word-formation

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Carmen Novo Urraca

2014-05-01

Full Text Available The aim of this article is to identify the primary adjectives of Old English as well as to gather the derivational paradigms that revolve around them. All in all, 459 primary adjectives are identified, which function as base of 6,587 derivatives. Two conclusions are drawn from the analysis. In the first place, the concept of derivational paradigm contributes to the explanation of the overall organization of the lexicon, while allowing for the discussion of questions that are at the core of current morphological theory, such as recursivity and productivity. The conclusion is drawn that primary adjectives play a significant role in Old English derivation. Even though they are not as productive as strong verbs, primary adjectives function as base of derivation of a significant number of non-basic terms, which, moreover, belong to all lexical categories and nearly all grammatical classes.

Fueling a Third Paradigm of Education: The Pedagogical Implications of Digital, Social and Mobile Media

Science.gov (United States)

Pavlik, John V.

2015-01-01

Emerging technologies are fueling a third paradigm of education. Digital, networked and mobile media are enabling a disruptive transformation of the teaching and learning process. This paradigm challenges traditional assumptions that have long characterized educational institutions and processes, including basic notions of space, time, content,…

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes.

Science.gov (United States)

Kiteley, Robin J; Ormrod, Graham

2009-08-01

E-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery [HEFCE, 2005. HEFCE Strategy for E-Learning 2005/12. Bristol, UK, Higher Education Funding Council for England (HEFCE). [online] Available at: Accessed: 30 May 07]. This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why e-learning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.

Effort-Based Decision Making in Schizophrenia: Evaluation of Paradigms to Measure Motivational Deficits.

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Green, Michael F; Horan, William P

2015-09-01

Effort-based decision making requires one to decide how much effort to expend for a certain amount of reward. As the amount of reward goes up most people are willing to exert more effort. This relationship between reward level and effort expenditure can be measured in specialized performance-based tasks that have only recently been applied to schizophrenia. Such tasks provide a way to measure objectively motivational deficits in schizophrenia, which now are only assessed with clinical interviews of negative symptoms. The articles in this theme provide reviews of the relevant animal and human literatures (first 2 articles), and then a psychometric evaluation of 5 effort-based decision making paradigms (last 2 articles). This theme section is intended to stimulate interest in this emerging area among basic scientists developing paradigms for preclinical studies, human experimentalists trying to disentangle factors that contribute to performance on effort-based tasks, and investigators looking for objective endpoints for clinical trials of negative symptoms in schizophrenia. © The Author 2015. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Learning from the problems of problem-based learning

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Epstein Richard

2004-01-01

Full Text Available Abstract Background The last decade has witnessed a rapid expansion of biomedical knowledge. Despite this, fashions in medical education over the same period have shifted away from factual (didactic teaching and towards contextual, or problem-based, learning (PBL. This paradigm shift has been justified by studies showing that PBL improves reasoning and communication while being associated with few if any detectable knowledge deficits. Discussion Analysis of the literature indicates that the recent rapid rise of PBL has closely paralleled the timing of the information explosion. The growing dominance of PBL could thus worsen the problems of information management in medical education via several mechanisms: first, by creating the impression that a defined spectrum of core factual knowledge suffices for clinical competence despite ongoing knowledge expansion (quality cost; second, by dissuading teachers from refining the educational utility of didactic modalities (improvement cost; and third, by reducing faculty time for developing reusable resources to impart factual knowledge more efficiently (opportunity cost. Summary These costs of PBL imply a need for strengthening the knowledge base of 21st-century medical graduates. New initiatives towards this end could include the development of more integrated cognitive techniques for facilitating the comprehension of complex data; the design of differentiated medical curricula for producing graduates with defined high-priority skill sets; and the encouragement of more cost-effective faculty teaching activities focused on the prototyping and testing of innovative commercializable educational tools.

Resident Space Object Characterization and Behavior Understanding via Machine Learning and Ontology-based Bayesian Networks

Science.gov (United States)

Furfaro, R.; Linares, R.; Gaylor, D.; Jah, M.; Walls, R.

2016-09-01

In this paper, we present an end-to-end approach that employs machine learning techniques and Ontology-based Bayesian Networks (BN) to characterize the behavior of resident space objects. State-of-the-Art machine learning architectures (e.g. Extreme Learning Machines, Convolutional Deep Networks) are trained on physical models to learn the Resident Space Object (RSO) features in the vectorized energy and momentum states and parameters. The mapping from measurements to vectorized energy and momentum states and parameters enables behavior characterization via clustering in the features space and subsequent RSO classification. Additionally, Space Object Behavioral Ontologies (SOBO) are employed to define and capture the domain knowledge-base (KB) and BNs are constructed from the SOBO in a semi-automatic fashion to execute probabilistic reasoning over conclusions drawn from trained classifiers and/or directly from processed data. Such an approach enables integrating machine learning classifiers and probabilistic reasoning to support higher-level decision making for space domain awareness applications. The innovation here is to use these methods (which have enjoyed great success in other domains) in synergy so that it enables a "from data to discovery" paradigm by facilitating the linkage and fusion of large and disparate sources of information via a Big Data Science and Analytics framework.

Deep machine learning provides state-of-the-art performance in image-based plant phenotyping.

Science.gov (United States)

Pound, Michael P; Atkinson, Jonathan A; Townsend, Alexandra J; Wilson, Michael H; Griffiths, Marcus; Jackson, Aaron S; Bulat, Adrian; Tzimiropoulos, Georgios; Wells, Darren M; Murchie, Erik H; Pridmore, Tony P; French, Andrew P

2017-10-01

In plant phenotyping, it has become important to be able to measure many features on large image sets in order to aid genetic discovery. The size of the datasets, now often captured robotically, often precludes manual inspection, hence the motivation for finding a fully automated approach. Deep learning is an emerging field that promises unparalleled results on many data analysis problems. Building on artificial neural networks, deep approaches have many more hidden layers in the network, and hence have greater discriminative and predictive power. We demonstrate the use of such approaches as part of a plant phenotyping pipeline. We show the success offered by such techniques when applied to the challenging problem of image-based plant phenotyping and demonstrate state-of-the-art results (>97% accuracy) for root and shoot feature identification and localization. We use fully automated trait identification using deep learning to identify quantitative trait loci in root architecture datasets. The majority (12 out of 14) of manually identified quantitative trait loci were also discovered using our automated approach based on deep learning detection to locate plant features. We have shown deep learning-based phenotyping to have very good detection and localization accuracy in validation and testing image sets. We have shown that such features can be used to derive meaningful biological traits, which in turn can be used in quantitative trait loci discovery pipelines. This process can be completely automated. We predict a paradigm shift in image-based phenotyping bought about by such deep learning approaches, given sufficient training sets. © The Authors 2017. Published by Oxford University Press.

Embracing the new paradigm of assessment in residency training

DEFF Research Database (Denmark)

Ringsted, C; Østergaard, D; Scherpbier, A

2003-01-01

Assessment of clinical competence is facing a paradigm shift in more than one sense. The shift relates to test content, which increasingly covers a broader spectrum of competences than mere medical expertise, and to test methods, with an increasing focus on testing performance in realistic settings....... Also there is a shift in the concept of assessment in that instruction and assessment are no longer seen as being separate in time and purpose, but as integral parts of the learning process. The nature of the new paradigm for assessment is well described but the challenge to programme directors...... is to specify the evaluation situations and develop appropriate methods. This paper describes the intrinsic rational validation process in outlining an assessment programme for first-year anaesthesiology residency training according to the new paradigm. The applicability to other residency programmes and higher...

Active teaching-learning methodologies: medical students' views of problem-based learning

Directory of Open Access Journals (Sweden)

José Roberto Bittencourt Costa

Full Text Available The prevailing undergraduate medical training process still favors disconnection and professional distancing from social needs. The Brazilian Ministries of Education and Health, through the National Curriculum Guidelines, the Incentives Program for Changes in the Medical Curriculum (PROMED, and the National Program for Reorientation of Professional Training in Health (PRO-SAÚDE, promoted the stimulus for an effective connection between medical institutions and the Unified National Health System (SUS. In accordance to the new paradigm for medical training, the Centro Universitário Serra dos Órgãos (UNIFESO established a teaching plan in 2005 using active methodologies, specifically problem-based learning (PBL. Research was conducted through semi-structured interviews with third-year undergraduate students at the UNIFESO Medical School. The results were categorized as proposed by Bardin's thematic analysis, with the purpose of verifying the students' impressions of the new curriculum. Active methodologies proved to be well-accepted by students, who defined them as exciting and inclusive of theory and practice in medical education.

Learning by Preparing to Teach: Fostering Self-Regulatory Processes and Achievement during Complex Mathematics Problem Solving

Science.gov (United States)

Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P.

2016-01-01

We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…

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

Science.gov (United States)

Karpatne, A.; Kumar, V.

2017-12-01

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

Three paradigms of horror

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Dejan Ognjanović

2016-07-01

Full Text Available Starting with the definition of horror as a literary genre the core story of which is based on a meeting with threatening Otherness whose influx into consensual reality and it’s tacit normality creates unrest and awakens fear in the protagonists and the audience, this paper defines the three key paradigms of the horror genre, based on the causes of fear, or rather the “monstrous” Otherness in them. Paradigm 1 concerns the “fear of one’s own self”: the root of the fear is inside, in the individual psyche, in the split, deceived, or in some other way unreliable self which is, consciously or unconsciously, harmful to others, and ultimately to itself. Paradigm 2 deals with the “Fear of others”: the root of fear is outside and is concerned with other people and other creatures which have an urge to occupy a certain human microcosm. Paradigm 3 is concerned with the “Fear of the numinous”: the root of the fear is mostly situated on the outside; however its shape is amorphous, ambivalent and unknowable. The “monster” is faceless; it touches on primary forces of the divine/demonic, and as such is situated on the very border between inside/outside. All three paradigms, with their main approaches and constitutive elements, are modulated through two basic possible treatments: the conservative and the progressive (liberal, which affords a total of six basic variations of horror. Starting from definitions given by John Carpenter, Robin Wood and his own, the author analyzes representative examples from horror literature and film for each paradigm and its variation, with a special accent on the image of Otherness and its connection to the norm, its intrusion into the status quo, anthropocentrism and the presence or absence of a happy ending. The paper demonstrates the richness of connotative potential within the horror genre and provides a basis for its taxonomy.

Critical evaluation of paradigms for modelling integrated supply chains

NARCIS (Netherlands)

Van Dam, K.H.; Adhitya, A.; Srinivasan, R.; Lukszo, Z.

2009-01-01

Contemporary problems in process systems engineering often require model-based decision support tool. Among the various modelling paradigms, equation-based models and agent-based models are widely used to develop dynamic models of systems. Which is the most appropriate modelling paradigm for a

A Systemic Integration of Technology for New-Paradigm Education

Science.gov (United States)

Watson, William R.; Watson, Sunnie Lee; Reigeluth, Charles M.

2012-01-01

Educational reform efforts have failed to create widespread improvement. The authors argue that rather than trying to improve the existing system of education, a new learner-centered paradigm is needed that supports individualized learning. Such a significantly different system of education will require the systemic application of technology to…

Mobile Inquiry Based Learning

NARCIS (Netherlands)

Specht, Marcus

2012-01-01

Specht, M. (2012, 8 November). Mobile Inquiry Based Learning. Presentation given at the Workshop "Mobile inquiry-based learning" at the Mobile Learning Day 2012 at the Fernuniversität Hagen, Hagen, Germany.

Differentiating case-based learning from problem-based learning after a twoday introductory workshop on case-based learning

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Aqil Mohammad Daher

2017-12-01

Full Text Available Background Considerable overlap exists between case-based learning (CBL and problem-based learning (PBL and differentiating between the two can be difficult for a lot of the academicians. Aims This study gauged the ability of members of medical school, familiar with a problem-based learning (PBL curriculum, to differentiate between case-based learning (CBL and PBL after a two-day workshop on CBL. Methods A questionnaire was distributed to all participants, attending the introductory course on CBL. It was designed to document the basic characteristics of the respondents, their preference for either CBL or PBL, their ability to recognize differences between CBL and PBL, and their overall perception of the course. Results Of the total workshop participants, 80.5 per cent returned the completed questionnaire. The mean age of the respondents was 44.12±12.31 years and women made up a slight majority. Majority favoured CBL over PBL and felt it was more clinical, emphasizes on self-directed learning, provides more opportunities for learning, permits in-depth exploration of cases, has structured environment and encourages the use of all learning resources. On the respondents’ ability to discriminate CBL from PBL, a weighted score of 39.9 per cent indicated a failure on the part of the respondents to correctly identify differences between CBL and PBL. Less than half opined that CBL was a worthwhile progression from PBL and about third would recommend CBL over PBL. Conclusion It seems that majority of the respondents failed to adequately differentiate between CBL and PBL and didn’t favour CBL over PBL.

Kindergarteners' performance in a sound-symbol paradigm predicts early reading.

Science.gov (United States)

Horbach, Josefine; Scharke, Wolfgang; Cröll, Jennifer; Heim, Stefan; Günther, Thomas

2015-11-01

The current study examined the role of serial processing of newly learned sound-symbol associations in early reading acquisition. A computer-based sound-symbol paradigm (SSP) was administered to 243 children during their last year of kindergarten (T1), and their reading performance was assessed 1 year later in first grade (T2). Results showed that performance on the SSP measured before formal reading instruction was associated with later reading development. At T1, early readers performed significantly better than nonreaders in learning correspondences between sounds and symbols as well as in applying those correspondences in a serial manner. At T2, SSP performance measured at T1 was positively associated with reading performance. Importantly, serial application of newly learned correspondences at T1 explained unique variance in first-grade reading performance in nonreaders over and above other verbal predictors, including phonological awareness, verbal short-term memory, and rapid automatized naming. Consequently, the SSP provides a promising way to study aspects of reading in preliterate children. Copyright © 2015 Elsevier Inc. All rights reserved.

Algorithm Building and Learning Programming Languages Using a New Educational Paradigm

Science.gov (United States)

Jain, Anshul K.; Singhal, Manik; Gupta, Manu Sheel

2011-08-01

This research paper presents a new concept of using a single tool to associate syntax of various programming languages, algorithms and basic coding techniques. A simple framework has been programmed in Python that helps students learn skills to develop algorithms, and implement them in various programming languages. The tool provides an innovative and a unified graphical user interface for development of multimedia objects, educational games and applications. It also aids collaborative learning amongst students and teachers through an integrated mechanism based on Remote Procedure Calls. The paper also elucidates an innovative method for code generation to enable students to learn the basics of programming languages using drag-n-drop methods for image objects.

Post-learning arousal enhances veridical memory and reduces false memory in the Deese-Roediger-McDermott paradigm.

Science.gov (United States)

Nielson, Kristy A; Correro, Anthony N

2017-10-01

The Deese-Roediger-McDermott (DRM) paradigm examines false memory by introducing words associated with a non-presented 'critical lure' as memoranda, which typically causes the lures to be remembered as frequently as studied words. Our prior work has shown enhanced veridical memory and reduced misinformation effects when arousal is induced after learning (i.e., during memory consolidation). These effects have not been examined in the DRM task, or with signal detection analysis, which can elucidate the mechanisms underlying memory alterations. Thus, 130 subjects studied and then immediately recalled six DRM lists, one after another, and then watched a 3-min arousing (n=61) or neutral (n=69) video. Recognition tested 70min later showed that arousal induced after learning led to better delayed discrimination of studied words from (a) critical lures, and (b) other non-presented 'weak associates.' Furthermore, arousal reduced liberal response bias (i.e., the tendency toward accepting dubious information) for studied words relative to all foils, including critical lures and 'weak associates.' Thus, arousal induced after learning effectively increased the distinction between signal and noise by enhancing access to verbatim information and reducing endorsement of dubious information. These findings provide important insights into the cognitive mechanisms by which arousal modulates early memory consolidation processes. Copyright © 2017 Elsevier Inc. All rights reserved.

International academic service learning: lessons learned from students' travel experiences of diverse cultural and health care practices in morocco.

Science.gov (United States)

Kaddoura, Mahmoud; Puri, Aditi; Dominick, Christine A

2014-01-01

Academic service learning (ASL) is an active teaching-learning approach to engage students in meaningful hands-on activities to serve community-based needs. Nine health professions students from a private college and a private university in the northeastern United States volunteered to participate in an ASL trip to Morocco. The participants were interviewed to reflect on their experiences. This article discusses the lessons learned from students' ASL experiences regarding integrating ASL into educational programs. The authors recommend a paradigm shift in nursing and dental hygiene curricula to appreciate diversity and promote cultural competency, multidisciplinary teamwork, and ethics-based education. Copyright 2014, SLACK Incorporated.

Teaching and Learning in Performance

DEFF Research Database (Denmark)

Høeg, Mette Obling

: Findings in the fields of neuroscience and cognitive science suggest that our mind and consciousness are inherently embodied. According to this perspective everything we can learn and know is related to our embodied interactions with the world. Findings in these scientific fields also suggest that most...... of our thoughts and thinking processes are unconscious, and that abstract concepts, to a wide extend, are metaphorical. These ideas belong to the embodied cognition paradigm in cognitive science and lead us to the philosophical paradigm of experientialism. According to this paradigm human beings learn...

From E-Learning to M-Learning - the use of Mixed Reality Games as a new Educational Paradigm

Directory of Open Access Journals (Sweden)

Rae Earnshaw

2011-04-01

Full Text Available This paper analyses different definitions of mobile learning which have been proposed by various researchers. The most distinctive features of mobile learning are extracted to propose a new definition for Mobile Educational Mixed Reality Games (MEMRG. A questionnaire and a quantifying scale are designed to assist the game developers in designing MEMRG. A new psycho-pedagogical approach to teaching is proposed for MEMRG. This methodology is based on the theme of ‘conversation’ between different actors of the learning community with the objective of building the architectural framework for MEMRG.

Supporting visual quality assessment with machine learning

NARCIS (Netherlands)

Gastaldo, P.; Zunino, R.; Redi, J.

2013-01-01

Objective metrics for visual quality assessment often base their reliability on the explicit modeling of the highly non-linear behavior of human perception; as a result, they may be complex and computationally expensive. Conversely, machine learning (ML) paradigms allow to tackle the quality

Memory for Object Locations: Priority Effect and Sex Differences in Associative Spatial Learning

Science.gov (United States)

Cinan, Sevtap; Atalay, Deniz; Sisman, Simge; Basbug, Gokce; Dervent-Ozbek, Sevinc; Teoman, Dalga D.; Karagoz, Ayca; Karadeniz, A. Yezdan; Beykurt, Sinem; Suleyman, Hediye; Memis, H. Ozge; Yurtsever, Ozgur D.

2007-01-01

This paper reports two experiments conducted to examine priority effects and sex differences in object location memory. A new task of paired position-learning was designed, based on the A-B A-C paradigm, which was used in paired word learning. There were three different paired position-learning conditions: (1) positions of several different…

PARADIGMS IN CONSUMER BEHAVIOR

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Sabrina Oktoria Sihombing

2011-05-01

Full Text Available A paradigm influences what we see and conceive about certain facts. Paradigm can also influence what we accept as a truth. Yet, the debate over which paradigm and methodology is best suit for marketing and consumer behavior has begun since 1980s. Many researchers criticized the domination of logical empiricism paradigm and offered alternative paradigm to understand marketing and consumer behavior. This article discusses several paradigms and methodology, which are part of qualitative paradigm, and compares them with positivism paradigm. This article will also point to the importance of reconciliation between qualitative and quantitative paradigm in order to improve marketing and consumer behavior studies.

PARADIGMS IN CONSUMER BEHAVIOR

OpenAIRE

Sabrina Oktoria Sihombing

2011-01-01

A paradigm influences what we see and conceive about certain facts. Paradigm can also influence what we accept as a truth. Yet, the debate over which paradigm and methodology is best suit for marketing and consumer behavior has begun since 1980s. Many researchers criticized the domination of logical empiricism paradigm and offered alternative paradigm to understand marketing and consumer behavior. This article discusses several paradigms and methodology, which are part of qualitative paradigm...

[Verification of Learning Effects by Team-based Learning].

Science.gov (United States)

Ono, Shin-Ichi; Ito, Yoshihisa; Ishige, Kumiko; Inokuchi, Norio; Kosuge, Yasuhiro; Asami, Satoru; Izumisawa, Megumi; Kobayashi, Hiroko; Hayashi, Hiroyuki; Suzuki, Takashi; Kishikawa, Yukinaga; Hata, Harumi; Kose, Eiji; Tabata, Kei-Ichi

2017-11-01

 It has been recommended that active learning methods, such as team-based learning (TBL) and problem-based learning (PBL), be introduced into university classes by the Central Council for Education. As such, for the past 3 years, we have implemented TBL in a medical therapeutics course for 4-year students. Based upon our experience, TBL is characterized as follows: TBL needs fewer teachers than PBL to conduct a TBL module. TBL enables both students and teachers to recognize and confirm the learning results from preparation and reviewing. TBL grows students' responsibility for themselves and their teams, and likely facilitates learning activities through peer assessment.

Literature Review of Cloud Based E-learning Adoption by Students: State of the Art and Direction for Future Work

Science.gov (United States)

Hassan Kayali, Mohammad; Safie, Nurhizam; Mukhtar, Muriati

2016-11-01

Cloud computing is a new paradigm shift in information technology. Most of the studies in the cloud are business related while the studies in cloud based e-learning are few. The field is still in its infancy and researchers have used several adoption theories to discover the dimensions of this field. The purpose of this paper is to review and integrate the literature to understand the current situation of the cloud based e-learning adoption. A total of 312 articles were extracted from Science direct, emerald, and IEEE. Screening processes were applied to select only the articles that are related to the cloud based e-learning. A total of 231 removed because they are related to business organization. Next, a total of 63 articles were removed because they are technical articles. A total of 18 articles were included in this paper. A frequency analysis was conducted on the paper to identify the most frequent factors, theories, statistical software, respondents, and countries of the studies. The findings showed that usefulness and ease of use are the most frequent factors. TAM is the most prevalent adoption theories in the literature. The mean of the respondents in the reviewed studies is 377 and Malaysia is the most researched countries in terms of cloud based e-learning. Studies of cloud based e-learning are few and more empirical studies are needed.

Learning by Doing Approach in the Internet Environment to Improve the Teaching Efficiency of Information Technology

Science.gov (United States)

Zhang, X.-S.; Xie, Hua

This paper presents a learning-by-doing method in the Internet environment to enhance the results of information technology education by experimental work in the classroom of colleges. In this research, an practical approach to apply the "learning by doing" paradigm in Internet-based learning, both for higher educational environments and life-long training systems, taking into account available computer and network resources, such as blogging, podcasting, social networks, wiki etc. We first introduce the different phases in the learning process, which aimed at showing to the readers that the importance of the learning by doing paradigm, which is not implemented in many Internet-based educational environments. Secondly, we give the concept of learning by doing in the different perfective. Then, we identify the most important trends in this field, and give a real practical case for the application of this approach. The results show that the attempt methods are much better than traditional teaching methods.

Fast Brain Plasticity during Word Learning in Musically-Trained Children.

Science.gov (United States)

Dittinger, Eva; Chobert, Julie; Ziegler, Johannes C; Besson, Mireille

2017-01-01

Children learn new words every day and this ability requires auditory perception, phoneme discrimination, attention, associative learning and semantic memory. Based on previous results showing that some of these functions are enhanced by music training, we investigated learning of novel words through picture-word associations in musically-trained and control children (8-12 year-old) to determine whether music training would positively influence word learning. Results showed that musically-trained children outperformed controls in a learning paradigm that included picture-sound matching and semantic associations. Moreover, the differences between unexpected and expected learned words, as reflected by the N200 and N400 effects, were larger in children with music training compared to controls after only 3 min of learning the meaning of novel words. In line with previous results in adults, these findings clearly demonstrate a correlation between music training and better word learning. It is argued that these benefits reflect both bottom-up and top-down influences. The present learning paradigm might provide a useful dynamic diagnostic tool to determine which perceptive and cognitive functions are impaired in children with learning difficulties.

Fast Brain Plasticity during Word Learning in Musically-Trained Children

Directory of Open Access Journals (Sweden)

Eva Dittinger

2017-05-01

Full Text Available Children learn new words every day and this ability requires auditory perception, phoneme discrimination, attention, associative learning and semantic memory. Based on previous results showing that some of these functions are enhanced by music training, we investigated learning of novel words through picture-word associations in musically-trained and control children (8–12 year-old to determine whether music training would positively influence word learning. Results showed that musically-trained children outperformed controls in a learning paradigm that included picture-sound matching and semantic associations. Moreover, the differences between unexpected and expected learned words, as reflected by the N200 and N400 effects, were larger in children with music training compared to controls after only 3 min of learning the meaning of novel words. In line with previous results in adults, these findings clearly demonstrate a correlation between music training and better word learning. It is argued that these benefits reflect both bottom-up and top-down influences. The present learning paradigm might provide a useful dynamic diagnostic tool to determine which perceptive and cognitive functions are impaired in children with learning difficulties.

Characterization of Anodized Titanium Based Novel Paradigm Supercapacitors: Impact of Salt Identity and Frequency on Dielectric Values, Power, and Energy Densities

Science.gov (United States)

2017-03-01

solution, sufficient charge carriers to counteract the applied but not cause ion- lock , are energy densities at their maximum. For the salt identities and...OF ANODIZED TITANIUM- BASED NOVEL PARADIGM SUPERCAPACITORS: IMPACT OF SALT IDENTITY AND FREQUENCY ON DIELECTRIC VALUES, POWER, AND ENERGY DENSITIES...SUBTITLE CHARACTERIZATION OF ANODIZED TITANIUM-BASED NOVEL PARADIGM SUPERCAPACITORS: IMPACT OF SALT IDENTITY AND FREQUENCY ON DIELECTRIC VALUES, POWER

A novel brain-computer interface based on the rapid serial visual presentation paradigm.

Science.gov (United States)

Acqualagna, Laura; Treder, Matthias Sebastian; Schreuder, Martijn; Blankertz, Benjamin

2010-01-01

Most present-day visual brain computer interfaces (BCIs) suffer from the fact that they rely on eye movements, are slow-paced, or feature a small vocabulary. As a potential remedy, we explored a novel BCI paradigm consisting of a central rapid serial visual presentation (RSVP) of the stimuli. It has a large vocabulary and realizes a BCI system based on covert non-spatial selective visual attention. In an offline study, eight participants were presented sequences of rapid bursts of symbols. Two different speeds and two different color conditions were investigated. Robust early visual and P300 components were elicited time-locked to the presentation of the target. Offline classification revealed a mean accuracy of up to 90% for selecting the correct symbol out of 30 possibilities. The results suggest that RSVP-BCI is a promising new paradigm, also for patients with oculomotor impairments.

Achievement of learning outcome after implemented physical modules based on problem based learning

Science.gov (United States)

Isna, R.; Masykuri, M.; Sukarmin

2018-03-01

Implementation of Problem BasedLearning (PBL) modules can grow the students' thinking skills to solve the problems in daily life and equip the students into higher education levels. The purpose of this research is to know the achievement of learning outcome after implementation physics module based on PBL in Newton,s Law of Gravity. This research method use the experimental method with posttest only group design. To know the achievement of student learning outcomes was analyzed using t test through application of SPSS 18. Based on research result, it is found that the average of student learning outcomes after appliying physics module based on PBL has reached the minimal exhaustiveness criteria. In addition, students' scientific attitudes also improved at each meeting. Presentation activities which contained at learning sync are also able to practice speaking skills and broaden their knowledge. Looking at some shortcomings during the study, it is suggested the issues raised into learning should be a problem close to the life of students so that, the students are more active and enthusiastic in following the learning of physics.

The Problem of Constructive Misalignment in International Business Education: A Three-Stage Integrated Approach to Enhancing Teaching and Learning

Science.gov (United States)

Zhao, Shasha

2016-01-01

Past evidence suggests that constructive misalignment is particularly problematic in International Business (IB) education, though this paradigm has received limited research attention. Building on the literature of three independent teaching methods (threshold concept, problem-based learning, and technology-based learning), this study contributes…

Knowledge-Based Reinforcement Learning for Data Mining

Science.gov (United States)

Kudenko, Daniel; Grzes, Marek

Data Mining is the process of extracting patterns from data. Two general avenues of research in the intersecting areas of agents and data mining can be distinguished. The first approach is concerned with mining an agent’s observation data in order to extract patterns, categorize environment states, and/or make predictions of future states. In this setting, data is normally available as a batch, and the agent’s actions and goals are often independent of the data mining task. The data collection is mainly considered as a side effect of the agent’s activities. Machine learning techniques applied in such situations fall into the class of supervised learning. In contrast, the second scenario occurs where an agent is actively performing the data mining, and is responsible for the data collection itself. For example, a mobile network agent is acquiring and processing data (where the acquisition may incur a certain cost), or a mobile sensor agent is moving in a (perhaps hostile) environment, collecting and processing sensor readings. In these settings, the tasks of the agent and the data mining are highly intertwined and interdependent (or even identical). Supervised learning is not a suitable technique for these cases. Reinforcement Learning (RL) enables an agent to learn from experience (in form of reward and punishment for explorative actions) and adapt to new situations, without a teacher. RL is an ideal learning technique for these data mining scenarios, because it fits the agent paradigm of continuous sensing and acting, and the RL agent is able to learn to make decisions on the sampling of the environment which provides the data. Nevertheless, RL still suffers from scalability problems, which have prevented its successful use in many complex real-world domains. The more complex the tasks, the longer it takes a reinforcement learning algorithm to converge to a good solution. For many real-world tasks, human expert knowledge is available. For example, human

Consumers and Makers: Exploring Opposing Paradigms of Millennial College Readiness

Science.gov (United States)

Jackson, Matthew

2017-01-01

The political and technological circumstances of the past two decades have culminated in opposing epistemic paradigms of college readiness, where millennial students' conceptual understanding of "learning" is both narrowed to meet the demands of school systems bound to accountability and amplified by a rapidly evolving digital world. The…

Ubiquitous health in practice: the interreality paradigm.

Science.gov (United States)

Gaggioli, Andrea; Raspelli, Simona; Grassi, Alessandra; Pallavicini, Federica; Cipresso, Pietro; Wiederhold, Brenda K; Riva, Giuseppe

2011-01-01

In this paper we introduce a new ubiquitous computing paradigm for behavioral health care: "Interreality". Interreality integrates assessment and treatment within a hybrid environment, that creates a bridge between the physical and virtual worlds. Our claim is that bridging virtual experiences (fully controlled by the therapist, used to learn coping skills and emotional regulation) with real experiences (allowing both the identification of any critical stressors and the assessment of what has been learned) using advanced technologies (virtual worlds, advanced sensors and PDA/mobile phones) may improve existing psychological treatment. To illustrate the proposed concept, a clinical scenario is also presented and discussed: Daniela, a 40 years old teacher, with a mother affected by Alzheimer's disease.

Learning outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

OpenAIRE

Piyaluk Wongsri; Prasart Nuangchalerm

2010-01-01

Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade students who were organized between socioscientific issues-based learning and conventional learning activities. Approach: The samples used in research we...

The safety implications of emerging software paradigms

International Nuclear Information System (INIS)

Suski, G.J.; Persons, W.L.; Johnson, G.L.

1994-10-01

This paper addresses some of the emerging software paradigms that may be used in developing safety-critical software applications. Paradigms considered in this paper include knowledge-based systems, neural networks, genetic algorithms, and fuzzy systems. It presents one view of the software verification and validation activities that should be associated with each paradigm. The paper begins with a discussion of the historical evolution of software verification and validation. Next, a comparison is made between the verification and validation processes used for conventional and emerging software systems. Several verification and validation issues for the emerging paradigms are discussed and some specific research topics are identified. This work is relevant for monitoring and control at nuclear power plants

Intelligent Web-Based Learning System with Personalized Learning Path Guidance

Science.gov (United States)

Chen, C. M.

2008-01-01

Personalized curriculum sequencing is an important research issue for web-based learning systems because no fixed learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanisms to assist on-line web-based learning and adaptively provide learning paths…

Amygdala's involvement in facilitating associative learning-induced plasticity: a promiscuous role for the amygdala in memory acquisition.

Science.gov (United States)

Chau, Lily S; Galvez, Roberto

2012-01-01

It is widely accepted that the amygdala plays a critical role in acquisition and consolidation of fear-related memories. Some of the more widely employed behavioral paradigms that have assisted in solidifying the amygdala's role in fear-related memories are associative learning paradigms. With most associative learning tasks, a neutral conditioned stimulus (CS) is paired with a salient unconditioned stimulus (US) that elicits an unconditioned response (UR). After multiple CS-US pairings, the subject learns that the CS predicts the onset or delivery of the US, and thus elicits a learned conditioned response (CR). Most fear-related associative paradigms have suggested that an aspect of the fear association is stored in the amygdala; however, some fear-motivated associative paradigms suggest that the amygdala is not a site of storage, but rather facilitates consolidation in other brain regions. Based upon various learning theories, one of the most likely sites for storage of long-term memories is the neocortex. In support of these theories, findings from our laboratory, and others, have demonstrated that trace-conditioning, an associative paradigm where there is a separation in time between the CS and US, induces learning-specific neocortical plasticity. The following review will discuss the amygdala's involvement, either as a site of storage or facilitating storage in other brain regions such as the neocortex, in fear- and non-fear-motivated associative paradigms. In this review, we will discuss recent findings suggesting a broader role for the amygdala in increasing the saliency of behaviorally relevant information, thus facilitating acquisition for all forms of memory, both fear- and non-fear-related. This proposed promiscuous role of the amygdala in facilitating acquisition for all memories further suggests a potential role of the amygdala in general learning disabilities.

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

DEFF Research Database (Denmark)

Helbo, Jan; Knudsen, Morten

2004-01-01

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

Identity-based marketing : A new balanced marketing paradigm

NARCIS (Netherlands)

Alsem, K.J.; Kostelijk, E.J.

2008-01-01

Purpose - The purpose of this paper is to propose a fundamentally new extension of the marketing paradigm. This is theoretically and practically necessary since in the authors' view there is an insufficient balance between customer and brand thinking. Design/methodology/approach - While the

Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

Science.gov (United States)

Shieh, Chich-Jen; Liao, Ying; Hu, Ridong

2013-01-01

This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…

Diseño de Juegos Basados en el Paradigma de Gramáticas Artificiales Para Favorecer el Aprendizaje Implícito en Niños Design of Games Based on the Paradigm of Artificial Grammars to Facilitate Implicit Learning in Children

Directory of Open Access Journals (Sweden)

Carolina Thibaut

2007-11-01

Full Text Available Se desarrollaron dos juegos en formato computacional basados en el paradigma de gramáticas artificiales de Reber, con el objetivo de favorecer la demostración de aprendizaje implícito en niños con distintas características: normales (N, con déficit atencional (DA y con déficit intelectual (DI. Los resultados muestran que los niños N y DA rinden por sobre lo esperado por azar, a diferencia de los DI quienes logran un desempeño similar al azar. Los hallazgos sugieren que niños con problemas de atención aprenden a través de vías implícitas al igual que niños sin problemas de atención, independientemente del juego utilizado.Two computer-based games were developed based on Reber(s Artificial Grammar Paradigm, in order to facilitate implicit learning ocurrence in normal (N, ADHD, and intellectually disabled (ID children. Results show that N and ADHD children perform above chance level, as opposed to ID children whose performance is equivalent to random response. These findings show that ADHD children learn through implicit paths as well as children without attention problems, independently of the game used.

Paradigms and laboratories in the core computer science curriculum: An overview

NARCIS (Netherlands)

Hartel, Pieter H.; Hertzberger, L.O.

1995-01-01

Recent issues of the bulletin of the ACM SIGCSE have been scrutinised to find evidence that the use of laboratory sessions and different programming paradigms improve learning difficult concepts and techniques, such as recursion and problemsolving. Many authors in the surveyed literature be- lieve

Identity based marketing: a new balanced marketing paradigm

NARCIS (Netherlands)

Alsem, K.J.; Kostelijk, Erik Jan

2008-01-01

Purpose – The purpose of this paper is to propose a fundamentally new extension of the marketing paradigm. This is theoretically and practically necessary since in the authors' view there is an insufficient balance between customer and brand thinking. Design/methodology/approach – While the

ANALYSIS OF EFFECTIVENESS OF METHODOLOGICAL SYSTEM FOR PROBABILITY AND STOCHASTIC PROCESSES COMPUTER-BASED LEARNING FOR PRE-SERVICE ENGINEERS

Directory of Open Access Journals (Sweden)

E. Chumak

2015-04-01

Full Text Available The author substantiates that only methodological training systems of mathematical disciplines with implementation of information and communication technologies (ICT can meet the requirements of modern educational paradigm and make possible to increase the educational efficiency. Due to this fact, the necessity of developing the methodology of theory of probability and stochastic processes computer-based learning for pre-service engineers is underlined in the paper. The results of the experimental study for analysis of the efficiency of methodological system of theory of probability and stochastic processes computer-based learning for pre-service engineers are shown. The analysis includes three main stages: ascertaining, searching and forming. The key criteria of the efficiency of designed methodological system are the level of probabilistic and stochastic skills of students and their learning motivation. The effect of implementing the methodological system of probability theory and stochastic processes computer-based learning on the level of students’ IT literacy is shown in the paper. The expanding of the range of objectives of ICT applying by students is described by author. The level of formation of students’ learning motivation on the ascertaining and forming stages of the experiment is analyzed. The level of intrinsic learning motivation for pre-service engineers is defined on these stages of the experiment. For this purpose, the methodology of testing the students’ learning motivation in the chosen specialty is presented in the paper. The increasing of intrinsic learning motivation of the experimental group students (E group against the control group students (C group is demonstrated.

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

Directory of Open Access Journals (Sweden)

John McGarrigle

2013-05-01

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

A dual-task paradigm for behavioral and neurobiological studies in nonhuman primates.

Science.gov (United States)

Watanabe, Kei; Funahashi, Shintaro

2015-05-15

The dual-task paradigm is a procedure in which subjects are asked to perform two behavioral tasks concurrently, each of which involves a distinct goal with a unique stimulus-response association. Due to the heavy demand on subject's cognitive abilities, human studies using this paradigm have provided detailed insights regarding how the components of cognitive systems are functionally organized and implemented. Although dual-task paradigms are widely used in human studies, they are seldom used in nonhuman animal studies. We propose a novel dual-task paradigm for monkeys that requires the simultaneous performance of two cognitively demanding component tasks, each of which uses an independent effector for behavioral responses (hand and eyes). We provide a detailed description of an optimal training protocol for this paradigm, which has been lacking in the existing literature. An analysis of behavioral performance showed that the proposed dual-task paradigm (1) was quickly learned by monkeys (less than 40 sessions) with step-by-step training protocols, (2) produced specific behavioral effects, known as dual-task interference in human studies, and (3) achieved rigid and independent control of the effectors for behavioral responses throughout the trial. The proposed dual-task paradigm has a scalable task structure, in that each of the two component tasks can be easily replaced by other tasks, while preserving the overall structure of the paradigm. This paradigm should be useful for investigating executive control that underlies dual-task performance at both the behavioral and neuronal levels. Copyright © 2015 Elsevier B.V. All rights reserved.

Web-Based Learning Environment Based on Students’ Needs

Science.gov (United States)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

Learning to learn: step one for survival in the new paradigm.

Science.gov (United States)

Muller-Smith, P

1997-08-01

New challenges require new approaches and many of the suggested solutions are in conflict with how we were taught in our formative years. Team work in high school and college was mostly found in sports-related activities. Collaboration in a classroom was not encouraged and could be viewed as cheating. We did not learn to share knowledge in a group nor to group problem solving, yet we are told that those are the very skills we need to have to survive in today's workplace. The first step to success is to look at how we were taught to learn and make the shift to learning in a different manner.

Amygdala’s involvement in facilitating associative learning-induced plasticity: a promiscuous role for the amygdala in memory acquisition

Directory of Open Access Journals (Sweden)

Lily S Chau

2012-10-01

Full Text Available It is widely accepted that the amygdala plays a critical role in acquisition and consolidation of fear-related memories. Some of the more widely employed behavioral paradigms that have assisted in solidifying the amygdala’s role in fear-related memories are associative learning paradigms. With most associative learning tasks, a neutral conditioned stimulus (CS is paired with a salient unconditioned stimulus (US that elicits an unconditioned response (UR. After multiple CS-US pairings, the subject learns that the CS predicts the onset or delivery of the US, and thus elicits a learned conditioned response (CR. Most fear-related associative paradigms have suggested that an aspect of the fear association is stored in the amygdala; however, some fear-motivated associative paradigms suggest that the amygdala is not a site of storage, but rather facilitates consolidation in other brain regions. Based upon various learning theories, one of the most likely sites for storage of long-term memories is the neocortex. In support of these theories, findings from our laboratory, and others, have demonstrated that trace-conditioning, an associative paradigm where there is a separation in time between the CS and US, induces learning-specific neocortical plasticity. The following review will discuss the amygdala’s involvement, either as a site of storage or facilitating storage in other brain regions such as the neocortex, in fear- and non-fear-motivated associative paradigms. In this review, we will discuss recent findings suggesting a broader role for the amygdala in increasing the saliency of behaviorally relevant information, thus facilitating acquisition for all forms of memory, both fear- and non-fear-related. This proposed promiscuous role of the amygdala in facilitating acquisition for all memories further suggests a potential role of the amygdala in general learning disabilities.

Beyond maximum speed—a novel two-stimulus paradigm for brain-computer interfaces based on event-related potentials (P300-BCI)

Science.gov (United States)

Kaufmann, Tobias; Kübler, Andrea

2014-10-01

Objective. The speed of brain-computer interfaces (BCI), based on event-related potentials (ERP), is inherently limited by the commonly used one-stimulus paradigm. In this paper, we introduce a novel paradigm that can increase the spelling speed by a factor of 2, thereby extending the one-stimulus paradigm to a two-stimulus paradigm. Two different stimuli (a face and a symbol) are presented at the same time, superimposed on different characters and ERPs are classified using a multi-class classifier. Here, we present the proof-of-principle that is achieved with healthy participants. Approach. Eight participants were confronted with the novel two-stimulus paradigm and, for comparison, with two one-stimulus paradigms that used either one of the stimuli. Classification accuracies (percentage of correctly predicted letters) and elicited ERPs from the three paradigms were compared in a comprehensive offline analysis. Main results. The accuracies slightly decreased with the novel system compared to the established one-stimulus face paradigm. However, the use of two stimuli allowed for spelling at twice the maximum speed of the one-stimulus paradigms, and participants still achieved an average accuracy of 81.25%. This study introduced an alternative way of increasing the spelling speed in ERP-BCIs and illustrated that ERP-BCIs may not yet have reached their speed limit. Future research is needed in order to improve the reliability of the novel approach, as some participants displayed reduced accuracies. Furthermore, a comparison to the most recent BCI systems with individually adjusted, rapid stimulus timing is needed to draw conclusions about the practical relevance of the proposed paradigm. Significance. We introduced a novel two-stimulus paradigm that might be of high value for users who have reached the speed limit with the current one-stimulus ERP-BCI systems.

Transmission pricing: paradigms and methodologies

Energy Technology Data Exchange (ETDEWEB)

Shirmohammadi, Dariush [Pacific Gas and Electric Co., San Francisco, CA (United States); Vieira Filho, Xisto; Gorenstin, Boris [Centro de Pesquisas de Energia Eletrica (CEPEL), Rio de Janeiro, RJ (Brazil); Pereira, Mario V.P. [Power System Research, Rio de Janeiro, RJ (Brazil)

1994-12-31

In this paper we describe the principles of several paradigms and methodologies for pricing transmission services. The paper outlines some of the main characteristics of these paradigms and methodologies such as where they may be used for best results. Due to their popularity, power flow based MW-mile and short run marginal cost pricing methodologies will be covered in some detail. We conclude the paper with examples of the application of these two pricing methodologies for pricing transmission services in Brazil. (author) 25 refs., 2 tabs.

Optimizing the stimulus presentation paradigm design for the P300-based brain-computer interface using performance prediction.

Science.gov (United States)

Mainsah, B O; Reeves, G; Collins, L M; Throckmorton, C S

2017-08-01

The role of a brain-computer interface (BCI) is to discern a user's intended message or action by extracting and decoding relevant information from brain signals. Stimulus-driven BCIs, such as the P300 speller, rely on detecting event-related potentials (ERPs) in response to a user attending to relevant or target stimulus events. However, this process is error-prone because the ERPs are embedded in noisy electroencephalography (EEG) data, representing a fundamental problem in communication of the uncertainty in the information that is received during noisy transmission. A BCI can be modeled as a noisy communication system and an information-theoretic approach can be exploited to design a stimulus presentation paradigm to maximize the information content that is presented to the user. However, previous methods that focused on designing error-correcting codes failed to provide significant performance improvements due to underestimating the effects of psycho-physiological factors on the P300 ERP elicitation process and a limited ability to predict online performance with their proposed methods. Maximizing the information rate favors the selection of stimulus presentation patterns with increased target presentation frequency, which exacerbates refractory effects and negatively impacts performance within the context of an oddball paradigm. An information-theoretic approach that seeks to understand the fundamental trade-off between information rate and reliability is desirable. We developed a performance-based paradigm (PBP) by tuning specific parameters of the stimulus presentation paradigm to maximize performance while minimizing refractory effects. We used a probabilistic-based performance prediction method as an evaluation criterion to select a final configuration of the PBP. With our PBP, we demonstrate statistically significant improvements in online performance, both in accuracy and spelling rate, compared to the conventional row-column paradigm. By accounting for

EFFECT OF PROBLEM BASED LEARNING IN COMPARISION WITH LECTURE BASED LEARNING IN FORENSIC MEDICINE

Directory of Open Access Journals (Sweden)

Padmakumar

2015-09-01

Full Text Available BACKGROUND: Problem based learning (PBL is an approach to learning and instruction in which students tackle problems in small groups under the supervision of a teacher. This style of learning assumed to foster increased retention of knowledge, improve student’s gene ral problem solving skills, enhance integration of basic science concepts in to clinical problems, foster the development of self - directed learning skills and strengthen student’s intrinsic motivation. AIM: The study was conducted to compare the effect of Problem based learning in comparison with lecture based learning. SETTING: A cross - sectional study was conducted among 2nd year MBBS students of Jubilee Mission Medical College and Research Institute, Thrissur during the period of December 2014 to March 20 15. METHODOLOGY: The batch is divided into two groups (A & B, 45 in each group. By using PBL method, blunt force injuries were taught to Group - A and sharp weapon injuries to group - B. By using lecture based learning (LBL method blunt force injuries were t aught to Group - B and sharp weapon injuries to group - A. At the end of the session a test in the form of MCQ was conducted on the students to evaluate their learning outcome. OBSERVATION AND RESU LTS: In session I, the average test score of LBL group was 8.16 and PBL group was 12. The difference was statistically significant. In session - II also 45 students has participated each in LBL and PBL classes. The average of test score of LBL group was 7.267 and PBL was 11.289, which was highly significant statistical ly . CONCLUSION: Study has proven that problem based learning is an effective teaching learning method when compared to conventional lecture based learning.

Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student's Thinking Skills?

OpenAIRE

Anazifa, R. D; Djukri, D

2017-01-01

The study aims at finding (1) the effect of project-based learning and problem-based learning on student's creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student's creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants we...

From Domination to a Caring Ecology: Healing Paradigms and Creative Practices for the Apprenticene

Directory of Open Access Journals (Sweden)

Jonee Kulman Brigham

2017-10-01

Full Text Available This article explores, in four main sections, the idea of designing and applying human-environment paradigms. First, Caring Ecology criteria for human-environment paradigms are proposed that combine the principles of caring in Partnership Studies, with compatible ecological conceptions of humans’ dependent and integrated relationship within Earth systems. Next, these criteria are used to evaluate the strengths and weaknesses of five environmental paradigms which sets the stage for the following section critiquing the current “Anthropocene” paradigm and proposing a counter-paradigm: the “Apprenticene.” Paradigms suggest roles and actions and “Apprenticene Practices” are proposed, calling for humans to see our dependence on Earth systems, heal our story as we accept past failures, and learn by apprenticing ourselves to the Earth system. Finally, these Apprenticene Practices are illustrated in an example of a creative practice called Earth Systems Journey that engages youth with an integrated experience of their human-natural environment. The paper concludes with reflections on how Partnership Studies and ecological principles can work together to support a thriving future for humans and the rest of nature.

The play approach to learning in the context of families and schools: an alternative paradigm for nutrition and fitness education in the 21st century.

Science.gov (United States)

Rickard, K A; Gallahue, D L; Gruen, G E; Tridle, M; Bewley, N; Steele, K

1995-10-01

An alternative paradigm for nutrition and fitness education centers on understanding and developing skill in implementing a play approach to learning about healthful eating and promoting active play in the context of the child, the family, and the school. The play approach is defined as a process for learning that is intrinsically motivated, enjoyable, freely chosen, nonliteral, safe, and actively engaged in by young learners. Making choices, assuming responsibility for one's decisions and actions, and having fun are inherent components of the play approach to learning. In this approach, internal cognitive transactions and intrinsic motivation are the primary forces that ultimately determine healthful choices and life habits. Theoretical models of children's learning--the dynamic systems theory and the cognitive-developmental theory of Jean Piaget--provide a theoretical basis for nutrition and fitness education in the 21st century. The ultimate goal is to develop partnerships of children, families, and schools in ways that promote the well-being of children and translate into healthful life habits. The play approach is an ongoing process of learning that is applicable to learners of all ages.

From Design to Implementation to Practice a Learning by Teaching System: Betty's Brain

Science.gov (United States)

Biswas, Gautam; Segedy, James R.; Bunchongchit, Kritya

2016-01-01

This paper presents an overview of 10 years of research with the "Betty's Brain" computer-based learning environment. We discuss the theoretical basis for "Betty's Brain" and the learning-by-teaching paradigm. We also highlight our key research findings, and discuss how these findings have shaped subsequent research. Throughout…

Live online communication facilitating collaborative learning

DEFF Research Database (Denmark)

Kjær, Christopher

2010-01-01

of the subject and the activities, whereas the students will adopt a more passive role. The traditional lecture model is based on a paradigm that views learning as the transmission of information from teacher to student. In addition, the web conference will amplify the role of the teacher in that he/she can....... Such a model must take into consideration that users must get to know and become familiar with the system and that the functions of the system should carefully be matched with social learning activities to enhance the learning of students. The presentation will include a demonstration of the web conference...

Ostracism Online: A social media ostracism paradigm.

Science.gov (United States)

Wolf, Wouter; Levordashka, Ana; Ruff, Johanna R; Kraaijeveld, Steven; Lueckmann, Jan-Matthis; Williams, Kipling D

2015-06-01

We describe Ostracism Online, a novel, social media-based ostracism paradigm designed to (1) keep social interaction experimentally controlled, (2) provide researchers with the flexibility to manipulate the properties of the social situation to fit their research purposes, (3) be suitable for online data collection, (4) be convenient for studying subsequent within-group behavior, and (5) be ecologically valid. After collecting data online, we compared the Ostracism Online paradigm with the Cyberball paradigm (Williams & Jarvis Behavior Research Methods, 38, 174-180, 2006) on need-threat and mood questionnaire scores (van Beest & Williams Journal of Personality and Social Psychology 91, 918-928, 2006). We also examined whether ostracized targets of either paradigm would be more likely to conform to their group members than if they had been included. Using a Bayesian analysis of variance to examine the individual effects of the different paradigms and to compare these effects across paradigms, we found analogous effects on need-threat and mood. Perhaps because we examined conformity to the ostracizers (rather than neutral sources), neither paradigm showed effects of ostracism on conformity. We conclude that Ostracism Online is a cost-effective, easy to use, and ecologically valid research tool for studying the psychological and behavioral effects of ostracism.

The Next Paradigm

Directory of Open Access Journals (Sweden)

Bernardo Kastrup

2018-04-01

Full Text Available In order to perceive the world, we need more than just raw sensory input: a subliminal paradigm of thought is required to interpret raw sensory data and, thereby, create the objects and events we perceive around ourselves. As such, the world we see reflects our own unexamined, culture-bound assumptions and expectations, which explains why every generation in history has believed that it more or less understood the world. Today, we perceive a world of objects and events outside and independent of mind, which merely reflects our current paradigm of thought. Anomalies that contradict this paradigm have been accumulated by physicists over the past couple of decades, which will eventually force our culture to move to a new paradigm. Under this new paradigm, a form of universal mind will be viewed as nature’s sole fundamental entity. In this paper, I offer a sketch of what the new paradigm may look like.

How to Enhance Interdisciplinary Competence--Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Science.gov (United States)

Brassler, Mirjam; Dettmers, Jan

2017-01-01

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize…

[Nursing knowledge: the evolution of scientific philosophies and paradigm trends].

Science.gov (United States)

Hung, Hsuan-Man; Wang, Hui-Ling; Chang, Yun-Hsuan; Chen, Chung-Hey

2010-02-01

Different aspects of philosophy are derived from different paradigms that contain various main points, some of which are repeated or overlap. Belief and practice are two components of a paradigm that provide perspective and framework and lead to nursing research. Changes in healthcare have popularized empirical and evidence-based research in the field of nursing research. However, the evidence-base study approach has given rise to a certain level of debate. Until now, no standard paradigm has been established for the nursing field, as different professionals use different paradigms in their studies. Such provides certain limitations as well as advantages. The quantitative aspects of a nursing paradigm were developed by Peplau and Henderson (1950) and Orem (1980). Such remained the standard until 1990, when Guba and Parse proposed qualitative viewpoints in contextual features. Therefore, the nursing paradigm has made great contributions to the development of knowledge in nursing care, although debate continues due to incomplete knowledge attributable to the presentation of knowledge and insight within individually developed paradigms. It is better to apply multiple paradigms to different research questions. It is suggested that better communication amongst experts regarding their individual points of view would help nursing members to integrate findings within the global pool of knowledge and allow replication over multiple studies.

Problem-based learning and radiology

International Nuclear Information System (INIS)

Thurley, P.; Dennick, R.

2008-01-01

The Royal College of Radiologists recently published documents setting out guidelines to improve the teaching of radiology to medical students. These included recommendations that clinicians who teach radiology should be aware of newer educational techniques, such as problem-based learning, and should be involved in the development of curricula and assessment in medical schools. This review aims to introduce the educational theories behind problem-based learning and describe how a problem-based learning tutorial is run. The relevance of problem-based learning to radiology and the potential advantages and disadvantages are discussed

A behavioral paradigm to evaluate hippocampal performance in aged rodents for pharmacological and genetic target validation.

Directory of Open Access Journals (Sweden)

Hilary Gerstein

Full Text Available Aged-related cognitive ability is highly variable, ranging from unimpaired to severe impairments. The Morris water maze (a reliable tool for assessing memory has been used to distinguish aged rodents that are superior learners from those that are learning impaired. This task, however, is not practical for pre- and post-pharmacological treatment, as the memory of the task is long lasting. In contrast, the object location memory task, also a spatial learning paradigm, results in a less robust memory that decays quickly. We demonstrate for the first time how these two paradigms can be used together to assess hippocampal cognitive impairments before and after pharmacological or genetic manipulations in rodents. Rats were first segregated into superior learning and learning impaired groups using the object location memory task, and their performance was correlated with future outcome on this task and on the Morris water maze. This method provides a tool to evaluate the effect of treatments on cognitive impairment associated with aging and neurodegenerative disorders.

Teaching Problem Based Learning as Blended Learning

DEFF Research Database (Denmark)

Kolbæk, Ditte; Nortvig, Anne-Mette

2018-01-01

Problem-based and project organized learning (PBL) was originally developed for collaboration between physically present students, but political decisions at many universities require that collaboration, dialogues, and other PBL activities take place online as well. With a theoretical point...... of departure in Dewey and a methodological point of departure in netnography, this study focuses on an online module at Aalborg University where teaching is based on PBL. With the research question ‘How can teachers design for PBL online,’ this study explores the teacher’s role in a six weeks’ blended learning...... program, and we present suggestions for designs for blended learning PBL based on case studies from two PBL courses...

Blocking in Category Learning

OpenAIRE

Bott, Lewis; Hoffman, Aaron B.; Murphy, Gregory L.

2007-01-01

Many theories of category learning assume that learning is driven by a need to minimize classification error. When there is no classification error, therefore, learning of individual features should be negligible. We tested this hypothesis by conducting three category learning experiments adapted from an associative learning blocking paradigm. Contrary to an error-driven account of learning, participants learned a wide range of information when they learned about categories, and blocking effe...

Web-Based Instruction (WBI): An Introduction.

Science.gov (United States)

Khan, Badrul H.

1998-01-01

Advances in information technology, coupled with changes in society, are creating new paradigms for education. The Web, as a medium of learning and instruction, has the potential to support the creation of well-designed resources. A table of features and components associated with Web-based instruction learning environments is provided.…

Interval timing in genetically modified mice: a simple paradigm.

Science.gov (United States)

Balci, F; Papachristos, E B; Gallistel, C R; Brunner, D; Gibson, J; Shumyatsky, G P

2008-04-01

We describe a behavioral screen for the quantitative study of interval timing and interval memory in mice. Mice learn to switch from a short-latency feeding station to a long-latency station when the short latency has passed without a feeding. The psychometric function is the cumulative distribution of switch latencies. Its median measures timing accuracy and its interquartile interval measures timing precision. Next, using this behavioral paradigm, we have examined mice with a gene knockout of the receptor for gastrin-releasing peptide that show enhanced (i.e. prolonged) freezing in fear conditioning. We have tested the hypothesis that the mutants freeze longer because they are more uncertain than wild types about when to expect the electric shock. The knockouts however show normal accuracy and precision in timing, so we have rejected this alternative hypothesis. Last, we conduct the pharmacological validation of our behavioral screen using d-amphetamine and methamphetamine. We suggest including the analysis of interval timing and temporal memory in tests of genetically modified mice for learning and memory and argue that our paradigm allows this to be done simply and efficiently.

A Learning Object Approach To Evidence based learning

Directory of Open Access Journals (Sweden)

Zabin Visram

2005-06-01

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

[Evidence based medicine. A new paradigm for medical practice].

Science.gov (United States)

Carneiro, A V

1998-01-01

Modern medical practice is an ever-changing process, and the doctor's need for information has been partially met by continuous medical education (CME) activities. It has been shown that CME activities have not prevented clinical knowledge, as well as medical practice, from deteriorating with time. When faced with the need to get the most recent and relevant information possible, the busy clinician has two major problems: most of the published medical literature is either irrelevant or not useful; and there is little time to read it. Evidence-based medicine constitutes a new paradigm for medical practice in the sense that it tries to transform clinical problems into well formulated clinical questions, selecting and critically appraising scientific evidence with predefined and rigorous rules. It combines the expertise of the individual clinician with the best external evidence from clinical research for rational, ethical and efficacious practice. Evidence-based medicine can be taught and practiced by physicians with different degrees of autonomy, with several subspecialties, working in the hospital or in outpatient clinics, alone or in groups.

Paradigms of structural safety of AGED plants. Lessons learned from Russian activities

International Nuclear Information System (INIS)

Saji, Genn; Timofeev, Boris

2007-01-01

The study of the effects behind the degradation of components and material is becoming increasingly important for the safe operation of aged plants especially when it comes to life-extension. Since the Russian nuclear community began to examine life extension issues nearly fifteen years ago, there is much to learn from these Russian pioneering studies, a portion of which were performed under the TACIS (Technical Assistance for Commonwealth of Independent States) international collaboration program with EU countries. At the Ninth International Conference, recent data were introduced regarding the ageing effects of mechanical properties of various kinds of steel and the welding joints of Russian NPP components. The full title of the conference was Material Issues in Design, Manufacturing and Operation of Nuclear Power Plants Equipment. The meeting was organized by the Central Research Institute of Structural Materials (CRISM) 'Prometey' in cooperation with the IAEA and JRC-EU. In reviewing the recent data presented at the Ninth Conference, the authors think that the paradigms of structural integrity issues in aged plants are now reasonably well established in (1) fracture mechanics and irradiation hardening of reactor vessels and core internals and (2) thermal ageing and annealing effects. Yet even when considering these well established paradigms, the current direction of study is not adequately addressing the effects of a corrosive environment. The first author believes that the current approach of low cycle fatigue is far from able to prevent and predict environmentally assisted cracks. This fundamental flaw stems from design codes, which do not incorporate the basic knowledge of corrosion mechanisms. Our focus in researching aged plants should be re-directed toward environmentally assisted cracking, typically the film rupture-slip dissolution mechanism of crack propagation under the effect of long cell action on local cells, as discussed by the first author in

Exponential time paradigms through the polynomial time lens

NARCIS (Netherlands)

Drucker, A.; Nederlof, J.; Santhanam, R.; Sankowski, P.; Zaroliagis, C.

2016-01-01

We propose a general approach to modelling algorithmic paradigms for the exact solution of NP-hard problems. Our approach is based on polynomial time reductions to succinct versions of problems solvable in polynomial time. We use this viewpoint to explore and compare the power of paradigms such as

Time and Associative Learning.

Science.gov (United States)

Balsam, Peter D; Drew, Michael R; Gallistel, C R

2010-01-01

In a basic associative learning paradigm, learning is said to have occurred when the conditioned stimulus evokes an anticipatory response. This learning is widely believed to depend on the contiguous presentation of conditioned and unconditioned stimulus. However, what it means to be contiguous has not been rigorously defined. Here we examine the empirical bases for these beliefs and suggest an alternative view based on the hypothesis that learning about the temporal relationships between events determines the speed of emergence, vigor and form of conditioned behavior. This temporal learning occurs very rapidly and prior to the appearance of the anticipatory response. The temporal relations are learned even when no anticipatory response is evoked. The speed with which an anticipatory response emerges is proportional to the informativeness of the predictive cue (CS) regarding the rate of occurrence of the predicted event (US). This analysis gives an account of what we mean by "temporal pairing" and is in accord with the data on speed of acquisition and basic findings in the cue competition literature. In this account, learning depends on perceiving and encoding temporal regularities rather than stimulus contiguities.

The cerebellum does more than sensory prediction error-based learning in sensorimotor adaptation tasks.

Science.gov (United States)

Butcher, Peter A; Ivry, Richard B; Kuo, Sheng-Han; Rydz, David; Krakauer, John W; Taylor, Jordan A

2017-09-01

Individuals with damage to the cerebellum perform poorly in sensorimotor adaptation paradigms. This deficit has been attributed to impairment in sensory prediction error-based updating of an internal forward model, a form of implicit learning. These individuals can, however, successfully counter a perturbation when instructed with an explicit aiming strategy. This successful use of an instructed aiming strategy presents a paradox: In adaptation tasks, why do individuals with cerebellar damage not come up with an aiming solution on their own to compensate for their implicit learning deficit? To explore this question, we employed a variant of a visuomotor rotation task in which, before executing a movement on each trial, the participants verbally reported their intended aiming location. Compared with healthy control participants, participants with spinocerebellar ataxia displayed impairments in both implicit learning and aiming. This was observed when the visuomotor rotation was introduced abruptly ( experiment 1 ) or gradually ( experiment 2 ). This dual deficit does not appear to be related to the increased movement variance associated with ataxia: Healthy undergraduates showed little change in implicit learning or aiming when their movement feedback was artificially manipulated to produce similar levels of variability ( experiment 3 ). Taken together the results indicate that a consequence of cerebellar dysfunction is not only impaired sensory prediction error-based learning but also a difficulty in developing and/or maintaining an aiming solution in response to a visuomotor perturbation. We suggest that this dual deficit can be explained by the cerebellum forming part of a network that learns and maintains action-outcome associations across trials. NEW & NOTEWORTHY Individuals with cerebellar pathology are impaired in sensorimotor adaptation. This deficit has been attributed to an impairment in error-based learning, specifically, from a deficit in using sensory

Computer-enhanced visual learning method: a paradigm to teach and document surgical skills.

Science.gov (United States)

Maizels, Max; Mickelson, Jennie; Yerkes, Elizabeth; Maizels, Evelyn; Stork, Rachel; Young, Christine; Corcoran, Julia; Holl, Jane; Kaplan, William E

2009-09-01

Changes in health care are stimulating residency training programs to develop new methods for teaching surgical skills. We developed Computer-Enhanced Visual Learning (CEVL) as an innovative Internet-based learning and assessment tool. The CEVL method uses the educational procedures of deliberate practice and performance to teach and learn surgery in a stylized manner. CEVL is a learning and assessment tool that can provide students and educators with quantitative feedback on learning a specific surgical procedure. Methods involved examine quantitative data of improvement in surgical skills. Herein, we qualitatively describe the method and show how program directors (PDs) may implement this technique in their residencies. CEVL allows an operation to be broken down into teachable components. The process relies on feedback and remediation to improve performance, with a focus on learning that is applicable to the next case being performed. CEVL has been shown to be effective for teaching pediatric orchiopexy and is being adapted to additional adult and pediatric procedures and to office examination skills. The CEVL method is available to other residency training programs.

New energy paradigm?

International Nuclear Information System (INIS)

Goldoni, Giovanni

2007-01-01

The rise of oil prices, the difficulties in markets liberalization, and the poor results of competition have convinced many that a new energy paradigm is necessary. Taking the original definition of scientific paradigm, it doesn't seem that a practical solution could be found outside the present paradigm of energy policy, made of privatisation, liberalisation and competition [it

Online Learning for Social Constructivism: Creating a Conducive ...

African Journals Online (AJOL)

On-line learning is a process which is facilitated through the use of the Internet and the World Wide Web. It has the potential for stimulating learning on a social constructivist paradigm given the wide range of applications available on the Internet and the web. The social constructivist paradigm is associated with creative ...

A Machine Learning Based Intrusion Impact Analysis Scheme for Clouds

Directory of Open Access Journals (Sweden)

Junaid Arshad

2012-01-01

Full Text Available Clouds represent a major paradigm shift, inspiring the contemporary approach to computing. They present fascinating opportunities to address dynamic user requirements with the provision of on demand expandable computing infrastructures. However, Clouds introduce novel security challenges which need to be addressed to facilitate widespread adoption. This paper is focused on one such challenge - intrusion impact analysis. In particular, we highlight the significance of intrusion impact analysis for the overall security of Clouds. Additionally, we present a machine learning based scheme to address this challenge in accordance with the specific requirements of Clouds for intrusion impact analysis. We also present rigorous evaluation performed to assess the effectiveness and feasibility of the proposed method to address this challenge for Clouds. The evaluation results demonstrate high degree of effectiveness to correctly determine the impact of an intrusion along with significant reduction with respect to the intrusion response time.

Students Learn How Nonprofits Utilize Volunteers through Inquiry-Based Learning

Science.gov (United States)

Bolton, Elizabeth B.; Brennan, M. A.; Terry, Bryan D.

2009-01-01

This article highlights how undergraduate students implemented inquiry-based learning strategies to learn how nonprofit organizations utilize volunteers. In inquiry-based learning, students begin with a problem or question with some degree of focus or structure provided by the professor. The student inquiry showcased in this article was based on a…

Biomimetic approach to tacit learning based on compound control.

Science.gov (United States)

Shimoda, Shingo; Kimura, Hidenori

2010-02-01

The remarkable capability of living organisms to adapt to unknown environments is due to learning mechanisms that are totally different from the current artificial machine-learning paradigm. Computational media composed of identical elements that have simple activity rules play a major role in biological control, such as the activities of neurons in brains and the molecular interactions in intracellular control. As a result of integrations of the individual activities of the computational media, new behavioral patterns emerge to adapt to changing environments. We previously implemented this feature of biological controls in a form of machine learning and succeeded to realize bipedal walking without the robot model or trajectory planning. Despite the success of bipedal walking, it was a puzzle as to why the individual activities of the computational media could achieve the global behavior. In this paper, we answer this question by taking a statistical approach that connects the individual activities of computational media to global network behaviors. We show that the individual activities can generate optimized behaviors from a particular global viewpoint, i.e., autonomous rhythm generation and learning of balanced postures, without using global performance indices.

An fMRI paradigm based on Williams inhibition test to study the neural substrates of attention and inhibitory control.

Science.gov (United States)

Dores, Artemisa R; Barbosa, Fernando; Carvalho, Irene P; Almeida, Isabel; Guerreiro, Sandra; da Rocha, Benedita Martins; Cunha, Gil; Castelo Branco, Miguel; de Sousa, Liliana; Castro Caldas, Alexandre

2017-12-01

The purpose of this study is to present an fMRI paradigm, based on the Williams inhibition test (WIT), to study attentional and inhibitory control and their neuroanatomical substrates. We present an index of the validity of the proposed paradigm and test whether the experimental task discriminates the behavioral performances of healthy participants from those of individuals with acquired brain injury. Stroop and Simon tests present similarities with WIT, but this latter is more demanding. We analyze the BOLD signal in 10 healthy participants performing the WIT. The dorsolateral prefrontal cortex, the inferior prefrontal cortex, the anterior cingulate cortex, and the posterior cingulate cortex were defined for specified region of interest analysis. We additionally compare behavioral data (hits, errors, reaction times) of the healthy participants with those of eight acquired brain injury patients. Data were analyzed with GLM-based random effects and Mann-Whitney tests. Results show the involvement of the defined regions and indicate that the WIT is sensitive to brain lesions. This WIT-based block design paradigm can be used as a research methodology for behavioral and neuroimaging studies of the attentional and inhibitory components of executive functions.

National Wind Distance Learning Collaborative

Energy Technology Data Exchange (ETDEWEB)

Dr. James B. Beddow

2013-03-29

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

A knowledge-centered paradigm for operations and design

International Nuclear Information System (INIS)

Perin, C.

2005-01-01

A paradigm premised on the reactor design basis and on its systems, structures, and components also governs nuclear power plant operations. This machine-centered paradigm emphasizes a functional and discipline-based division of responsibilities, which can create hierarchical 'silos' and 'stovepipes' inhibiting the development and lateral exchange of knowledge about safety-critical system interactions. A knowledge-centered paradigm instead encourages the timely development, analysis, and exchange of information about system conditions and their likely consequences. This new paradigm puts operational focus on the importance of operating experience, informative root cause analyses, effective corrective actions, and cross-discipline exchange and cooperation. Although the knowledge-centered paradigm is already central to three main strategies of risk reduction, it is less likely to be recognized as such in terms of priorities, resources, and training: configuration control, control room operations, and root cause analysis. To maintain the capacity for safe shutdown and to preserve public trust, the knowledge-centered paradigm places as high a priority on interactions of safety-critical knowledge as it does on interactions of safety-critical systems, structures, and components. (author)

Problem-based learning

NARCIS (Netherlands)

Loyens, Sofie; Kirschner, Paul A.; Paas, Fred

2010-01-01

Loyens, S. M. M., Kirschner, P. A., & Paas, F. (2011). Problem-based learning. In S. Graham (Editor-in-Chief), A. Bus, S. Major, & L. Swanson (Associate Editors), APA educational psychology handbook: Vol. 3. Application to learning and teaching (pp. 403-425). Washington, DC: American Psychological

Neural Correlates of Morphology Acquisition through a Statistical Learning Paradigm.

Science.gov (United States)

Sandoval, Michelle; Patterson, Dianne; Dai, Huanping; Vance, Christopher J; Plante, Elena

2017-01-01

The neural basis of statistical learning as it occurs over time was explored with stimuli drawn from a natural language (Russian nouns). The input reflected the "rules" for marking categories of gendered nouns, without making participants explicitly aware of the nature of what they were to learn. Participants were scanned while listening to a series of gender-marked nouns during four sequential scans, and were tested for their learning immediately after each scan. Although participants were not told the nature of the learning task, they exhibited learning after their initial exposure to the stimuli. Independent component analysis of the brain data revealed five task-related sub-networks. Unlike prior statistical learning studies of word segmentation, this morphological learning task robustly activated the inferior frontal gyrus during the learning period. This region was represented in multiple independent components, suggesting it functions as a network hub for this type of learning. Moreover, the results suggest that subnetworks activated by statistical learning are driven by the nature of the input, rather than reflecting a general statistical learning system.

The effect of discovery learning and problem-based learning on middle school students’ self-regulated learning

Science.gov (United States)

Miatun, A.; Muntazhimah

2018-01-01

The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self-regulated learning. The learning model compared were discovery learning and problem-based learning. The population was all students at the grade VIII of Junior High School in Boyolali regency. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self-regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusion was as follows: (1) discovery learning gives better achievement than problem-based learning. (2) Achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. (3) For discovery learning, achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. For problem-based learning, students who have high and medium self-regulated learning have the same achievement. (4) For students who have high self-regulated learning, discovery learning gives better achievement than problem-based learning. Students who have medium and low self-regulated learning, both learning models give the same achievement.

International business and the eclectic paradigm

DEFF Research Database (Denmark)

The eclectic paradigm has become the dominant theoretical basis in the study of international business, multinational corporations and internationalization since 1980. However, developments such as economic globalization and the subsequent growth of global and alliance capitalism have fundamentally......, finance, evolutionary economics, resource-based theory or strategic management? Can it be utilized to explain new developments in international business and economics? Do these require new ideas and concepts to be integrated within the eclectic paradigm? What are the new challenges to which international...

A critique of the molecular target-based drug discovery paradigm based on principles of metabolic control: advantages of pathway-based discovery.

Science.gov (United States)

Hellerstein, Marc K

2008-01-01

Contemporary drug discovery and development (DDD) is dominated by a molecular target-based paradigm. Molecular targets that are potentially important in disease are physically characterized; chemical entities that interact with these targets are identified by ex vivo high-throughput screening assays, and optimized lead compounds enter testing as drugs. Contrary to highly publicized claims, the ascendance of this approach has in fact resulted in the lowest rate of new drug approvals in a generation. The primary explanation for low rates of new drugs is attrition, or the failure of candidates identified by molecular target-based methods to advance successfully through the DDD process. In this essay, I advance the thesis that this failure was predictable, based on modern principles of metabolic control that have emerged and been applied most forcefully in the field of metabolic engineering. These principles, such as the robustness of flux distributions, address connectivity relationships in complex metabolic networks and make it unlikely a priori that modulating most molecular targets will have predictable, beneficial functional outcomes. These same principles also suggest, however, that unexpected therapeutic actions will be common for agents that have any effect (i.e., that complexity can be exploited therapeutically). A potential operational solution (pathway-based DDD), based on observability rather than predictability, is described, focusing on emergent properties of key metabolic pathways in vivo. Recent examples of pathway-based DDD are described. In summary, the molecular target-based DDD paradigm is built on a naïve and misleading model of biologic control and is not heuristically adequate for advancing the mission of modern therapeutics. New approaches that take account of and are built on principles described by metabolic engineers are needed for the next generation of DDD.

Optimizing the stimulus presentation paradigm design for the P300-based brain-computer interface using performance prediction

Science.gov (United States)

Mainsah, B. O.; Reeves, G.; Collins, L. M.; Throckmorton, C. S.

2017-08-01

Objective. The role of a brain-computer interface (BCI) is to discern a user’s intended message or action by extracting and decoding relevant information from brain signals. Stimulus-driven BCIs, such as the P300 speller, rely on detecting event-related potentials (ERPs) in response to a user attending to relevant or target stimulus events. However, this process is error-prone because the ERPs are embedded in noisy electroencephalography (EEG) data, representing a fundamental problem in communication of the uncertainty in the information that is received during noisy transmission. A BCI can be modeled as a noisy communication system and an information-theoretic approach can be exploited to design a stimulus presentation paradigm to maximize the information content that is presented to the user. However, previous methods that focused on designing error-correcting codes failed to provide significant performance improvements due to underestimating the effects of psycho-physiological factors on the P300 ERP elicitation process and a limited ability to predict online performance with their proposed methods. Maximizing the information rate favors the selection of stimulus presentation patterns with increased target presentation frequency, which exacerbates refractory effects and negatively impacts performance within the context of an oddball paradigm. An information-theoretic approach that seeks to understand the fundamental trade-off between information rate and reliability is desirable. Approach. We developed a performance-based paradigm (PBP) by tuning specific parameters of the stimulus presentation paradigm to maximize performance while minimizing refractory effects. We used a probabilistic-based performance prediction method as an evaluation criterion to select a final configuration of the PBP. Main results. With our PBP, we demonstrate statistically significant improvements in online performance, both in accuracy and spelling rate, compared to the conventional

Learning and transfer of category knowledge in an indirect categorization task.

Science.gov (United States)

Helie, Sebastien; Ashby, F Gregory

2012-05-01

Knowledge representations acquired during category learning experiments are 'tuned' to the task goal. A useful paradigm to study category representations is indirect category learning. In the present article, we propose a new indirect categorization task called the "same"-"different" categorization task. The same-different categorization task is a regular same-different task, but the question asked to the participants is about the stimulus category membership instead of stimulus identity. Experiment 1 explores the possibility of indirectly learning rule-based and information-integration category structures using the new paradigm. The results suggest that there is little learning about the category structures resulting from an indirect categorization task unless the categories can be separated by a one-dimensional rule. Experiment 2 explores whether a category representation learned indirectly can be used in a direct classification task (and vice versa). The results suggest that previous categorical knowledge acquired during a direct classification task can be expressed in the same-different categorization task only when the categories can be separated by a rule that is easily verbalized. Implications of these results for categorization research are discussed.

Causal hydrodynamics and the membrane paradigm

International Nuclear Information System (INIS)

Natsuume, Makoto

2008-01-01

We obtain the relaxation time for the shear viscous stress for various geometries using the 'membrane paradigm' formula proposed recently. We consider the generic Schwarzschild-anti-de Sitter black holes (SAdS), the generic Dp-brane, the Klebanov-Tseytlin (KT) geometry, and the N=2* theory. The formula is the 'shear mode' result and is not fully trustable, but it may be helpful to learn some generic behaviors about the relaxation time. For example, a simple formula summarizes all known results for SAdS, and a single expression summarizes the results for the Dp-brane and the KT geometry.

Perspectives on Emerging/Novel Computing Paradigms and Future Aerospace Workforce Environments

Science.gov (United States)

Noor, Ahmed K.

2003-01-01

The accelerating pace of the computing technology development shows no signs of abating. Computing power reaching 100 Tflop/s is likely to be reached by 2004 and Pflop/s (10(exp 15) Flop/s) by 2007. The fundamental physical limits of computation, including information storage limits, communication limits and computation rate limits will likely be reached by the middle of the present millennium. To overcome these limits, novel technologies and new computing paradigms will be developed. An attempt is made in this overview to put the diverse activities related to new computing-paradigms in perspective and to set the stage for the succeeding presentations. The presentation is divided into five parts. In the first part, a brief historical account is given of development of computer and networking technologies. The second part provides brief overviews of the three emerging computing paradigms grid, ubiquitous and autonomic computing. The third part lists future computing alternatives and the characteristics of future computing environment. The fourth part describes future aerospace workforce research, learning and design environments. The fifth part lists the objectives of the workshop and some of the sources of information on future computing paradigms.

The KhoeSan Early Learning Center Pilot Project: Negotiating Power and Possibility in a South African Institute of Higher Learning

Science.gov (United States)

De Wet, Priscilla

2011-01-01

As we search for a new paradigm in post-apartheid South Africa, the knowledge base and worldview of the KhoeSan first Indigenous peoples is largely missing. The South African government has established various mechanisms as agents for social change. Institutions of higher learning have implemented transformation programs. KhoeSan peoples, however,…

Learning Object Retrieval and Aggregation Based on Learning Styles

Science.gov (United States)

Ramirez-Arellano, Aldo; Bory-Reyes, Juan; Hernández-Simón, Luis Manuel

2017-01-01

The main goal of this article is to develop a Management System for Merging Learning Objects (msMLO), which offers an approach that retrieves learning objects (LOs) based on students' learning styles and term-based queries, which produces a new outcome with a better score. The msMLO faces the task of retrieving LOs via two steps: The first step…

Features and characteristics of problem based learning

Directory of Open Access Journals (Sweden)

Eser Ceker

2016-12-01

Full Text Available Throughout the years, there appears to be an increase in Problem Based Learning applications in education; and Problem Based Learning related research areas. The main aim of this research is to underline the fundamentals (basic elements of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look for the latest technology supported tools of Problem Based Learning. This research showed that the most researched characteristics of PBL are; teacher and student assessments on Problem Based Learning, Variety of disciplines in which Problem Based Learning strategies were tried and success evaluated, Using Problem Based Learning alone or with other strategies (Hybrid or Mix methods, Comparing Problem Based Learning with other strategies, and new trends and tendencies in Problem Based Learning related research. Our research may help us to identify the latest trends and tendencies referred to in the published studies related to “problem based learning” areas. In this research, Science Direct and Ulakbim were used as our main database resources. The sample of this study consists of 150 articles.

Deconstructing Research: Paradigms Lost

Science.gov (United States)

Trifonas, Peter Pericles

2009-01-01

In recent decades, proponents of naturalistic and/or critical modes of inquiry advocating the use of ethnographic techniques for the narrative-based study of phenomena within pedagogical contexts have challenged the central methodological paradigm of educational research: that is, the tendency among its practitioners to adhere to quantitative…

Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

Directory of Open Access Journals (Sweden)

Reza Karimi, RPh, PhD

2011-01-01

Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven “closing the loop” feedback discussion. For teambuilding, a set of clue sheets or manufacturer‘s drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams’ impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators’ interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.

Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

Directory of Open Access Journals (Sweden)

Reza Karimi

2011-01-01

Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven "closing the loop" feedback discussion. For teambuilding, a set of clue sheets or manufacturer's drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams' impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators' interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.   Type: Case Study

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

Science.gov (United States)

Koh, Jansen

2016-01-01

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

Web-Based Learning Support System

Science.gov (United States)

Fan, Lisa

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

[Mathematical models of decision making and learning].

Science.gov (United States)

Ito, Makoto; Doya, Kenji

2008-07-01

Computational models of reinforcement learning have recently been applied to analysis of brain imaging and neural recording data to identity neural correlates of specific processes of decision making, such as valuation of action candidates and parameters of value learning. However, for such model-based analysis paradigms, selecting an appropriate model is crucial. In this study we analyze the process of choice learning in rats using stochastic rewards. We show that "Q-learning," which is a standard reinforcement learning algorithm, does not adequately reflect the features of choice behaviors. Thus, we propose a generalized reinforcement learning (GRL) algorithm that incorporates the negative reward effect of reward loss and forgetting of values of actions not chosen. Using the Bayesian estimation method for time-varying parameters, we demonstrated that the GRL algorithm can predict an animal's choice behaviors as efficiently as the best Markov model. The results suggest the usefulness of the GRL for the model-based analysis of neural processes involved in decision making.

A Novel Analog Reasoning Paradigm: New Insights in Intellectually Disabled Patients.

Science.gov (United States)

Curie, Aurore; Brun, Amandine; Cheylus, Anne; Reboul, Anne; Nazir, Tatjana; Bussy, Gérald; Delange, Karine; Paulignan, Yves; Mercier, Sandra; David, Albert; Marignier, Stéphanie; Merle, Lydie; de Fréminville, Bénédicte; Prieur, Fabienne; Till, Michel; Mortemousque, Isabelle; Toutain, Annick; Bieth, Eric; Touraine, Renaud; Sanlaville, Damien; Chelly, Jamel; Kong, Jian; Ott, Daniel; Kassai, Behrouz; Hadjikhani, Nouchine; Gollub, Randy L; des Portes, Vincent

2016-01-01

Intellectual Disability (ID) is characterized by deficits in intellectual functions such as reasoning, problem-solving, planning, abstract thinking, judgment, and learning. As new avenues are emerging for treatment of genetically determined ID (such as Down's syndrome or Fragile X syndrome), it is necessary to identify objective reliable and sensitive outcome measures for use in clinical trials. We developed a novel visual analogical reasoning paradigm, inspired by the Progressive Raven's Matrices, but appropriate for Intellectually Disabled patients. This new paradigm assesses reasoning and inhibition abilities in ID patients. We performed behavioural analyses for this task (with a reaction time and error rate analysis, Study 1) in 96 healthy controls (adults and typically developed children older than 4) and 41 genetically determined ID patients (Fragile X syndrome, Down syndrome and ARX mutated patients). In order to establish and quantify the cognitive strategies used to solve the task, we also performed an eye-tracking analysis (Study 2). Down syndrome, ARX and Fragile X patients were significantly slower and made significantly more errors than chronological age-matched healthy controls. The effect of inhibition on error rate was greater than the matrix complexity effect in ID patients, opposite to findings in adult healthy controls. Interestingly, ID patients were more impaired by inhibition than mental age-matched healthy controls, but not by the matrix complexity. Eye-tracking analysis made it possible to identify the strategy used by the participants to solve the task. Adult healthy controls used a matrix-based strategy, whereas ID patients used a response-based strategy. Furthermore, etiologic-specific reasoning differences were evidenced between ID patients groups. We suggest that this paradigm, appropriate for ID patients and developmental populations as well as adult healthy controls, provides an objective and quantitative assessment of visual

Nonlinear attractor dynamics in the fundamental and extended prism adaptation paradigm

International Nuclear Information System (INIS)

Frank, T.D.; Blau, Julia J.C.; Turvey, M.T.

2009-01-01

Adaptation and re-adaptation processes are studied in terms of dynamic attractors that evolve and devolve. In doing so, a theoretical account is given for the fundamental observation that adaptation and re-adaptation processes do not exhibit one-trial learning. Moreover, the emergence of the latent aftereffect in the extended prism paradigm is addressed

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

DEFF Research Database (Denmark)

Helbo, Jan; Knudsen, Morten

2004-01-01

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

Experience inheritance from famous specialists based on real-world clinical research paradigm of traditional Chinese medicine.

Science.gov (United States)

Song, Guanli; Wang, Yinghui; Zhang, Runshun; Liu, Baoyan; Zhou, Xuezhong; Zhou, Xiaji; Zhang, Hong; Guo, Yufeng; Xue, Yanxing; Xu, Lili

2014-09-01

The current modes of experience inheritance from famous specialists in traditional Chinese medicine (TCM) include master and disciple, literature review, clinical-epidemiology-based clinical research observation, and analysis and data mining via computer and database technologies. Each mode has its advantages and disadvantages. However, a scientific and instructive experience inheritance mode has not been developed. The advent of the big data era as well as the formation and practice accumulation of the TCM clinical research paradigm in the real world have provided new perspectives, techniques, and methods for inheriting experience from famous TCM specialists. Through continuous exploration and practice, the research group proposes the innovation research mode based on the real-world TCM clinical research paradigm, which involves the inheritance and innovation of the existing modes. This mode is formulated in line with its own development regularity of TCM and is expected to become the main mode of experience inheritance in the clinical field.

From evaluation of knowledge to evaluation of competence: a change of paradigm and of ideas

Directory of Open Access Journals (Sweden)

Claire Bourguignon

2014-12-01

Full Text Available This article shows that research on competence-oriented assessment does not meet the criteria of analytic research but is to be considered as systemic. Indeed, competence-oriented assessment is complex and marks an epistemological turning point in the field of language learning and teaching. It thus upsets the traditional representations based on knowledge assessment. After a presentation of the fundamental concepts of competence-oriented assessment and its impact on language learning and teaching, an explanation is given of why words are not enough to bring about changes in perspective. Teachers will not apply a theoretical framework which does not fit in with their ideas. This is why it seems difficult to envisage any research on competence-oriented assessment without reflecting on how teachers can adapt to a new paradigm.

Inquiry-Based Learning in China: Lesson Learned for School Science Practices

Science.gov (United States)

Nuangchalerm, Prasart

2014-01-01

Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…

Learning With Mixed Hard/Soft Pointwise Constraints.

Science.gov (United States)

Gnecco, Giorgio; Gori, Marco; Melacci, Stefano; Sanguineti, Marcello

2015-09-01

A learning paradigm is proposed and investigated, in which the classical framework of learning from examples is enhanced by the introduction of hard pointwise constraints, i.e., constraints imposed on a finite set of examples that cannot be violated. Such constraints arise, e.g., when requiring coherent decisions of classifiers acting on different views of the same pattern. The classical examples of supervised learning, which can be violated at the cost of some penalization (quantified by the choice of a suitable loss function) play the role of soft pointwise constraints. Constrained variational calculus is exploited to derive a representer theorem that provides a description of the functional structure of the optimal solution to the proposed learning paradigm. It is shown that such an optimal solution can be represented in terms of a set of support constraints, which generalize the concept of support vectors and open the doors to a novel learning paradigm, called support constraint machines. The general theory is applied to derive the representation of the optimal solution to the problem of learning from hard linear pointwise constraints combined with soft pointwise constraints induced by supervised examples. In some cases, closed-form optimal solutions are obtained.

A unifying paradigm for naphthoquinone-based meroterpenoid (bio)synthesis

Science.gov (United States)

Miles, Zachary D.; Diethelm, Stefan; Pepper, Henry P.; Huang, David M.; George, Jonathan H.; Moore, Bradley S.

2017-12-01

Bacterial meroterpenoids constitute an important class of natural products with diverse biological properties and therapeutic potential. The biosynthetic logic for their production is unknown and defies explanation via classical biochemical paradigms. A large subgroup of naphthoquinone-based meroterpenoids exhibits a substitution pattern of the polyketide-derived aromatic core that seemingly contradicts the established reactivity pattern of polyketide phenol nucleophiles and terpene diphosphate electrophiles. We report the discovery of a hitherto unprecedented enzyme-promoted α-hydroxyketone rearrangement catalysed by vanadium-dependent haloperoxidases to account for these discrepancies in the merochlorin and napyradiomycin class of meroterpenoid antibiotics, and we demonstrate that the α-hydroxyketone rearrangement is potentially a conserved biosynthetic reaction in this molecular class. The biosynthetic α-hydroxyketone rearrangement was applied in a concise total synthesis of naphthomevalin, a prominent member of the napyradiomycin meroterpenes, and sheds further light on the mechanism of this unifying enzymatic transformation.

Redesigning Introductory Science Courses to Teach Sustainability: Introducing the L(SC)2 Paradigm

Science.gov (United States)

Myers, J. D.; Campbell-Stone, E.; Massey, G.

2008-12-01

promoting scientific literacy, L(SC)2 courses explicitly promote mastery of fundamental quantitative and qualitative skills critical to science and commonly a barrier to student success in science. Scientific content addresses the principles and disciplines necessary to tackle the multifaceted problems that must be solved in any sustainability transition and illustrates the limitations on what can be accomplished. Finally, social context adds the place-based component that is critical to sustainability science while revealing how science impacts students' everyday lives. Experience in addressing realistic, real-life problems fosters the habits of mind necessary to address these problems and instills a sense of social and political efficacy and responsibility. The L(SC)2 course paradigm employs a variety of educational tools (active problem-based learning, collaborative work, peer instruction, interdisciplinarity, and global context-based instruction) that improve lasting comprehension by creating a more effective learning environment. In this paradigm, STEM students learn that although there may be a technically or scientifically optimal solution to a problem, it must be responsive to a society's social, legal, cultural and religious parameters. Conversely, students in non-STEM fields learn that solutions to societal problems must be scientifically valid and technologically feasible. The interaction of STEM and non-STEM students in L(SC)2 courses builds bridges between the natural and social sciences that are critical for a successful sustainability transition and lacking in most traditional science courses.

Toward a patient-based paradigm for blood transfusion

OpenAIRE

Farrugia, Albert; Vamvakas, Eleftherios

2014-01-01

Albert Farrugia,1,2 Eleftherios Vamvakas31College of Medicine, Biology and Environment, Australian National University, Acton, ACT, Australia; 2Centre for Orthopaedic Research, Department of Surgery, Faculty of Medicine and Surgery, University of Western Australia, Perth, WA, Australia; 3Cedars-Sinai Medical Center, Los Angeles, CA, USAAbstract: The current "manufacturing paradigm" of transfusion practice has detached transfusion from the clinical environment. As an example,...

Dimensions of problem based learning

DEFF Research Database (Denmark)

Nielsen, Jørgen Lerche; Andreasen, Lars Birch

2013-01-01

The article contributes to the literature on problem based learning and problem-oriented project work, building on and reflecting the experiences of the authors through decades of work with problem-oriented project pedagogy. The article explores different dimensions of problem based learning such...... and Learning (MIL). We discuss changes in the roles of the teachers as supervisors within this learning environment, and we explore the involvement of students as active participants and co-designers of how course and project activities unfold....

Model-based machine learning.

Science.gov (United States)

Bishop, Christopher M

2013-02-13

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

Global Trends in Workplace Learning

Science.gov (United States)

Lee, Lung-Sheng; Lai, Chun-Chin

2012-01-01

The paradigm of human resource development has shifted to workplace learning and performance. Workplace can be an organization, an office, a kitchen, a shop, a farm, a website, even a home. Workplace learning is a dynamic process to solve workplace problems through learning. An identification of global trends of workplace learning can help us to…

eLearning techniques supporting problem based learning in clinical simulation.

Science.gov (United States)

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2005-08-01

This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.

The Risk-Benefit Paradigm vs the Causal Exposure Paradigm: LDL as a primary cause of vascular disease.

Science.gov (United States)

Toth, Peter P; Thanassoulis, George; Williams, Ken; Furberg, Curt D; Sniderman, Allan

2014-01-01

All current guidelines use the 10-year risk of a cardiovascular event to select subjects for statin primary preventive therapy. Benefit from therapy is stated to be determined by risk with the result that statin primary preventive therapy is initiated only when the risk of a cardiovascular event over the next decade exceeds a specified level. Thus all current guidelines are based primarily on the Risk-Benefit paradigm of primary prevention. The recent American Heart Association/American College of Cardiology guidelines differ from others in basing selection for statin therapy virtually exclusively on risk except for those few subjects with markedly elevated levels of low-density lipoprotein cholesterol (LDL-C). The Causal Exposure paradigm differs from the Risk-Benefit paradigm in that the objective of therapy is to prevent the anatomic disease within arterial walls that produces cardiovascular risk. Moreover, the anatomic disease and, therefore, the cardiovascular risk, is a function of the injurious action of the causal factors of vascular disease, such as blood pressure and LDL, on the arterial wall over long periods. In this article, we explain the strengths and weaknesses of both paradigms to provide a more secure framework to compare the strengths and weaknesses in the different cholesterol guidelines with particular emphasis on the evidence that the cardiovascular risk and the benefit from statin therapy is related to the level of LDL. Copyright © 2014 National Lipid Association. Published by Elsevier Inc. All rights reserved.

Promoting Social Change through Service-Learning in the Curriculum

Science.gov (United States)

Bowen, Glenn A.

2014-01-01

Service-learning is a high-impact pedagogical strategy embraced by higher education institutions. Direct service based on a charity paradigm tends to be the norm, while little attention is paid to social change-oriented service. This article offers suggestions for incorporating social justice education into courses designed to promote social…

Improving Learning with the Critical Thinking Paradigm: MIBOLC Modules A and B

National Research Council Canada - National Science Library

Gilman, Jessica H

2009-01-01

...; however, a strong tie to traditional teaching paradigms still remains. In order to effectively train officers to utilize the fundamental knowledge taught in Modules A and B, the reliance on traditional teaching methodology must be destroyed and replaced by a dynamic critical thinking approach.

An adaptive semantic matching paradigm for reliable and valid language mapping in individuals with aphasia.

Science.gov (United States)

Wilson, Stephen M; Yen, Melodie; Eriksson, Dana K

2018-04-17

Research on neuroplasticity in recovery from aphasia depends on the ability to identify language areas of the brain in individuals with aphasia. However, tasks commonly used to engage language processing in people with aphasia, such as narrative comprehension and picture naming, are limited in terms of reliability (test-retest reproducibility) and validity (identification of language regions, and not other regions). On the other hand, paradigms such as semantic decision that are effective in identifying language regions in people without aphasia can be prohibitively challenging for people with aphasia. This paper describes a new semantic matching paradigm that uses an adaptive staircase procedure to present individuals with stimuli that are challenging yet within their competence, so that language processing can be fully engaged in people with and without language impairments. The feasibility, reliability and validity of the adaptive semantic matching paradigm were investigated in sixteen individuals with chronic post-stroke aphasia and fourteen neurologically normal participants, in comparison to narrative comprehension and picture naming paradigms. All participants succeeded in learning and performing the semantic paradigm. Test-retest reproducibility of the semantic paradigm in people with aphasia was good (Dice coefficient = 0.66), and was superior to the other two paradigms. The semantic paradigm revealed known features of typical language organization (lateralization; frontal and temporal regions) more consistently in neurologically normal individuals than the other two paradigms, constituting evidence for validity. In sum, the adaptive semantic matching paradigm is a feasible, reliable and valid method for mapping language regions in people with aphasia. © 2018 Wiley Periodicals, Inc.

Artificial Grammar Learning in Dyslexic and Nondyslexic Adults: Implications for Orthographic Learning

Science.gov (United States)

Samara, Anna; Caravolas, Markéta

2017-01-01

Potential implicit orthographic learning deficits were investigated in adults with dyslexia. An artificial grammar learning paradigm served to assess dyslexic and typical readers' ability to exploit information about chunk frequency, letter-position patterns, and specific string similarity, all of which have analogous constructs in real…

Simulation and case-based learning

DEFF Research Database (Denmark)

Ørngreen, Rikke; Guralnick, David

2008-01-01

Abstract- This paper has its origin in the authors' reflection on years of practical experiences combined with literature readings in our preparation for a workshop on learn-by-doing simulation and case-based learning to be held at the ICELW 2008 conference (the International Conference on E-Learning...... in the Workplace). The purpose of this paper is to describe the two online learning methodologies and to raise questions for future discussion. In the workshop, the organizers and participants work with and discuss differences and similarities within the two pedagogical methodologies, focusing on how...... they are applied in workplace related and e-learning contexts. In addition to the organizers, a small number of invited presenters will attend, giving demonstrations of their work within learn-by-doing simulation and cases-based learning, but still leaving ample of time for discussion among all participants....

Design for game based learning platforms

DEFF Research Database (Denmark)

Sørensen, Birgitte Holm; Meyer, Bente

2010-01-01

This paper focuses on the challenges related to the design of game based learning platforms for formal learning contexts that are inspired by the pupil's leisure time related use of web 2.0. The paper is based on the project Serious Games on a Global Market Place (2007-2011) founded by the Danish...... of web 2.0 and integrates theories of learning, didactics, games, play, communication, multimodality and different pedagogical approaches. In relation to the introduced model the teacher role is discussed.......This paper focuses on the challenges related to the design of game based learning platforms for formal learning contexts that are inspired by the pupil's leisure time related use of web 2.0. The paper is based on the project Serious Games on a Global Market Place (2007-2011) founded by the Danish...... Council for Strategic Research, in which an online game-based platform for English as a foreign language in primary school is studied. The paper presents a model for designing for game based learning platforms. This design is based on cultural and ethnographic based research on children's leisure time use...

PCA-based polling strategy in machine learning framework for coronary artery disease risk assessment in intravascular ultrasound: A link between carotid and coronary grayscale plaque morphology.

Science.gov (United States)

Araki, Tadashi; Ikeda, Nobutaka; Shukla, Devarshi; Jain, Pankaj K; Londhe, Narendra D; Shrivastava, Vimal K; Banchhor, Sumit K; Saba, Luca; Nicolaides, Andrew; Shafique, Shoaib; Laird, John R; Suri, Jasjit S

2016-05-01

Percutaneous coronary interventional procedures need advance planning prior to stenting or an endarterectomy. Cardiologists use intravascular ultrasound (IVUS) for screening, risk assessment and stratification of coronary artery disease (CAD). We hypothesize that plaque components are vulnerable to rupture due to plaque progression. Currently, there are no standard grayscale IVUS tools for risk assessment of plaque rupture. This paper presents a novel strategy for risk stratification based on plaque morphology embedded with principal component analysis (PCA) for plaque feature dimensionality reduction and dominant feature selection technique. The risk assessment utilizes 56 grayscale coronary features in a machine learning framework while linking information from carotid and coronary plaque burdens due to their common genetic makeup. This system consists of a machine learning paradigm which uses a support vector machine (SVM) combined with PCA for optimal and dominant coronary artery morphological feature extraction. Carotid artery proven intima-media thickness (cIMT) biomarker is adapted as a gold standard during the training phase of the machine learning system. For the performance evaluation, K-fold cross validation protocol is adapted with 20 trials per fold. For choosing the dominant features out of the 56 grayscale features, a polling strategy of PCA is adapted where the original value of the features is unaltered. Different protocols are designed for establishing the stability and reliability criteria of the coronary risk assessment system (cRAS). Using the PCA-based machine learning paradigm and cross-validation protocol, a classification accuracy of 98.43% (AUC 0.98) with K=10 folds using an SVM radial basis function (RBF) kernel was achieved. A reliability index of 97.32% and machine learning stability criteria of 5% were met for the cRAS. This is the first Computer aided design (CADx) system of its kind that is able to demonstrate the ability of coronary

CITIES, CULTURAL DIVERSITY, AND DESIGN PEDAGOGY ENHANCING “PEOPLE-ENVIRONMENTS” PARADIGM IN EDUCATION

Directory of Open Access Journals (Sweden)

Hülya Turgut Yıldız

2009-03-01

• A. Eyüce on Learning from Istanbul. Representing different regions, the papers offer an exposition of philosophies and discourses, cases and experiments, and programs and approaches as voices that call for integrating ‘people-environments’ paradigm into teaching practices in an effective and efficient manner.

Genetic disruptions of Drosophila Pavlovian learning leave extinction learning intact.

Science.gov (United States)

Qin, H; Dubnau, J

2010-03-01

Individuals who experience traumatic events may develop persistent posttraumatic stress disorder. Patients with this disorder are commonly treated with exposure therapy, which has had limited long-term success. In experimental neurobiology, fear extinction is a model for exposure therapy. In this behavioral paradigm, animals are repeatedly exposed in a safe environment to the fearful stimulus, which leads to greatly reduced fear. Studying animal models of extinction already has lead to better therapeutic strategies and development of new candidate drugs. Lack of a powerful genetic model of extinction, however, has limited progress in identifying underlying molecular and genetic factors. In this study, we established a robust behavioral paradigm to study the short-term effect (acquisition) of extinction in Drosophila melanogaster. We focused on the extinction of olfactory aversive 1-day memory with a task that has been the main workhorse for genetics of memory in flies. Using this paradigm, we show that extinction can inhibit each of two genetically distinct forms of consolidated memory. We then used a series of single-gene mutants with known impact on associative learning to examine the effects on extinction. We find that extinction is intact in each of these mutants, suggesting that extinction learning relies on different molecular mechanisms than does Pavlovian learning.

Learning Strategies Model to Enhance Thai Undergraduate Students' Self-Efficacy Beliefs in EIL Textual Reading Performance

Science.gov (United States)

Kakew, Jiraporn; Damnet, Anamai

2017-01-01

This classroom based research of a learning strategies model was designed to investigate its application in a mixed-ability classroom. The study built on Oxford's language learning strategies model (1990, 2001) and fulfilled it with rhetorical strategies to accommodate challenges encountered in the paradigm of English as an international language…

Distance learning, problem based learning and dynamic knowledge networks.

Science.gov (United States)

Giani, U; Martone, P

1998-06-01

This paper is an attempt to develop a distance learning model grounded upon a strict integration of problem based learning (PBL), dynamic knowledge networks (DKN) and web tools, such as hypermedia documents, synchronous and asynchronous communication facilities, etc. The main objective is to develop a theory of distance learning based upon the idea that learning is a highly dynamic cognitive process aimed at connecting different concepts in a network of mutually supporting concepts. Moreover, this process is supposed to be the result of a social interaction that has to be facilitated by the web. The model was tested by creating a virtual classroom of medical and nursing students and activating a learning session on the concept of knowledge representation in health sciences.

Effort-Based Decision-Making Paradigms for Clinical Trials in Schizophrenia: Part 2—External Validity and Correlates.

Science.gov (United States)

Horan, William P; Reddy, L Felice; Barch, Deanna M; Buchanan, Robert W; Dunayevich, Eduardo; Gold, James M; Marder, Steven R; Wynn, Jonathan K; Young, Jared W; Green, Michael F

2015-09-01

Effort-based decision making has strong conceptual links to the motivational disturbances that define a key subdomain of negative symptoms. However, the extent to which effort-based decision-making performance relates to negative symptoms, and other clinical and functionally important variables has yet to be systematically investigated. In 94 clinically stable outpatients with schizophrenia, we examined the external validity of 5 effort-based paradigms, including the Effort Expenditure for Rewards, Balloon Effort, Grip Strength Effort, Deck Choice Effort, and Perceptual Effort tasks. These tasks covered 3 types of effort: physical, cognitive, and perceptual. Correlations between effort related performance and 6 classes of variables were examined, including: (1) negative symptoms, (2) clinically rated motivation and community role functioning, (3) self-reported motivational traits, (4) neurocognition, (5) other psychiatric symptoms and clinical/demographic characteristics, and (6) subjective valuation of monetary rewards. Effort paradigms showed small to medium relationships to clinical ratings of negative symptoms, motivation, and functioning, with the pattern more consistent for some measures than others. They also showed small to medium relations with neurocognitive functioning, but were generally unrelated to other psychiatric symptoms, self-reported traits, antipsychotic medications, side effects, and subjective valuation of money. There were relatively strong interrelationships among the effort measures. In conjunction with findings from a companion psychometric article, all the paradigms warrant further consideration and development, and 2 show the strongest potential for clinical trial use at this juncture. © The Author 2015. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com.

THE INTEGRATION MODEL OF SYSTEMS OF DISTANCE AND OF TRADITIONAL MATHEMATICS LEARNING OF SENIOR PUPILS

OpenAIRE

Игорь Николаевич Макарьев

2013-01-01

In this article the author dwells on the content and structure of the model of integration of system of distance learning to mathematics of senior pupils and traditional paradigm of education. This kind of integration is based on such principles as independence, individualization, flexibility, nonlinearity, openness. Specifics of the methodological support of distance mathematics learning are also analyzed. Particularly the author asserts that the system of distance mathematics learning can t...

Measuring the Differences between Traditional Learning and Game-Based Learning Using Electroencephalography (EEG) Physiologically Based Methodology

Science.gov (United States)

Chen, Ching-Huei

2017-01-01

Students' cognitive states can reflect a learning experience that results in engagement in an activity. In this study, we used electroencephalography (EEG) physiologically based methodology to evaluate students' levels of attention and relaxation, as well as their learning performance within a traditional and game-based learning context. While no…

Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review

Science.gov (United States)

Abdul Jabbar, Azita Iliya; Felicia, Patrick

2015-01-01

In this review, we investigated game design features that promote engagement and learning in game-based learning (GBL) settings. The aim was to address the lack of empirical evidence on the impact of game design on learning outcomes, identify how the design of game-based activities may affect learning and engagement, and develop a set of general…

A novel attention training paradigm based on operant conditioning of eye gaze: Preliminary findings.

Science.gov (United States)

Price, Rebecca B; Greven, Inez M; Siegle, Greg J; Koster, Ernst H W; De Raedt, Rudi

2016-02-01

Inability to engage with positive stimuli is a widespread problem associated with negative mood states across many conditions, from low self-esteem to anhedonic depression. Though attention retraining procedures have shown promise as interventions in some clinical populations, novel procedures may be necessary to reliably attenuate chronic negative mood in refractory clinical populations (e.g., clinical depression) through, for example, more active, adaptive learning processes. In addition, a focus on individual difference variables predicting intervention outcome may improve the ability to provide such targeted interventions efficiently. To provide preliminary proof-of-principle, we tested a novel paradigm using operant conditioning to train eye gaze patterns toward happy faces. Thirty-two healthy undergraduates were randomized to receive operant conditioning of eye gaze toward happy faces (train-happy) or neutral faces (train-neutral). At the group level, the train-happy condition attenuated sad mood increases following a stressful task, in comparison to train-neutral. In individual differences analysis, greater physiological reactivity (pupil dilation) in response to happy faces (during an emotional face-search task at baseline) predicted decreased mood reactivity after stress. These Preliminary results suggest that operant conditioning of eye gaze toward happy faces buffers against stress-induced effects on mood, particularly in individuals who show sufficient baseline neural engagement with happy faces. Eye gaze patterns to emotional face arrays may have a causal relationship with mood reactivity. Personalized medicine research in depression may benefit from novel cognitive training paradigms that shape eye gaze patterns through feedback. Baseline neural function (pupil dilation) may be a key mechanism, aiding in iterative refinement of this approach. (c) 2016 APA, all rights reserved).

Random Access Memories: A New Paradigm for Target Detection in High Resolution Aerial Remote Sensing Images.

Science.gov (United States)

Zou, Zhengxia; Shi, Zhenwei

2018-03-01

We propose a new paradigm for target detection in high resolution aerial remote sensing images under small target priors. Previous remote sensing target detection methods frame the detection as learning of detection model + inference of class-label and bounding-box coordinates. Instead, we formulate it from a Bayesian view that at inference stage, the detection model is adaptively updated to maximize its posterior that is determined by both training and observation. We call this paradigm "random access memories (RAM)." In this paradigm, "Memories" can be interpreted as any model distribution learned from training data and "random access" means accessing memories and randomly adjusting the model at detection phase to obtain better adaptivity to any unseen distribution of test data. By leveraging some latest detection techniques e.g., deep Convolutional Neural Networks and multi-scale anchors, experimental results on a public remote sensing target detection data set show our method outperforms several other state of the art methods. We also introduce a new data set "LEarning, VIsion and Remote sensing laboratory (LEVIR)", which is one order of magnitude larger than other data sets of this field. LEVIR consists of a large set of Google Earth images, with over 22 k images and 10 k independently labeled targets. RAM gives noticeable upgrade of accuracy (an mean average precision improvement of 1% ~ 4%) of our baseline detectors with acceptable computational overhead.

Personalized summarization using user preference for m-learning

Science.gov (United States)

Lee, Sihyoung; Yang, Seungji; Ro, Yong Man; Kim, Hyoung Joong

2008-02-01

As the Internet and multimedia technology is becoming advanced, the number of digital multimedia contents is also becoming abundant in learning area. In order to facilitate the access of digital knowledge and to meet the need of a lifelong learning, e-learning could be the helpful alternative way to the conventional learning paradigms. E-learning is known as a unifying term to express online, web-based and technology-delivered learning. Mobile-learning (m-learning) is defined as e-learning through mobile devices using wireless transmission. In a survey, more than half of the people remarked that the re-consumption was one of the convenient features in e-learning. However, it is not easy to find user's preferred segmentation from a full version of lengthy e-learning content. Especially in m-learning, a content-summarization method is strongly required because mobile devices are limited to low processing power and battery capacity. In this paper, we propose a new user preference model for re-consumption to construct personalized summarization for re-consumption. The user preference for re-consumption is modeled based on user actions with statistical model. Based on the user preference model for re-consumption with personalized user actions, our method discriminates preferred parts over the entire content. Experimental results demonstrated successful personalized summarization.

The PAD Class: a new paradigm for university classroom teaching

Science.gov (United States)

Zhang, Xuexin

2017-08-01

The PAD Class (Presentation-Assimilation-Discussion) is a new paradigm for classroom teaching combining strengths of lecture and discussion. With half class time allocated for teacher's presentation and the other half for students' discussion, an assimilation stage was inserted between presentation and discussion for independent and individualized learning. Since its first success in 2014, the PAD method has gained national popularity in China and been successfully put into practice by thousands of college teachers in nearly all subjects, e.g., science, engineering, medical sciences, social sciences, humanities and arts. This paper analyzed the psychological and pedagogical rationales underlying the PAD Class to explicate its effectiveness in enhancing active learning.

From primary care to public health: using Problem-based Learning and the ecological model to teach public health to first year medical students.

Science.gov (United States)

Hoover, Cora R; Wong, Candice C; Azzam, Amin

2012-06-01

We investigated whether a public health-oriented Problem-Based Learning case presented to first-year medical students conveyed 12 "Population Health Competencies for Medical Students," as recommended by the Association of American Medical Colleges and the Regional Medicine-Public Health Education Centers. A public health-oriented Problem-Based Learning case guided by the ecological model paradigm was developed and implemented among two groups of 8 students at the University of California, Berkeley-UCSF Joint Medical Program, in the Fall of 2010. Using directed content analysis, student-generated written reports were coded for the presence of the 12 population health content areas. Students generated a total of 29 reports, of which 20 (69%) contained information relevant to at least one of the 12 population health competencies. Each of the 12 content areas was addressed by at least one report. As physicians-in-training prepare to confront the challenges of integrating prevention and population health with clinical practice, Problem-Based Learning is a promising tool to enhance medical students' engagement with public health.

DEVELOPMENT OF SCIENCE PROCESS SKILLS STUDENTS WITH PROJECT BASED LEARNING MODEL- BASED TRAINING IN LEARNING PHYSICS

Directory of Open Access Journals (Sweden)

Ratna Malawati

2016-06-01

Full Text Available This study aims to improve the physics Science Process Skills Students on cognitive and psychomotor aspects by using model based Project Based Learning training.The object of this study is the Project Based Learning model used in the learning process of Computationa Physics.The method used is classroom action research through two learning cycles, each cycle consisting of the stages of planning, implementation, observation and reflection. In the first cycle of treatment with their emphasis given training in the first phase up to third in the model Project Based Learning, while the second cycle is given additional treatment with emphasis discussion is collaboration in achieving the best results for each group of products. The results of data analysis showed increased ability to think Students on cognitive and Science Process Skills in the psychomotor.

Vascular access surveillance: case study of a false paradigm.

Science.gov (United States)

Paulson, William D; Moist, Louise; Lok, Charmaine E

2013-01-01

The hemodialysis vascular access surveillance controversy provides a case study of how enthusiasm for a new test or treatment can lead to adoption of a false paradigm. Paradigms are the beliefs and assumptions shared by those in a field of knowledge, and are commonly included in clinical practice guidelines. The guidelines of the National Kidney Foundation Kidney Disease Outcomes Quality Initiative recommend that arteriovenous vascular accesses undergo routine surveillance for detection and correction of stenosis. This recommendation is based on the paradigm that surveillance of access blood flow or dialysis venous pressure combined with correction of stenosis improves access outcomes. However, the quality of evidence that supports this paradigm has been widely criticized. We tested the validity of the surveillance paradigm by applying World Health Organization (WHO) criteria for evaluating screening tests to a literature review of published vascular access studies. These criteria include four components: undesired condition, screening test, intervention, and desired outcome. The WHO criteria show that surveillance as currently practiced fails all four components and provides little or no significant benefit, suggesting that surveillance is a false paradigm. Once a paradigm is established, however, challenges to its validity are usually resisted even as new evidence indicates the paradigm is not valid. Thus, it is paramount to apply rigorous criteria when developing guidelines. Regulators may help promote needed changes in paradigms when cost and safety considerations coincide. © 2013 Wiley Periodicals, Inc.

Didaktiske paradigmer og refleksion

DEFF Research Database (Denmark)

Christensen, Torben Spanget

2014-01-01

analysis of subject didactics by Sigmund Ongstad. The two positions offer fundamentally different insights into didactics. Nielsen’s position establishes didactics as a knowledge domain and Ongstad’s position points to the dynamics of subject didactics by analyzing communication as a basic aspect. Krogh...... this article. A possible utilitarian didactical paradigm, already indicated by Krogh as a historical paradigm prominent in our time, is also discussed. It is suggested that reflection could be seen as a normative response to the utilitarian paradigm, and not as a paradigm in its own right. It is concluded...

Competition-Based Learning: A Model for the Integration of Competitions with Project-Based Learning Using Open Source LMS

Science.gov (United States)

Issa, Ghassan; Hussain, Shakir M.; Al-Bahadili, Hussein

2014-01-01

In an effort to enhance the learning process in higher education, a new model for Competition-Based Learning (CBL) is presented. The new model utilizes two well-known learning models, namely, the Project-Based Learning (PBL) and competitions. The new model is also applied in a networked environment with emphasis on collective learning as well as…

Adapting to managed care by becoming a learning organization.

Science.gov (United States)

O'Sullivan, M J

1999-03-01

In the tumultuous and chaotic environment of managed health care, hospital-based mental health providers need to change in fundamental ways. The traditional view of mental health organizations is a professional-bureaucratic one where actions and outcomes of planning are thought to be highly predictable. The author proposes an alternative paradigm for viewing mental health provider organizations, one based on learning theory, which accepts that the future is unknowable because of its complexity and the probabilistic nature of the world. Within this perspective, mental health care providers need to become "learning organizations" to successfully adapt to the new and evolving conditions.

Black hole evaporation: a paradigm

International Nuclear Information System (INIS)

Ashtekar, Abhay; Bojowald, Martin

2005-01-01

A paradigm describing black hole evaporation in non-perturbative quantum gravity is developed by combining two sets of detailed results: (i) resolution of the Schwarzschild singularity using quantum geometry methods and (ii) time evolution of black holes in the trapping and dynamical horizon frameworks. Quantum geometry effects introduce a major modification in the traditional spacetime diagram of black hole evaporation, providing a possible mechanism for recovery of information that is classically lost in the process of black hole formation. The paradigm is developed directly in the Lorentzian regime and necessary conditions for its viability are discussed. If these conditions are met, much of the tension between expectations based on spacetime geometry and structure of quantum theory would be resolved

Use of dextran nanoparticle: A paradigm shift in bacterial exopolysaccharide based biomedical applications.

Science.gov (United States)

Banerjee, Aparna; Bandopadhyay, Rajib

2016-06-01

This review is a concise compilation of all the major researches on dextran nanoparticle based biomedical applications. Dextran is a highly biocompatible and biodegradable neutral bacterial exopolysaccharide with simple repeating glucose subunits. It's simple yet unique biopolymeric nature made it highly suitable as nanomedicine, nanodrug carrier, and cell imaging system or nanobiosensor. Most importantly, it is extremely water soluble and shows no post drug delivery cellular toxicity. Complete metabolism of dextran is possible inside body thus possibility of renal failure is minimum. Dextran based nanoparticles have superior aqueous solubility, high cargo capacity and intrinsic viscosity, and short storage period. The main focus area of this review is- past and present of major biomedical applications of dextran based nanomaterials thus showing a paradigm shift in bacterial exopolysaccharide based nanobiotechnology. Copyright © 2016 Elsevier B.V. All rights reserved.

Winnicott's paradigm outlined

Directory of Open Access Journals (Sweden)

Zeljko Loparic

Full Text Available The main objective of this paper is to present a unified view of Winnicott’s contribution to psychoanalysis. Part I (Sections 1-4 starts off by recalling that, according to some important commentators, Winnicott introduced a change in paradigms in psychoanalysis. In order to show that this change can be viewed as an overall “switch in paradigms”, in the sense given by T. S. Kuhn, this paper presents an account of the Kuhn’s view of science and offers a reconstruction of Freud’s Oedipal, Triangular or “Toddler-in-the-Mother’s-Bed” Paradigm. Part II (Sections 5-13 shows that as early as the 1920’s Winnicott encountered insurmountable anomalies in the Oedipal paradigm and, for that reason, started what can be called revolutionary research for a new framework of psychoanalysis. This research led Winnicott, especially during the last period of his life, to produce an alternative dual or “Baby-on-the-Mother’s-Lap” Paradigm. This new paradigm is described in some detail, especially the paradigmatic dual mother-baby relation and Winnicott’s dominant theory of maturation. Final remarks are made regarding Winnicott’s heritage and the future of psychoanalysis.

Foundations of Game-Based Learning

Science.gov (United States)

Plass, Jan L.; Homer, Bruce D.; Kinzer, Charles K.

2015-01-01

In this article we argue that to study or apply games as learning environments, multiple perspectives have to be taken into account. We first define game-based learning and gamification, and then discuss theoretical models that describe learning with games, arguing that playfulness is orthogonal to learning theory. We then review design elements…

Smart Learning Adoption in Employees and HRD Managers

Science.gov (United States)

Lee, Junghwan; Zo, Hangjung; Lee, Hwansoo

2014-01-01

The innovation of online technologies and the rapid diffusion of smart devices are changing workplace learning environment. Smart learning, as emerging learning paradigm, enables employees' learning to take place anywhere and anytime. Workplace learning studies, however, have focused on traditional e-learning environment, and they have failed…

Interval timing in genetically modified mice: a simple paradigm

OpenAIRE

Balci, F.; Papachristos, E. B.; Gallistel, C. R.; Brunner, D.; Gibson, J.; Shumyatsky, G. P.

2007-01-01

We describe a behavioral screen for the quantitative study of interval timing and interval memory in mice. Mice learn to switch from a short-latency feeding station to a long-latency station when the short latency has passed without a feeding. The psychometric function is the cumulative distribution of switch latencies. Its median measures timing accuracy and its interquartile interval measures timing precision. Next, using this behavioral paradigm, we have examined mice with a gene knockout ...

Characteristics of Problem-Based Learning

DEFF Research Database (Denmark)

Kolmos, Anette

2003-01-01

Problem BAsed LEarning (PBL) is widely regarded as a successful and innovative method for engineering education. The article highlights the Dutch approach of directing the learning process throuogh problem analysis and the Danish model of project-organised learning...

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

Science.gov (United States)

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

2015-08-01

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

An Innovative Learning Paradigm for the University of Mauritius

African Journals Online (AJOL)

User

transform the existing methods of learning using wireless and mobile technologies at the ... The proposed system, Wi-Learn, enfolds a set of mobile collaborative applications .... NOBE B (3G). – gateway to .... 2G Mobile phone. Low maximum ...

What students learn in problem-based learning: a process analysis

NARCIS (Netherlands)

E.H.J. Yew (Elaine); H.G. Schmidt (Henk)

2012-01-01

textabstractThis study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer resources studied by nine

Learning Object Metadata in a Web-Based Learning Environment

NARCIS (Netherlands)

Avgeriou, Paris; Koutoumanos, Anastasios; Retalis, Symeon; Papaspyrou, Nikolaos

2000-01-01

The plethora and variance of learning resources embedded in modern web-based learning environments require a mechanism to enable their structured administration. This goal can be achieved by defining metadata on them and constructing a system that manages the metadata in the context of the learning

Team-based learning for midwifery education.

Science.gov (United States)

Moore-Davis, Tonia L; Schorn, Mavis N; Collins, Michelle R; Phillippi, Julia; Holley, Sharon

2015-01-01

Many US health care and education stakeholder groups, recognizing the need to prepare learners for collaborative practice in complex care environments, have called for innovative approaches in health care education. Team-based learning is an educational method that relies on in-depth student preparation prior to class, individual and team knowledge assessment, and use of small-group learning to apply knowledge to complex scenarios. Although team-based learning has been studied as an approach to health care education, its application to midwifery education is not well described. A master's-level, nurse-midwifery, didactic antepartum course was revised to a team-based learning format. Student grades, course evaluations, and aggregate American Midwifery Certification Board examination pass rates for 3 student cohorts participating in the team-based course were compared with 3 student cohorts receiving traditional, lecture-based instruction. Students had mixed responses to the team-based learning format. Student evaluations improved when faculty added recorded lectures as part of student preclass preparation. Statistical comparisons were limited by variations across cohorts; however, student grades and certification examination pass rates did not change substantially after the course revision. Although initial course revision was time-consuming for faculty, subsequent iterations of the course required less effort. Team-based learning provides students with more opportunity to interact during on-site classes and may spur application of knowledge into practice. However, it is difficult to assess the effect of the team-based learning approach with current measures. Further research is needed to determine the effects of team-based learning on communication and collaboration skills, as well as long-term performance in clinical practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional

Writers, Athletes and Engineers Learn by Doing

Science.gov (United States)

Narayanan, M.

2009-12-01

provided evidence-based reasoning and critical thinking. 6. He/She has suggested a time-line for completing the assignment. 7. The person has completed the required process in the alloted time-line. In this presentation the author stresses the importance of writing assignments in engineering disciplines. References: Barr, R. B., & Tagg, J. (1995, November/December). From teaching to learning: A new paradigm for undergraduate education. Change: The Magazine of Higher Education, 13-24. Cox, M. D., Grasha, A., & Richlin, L. (1997, March). Town meeting. Between teaching model and learning model: Adapting and adopting bit by bit. Paper presented at the ninth annual Lilly Conference on College and University Teaching - West, Lake Arrowhead, CA. Narayanan, Mysore (2009). Assessment Based on the principles of Theodore Marchese. ASEE 116th Annual Conference and Exposition, Austin, TX. June 14-17, 2009. Paper # AC 2009-1532. Saxe, S. (1990, June). Peer influence and learning. Training and Development Journal, 42 (6), 50-53. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.

Effects of team-based learning on self-regulated online learning.

Science.gov (United States)

Whittaker, Alice A

2015-04-10

Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

Supporting Case-Based Learning in Information Security with Web-Based Technology

Science.gov (United States)

He, Wu; Yuan, Xiaohong; Yang, Li

2013-01-01

Case-based learning has been widely used in many disciplines. As an effective pedagogical method, case-based learning is also being used to support teaching and learning in the domain of information security. In this paper, we demonstrate case-based learning in information security by sharing our experiences in using a case study to teach security…

Exploring residents’ communication learning process in the workplace: a five-phase model.

NARCIS (Netherlands)

Eertwegh, V. van den; Vleuten, C. van der; Stalmeijer, R.; Dalen, J. van; Scherpbier, A.; Dulmen, S. van

2015-01-01

Context: Competency-based education is a resurgent paradigm in professional medical education. However, more specific knowledge is needed about the learning process of such competencies, since they consist of complex skills. We chose to focus on the competency of skilled communication and want to

Mobile learning research: caught between two paradigms

NARCIS (Netherlands)

Sandberg, J.; Maris, M.; Arnedillo Sánchez, I.; Isaías, P.

2011-01-01

A review of mobile learning research shows that studies take various research approaches and apply a varied number of research methods, ranging from primarily quantitative and experimental to purely qualitative and descriptive. This paper presents a classification framework to position mobile

Information retrieval for children based on the aggregated search paradigm

NARCIS (Netherlands)

Duarte Torres, Sergio

This report presents research to develop information services for children by expanding and adapting current Information retrieval technologies according to the search characteristics and needs of children. Concretely, we will employ the aggregated search paradigm as theoretical framework. The

Managing the Gap between Curriculum Based and Problem Based Learning

DEFF Research Database (Denmark)

Bygholm, Ann; Buus, Lillian

2009-01-01

/or but rather both/and. In this paper we describe an approach to design and delivery of online courses in computer science which on the one hand is based on a specified curriculum and on the other hand gives room for different learning strategies, problem based learning being one of them. We discuss......Traditionally there has been a clear distinction between curriculum based and problem based approaches to accomplish learning. Preferred approaches depend of course on conviction, culture, traditions and also on the specific learning situation. We will argue that it is not a question of either...

Sequential causal learning in humans and rats

NARCIS (Netherlands)

Lu, H.; Rojas, R.R.; Beckers, T.; Yuille, A.; Love, B.C.; McRae, K.; Sloutsky, V.M.

2008-01-01

Recent experiments (Beckers, De Houwer, Pineño, & Miller, 2005;Beckers, Miller, De Houwer, & Urushihara, 2006) have shown that pretraining with unrelated cues can dramatically influence the performance of humans in a causal learning paradigm and rats in a standard Pavlovian conditioning paradigm.

The use of a mobile assistant learning system for health education based on project-based learning.

Science.gov (United States)

Wu, Ting-Ting

2014-10-01

With the development of mobile devices and wireless technology, mobile technology has gradually infiltrated nursing practice courses to facilitate instruction. Mobile devices save manpower and reduce errors while enhancing nursing students' professional knowledge and skills. To achieve teaching objectives and address the drawbacks of traditional education, this study presents a mobile assistant learning system to help nursing students prepare health education materials. The proposed system is based on a project-based learning strategy to assist nursing students with internalizing professional knowledge and developing critical thinking skills. Experimental results show that the proposed mobile system and project-based learning strategy can promote learning effectiveness and efficiency. Most nursing students and nursing educators showed positive attitudes toward this mobile learning system and looked forward to using it again in related courses in the future.

Negative pressure darwinism: survival of the fittest paradigm.

Science.gov (United States)

Miller, Michael; Bybordi, Farhad

2009-07-01

The use of negative pressure for wound healing has been based on a set of parameters and devices that until recently were combined into a single paradigm. Despite historical and more recent evidence providing viable alternative considerations, it is only recently that this paradigm and its tenets have come into question. As the understanding of the limits of the current paradigm and specific instances of its benefits and drawbacks are identified, shifts in the paradigm must take place if the therapy is to evolve, develop, and continue to be efficacious. The pertinence of the concept of survival of the fittest is used to explore the need for a paradigm shift in negative pressure wound therapy.

About hypotheses and paradigms: exploring the Discreetness-Chance Paradigm.

Science.gov (United States)

Kaellis, Eugene

2006-01-01

Hypotheses generally conform to paradigms which, over time, change, usually tardily, after they have become increasingly difficult to sustain under the impact of non-conforming evidence and alternative hypotheses, but more important, when they no longer are comfortably ensconced in the surrounding social-economic-political-cultural milieu. It is asserted that this milieu is the most important factor in shaping scientific theorizing. Some examples are cited: the rejection of the evidence that the world orbits around the sun (suspected by Pythagoras) in favor of centuries-long firm adherence to the Ptolemaic geocentric system; the early acceptance of Natural Selection in spite of its tautological essence and only conjectural supporting evidence, because it justified contemporaneous social-political ideologies as typified by, e.g., Spencer and Malthus. Economic, social, and cultural factors are cited as providing the ground, i.e., ideational substrate, for what is cited as the Discreetness-Chance Paradigm (DCP), that has increasingly dominated physics, biology, and medicine for over a century and which invokes small, discrete packets of energy/matter (quanta, genes, microorganisms, aberrant cells) functioning within an environment of statistical, not determined, causality. There is speculation on a possible paradigmatic shift from the DCP, which has fostered the proliferation, parallel with ("splitting") taxonomy, of alleged individual disease entities, their diagnoses, and, when available, their specific remedies, something particularly prominent in, e.g., psychiatry's Diagnostic and Statistical Manual, a codified compendium of alleged mental and behavioral disorders, but evident in any textbook of diagnosis and treatment of physical ailments. This presumed paradigm shift may be reflected in Western medicine, presently increasingly empirical and atomized, towards a growing acceptance of a more generalized, subject-oriented, approach to health and disease, a non-material-based

Algorithms for Reinforcement Learning

CERN Document Server

Szepesvari, Csaba

2010-01-01

Reinforcement learning is a learning paradigm concerned with learning to control a system so as to maximize a numerical performance measure that expresses a long-term objective. What distinguishes reinforcement learning from supervised learning is that only partial feedback is given to the learner about the learner's predictions. Further, the predictions may have long term effects through influencing the future state of the controlled system. Thus, time plays a special role. The goal in reinforcement learning is to develop efficient learning algorithms, as well as to understand the algorithms'

Adding Social Elements to Game-Based Learning

Directory of Open Access Journals (Sweden)

Chien-Hung Lai

2014-05-01

Full Text Available Game-based learning is to present the instruction by games in learning, with the main purpose of triggering learners’ motives instead of instructing the courses. Thus, increasing learning motive by game-based learning becomes a common instructional strategy to enhance learning achievement. However, it is not easy to design interesting games combined with courses. In 2011, Echeverria proposed a design to combine characteristics of games with elements of courses by matching the virtual scenarios in games with proper courses. However, in the past game-based learning, students were gathered in regular places for several times of game-based learning. Students’ learning was limited by time and space. Therefore, for students’ game-based learning at any time and in any places, based on theories of design elements of online community game Aki Järvinen, this study treats Facebook as the platform of games. The development by online community game is easier, faster and cheaper than traditional video games. In 2006, Facebook allowed API program of the third party. Therefore, by Facebook, this study provides the platform for students to learn in social lives to explore students’ activities in online community games. Questionnaire survey is conducted to find out if the design of non-single user game is attractive for students to participate in game-based learning. In order to make sure that the questionnaires can be the criteria to investigate students’ intention to play games, by statistical program of social science; this study validates reliability and validity of items of questionnaire to effectively control the effect of online community games on students’ learning intention.

Learning Theory Foundations of Simulation-Based Mastery Learning.

Science.gov (United States)

McGaghie, William C; Harris, Ilene B

2018-06-01

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

Bare-Bones Teaching-Learning-Based Optimization

Directory of Open Access Journals (Sweden)

Feng Zou

2014-01-01

Full Text Available Teaching-learning-based optimization (TLBO algorithm which simulates the teaching-learning process of the class room is one of the recently proposed swarm intelligent (SI algorithms. In this paper, a new TLBO variant called bare-bones teaching-learning-based optimization (BBTLBO is presented to solve the global optimization problems. In this method, each learner of teacher phase employs an interactive learning strategy, which is the hybridization of the learning strategy of teacher phase in the standard TLBO and Gaussian sampling learning based on neighborhood search, and each learner of learner phase employs the learning strategy of learner phase in the standard TLBO or the new neighborhood search strategy. To verify the performance of our approaches, 20 benchmark functions and two real-world problems are utilized. Conducted experiments can been observed that the BBTLBO performs significantly better than, or at least comparable to, TLBO and some existing bare-bones algorithms. The results indicate that the proposed algorithm is competitive to some other optimization algorithms.

3 for the Price of 1: Teaching Chest Pain Risk Stratification in a Multidisciplinary, Problem-based Learning Workshop

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Cynthia Burns

2018-03-01

Full Text Available Introduction: Chest pain is a common chief complaint among patients presenting to health systems and often leads to complex and intensive evaluations. While these patients are often cared for by a multidisciplinary team (primary care, emergency medicine, and cardiology, medical students usually learn about the care of these patients in a fragmented, single-specialty paradigm. The present and future care of patients with chest pain is multidisciplinary, and the education of medical students on the subject should be as well. Our objective was to evaluate the effectiveness of a multidisciplinary, problem-based learning workshop to teach third-year medical students about risk assessment for patients presenting with chest pain, specifically focusing on acute coronary syndromes. Methods: To create an educational experience consistent with multidisciplinary team-based care, we designed a multidisciplinary, problem-based learning workshop to provide medical students with an understanding of how patients with chest pain are cared for in a systems-based manner to improve outcomes. Participants included third-year medical students (n=219 at a single, tertiary care, academic medical center. Knowledge acquisition was tested in a pre-/post-retention test study design. Results: Following the workshop, students achieved a 19.7% (95% confidence interval [CI] [17.3–22.2%] absolute increase in scores on post-testing as compared to pre-testing. In addition, students maintained an 11.1% (95% CI [7.2–15.0%] increase on a retention test vs. the pre-test. Conclusion: A multidisciplinary, problem-based learning workshop is an effective method of producing lasting gains in student knowledge about chest pain risk stratification.

Model-Based Learning Environment Based on The Concept IPS School-Based Management

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Hamid Darmadi

2017-03-01

Full Text Available The results showed: (1 learning model IPS-oriented environment can grow and not you love the cultural values of the area as a basis for the development of national culture, (2 community participation, and the role of government in implementing learning model of IPS-based environment provides a positive impact for the improvement of management school resources, (3 learning model IPS-based environment effectively creating a way of life together peacefully, increase the intensity of togetherness and mutual respect (4 learning model IPS-based environment can improve student learning outcomes, (5 there are differences in the expression of attitudes and results learning among students who are located in the area of conflict with students who are outside the area of conflict (6 analysis of the scale of attitudes among school students da SMA result rewards high school students to the values of unity and nation, respect for diversity and peaceful coexistence, It is recommended that the Department of Education authority as an institution of Trustees and the development of social and cultural values in the province can apply IPS learning model based environments.

Brain-Based Learning and Standards-Based Elementary Science.

Science.gov (United States)

Konecki, Loretta R.; Schiller, Ellen

This paper explains how brain-based learning has become an area of interest to elementary school science teachers, focusing on the possible relationships between, and implications of, research on brain-based learning to the teaching of science education standards. After describing research on the brain, the paper looks at three implications from…

Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century.

Science.gov (United States)

Gwee, Matthew Choon-Eng

2009-05-01

Problem-based learning (PBL) was first implemented by McMaster University medical school in 1969 as a radical, innovative, and alternative pathway to learning in medical education, thus setting a new educational trend. PBL has now spread widely across the globe and beyond the healthcare disciplines, and has prevailed for almost four decades. PBL is essentially a strategic learning system design, which combines several complementary educational principles for the delivery of instruction. PBL is specifically aimed at enhancing and optimizing the educational outcomes of learner-centered, collaborative, contextual, integrated, self-directed, and reflective learning. The design and delivery of instruction in PBL involve peer teaching and learning in small groups through the social construction of knowledge using a real-life problem case to trigger the learning process. Therefore, PBL represents a major shift in the educational paradigm from the traditional teacher-directed (teacher-centered) instruction to student-centered (learner-centered) learning. PBL is firmly underpinned by several educational theories, but problems are often encountered in practice that can affect learning outcomes. Educators contemplating implementing PBL in their institutions should have a clear understanding of its basic tenets, its practice and its philosophy, as well as the issues, challenges, and opportunities associated with its implementation. Special attention should be paid to the training and selection of PBL tutors who have a critical role in the PBL process. Furthermore, a significant change in the mindsets of both students and teachers are required for the successful implementation of PBL. Thus, effective training programs for students and teachers must precede its implementation. PBL is a highly resource-intensive learning strategy and the returns on investment (i.e. the actual versus expected learning outcomes) should be carefully and critically appraised in the decision

Evaluation of the Humanity Research Paradigms based on Analysis of Human – Environment Interaction

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Reza Sameh

2015-09-01

Full Text Available As claimed by many behavioral scientists, designing should be based on the knowledge of interaction between human and environment. Environmental quality is also created in the context in which humans interact with their environment. To achieve such quality, designers should develop appropriate models for explaining this relationship, and this requires an understanding of human nature and the environment. Criticisms on the Modern Movement have shown that architects have often used incomplete and simplistic models in this regard, while most of design ideas are based on the definitions of human and environment and the interaction between them. However, the most important question that is raised is that how understanding of human nature and the environment and their interaction, which depends on foundations of different views, can affect the pursuit of quality in designing? Therefore, the present paper, in addition to introduction and comparison of common paradigms in humanities as the and methodological foundation of human sciences, aims to deal with the relationship of human and the environment from the perspective of objectivist, relativist, and critical paradigms in order to identify the characteristics and differences in their views on the analysis of the quality of this interaction. This is the most important step that paves the way for understanding the qualitative foundations of the environment and human life quality and also the quality of interaction between them.

Improved analysis of bacterial CGH data beyond the log-ratio paradigm

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Aakra Ågot

2009-03-01

Full Text Available Abstract Background Existing methods for analyzing bacterial CGH data from two-color arrays are based on log-ratios only, a paradigm inherited from expression studies. We propose an alternative approach, where microarray signals are used in a different way and sequence identity is predicted using a supervised learning approach. Results A data set containing 32 hybridizations of sequenced versus sequenced genomes have been used to test and compare methods. A ROC-analysis has been performed to illustrate the ability to rank probes with respect to Present/Absent calls. Classification into Present and Absent is compared with that of a gaussian mixture model. Conclusion The results indicate our proposed method is an improvement of existing methods with respect to ranking and classification of probes, especially for multi-genome arrays.

TECHNOLOGY AND METHODS OF CREATING WEB-BASED LEARNING ENVIRONMENT FOR HUMANITIES EDUCATION

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Вилена Александровна Брылева

2013-04-01

Full Text Available The purpose of the article is to describe the structure of web environment in frames of new educational paradigm in teaching Humanities, to clarify the scientifical and practical importance of using Web 2.0 technologies in higher education. This problem is of great importance due to the necessity of integration of modern IT into educational environment which needs to develop new methods of teaching.The model of educational environment presented in the article is based on the integration of LMS Moodle and PLE Mahara. The authors define the functional modules and means of the environment, describe its didactic qualities, organization requirements and usage advantages. The methodic model of teaching English worked out by the authors supposes step-by-step formation of professional as well as informational competence necessary to any modern specialist. The effectiveness of the model is verified by experiental learning, based on individual and group forms of work on educational site of Institute of Philology and Intercultural Communication of Volgograd State university.DOI: http://dx.doi.org/10.12731/2218-7405-2013-2-8

Changing the Paradigm for the Treatment and Development of New Therapies for FSGS

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Cathie eSpino

2016-03-01

Full Text Available Focal segmental glomerulosclerosis (FSGS is a renal pathology finding that represents a constellation of rare kidney diseases which manifest as proteinuria, edema nephrotic syndrome, hypertension and increased risk for kidney failure. Therapeutic options for FSGS are reviewed displaying the expected efficacy from 25 to 69% depending on specific therapy, patient characteristics, cost, and common side effects. This variability in treatment response is likely caused, in part, by the heterogeneity in the etiology and active molecular mechanisms of FSGS. Clinical trials in FSGS have been scant in number and slow to recruit, which may stem, in part, from reliance on classic clinical trial design paradigms. Traditional clinical trial designs based on the learn and confirm paradigm may not be appropriate for rare diseases such as FSGS. Future drug development and testing will require novel approaches to trial designs that have the capacity to enrich study populations as well as adapt the trial in a planned way to gain efficiencies in trial completion timelines. A clinical trial simulation is provided that compares a classical and more modern design to determine the maximum tolerated dose in FSGS.

Organisational Learning: A New Perspective.

Science.gov (United States)

O'Keefe, Ted

2002-01-01

A study of Irish multinational companies identified antecedents to organizational learning: nature of global business, anthropomorphism, dissatisfaction with traditional paradigms, customer-responsive culture, and intellectual capital. The path to the learning organization builds on these antecedents in an environment of innovation focused on…

Implicit learning in psychotic patients

NARCIS (Netherlands)

Schmand, B.; Kop, W. J.; Kuipers, T.; Bosveld, J.

1992-01-01

Implicit verbal learning of psychotic patients (n = 59) and non-psychotic control patients (n = 20) was studied using stem completion and association tasks in lexical and semantic priming paradigms. Performance on these tasks was contrasted with explicit memory on Rey's verbal learning test.

A new paradigm of knowledge engineering by soft computing

CERN Document Server

Ding, Liya

2001-01-01

Soft computing (SC) consists of several computing paradigms, including neural networks, fuzzy set theory, approximate reasoning, and derivative-free optimization methods such as genetic algorithms. The integration of those constituent methodologies forms the core of SC. In addition, the synergy allows SC to incorporate human knowledge effectively, deal with imprecision and uncertainty, and learn to adapt to unknown or changing environments for better performance. Together with other modern technologies, SC and its applications exert unprecedented influence on intelligent systems that mimic hum

Personalised learning object based on multi-agent model and learners’ learning styles

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Noppamas Pukkhem

2011-09-01

Full Text Available A multi-agent model is proposed in which learning styles and a word analysis technique to create a learning object recommendation system are used. On the basis of a learning style-based design, a concept map combination model is proposed to filter out unsuitable learning concepts from a given course. Our learner model classifies learners into eight styles and implements compatible computational methods consisting of three recommendations: i non-personalised, ii preferred feature-based, and iii neighbour-based collaborative filtering. The analysis of preference error (PE was performed by comparing the actual preferred learning object with the predicted one. In our experiments, the feature-based recommendation algorithm has the fewest PE.

ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark

DEFF Research Database (Denmark)

Bryderup, Inge; Larson, Anne; Trentel, Marlene Quisgaard

2009-01-01

For years, increased use of ICT in education and training has been part of the Danish education policy, and the number of computers in schools and the actual use of ICT have grown. At the same time, school leaders' and teachers' pedagogical paradigm in primary and lower secondary schools seems...... to be changing from a lifelong learning paradigm (focussed on student-centred, active, and autonomous leaning) to a more traditional paradigm (focussed on curriculum-centred teaching and instructions). The aim of this paper is to describe this development in relation to the way ICT is used as well as to changes...... in educational policy. Beck and Beck-Gernsheim's (2002) theory about ‘institutionalized individualization' as characteristic of the reflexive society serves as a theoretical framework for better understanding the observed changes....

Digital game-based learning in secondary education

NARCIS (Netherlands)

Huizenga, J.C.

2017-01-01

This PhD thesis presents research on digital game-based learning in secondary education. The main research question is: How do digital games contribute to learning, engagement and motivation to learn? The thesis contains seven chapters. Chapter one is an introduction to digital game-based learning

Learning-based diagnosis and repair

NARCIS (Netherlands)

Roos, Nico

2017-01-01

This paper proposes a new form of diagnosis and repair based on reinforcement learning. Self-interested agents learn locally which agents may provide a low quality of service for a task. The correctness of learned assessments of other agents is proved under conditions on exploration versus

Music Learning Based on Computer Software

Directory of Open Access Journals (Sweden)

Baihui Yan

2017-12-01

Full Text Available In order to better develop and improve students’ music learning, the authors proposed the method of music learning based on computer software. It is still a new field to use computer music software to assist teaching. Hereby, we conducted an in-depth analysis on the computer-enabled music learning and the music learning status in secondary schools, obtaining the specific analytical data. Survey data shows that students have many cognitive problems in the current music classroom, and yet teachers have not found a reasonable countermeasure to them. Against this background, the introduction of computer music software to music learning is a new trial that can not only cultivate the students’ initiatives of music learning, but also enhance their abilities to learn music. Therefore, it is concluded that the computer software based music learning is of great significance to improving the current music learning modes and means.

Extendable supervised dictionary learning for exploring diverse and concurrent brain activities in task-based fMRI.

Science.gov (United States)

Zhao, Shijie; Han, Junwei; Hu, Xintao; Jiang, Xi; Lv, Jinglei; Zhang, Tuo; Zhang, Shu; Guo, Lei; Liu, Tianming

2018-06-01

Recently, a growing body of studies have demonstrated the simultaneous existence of diverse brain activities, e.g., task-evoked dominant response activities, delayed response activities and intrinsic brain activities, under specific task conditions. However, current dominant task-based functional magnetic resonance imaging (tfMRI) analysis approach, i.e., the general linear model (GLM), might have difficulty in discovering those diverse and concurrent brain responses sufficiently. This subtraction-based model-driven approach focuses on the brain activities evoked directly from the task paradigm, thus likely overlooks other possible concurrent brain activities evoked during the information processing. To deal with this problem, in this paper, we propose a novel hybrid framework, called extendable supervised dictionary learning (E-SDL), to explore diverse and concurrent brain activities under task conditions. A critical difference between E-SDL framework and previous methods is that we systematically extend the basic task paradigm regressor into meaningful regressor groups to account for possible regressor variation during the information processing procedure in the brain. Applications of the proposed framework on five independent and publicly available tfMRI datasets from human connectome project (HCP) simultaneously revealed more meaningful group-wise consistent task-evoked networks and common intrinsic connectivity networks (ICNs). These results demonstrate the advantage of the proposed framework in identifying the diversity of concurrent brain activities in tfMRI datasets.

Scaling, Similarity, and the Fourth Paradigm for Hydrology

Science.gov (United States)

Peters-Lidard, Christa D.; Clark, Martyn; Samaniego, Luis; Verhoest, Niko E. C.; van Emmerik, Tim; Uijlenhoet, Remko; Achieng, Kevin; Franz, Trenton E.; Woods, Ross

2017-01-01

In this synthesis paper addressing hydrologic scaling and similarity, we posit that roadblocks in the search for universal laws of hydrology are hindered by our focus on computational simulation (the third paradigm), and assert that it is time for hydrology to embrace a fourth paradigm of data-intensive science. Advances in information-based hydrologic science, coupled with an explosion of hydrologic data and advances in parameter estimation and modelling, have laid the foundation for a data-driven framework for scrutinizing hydrological scaling and similarity hypotheses. We summarize important scaling and similarity concepts (hypotheses) that require testing, describe a mutual information framework for testing these hypotheses, describe boundary condition, state flux, and parameter data requirements across scales to support testing these hypotheses, and discuss some challenges to overcome while pursuing the fourth hydrological paradigm. We call upon the hydrologic sciences community to develop a focused effort towards adopting the fourth paradigm and apply this to outstanding challenges in scaling and similarity.

An Integrative Paradigm

Science.gov (United States)

Hammack, Phillip L.

2005-01-01

Through the application of life course theory to the study of sexual orientation, this paper specifies a new paradigm for research on human sexual orientation that seeks to reconcile divisions among biological, social science, and humanistic paradigms. Recognizing the historical, social, and cultural relativity of human development, this paradigm…

Combining Correlation-Based and Reward-Based Learning in Neural Control for Policy Improvement

DEFF Research Database (Denmark)

Manoonpong, Poramate; Kolodziejski, Christoph; Wörgötter, Florentin

2013-01-01

Classical conditioning (conventionally modeled as correlation-based learning) and operant conditioning (conventionally modeled as reinforcement learning or reward-based learning) have been found in biological systems. Evidence shows that these two mechanisms strongly involve learning about...... associations. Based on these biological findings, we propose a new learning model to achieve successful control policies for artificial systems. This model combines correlation-based learning using input correlation learning (ICO learning) and reward-based learning using continuous actor–critic reinforcement...... learning (RL), thereby working as a dual learner system. The model performance is evaluated by simulations of a cart-pole system as a dynamic motion control problem and a mobile robot system as a goal-directed behavior control problem. Results show that the model can strongly improve pole balancing control...

A Learning Object Approach To Evidence based learning

OpenAIRE

Zabin Visram; Bruce Elson; Patricia Reynolds

2005-01-01

This paper describes the philosophy, development and framework of the body of elements formulated to provide an approach to evidence-based learning sustained by Learning Objects and web based technology Due to the demands for continuous improvement in the delivery of healthcare and in the continuous endeavour to improve the quality of life, there is a continuous need for practitioner's to update their knowledge by accomplishing accredited courses. The rapid advances in medical science has mea...

An Analysis of Learners' Intentions toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

Science.gov (United States)

Huang, Hsiu-Mei; Liaw, Shu-Sheng

2018-01-01

Within a constructivist paradigm, the virtual reality technology focuses on the learner's actively interactive learning processes and attempts to reduce the gap between the learner's knowledge and a real-life experience. Recently, virtual reality technologies have been developed for a wide range of applications in education, but further research…

Professional Learning and Collaboration

OpenAIRE

Greer, Janet Agnes

2012-01-01

The American education system must utilize collaboration to meet the challenges and demands our culture poses for schools. Deeply rooted processes and structures favor teaching and learning in isolation and hinder the shift to a more collaborative paradigm. Professional learning communities (PLCs) support continuous teacher learning, improved efficacy, and program implementation. The PLC provides the framework for the development and enhancement of teacher collaboration and teacher collaborat...

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

Motion Learning Based on Bayesian Program Learning

Directory of Open Access Journals (Sweden)

Cheng Meng-Zhen

2017-01-01

Full Text Available The concept of virtual human has been highly anticipated since the 1980s. By using computer technology, Human motion simulation could generate authentic visual effect, which could cheat human eyes visually. Bayesian Program Learning train one or few motion data, generate new motion data by decomposing and combining. And the generated motion will be more realistic and natural than the traditional one.In this paper, Motion learning based on Bayesian program learning allows us to quickly generate new motion data, reduce workload, improve work efficiency, reduce the cost of motion capture, and improve the reusability of data.

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

Science.gov (United States)

Nielsen, Ann

2016-07-01

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

The Effect of Animation in Multimedia Computer-Based Learning and Learning Style to the Learning Results

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Muhammad RUSLI

2017-10-01

Full Text Available The effectiveness of a learning depends on four main elements, they are content, desired learning outcome, instructional method and the delivery media. The integration of those four elements can be manifested into a learning modul which is called multimedia learning or learning by using multimedia. In learning context by using computer-based multimedia, there are two main things that need to be noticed so that the learning process can run effectively: how the content is presented, and what the learner’s chosen way in accepting and processing the information into a meaningful knowledge. First it is related with the way to visualize the content and how people learn. The second one is related with the learning style of the learner. This research aims to investigate the effect of the type of visualization—static vs animated—on a multimedia computer-based learning, and learning styles—visual vs verbal, towards the students’ capability in applying the concepts, procedures, principles of Java programming. Visualization type act as independent variables, and learning styles of the students act as a moderator variable. Moreover, the instructional strategies followed the Component Display Theory of Merril, and the format of presentation of multimedia followed the Seven Principles of Multimedia Learning of Mayer and Moreno. Learning with the multimedia computer-based learning has been done in the classroom. The subject of this research was the student of STMIK-STIKOM Bali in odd semester 2016-2017 which followed the course of Java programming. The Design experiments used multivariate analysis of variance, MANOVA 2 x 2, with a large sample of 138 students in 4 classes. Based on the results of the analysis, it can be concluded that the animation in multimedia interactive learning gave a positive effect in improving students’ learning outcomes, particularly in the applying the concepts, procedures, and principles of Java programming. The

Guiding New Teacher Training towards the Acquisition of a Systemic Paradigm

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Luis Guillermo Barrantes-Montero

2015-09-01

Full Text Available This paper distinguishes between positivist disciplinary paradigm, which classifies human knowledge into isolated disciplines, and systemic paradigm, which aims at integrating knowledge and an inter-and trans-disciplinarity approach. The need and convenience of preparing new professionals in the latter is discussed. An example on how to develop a training experience based on the systemic paradigm in an advanced English reading course, in a teacher-training career is also described.

From scientifically based research to evidence based learning

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Rosa Cera

2016-02-01

Full Text Available This essay is a reflection on the peculiarities of the scientifically based research and on the distinctive elements of the EBL (evidence based learning, methodology used in the study on the “Relationship between Metacognition, Self-efficacy and Self-regulation in Learning”. The EBL method, based on the standardization of data, explains how the students’ learning experience can be considered as a set of “data” and can be used to explain how and when the research results can be considered generalizable and transferable to other learning situations. The reflections present in this study have also allowed us to illustrate the impact that its results have had on the micro and macro level of reality. They helped to fill in the gaps concerning the learning/teaching processes, contributed to the enrichment of the scientific literature on this subject and allowed to establish standards through rigorous techniques such as systematic reviews and meta-analysis.

Medical English M-Learning: Positioning a New Paradigm in E-Education

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Jafar Asgari Arani

2012-01-01

Full Text Available ABSTRACT- This study uses Depth Interview as a research instrument to study users' perceptions and acceptance of the potential use of mobile phones in a prospective design for learning Medical English, a mandatory course in medicine. Almost all the respondents (93% across graduates and students were unanimous about the need to learn English through M-Learning. When respondents were asked to suggest ideas on how medical English can be taught through mobiles (unaided question, 49% suggested SMS and 27% suggested SMS & Live Calls. The survey indicates that there is a unanimous demand to learn English amongst students and graduates of medicine in a new e-education setting called M-learning. Constraints imposed by one’s occupation and available resources expose the limitations of traditional learning and opens up a huge opportunity for M-English learning. Irrespective of differences, potential learners accepted the credibility of M-learning and displayed willingness to be an active user of an M-learning module. Diversity of responses on potential frequency of usage for SMSs, preferences regarding listening to IVR, speaking to Live Callers, traditional classroom learning, M-learning and testing options will establish at a primary level that the means of ‘engagement’, ‘presence’ and ‘flexibility’ can be significantly different ‘between’ and ‘within’ different educational groups.

A Novel Analog Reasoning Paradigm: New Insights in Intellectually Disabled Patients.

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Aurore Curie

Full Text Available Intellectual Disability (ID is characterized by deficits in intellectual functions such as reasoning, problem-solving, planning, abstract thinking, judgment, and learning. As new avenues are emerging for treatment of genetically determined ID (such as Down's syndrome or Fragile X syndrome, it is necessary to identify objective reliable and sensitive outcome measures for use in clinical trials.We developed a novel visual analogical reasoning paradigm, inspired by the Progressive Raven's Matrices, but appropriate for Intellectually Disabled patients. This new paradigm assesses reasoning and inhibition abilities in ID patients.We performed behavioural analyses for this task (with a reaction time and error rate analysis, Study 1 in 96 healthy controls (adults and typically developed children older than 4 and 41 genetically determined ID patients (Fragile X syndrome, Down syndrome and ARX mutated patients. In order to establish and quantify the cognitive strategies used to solve the task, we also performed an eye-tracking analysis (Study 2.Down syndrome, ARX and Fragile X patients were significantly slower and made significantly more errors than chronological age-matched healthy controls. The effect of inhibition on error rate was greater than the matrix complexity effect in ID patients, opposite to findings in adult healthy controls. Interestingly, ID patients were more impaired by inhibition than mental age-matched healthy controls, but not by the matrix complexity. Eye-tracking analysis made it possible to identify the strategy used by the participants to solve the task. Adult healthy controls used a matrix-based strategy, whereas ID patients used a response-based strategy. Furthermore, etiologic-specific reasoning differences were evidenced between ID patients groups.We suggest that this paradigm, appropriate for ID patients and developmental populations as well as adult healthy controls, provides an objective and quantitative assessment of

Machine learning in geosciences and remote sensing

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David J. Lary

2016-01-01

Full Text Available Learning incorporates a broad range of complex procedures. Machine learning (ML is a subdivision of artificial intelligence based on the biological learning process. The ML approach deals with the design of algorithms to learn from machine readable data. ML covers main domains such as data mining, difficult-to-program applications, and software applications. It is a collection of a variety of algorithms (e.g. neural networks, support vector machines, self-organizing map, decision trees, random forests, case-based reasoning, genetic programming, etc. that can provide multivariate, nonlinear, nonparametric regression or classification. The modeling capabilities of the ML-based methods have resulted in their extensive applications in science and engineering. Herein, the role of ML as an effective approach for solving problems in geosciences and remote sensing will be highlighted. The unique features of some of the ML techniques will be outlined with a specific attention to genetic programming paradigm. Furthermore, nonparametric regression and classification illustrative examples are presented to demonstrate the efficiency of ML for tackling the geosciences and remote sensing problems.

Chemical Education Research: Improving Chemistry Learning

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Dudley Herron, J.; Nurrenbern, Susan C.

1999-10-01

Chemical education research is the systematic investigation of learning grounded in a theoretical foundation that focuses on understanding and improving learning of chemistry. This article reviews many activities, changes, and accomplishments that have taken place in this area of scholarly activity despite its relatively recent emergence as a research area. The article describes how the two predominant broad perspectives of learning, behaviorism and constructivism, have shaped and influenced chemical education research design, analysis, and interpretation during the 1900s. Selected research studies illustrate the range of research design strategies and results that have contributed to an increased understanding of learning in chemistry. The article also provides a perspective of current and continuing challenges that researchers in this area face as they strive to bridge the gap between chemistry and education - disciplines with differing theoretical bases and research paradigms.

Driving student-centred calculus: results of a comprehensive case study for Kaizen learning in the Sultanate of Oman

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Heim, Bernhard; Rupp, Florian; Viet, Nils; Stockhausen, Paul v.; Gallenkämper, Jonas; Kreuzer, Judith

2015-04-01

The art of teaching freshmen students is undergoing a rapid paradigm change. Classical forms of teaching are not applicable any more and an unmanageable offer of new multimedia tools and concepts is glutting the market. Moreover, compared to previous courses, the class size triples. In view of these challenges, we implemented a new teaching concept best described as Kaizen learning. By Kaizen learning, we define a teaching philosophy that is based on a concise mix of short learning units (with feedback loops and tests) and of carefully chosen repetitions (also with feedback loops and tests) to calibrate a course for the students. Here, this intensive blended, student-centred learning paradigm is analysed together with its direct impact on the students' performance. This case study leads to easy-to-implement key drivers for successfully teaching science in Oman, such as (1) human-human interaction, (2) clearly communicated expectations, (3) avoidance of a short-term learning attitude, (4) a no-calculator policy, (5) continuous Kaizen learning, and (6) balanced combination of traditional teaching and e-learning.

Reward-Guided Learning with and without Causal Attribution

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Jocham, Gerhard; Brodersen, Kay H.; Constantinescu, Alexandra O.; Kahn, Martin C.; Ianni, Angela M.; Walton, Mark E.; Rushworth, Matthew F.S.; Behrens, Timothy E.J.

2016-01-01

Summary When an organism receives a reward, it is crucial to know which of many candidate actions caused this reward. However, recent work suggests that learning is possible even when this most fundamental assumption is not met. We used novel reward-guided learning paradigms in two fMRI studies to show that humans deploy separable learning mechanisms that operate in parallel. While behavior was dominated by precise contingent learning, it also revealed hallmarks of noncontingent learning strategies. These learning mechanisms were separable behaviorally and neurally. Lateral orbitofrontal cortex supported contingent learning and reflected contingencies between outcomes and their causal choices. Amygdala responses around reward times related to statistical patterns of learning. Time-based heuristic mechanisms were related to activity in sensorimotor corticostriatal circuitry. Our data point to the existence of several learning mechanisms in the human brain, of which only one relies on applying known rules about the causal structure of the task. PMID:26971947

Science of Learning Is Learning of Science: Why We Need a Dialectical Approach to Science Education Research

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Roth, Wolff-Michael

2012-01-01

Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed…

Development Of Entrepreneur Learning Model Based On Problem Based Learning To Increase Competency Independence And Creativity Students Of Industrial Engineering

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Leola Dewiyani

2017-10-01

Full Text Available Currently it is undeniable that the competition to get a job is very tight and of course universities have an important role in printing human resources that can compete globally not least with the Department of Industrial Engineering Faculty of Engineering Muhammadiyah University of Jakarta FT UMJ. Problems that occur is based on the analysis obtained from the track record of graduates researchers found that 60 percent of students of Industrial Engineering FT UMJ work not in accordance with the level of education owned so financially their income is still below the standard. This study aims to improve the competence of students of Industrial Engineering Department FT UMJ in entrepreneurship courses especially through the development of Problem Based Learning based learning model. Specific targets of this research were conducted with the aim to identify and analyze the need to implement learning model based on Problem Based Learning Entrepreneurship and to design and develop the model of entrepreneurship based on Problem Based Learning to improve the competence independence and creativity of Industrial Engineering students of FT UMJ in Entrepreneurship course. To achieve the above objectives this research uses research and development R amp D method. The product produced in this research is the detail of learning model of entrepreneurial model based on Problem Based Learning entrepreneurship model based on Problem Based Learning and international journals

Connecting traditional sciences with the OLAP and data mining paradigms

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Guergachi, Aziz A.

2003-03-01

The paradigms of OLAP, multidimensional modeling and data mining have first emerged in the areas of market analysis and finance to address various needs of people working in these areas. Does this mean that they are useful and applicable in these areas only? Or, can they also be applicable in the other more traditional areas of science and engineering? What characterize the systems for which these paradigms are suitable? What are the goals of these paradigms? How do they relate to the traditional body of knowledge that has been developed throughout the centuries in the areas of mathematics, statistics, systems science and engineering? Where, how and to what extent can we leverage the conventional wisdom that has been accumulated in the aforementioned disciplines to develop a foundational basis for the above paradigms? The goal of this paper is to address these questions at the foundational level. We argue that the paradigms of OLAP, multidimensional modeling and data mining can also be applied successfully to complex engineering systems, such as membrane-based water/wastewater treatment plants, for example. We develop mathematically-based axiomatic definition of the concepts of 'dimension,' 'dimension level,' 'dimension hierarchy' and 'measure' using set theory and equivalence relations.

The Knowledge Society: A Sustainability Paradigm

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Naim Hamdija Afgan

2010-10-01

Full Text Available This paper defines the knowledge society as a human structured organisation based on contemporary developed knowledge and representing new quality of life support systems. It implies the need for a full understanding of distribution of knowledge, access to information and the capability to transfer information into a knowledge. The understanding of knowledge is the central challenge when defining a knowledge society. From our present perception of knowledge society, it is of interest to emphasize the role of the knowledge society in future development of human society. The life support systems are essential pillars of human society development. In this respect knowledge society represents a new paradigm for future development and it is strongly correlated to sustainable development. For this reason the sustainability paradigm of knowledge society is a potential frame for human society development leading to social cohesion, economic competitiveness and stability, use of resources and economic development, safeguarding biodiversity and the ecosystem.In order to verify the mutual relation between knowledge society and sustainability, we have to introduce the difference between these two terms. The knowledge society is based on the agglomeration of eco-knowledge, env-knowledge and soc-knowledge, it may be evaluated as the complex knowledge of quality of life support systems. We have to introduce metrics which will allow us to present knowledge as the paradigm of the number of indicators for verifying progress made.Sustainability metrics are designed to consolidate measures of economic, environmental and social performance of any system. It can be understood as a pattern for evaluation of the available knowledge about systems and their performance. In particular the decision-making process for the selection of the system under consideration must be based on the available knowledge. The link between knowledge and sustainability makes it possible for

Creating a new generation of pediatric dentists: a paradigm shift in training.

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Ramos-Gomez, Francisco J; Silva, Daniela Rodrigues P; Law, Clarice S; Pizzitola, Rebecca L; John, Brendan; Crall, James J

2014-12-01

The University of California, Los Angeles (UCLA) School of Dentistry has implemented a Health Resources and Services Administration-funded program to prepare dentists for the complex and comprehensive needs of pediatric patients within rapidly changing demographics and a paradigm shift in dentistry. Traditional dental education has focused on how to respond to oral disease, whereas UCLA's program shifts the paradigm to emphasize early assessment, risk-based prevention, and disease management. A holistic approach to dental care that considers social and environmental determinants is used with minimally invasive techniques for restorative care. To support this change, pediatric dental residents receive traditional training combined with new didactics, advocacy opportunities, and applied learning experiences at community-based organizations. These new elements teach residents to recognize the causal factors of disease and to identify interventions that promote oral health at the individual, family, community, and policy level. Consequently, they are better prepared to treat a diverse group of patients who historically have faced the greatest burden of disease as well as an increased number of barriers to accessing oral health care; these consist of low-income, minority, and/or pediatric populations including children with special health needs. The program's ultimate goal is for residents to deploy these skills in treating vulnerable populations and to demonstrate greater interest in collaborating with non-dental health providers and community organizations to increase access to dental services in private or public health practice settings.

Keystone Method: A Learning Paradigm in Mathematics

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Siadat, M. Vali; Musial, Paul M.; Sagher, Yoram

2008-01-01

This study reports the effects of an integrated instructional program (the Keystone Method) on the students' performance in mathematics and reading, and tracks students' persistence and retention. The subject of the study was a large group of students in remedial mathematics classes at the college, willing to learn but lacking basic educational…

Paradigms in the Recovery of Estuarine and Coastal Ecosystems

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Duarte, Carlos M.; Borja, Ángel; Carstensen, Jacob; Elliott, Michael S.; Krause-Jensen, Dorte; Marbà, Núria

2015-01-01

© 2013, Coastal and Estuarine Research Federation. Following widespread deterioration of coastal ecosystems since the 1960s, current environmental policies demand ecosystem recovery and restoration. However, vague definitions of recovery and untested recovery paradigms complicate efficient stewardship of coastal ecosystems. We critically examine definitions of recovery and identify and test the implicit paradigms against well-documented cases studies based on a literature review. The study hi...

Maths: from distance to e-learning

Directory of Open Access Journals (Sweden)

David Álvarez Jiménez

2015-08-01

Full Text Available New technological progress and especially the use of Internet have implied a new paradigm on education, and nowadays one of its most prominent features is the rise of a new approach based on an instruction beyond the solid walls of schools and characterized by mobility. That is, e-learning. However, its origins and concept can be traced in time. This paper, focused on mathematics, deals with its evolution, antecedents and present status.

Features and Characteristics of Problem Based Learning

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Ceker, Eser; Ozdamli, Fezile

2016-01-01

Throughout the years, there appears to be an increase in Problem Based Learning applications in education; and Problem Based Learning related research areas. The main aim of this research is to underline the fundamentals (basic elements) of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look…

Exploring Cloud Computing for Distance Learning

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He, Wu; Cernusca, Dan; Abdous, M'hammed

2011-01-01

The use of distance courses in learning is growing exponentially. To better support faculty and students for teaching and learning, distance learning programs need to constantly innovate and optimize their IT infrastructures. The new IT paradigm called "cloud computing" has the potential to transform the way that IT resources are utilized and…

Service Learning to Promote Brain-Based Learning in Undergraduate Teaching

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Nwokah, Eva E.; Leafblad, Stefanie

2013-01-01

In this study 44 undergraduate students in a language development course participated in service learning with preschool homeless and low-income children as a course requirement. Students completed a survey, questionnaires, reflective journaling, and small-group debriefing sessions. Based on current views on brain-based learning from cortical…

Social learning of an associative foraging task in zebrafish

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Zala, Sarah M.; Määttänen, Ilmari

2013-05-01

The zebrafish ( Danio rerio) is increasingly becoming an important model species for studies on the genetic and neural mechanisms controlling behaviour and cognition. Here, we utilized a conditioned place preference (CPP) paradigm to study social learning in zebrafish. We tested whether social interactions with conditioned demonstrators enhance the ability of focal naïve individuals to learn an associative foraging task. We found that the presence of conditioned demonstrators improved focal fish foraging behaviour through the process of social transmission, whereas the presence of inexperienced demonstrators interfered with the learning of the control focal fish. Our results indicate that zebrafish use social learning for finding food and that this CPP paradigm is an efficient assay to study social learning and memory in zebrafish.

Project-Based Learning in Programmable Logic Controller

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Seke, F. R.; Sumilat, J. M.; Kembuan, D. R. E.; Kewas, J. C.; Muchtar, H.; Ibrahim, N.

2018-02-01

Project-based learning is a learning method that uses project activities as the core of learning and requires student creativity in completing the project. The aims of this study is to investigate the influence of project-based learning methods on students with a high level of creativity in learning the Programmable Logic Controller (PLC). This study used experimental methods with experimental class and control class consisting of 24 students, with 12 students of high creativity and 12 students of low creativity. The application of project-based learning methods into the PLC courses combined with the level of student creativity enables the students to be directly involved in the work of the PLC project which gives them experience in utilizing PLCs for the benefit of the industry. Therefore, it’s concluded that project-based learning method is one of the superior learning methods to apply on highly creative students to PLC courses. This method can be used as an effort to improve student learning outcomes and student creativity as well as to educate prospective teachers to become reliable educators in theory and practice which will be tasked to create qualified human resources candidates in order to meet future industry needs.

E-learning: Web-based education.

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Sajeva, Marco

2006-12-01

This review introduces state-of-the-art Web-based education and shows how the e-learning model can be applied to an anaesthesia department using Open Source solutions, as well as lifelong learning programs, which is happening in several European research projects. The definition of the term e-learning is still a work in progress due to the fact that technologies are evolving every day and it is difficult to improve teaching methodologies or to adapt traditional methods to a new or already existing educational model. The European Community is funding several research projects to define the new common market place for tomorrow's educational system; this is leading to new frontiers like virtual Erasmus inter-exchange programs based on e-learning. The first step when adapting a course to e-learning is to re-define the educational/learning model adopted: cooperative learning and tutoring are the two key concepts. This means that traditional lecture notes, books and exercises are no longer effective; teaching files must use rich multimedia content and have to be developed using the new media. This can lead to several pitfalls that can be avoided with an accurate design phase.

ENVIRONMENTAL LEARNING APPROACHES IN IMPROVING LEARNING OUTCOMES IN ACID-BASE SUBJECT

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Rachmat Sahputra

2016-03-01

Full Text Available Learning in the understanding of acid-base chemistry in schools needs to be improved so research to determine differences in learning outcomes between students taught using environmental approaches and methods lectures in class XI SMA on acid-base subject needs to be done. In this study, using a quasi-experimental method using a data collection tool achievement test essay form. The test statistic results of the post-test learning has been obtained Asymp value. Sig (2-tailed 0,026 that showed the differences between students' learning outcomes with a control experimental class with effect size of 0.63 or much influence difference with the percentage 23.57% which indicated that the learning environment approach can improve learning outcomes of high school students.

Sex differences in learning processes of classical and operant conditioning.

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Dalla, Christina; Shors, Tracey J

2009-05-25

Males and females learn and remember differently at different times in their lives. These differences occur in most species, from invertebrates to humans. We review here sex differences as they occur in laboratory rodent species. We focus on classical and operant conditioning paradigms, including classical eyeblink conditioning, fear-conditioning, active avoidance and conditioned taste aversion. Sex differences have been reported during acquisition, retention and extinction in most of these paradigms. In general, females perform better than males in the classical eyeblink conditioning, in fear-potentiated startle and in most operant conditioning tasks, such as the active avoidance test. However, in the classical fear-conditioning paradigm, in certain lever-pressing paradigms and in the conditioned taste aversion, males outperform females or are more resistant to extinction. Most sex differences in conditioning are dependent on organizational effects of gonadal hormones during early development of the brain, in addition to modulation by activational effects during puberty and adulthood. Critically, sex differences in performance account for some of the reported effects on learning and these are discussed throughout the review. Because so many mental disorders are more prevalent in one sex than the other, it is important to consider sex differences in learning when applying animal models of learning for these disorders. Finally, we discuss how sex differences in learning continue to alter the brain throughout the lifespan. Thus, sex differences in learning are not only mediated by sex differences in the brain, but also contribute to them.

THE NEW PUBLIC ADMINISTRATION PARADIGM DIRECTIONS

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CHERVYAKOVA OLHA VOLODYMYRIVNA

2017-01-01

This article presents aspects of public administration paradigm of using disciplinary matrix, a public management model based on a feedback mechanism in the subject-subject interaction, which is the basis of theoretical and methodological establishment in public administration science (Public administration) in Ukraine.

A novel P300-based brain-computer interface stimulus presentation paradigm: moving beyond rows and columns

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Townsend, G.; LaPallo, B.K.; Boulay, C.B.; Krusienski, D.J.; Frye, G.E.; Hauser, C.K.; Schwartz, N.E.; Vaughan, T.M.; Wolpaw, J.R.; Sellers, E.W.

2010-01-01

Objective An electroencephalographic brain-computer interface (BCI) can provide a non-muscular means of communication for people with amyotrophic lateral sclerosis (ALS) or other neuromuscular disorders. We present a novel P300-based BCI stimulus presentation – the checkerboard paradigm (CBP). CBP performance is compared to that of the standard row/column paradigm (RCP) introduced by Farwell and Donchin (1988). Methods Using an 8×9 matrix of alphanumeric characters and keyboard commands, 18 participants used the CBP and RCP in counter-balanced fashion. With approximately 9 – 12 minutes of calibration data, we used a stepwise linear discriminant analysis for online classification of subsequent data. Results Mean online accuracy was significantly higher for the CBP, 92%, than for the RCP, 77%. Correcting for extra selections due to errors, mean bit rate was also significantly higher for the CBP, 23 bits/min, than for the RCP, 17 bits/min. Moreover, the two paradigms produced significantly different waveforms. Initial tests with three advanced ALS participants produced similar results. Furthermore, these individuals preferred the CBP to the RCP. Conclusions These results suggest that the CBP is markedly superior to the RCP in performance and user acceptability. Significance The CBP has the potential to provide a substantially more effective BCI than the RCP. This is especially important for people with severe neuromuscular disabilities. PMID:20347387

Advances in Reasoning-Based Image Processing Intelligent Systems Conventional and Intelligent Paradigms

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Nakamatsu, Kazumi

2012-01-01

The book puts special stress on the contemporary techniques for reasoning-based image processing and analysis: learning based image representation and advanced video coding; intelligent image processing and analysis in medical vision systems; similarity learning models for image reconstruction; visual perception for mobile robot motion control, simulation of human brain activity in the analysis of video sequences; shape-based invariant features extraction; essential of paraconsistent neural networks, creativity and intelligent representation in computational systems. The book comprises 14 chapters. Each chapter is a small monograph, representing resent investigations of authors in the area. The topics of the chapters cover wide scientific and application areas and complement each-other very well. The chapters’ content is based on fundamental theoretical presentations, followed by experimental results and comparison with similar techniques. The size of the chapters is well-ballanced which permits a thorough ...

Learning and Motivational Processes When Students Design Curriculum-Based Digital Learning Games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2015-01-01

This design-based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross-disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game-based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

Students' learning processes during school-based learning and workplace learning in vocational education : a review

NARCIS (Netherlands)

Dr. Harmen Schaap; Dr. Liesbeth Baartman; Prof.Dr. Elly de Bruijn

2012-01-01

This article reviews 24 articles in order to get a structured view on student's learning processes when dealing with a combination of school-based learning and workplace learning in vocational education. It focuses on six main themes: students' expertise development, students' learning styles,

Adding Social Elements to Game-Based Learning

OpenAIRE

Chien-Hung Lai; Yu-Chang Lin; Bin-Shyan Jong; Yen-Teh Hsia

2014-01-01

Game-based learning is to present the instruction by games in learning, with the main purpose of triggering learners’ motives instead of instructing the courses. Thus, increasing learning motive by game-based learning becomes a common instructional strategy to enhance learning achievement. However, it is not easy to design interesting games combined with courses. In 2011, Echeverria proposed a design to combine characteristics of games with elements of courses by matching the virtual scenario...

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

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

2016-03-25

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

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning.

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Frame, Tracy R; Cailor, Stephanie M; Gryka, Rebecca J; Chen, Aleda M; Kiersma, Mary E; Sheppard, Lorin

2015-05-25

To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.

Implicit Structured Sequence Learning: An FMRI Study of the Structural Mere-Exposure Effect

OpenAIRE

Vasiliki eFolia; Vasiliki eFolia; Karl Magnus ePetersson; Karl Magnus ePetersson; Karl Magnus ePetersson

2014-01-01

In this event-related FMRI study we investigated the effect of five days of implicit acquisition on preference classification by means of an artificial grammar learning (AGL) paradigm based on the structural mere-exposure effect and preference classification using a simple right-linear unification grammar. This allowed us to investigate implicit AGL in a proper learning design by including baseline measurements prior to grammar exposure. After 5 days of implicit acquisition, the FMRI results ...

[E-learning and problem based learning integration in cardiology education].

Science.gov (United States)

Gürpinar, Erol; Zayim, Neşe; Başarici, Ibrahim; Gündüz, Filiz; Asar, Mevlüt; Oğuz, Nurettin

2009-06-01

The aim of this study was to determine students' satisfaction with an e-learning environment which is developed to support classical problem-based learning (PBL) in medical education and its effect on academic achievement. In this cross-sectional study, students were provided with a web-based learning environment including learning materials related to objectives of the subject of PBL module, which could be used during independent study period. The study group comprised of all of the second year students (164 students) of Akdeniz University, Medical Faculty, during 2007-2008 education period. In order to gather data about students' satisfaction with learning environment, a questionnaire was administered to the students. Comparison of students' academic achievement was based on their performance score in PBL exam. Statistical analyses were performed using unpaired t test and Mann Whitney U test. Findings indicated that 72.6% of the students used e-learning practice. There is no statistically significant difference between mean PBL performance scores of users and non-users of e-learning practice (103.58 vs. 100.88) (t=-0.998, p=0.320). It is found that frequent users of e-learning application had statistically significant higher scores than non-frequent users (106.28 vs. 100.59) (t=-2.373, p=0.01). In addition, 72.6% of the students declared they were satisfied with the application. Our study demonstrated that the most of the students use e-learning application and are satisfied with it. In addition, it is observed that e-learning application positively affects the academic achievement of the students. This study gains special importance by providing contribution to limited literature in the area of instructional technology in PBL and Cardiology teaching.

New wine in old bottles: the historiography of a paradigm change

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Sack, Dorothy

1992-08-01

This paper historiographically analyzes the enunciation of the American, systemic-process geomorphology paradigm in the mid-20th century, with particular focus on notions concerning Gilbert and systems. Selected contributions by Strahler, Hack, and Chorley are emphasized because of their influential roles in pronouncing and elaborating process geomorphology. Articulation of the emerging paradigm contributed to the installation of Gilbert as its figurehead and established systems analysis as a fundamental tool. Gilbert was an appropriate figurehead for the new paradigm because he had worked outside of the Davisian paradigm during the Davisian era, had done process geomorphology, had applied the method of systems analysis, and was very well respected. Identifying Gilbert as the archetypal process geomorphologist helped sanction the process paradigm, distance it from Davisian geomorphology, and ease the paradigm change. Strahler's portrayal of Gilbert, however, incorrectly implies that Gilbert had actively advocated process geomorphology in a competition with Davis and the Davisian geographical cycle. Gilbert, Strahler, and Hack each applied the thermodynamically based method of systems analysis to process geomorphology, but Chorley advocated von Bertalanffy's philosophically based general system theory instead. Gilbert, Strahler, and Hack did not apply general system theory to geomorphology, as Chorley suggested they had. Recognizing these and other notions as revisionist aids in recovering a truer understanding of the actual contributions of people important in the history of geomorphology.

Problem-Based Learning and Learning Approach: Is There a Relationship?

Science.gov (United States)

Groves, Michele

2005-01-01

Aim: To assess the influence of a graduate-entry PBL (problem-based learning) curriculum on individual learning style; and to investigate the relationship between learning style, academic achievement and clinical reasoning skill. Method: Subjects were first-year medical students completed the Study Process Questionnaire at the commencement, and…

Emergent theory and technology in e-learning

NARCIS (Netherlands)

Browaeys, M.-J.; Wahyudi, S.

2006-01-01

E-learning should be approached via a new paradigm, one where instruction and information are involved in a recursive process, an approach which counters the concept of linearity. New ways of thinking about how people learn and new technologies favour the emergence of principles of e-learning that

Advancing Learner Autonomy in TEFL via Collaborative Learning

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Jacobs, George M.; Shan, Tan Hui

2015-01-01

The present paper begins by situating learner autonomy and collaborative learning as part of a larger paradigm shift towards student-centred learning. Next are brief discussions of learner autonomy and how learner autonomy links with collaborative learning. In the main part of the paper, four central principles of collaborative learning are…

Predicting Supervisor Capacities to Foster Higher Forms of Learning through Undergraduate Medical Student Research

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MacDougall, Margaret

2014-01-01

The credibility of short-term undergraduate research as a paradigm for effective learning within Medicine has been recognized. With a view to strengthening this paradigm and enhancing research-teaching linkages, this study explores whether particular types of research supervisor are pre-disposed to providing supportive learning environments.…

Goal selection versus process control while learning to use a brain-computer interface

Science.gov (United States)

Royer, Audrey S.; Rose, Minn L.; He, Bin

2011-06-01

A brain-computer interface (BCI) can be used to accomplish a task without requiring motor output. Two major control strategies used by BCIs during task completion are process control and goal selection. In process control, the user exerts continuous control and independently executes the given task. In goal selection, the user communicates their goal to the BCI and then receives assistance executing the task. A previous study has shown that goal selection is more accurate and faster in use. An unanswered question is, which control strategy is easier to learn? This study directly compares goal selection and process control while learning to use a sensorimotor rhythm-based BCI. Twenty young healthy human subjects were randomly assigned either to a goal selection or a process control-based paradigm for eight sessions. At the end of the study, the best user from each paradigm completed two additional sessions using all paradigms randomly mixed. The results of this study were that goal selection required a shorter training period for increased speed, accuracy, and information transfer over process control. These results held for the best subjects as well as in the general subject population. The demonstrated characteristics of goal selection make it a promising option to increase the utility of BCIs intended for both disabled and able-bodied users.

Problem-Based Learning: Student Engagement, Learning and Contextualized Problem-Solving. Occasional Paper

Science.gov (United States)

Mossuto, Mark

2009-01-01

The adoption of problem-based learning as a teaching method in the advertising and public relations programs offered by the Business TAFE (Technical and Further Education) School at RMIT University is explored in this paper. The effect of problem-based learning on student engagement, student learning and contextualised problem-solving was…

Creative learning technologies as a catalyst for rethinking education

DEFF Research Database (Denmark)

Gjedde, Lisa

2017-01-01

is on exploring how learning with creative technologies can be a catalyst for rethinking education in primary and lower secondary school The mixed methods based research project has involved classes from all schools in one municipality in Denmark in digital creative lab activities The research points...... presents preliminary results from an R&D project on teacher led designs for creative and multimodal learning The focus is on developing designs for learning using creative learning technologies These include digital storytelling with mobile devices and digital animation in hybrid environments The focus......There is a movement towards a new paradigm in the mediatized Scandinavian societies that aims at developing the students' creativity, critical sense and ability to collaborate and communicate, thereby equipping them with necessary media skills and competencies for 21st Century learning This paper...

Learning and Motivational Processes When Students Design Curriculum‐Based Digital Learning Games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2016-01-01

This design‐based research (DBR) project has developed an overall gamified learning design (big Game) to facilitate the learning process for adult students by inviting them to be their own learning designers through designing digital learning games (small games) in cross‐disciplinary subject...... matters. The DBR project has investigated and experimented with which elements, methods, and processes are important when aiming at creating a cognitive complex (Anderson and Krathwohl, 2001) and motivating learning process within a reusable game‐based learning design. This project took place in a co......, or programming provide a rich context for learning, since the construction of artefacts, in this case learning games, enables reflection and new ways of thinking. The students learned from reflection and interaction with the tools alone as well as in collaboration with peers. After analysing the students...

Neuromodulatory Adaptive Combination of Correlation-based Learning in Cerebellum and Reward-based Learning in Basal Ganglia for Goal-directed Behavior Control

DEFF Research Database (Denmark)

Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

2014-01-01

Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational...... and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role...... in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We...

Active-learning versus teacher-centered instruction for learning acids and bases

Science.gov (United States)

Acar Sesen, Burcin; Tarhan, Leman

2011-07-01

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'. Sample The sample of this study was 45 high-school students (average age 17 years) from two different classes, which were randomly assigned to the experimental (n = 21) and control groups (n = 25), in a high school in Turkey. Design and methods A pre-test consisting of 25 items was applied to both experimental and control groups before the treatment in order to identify student prerequisite knowledge about their proficiency for learning 'acids and bases'. A one-way analysis of variance (ANOVA) was conducted to compare the pre-test scores for groups and no significant difference was found between experimental (ME = 40.14) and control groups (MC = 41.92) in terms of mean scores (F 1,43 = 2.66, p > 0.05). The experimental group was taught using an active-learning curriculum developed by the authors and the control group was taught using traditional course content based on teacher-centered instruction. After the implementation, 'Acids and Bases Achievement Test' scores were collected for both groups. Results ANOVA results showed that students' 'Acids and Bases Achievement Test' post-test scores differed significantly in terms of groups (F 1,43 = 102.53; p acid and base theories'; 'metal and non-metal oxides'; 'acid and base strengths'; 'neutralization'; 'pH and pOH'; 'hydrolysis'; 'acid-base equilibrium'; 'buffers'; 'indicators'; and 'titration'. Based on the achievement test and individual interview results, it was found that high-school students in the experimental group had fewer misconceptions and understood the concepts more meaningfully than students in control group. Conclusion The study revealed that active-learning implementation is more effective at

Changing the culture of assessment: the dominance of the summative assessment paradigm

OpenAIRE

Harrison, Christopher J.; Konings, Karen D.; Schuwirth, Lambert W. T.; Wass, Valerie; van der Vleuten, Cees P. M.

2017-01-01

BACKGROUND: Despite growing evidence of the benefits of including assessment for learning strategies within programmes of assessment, practical implementation of these approaches is often problematical. Organisational culture change is often hindered by personal and collective beliefs which encourage adherence to the existing organisational paradigm. We aimed to explore how these beliefs influenced proposals to redesign a summative assessment culture in order to improve students' use of asses...

Domesticating Digital Game-based Learning

Directory of Open Access Journals (Sweden)

Helga Dís Sigurdardottir

2016-07-01

Full Text Available This paper analyses the use of digital game-based learning (DGBL in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience that practice. Digital game-based learning is being widely employed throughout Norway as a result of the increased focus on digital skills in Norwegian education. This paper analyses that development by way of focus group interviews with a total of sixty-four pupils at four schools. Drawing upon domestication and actor-network theory, the paper provides a novel approach to the study of DGBL. The broad empirical investigation into DGBL practices furthermore provides a contribution to scholarly literature on the subject. A noteworthy finding of this study is the diversity of games employed in schools—around 30 different titles— indicating that the choice of games lies at the discretion of individual teachers. Findings from this research show that the domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. This includes the classroom and home as gaming sites, group work and individual assignments as practices, and PCs and iPads as platforms.