Distributed Repositories for Educational Content - Part 1: Information Management for Educational Content

Directory of Open Access Journals (Sweden)

Bernd J. Krämer

2011-07-01

Full Text Available As education providers increasingly integrate digital learning media into their education processes, the need for the systematic management of learning materials and learning arrangements becomes clearer. Digital repositories, often called Learning Object Repositories (LOR, promise to provide an answer to this challenge. This article is composed of two parts. In this part, we derive technological and pedagogical requirements for LORs from a concretization of information quality criteria for e-learning technology. We review the evolution of learning object repositories and discuss their core features in the context of pedagogical requirements, information quality demands, and e-learning technology standards. We conclude with an outlook in Part 2, which presents concrete technical solutions, in particular networked repository architectures.

A Virtual Learning Environment for Part-Time MASW Students: An Evaluation of the WebCT

Science.gov (United States)

Chan, Charles C.; Tsui, Ming-sum; Chan, Mandy Y. C.; Hong, Joe H.

2008-01-01

This study aims to evaluate the perception of a cohort of social workers studying for a part-time master's program in social work in using the popular Web-based learning platform--World Wide Web Course Tools (WebCT) as a complimentary method of teaching and learning. It was noted that social work profession began incorporating computer technology…

Professional Learning in Part-time University Study

DEFF Research Database (Denmark)

Rasmussen, Palle

2007-01-01

The theme of this article is adult students' learning in part-time studies at university level in Denmark. One issue discussed is the interplay of research and teaching in this kind of study programme. Examples are presented from the Master of Learning Processes study programme at Aalborg...

Becoming a Lunari or Taiyo expert: learned attention to parts drives holistic processing of faces.

Science.gov (United States)

Chua, Kao-Wei; Richler, Jennifer J; Gauthier, Isabel

2014-06-01

Faces are processed holistically, but the locus of holistic processing remains unclear. We created two novel races of faces (Lunaris and Taiyos) to study how experience with face parts influences holistic processing. In Experiment 1, subjects individuated Lunaris wherein the top, bottom, or both face halves contained diagnostic information. Subjects who learned to attend to face parts exhibited no holistic processing. This suggests that individuation only leads to holistic processing when the whole face is attended. In Experiment 2, subjects individuated both Lunaris and Taiyos, with diagnostic information in complementary face halves of the two races. Holistic processing was measured with composites made of either diagnostic or nondiagnostic face parts. Holistic processing was only observed for composites made from diagnostic face parts, demonstrating that holistic processing can occur for diagnostic face parts that were never seen together. These results suggest that holistic processing is an expression of learned attention to diagnostic face parts. PsycINFO Database Record (c) 2014 APA, all rights reserved.

An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 1: Building a Foundation

Directory of Open Access Journals (Sweden)

Carol A. Gordon

2009-06-01

the learning task. On the micro level users are confronting information, and searching is seen as the entire process of the interaction of users with a series of information tasks, as described in Kuhlthau’s Information Search Process. The micro level is the level of deep understanding as critical thinking skills craft the connection between information and knowledge. On the macro level the learning task, designed by an instructional team, shapes the inquiry. It is the context for information tasks. The learning task is relevant, engaging, and rigorous to sustain the interest and interaction of the user with information and emerging knowledge. The macro level is the level of instruction whereby the learning task fosters self-reflection, self-correction, and self-regulation. The role of evidence, which is generated by performance assessment and action research, is critical to both levels. On each of these levels the learning task informs the information search. Conclusion – Evidence is the link between information and knowledge in the learning process called inquiry. Sources of this evidence are information tasks embedded in the learning task, which are nested in a teaching and learning culture of inquiry. In order to generate evidence continuously throughout the inquiry unit, the task is characterized by research-based tools such as performance-based assessment and action research. The synergy of these elements in Part 1 of this article establishes the foundation for building a theory that supports further research of evidence based information literacy instruction.

Attribute conjunctions and the part configuration advantage in object category learning.

Science.gov (United States)

Saiki, J; Hummel, J E

1996-07-01

Five experiments demonstrated that in object category learning people are particularly sensitive to conjunctions of part shapes and relative locations. Participants learned categories defined by a part's shape and color (part-color conjunctions) or by a part's shape and its location relative to another part (part-location conjunctions). The statistical properties of the categories were identical across these conditions, as were the salience of color and relative location. Participants were better at classifying objects defined by part-location conjunctions than objects defined by part-color conjunctions. Subsequent experiments revealed that this effect was not due to the specific color manipulation or the role of location per se. These results suggest that the shape bias in object categorization is at least partly due to sensitivity to part-location conjunctions and suggest a new processing constraint on category learning.

E-learning for Part-Time Medical Studies

Directory of Open Access Journals (Sweden)

Półjanowicz Wiesław

2016-12-01

Full Text Available Distance education undoubtedly has many advantages, such as individualization of the learning process, unified transmission of teaching materials, the opportunity to study at any place and any time, reduction of financial costs for commuting to classes or accommodation of participants, etc. Adequate working conditions on the e-learning portal must also be present, eg. well-prepared, substantive courses and good communication between the participants. Therefore, an important element in the process of conducting e-learning courses is to measure the increase of knowledge and satisfaction of participants with distance learning. It allows for fine-tuning the content of the course and for classes to be properly organized. This paper presents the results of teaching and assessment of satisfaction with e-learning courses in “Problems of multiculturalism in medicine”, “Selected issues of visual rehabilitation” and “Ophthalmology and Ophthalmic Nursing”, which were carried out experimentally at the Faculty of Health Sciences at the Medical University of Bialystok for nursing students for the 2010/2011 academic year. The study group consisted of 72 part-time students who learnt in e-learning mode and the control group of 87 students who learnt in the traditional way. The students’ opinions about the teaching process and final exam scores were analyzed based on a specially prepared survey questionnaire. Organization of e-learning classes was rated positively by 90% of students. The average result on the final exams for all distance learning subjects was at the level of 82%, while for classes taught in the traditional form it was 81%. Based on these results, we conclude that distance learning is as effective as learning according to the traditional form in medical education studies.

Part-Time Community College Instructors Teaching in Learning Communities: An Exploratory Multiple Case Study

Science.gov (United States)

Paterson, John W.

2017-01-01

Community colleges have a greater portion of students at-risk for college completion than four-year schools and faculty at these institutions are overwhelmingly and increasingly part-time. Learning communities have been identified as a high-impact practice with numerous benefits documented for community college instructors and students: a primary…

Meta-learning from an experiment database

OpenAIRE

Driessens, Kurt; Vanwinckelen, Gitte; Blockeel, Hendrik

2012-01-01

In this short paper, we present a student project run as part of the Machine Learning and Inductive Inference course at KU Leuven during the 2010-2011 academic year. The goal of the project was to analyze a Machine Learning Experiment database, using standard SQL queries and data mining tools with the goals of (1) giving the students some practice with applying the machine learning techniques on a real problem, (2) teaching them something about the properties of machine learning algorithms...

Language Learning Strategies used by Students learning Kiswahili1 ...

African Journals Online (AJOL)

Success in learning a second language nevertheless an African language has proven a tremendous effort on the part of foreign adult learners enrolled in universities. Motivation and attitude as well as the strategies used by the learners themselves play an important role. However, the greatest challenge for this group of ...

The effects of inspecting and constructing part-task-specific visualizations on team and individual learning

NARCIS (Netherlands)

Slof, Bert; Erkens, Gijsbert; Kirschner, Paul A.; Helms-Lorenz, Michelle

This study examined whether inspecting and constructing different part-task-specific visualizations differentially affects learning. To this end, a complex business-economics problem was structured into three phase-related part-tasks: (1) determining core concepts, (2) proposing multiple solutions,

Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

Science.gov (United States)

Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

2012-01-01

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students’ outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from “knowledge transmitters” to “role model scientists.” PMID:23222836

Peer learning and support of technology in an undergraduate biology course to enhance deep learning.

Science.gov (United States)

Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

2012-01-01

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher education: technology and the students themselves. Most of the lectures were replaced with continuous individual learning and 1-mo group learning of one topic, both supported by an interactive online tutorial. Assessment included open-ended complex questions requiring higher-order thinking skills that were added to the traditional multiple-choice (MC) exam. Analysis of students' outcomes indicates no significant difference among the three intervention versions in the MC questions of the exam, while students who took part in active-learning groups at the advanced version of the model had significantly higher scores in the more demanding open-ended questions compared with their counterparts. We believe that social-constructivist learning of one topic during 1 mo has significantly contributed to student deep learning across topics. It developed a biological discourse, which is more typical to advanced stages of learning biology, and changed the image of instructors from "knowledge transmitters" to "role model scientists."

Innovation in POPBL teaching and learning methods by embedding individual activities as an integrated part of project work

DEFF Research Database (Denmark)

Moesby, Egon; W., Hans Henrik; Kørnøv, Lone

2005-01-01

activity embedded as an integrated part of the project work. Students work in the solution phase of the project on an individual activity that is separately assessed. The results of these individual activities form the platform for students’ final work with the project as a team. They have to evaluate......In this paper, the authors describe a way to increase student learning through social constructed teamwork by adding an individual activity to the project work. This can be achieved not just by adding an individual activity outside or parallel to the project work, but by having the individual...... the individual solutions and find the one solution to work on in the final phases of the project. On top of that, it helps train students’ abilities to make evaluations among various solutions of which one is their own, thereby learning how to evaluate their personal solutions against another person’s solutions...

Learning hardware using multiple-valued logic - Part 2: Cube calculus and architecture

NARCIS (Netherlands)

Perkowski, M.A.; Foote, D.; Chen, Qihong; Al-Rabadi, A.; Jozwiak, L.

2002-01-01

For Part 1 see ibid. vol.22, no.3 (2002). A massively parallel reconfigurable processor speeds up the logic operators performed in the learning hardware. The approach uses combinatorial synthesis methods developed within the framework of the logic synthesis approach in digital-circuit-design

WIPP Compliance Certification Application calculations parameters. Part 1: Parameter development

International Nuclear Information System (INIS)

Howarth, S.M.

1997-01-01

The Waste Isolation Pilot Plant (WIPP) in southeast New Mexico has been studied as a transuranic waste repository for the past 23 years. During this time, an extensive site characterization, design, construction, and experimental program was completed, which provided in-depth understanding of the dominant processes that are most likely to influence the containment of radionuclides for 10,000 years. Nearly 1,500 parameters were developed using information gathered from this program; the parameters were input to numerical models for WIPP Compliance Certification Application (CCA) Performance Assessment (PA) calculations. The CCA probabilistic codes frequently require input values that define a statistical distribution for each parameter. Developing parameter distributions begins with the assignment of an appropriate distribution type, which is dependent on the type, magnitude, and volume of data or information available. The development of the parameter distribution values may require interpretation or statistical analysis of raw data, combining raw data with literature values, scaling of lab or field data to fit code grid mesh sizes, or other transformation. Parameter development and documentation of the development process were very complicated, especially for those parameters based on empirical data; they required the integration of information from Sandia National Laboratories (SNL) code sponsors, parameter task leaders (PTLs), performance assessment analysts (PAAs), and experimental principal investigators (PIs). This paper, Part 1 of two parts, contains a discussion of the parameter development process, roles and responsibilities, and lessons learned. Part 2 will discuss parameter documentation, traceability and retrievability, and lessons learned from related audits and reviews

Learning and Teaching Problems in Part-Time Higher Education.

Science.gov (United States)

Trotman-Dickenson, D. I.

1988-01-01

Results of a British survey of the administrations of six universities and six public colleges, employers, and employees who were part-time students are reported and discussed. The survey assessed the perceptions of those groups concerning problems in the instruction and learning of part-time students. (MSE)

Case-based learning in VTLE: An effective strategy for improving learning design

OpenAIRE

Guàrdia Ortiz, Lourdes; Sangrà, Albert; Maina, Marcelo Fabián

2014-01-01

This article presents preliminary research from an instructional design perspective on the design of the case method as an integral part of pedagogy and technology. Key features and benefits using this teaching and learning strategy in a Virtual Teaching and Learning Environment (VTLE) are identified, taking into account the requirements of the European Higher Education Area (EHEA) for a competence-based curricula design. The implications of these findings for a learning object appro...

Teaching & Learning Tips 1: Teaching perspectives - an introduction.

Science.gov (United States)

Rana, Jasmine; Burgin, Susan

2017-11-01

Challenge: Clinical and research responsibilities often leave little or no time to plan thoughtful teaching encounters with trainees. This "Teaching & Learning Tips" series is designed to be an accessible guide for dermatologists who want to improve their teaching skills. It is comprised of 12 articles about how to enhance teaching in various settings informed by research about how people learn and expert-derived or data-driven best practices for teaching. The series begins with a review of principles to optimize learning in any setting, including cognitive load theory, active learning strategies, and the impact of motivation and emotion on learning. It transitions into a practical "how to" guide format for common teaching scenarios in dermatology, such as lecturing, case-based teaching, and teaching procedures, among others. Herein, we kickoff the series by unpacking assumptions about teaching and learning. What does it mean to teach and learn? © 2017 The International Society of Dermatology.

TOGAF version 9 foundation study guide preparation for the TOGAF 9 Part 1 examination

CERN Document Server

Harrison, Rachel

2009-01-01

This document is a Study Guide for TOGAF™ 9 Foundation.It gives an overview of every learning objective for the TOGAF 9 Foundation Syllabus and in-depth coverage on preparing and taking the TOGAF 9 Part 1 Examination. It is specifically designed to help individuals prepare for certification.

Learning in shifts of transient attention improves recognition of parts of ambiguous figure-ground displays.

Science.gov (United States)

Kristjánsson, Arni

2009-04-24

Previously demonstrated learning effects in shifts of transient attention have only been shown to result in beneficial effects upon secondary discrimination tasks and affect landing points of express saccades. Can such learning result in more direct effects upon perception than previously demonstrated? Observers performed a cued Vernier acuity discrimination task where the cue was one of a set of ambiguous figure-ground displays (with a black and white part). The critical measure was whether, if a target appeared consistently within a part of a cue of a certain brightness, this would result in learning effects and whether such learning would then affect recognition of the cue parts. Critically the target always appeared within the same part of each individual cue. Some cues were used in early parts of streaks of repetition of cue-part brightness, and others in latter parts of such streaks. All the observers showed learning in shifts of transient attention, with improved performance the more often the target appeared within the part of the cue of the same brightness. Subsequently the observers judged whether cue-parts had been parts of the cues used on the preceding discrimination task. Recognition of the figure parts, where the target had consistently appeared, improved strongly with increased length of streaks of repetition of cue-part brightness. Learning in shifts of transient attention leads not only to faster attention shifts but to direct effects upon perception, in this case recognition of parts of figure-ground ambiguous cues.

Pupils' Views on an ICT-Based Learning Environment in Health Learning

Science.gov (United States)

Räihä, Teija; Tossavainen, Kerttu; Enkenberg, Jorma; Turunen, Hannele

2014-01-01

This paper presents a study that examined pupils' views on an ICT-based learning environment in health learning. The study was a part of the wider European Network of Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe, SHE) in Finland, and particularly its sub-project, From Puijo to the World with Health Lunch,…

Perspectives on Advanced Learning Technologies and Learning Networks and Future Aerospace Workforce Environments

Science.gov (United States)

Noor, Ahmed K. (Compiler)

2003-01-01

An overview of the advanced learning technologies is given in this presentation along with a brief description of their impact on future aerospace workforce development. The presentation is divided into five parts (see Figure 1). In the first part, a brief historical account of the evolution of learning technologies is given. The second part describes the current learning activities. The third part describes some of the future aerospace systems, as examples of high-tech engineering systems, and lists their enabling technologies. The fourth part focuses on future aerospace research, learning and design environments. The fifth part lists the objectives of the workshop and some of the sources of information on learning technologies and learning networks.

Career anchors and learning plan (part one

Directory of Open Access Journals (Sweden)

Daniela Brečko

2006-12-01

Full Text Available The article is divided into three parts. The first part concentrates on how important career is for an individual, organization and society. The author establishes that understanding of career has changed dramatically and does not only refer to climbing up the career ladder, but also moving off or even down the career ladder. The notion of career, as a lifelong and professional path, encompasses all aspects of human personality and their roles acquired through one's life. On basis of vast and longitudinal research, where the author has studied career anchors of individuals, it is the objective of the author to find out on basis of what grounds do the individuals decide to take certain directions in their careers and how learning contributes to such decisions. As a source the author has used Shein's theory of career anchors. Part one describes in greater detail 8 different career anchors and introduces their main features with the findings of the research, which refer to the analysis of professions (work positions and established career anchors. The author thus verifies the hypothesis that career anchors do exist in our area.

MACHINE LEARNING IMPLEMENTATION FOR THE CLASSIFICATION OF ATTACKS ON WEB SYSTEMS. PART 1

Directory of Open Access Journals (Sweden)

K. Smirnova

2017-08-01

Full Text Available The possibility of applying machine learning is considered for the classification of malicious requests to a Web application. This approach excludes the use of deterministic analysis systems (for example, expert systems, and based on the application of a cascade of neural networks or perceptrons on an approximate model to the real human brain. The main idea of the work is to enable to describe complex attack vectors consisting of feature sets, abstract terms for compiling a training sample, controlling the quality of recognition and classifying each of the layers (networks participating in the work, with the ability to adjust not the entire network, But only a small part of it, in the training of which a mistake or inaccuracy crept in.  The design of the developed network can be described as a cascaded, scalable neural network.  The developed system of intrusion detection uses a three-layer neural network. Layers can be built independently of each other by cascades. In the first layer, for each class of attack recognition, there is a corresponding network and correctness is checked on this network. To learn this layer, we have chosen classes of things that can be classified uniquely as yes or no, that is, they are linearly separable. Thus, a layer is obtained not just of neurons, but of their microsets, which can best determine whether is there some data class in the query or not. The following layers are not trained to recognize the attacks themselves, they are trained that a set of attacks creates certain threats. This allows you to more accurately recognize the attacker's attempts to bypass the defense system, as well as classify the target of the attack, and not just its fact. Simple layering allows you to minimize the percentage of false positives.

An e-learning course in medical immunology: does it improve learning outcome?

Science.gov (United States)

Boye, Sondre; Moen, Torolf; Vik, Torstein

2012-01-01

E-learning is used by most medical students almost daily and several studies have shown e-learning to improve learning outcome in small-scale interventions. However, few studies have explored the effects of e-learning in immunology. To study the effect of an e-learning package in immunology on learning outcomes in a written integrated examination and to examine student satisfaction with the e-learning package. All second-year students at a Norwegian medical school were offered an animated e-learning package in basic immunology as a supplement to the regular teaching. Each student's log-on-time was recorded and linked with the student's score on multiple choice questions included in an integrated end-of-the-year written examination. Student satisfaction was assessed through a questionnaire. The intermediate-range students (interquartile range) on average scored 3.6% better on the immunology part of the examination per hour they had used the e-learning package (p = 0.0046) and log-on-time explained 17% of the variance in immunology score. The best and the less skilled students' examination outcomes were not affected by the e-learning. The e-learning was well appreciated among the students. Use of an e-learning package in immunology in addition to regular teaching improved learning outcomes for intermediate-range students.

A real-time standard parts inspection based on deep learning

Science.gov (United States)

Xu, Kuan; Li, XuDong; Jiang, Hongzhi; Zhao, Huijie

2017-10-01

Since standard parts are necessary components in mechanical structure like bogie and connector. These mechanical structures will be shattered or loosen if standard parts are lost. So real-time standard parts inspection systems are essential to guarantee their safety. Researchers would like to take inspection systems based on deep learning because it works well in image with complex backgrounds which is common in standard parts inspection situation. A typical inspection detection system contains two basic components: feature extractors and object classifiers. For the object classifier, Region Proposal Network (RPN) is one of the most essential architectures in most state-of-art object detection systems. However, in the basic RPN architecture, the proposals of Region of Interest (ROI) have fixed sizes (9 anchors for each pixel), they are effective but they waste much computing resources and time. In standard parts detection situations, standard parts have given size, thus we can manually choose sizes of anchors based on the ground-truths through machine learning. The experiments prove that we could use 2 anchors to achieve almost the same accuracy and recall rate. Basically, our standard parts detection system could reach 15fps on NVIDIA GTX1080 (GPU), while achieving detection accuracy 90.01% mAP.

Learning about the Human Genome. Part 2: Resources for Science Educators. ERIC Digest.

Science.gov (United States)

Haury, David L.

This ERIC Digest identifies how the human genome project fits into the "National Science Education Standards" and lists Human Genome Project Web sites found on the World Wide Web. It is a resource companion to "Learning about the Human Genome. Part 1: Challenge to Science Educators" (Haury 2001). The Web resources and…

An e-learning application on electrochemotherapy

Directory of Open Access Journals (Sweden)

Bester Janez

2009-10-01

Full Text Available Abstract Background Electrochemotherapy is an effective approach in local tumour treatment employing locally applied high-voltage electric pulses in combination with chemotherapeutic drugs. In planning and performing electrochemotherapy a multidisciplinary expertise is required and collaboration, knowledge and experience exchange among the experts from different scientific fields such as medicine, biology and biomedical engineering is needed. The objective of this study was to develop an e-learning application in order to provide the educational content on electrochemotherapy and its underlying principles and to support collaboration, knowledge and experience exchange among the experts involved in the research and clinics. Methods The educational content on electrochemotherapy and cell and tissue electroporation was based on previously published studies from molecular dynamics, lipid bilayers, single cell level and simplified tissue models to complex biological tissues and research and clinical results of electrochemotherapy treatment. We used computer graphics such as model-based visualization (i.e. 3D numerical modelling using finite element method and 3D computer animations and graphical illustrations to facilitate the representation of complex biological and physical aspects in electrochemotherapy. The e-learning application is integrated into an interactive e-learning environment developed at our institution, enabling collaboration and knowledge exchange among the users. We evaluated the designed e-learning application at the International Scientific workshop and postgraduate course (Electroporation Based Technologies and Treatments. The evaluation was carried out by testing the pedagogical efficiency of the presented educational content and by performing the usability study of the application. Results The e-learning content presents three different levels of knowledge on cell and tissue electroporation. In the first part of the e-learning

An e-learning application on electrochemotherapy.

Science.gov (United States)

Corovic, Selma; Bester, Janez; Miklavcic, Damijan

2009-10-20

Electrochemotherapy is an effective approach in local tumour treatment employing locally applied high-voltage electric pulses in combination with chemotherapeutic drugs. In planning and performing electrochemotherapy a multidisciplinary expertise is required and collaboration, knowledge and experience exchange among the experts from different scientific fields such as medicine, biology and biomedical engineering is needed. The objective of this study was to develop an e-learning application in order to provide the educational content on electrochemotherapy and its underlying principles and to support collaboration, knowledge and experience exchange among the experts involved in the research and clinics. The educational content on electrochemotherapy and cell and tissue electroporation was based on previously published studies from molecular dynamics, lipid bilayers, single cell level and simplified tissue models to complex biological tissues and research and clinical results of electrochemotherapy treatment. We used computer graphics such as model-based visualization (i.e. 3D numerical modelling using finite element method) and 3D computer animations and graphical illustrations to facilitate the representation of complex biological and physical aspects in electrochemotherapy. The e-learning application is integrated into an interactive e-learning environment developed at our institution, enabling collaboration and knowledge exchange among the users. We evaluated the designed e-learning application at the International Scientific workshop and postgraduate course (Electroporation Based Technologies and Treatments). The evaluation was carried out by testing the pedagogical efficiency of the presented educational content and by performing the usability study of the application. The e-learning content presents three different levels of knowledge on cell and tissue electroporation. In the first part of the e-learning application we explain basic principles of

Structure Learning and Statistical Estimation in Distribution Networks - Part II

Energy Technology Data Exchange (ETDEWEB)

Deka, Deepjyoti [Univ. of Texas, Austin, TX (United States); Backhaus, Scott N. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Chertkov, Michael [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2015-02-13

Limited placement of real-time monitoring devices in the distribution grid, recent trends notwithstanding, has prevented the easy implementation of demand-response and other smart grid applications. Part I of this paper discusses the problem of learning the operational structure of the grid from nodal voltage measurements. In this work (Part II), the learning of the operational radial structure is coupled with the problem of estimating nodal consumption statistics and inferring the line parameters in the grid. Based on a Linear-Coupled(LC) approximation of AC power flows equations, polynomial time algorithms are designed to identify the structure and estimate nodal load characteristics and/or line parameters in the grid using the available nodal voltage measurements. Then the structure learning algorithm is extended to cases with missing data, where available observations are limited to a fraction of the grid nodes. The efficacy of the presented algorithms are demonstrated through simulations on several distribution test cases.

Preparing learners with partly incorrect intuitive prior knowledge for learning

Directory of Open Access Journals (Sweden)

Andrea eOhst

2014-07-01

Full Text Available Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly ‘incompatible’ with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (reorganizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces.

Preparing learners with partly incorrect intuitive prior knowledge for learning

Science.gov (United States)

Ohst, Andrea; Fondu, Béatrice M. E.; Glogger, Inga; Nückles, Matthias; Renkl, Alexander

2014-01-01

Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly) “incompatible” with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (re)organizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-)organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces. PMID:25071638

Effects of Changing the Pedagogical Concept of a Part-time BSc in Accounting from Traditional Lectures into an IT-supported Asyncronous and Flexible Learning Concept - Part 1

DEFF Research Database (Denmark)

Rasmussen, Tage; Holm, Claus; Dalgas, Annemarie

2000-01-01

This paper reports on the results of a change of the pedagogical concept in the second part of a four-year BSc program in Accounting. The program started September 1 1999 when 82 students were enrolled. The change involves a move from traditional lectures to a concept partly based on asynchronous...

Parts of the Whole: Learn More, Learn Better

Directory of Open Access Journals (Sweden)

Dorothy Wallace

2012-01-01

Full Text Available Building on previous columns in Numeracy, this column analyzes various teaching techniques in terms of their ability to build cognitive schema, extend existing schema, reinforce learning, move mean understanding of a group of students, and reduce variance in understanding of a group. We offer a pedagogical cycle as an example of how to address multiple learning goals using common teaching methods.

Parts-based stereoscopic image assessment by learning binocular manifold color visual properties

Science.gov (United States)

Xu, Haiyong; Yu, Mei; Luo, Ting; Zhang, Yun; Jiang, Gangyi

2016-11-01

Existing stereoscopic image quality assessment (SIQA) methods are mostly based on the luminance information, in which color information is not sufficiently considered. Actually, color is part of the important factors that affect human visual perception, and nonnegative matrix factorization (NMF) and manifold learning are in line with human visual perception. We propose an SIQA method based on learning binocular manifold color visual properties. To be more specific, in the training phase, a feature detector is created based on NMF with manifold regularization by considering color information, which not only allows parts-based manifold representation of an image, but also manifests localized color visual properties. In the quality estimation phase, visually important regions are selected by considering different human visual attention, and feature vectors are extracted by using the feature detector. Then the feature similarity index is calculated and the parts-based manifold color feature energy (PMCFE) for each view is defined based on the color feature vectors. The final quality score is obtained by considering a binocular combination based on PMCFE. The experimental results on LIVE I and LIVE Π 3-D IQA databases demonstrate that the proposed method can achieve much higher consistency with subjective evaluations than the state-of-the-art SIQA methods.

Individual activities as an integrated part of project work - an innovative approach to project oriented and problem-based learning POPBL

DEFF Research Database (Denmark)

Moesby, Egon; Winther, Hans Henrik; Kørnøv, Lone

2006-01-01

in an individual activity to subsequently be separately assessed. The results of the individually oriented project work form the platform for final work with the project as a team. The students in each team are expected to evaluate the individual solutions and select the one solution to work on in the final phases......In this paper, the authors describe and, on the basis of a recently conducted survey, evaluate a way to increase student learning through the introduction of an individual project activity to the project oriented and problem-based and team-based project work - POPBL. This can be achieved not just...... by adding an individual activity outside or parallel to the project work, but by having the individual activity embedded as an integrated part of the overall team-based project work. In what the authors have deemed the extended project model, students work individually in the solution phase of the project...

Structure Learning and Statistical Estimation in Distribution Networks - Part I

Energy Technology Data Exchange (ETDEWEB)

Deka, Deepjyoti [Univ. of Texas, Austin, TX (United States); Backhaus, Scott N. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Chertkov, Michael [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2015-02-13

Traditionally power distribution networks are either not observable or only partially observable. This complicates development and implementation of new smart grid technologies, such as those related to demand response, outage detection and management, and improved load-monitoring. In this two part paper, inspired by proliferation of the metering technology, we discuss estimation problems in structurally loopy but operationally radial distribution grids from measurements, e.g. voltage data, which are either already available or can be made available with a relatively minor investment. In Part I, the objective is to learn the operational layout of the grid. Part II of this paper presents algorithms that estimate load statistics or line parameters in addition to learning the grid structure. Further, Part II discusses the problem of structure estimation for systems with incomplete measurement sets. Our newly suggested algorithms apply to a wide range of realistic scenarios. The algorithms are also computationally efficient – polynomial in time– which is proven theoretically and illustrated computationally on a number of test cases. The technique developed can be applied to detect line failures in real time as well as to understand the scope of possible adversarial attacks on the grid.

Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment.

Science.gov (United States)

Gong, Tao; Lam, Yau W; Shuai, Lan

2016-01-01

Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages.

Influence of Perceptual Saliency Hierarchy on Learning of Language Structures: An Artificial Language Learning Experiment

Science.gov (United States)

Gong, Tao; Lam, Yau W.; Shuai, Lan

2016-01-01

Psychological experiments have revealed that in normal visual perception of humans, color cues are more salient than shape cues, which are more salient than textural patterns. We carried out an artificial language learning experiment to study whether such perceptual saliency hierarchy (color > shape > texture) influences the learning of orders regulating adjectives of involved visual features in a manner either congruent (expressing a salient feature in a salient part of the form) or incongruent (expressing a salient feature in a less salient part of the form) with that hierarchy. Results showed that within a few rounds of learning participants could learn the compositional segments encoding the visual features and the order between them, generalize the learned knowledge to unseen instances with the same or different orders, and show learning biases for orders that are congruent with the perceptual saliency hierarchy. Although the learning performances for both the biased and unbiased orders became similar given more learning trials, our study confirms that this type of individual perceptual constraint could contribute to the structural configuration of language, and points out that such constraint, as well as other factors, could collectively affect the structural diversity in languages. PMID:28066281

A 1-night operant learning task without food-restriction differentiates among mouse strains in an automated home-cage environment.

Science.gov (United States)

Remmelink, Esther; Loos, Maarten; Koopmans, Bastijn; Aarts, Emmeke; van der Sluis, Sophie; Smit, August B; Verhage, Matthijs

2015-04-15

Individuals are able to change their behavior based on its consequences, a process involving instrumental learning. Studying instrumental learning in mice can provide new insights in this elementary aspect of cognition. Conventional appetitive operant learning tasks that facilitate the study of this form of learning in mice, as well as more complex operant paradigms, require labor-intensive handling and food deprivation to motivate the animals. Here, we describe a 1-night operant learning protocol that exploits the advantages of automated home-cage testing and circumvents the interfering effects of food restriction. The task builds on behavior that is part of the spontaneous exploratory repertoire during the days before the task. We compared the behavior of C57BL/6J, BALB/cJ and DBA/2J mice and found various differences in behavior during this task, but no differences in learning curves. BALB/cJ mice showed the largest instrumental learning response, providing a superior dynamic range and statistical power to study instrumental learning by using this protocol. Insights gained with this home-cage-based learning protocol without food restriction will be valuable for the development of other, more complex, cognitive tasks in automated home-cages. Copyright © 2015 Elsevier B.V. All rights reserved.

An exploration of tutors' experiences of facilitating problem-based learning. Part 2--implications for the facilitation of problem based learning.

Science.gov (United States)

Haith-Cooper, Melanie

2003-01-01

This paper is the second of two parts exploring a study that was undertaken to investigate the role of the tutor in facilitating problem-based learning (PBL). The first part focussed on the methodological underpinnings of the study. This paper aims to focus on the findings of the study and their implications for the facilitation of PBL. Six essential themes emerged from the findings that described the facilitation role. The tutors believed that their facilitation role was essentially structured around the decision of when to intervene and how to intervene in the PBL process. Modelling and non-verbal communication were seen as essential strategies for the facilitator. Underpinning these decisions was the need to trust in the philosophy of PBL. However, within many of the themes, there was a divergence of opinion as to how the role should actually be undertaken. Despite this, these findings have implications for the future role of PBL facilitators in Health Professional Education.

Selection as a learning experience: an exploratory study.

Science.gov (United States)

de Visser, Marieke; Laan, Roland F; Engbers, Rik; Cohen-Schotanus, Janke; Fluit, Cornelia

2018-01-01

Research on selection for medical school does not explore selection as a learning experience, despite growing attention for the learning effects of assessment in general. Insight in the learning effects allows us to take advantage of selection as an inclusive part of medical students' learning process to become competent professionals. The aims of this study at Radboud University Medical Center, the Netherlands, were 1) to determine whether students have learning experiences in the selection process, and, if so, what experiences; and 2) to understand what students need in order to utilize the learning effects of the selection process at the start of the formal curriculum. We used focus groups to interview 30 students admitted in 2016 about their learning experiences in the selection process. Thematic analysis was used to explore the outcomes of the interviews and to define relevant themes. In the selection process, students learned about the curriculum, themselves, their relation to others, and the profession they had been selected to enter, although this was not explicitly perceived as learning. Students needed a connection between selection and the curriculum as well as feedback to be able to really use their learning experiences for their further development. Medical school selection qualifies as a learning experience, and students as well as medical schools can take advantage of this. We recommend a careful design of the selection procedure, integrating relevant selection learning experiences into the formal curriculum, providing feedback and explicitly approaching the selection and the formal curriculum as interconnected contributors to students' development.

Building an Inclusive Definition of E-Learning: An Approach to the Conceptual Framework

OpenAIRE

Albert Sangrà; Dimitrios Vlachopoulos; Nati Cabrera

2012-01-01

E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests.An international project, based on the participation of e...

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

Science.gov (United States)

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

Engineering students' conceptions of entrepreneurial learning as part of their education

Science.gov (United States)

Täks, Marge; Tynjälä, Päivi; Kukemelk, Hasso

2016-01-01

The purpose of this study was to examine what kinds of conceptions of entrepreneurial learning engineering students expressed in an entrepreneurship course integrated in their study programme. The data were collected during an entrepreneurship course in Estonia that was organised for fourth-year engineering students, using video-recorded group interviews (N = 48) and individual in-depth interviews (N = 16). As a result of the phenomenographic analysis, four qualitatively distinctive conceptions of entrepreneurial learning were discerned. Entrepreneurial learning was seen to involve (1) applying entrepreneurial ideas to engineering, (2) understanding entrepreneurial issues in a new way, (3) action-oriented personal development, and (4) self-realising through collective effort. These qualitatively distinct categories differed from each other in four dimensions of variation: nature of learning, response to pedagogy, relation to teamwork, and learning outcomes.

Assembling university learning technologies for an open world

DEFF Research Database (Denmark)

Hannon, John; Riddle, Matthew; Ryberg, Thomas

2014-01-01

This paper considers the emergence of social media in university teaching and learning and the capacity or universities as complex organisations with disparate interacting parts to respond to the shift of pedagogies and practices to open networks. Institutional learning technology environments...... reflect a legacy of prescriptive, hierarchical arrangements associated with enterprise systems, and are a poor fit with the heterarchical and self-organised potential for learning associated with social media and open education practices. In this paper we focus on the tensions that arise from...... the juxtaposition of these two orientations to learning technologies, and focus on how an emerging online sociality can destabilise established boundaries of learning and connect to other domains of practice...

Practical Usage of Multiple-Choice Questions as Part of Learning and Self-Evaluation

Directory of Open Access Journals (Sweden)

Paula Kangasniemi

2016-12-01

Full Text Available The poster describes how the multiple-choice questions could be a part of learning, not only assessing. We often think of the role of questions only in order to test the student's skills. We have tested how questions could be a part of learning in our web-based course of information retrieval in Lapland University. In web-based learning there is a need for high-quality mediators. Mediators are learning promoters which trigger, support, and amplify learning. Mediators can be human mediators or tool mediators. The tool mediators are for example; tests, tutorials, guides and diaries. The multiple-choice questions can also be learning promoters which select, interpret and amplify objects for learning. What do you have to take into account when you are preparing multiple-choice questions as mediators? First you have to prioritize teaching objectives: what must be known and what should be known. According to our experience with contact learning, you can assess what the things are that students have problems with and need more guidance on. The most important addition to the questions is feedback during practice. The questions’ answers (wrong or right are not important. The feedback on the answers are important to guide students on how to search. The questions promote students’ self-regulation and self-evaluation. Feedback can be verbal, a screenshot or a video. We have added a verbal feedback for every question and also some screenshots and eight videos in our web-based course.

Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

Science.gov (United States)

Gijbels, David; Raemdonck, Isabel; Vervecken, Dries

2010-01-01

Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the work-related learning behaviour of workers. The present study was conducted in a centre for part-time vocational education…

Administrative Candidacy: A Process of New-Role Learning--Part I

Science.gov (United States)

Greenfield, William D., Jr.

1977-01-01

Reports the initial results of a longitudinal study of the organizational socialization of educational administrators. Part I claims that socialization through the life-cycle may be conceived as a series of learned interpersonal relationships through which individuals build up a repertoire of interpersonal responses that condition new…

Road Testing Graduate Attributes and Course Learning Outcomes of an Environmental Science Degree via a Work-Integrated Learning Placement

Science.gov (United States)

Whelan, Michael

2017-01-01

Graduate attributes and course learning outcomes are an integral part of higher education in Australia. Testing the performance of graduates in the workplace with regard to graduate attributes and course learning outcomes is a not a common occurrence. This study has road tested the graduate attributes and course learning outcomes of a bachelor…

Distributed Repositories for Educational Content - Part 2: Technology

Directory of Open Access Journals (Sweden)

Christian Lukaschik

2011-07-01

Full Text Available In Part 1 of this article we discussed the need for information quality and the systematic management of learning materials and learning arrangements. Digital repositories, often called Learning Object Repositories (LOR, were introduced as a promising answer to this challenge. We also derived technological and pedagogical requirements for LORs from a concretization of information quality criteria for e-learning technology. This second part presents technical solutions that particularly address the demands of open education movements, which aspire to a global reuse and sharing culture. From this viewpoint, we develop core requirements for scalable network architectures for educational content management. We then present edu-sharing, an advanced example of a network of homogeneous repositories for learning resources, and discuss related technology. We conclude with an outlook in terms of emerging developments towards open and networked system architectures in e-learning.

The Pedagogy of the Heart and the Mind--Cultivating Curiosity and a Love of Learning, Part 2

Science.gov (United States)

Carmichael, Patricia

2009-01-01

This article is the second part of a two-part article on a learning project developed through the Independent Learning Centre (ILC) program at Concordia Lutheran College. The first part of this article can be found in the January 2009 issue of this journal and discusses how the applications of the "AASL Standards for the 21st-Century Learner"…

Developing eLearning as an industrial service : Case: Corporation X

OpenAIRE

Rinne, Sanni

2016-01-01

The thesis deals with the development of industrial services and digital learning. The purpose of the thesis was to design a functional, usable and mass customizable eLearning service for Corporation X. Corporation X is a Finnish technology company that provides machinery and services for the wood product industry around the world. Corporation X had an ongoing eLearning pilot, which worked as the basis for the eLearning service presented in the thesis. The theoretical part of the thesis m...

Not just another multi-professional course! Part 1. Rationale for a transformative curriculum.

Science.gov (United States)

Duncan, Madeleine; Alperstein, Melanie; Mayers, Pat; Olckers, Lorna; Gibbs, Trevor

2006-02-01

for health professional practice in the South African context. This enabled the alignment of the learning objectives, at first year level, of all the represented professions. The educational rationale guiding the curriculum design process is discussed in Part 1 of two articles. Part 2 describes the 'nuts and bolts' or practicalities of the curriculum design process.

Manifold optimization-based analysis dictionary learning with an ℓ1∕2-norm regularizer.

Science.gov (United States)

Li, Zhenni; Ding, Shuxue; Li, Yujie; Yang, Zuyuan; Xie, Shengli; Chen, Wuhui

2018-02-01

Recently there has been increasing attention towards analysis dictionary learning. In analysis dictionary learning, it is an open problem to obtain the strong sparsity-promoting solutions efficiently while simultaneously avoiding the trivial solutions of the dictionary. In this paper, to obtain the strong sparsity-promoting solutions, we employ the ℓ 1∕2 norm as a regularizer. The very recent study on ℓ 1∕2 norm regularization theory in compressive sensing shows that its solutions can give sparser results than using the ℓ 1 norm. We transform a complex nonconvex optimization into a number of one-dimensional minimization problems. Then the closed-form solutions can be obtained efficiently. To avoid trivial solutions, we apply manifold optimization to update the dictionary directly on the manifold satisfying the orthonormality constraint, so that the dictionary can avoid the trivial solutions well while simultaneously capturing the intrinsic properties of the dictionary. The experiments with synthetic and real-world data verify that the proposed algorithm for analysis dictionary learning can not only obtain strong sparsity-promoting solutions efficiently, but also learn more accurate dictionary in terms of dictionary recovery and image processing than the state-of-the-art algorithms. Copyright © 2017 Elsevier Ltd. All rights reserved.

Brief Overview of Motor Learning and It's Application to Rehabilitation: Part Ⅰ: Motor Learning Theory

Institute of Scientific and Technical Information of China (English)

Christopher A Zaino

2003-01-01

@@ 1 DEFINITION OF MOTOR LEARNING Motor learning is the study of how we acquire and modify movements.1 The acquisition of motor skills is the process of learning how to do a particular movement (performance), but the real key to therapeutic intervention is being able to affect permanent changes in motor skills via the process of motor learning. Therefore, motor learning is defined as the ability to retain the ability to perform a motor task at a later time. In rehabilitation, it is important to be cognizant of the concepts of acquisition and retention. We can facilitate acquisition,but do little to assist in the retention of the task (learning). Conversely, we can arrange practice such that acquisition is slowed, but we can actually be assisting learning the task. It is important to have a clear goal in mind and work towards the eventual learning of the task to allow full functional use of that skill.

Preparing for Distance Learning: Designing An Online Student Orientation Course

Directory of Open Access Journals (Sweden)

Diane D. Chapman

2004-01-01

Full Text Available This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.

Diffusion of an e-learning programme among Danish General Practitioners: A nation-wide prospective survey

Directory of Open Access Journals (Sweden)

Nielsen Bente

2008-04-01

Full Text Available Abstract Background We were unable to identify studies that have considered the diffusion of an e-learning programme among a large population of general practitioners. The aim of this study was to investigate the uptake of an e-learning programme introduced to General Practitioners as part of a nation-wide disseminated dementia guideline. Methods A prospective study among all 3632 Danish GPs. The GPs were followed from the launching of the e-learning programme in November 2006 and 6 months forward. Main outcome measures: Use of the e-learning programme. A logistic regression model (GEE was used to identify predictors for use of the e-learning programme. Results In the study period, a total of 192 different GPs (5.3% were identified as users, and 17% (32 had at least one re-logon. Among responders at first login most have learnt about the e-learning programme from written material (41% or from the internet (44%. A total of 94% of the users described their ability of conducting a diagnostic evaluation as good or excellent. Most of the respondents used the e-learning programme due to general interest (90%. Predictors for using the e-learning programme were Males (OR = 1.4, 95% CI 1.1; 2.0 and members of Danish College of General Practice (OR = 2.2, 95% CI 1.5; 3.1, whereas age, experience and working place did not seem to be influential. Conclusion Only few Danish GPs used the e-learning programme in the first 6 months after the launching. Those using it were more often males and members of Danish College of General Practice. Based on this study we conclude, that an active implementation is needed, also when considering electronic formats of CME like e-learning. Trial Registration ClinicalTrials.gov Identifier: NCT00392483.

15 CFR Supplement No. 1 to Part 715 - Definition of an Unscheduled Discrete Organic Chemical

Science.gov (United States)

2010-01-01

... 15 Commerce and Foreign Trade 2 2010-01-01 2010-01-01 false Definition of an Unscheduled Discrete... WEAPONS CONVENTION REGULATIONS ACTIVITIES INVOLVING UNSCHEDULED DISCRETE ORGANIC CHEMICALS (UDOCs) Pt. 715, Supp. 1 Supplement No. 1 to Part 715—Definition of an Unscheduled Discrete Organic Chemical Unscheduled...

Embedding a Learning Management System Into an Undergraduate Medical Informatics Course in Saudi Arabia: Lessons Learned

Science.gov (United States)

2013-01-01

Background Public universities in Saudi Arabia today are making substantial investments in e-learning as part of their educational system, especially in the implementation of learning management systems (LMS). To our knowledge, this is the first study conducted in Saudi Arabia exploring medical students’ experience with an LMS, particularly as part of a medical informatics course. Objective This study investigates students’ use of various features of the LMS embedded in a recently implemented medical informatics course. Methods A mixed methodology approach was employed. Survey questionnaires were distributed to all third year medical informatics students at the end of the course. In addition, two focus group sessions were conducted with twelve students. A thematic analysis of the focus group was performed. Results A total of 265 third year medical student surveys (167/265, 63% male and 98/265, 37% female) were completed and analyzed. Overall, 50.6% (134/265) of the students agreed that the course was well planned and up-to-date, had clearly stated objectives and clear evaluation methods, appropriate course assignment, and that the LMS offered easy navigation. Most of the students rated the course as good/fair overall. In general, females were 10.4% more likely to prefer the LMS, as revealed by higher odd ratios (odds ratio [OR] 1.104, 95% CI 0.86-1.42) compared to males. Survey results showed that students’ use of LMS tools increased after taking the course compared to before taking the course. The full model containing all items were statistically significant (χ2 25=69.52, Pstudents who had positive attitudes towards LMS and those who did not. The focus group, however, revealed that the students used social networking for general use rather than learning purposes, but they were using other Internet resources and mobile devices for learning. Male students showed a higher preference for using technology in general to enhance learning activities. Overall

Embedding a learning management system into an undergraduate medical informatics course in Saudi Arabia: lessons learned.

Science.gov (United States)

Zakaria, Nasriah; Jamal, Amr; Bisht, Shekhar; Koppel, Cristina

2013-01-01

Public universities in Saudi Arabia today are making substantial investments in e-learning as part of their educational system, especially in the implementation of learning management systems (LMS). To our knowledge, this is the first study conducted in Saudi Arabia exploring medical students' experience with an LMS, particularly as part of a medical informatics course. This study investigates students' use of various features of the LMS embedded in a recently implemented medical informatics course. A mixed methodology approach was employed. Survey questionnaires were distributed to all third year medical informatics students at the end of the course. In addition, two focus group sessions were conducted with twelve students. A thematic analysis of the focus group was performed. A total of 265 third year medical student surveys (167/265, 63% male and 98/265, 37% female) were completed and analyzed. Overall, 50.6% (134/265) of the students agreed that the course was well planned and up-to-date, had clearly stated objectives and clear evaluation methods, appropriate course assignment, and that the LMS offered easy navigation. Most of the students rated the course as good/fair overall. In general, females were 10.4% more likely to prefer the LMS, as revealed by higher odd ratios (odds ratio [OR] 1.104, 95% CI 0.86-1.42) compared to males. Survey results showed that students' use of LMS tools increased after taking the course compared to before taking the course. The full model containing all items were statistically significant (χ(2) 25=69.52, Pstudents who had positive attitudes towards LMS and those who did not. The focus group, however, revealed that the students used social networking for general use rather than learning purposes, but they were using other Internet resources and mobile devices for learning. Male students showed a higher preference for using technology in general to enhance learning activities. Overall, medical student attitudes towards the LMS

Emotions at school: An obstacle or an encouragement to learning?

Directory of Open Access Journals (Sweden)

Tošić-Radev Milica

2017-01-01

Full Text Available Emotions and cognition have long been treated as separate processes in psychology. Emotions were considered a distractor of rational processes, and it was endeavoured, especially at school, to reduce the influence of emotions to the lowest level possible. However, the contemporary research in the field of neurobiology and psychology states the complete opposite - that emotions and cognition are inextricably bound. Every kind of learning has an emotional grounding, while the emotional processes are necessary in order to utilise any kind of knowledge in everyday life. The first part of the current paper provides an overview of the studies dealing with the influence of emotions on the learning process, perception, attention, memory, critical thinking and motivation. In the second part of the paper, we speak about emotions in the educational context, and in the third about the implications of the studies dealing with emotions for education. The new insights into the relation between the emotional and cognitive processes inevitably have a bearing on the process of teaching and learning, as well as on teacher education. It is necessary to raise teachers’ awareness of the importance of emotions in education and the consequent professional commitments and tasks as early as in the stage of pre-service education. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179002: Indikatori i modeli usklađivanja porodičnih i poslovnih uloga

12 CFR Appendix 1 to Part 24 - CD-1-National Bank Community Development (Part 24) Investments

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 1 2010-01-01 2010-01-01 false CD-1-National Bank Community Development (Part 24) Investments 1 Appendix 1 To Part 24 Banks and Banking COMPTROLLER OF THE CURRENCY, DEPARTMENT OF... PUBLIC WELFARE INVESTMENTS Pt. 24, App. 1 Appendix 1 To Part 24—CD-1—National Bank Community Development...

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

Science.gov (United States)

Joesbury, Mark

2015-01-01

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

Transferring an Outcome-Oriented Learning Architecture to an IT Learning Game

NARCIS (Netherlands)

Schmitz, Birgit; Klemke, Roland; Totschnig, Michael; Czauderna, André; Specht, Marcus

2011-01-01

Schmitz, B., Klemke, R., Totschnig, M., Czauderna, A., & Specht, M. (2011, 23 September). Transferring an outcome-oriented learning architecture to an IT learning game. Presented at the 6th European conference on Technology enhanced learning: towards ubiquitous learning (EC-TEL 2011), Palermo,

Implementing Team Based Learning in an Information Literacy Course

Directory of Open Access Journals (Sweden)

Marijn Post

2016-12-01

Full Text Available Introduction: Motivating students to improve their Information Literacy (IL skills can be a challenge. As a pilot, we implemented Team Based Learning (TBL in our IL lessons. TBL is an interactive learning approach based on the “flipped classroom” concept, offering students opportunities to gather skills via immediate feedback during individual and team activities. Moreover, TBL promises to be an attractive and activating way of learning. We were interested if TBL, A indeed activates students and B improves their IL skills more than with lectures and self-tuition. Methods: TBL was implemented in a first year bachelor IL course in the year 2015-2016. Student were asked to study three IL e-learning modules before class. The obtained knowledge was assessed individually during an Individual Readiness Assessment test (IRAT and in a team via a Team Readiness Assessment test (TRAT using “scratch and win cards”. After this, teams were given an IL case and the members had to come to a consensus about the best solution out of a couple options provided. Finally, students took a written exam, which was the same as used in this course in the year 2014-2015, when TBL was not applied yet. We compared the grades of the written exam between the two academic years using a Mann Whitney U test (P<0.05. Students’ opinion about TBL was polled using a 34 question student survey. Results: The mean written exam grades were significantly higher in the TBL year than in the preceding year without TBL (respectively, 7.6 ± 1.42 vs 6.5 ± 1.31, P<0.001. The student survey showed that students were positive about the IRATs and TRATs, but neutral about other TBL parts. Conclusion: TBL seems to be a good didactical method to motivate students and enhance their IL skills.

e-Learning for Lifelong Learning in Denmark

DEFF Research Database (Denmark)

Buhl, Mie; Andreasen, Lars Birch

2010-01-01

The chapter on 'e-Learning for Lifelong Learning in Denmark' is part of an international White Paper, focusing on educational systems, describing status and characteristics and highlighting specific cases of e-learning and of lifelong learning....

In the Soup: An Integrative Unit. Part 1.

Science.gov (United States)

Atwood, Virginia A.; And Others

1989-01-01

Maintains that young children view the world holistically, and thus the social studies curriculum should emphasize the concept of integration. Provides two sample lessons on soup in which students explore geographic concepts, history, economics, and the sociology of soup consumption and production. Includes teaching strategies and learning goals.…

Students’ Use of Knowledge Resources in Environmental Interaction on an Outdoor Learning Trail

NARCIS (Netherlands)

Tan, Esther; So, Hyo-Jeong

2016-01-01

This study examined how students leveraged different types of knowledge resources on an outdoor learning trail. We positioned the learning trail as an integral part of the curriculum with a pre- and post-trail phase to scaffold and to support students’ meaning-making process. The study was conducted

Creating an Authentic Learning Environment in the Foreign Language Classroom

Directory of Open Access Journals (Sweden)

Larisa Nikitina

2011-01-01

Full Text Available Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation where the real world becomes a part of the educational experience and necessitates the use of an authentic language by the learners. This article describes a video project carried out by Russian language learners at Universiti Malaysia Sabah (UMS. It examines how the work on the project created and supported authenticity of the learning experience. Though the article focuses on the video project done in the context of language learning and teaching this activity could be successfully implemented in teaching various subjects at both secondary and tertiary levels.

Student’s Perceptions on Simulation as Part of Experiential Learning in Approaches, Methods, and Techniques (AMT Course

Directory of Open Access Journals (Sweden)

Marselina Karina Purnomo

2017-03-01

Full Text Available Simulation is a part of Experiential Learning which represents certain real-life events. In this study, simulation is used as a learning activity in Approaches, Methods, and Techniques (AMT course which is one of the courses in English Language Education Study Program (ELESP of Sanata Dharma University. Since simulation represents the real-life events, it encourages students to apply the approaches, methods, and techniques being studied based on the real-life classroom. Several experts state that students are able to involve their personal experiences through simulation which additionally is believed to create a meaningful learning in the class. This study aimed to discover ELESP students’ perceptions toward simulation as a part of Experiential Learning in AMT course. From the findings, it could be inferred that students agreed that simulation in class was important for students’ learning for it formed a meaningful learning in class.  DOI: https://doi.org/10.24071/llt.2017.200104

An impoverished machine: challenges to human learning and instructional technology.

Science.gov (United States)

Taraban, Roman

2008-08-01

Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However, creating technological innovations is not enough. As part of psychological science, the development and assessment of instructional systems should be guided by theories and practices within the discipline. The technology we develop should become an object of research like other phenomena that are studied. In the present article, I present an informal account of my own work in assessing instructional technology for engineering thermodynamics to show not only the benefits, but also the limitations, in studying the technology we create. I conclude by considering several ways of advancing the development of instructional technology within the SCiP community, including interdisciplinary research and envisioning learning contexts that differ radically from traditional learning focused on lectures and testing.

Learning through debate during problem-based learning: an active learning strategy.

Science.gov (United States)

Mumtaz, Sadaf; Latif, Rabia

2017-09-01

We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016. Each cohort of students was randomly split into 10 small PBL groups and exposed to weekly PBL activity. Within each group, the students were divided into a proposition half and an opposition half. Students were given 1 wk for debate preparation. The students' responses were recorded on a formulated questionnaire. Descriptive statistics were used to analyze quantitative data, and results are presented as percentages. The usefulness of debate in alleviating potential difficulties in communicating with patients was agreed to by 69% ( n = 126) of participants. That these sessions evoked critical thinking among students was reported by 78% ( n = 142). This series of debates helped 61% ( n = 111) of students to learn effectively about controversial issues. Seventy-one percent ( n = 130) considered that debate promoted argument generation and interpretation skills. Enhanced ability to analyze and research evidence was reported by 59% ( n = 108) of students. One hundred and thirteen students (62%) agreed that debate helped them to improve clinical decision-making, and 75% of students agreed that debates encouraged tolerance toward diverse viewpoints/convincing strategies. The majority of our medical students found debating enhanced analytic decision-making, communication, and critical thinking skills. Copyright © 2017 the American Physiological Society.

Learning through Debate during Problem-Based Learning: An Active Learning Strategy

Science.gov (United States)

Mumtaz, Sadaf; Latif, Rabia

2017-01-01

We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016.…

Learning Together 1: an educational model for training GPs, paediatricians: initial findings.

Science.gov (United States)

Macaulay, Chloe; Spicer, John; Riches, Wendy; Lakhanpaul, Monica

2017-01-01

Learning Together is primarily an educational intervention, where paediatric registrars [SpRs] and General Practice (GP) registrars [GPSTs] see children together in a primary care setting. Over a six month period in 2013/2014, 44 learning pairs were set up mainly in North East and Central London. Proof of concept for the model at scale was achieved. Reported learning demonstrated: clinical learning themes of new knowledge, skill and communication skills; and collaborative themes of ongoing collaboration, satisfaction with team working and change in attitudes. These themes were identified in both sets of trainees. The self-reported learning is backed up by the results of a retrospective notes review of four common conditions based on NICE guidelines; constipation, asthma, feverish illness and eczema (CAFE). Guidance adherence improved from 57% before the intervention in solo GP training consultations to 72% during the joint clinic intervention (p Learning Together in its South London extension.

Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 1: Representational design and instructional approaches

Science.gov (United States)

Cheng, Peter C.-H.; Shipstone, David M.

2003-02-01

A new approach to the teaching of electricity is described that uses box and AVOW diagrams, novel representations of the properties of the electric circuit which portray current, voltage, resistance and power. The diagrams have been developed as aids to learning, understanding and problem solving. They also have the potential to promote conceptual change by challenging a number of commonly held misconceptions. The diagrams have been incorporated into A-level teaching materials on d.c. circuit theory and the rationale for this approach is contrasted with a number of strategies that have previously been reported. Part 2 of this paper (Cheng and Shipstone, International Journal of Science Education, in press) will present the results of preliminary school-based trials.

Blended Learning

OpenAIRE

Bauerová, Andrea

2013-01-01

This thesis is focused on a new approach of education called blended learning. The history and developement of Blended Learning is described in the first part. Then the methods and tools of Blended Learning are evaluated and compared to the traditional methods of education. At the final part an efficient developement of the educational programs is emphasized.

Building Worlds and Learning Astronomy on Facebook Part III: Testing, Launch, and Evaluation

Science.gov (United States)

Harold, J.; Hines, D.; Vidugiris, E.; Goldman, K. H.

2015-11-01

James Harold (SSI), Dean Hines (STScI/SSI) and a team at the National Center for Interactive Learning at the Space Science Institute are developing Starchitect, an end-to-end stellar and planetary evolution game for the Facebook platform. Supported by NSF and NASA, and based in part on a prototype presented at ASP several years ago, Starchitect uses the “sporadic play” model of games such as Farmville, where players might only take actions a few times a day, but may continue playing for months. This paper is an update to a presentation at last year's ASP conference.

Attitude to e-learning among newly qualified doctors.

Science.gov (United States)

Goh, Jason; Clapham, Michael

2014-02-01

e-Learning plays an increasingly important role in medical education. Much research has focused on the evaluation of individual modules among medical students or more senior trainee doctors. We studied the attitude of newly qualified foundation level-1 doctors (FY1s) towards a blended learning programme to gain insight into the perceived role of e-learning in relation to classroom and experiential learning. The blended learning strategy consisted of weekly 3-hour sessions of lectures and flexible e-learning sessions. A questionnaire survey was conducted among 54 per cent (37/69) of FY1 doctors, towards the end of their first year post qualification. The majority of FY1s had to carry out additional e-learning outside of work. When asked where was best to carry out e-learning, 54 per cent preferred to e-learn both at work and at home, whereas 38 per cent preferred to e-learn outside of work exclusively. An equal preference for a classroom-only strategy and a blended programme was reported. Seventy-three per cent of the FY1s thought that e-learning should not be part of their compulsory weekly teaching programme. Fifty-four per cent of FY1s thought that e-learning had been useful for their education and training in their FY1 year. The e-learning package cited as being most useful was the safe prescribing e-programme, pioneered locally. Newly qualified doctors value e-learning as an adjunct to experiential and lecture-based teaching, and most prefer it as part of a blended learning programme at work or at home. Medical educators must place equal emphasis on the delivery and administration of e-learning as well as on the course design. © 2014 John Wiley & Sons Ltd.

Odor preference learning and memory modify GluA1 phosphorylation and GluA1 distribution in the neonate rat olfactory bulb: testing the AMPA receptor hypothesis in an appetitive learning model.

Science.gov (United States)

Cui, Wen; Darby-King, Andrea; Grimes, Matthew T; Howland, John G; Wang, Yu Tian; McLean, John H; Harley, Carolyn W

2011-01-01

An increase in synaptic AMPA receptors is hypothesized to mediate learning and memory. AMPA receptor increases have been reported in aversive learning models, although it is not clear if they are seen with memory maintenance. Here we examine AMPA receptor changes in a cAMP/PKA/CREB-dependent appetitive learning model: odor preference learning in the neonate rat. Rat pups were given a single pairing of peppermint and 2 mg/kg isoproterenol, which produces a 24-h, but not a 48-h, peppermint preference in the 7-d-old rat pup. GluA1 PKA-dependent phosphorylation peaked 10 min after the 10-min training trial and returned to baseline within 90 min. At 24 h, GluA1 subunits did not change overall but were significantly increased in synaptoneurosomes, consistent with increased membrane insertion. Immunohistochemistry revealed a significant increase in GluA1 subunits in olfactory bulb glomeruli, the targets of olfactory nerve axons. Glomerular increases were seen at 3 and 24 h after odor exposure in trained pups, but not in control pups. GluA1 increases were not seen as early as 10 min after training and were no longer observed 48 h after training when odor preference is no longer expressed behaviorally. Thus, the pattern of increased GluA1 membrane expression closely follows the memory timeline. Further, blocking GluA1 insertion using an interference peptide derived from the carboxyl tail of the GluA1 subunit inhibited 24 h odor preference memory providing causative support for our hypothesis. PKA-mediated GluA1 phosphorylation and later GluA1 insertion could, conjointly, provide increased AMPA function to support both short-term and long-term appetitive memory.

A Theory of Intellectual Development: Part 1.

Science.gov (United States)

Confrey, Jere

1994-01-01

Part 1 of a three-part article analyzing radical constructivism (as one interpretation of Piaget) and the socio-cultural perspective (as one interpretation of Vygotsky), including major principles, primary contributions to mathematics education, and potential limitations. Introduces an integration of the two theories through a feminist…

An Initial Approach for Learning Objects from Experience

Science.gov (United States)

2018-05-02

algorithm to delineate objects which are then fed to a simple feed-forward neural network without any other processes in the pipeline. Our neural network...These are the basic requirements for the pipeline and are discussed in more detail below. Additionally, we are interested in testing various parts...that continuously learning objects from experience requires mechanisms to do the following: 1) Focus attention on things and stuff of interest . 2

Does Teaching Mnemonics for Vocabulary Learning Make a Difference? Putting the Keyword Method and the Word Part Technique to the Test

Science.gov (United States)

Wei, Zheng

2015-01-01

The present research tested the effectiveness of the word part technique in comparison with the keyword method and self-strategy learning. One hundred and twenty-one Chinese year-one university students were randomly assigned to one of the three learning conditions: word part, keyword or self-strategy learning condition. Half of the target words…

Developing preceptorship through action research: Part 1.

Science.gov (United States)

Hilli, Yvonne; Melender, Hanna-Leena

2015-09-01

Clinical preception in practice plays a significant role in both registered and practical nurse studies. As such, the cooperation between the faculty and working life is important to narrow the theory-practice gap, with emphasis being placed on a student-oriented approach promoting self-direction and lifelong learning. The aim of this project was to develop the preceptorship at five different units within the health-care sector in western Finland by implementing an action research (AR) approach. This article is the first of a two-part article on the project, focusing on a cultural analysis and the development of preception models conducted within the project. The five units participating in the study were the following: a long-term care ward in the community, a ward for people with dementia, a geriatric ward, a medical ward and a surgical ward representing specialised care. The starting point of the study was a cultural analysis, which was made in all the five units to obtain a 'bottom-up' perspective. In each of the five units 3-5 nurses were appointed to become members of the core groups. This meant that all the units would start from the perspective of their own working environment when creating a preception model that would fit into their particular workplace. During this process, the participants received continuous support from the researchers. Several workshops and seminars were also arranged to further support the core groups and staff. The models were implemented and tested during the academic year 2010-2011 followed by an evaluation of the project. The evaluation results will be presented in the second part of the two-part article. The project showed that reflective practice and critical thinking can be improved through an AR approach. © 2015 Nordic College of Caring Science.

An extreme case of action learning at BAT Niemeyer

NARCIS (Netherlands)

Eckstein, E.; Veenhoven, G.; De Loo, I.G.M.

2009-01-01

Becoming a 'winning organization' when one currently is an 'ugly ducking' can be a difficult and strenuous task. BAT Niemeyer in the Netherlands succeeded in making such a transformation over the course of four years. Action learning was used, among other methods, to steer part of this

Self-Play and Using an Expert to Learn to Play Backgammon with Temporal Difference Learning

NARCIS (Netherlands)

Wiering, Marco A.

2010-01-01

A promising approach to learn to play board games is to use reinforcement learning algorithms that can learn a game position evaluation function. In this paper we examine and compare three different methods for generating training games: 1) Learning by self-play, 2) Learning by playing against an

TOGAF 9 foundation study guide preparation for the TOGAF 9 part 1 examination

CERN Document Server

Harrison, Rachel

2013-01-01

This title is a Study Guide for Togaf® 9 Foundation. It gives an overview of every learning objective for the Togaf 9 Foundation Syllabus and in-depth coverage on preparing and taking the Togaf 9 Part 1 Examination. It is specifically designed to help individuals prepare for certification. This Study Guide is excellent material for: * Individuals who require a basic understanding of Togaf 9; * Professionals who are working in roles associated with an architecture project such as those responsible for planning, execution, development, delivery, and operation; * Architects who are looking for a first introduction to Togaf 9; * Architects who want to achieve Level 2 certification in a stepwise manner and have not previously qualified as Togaf 8 Certified. A prior knowledge of enterprise architecture is advantageous but not required.

An Evaluation Model To Select an Integrated Learning System in a Large, Suburban School District.

Science.gov (United States)

Curlette, William L.; And Others

The systematic evaluation process used in Georgia's DeKalb County School System to purchase comprehensive instructional software--an integrated learning system (ILS)--is described, and the decision-making model for selection is presented. Selection and implementation of an ILS were part of an instructional technology plan for the DeKalb schools…

Active-learning implementation in an advanced elective course on infectious diseases.

Science.gov (United States)

Hidayat, Levita; Patel, Shreya; Veltri, Keith

2012-06-18

To describe the development, implementation, and assessment of an advanced elective course on infectious diseases using active-learning strategies. Pedagogy for active learning was incorporated by means of mini-lecture, journal club, and debate with follow-up discussion. Forty-eight students were enrolled in this 4-week elective course, in which 30% of course time was allocated for active-learning exercises. All activities were fundamentally designed as a stepwise approach in complementing each active-learning exercise. Achievement of the course learning objectives was assessed using a 5-point Likert scale survey instrument. Students' awareness of the significance of antimicrobial resistance was improved (p ≤ 0.05). Students' ability to critically evaluate the infectious-disease literature and its application in informed clinical judgments was also enhanced through these active-learning exercises (p ≤ 0.05). Students agreed that active learning should be part of the pharmacy curriculum and that active-learning exercises improved their critical-thinking, literature-evaluation, and self-learning skills. An elective course using active-learning strategies allowed students to combine information gained from the evaluation of infectious-disease literature, critical thinking, and informed clinical judgment. This blended approach ultimately resulted in an increased knowledge and awareness of infectious diseases.

A Functional Genomic Analysis of NF1-Associated Learning Disabilities

National Research Council Canada - National Science Library

Tang, Shao-Jun

2008-01-01

Learning disabilities severely deteriorate the life of many NF1 patients. However, the pathogenic process for NF1-associated learning disabilities has not been fully understood and an effective therapy is not available...

A Functional Genomic Analysis of NF1-Associated Learning Disabilities

National Research Council Canada - National Science Library

Tang, Shao-Jun

2007-01-01

Learning disabilities severely deteriorate the life of many NF1 patients. However, the pathogenic process for NF1-associated learning disabilities has not been fully understood and an effective therapy is not available...

English Orthographic Learning in Chinese-L1 Young EFL Beginners.

Science.gov (United States)

Cheng, Yu-Lin

2017-12-01

English orthographic learning, among Chinese-L1 children who were beginning to learn English as a foreign language, was documented when: (1) only visual memory was at their disposal, (2) visual memory and either some letter-sound knowledge or some semantic information was available, and (3) visual memory, some letter-sound knowledge and some semantic information were all available. When only visual memory was available, orthographic learning (measured via an orthographic choice test) was meagre. Orthographic learning was significant when either semantic information or letter-sound knowledge supplemented visual memory, with letter-sound knowledge generating greater significance. Although the results suggest that letter-sound knowledge plays a more important role than semantic information, letter-sound knowledge alone does not suffice to achieve perfect orthographic learning, as orthographic learning was greatest when letter-sound knowledge and semantic information were both available. The present findings are congruent with a view that the orthography of a foreign language drives its orthographic learning more than L1 orthographic learning experience, thus extending Share's (Cognition 55:151-218, 1995) self-teaching hypothesis to include non-alphabetic L1 children's orthographic learning of an alphabetic foreign language. The little letter-sound knowledge development observed in the experiment-I control group indicates that very little letter-sound knowledge develops in the absence of dedicated letter-sound training. Given the important role of letter-sound knowledge in English orthographic learning, dedicated letter-sound instruction is highly recommended.

Adolescent changes in dopamine D1 receptor expression in orbitofrontal cortex and piriform cortex accompany an associative learning deficit.

Directory of Open Access Journals (Sweden)

Anna K Garske

Full Text Available The orbitofrontal cortex (OFC and piriform cortex are involved in encoding the predictive value of olfactory stimuli in rats, and neural responses to olfactory stimuli in these areas change as associations are learned. This experience-dependent plasticity mirrors task-related changes previously observed in mesocortical dopamine neurons, which have been implicated in learning the predictive value of cues. Although forms of associative learning can be found at all ages, cortical dopamine projections do not mature until after postnatal day 35 in the rat. We hypothesized that these changes in dopamine circuitry during the juvenile and adolescent periods would result in age-dependent differences in learning the predictive value of environmental cues. Using an odor-guided associative learning task, we found that adolescent rats learn the association between an odor and a palatable reward significantly more slowly than either juvenile or adult rats. Further, adolescent rats displayed greater distractibility during the task than either juvenile or adult rats. Using real-time quantitative PCR and immunohistochemical methods, we observed that the behavioral deficit in adolescence coincides with a significant increase in D1 dopamine receptor expression compared to juvenile rats in both the OFC and piriform cortex. Further, we found that both the slower learning and increased distractibility exhibited in adolescence could be alleviated by experience with the association task as a juvenile, or by an acute administration of a low dose of either the dopamine D1 receptor agonist SKF-38393 or the D2 receptor antagonist eticlopride. These results suggest that dopaminergic modulation of cortical function may be important for learning the predictive value of environmental stimuli, and that developmental changes in cortical dopaminergic circuitry may underlie age-related differences in associative learning.

A learning skills course for the 1st year medical students: an experience at a Saudi medical school

Directory of Open Access Journals (Sweden)

Siddiqui IA

2015-03-01

Full Text Available Imran A Siddiqui,1 Khalid A Bin Abdulrahman,2 Mohammed A Alsultan3 1Department of Medical Education and Postgraduate Studies, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia; 2College of Medicine, Al-Imam Muhammad Ibn Saud Islamic University (IMSIU, Riyadh, Saudi Arabia; 3College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia Background: Every year nearly 1,500 students enter into medical program after passing high school and national aptitude exams. However, many students experience frustration, failure, and psychological morbidities like stress, depression, and anxiety because they are not aware of their learning styles or do not have effective learning skills and strategies. The College of Medicine of Al-Imam Muhammad ibn Saud Islamic University has adopted the outcome based, community oriented, Spiral Curriculum. Although the curriculum is innovative, on the other hand, it is very demanding. Objective: The purpose of this paper is to share educational structure and evaluation results of the course on effective learning and study skills for the 1st year medical students. Methods: To prepare our students in order to cope with this demanding but promising curriculum, we conducted an effective and comprehensive learning skills course for 16 weeks in the first semester of year 1 in the medical program. Performance of each student was assessed and the course evaluation was done by students at the end of the course. Results: The attendance of the students throughout the course was over 90%. The average performance of students in the summative assessment was 78% and the course was generally liked by the students. Discussion: Students overall had a positive attitude toward the learning skills course. Majority of the students showed interest in attending the sessions regularly and realized the significance of this course to improve their learning skills. Keywords: medical students, learning

N-Loop Learning: Part I--of Hedgehog, Fox, Dodo Bird and Sphinx

Science.gov (United States)

Simonin, Bernard L.

2017-01-01

Purpose: This paper aims to encourage greater clarity and stimulate further interest in thorough empirical research in the area of learning levels. The broader motivation here is to urge researchers to not only theorize but also undertake elaborate and much needed empirical work. Design/methodology/approach Part I of the study rests on a…

Building an Inclusive Definition of E-Learning: An Approach to the Conceptual Framework

Science.gov (United States)

Sangra, Albert; Vlachopoulos, Dimitrios; Cabrera, Nati

2012-01-01

E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different…

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

International Nuclear Information System (INIS)

Meertens, R.

2016-01-01

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

An Ontology to Support the Classification of Learning Material in an Organizational Learning Environment: An Evaluation

Science.gov (United States)

Valaski, Joselaine; Reinehr, Sheila; Malucelli, Andreia

2017-01-01

Purpose: The purpose of this research was to evaluate whether ontology integrated in an organizational learning environment may support the automatic learning material classification in a specific knowledge area. Design/methodology/approach: An ontology for recommending learning material was integrated in the organizational learning environment…

An Extreme Case of Action Learning at BAT Niemeyer

Science.gov (United States)

Eckstein, Emiel; Veenhoven, Gert; De Loo, Ivo

2009-01-01

Becoming a "winning organization" when one currently is an "ugly ducking" can be a difficult and strenuous task. BAT Niemeyer in the Netherlands succeeded in making such a transformation over the course of four years. Action learning was used, among other methods, to steer part of this transformation, in which employee…

Collaborative peer review process as an informal interprofessional learning tool: Findings from an exploratory study.

Science.gov (United States)

Kwon, Jae Yung; Bulk, Laura Yvonne; Giannone, Zarina; Liva, Sarah; Chakraborty, Bubli; Brown, Helen

2018-01-01

Despite numerous studies on formal interprofessional education programes, less attention has been focused on informal interprofessional learning opportunities. To provide such an opportunity, a collaborative peer review process (CPRP) was created as part of a peer-reviewed journal. Replacing the traditional peer review process wherein two or more reviewers review the manuscript separately, the CPRP brings together students from different professions to collaboratively review a manuscript. The aim of this study was to assess whether the CPRP can be used as an informal interprofessional learning tool using an exploratory qualitative approach. Eight students from Counselling Psychology, Occupational and Physical Therapy, Nursing, and Rehabilitation Sciences were invited to participate in interprofessional focus groups. Data were analysed inductively using thematic analysis. Two key themes emerged, revealing that the CPRP created new opportunities for interprofessional learning and gave practice in negotiating feedback. The results reveal that the CPRP has the potential to be a valuable interprofessional learning tool that can also enhance reviewing and constructive feedback skills.

Clinical pharmacy academic career transitions: Viewpoints from the fieldPart 1: Understanding feedback, evaluation, and advancement.

Science.gov (United States)

Blackmer, Allison B; Thompson, Angela M; Jeffres, Meghan N; Glode, Ashley E; Mahyari, Nila; Thompson, Megan

2018-02-01

The six authors of this commentary series, who have recently transitioned into or within an academic career, discuss challenging aspects of an academic career change. This is a three-part commentary series that explores select challenges: 1) feedback, evaluation and advancement; 2) understanding and balancing of distribution of effort; 3) learning how and when to say yes. Faculty, or those interested in pursuing a career in pharmacy academia, can refer to this commentary series as a reference. Schools of pharmacy may utilize this as a tool for new faculty members during orientation in order to ensure smooth integration into the academic environment. Copyright © 2017 Elsevier Inc. All rights reserved.

A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree.

Science.gov (United States)

de Jong, N; Verstegen, D M L; Tan, F E S; O'Connor, S J

2013-05-01

This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in Public Health at Maastricht University. Students were allocated to one of the two study variants on the basis of their enrolment status as full-time or part-time students. Full-time students (n = 11) followed the classroom-based variant and part-time students (n = 12) followed the online asynchronous variant which included video recorded lectures and a series of asynchronous online group or individual SPSS activities with synchronous tutor feedback. A validated student motivation questionnaire was administered to both groups of students at the start of the study and a second questionnaire was administered at the end of the module. This elicited data about student satisfaction with the module content, teaching and learning methods, and tutor feedback. The module coordinator and problem-based learning tutor were also interviewed about their experience of delivering the experimental online variant and asked to evaluate its success in relation to student attainment of the module's learning outcomes. Student examination results were also compared between the two groups. Asynchronous online teaching and learning methods proved to be an acceptable alternative to classroom-based teaching for both students and staff. Educational outcomes were similar for both groups, but importantly, there was no evidence that the asynchronous online delivery of module content disadvantaged part-time students in comparison to their full-time counterparts.

Facebook's Effect on Learning in Higher Education: An Empirical Investigation

Science.gov (United States)

Duncan, Doris G.; Barczyk, Casimir C.

2016-01-01

Due in part to its widespread acceptance, Facebook has been adopted as a tool for higher education courses. Proponents claim that Facebook-enhanced courses facilitate an increased community of practice, sense of learning and sense of connectedness compared to non-enhanced courses. This empirical study uses a survey methodology in an independent…

An architecture for an autonomous learning robot

Science.gov (United States)

Tillotson, Brian

1988-01-01

An autonomous learning device must solve the example bounding problem, i.e., it must divide the continuous universe into discrete examples from which to learn. We describe an architecture which incorporates an example bounder for learning. The architecture is implemented in the GPAL program. An example run with a real mobile robot shows that the program learns and uses new causal, qualitative, and quantitative relationships.

Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity.

Science.gov (United States)

Hawthorne, Kamila; Prout, Hayley; Kinnersley, Paul; Houston, Helen

2009-01-01

UK medical schools find it challenging to provide standardised teaching to expanding year intakes. In addition, developing and implementing diversity training can cause difficulties. This paper describes the evaluation of an interactive e-learning programme to raise awareness and understanding of communication difficulties in diversity consultations. The programme was part of an undergraduate portfolio-based community module. Three hundred and two students were assigned to one of three delivery methods--a large group setting, small groups with a facilitator, and as part of distance learning while on community placement. The evaluation included analysis of their coursework marks, a self-completed evaluation questionnaire, and small group discussions. Two hundred and twenty-three students took part in the evaluation. They were able to apply the concepts they learnt to clinical examples from their own experiences. Type of delivery did not affect coursework marks, but students tended to prefer the e-learning as part of a distance learning package. They offered helpful suggestions to improve its complexity and range. The acceptability and utility of this e-learning module both in face to face teaching and remote placement has been demonstrated, and evaluation by the students has provided valuable information for its further development. All medical schools should include some diversity training, and further research should concentrate on the effects of this type of learning on longer term outcomes such as attitude and performance tests. Such tools could reduce demands on staff time in facilitation of small groupwork, and their cost effectiveness could be increased by making them available to other medical schools.

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

Directory of Open Access Journals (Sweden)

Ghassan Issa

2010-07-01

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

Reframing Teachers' Intercultural Learning as an Emotional Process

Science.gov (United States)

Jokikokko, Katri

2016-01-01

The importance of emotions in the process of intercultural learning has been recognised, but the topic has not been extensively theorised. This theoretical review article synthesises the research literature on emotions in the context of teachers' intercultural learning. The article argues that emotions are a vital part of any change, and thus play…

An analytical quality framework for learning cities and regions

Science.gov (United States)

Preisinger-Kleine, Randolph

2013-09-01

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

Designing an Intelligent Mobile Learning Tool for Grammar Learning (i-MoL

Directory of Open Access Journals (Sweden)

Munir Shuib

2015-01-01

Full Text Available English is the most important second language in most non-English speaking countries, including Malaysia. A good English proficiency comes from good grasp of grammar. To conquer the problems of low English proficiency among Malaysians, it is important to identify the key motivators that could facilitate the process of grammar learning. In this digital age, technology can play a very important role and mobile technology could be one of it. Thus, this study aims at designing a mobile learning tool, namely the Intelligent Mobile Learning Tool for Grammar Learning (i-MoL to act as the “on-the-go” grammar learning support via mobile phones. i-MoL helps reinforce grammar learning through mobile phone with game-like applications, inquiry-based activities and flashcard-like information. The intelligent part of i-MoL lies in its ability to map the mobile-based grammar learning content to individual’s preferred learning styles based on Felder-Silverman Learning Style Model (FSLSM. The instructional system design through the ADDIE model was used in this study as a systematic approach in designing a novel and comprehensive mobile learning tool for grammar learning. In terms of implications, this study provides insights on how mobile technologies can be utilized to meet the mobility demand among language learners today.

Update on rheumatology: part 1.

Science.gov (United States)

Neal-Boylan, Leslie

2009-05-01

There are many rheumatic diseases. Part 1 of this 2 part series on rheumatology presented a few of those most commonly seen in the community. Home health clinicians can be helpful in managing these diseases and preventing progression by watching for new symptoms or acute attacks of pain or disability, ensuring that patients take their medications appropriately, reminding patients to see their rheumatology providers and have their lab work done regularly, and reporting adverse effects to medications promptly. Additionally, as with most home health patients, an interdisciplinary approach that includes physical and occupational therapy, social work, nursing, nutrition, and other disciplines as needed should be implemented so that all patient needs are met and the patient is discharged at the highest level of self-care that is possible. Part 2 of this series will discuss the care of the patient with rheumatic disease at home and will provide a more in-depth look at lab diagnosis of rheumatic diseases.

An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources.

Science.gov (United States)

Gledhill, Laura; Dale, Vicki H M; Powney, Sonya; Gaitskell-Phillips, Gemma H L; Short, Nick R M

Today's veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world.

Working and Learning in Times of Uncertainty

DEFF Research Database (Denmark)

This book analyses the challenges of globalisation and uncertainty impacting on working and learning at individual, organisational and societal levels. Each of the contributions addresses two overall questions: How is working and learning affected by uncertainty and globalisation? And, in what ways...... do individuals, organisations, political actors and education systems respond to these challenges? Part 1 focuses on the micro level of working and learning for understanding the learning processes from an individual point of view by reflecting on learners’ needs and situations at work and in school......). Finally, Part 3 addresses the macro level of working and learning by analysing how to govern, structure and organise vocational, professional and adult education at the boundaries of work, education and policy making....

Developing an e-learning resource for nurse airway assistants in the emergency department.

Science.gov (United States)

Hersey, Peter; McAleer, Sean

2017-02-23

The aims of this project were to determine the required competencies for a nurse in the emergency department assisting with a rapid sequence induction of anaesthesia (RSI), and to produce a relevant e-learning resource. A three-round multidisciplinary Delphi process produced the following competencies: ability to describe the steps and sequence of events of an RSI, familiarity with the equipment used during an RSI, ability to recognise and help manage problems occurring during an RSI, ability to prepare for an RSI, ability to apply cricoid pressure, and understanding the modification of an RSI in special circumstances. An interactive e-learning package was produced and made available online. Twelve emergency department nurses took part in an evaluation of the e-learning package. All either agreed or strongly agreed that they had increased their knowledge and found the learning useful, and 11 out of 12 nurses reported being somewhat or very confident in the role of airway assistant following completion of the learning.

Using e-learning for maintenance of ALS competence.

Science.gov (United States)

Jensen, Morten Lind; Mondrup, Frederik; Lippert, Freddy; Ringsted, Charlotte

2009-08-01

A well-suited e-learning program might be a feasible strategy to maintain competence following a resuscitation course. This study had 2 aims: (1) to examine the effect of an e-learning program as a booster of competence acquired from an Advanced Life Support (ALS) course. (2) To identify factors related to the use of the e-learning program. The study contained two parts pertaining to the two aims. The first part was a prospective single blinded randomised controlled study on junior doctors. The intervention was the monthly use of an e-learning program during one year and effect was measured as ALS-competence, a composite of a knowledge and skills test. The second part was a telephone interview of the intervention group. An interview guide was constructed based on existing knowledge of e-learning. In order to identify factors explaining the use of e-learning a univariate correlation was used to select significant variables to be included in a multiple regression analysis. Of the 134 invited to participate, 103 accepted the invitation. There were 79/103 (77%) participants, 40/51 in the intervention group and 39/52 in the control group. There was no difference between the groups with regards to ALS competence. Only 'social interaction' was an individually significant factor influencing the use of the e-learning program. This study did not demonstrate an effect of an e-learning program as a booster of competence acquired from an ALS course. The primary factor influencing the use of e-learning was the lack of social interaction.

Solvent extraction equipment evaluation study. Part 1. Review of the literature

Energy Technology Data Exchange (ETDEWEB)

Geier, R.G.; Browne, L.M. (comps.)

1977-01-01

This is Part 1 of a three-part document that reviews the solvent extraction contactors available for use in radiochemical reprocessing plants. The three parts are: Part 1: A Review of the Literature, Part 2: Workshop Proceedings, Part 3: A Summary. The main objective of the document is to provide an information base to aid in contactor selection and design of future reprocessing plants. The Literature Review (Part 1) brings together scattered data on all major contactors in use today. It contains an annotated bibliography of the citations used in the review and a complete listing of all the citations screened prior to the review. These bibliographies should aid in determining which reports would be most useful if additional information is desired.

Solvent extraction equipment evaluation study. Part 1. Review of the literature

International Nuclear Information System (INIS)

Geier, R.G.; Browne, L.M.

1977-01-01

This is Part 1 of a three-part document that reviews the solvent extraction contactors available for use in radiochemical reprocessing plants. The three parts are: Part 1: A Review of the Literature, Part 2: Workshop Proceedings, Part 3: A Summary. The main objective of the document is to provide an information base to aid in contactor selection and design of future reprocessing plants. The Literature Review (Part 1) brings together scattered data on all major contactors in use today. It contains an annotated bibliography of the citations used in the review and a complete listing of all the citations screened prior to the review. These bibliographies should aid in determining which reports would be most useful if additional information is desired

Statistical learning of multisensory regularities is enhanced in musicians: An MEG study.

Science.gov (United States)

Paraskevopoulos, Evangelos; Chalas, Nikolas; Kartsidis, Panagiotis; Wollbrink, Andreas; Bamidis, Panagiotis

2018-07-15

The present study used magnetoencephalography (MEG) to identify the neural correlates of audiovisual statistical learning, while disentangling the differential contributions of uni- and multi-modal statistical mismatch responses in humans. The applied paradigm was based on a combination of a statistical learning paradigm and a multisensory oddball one, combining an audiovisual, an auditory and a visual stimulation stream, along with the corresponding deviances. Plasticity effects due to musical expertise were investigated by comparing the behavioral and MEG responses of musicians to non-musicians. The behavioral results indicated that the learning was successful for both musicians and non-musicians. The unimodal MEG responses are consistent with previous studies, revealing the contribution of Heschl's gyrus for the identification of auditory statistical mismatches and the contribution of medial temporal and visual association areas for the visual modality. The cortical network underlying audiovisual statistical learning was found to be partly common and partly distinct from the corresponding unimodal networks, comprising right temporal and left inferior frontal sources. Musicians showed enhanced activation in superior temporal and superior frontal gyrus. Connectivity and information processing flow amongst the sources comprising the cortical network of audiovisual statistical learning, as estimated by transfer entropy, was reorganized in musicians, indicating enhanced top-down processing. This neuroplastic effect showed a cross-modal stability between the auditory and audiovisual modalities. Copyright © 2018 Elsevier Inc. All rights reserved.

Chemometrics in spectroscopy. Part 1. Classical chemometrics

International Nuclear Information System (INIS)

Geladi, Paul

2003-01-01

An overview is given of chemometrics as it can be applied to spectroscopic and other multivariate data. Major chemometrics and data analysis techniques are described. An important aspect is the focus on soft modeling for situations that are too complicated for the traditional hard models to work. Also measurement noise is given due attention. A small example is used to illustrate some ways of working, mainly by using graphics. Selected literature references are given. Part 1 deals with classical chemometrics. Part 2 presents some newer developments and includes some more elaborated examples

Validation of the learning transfer system inventory in the South African context (Part 1

Directory of Open Access Journals (Sweden)

W J Coetsee

2006-10-01

Full Text Available The purpose of this study was to validate the Learning Transfer System Inventory (LTSI in the South African context. The sample used in this study was a convenience sample of 240 employees working for a Banking group. Exploratory factor analysis of the LTSI was used to determine if an interpretable factor structure of latent transfer system constructs when applied in the South African context could be identified. From the results it appears that the factor structure of the LTSI, as revealed by means of the exploratory approach, appears differently in the South African context.

Building an undergraduate physics program with Learning Assistants

Science.gov (United States)

Price, Edward

2013-04-01

In 2007, the CSUSM Physics Department began offering a B.S. in Applied Physics, its first physics bachelors degree program. The program has grown from 11 majors in 2008 to over 80 in 2012, due in part to recruiting students from local high schools and community colleges. More broadly, because most CSUSM students come from the local region, the longer-term health of the Department is coupled with the vitality and strength of local high school physics education. In addition, establishing a new physics degree required curriculum development and offered the opportunity to incorporate recent innovations in physics education when developing courses. A Learning Assistants (LA) Program, established by the Department in 2008, has been a critical component in these efforts to recruit students, build local educational networks, and implement innovative curricula. In an LA Program, undergraduate Learning Assistants assist faculty in class, meet regularly with the course instructor, and participate in a weekly seminar on teaching and learning, which provides guidance on effective instruction and an opportunity to reflect on their experiences in the classroom. The LA program promotes course transformation, improved student learning, and teacher recruitment. This talk will describe the CSUSM LA Program and its role in support of our growing applied physics degree program.

MULTIMEDIA LEARNING IMPLEMENTATION AND VOCABULARY MASTERY FOR ENHANCHING STUDENTS’ JAPANESE LANGUAGE READING SKILL AT SMKN 1 PURWOKERTO

Directory of Open Access Journals (Sweden)

Haryono Haryono

2015-06-01

Full Text Available The present research is the implementation of the 2013 doctoral disertation report funded by DIKTI. The research is a part of IPTEKS scheme for community devotion that have strong relation to language education technology. It concern with the use of multimedia learning and vocabulary mastery on students’ Japanese language  reading skills at SMK 1 Purwokerto. The method is implemented experimentally by giving multimedia learning treatment such as Rosetta Stone and Tell Me More Japanese. Through some presentation with the use of those multimedia learning material, the purpose of this research is to know the extent to which the level of their vocabulary mastery and to encourage students in order to have an approriate skill to read Japanese documents. With the implementation of this multimedia learning training, graduate students of SMK Negeri I Purwokerto will be increased and for the future they have a good job at Japanese companies in Indonesia

Self–Evaluation of Distance Learning Study Program as a Part of Internal Quality Assurance

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Radojka Krneta

2012-02-01

Full Text Available This paper features quality assurance of specific distance learning master study program through self-evaluation. This unique program involving e-learning as the program content, as well as delivery method, is presented in the paper from the aspects of its quality assurance. Student evaluation of this study program as a part of the internal quality assurance is performed at the end of every school year in the aim of its quality assurance. Results and conclusions of self-evaluation conducted in this school year by known SEVAQ+ evaluation tool are presented here.

Dopaminergic mesocortical projections to M1: role in motor learning and motor cortex plasticity

Directory of Open Access Journals (Sweden)

Jonas Aurel Hosp

2013-10-01

Full Text Available Although the architecture of a dopaminergic (DA system within the primary motorcortex (M1 was well characterized anatomically, its functional significance remainedobscure for a long time. Recent studies in rats revealed that the integrity ofdopaminergic fibers in M1 is a prerequisite for successful acquisition of motor skills.This essential contribution of DA for motor learning is plausible as it modulates M1circuitry at multiple levels thereby promoting plastic changes that are required forinformation storage: at the network level, DA increases cortical excitability andenhances the stability of motor maps. At the cellular level, DA induces the expressionof learning related genes via the transcription factor c-fos. At the level of synapses,DA is required for the formation of long-term potentiation (LTP, a mechanism thatlikely is a fingerprint of a motor memory trace within M1. Dopaminergic fibersinnervating M1 originate within the midbrain, precisely the ventral tegmental area(VTA and the medial portion of substantia nigra (SN. Thus, they could be part of themeso-cortico-limibic pathway – a network that provides information about saliencyand motivational value of an external stimulus and is commonly referred as

An Adaptive E-Learning System Based on Students' Learning Styles: An Empirical Study

Science.gov (United States)

Drissi, Samia; Amirat, Abdelkrim

2016-01-01

Personalized e-learning implementation is recognized as one of the most interesting research areas in the distance web-based education. Since the learning style of each learner is different one must fit e-learning with the different needs of learners. This paper presents an approach to integrate learning styles into adaptive e-learning hypermedia.…

Seven-step problem-based learning in an interaction design course

DEFF Research Database (Denmark)

Schultz, Nette; Christensen, Hans Peter

2004-01-01

The objective in this paper is the implementation of the highly structured seven-step PBL procedure as part of the learning process in a human-computer interaction design course at the Technical University of Denmark, taking into account the common learning processes in PBL and the interaction de...... others in a single course. The evaluation results showed that the students definitely took a deep approach to learning, and indicated clearly that the students had obtained competences not only within the traditional HCI curriculum but also in terms of team-work skills.......The objective in this paper is the implementation of the highly structured seven-step PBL procedure as part of the learning process in a human-computer interaction design course at the Technical University of Denmark, taking into account the common learning processes in PBL and the interaction...... individual reports after each case in the PBL-process in order to explore the students’ inter- and intra-personal team skills development in the learning process. Different qualitative and quantitative evaluation methods have been used to obtain a thorough evaluation of PBL used as a learning method among...

A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

Directory of Open Access Journals (Sweden)

Megan Boysen-Osborn

2016-07-01

Full Text Available Audience: This workshop is intended for faculty members in an emergency medicine (or other residency program, but is also appropriate for chief residents and medical student educators, including basic science faculty. Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners during didactic sessions. Objectives: By the end of this workshop, the learner will: 1 describe eight teaching techniques that encourage active learning during didactic sessions; 2 plan a didactic session using at least one of eight new teaching techniques for didactic instruction. Methods: This educational session is uses several blended instructional methods, including team-based learning (classic and modified, the flipped classroom, audience response systems, pause procedures in order to demonstrate effective didactic teaching techniques.

Blended Learning: An Innovative Approach

Science.gov (United States)

Lalima; Dangwal, Kiran Lata

2017-01-01

Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Blended learning needs rigorous efforts, right…

An introduction to machine learning with Scikit-Learn

CERN Multimedia

CERN. Geneva

2015-01-01

This tutorial gives an introduction to the scientific ecosystem for data analysis and machine learning in Python. After a short introduction of machine learning concepts, we will demonstrate on High Energy Physics data how a basic supervised learning analysis can be carried out using the Scikit-Learn library. Topics covered include data loading facilities and data representation, supervised learning algorithms, pipelines, model selection and evaluation, and model introspection.

R806 (part 1)

CERN Multimedia

CERN PhotoLab

1976-01-01

R806 was designed by the BNL-CERN-Syracuse-Yale Collaboration (Bill Willis spokesman) to study large transverse momentum phenomena, and installed in intersection 8 of the ISR. The main detectors were Lithium foil transition radiation detectors to identify electrons and liquid argon calorimeters to measure the energy of the electrons and photons (among the first such calorimeters to be used in an experiment). In part 1 there were two modules, top and bottom of the horizontal beam pipe; the black vertical pipe contains the cryogenics (LN2 and Lar) and is connected to the two modules with the horizontal piping.

Solving Wicked Problems through Action Learning

Science.gov (United States)

Crul, Liselore

2014-01-01

This account of practice outlines the Oxyme Action Learning Program which was conducted as part of the Management Challenge in my final year of the MSc in Coaching and Behavioral Change at Henley Business School. The central research questions were: (1) how action learning can help to solve wicked problems and (2) what the effect of an action…

Student performance in computing education: an empirical analysis of online learning in programming education environments

Science.gov (United States)

Xia, Belle Selene; Liitiäinen, Elia

2017-11-01

The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate to these online exercises is not positively correlated with the exercise points. Yet, our results confirm that doing exercises along supports student learning and skill accumulation equipping them with the knowledge of programming. While the student performance in programming courses is affected by factors such as prior background in programming, cognitive skills and the quality of teaching, completing the course exercises via learning-by-doing is an indispensable part of teaching. Based on the student feedback from the course survey, the students are highly satisfied with using online technologies as part of learning.

The use of EMG biofeedback for learning of selective activation of intra-muscular parts within the serratus anterior muscle

DEFF Research Database (Denmark)

Holtermann, A; Mork, P J; Andersen, L L

2010-01-01

the serratus anterior with visual EMG biofeedback, while the activity of four parts of the serratus anterior and four parts of the trapezius muscle was recorded. One subject was able to selectively activate both the upper and the lower serratus anterior respectively. Moreover, three subjects managed...... to selectively activate the lower serratus anterior, and two subjects learned to selectively activate the upper serratus anterior. During selective activation of the lower serratus anterior, the activity of this muscle part was 14.4+/-10.3 times higher than the upper serratus anterior activity (P....05). The corresponding ratio for selective upper serratus vs. lower serratus anterior activity was 6.4+/-1.7 (Ptimes higher synergistic activity of the lower trapezius compared with the upper trapezius (P

Creating an Innovative Learning Organization

Science.gov (United States)

Salisbury, Mark

2010-01-01

This article describes how to create an innovative learning (iLearning) organization. It begins by discussing the life cycle of knowledge in an organization, followed by a description of the theoretical foundation for iLearning. Next, the article presents an example of iLearning, followed by a description of the distributed nature of work, the…

12 CFR 513.1 - Scope of part.

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 5 2010-01-01 2010-01-01 false Scope of part. 513.1 Section 513.1 Banks and Banking OFFICE OF THRIFT SUPERVISION, DEPARTMENT OF THE TREASURY PRACTICE BEFORE THE OFFICE § 513.1 Scope of part. This part prescribes rules with regard to general practice before the Office on one's own...

An International Perspective on Value Learning in the Kindergarten--Exemplified by the Value Forgiveness

Science.gov (United States)

Gunnestad, Arve; Mørreaunet, Sissel; Onyango, Silas

2015-01-01

This article highlights value learning in kindergartens exemplified by the value of forgiveness. Values are basic ideas on human behaviour and they function as a compass that helps children to make choices and priorities in their lives, to choose between good or bad, right or wrong. Value learning is an important part of the educational work in a…

Neurofeedback of SMR and Beta1 Frequencies: An Investigation of Learning Indices and Frequency-Specific Effects.

Science.gov (United States)

Pimenta, Miguel G; van Run, Chris; de Fockert, Jan W; Gruzelier, John H

2018-05-15

Despite evidence that Sensorimotor Rhythm (SMR) and beta1 neurofeedback have distinct cognitive enhancement effects, it remains unclear whether their amplitudes can be independently enhanced. Furthermore, demands for top-down attention control, postural restraint and maintenance of cognitive set processes, all requiring low-beta frequencies, might masquerade as learning and confound interpretation. The feasibility of selectively enhancing SMR and beta1 amplitudes was investigated with the addition of a random frequency control condition that also requires the potentially confounding cognitive processes. A comprehensive approach to assessing neurofeedback learning was undertaken through the calculation of learning indices within- and across-session and pre-to-post baseline. Herein we provide the first demonstration of beta1 within-session amplitude learning that was not attributable to extraneous cognitive processes, for it was not found with random frequency training. On the other hand, within-session SMR learning might have been obscured by high interindividual variability and methodological limitations such as the type of feedback screen, the insufficient number of sessions, and the exclusion of simultaneous theta and high-beta inhibition. Interestingly, SMR and beta1 amplitude increased across sessions in the three groups suggesting unspecific effects of neurofeedback in the low beta frequency band. Moreover, there was no clear evidence of frequency specificity associated with either SMR or beta1 training. Some methodological limitations may underpin the divergent results with previous studies. Copyright © 2017 IBRO. All rights reserved.

Learning how to learn: Meta-learning strategies for the challenges of learning pharmacology.

Science.gov (United States)

Alton, Suzanne

2016-03-01

Nursing students have difficulty with pharmacology courses because of the complicated nomenclature and the difficulty of applying drug information to actual patient care. As part of a new pharmacology course being created, meta-learning strategies designed to diminish the difficulties of learning this difficult content were part of the course pedagogy. Strategies were demonstrated, reviewed in class, and implemented through homework assignments. The setting was an Academic Health Center's School of Nursing in the southern United States. Participants were third-year nursing students in an undergraduate nursing program. Surveys of students' opinions of learning gains were conducted at the end of the course over several semesters. In addition, pharmacology scores on a standardized exit exam were compared prior to implementing the course and after. Students reported learning dry material more easily, having greater confidence, and finding substantial value in the learning strategies. Students indicated the most helpful strategies, in descending order, as follows: making charts to compare and contrast drugs and drug classes, writing out drug flash cards, making or reviewing creative projects, prioritizing information, making or using visual study aids, and using time and repetition to space learning. Implementation of the new course improved pharmacology scores on a standardized exit exam from 67.0% to 74.3%. Overall response to learning strategies was positive, and the increase in the pharmacology standardized exit exam scores demonstrated the effectiveness of this instructional approach. Copyright © 2016 Elsevier Ltd. All rights reserved.

Role of σ1 Receptors in Learning and Memory and Alzheimer's Disease-Type Dementia.

Science.gov (United States)

Maurice, Tangui; Goguadze, Nino

2017-01-01

The present chapter will review the role of σ 1 receptor in learning and memory and neuroprotection , against Alzheimer's type dementia. σ 1 Receptor agonists have been tested in a variety of pharmacological and pathological models of learning impairments in rodents these last past 20 years. Their anti-amnesic effects have been explained by the wide-range modulatory role of σ 1 receptors on Ca 2+ mobilizations, neurotransmitter responses, and particularly glutamate and acetylcholine systems, and neurotrophic factors. Recent observations from genetic and pharmacological studies have shown that σ 1 receptor can also be targeted in neurodegenerative diseases, and particularly Alzheimer's disease . Several compounds, acting partly through the σ 1 receptor, have showed effective neuroprotection in transgenic mouse models of Alzheimer's disease . We will review the data and discuss the possible mechanisms of action, particularly focusing on oxidative stress and mitochondrial integrity, trophic factors and a novel hypothesis suggesting a functional interaction between the σ 1 receptor and α 7 nicotinic acetylcholine receptor. Finally, we will discuss the pharmacological peculiarities of non-selective σ 1 receptor ligands, now developed as neuroprotectants in Alzheimer's disease , and positive modulators, recently described and that showed efficacy against learning and memory deficits.

An Educational Board Game to Assist PharmD Students in Learning Autonomic Nervous System Pharmacology.

Science.gov (United States)

Jones, J Shawn; Tincher, Lindsay; Odeng-Otu, Emmanuel; Herdman, Michelle

2015-10-25

Objective. To examine whether playing a board game can assist PharmD students in learning autonomic nervous system (ANS) pharmacology. Design. Of 72 students enrolled in a required second-year pharmacology course, 22 students volunteered to play the board game, which was followed by an in-class examination consisting of 42 ANS questions (ANSQs) and 8 control questions (CTLQs). Participants were given a pretest and a posttest to assess immediate educational improvement. Participants' scores for pretest, posttest, in-class examination, and ANSQs were compared. Also, scores for examination, ANSQs, and CTLQs were compared between board game participants (PART) and nonparticipating classmates (NPART). Assessment. Board game participants scored progressively higher between the pretest, posttest, examination, and ANSQs. Additionally, PART scores were higher than NPART scores for examination and ANSQs. Difference between PART and NPART CTLQ scores was not significant. Conclusion. A board game can assist PharmD students in learning ANS pharmacology.

From E-learning to Blended Learning

DEFF Research Database (Denmark)

Hansen, Line Skov; Hansen, Ole

2013-01-01

. The project uses a ?capacity building strategy where new practice and skills are built through pedagogical interventions mostly designed as courses based on blended learning with a dialogue oriented and practice related team-work as an important part. Through this work the team learns how to use a specific...

Leadership Training in an MBA Program Using Peer-Led Team Learning

Science.gov (United States)

Dobson, Gregory; Frye, Robin; Mantena, Ravi

2013-01-01

Leadership training is an important part of any MBA program, but is often difficult to provide in an effective way. Over the last three years, we implemented a program of Peer-Led Team Learning in two core courses of our MBA curriculum, which we believe provides a good solution. The program combines leadership training with practical hands-on…

Workplace Bullying in Healthcare: Part 1.

Science.gov (United States)

Lamberth, Becky

2015-01-01

Bullying is a repetitive and a busive behavior in which the victim suffers from abuse, humiliation, or intimidation to such an extent that it interferes with job performance. Victims of bullying have three possible legal solutions: harassment, hostile work environment, and intentional/negligent infliction of emotional distress. However, the elements necessary to fulfill the legal definitions are subjective and difficult at best to satisfy. Hospitals are hesitant to terminate any employee, which would result in open staff positions that are difficult to fill. Replacing staff with specific skills, costly. This make recruitmen cost a significant factor in retaining staff members who demonstrate poor behavior. Part 1 will focus on terminology and concerns related to bullying. Part 2 will discuss the legal protection afforded the bully and possible organizational solutions. Part 3 will address managers who have been accused of bullying by disgruntled employees and what to do about it.

How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

Science.gov (United States)

Choi, Beomkyu

2016-01-01

The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning.

Science.gov (United States)

Grant, Andrew J; Vermunt, Jan D; Kinnersley, Paul; Houston, Helen

2007-03-30

Portfolio learning enables students to collect evidence of their learning. Component tasks making up a portfolio can be devised that relate directly to intended learning outcomes. Reflective tasks can stimulate students to recognise their own learning needs. Assessment of portfolios using a rating scale relating to intended learning outcomes offers high content validity. This study evaluated a reflective portfolio used during a final-year attachment in general practice (family medicine). Students were asked to evaluate the portfolio (which used significant event analysis as a basis for reflection) as a learning tool. The validity and reliability of the portfolio as an assessment tool were also measured. 81 final-year medical students completed reflective significant event analyses as part of a portfolio created during a three-week attachment (clerkship) in general practice (family medicine). As well as two reflective significant event analyses each portfolio contained an audit and a health needs assessment. Portfolios were marked three times; by the student's GP teacher, the course organiser and by another teacher in the university department of general practice. Inter-rater reliability between pairs of markers was calculated. A questionnaire enabled the students' experience of portfolio learning to be determined. Benefits to learning from reflective learning were limited. Students said that they thought more about the patients they wrote up in significant event analyses but information as to the nature and effect of this was not forthcoming. Moderate inter-rater reliability (Spearman's Rho .65) was found between pairs of departmental raters dealing with larger numbers (20-60) of portfolios. Inter-rater reliability of marking involving GP tutors who only marked 1-3 portfolios was very low. Students rated highly their mentoring relationship with their GP teacher but found the portfolio tasks time-consuming. The inter-rater reliability observed in this study should

The Aalborg Survey / Part 1 - Web Based Survey

DEFF Research Database (Denmark)

Harder, Henrik; Christensen, Cecilie Breinholm

Background and purpose The Aalborg Survey consists of four independent parts: a web, GPS and an interview based survey and a literature study, which together form a consistent investigation and research into use of urban space, and specifically into young people’s use of urban space: what young......) and the research focus within the cluster of Mobility and Tracking Technologies (MoTT), AAU. Summary / Part 1 Web Base Survey The 1st part of the research project Diverse Urban Spaces (DUS) has been carried out during the period from December 1st 2007 to February 1st 2008 as a Web Based Survey of the 27.040 gross...... [statistikbanken.dk, a] young people aged 14-23 living in Aalborg Municipality in 2008. The web based questionnaire has been distributed among the group of young people studying at upper secondary schools in Aalborg, i.e. 7.680 young people [statistikbanken.dk, b]. The resulting data from those respondents who...

Revisiting the Personal Transferable Skills Debate - an eLearning Pedagogical Perspective

DEFF Research Database (Denmark)

Gyamfi, Samuel Adu; Sørensen, Lene Tolstrup; Ryberg, Thomas

2011-01-01

where three broad approaches for developing PTS within the curriculum have been experimented with. To date, progress so far has been patchy. The paper is in two theoretical parts. The first part seeks to advance the theoretical framework of REALs as the better approach to teaching and learning in our......Personal Transferable Skills (PTS) are essential work skills which are not specific to any subject or profession, and which, though learned in one context may be successfully transferred to and applied in many other contexts. They are skills that enable people to acquire, structure, interpret...... universities. The second part of the paper argues that theoretically, communication theory (which draws on contemporary rhetorical theory) and social informatics theory provide important perspective for the application of eLearning based on REALs in the development of PTS for university graduates. The paper...

[Learning how to learn for specialist further education].

Science.gov (United States)

Breuer, G; Lütcke, B; St Pierre, M; Hüttl, S

2017-02-01

The world of medicine is becoming from year to year more complex. This necessitates efficient learning processes, which incorporate the principles of adult education but with unchanged periods of further education. The subject matter must be processed, organized, visualized, networked and comprehended. The learning process should be voluntary and self-driven with the aim of learning the profession and becoming an expert in a specialist field. Learning is an individual process. Despite this, the constantly cited learning styles are nowadays more controversial. An important factor is a healthy mixture of blended learning methods, which also use new technical possibilities. These include a multitude of e‑learning options and simulations, which partly enable situative learning in a "shielded" environment. An exemplary role model of the teacher and feedback for the person in training also remain core and sustainable aspects in medical further education.

44 CFR 1.6 - Ex parte communications.

Science.gov (United States)

2010-10-01

... 44 Emergency Management and Assistance 1 2010-10-01 2010-10-01 false Ex parte communications. 1.6 Section 1.6 Emergency Management and Assistance FEDERAL EMERGENCY MANAGEMENT AGENCY, DEPARTMENT OF HOMELAND SECURITY GENERAL RULEMAKING; POLICY AND PROCEDURES General § 1.6 Ex parte communications. In...

32 CFR Appendix D to Part 623 - Certificate for Signature by an Alternate (DA Form 4881-1-R)

Science.gov (United States)

2010-07-01

... 32 National Defense 3 2010-07-01 2010-07-01 true Certificate for Signature by an Alternate (DA Form 4881-1-R) D Appendix D to Part 623 National Defense Department of Defense (Continued) DEPARTMENT...—Certificate for Signature by an Alternate (DA Form 4881-1-R) EC24OC91.019 EC24OC91.020 ...

Self-regulated learning processes of medical students during an academic learning task.

Science.gov (United States)

Gandomkar, Roghayeh; Mirzazadeh, Azim; Jalili, Mohammad; Yazdani, Kamran; Fata, Ladan; Sandars, John

2016-10-01

This study was designed to identify the self-regulated learning (SRL) processes of medical students during a biomedical science learning task and to examine the associations of the SRL processes with previous performance in biomedical science examinations and subsequent performance on a learning task. A sample of 76 Year 1 medical students were recruited based on their performance in biomedical science examinations and stratified into previous high and low performers. Participants were asked to complete a biomedical science learning task. Participants' SRL processes were assessed before (self-efficacy, goal setting and strategic planning), during (metacognitive monitoring) and after (causal attributions and adaptive inferences) their completion of the task using an SRL microanalytic interview. Descriptive statistics were used to analyse the means and frequencies of SRL processes. Univariate and multiple logistic regression analyses were conducted to examine the associations of SRL processes with previous examination performance and the learning task performance. Most participants (from 88.2% to 43.4%) reported task-specific processes for SRL measures. Students who exhibited higher self-efficacy (odds ratio [OR] 1.44, 95% confidence interval [CI] 1.09-1.90) and reported task-specific processes for metacognitive monitoring (OR 6.61, 95% CI 1.68-25.93) and causal attributions (OR 6.75, 95% CI 2.05-22.25) measures were more likely to be high previous performers. Multiple analysis revealed that similar SRL measures were associated with previous performance. The use of task-specific processes for causal attributions (OR 23.00, 95% CI 4.57-115.76) and adaptive inferences (OR 27.00, 95% CI 3.39-214.95) measures were associated with being a high learning task performer. In multiple analysis, only the causal attributions measure was associated with high learning task performance. Self-efficacy, metacognitive monitoring and causal attributions measures were associated

Creating an effective learning environment through an E-Learning Instructional Programme (ELIP

Directory of Open Access Journals (Sweden)

Maria Jakovljevic

2009-12-01

Full Text Available Though numerous research reports have provided a body of information about benefits of e-learning there are barriers such as, asynchronous communication channels, lack of personalisation, which decrease the level of interaction between the learner and instructor [13].The aim of this paper is to discuss and outline a framework on e-learning pedagogical and technology issues which provide a basis for the creation of an e-learning instructional programme (ELIP. The Phase I of this research start with the creation of a framework for an e-learning environment and derivation of the e-learning instructional programme (ELIP; Phase II is aimed to implement a popular audio playback device (iPod and VoIP. In this phase 40 learners, one instructor and three tutors will be observed and their experiences will be evaluated through focus group interviews and documents analysis. This research was based on a qualitative research approach [78],[44].

Comparison and Evaluation of Learning Outcomes from an International Perspective: Development of a Best-Practice Process

Science.gov (United States)

Elmgren, Maja; Ho, Felix; Åkesson, Eva; Schmid, Siegbert; Towns, Marcy

2015-01-01

Chemistry education focused on learning outcomes is increasingly practiced, providing new opportunities for international comparisons. The interest in intended learning outcomes and constructive alignment has grown in many parts of the world due to both research in higher education and political decisions. In an International Union of Pure and…

Guided discovery learning in geometry learning

Science.gov (United States)

Khasanah, V. N.; Usodo, B.; Subanti, S.

2018-03-01

Geometry is a part of the mathematics that must be learned in school. The purpose of this research was to determine the effect of Guided Discovery Learning (GDL) toward geometry learning achievement. This research had conducted at junior high school in Sukoharjo on academic years 2016/2017. Data collection was done based on student’s work test and documentation. Hypothesis testing used two ways analysis of variance (ANOVA) with unequal cells. The results of this research that GDL gave positive effect towards mathematics learning achievement. GDL gave better mathematics learning achievement than direct learning. There was no difference of mathematics learning achievement between male and female. There was no an interaction between sex differences and learning models toward student’s mathematics learning achievement. GDL can be used to improve students’ mathematics learning achievement in geometry.

The meaning of learning and knowing

NARCIS (Netherlands)

van Rossum, E.J.; Hamer, R.N.

2010-01-01

The Meaning of Learning and Knowing contains three parts. In part 1 the authors describe their own six-stage developmental model of linked learning and teaching conceptions. This model is based on the written essays of over 600 students of higher education. The authors compare their model to five

Learning Design Patterns for Hybrid Synchronous Video-Mediated Learning Environments

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2016-01-01

This article describes an innovative learning environment where remote and face-to-face full-time general upper secondary adult students jointly participate in the same live classes at VUC Storstrøm, an adult learning centre in Denmark. The teachers developed new learning designs as a part of the...... activating and equal learning designs for the students. This article is written on the basis of a chapter in the PhD–thesis by the author....

Structural studies of MFE-1: the 1.9 A crystal structure of the dehydrogenase part of rat peroxisomal MFE-1.

Science.gov (United States)

Taskinen, Jukka P; Kiema, Tiila R; Hiltunen, J Kalervo; Wierenga, Rik K

2006-01-27

The 1.9 A structure of the C-terminal dehydrogenase part of the rat peroxisomal monomeric multifunctional enzyme type 1 (MFE-1) has been determined. In this construct (residues 260-722 and referred to as MFE1-DH) the N-terminal hydratase part of MFE-1 has been deleted. The structure of MFE1-DH shows that it consists of an N-terminal helix, followed by a Rossmann-fold domain (domain C), followed by two tightly associated helical domains (domains D and E), which have similar topology. The structure of MFE1-DH is compared with the two known homologous structures: human mitochondrial 3-hydroxyacyl-CoA dehydrogenase (HAD; sequence identity is 33%) (which is dimeric and monofunctional) and with the dimeric multifunctional alpha-chain (alphaFOM; sequence identity is 28%) of the bacterial fatty acid beta-oxidation alpha2beta2-multienzyme complex. Like MFE-1, alphaFOM has an N-terminal hydratase part and a C-terminal dehydrogenase part, and the structure comparisons show that the N-terminal helix of MFE1-DH corresponds to the alphaFOM linker helix, located between its hydratase and dehydrogenase part. It is also shown that this helix corresponds to the C-terminal helix-10 of the hydratase/isomerase superfamily, suggesting that functionally it belongs to the N-terminal hydratase part of MFE-1.

Feedback from European Social Partners as Part of the Consultation on the Commission's Memorandum on Lifelong Learning. Supporting Document to the Communication from the Commission Making a European Area of Lifelong Learning a Reality.

Science.gov (United States)

Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture.

This document provides European social partners' responses to the Commission's memorandum on lifelong learning. Part 1, Opinion of the European Center of Enterprises, makes comments and proposals related to the memorandum's six key messages, which are new basic skills for all; more investment in human resources; innovation in teaching and…

Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Madeira, Portugal, July 1-4, 2016)

Science.gov (United States)

Nunes, Miguel Baptista, Ed.; McPherson, Maggie, Ed.

2016-01-01

These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims…

DynaLearn-An Intelligent Learning Environment for Learning Conceptual Knowledge

NARCIS (Netherlands)

Bredeweg, Bert; Liem, Jochem; Beek, Wouter; Linnebank, Floris; Gracia, Jorge; Lozano, Esther; Wißner, Michael; Bühling, René; Salles, Paulo; Noble, Richard; Zitek, Andreas; Borisova, Petya; Mioduser, David

2013-01-01

Articulating thought in computerbased media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an intelligent learning environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems

Computational Modeling and Simulation of Attitude Change. Part 1, Connectionist Models and Simulations of Cognitive Dissonance: an Overview

OpenAIRE

Voinea, Camelia Florela

2013-01-01

Cognitive Dissonance Theory is considered part of the cognitive consistency theories in Social Psychology. They uncover a class of conceptual models which describe the attitude change as a cognitive consistency-seeking issue. As these conceptual models requested more complex operational expression, algebraic, mathematical and, lately, computational modeling approaches of cognitive consistency have been developed. Part 1 of this work provides an overview of the connectionist modeling of cognit...

An Annotated Bibliography of Accelerated Learning

Science.gov (United States)

Garcia, GNA

2007-01-01

A rich narrative-style bibliography of accelerated learning (reviewing six articles published between 1995-2003). Articles reviewed include: (1) Accelerative learning and the Emerging Science of Wholeness (D. D. Beale); (2) Effective Teaching in Accelerated Learning Programs (D. Boyd); (3) A Critical Theory Perspective on Accelerated Learning (S.…

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

Science.gov (United States)

Ahmadibasir, Mohammad

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

Fundamental U-Theory of Time. Part 1

Directory of Open Access Journals (Sweden)

Yuvraj J. Gopaul

2016-02-01

Full Text Available The Fundamental U-Theory of Time (Part 1 is an original theory that aims to unravel the mystery of what exactly is ‘time’. To date very few explanations, from the branches of physics or cosmology, have succeeded to provide an accurate and comprehensive depiction of time. Most explanations have only managed to provide partial understanding or at best, glimpses of its true nature. The U-Theory uses ‘Thought Experiments’ to uncover the determining characteristics of time. In part 1 of this theory, the focus is not on the mathematics as it is on the accuracy of the depiction of time. Moreover, it challenges current views on theoretical physics, particularly on the idea of ‘time travel’. Notably, it is a theory seeking to present a fresh approach for reviewing Einstein’s Theory of Relativity, while unlocking new pathways for upcoming research in the field of physics and cosmology.

Unraveling networked learning initiatives: an analytic framework

NARCIS (Netherlands)

Rusman, Ellen; Prinsen, Fleur; Vermeulen, Marjan

2016-01-01

Networked learning happens naturally within the social systems of which we are all part. However, in certain circumstances individuals may want to actively take initiative to initiate interaction with others they are not yet regularly in exchange with. This may be the case when external influences

Adolescents with specific learning disabilities - perceptions of specific learning disabilities in the environment of secondary schools

OpenAIRE

Pospíšilová, Zuzana

2012-01-01

The thesis focuses on adolescents with specific learning disabilities in the milieu of secondary schools. It is divided into a theoretical part and an empirical part. The first part introduces a topic of specific learning disabilities in the developmental stage of adolescence. It first describes the most relevant aspects of adolescent development. The attention is then paid to typical manifestations of specific learning disabilities in adolescence, and also to secondary symptoms usually conne...

Learning Algorithm of Boltzmann Machine Based on Spatial Monte Carlo Integration Method

Directory of Open Access Journals (Sweden)

Muneki Yasuda

2018-04-01

Full Text Available The machine learning techniques for Markov random fields are fundamental in various fields involving pattern recognition, image processing, sparse modeling, and earth science, and a Boltzmann machine is one of the most important models in Markov random fields. However, the inference and learning problems in the Boltzmann machine are NP-hard. The investigation of an effective learning algorithm for the Boltzmann machine is one of the most important challenges in the field of statistical machine learning. In this paper, we study Boltzmann machine learning based on the (first-order spatial Monte Carlo integration method, referred to as the 1-SMCI learning method, which was proposed in the author’s previous paper. In the first part of this paper, we compare the method with the maximum pseudo-likelihood estimation (MPLE method using a theoretical and a numerical approaches, and show the 1-SMCI learning method is more effective than the MPLE. In the latter part, we compare the 1-SMCI learning method with other effective methods, ratio matching and minimum probability flow, using a numerical experiment, and show the 1-SMCI learning method outperforms them.

Disinhibition, an emerging pharmacology of learning and memory [version 1; referees: 3 approved

Directory of Open Access Journals (Sweden)

Hanns Möhler

2017-02-01

Full Text Available Learning and memory are dependent on interactive excitatory and inhibitory mechanisms. In this review, we discuss a mechanism called disinhibition, which is the release of an inhibitory constraint that effectively results in an increased activity in the target neurons (for example, principal or projection neurons. We focus on discussing the role of disinhibition in learning and memory at a basic level and in disease models with cognitive deficits and highlight a strategy to reverse cognitive deficits caused by excess inhibition, through disinhibition of α5-containing GABAA receptors mediating tonic inhibition in the hippocampus, based on subtype-selective negative allosteric modulators as a novel class of drugs.

Mapping Students’ Informal Learning Using Personal Learning Environment

Directory of Open Access Journals (Sweden)

Jelena Anđelković Labrović

2014-07-01

Full Text Available Personal learning environments are a widely spared ways of learning, especially for the informal learning process. The aim of this research is to identify the elements of studens’ personal learning environment and to identify the extent to which students use modern technology for learning as part of their non-formal learning. A mapping system was used for gathering data and an analysis of percentages and frequency counts was used for data analysis in the SPSS. The results show that students’ personal learning environment includes the following elements: Wikipedia, Google, YouTube and Facebook in 75% of all cases, and an interesting fact is that all of them belong to a group of Web 2.0 tools and applications.

Student-centred learning in Community Medicine: An experience from Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry.

Science.gov (United States)

Kar, S S; Premarajan, K C; L, Subitha; Archana, R; Iswarya, S; A, Sujiv

2014-01-01

Student-centred learning (SCL) places the student at the centre of policies, practices and decision-making in the teaching-learning process. SCL methodology also advocates active involvement of students in the curriculum planning, selection of teaching-learning methods and assessment process. We planned an education innovation project to assess the perception of fifth semester undergraduate medical students towards implementation of an SCL methodology. The study was done among 87 fifth semester undergraduate medical students (batch of 2010-11) in the noncommunicable disease epidemiology section of Community Medicine at the Jawaharlal Institute of Postgraduate Medical Education and Research (JIPMER), Puducherry. The students divided themselves into seven groups and developed the learning objectives, selected teaching-learning methods and assessment process for each session. The facilitators had 3-5 rounds of interaction with each group before the session. Qualitative analysis of feedback collected from students and external faculty after each session was done. The effect of implementing the SCL methodology was assessed by the reaction level of Kirkpatrick's training evaluation model by using a rating scale Results. Of the 87 eligible students, 73 (83.9%) returned the forms for evaluation. All seven groups were able to formulate the learning objectives. Most of the groups had used PowerPoint slides and videos as a teaching-learning tool. Innovative assessment methods such as crosswords and 'chocopati' were used by some groups. In general, the perception of students was favourable towards SCL compared to conventional methods and they felt that this methodology should be adopted more often. Time management and organization of sessions were the main problems encountered by the students. The mean (SD) score for the items 'sessions were useful', 'sessions were enjoyable' and 'sessions improved my knowledge' were 6.2 (1.8), 7.1 (1.8) and 6.3 (1.9), respectively. The

Odor Preference Learning and Memory Modify GluA1 Phosphorylation and GluA1 Distribution in the Neonate Rat Olfactory Bulb: Testing the AMPA Receptor Hypothesis in an Appetitive Learning Model

Science.gov (United States)

Cui, Wen; Darby-King, Andrea; Grimes, Matthew T.; Howland, John G.; Wang, Yu Tian; McLean, John H.; Harley, Carolyn W.

2011-01-01

An increase in synaptic AMPA receptors is hypothesized to mediate learning and memory. AMPA receptor increases have been reported in aversive learning models, although it is not clear if they are seen with memory maintenance. Here we examine AMPA receptor changes in a cAMP/PKA/CREB-dependent appetitive learning model: odor preference learning in…

Visual Data Analysis as an Integral Part of Environmental Management

Energy Technology Data Exchange (ETDEWEB)

Meyer, Joerg; Bethel, E. Wes; Horsman, Jennifer L.; Hubbard, Susan S.; Krishnan, Harinarayan; Romosan,, Alexandru; Keating, Elizabeth H.; Monroe, Laura; Strelitz, Richard; Moore, Phil; Taylor, Glenn; Torkian, Ben; Johnson, Timothy C.; Gorton, Ian

2012-10-01

The U.S. Department of Energy's (DOE) Office of Environmental Management (DOE/EM) currently supports an effort to understand and predict the fate of nuclear contaminants and their transport in natural and engineered systems. Geologists, hydrologists, physicists and computer scientists are working together to create models of existing nuclear waste sites, to simulate their behavior and to extrapolate it into the future. We use visualization as an integral part in each step of this process. In the first step, visualization is used to verify model setup and to estimate critical parameters. High-performance computing simulations of contaminant transport produces massive amounts of data, which is then analyzed using visualization software specifically designed for parallel processing of large amounts of structured and unstructured data. Finally, simulation results are validated by comparing simulation results to measured current and historical field data. We describe in this article how visual analysis is used as an integral part of the decision-making process in the planning of ongoing and future treatment options for the contaminated nuclear waste sites. Lessons learned from visually analyzing our large-scale simulation runs will also have an impact on deciding on treatment measures for other contaminated sites.

Research and Teaching: Instructor Use of Group Active Learning in an Introductory Biology Sequence

Science.gov (United States)

Auerbach, Anna Jo; Schussler, Elisabeth E.

2016-01-01

Active learning (or learner-centered) pedagogies have been shown to enhance student learning in introductory biology courses. Student collaboration has also been shown to enhance student learning and may be a critical part of effective active learning practices. This study focused on documenting the use of individual active learning and group…

A Flow of Entrepreneurial Learning Elements in Experiential Learning Settings

DEFF Research Database (Denmark)

Ramsgaard, Michael Breum; Christensen, Marie Ernst

This paper explored the concept of learning in an experiential learning setting and whether the learning process can be understood as a flow of learning factors influencing the outcome. If many constituting factors lead to the development of learning outcomes, there might need to be developed...... that are a part of experiential learning settings and curriculum development....... a differentiated approach to facilitate experiential learning. Subsequently the paper investigated how facilitators of learning processes can design a learning space where the boundary of what is expected from the learner is challenged. In other words the aim was to explore the transformative learning processes...

A Multidimensional/Non-Linear Teaching and Learning Model: Teaching and Learning Music in an Authentic and Holistic Context

Science.gov (United States)

Crawford, Renée

2014-01-01

This article discusses the conceptual framework that leads to the design of a teaching and learning model as part of a recent ethnographic study that considered the effectiveness of current Victorian government secondary school music teaching and learning practices when engaged with technology. The philosophical and theoretical basis for this…

Implicit learning as an ability.

Science.gov (United States)

Kaufman, Scott Barry; Deyoung, Colin G; Gray, Jeremy R; Jiménez, Luis; Brown, Jamie; Mackintosh, Nicholas

2010-09-01

The ability to automatically and implicitly detect complex and noisy regularities in the environment is a fundamental aspect of human cognition. Despite considerable interest in implicit processes, few researchers have conceptualized implicit learning as an ability with meaningful individual differences. Instead, various researchers (e.g., Reber, 1993; Stanovich, 2009) have suggested that individual differences in implicit learning are minimal relative to individual differences in explicit learning. In the current study of English 16-17year old students, we investigated the association of individual differences in implicit learning with a variety of cognitive and personality variables. Consistent with prior research and theorizing, implicit learning, as measured by a probabilistic sequence learning task, was more weakly related to psychometric intelligence than was explicit associative learning, and was unrelated to working memory. Structural equation modeling revealed that implicit learning was independently related to two components of psychometric intelligence: verbal analogical reasoning and processing speed. Implicit learning was also independently related to academic performance on two foreign language exams (French, German). Further, implicit learning was significantly associated with aspects of self-reported personality, including intuition, Openness to Experience, and impulsivity. We discuss the implications of implicit learning as an ability for dual-process theories of cognition, intelligence, personality, skill learning, complex cognition, and language acquisition. 2010 Elsevier B.V. All rights reserved.

Fossil fuels: Kyoto initiatives and opportunities. Part 1

International Nuclear Information System (INIS)

Pinelli, G.; Zerlia, T.

2008-01-01

GHG emission in the upstream step of fossil fuel chains could give an environmental as well as economic opportunity for traditional sectors. This study deepens the matter showing an increasing number of initiative over the last few years taken both the involved sectors and by various stake holders (public and private subjects) within the Kyoto flexible mechanism (CDM and JI) or linked to voluntary national or at a global level actions. The above undertakings give evidence for an increased interest and an actual activity dealing with GHG reduction whose results play an evident and positive role for the environment too. Part 1. of this study deals with fossil fuel actions within the Kyoto protocol mechanism. Part 2. will show international and national voluntary initiative [it

CACNA1C gene regulates behavioral strategies in operant rule learning.

Science.gov (United States)

Koppe, Georgia; Mallien, Anne Stephanie; Berger, Stefan; Bartsch, Dusan; Gass, Peter; Vollmayr, Barbara; Durstewitz, Daniel

2017-06-01

Behavioral experiments are usually designed to tap into a specific cognitive function, but animals may solve a given task through a variety of different and individual behavioral strategies, some of them not foreseen by the experimenter. Animal learning may therefore be seen more as the process of selecting among, and adapting, potential behavioral policies, rather than mere strengthening of associative links. Calcium influx through high-voltage-gated Ca2+ channels is central to synaptic plasticity, and altered expression of Cav1.2 channels and the CACNA1C gene have been associated with severe learning deficits and psychiatric disorders. Given this, we were interested in how specifically a selective functional ablation of the Cacna1c gene would modulate the learning process. Using a detailed, individual-level analysis of learning on an operant cue discrimination task in terms of behavioral strategies, combined with Bayesian selection among computational models estimated from the empirical data, we show that a Cacna1c knockout does not impair learning in general but has a much more specific effect: the majority of Cacna1c knockout mice still managed to increase reward feedback across trials but did so by adapting an outcome-based strategy, while the majority of matched controls adopted the experimentally intended cue-association rule. Our results thus point to a quite specific role of a single gene in learning and highlight that much more mechanistic insight could be gained by examining response patterns in terms of a larger repertoire of potential behavioral strategies. The results may also have clinical implications for treating psychiatric disorders.

Semantic Modelling for Learning Styles and Learning Material in an E-Learning Environment

Science.gov (United States)

Alhasan, Khawla; Chen, Liming; Chen, Feng

2017-01-01

Various learners with various requirements have led to the raise of a crucial concern in the area of e-learning. A new technology for propagating learning to learners worldwide, has led to an evolution in the e-learning industry that takes into account all the requirements of the learning process. In spite of the wide growing, the e-learning…

Analyzing and Evaluating the 1:1 Learning Model: What Would Dewey Do?

Science.gov (United States)

Boulden, Danielle Cadieux

2017-01-01

One-to-one computing models, in which every student in a classroom is provided access to a digital device for instruction, have gained traction and popularity as an instructional model across United States classrooms and around the globe. This paper explores and evaluates these 1:1 computing models in K-12 learning environments through the lens of…

IMS Learning Design desde dentro. Una especificación para crear escenarios de aprendizaje online (parte II)

NARCIS (Netherlands)

Burgos, Daniel; Berbegal, Nidia; Griffiths, David; Tattersall, Colin; Koper, Rob

2006-01-01

Presentamos la segunda entrega de esta tesis desarrollada en el marco del proyecto europeo denominado Understanding New Frameworks of Learning Design (UNFOLD, 2004). Referencia para la primera parte: http://hdl.handle.net/1820/473

Learning Outcomes Report

NARCIS (Netherlands)

Stoyanov, Slavi; Spoelstra, Howard; Burgoyne, Louise; O’Tuathaigh, Colm

2018-01-01

Aim of the study The learning outcomes study, conducted as part of WP3 of the BioApp project, has as objectives: (a) generating a comprehensive list of the learning outcomes; (b) reaching an agreement on the scope and priority of the learning outcomes, and (c) making suggestions for the further

An e-Learning Theoretical Framework

Science.gov (United States)

Aparicio, Manuela; Bacao, Fernando; Oliveira, Tiago

2016-01-01

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

Development of an internet version of the Lidcombe Program of early stuttering intervention: A trial of Part 1.

Science.gov (United States)

Van Eerdenbrugh, Sabine; Packman, Ann; Onslow, Mark; O'brian, Sue; Menzies, Ross

2018-04-01

There is evidence that access to treatment for early stuttering is not available for all who need it. An internet version of the Lidcombe Program for early stuttering (Internet-LP) has been developed to deal with this shortfall. The LP is suitable for such development because it is delivered by parents in the child's everyday environment, with training by a speech-language pathologist. A Phase I trial of Internet-LP Part 1, comprising parent training, is reported here. Eight parents of pre-schoolers who stutter were recruited and six completed the trial. Post-trial assessment indicated that the parents scored well for identifying and measuring stuttering and for knowledge about conducting practice sessions, including how to present verbal contingencies during practice sessions. The results prompted minor adjustments to Part 1 and guided the construction of Part 2, which instructs parents during the remainder of the treatment process.

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.

EOL-1, the homolog of the mammalian Dom3Z, regulates olfactory learning in C. elegans

OpenAIRE

Zhang, J; Calarco, JA; Shen, Y; Zhang, Y

2014-01-01

Learning is an essential function of the nervous system. However, our understanding of molecular underpinnings of learning remains incomplete. Here, we characterize a conserved protein EOL-1 that regulates olfactory learning in Caenorhabditis elegans. A recessive allele of eol-1 (enhanced olfactory learning) learns better to adjust its olfactory preference for bacteria foods and eol-1 acts in the URX sensory neurons to regulate learning. The mammalian homolog of EOL-1, Dom3Z, which regulates ...

IP-MLI: An Independency of Learning Materials from Platforms in a Mobile Learning using Intelligent Method

Directory of Open Access Journals (Sweden)

Mohammed Abdallh Otair

2006-06-01

Full Text Available Attempting to deliver a monolithic mobile learning system is too inflexible in view of the heterogeneous mixture of hardware and services available and the desirability of facility blended approaches to learning delivery, and how to build learning materials to run on all platforms[1]. This paper proposes a framework of mobile learning system using an intelligent method (IP-MLI . A fuzzy matching method is used to find suitable learning material design. It will provide a best matching for each specific platform type for each learner. The main contribution of the proposed method is to use software layer to insulate learning materials from device-specific features. Consequently, many versions of learning materials can be designed to work on many platform types.

Development of an inter-layer solute transport algorithm for SOLTR computer program. Part 1. The algorithm

International Nuclear Information System (INIS)

Miller, I.; Roman, K.

1979-12-01

In order to perform studies of the influence of regional groundwater flow systems on the long-term performance of potential high-level nuclear waste repositories, it was determined that an adequate computer model would have to consider the full three-dimensional flow system. Golder Associates' SOLTR code, while three-dimensional, has an overly simple algorithm for simulating the passage of radionuclides from one aquifier to another above or below it. Part 1 of this report describes the algorithm developed to provide SOLTR with an improved capability for simulating interaquifer transport

Work-Based Learning: A New Higher Education?

Science.gov (United States)

Boud, David, Ed.; Solomon, Nicky, Ed.

This three-part book contains 16 chapters exploring work-based learning from a theoretical and case-study perspective in the United Kingdom. Part 1, Framing Work-based Learning, contains the following four chapters: "New Practices for New Times" (David Boud, Nicky Solomon, and Colin Symes); "Repositioning Universities and Work"…

Coming soon - Launch of e-learning initiative for supervisors

CERN Multimedia

2015-01-01

In early July, the Learning and Development group is launching a new learning initiative specifically targeted at supervisors here at CERN. With the assistance of  experts on the subject, we have designed an exclusive series of five e-learning modules. These modules will help supervisors to synthesise some of the important processes that influence and impact their daily work and build key competencies as people managers.   Each module may take up to a maximum of 60 minutes to complete and covers the following topics: • CERN as an Organisation • People Management (Part 1) • People Management (Part 2) • Financial Management • Administrative Information Tools for Supervisors Supervisors will receive an invitation from the L&D group to access the modules on a dedicated e-learning space created on SharePoint. We recommend that all newly appointed supervisors access and complete the five modules within the first month of taking up their su...

Semantic modelling for learning styles and learning material in an e-learning environment

OpenAIRE

Alhasan, K.; Chen, Liming; Chen, Feng

2017-01-01

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the URI link. Various learners with various requirements have led to the raise of a crucial concern in the area of e-learning. A new technology for propagating learning to learners worldwide, has led to an evolution in the e-learning industry that takes into account all the requirements of the learning process. In spite of the wide growing, the e-learning te...

Neuronal Rac1 Is Required for Learning-Evoked Neurogenesis

Science.gov (United States)

Anderson, Matthew P.; Freewoman, Julia; Cord, Branden; Babu, Harish; Brakebusch, Cord

2013-01-01

Hippocampus-dependent learning and memory relies on synaptic plasticity as well as network adaptations provided by the addition of adult-born neurons. We have previously shown that activity-induced intracellular signaling through the Rho family small GTPase Rac1 is necessary in forebrain projection neurons for normal synaptic plasticity in vivo, and here we show that selective loss of neuronal Rac1 also impairs the learning-evoked increase in neurogenesis in the adult mouse hippocampus. Earlier work has indicated that experience elevates the abundance of adult-born neurons in the hippocampus primarily by enhancing the survival of neurons produced just before the learning event. Loss of Rac1 in mature projection neurons did reduce learning-evoked neurogenesis but, contrary to our expectations, these effects were not mediated by altering the survival of young neurons in the hippocampus. Instead, loss of neuronal Rac1 activation selectively impaired a learning-evoked increase in the proliferation and accumulation of neural precursors generated during the learning event itself. This indicates that experience-induced alterations in neurogenesis can be mechanistically resolved into two effects: (1) the well documented but Rac1-independent signaling cascade that enhances the survival of young postmitotic neurons; and (2) a previously unrecognized Rac1-dependent signaling cascade that stimulates the proliferative production and retention of new neurons generated during learning itself. PMID:23884931

Artificial Mangrove Species Mapping Using Pléiades-1: An Evaluation of Pixel-Based and Object-Based Classifications with Selected Machine Learning Algorithms

Directory of Open Access Journals (Sweden)

Dezhi Wang

2018-02-01

Full Text Available In the dwindling natural mangrove today, mangrove reforestation projects are conducted worldwide to prevent further losses. Due to monoculture and the low survival rate of artificial mangroves, it is necessary to pay attention to mapping and monitoring them dynamically. Remote sensing techniques have been widely used to map mangrove forests due to their capacity for large-scale, accurate, efficient, and repetitive monitoring. This study evaluated the capability of a 0.5-m Pléiades-1 in classifying artificial mangrove species using both pixel-based and object-based classification schemes. For comparison, three machine learning algorithms—decision tree (DT, support vector machine (SVM, and random forest (RF—were used as the classifiers in the pixel-based and object-based classification procedure. The results showed that both the pixel-based and object-based approaches could recognize the major discriminations between the four major artificial mangrove species. However, the object-based method had a better overall accuracy than the pixel-based method on average. For pixel-based image analysis, SVM produced the highest overall accuracy (79.63%; for object-based image analysis, RF could achieve the highest overall accuracy (82.40%, and it was also the best machine learning algorithm for classifying artificial mangroves. The patches produced by object-based image analysis approaches presented a more generalized appearance and could contiguously depict mangrove species communities. When the same machine learning algorithms were compared by McNemar’s test, a statistically significant difference in overall classification accuracy between the pixel-based and object-based classifications only existed in the RF algorithm. Regarding species, monoculture and dominant mangrove species Sonneratia apetala group 1 (SA1 as well as partly mixed and regular shape mangrove species Hibiscus tiliaceus (HT could well be identified. However, for complex and easily

Community Based Learning and Civic Engagement: Informal Learning among Adult Volunteers in Community Organizations

Science.gov (United States)

Mundel, Karsten; Schugurensky, Daniel

2008-01-01

Many iterations of community based learning employ models, such as consciousness raising groups, cultural circles, and participatory action research. In all of them, learning is a deliberate part of an explicit educational activity. This article explores another realm of community learning: the informal learning that results from volunteering in…

Incorporation of project-based learning into an occupational health course.

Science.gov (United States)

Dehdashti, Alireza; Mehralizadeh, Semira; Kashani, Masoud Motalebi

2013-01-01

Use of an appropriate teaching approach is a major concern for faculty members who are involved in occupational health and safety academic education. The challenge is to explore teaching tools to equip students with knowledge and skills to prepare them for their practices, in which they will encounter occupational health and safety issues in various occupational settings. The current study presents the design and implementation of a team project-based learning approach for undergraduate occupational health students to examine the appropriateness and perceptions of students and educators with regard to such a learning experience. Steps were taken to guide the educators and students through the learning process based on projects completed in teams. The research tools for collecting data were a questionnaire and semi-structured interviews with participants. The results illustrated that use of the proposed teaching approach as part of occupational health education may have the potential to motivate and enhance the active roles of educators and students in the learning process, and improve students' technical and social skills that are crucial for practice in the occupational health field. The study findings showed that project-based learning may provide a promising teaching strategy in the education and training of occupational health students. In addition, academic institutions should encourage educators to plan, introduce and evaluate the effectiveness of project-based learning.

Formative Reflections of University Recreation Science Students in South Africa as Catalyst for an Adapted Service-Learning Program

Science.gov (United States)

Goslin, Anneliese; van der Klashorst, Engela; Kluka, Darlene A.; van Wyk, Johannes G. U.

2016-01-01

Community-university partnerships through service-learning have progressively developed as part of institutions of higher education's mission statements. This paper explores the qualitative reflections of 410 undergraduate students enrolled in an academic recreation science course on a first time service-learning experience in South Africa. The…

Learning, Play, and Your 1- to 3-Month-Old

Science.gov (United States)

... Staying Safe Videos for Educators Search English Español Learning, Play, and Your 1- to 3-Month-Old ... Baby to Learn Print What Your Baby Is Learning After learning to recognize your voice, your face, ...

From Cloister to Commons: Concepts and Models for Service-Learning in Religious Studies. AAHE's Series on Service-Learning in the Disciplines.

Science.gov (United States)

Devine, Richard, Ed.; Favazza, Joseph A., Ed.; McLain, F. Michael, Ed.

This essays in this volume, 19th in a series, discuss why and how service-learning can be implemented in Religious Studies and what that discipline contributes to the pedagogy of service-learning. Part 1, "Service-Learning and the Dilemma of Religious Studies," contains: (1) "Service-Learning and the Dilemma of Religious Studies: Descriptive or…

Learning through role-playing games: an approach for active learning and teaching

Directory of Open Access Journals (Sweden)

Marco Antonio Ferreira Randi

Full Text Available This study evaluates the use of role-playing games (RPGs as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group or a lecture (lecture-based group on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later, the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.

An M-Learning Content Recommendation Service by Exploiting Mobile Social Interactions

Science.gov (United States)

Chao, Han-Chieh; Lai, Chin-Feng; Chen, Shih-Yeh; Huang, Yueh-Min

2014-01-01

With the rapid development of the Internet and the popularization of mobile devices, participating in a mobile community becomes a part of daily life. This study aims the influence impact of social interactions on mobile learning communities. With m-learning content recommendation services developed from mobile devices and mobile network…

The College Science Learning Cycle: An Instructional Model for Reformed Teaching

Science.gov (United States)

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been…

Syntactic learning by mere exposure--an ERP study in adult learners.

Science.gov (United States)

Mueller, Jutta L; Oberecker, Regine; Friederici, Angela D

2009-07-29

Artificial language studies have revealed the remarkable ability of humans to extract syntactic structures from a continuous sound stream by mere exposure. However, it remains unclear whether the processes acquired in such tasks are comparable to those applied during normal language processing. The present study compares the ERPs to auditory processing of simple Italian sentences in native and non-native speakers after brief exposure to Italian sentences of a similar structure. The sentences contained a non-adjacent dependency between an auxiliary and the morphologically marked suffix of the verb. Participants were presented four alternating learning and testing phases. During learning phases only correct sentences were presented while during testing phases 50 percent of the sentences contained a grammatical violation. The non-native speakers successfully learned the dependency and displayed an N400-like negativity and a subsequent anteriorily distributed positivity in response to rule violations. The native Italian group showed an N400 followed by a P600 effect. The presence of the P600 suggests that native speakers applied a grammatical rule. In contrast, non-native speakers appeared to use a lexical form-based processing strategy. Thus, the processing mechanisms acquired in the language learning task were only partly comparable to those applied by competent native speakers.

Syntactic learning by mere exposure - An ERP study in adult learners

Science.gov (United States)

Mueller, Jutta L; Oberecker, Regine; Friederici, Angela D

2009-01-01

Background Artificial language studies have revealed the remarkable ability of humans to extract syntactic structures from a continuous sound stream by mere exposure. However, it remains unclear whether the processes acquired in such tasks are comparable to those applied during normal language processing. The present study compares the ERPs to auditory processing of simple Italian sentences in native and non-native speakers after brief exposure to Italian sentences of a similar structure. The sentences contained a non-adjacent dependency between an auxiliary and the morphologically marked suffix of the verb. Participants were presented four alternating learning and testing phases. During learning phases only correct sentences were presented while during testing phases 50 percent of the sentences contained a grammatical violation. Results The non-native speakers successfully learned the dependency and displayed an N400-like negativity and a subsequent anteriorily distributed positivity in response to rule violations. The native Italian group showed an N400 followed by a P600 effect. Conclusion The presence of the P600 suggests that native speakers applied a grammatical rule. In contrast, non-native speakers appeared to use a lexical form-based processing strategy. Thus, the processing mechanisms acquired in the language learning task were only partly comparable to those applied by competent native speakers. PMID:19640301

Emergent Learning and Learning Ecologies in Web 2.0

Directory of Open Access Journals (Sweden)

Roy Williams

2011-03-01

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

The application of learning skills in an engineering programme

OpenAIRE

Shoemaker, Leslie

2006-01-01

At the Dublin Institute of Technology, an engineering programme in the School of Control Systems and Electrical Engineering has successfully incorporated a study skills module into the core curriculum. The module, titled Academic Development and Key Skills, is part of the first year of the programme and has a two-fold purpose. Primarily the goal is to assist the students with the transition from second level education to third level by teaching them a more competent learning style. This, in t...

31 CFR 30.1 - Q-1: What definitions apply in this part?

Science.gov (United States)

2010-07-01

... 31 Money and Finance: Treasury 1 2010-07-01 2010-07-01 false Q-1: What definitions apply in this part? 30.1 Section 30.1 Money and Finance: Treasury Office of the Secretary of the Treasury TARP STANDARDS FOR COMPENSATION AND CORPORATE GOVERNANCE § 30.1 Q-1: What definitions apply in this part...

Influenza risk management: lessons learned from an A(H1N1) pdm09 outbreak investigation in an operational military setting.

Science.gov (United States)

Farrell, Margaret; Sebeny, Peter; Klena, John D; Demattos, Cecilia; Pimentel, Guillermo; Turner, Mark; Joseph, Antony; Espiritu, Jennifer; Zumwalt, John; Dueger, Erica

2013-01-01

At the onset of an influenza pandemic, when the severity of a novel strain is still undetermined and there is a threat of introduction into a new environment, e.g., via the deployment of military troops, sensitive screening criteria and conservative isolation practices are generally recommended. In response to elevated rates of influenza-like illness among U.S. military base camps in Kuwait, U.S. Naval Medical Research Unit No. 3 partnered with local U.S. Army medical units to conduct an A(H1N1) pdm09 outbreak investigation. Initial clinical data and nasal specimens were collected via the existent passive surveillance system and active surveillance was conducted using a modified version of the World Health Organization/U.S. Centers for Disease Control and Prevention influenza-like illness case definition [fever (T > 100.5˚F/38˚C) in addition to cough and/or sore throat in the previous 72 hours] as the screening criteria. Samples were tested via real-time reverse-transcription PCR and sequenced for comparison to global A(H1N1) pdm09 viruses from the same time period. The screening criteria used in Kuwait proved insensitive, capturing only 16% of A(H1N1) pdm09-positive individuals. While still not ideal, using cough as the sole screening criteria would have increased sensitivity to 73%. The results of and lessons learned from this outbreak investigation suggest that pandemic influenza risk management should be a dynamic process (as information becomes available regarding true attack rates and associated mortality, screening and isolation criteria should be re-evaluated and revised as appropriate), and that military operational environments present unique challenges to influenza surveillance.

LGBTQ Youth Part 1.

Science.gov (United States)

Perron, Tracy; Kartoz, Connie; Himelfarb, Chaya

2017-03-01

In order to provide holistic care, school nurses must be culturally competent by being sensitive to health disparities experienced by students in at-risk populations. Despite the growing acceptance toward gender and sexual minorities, LGBTQ youth remain an at-risk population in our communities and our schools. School nurses as well as school counselors, social workers, and psychologists can increase their cultural competence in caring for this group of students by increasing their understanding of appropriate terminology and risks associated with this vulnerable group. This article is Part 1 of a two-article series designed to increase school nurses' abilities to advocate and care for LGBTQ youth in school settings. This first article provides information regarding proper terminology and current percentages of youth who identify as LGBTQ and concludes with implications for school nurses, including resources for nurses, school staff, and families.

Embodied Learning

Science.gov (United States)

Stolz, Steven A.

2015-01-01

This article argues that psychological discourse fails miserably to provide an account of learning that can explain how humans come to understand, particularly understanding that has been grasped meaningfully. Part of the problem with psychological approaches to learning is that they are disconnected from the integral role embodiment plays in how…

Sustainability Definitions for NRAs – Framework Part 1

DEFF Research Database (Denmark)

Gudmundsson, Henrik; Harmer, Clare; Hewitt, Alison

Part 1 “Sustainability Definitions for NRAs”. The objective of this part of the framework is to support NRAs in developing and implementing definitions of sustainability. The present report contains the foundations for the framework, including: •The methodology adopted in the process of developing...... the understanding of the social, environmental and economic aspects of managing a road network. Whilst NRAs generally share an increasing awareness of some aspects of sustainability there is not a common understanding of, or approach to sustainability, as a whole. The project ‘Sustainability for National Road...... Authorities’ (SUNRA) is tasked with identifying how NRAs can contribute to sustainable development. This involves three main tasks, addressed in three corresponding Work Packages (WPs) 1.Providing a common way of defining sustainable development within the context of European NRAs (WP1). 2.Identifying how...

Dilemma of diagnosing thoracic sarcoidosis in tuberculosis endemic regions: An imaging-based approach. Part 1

Directory of Open Access Journals (Sweden)

Ashu S Bhalla

2017-01-01

Full Text Available Sarcoidosis is a multi-systemic disorder of unknown etiology, although commonly believed to be immune-mediated. Histologically, it is characterized by noncaseating granuloma which contrasts against the caseating granuloma seen in tuberculosis (TB, an infectious disease that closely mimics sarcoidosis, both clinically as well as radiologically. In TB-endemic regions, the overlapping clinico-radiological manifestations create significant diagnostic dilemma, especially since the management options are markedly different in the two entities. Part 1 of this review aims to summarize the clinical, laboratory, and imaging features of sarcoidosis, encompassing both typical and atypical manifestations, in an attempt to distinguish between the two disease entities.

Information architecture. Volume 2, Part 1: Baseline analysis summary

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-12-01

The Department of Energy (DOE) Information Architecture, Volume 2, Baseline Analysis, is a collaborative and logical next-step effort in the processes required to produce a Departmentwide information architecture. The baseline analysis serves a diverse audience of program management and technical personnel and provides an organized way to examine the Department`s existing or de facto information architecture. A companion document to Volume 1, The Foundations, it furnishes the rationale for establishing a Departmentwide information architecture. This volume, consisting of the Baseline Analysis Summary (part 1), Baseline Analysis (part 2), and Reference Data (part 3), is of interest to readers who wish to understand how the Department`s current information architecture technologies are employed. The analysis identifies how and where current technologies support business areas, programs, sites, and corporate systems.

Deep Reinforcement Learning: An Overview

OpenAIRE

Li, Yuxi

2017-01-01

We give an overview of recent exciting achievements of deep reinforcement learning (RL). We discuss six core elements, six important mechanisms, and twelve applications. We start with background of machine learning, deep learning and reinforcement learning. Next we discuss core RL elements, including value function, in particular, Deep Q-Network (DQN), policy, reward, model, planning, and exploration. After that, we discuss important mechanisms for RL, including attention and memory, unsuperv...

Project Learning and Virtual Collaboration

DEFF Research Database (Denmark)

Fibiger, Bo; Nielsen, Janni; Sorensen, Elsebeth

2005-01-01

to the modularity and flexibility that characterize the study and allow admission of part-time students, full-time students and students who only sign up for one accredited module. The methodology will be illustrated through empirical snapshots from selected modules in the start-up phase, and the focus...... will be directed towards problems experienced by the students. From an analytical perspective, the paper will identify and discuss fundamental problems related to the organization, flexibility, and implementation of project pedagogy online. MIL is organized around ICT and Learning and the study theme focuses...... on ICT and Learning. In addition, MIL provides a learning space where practice is under constant negotiation and reconstruction as an inherent, integrated part of the learning process. Consequently, we argue that MIL may be seen as an example of best practice in blended learning....

Deficits in learning and memory in mice with a mutation of the candidate dyslexia susceptibility gene Dyx1c1.

Science.gov (United States)

Rendall, Amanda R; Tarkar, Aarti; Contreras-Mora, Hector M; LoTurco, Joseph J; Fitch, R Holly

2017-09-01

Dyslexia is a learning disability characterized by difficulty learning to read and write. The underlying biological and genetic etiology remains poorly understood. One candidate gene, dyslexia susceptibility 1 candidate 1 (DYX1C1), has been shown to be associated with deficits in short-term memory in dyslexic populations. The purpose of the current study was to examine the behavioral phenotype of a mouse model with a homozygous conditional (forebrain) knockout of the rodent homolog Dyx1c1. Twelve Dyx1c1 conditional homozygous knockouts, 7 Dyx1c1 conditional heterozygous knockouts and 6 wild-type controls were behaviorally assessed. Mice with the homozygous Dyx1c1 knockout showed deficits on memory and learning, but not on auditory or motor tasks. These findings affirm existing evidence that DYX1C1 may play an underlying role in the development of neural systems important to learning and memory, and disruption of this function could contribute to the learning deficits seen in individuals with dyslexia. Copyright © 2015 Elsevier Inc. All rights reserved.

Information and Digital Literacies in a Kindergarten Classroom: An I-LEARN Case Study

Science.gov (United States)

Tecce DeCarlo, Mary Jean; Grant, Allen; Lee, Vera J.; Neuman, Delia

2018-01-01

This case study, part of a larger qualitative research project, involved 24 kindergarteners and their teacher in the design, development, and evaluation of a research project built around the I-LEARN model (Neuman, "Learning in information-rich environments: I-LEARN and the construction of knowledge in the 21st Century." Springer, New…

The College Science Learning Cycle: An Instructional Model for Reformed Teaching.

Science.gov (United States)

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Decoding Ourselves: An Inquiry into Faculty Learning about Reciprocity in Service-Learning

Science.gov (United States)

Miller-Young, Janice; Dean, Yasmin; Rathburn, Melanie; Pettit, Jennifer; Underwood, Margot; Gleeson, Judy; Lexier, Roberta; Calvert, Victoria; Clayton, Patti

2015-01-01

Faculty learning about service-learning is an important area of research because understanding how faculty develop their practice is an important first step in improving student learning outcomes and relationships with community members. Enacting reciprocity in service-learning can be particularly troublesome because it requires faculty to learn…

Implementing statistical equating for MRCP(UK) Parts 1 and 2.

Science.gov (United States)

McManus, I C; Chis, Liliana; Fox, Ray; Waller, Derek; Tang, Peter

2014-09-26

The MRCP(UK) exam, in 2008 and 2010, changed the standard-setting of its Part 1 and Part 2 examinations from a hybrid Angoff/Hofstee method to statistical equating using Item Response Theory, the reference group being UK graduates. The present paper considers the implementation of the change, the question of whether the pass rate increased amongst non-UK candidates, any possible role of Differential Item Functioning (DIF), and changes in examination predictive validity after the change. Analysis of data of MRCP(UK) Part 1 exam from 2003 to 2013 and Part 2 exam from 2005 to 2013. Inspection suggested that Part 1 pass rates were stable after the introduction of statistical equating, but showed greater annual variation probably due to stronger candidates taking the examination earlier. Pass rates seemed to have increased in non-UK graduates after equating was introduced, but was not associated with any changes in DIF after statistical equating. Statistical modelling of the pass rates for non-UK graduates found that pass rates, in both Part 1 and Part 2, were increasing year on year, with the changes probably beginning before the introduction of equating. The predictive validity of Part 1 for Part 2 was higher with statistical equating than with the previous hybrid Angoff/Hofstee method, confirming the utility of IRT-based statistical equating. Statistical equating was successfully introduced into the MRCP(UK) Part 1 and Part 2 written examinations, resulting in higher predictive validity than the previous Angoff/Hofstee standard setting. Concerns about an artefactual increase in pass rates for non-UK candidates after equating were shown not to be well-founded. Most likely the changes resulted from a genuine increase in candidate ability, albeit for reasons which remain unclear, coupled with a cognitive illusion giving the impression of a step-change immediately after equating began. Statistical equating provides a robust standard-setting method, with a better

D2.1 - An EA Active, Problem Based Learning Methodology - EAtrain2

DEFF Research Database (Denmark)

Ryberg, Thomas; Georgsen, Marianne; Buus, Lillian

This deliverable reports on the work undertaken in work package 2 with the key objective to develop a learning methodology for web 2.0 mediated Enterprise Architecture (EA) learning building on a problem based learning (PBL) approach. The deliverable reports not only on the methodology but also...... on the activities leading to its development (literature review, workshops, etc.) and on further outcomes of this work relevant to the platform specification and pilot courses preparation....

An Empirical Analysis of Chinese College Learners' Obstacles to MOOC Learning in an English Context

Science.gov (United States)

Liu, Liangxing

2017-01-01

This article reports a study applying an exploratory factor analysis to discovering the underlying factor structure of Chinese college students' obstacles to learning MOOC in an English context. Seven obstacle factors are identified: 1. academic and language skills; 2. internet skills; 3. course instruction/management; 4. learning motivations; 5.…

Learning from Others: Service-Learning in Costa Rica and Indonesia.

Science.gov (United States)

Williams, David D.; Eiserman, William D.

1997-01-01

An exploration of the roles service learning plays in universities in Indonesia and Costa Rica invites policymakers in the United States to re-examine university service, research, and teaching responsibilities. Increased faculty involvement is a key to expanding service learning as part of the university agenda. (SLD)

Using e-learning for maintenance of ALS competence

DEFF Research Database (Denmark)

Jensen, Morten Lind; Mondrup, Frederik; Lippert, Freddy

2009-01-01

CONTEXT: A well-suited e-learning program might be a feasible strategy to maintain competence following a resuscitation course. AIM: This study had 2 aims: (1) to examine the effect of an e-learning program as a booster of competence acquired from an Advanced Life Support (ALS) course. (2...... one year and effect was measured as ALS-competence, a composite of a knowledge and skills test. The second part was a telephone interview of the intervention group. An interview guide was constructed based on existing knowledge of e-learning. In order to identify factors explaining the use of e....... There was no difference between the groups with regards to ALS competence. Only 'social interaction' was an individually significant factor influencing the use of the e-learning program. CONCLUSIONS: This study did not demonstrate an effect of an e-learning program as a booster of competence acquired from an ALS course...

An iterative learning strategy for the auto-tuning of the feedforward and feedback controller in type-1 diabetes.

Science.gov (United States)

Fravolini, M L; Fabietti, P G

2014-01-01

This paper proposes a scheme for the control of the blood glucose in subjects with type-1 diabetes mellitus based on the subcutaneous (s.c.) glucose measurement and s.c. insulin administration. The tuning of the controller is based on an iterative learning strategy that exploits the repetitiveness of the daily feeding habit of a patient. The control consists of a mixed feedback and feedforward contribution whose parameters are tuned through an iterative learning process that is based on the day-by-day automated analysis of the glucose response to the infusion of exogenous insulin. The scheme does not require any a priori information on the patient insulin/glucose response, on the meal times and on the amount of ingested carbohydrates (CHOs). Thanks to the learning mechanism the scheme is able to improve its performance over time. A specific logic is also introduced for the detection and prevention of possible hypoglycaemia events. The effectiveness of the methodology has been validated using long-term simulation studies applied to a set of nine in silico patients considering realistic uncertainties on the meal times and on the quantities of ingested CHOs.

How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction | Comment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone

Directory of Open Access Journals (Sweden)

Beomkyu Choi

2016-04-01

Full Text Available The purpose of this study was to examine the relationships between learners’ learning strategies and learning satisfaction in an asynchronous online learning environment, in an attempt to shed some light on how people learn in an online learning environment. One hundred and sixteen graduate students who were taking online learning courses participated in this study. The result revealed that ‘metacognitive strategy’ and ‘time and study environment’ had positive correlations with learners’ satisfaction, while ‘help seeking’ had a negative correlation. The findings of a multiple regression analysis showed that ‘metacognitive strategy’ and ‘peer learning’ led to learners’ satisfaction in an online learning environment. The findings of this study contribute to a better understanding of how successful learning occurs in an online learning environment, and provide recommendations on designing an effective online learning. L’objet de cette étude était d’examiner les relations entre les stratégies d’apprentissage des apprenants et la satisfaction liée à l’apprentissage dans un environnement asynchrone d’apprentissage en ligne, dans le but de faire la lumière sur les façons dont les gens apprennent dans un environnement d’apprentissage en ligne. Cent seize étudiants aux cycles supérieurs qui suivaient des cours en ligne ont pris part à cette étude. Les résultats ont révélé que la « stratégie métacognitive » et « le moment et l’environnement pour l’étude » avaient des corrélations positives avec la satisfaction des apprenants, alors que « demander de l’aide » avait une corrélation négative. Les conclusions d’une analyse de régression multiple ont démontré que la « stratégie métacognitive » et « l’apprentissage entre pairs » avaient des corrélations positives avec la satisfaction des apprenants dans un environnement d’apprentissage en ligne. Les conclusions de cette �

Aprende Ajedrez con Rey - Parte 1

OpenAIRE

ESTÉVEZ MONTERO, RAÚL; Lloret Mauri, Jaime

2016-01-01

Es una pieza audiovisual creada con el objeto de atraer la atención de los niños de muy corta edad con el ajedrez y familiarizarlos con todas sus piezas y movimientos. Es una animación dirigida a un público infantil presentada por dibujos animados en 2D, en la que se ha intentado respetar en todo momento el argot de la comunidad ajedredística. En este video se presenta la primera parte. Estévez Montero, R.; Lloret Mauri, J. (2016). Aprende Ajedrez con Rey - Parte 1. http://hdl.handle.net/1...

How A Flipped Learning Environment Affects Learning In A Course On Theoretical Computer Science

DEFF Research Database (Denmark)

Gnaur, Dorina; Hüttel, Hans

2014-01-01

This paper reports initial experiences with flipping the classroom in an undergraduate computer science course as part of an overall attempt to enhance the pedagogical support for student learning. Our findings indicate that, just as the flipped classroom implies, a shift of focus in the learning...... context influences the way students engage with the course and their learning strategies....

Design of an Electronic Healthcare Record Server Based on Part 1 of ISO EN 13606

Directory of Open Access Journals (Sweden)

Tony Austin

2011-01-01

Full Text Available ISO EN 13606 is a newly approved standard at European and ISO levels for the meaningful exchange of clinical information between systems. Although conceived as an inter-operability standard to which existing electronic health record (EHR systems will transform legacy data, the requirements met and architectural approach reflected in this standard also make it a good candidate for the internal architecture of an EHR server. The authors have built such a server for the storage of healthcare records and demonstrated that it is possible to use ISO EN 13606 part 1 as the basis of an internal system architecture. The development of the system and some of the applications of the server are described in this paper. It is the first known operational implementation of the standard as an EHR system.

An Active Learning Classifier for Further Reducing Diabetic Retinopathy Screening System Cost

Directory of Open Access Journals (Sweden)

Yinan Zhang

2016-01-01

Full Text Available Diabetic retinopathy (DR screening system raises a financial problem. For further reducing DR screening cost, an active learning classifier is proposed in this paper. Our approach identifies retinal images based on features extracted by anatomical part recognition and lesion detection algorithms. Kernel extreme learning machine (KELM is a rapid classifier for solving classification problems in high dimensional space. Both active learning and ensemble technique elevate performance of KELM when using small training dataset. The committee only proposes necessary manual work to doctor for saving cost. On the publicly available Messidor database, our classifier is trained with 20%–35% of labeled retinal images and comparative classifiers are trained with 80% of labeled retinal images. Results show that our classifier can achieve better classification accuracy than Classification and Regression Tree, radial basis function SVM, Multilayer Perceptron SVM, Linear SVM, and K Nearest Neighbor. Empirical experiments suggest that our active learning classifier is efficient for further reducing DR screening cost.

Inhibitors of JAK-family kinases: an update on the patent literature 2013-2015, part 1.

Science.gov (United States)

Kettle, Jason G; Åstrand, Annika; Catley, Matthew; Grimster, Neil P; Nilsson, Magnus; Su, Qibin; Woessner, Richard

2017-02-01

Janus kinases (JAKs) are a family of four enzymes; JAK1, JAK2, JAK3 and tyrosine kinase 2 (TYK2) that are critical in cytokine signalling and are strongly linked to both cancer and inflammatory diseases. There are currently two launched JAK inhibitors for the treatment of human conditions: tofacitinib for Rheumatoid arthritis (RA) and ruxolitinib for myeloproliferative neoplasms including intermediate or high risk myelofibrosis and polycythemia vera. Areas covered: This review covers patents claiming activity against one or more JAK family members in the period 2013-2015 inclusive, and covers 95 patents from 42 applicants, split over two parts. The authors have ordered recent patents according to the primary applicant's name, with part 1 covering A through to I. Expert opinion: Inhibition of JAK-family kinases is an area of growing interest, catalysed by the maturity of data on marketed inhibitors ruxolitinib and tofacitinib in late stage clinical trials. Many applicants are pursuing traditional fast-follower strategies around these inhibitors, with a range of chemical strategies adopted. The challenge will be to show sufficient differentiation to the originator compounds, since dose limiting toxicities with such agents appear to be on target and mechanism-related and also considering that such agents may be available as generic compounds by the time follower agents reach market.

An Evaluation of the Cooperative Learning Process by Sixth-Grade Students

Science.gov (United States)

Genç, Murat

2016-01-01

The purpose of this study is to investigate the effectiveness of cooperative learning on the science lessons achievement of primary school students and to designate their views on cooperative learning process. 135 sixth-grade students attending the same school took part in the study. The model of this study was the Solomon four-group model. In the…

Step 1: Learn about Diabetes

Science.gov (United States)

... please turn JavaScript on. Feature: Type 2 Diabetes Step 1: Learn About Diabetes Past Issues / Fall 2014 ... the whole family healthy! Here are four key steps to help you control your diabetes and live ...

The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning

International Nuclear Information System (INIS)

Kourdioukova, Elena V.; Verstraete, Koenraad L.; Valcke, Martin

2011-01-01

Objective: The aim of this research was to explore (1) clinical years students' perceptions about radiology case-based learning within a computer supported collaborative learning (CSCL) setting, (2) an analysis of the collaborative learning process, and (3) the learning impact of collaborative work on the radiology cases. Methods: The first part of this study focuses on a more detailed analysis of a survey study about CSCL based case-based learning, set up in the context of a broader radiology curriculum innovation. The second part centers on a qualitative and quantitative analysis of 52 online collaborative learning discussions from 5th year and nearly graduating medical students. The collaborative work was based on 26 radiology cases regarding musculoskeletal radiology. Results: The analysis of perceptions about collaborative learning on radiology cases reflects a rather neutral attitude that also does not differ significantly in students of different grade levels. Less advanced students are more positive about CSCL as compared to last year students. Outcome evaluation shows a significantly higher level of accuracy in identification of radiology key structures and in radiology diagnosis as well as in linking the radiological signs with available clinical information in nearly graduated students. No significant differences between different grade levels were found in accuracy of using medical terminology. Conclusion: Students appreciate computer supported collaborative learning settings when tackling radiology case-based learning. Scripted computer supported collaborative learning groups proved to be useful for both 5th and 7th year students in view of developing components of their radiology diagnostic approaches.

The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning.

Science.gov (United States)

Kourdioukova, Elena V; Verstraete, Koenraad L; Valcke, Martin

2011-06-01

The aim of this research was to explore (1) clinical years students' perceptions about radiology case-based learning within a computer supported collaborative learning (CSCL) setting, (2) an analysis of the collaborative learning process, and (3) the learning impact of collaborative work on the radiology cases. The first part of this study focuses on a more detailed analysis of a survey study about CSCL based case-based learning, set up in the context of a broader radiology curriculum innovation. The second part centers on a qualitative and quantitative analysis of 52 online collaborative learning discussions from 5th year and nearly graduating medical students. The collaborative work was based on 26 radiology cases regarding musculoskeletal radiology. The analysis of perceptions about collaborative learning on radiology cases reflects a rather neutral attitude that also does not differ significantly in students of different grade levels. Less advanced students are more positive about CSCL as compared to last year students. Outcome evaluation shows a significantly higher level of accuracy in identification of radiology key structures and in radiology diagnosis as well as in linking the radiological signs with available clinical information in nearly graduated students. No significant differences between different grade levels were found in accuracy of using medical terminology. Students appreciate computer supported collaborative learning settings when tackling radiology case-based learning. Scripted computer supported collaborative learning groups proved to be useful for both 5th and 7th year students in view of developing components of their radiology diagnostic approaches. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Plutonium microstructures. Part 1

International Nuclear Information System (INIS)

Cramer, E.M.; Bergin, J.B.

1981-09-01

This report is the first of three parts in which Los Alamos and Lawrence Livermore National Laboratory metallographers exhibit a consolidated set of illustrations of inclusions that are seen in plutonium metal as a consequence of inherent and tramp impurities, alloy additions, and thermal or mechanical treatments. This part includes illustrations of nonmetallic and intermetallic inclusions characteristic of major impurity elements as an aid to identifying unknowns. It also describes historical aspects of the increased purity of laboratory plutonium samples, and it gives the composition of the etchant solutions and describes the etching procedure used in the preparation of each illustrated sample. 25 figures

Diagnosing and Solving School Learning Disabilities in Epilepsy: Part 2--A List of Causes

Science.gov (United States)

Mittan, Robert J.

2010-01-01

The possible causes of learning difficulties in children with epilepsy are long and complex. In order to see that a child is given an adequate evaluation, an understanding of what these many causes are and how those causes may be interrelated is necessary. This article discusses the first three of the six categories of the causes: (1) Organic; (2)…

Integrated learning in practical machine element design course: a case study of V-pulley design

Science.gov (United States)

Tantrabandit, Manop

2014-06-01

To achieve an effective integrated learning in Machine Element Design course, it is of importance to bridge the basic knowledge and skills of element designs. The multiple core learning leads the pathway which consists of two main parts. The first part involves teaching documents of which the contents are number of V-groove formulae, standard of V-grooved pulleys, and parallel key dimension's formulae. The second part relates to the subjects that the students have studied prior to participating in this integrated learning course, namely Material Selection, Manufacturing Process, Applied Engineering Drawing, CAD (Computer Aided Design) animation software. Moreover, an intensive cooperation between a lecturer and students is another key factor to fulfill the success of integrated learning. Last but not least, the students need to share their knowledge within the group and among the other groups aiming to gain knowledge of and skills in 1) the application of CAD-software to build up manufacture part drawings, 2) assembly drawing, 3) simulation to verify the strength of loaded pulley by method of Finite Element Analysis (FEA), 4) the software to create animation of mounting and dismounting of a pulley to a shaft, and 5) an instruction manual. The end product of this integrated learning, as a result of the above 1 to 5 knowledge and skills obtained, the participating students can create an assembly derived from manufacture part drawings and a video presentation with bilingual (English-Thai) audio description of Vpulley with datum diameter of 250 mm, 4 grooves, and type of groove: SPA.

Controlling the quality of replacement parts in nuclear station, class 1E equipment

International Nuclear Information System (INIS)

Pierson, R.K.; Clemons, R.W.

1984-01-01

Nuclear station owners have traditionally purchased replacement parts for Class 1E equipment from the original supplier of the equipment. By this method, part and equipment quality could be maintained. In recent years, however, this traditional source of parts has continuously declined as an increasing number of original equipment suppliers stop producing Class 1E equipment or no longer stock parts for older equipment. When replacement parts for Class 1E equipment are not obtainable from the original suppliers, equipment owners have created a variety of methods for assuring the quality of parts obtained from other sources. A standard that provides direction and guidance for maintaining the quality of Class 1E equipment when repaired with parts from alternate sources is, therefore, needed to assure the methods in use are satisfactory and to alert the equipment owners to additional acceptable methods. The standard has now been proposed. IEEE Standard P934 (June, 1983 Draft): ''Requirements for Replacement Parts for Class 1E Equipment in Nuclear Power Generating Stations'' (Ref-3) consist of an introductory section followed by sections on part selection, procurement, replacement (including inspections and tests), non-conforming conditions and records. The proposed standard also includes a non-mandatory appendix on acceptable procurement methods and a summary intended to assist the user in selecting a proper procurement method

An Introduction to Deep Learning with Keras

CERN Multimedia

CERN. Geneva

2016-01-01

Keras is a modular, powerful and intuitive open-source Deep Learning library built on Theano and TensorFlow. Thanks to its minimalist, user-friendly interface, it has become one of the most popular packages to build, train and test neural networks, for both beginners and experts. In this tutorial, we will start with an introduction of the basics of neural networks and will work through fully functioning examples, with an eye towards deployment strategies within the context of CERN. Fundamental steps and parameters in Deep Learning will be presented both from a conceptual and a practical standpoint, by looking at the way Keras implements them and exposes them to the users. Please visit the [Keras website][1] prior to the workshop for installation instructions and feel free to reach out for any issue. [1]: http://keras.io/#installation

12 CFR 516.1 - What does this part do?

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 5 2010-01-01 2010-01-01 false What does this part do? 516.1 Section 516.1 Banks and Banking OFFICE OF THRIFT SUPERVISION, DEPARTMENT OF THE TREASURY APPLICATION PROCESSING PROCEDURES § 516.1 What does this part do? (a) This part explains OTS procedures for processing applications...

12 CFR 559.1 - What does this part cover?

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 5 2010-01-01 2010-01-01 false What does this part cover? 559.1 Section 559.1 Banks and Banking OFFICE OF THRIFT SUPERVISION, DEPARTMENT OF THE TREASURY SUBORDINATE ORGANIZATIONS § 559.1 What does this part cover? (a) OTS is issuing this part 559 pursuant to its general rulemaking...

Learning frameworks as an alternative to repositories

DEFF Research Database (Denmark)

Dalsgaard, Christian

2005-01-01

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

Flotillin-1 is an evolutionary-conserved memory-related protein up-regulated in implicit and explicit learning paradigms.

Science.gov (United States)

Monje, Francisco J; Divisch, Isabella; Demit, Marvie; Lubec, Gert; Pollak, Daniela D

2013-06-01

Studies of synaptic plasticity using the marine mollusk Aplysia californica as model system have been successfully used to identify proteins involved in learning and memory. The importance of molecular elements regulated by the learning- related neurotransmitter serotonin in Aplysia can then be explored in rodent models and finally tested for their relevance for human physiology and pathology. Herein, 2-DE gel-based electrophoresis has been used to investigate protein level changes after treatment with serotonin in Aplysia abdominal ganglia. Twenty-one proteins have been found to be regulated by serotonin, and protein level changes of actin depolymerizing factor (ADF), deleted in azoospermia associated protein (DAZAP-1), and Flotillin-1 have been verified by Western blotting. Flotillin-1, a member of the flotillin/reggie family of scaffolding proteins, has been previously found to be involved in neuritic branching and synapse formation in hippocampal neurons in vitro. However, its importance for hippocampal- dependent learning and memory in the mouse has not been examined. Here, elevated levels of Flotillin-1 in hippocampal tissue of mice trained in the Morris water maze confirmed the relevance of Flotillin-1 for memory-related processes in a mammalian system. Thus, a translational approach-from invertebrates to rodents-led to the identification of Flotillin-1 as evolutionary-conserved memory-related protein.

An Experiment on How Adult Students Can Learn by Designing Engaging Learning Games

DEFF Research Database (Denmark)

Weitze, Charlotte Lærke

2014-01-01

worth investigating as a motivational learning strategy. As meaning can be constructed through the manipulation of materials, which facilitates reflection and new ways of thinking, the use of learning games in education is taken one step further into the building of learning games in collaborative...... enables the students to be the designers of their own learning, by allowing them to create their own digital learning games, while implementing learning goals from cross-disciplinary subject matters (Figure 1). Another focus has been to create a learning design that scaffolds the students’ own learning-game......This article presents and discusses the first iteration of a design-based research experiment focusing on how to create a motivating gamified learning design, one that facilitates a deep learning process for adult students making their own learning games. Using games for learning has attracted...

Bariatric Surgery: Bad to the Bone, Part 1.

Science.gov (United States)

Pizzorno, Lara

2016-03-01

Obesity is now a global epidemic affecting a significant and rapidly increasing number of adults, adolescents, and children. As the incidence of obesity has increased, so has the use of bariatric surgery as a medical solution. A growing number of studies now report that, despite calcium and vitamin D supplementation, the most frequently performed types of bariatric surgery, the Roux-en-Y gastric bypass and the sleeve gastrectomy, cause significant ongoing bone loss. In resources available to the general public and to physicians, this adverse outcome is rarely mentioned or is attributed solely to reduced calcium absorption. Recent studies investigating micronutrient malabsorption and changes in a wide range of hormones induced by bariatric surgery now indicate that calcium malabsorption is the tip of a formidable iceberg. The current article, part 1 of a 2-part series, reviews the latest research findings confirming that obesity prevalence is skyrocketing and that bariatric surgery causes ongoing, accelerated bone loss. Part 1 also discusses the mechanisms through which the bariatric surgery-induced malabsorption of key nutrients adversely affects bone homeostasis. Part 2 discusses the specific changes seen in bone metabolism after bariatric surgery and reviews current data on the underlying mechanisms, in addition to nutrient malabsorption, which are thought to contribute to bariatric surgery-induced ongoing accelerated bone loss. These processes include mechanical unloading and changes in a wide variety of hormones (eg, leptin, adiponectin, testosterone, estradiol, serotonin, ghrelin, glucagon-like peptide 1, and gastric inhibitory peptide). Also, part 2 covers interventions that may help lessen bariatric surgery-induced bone loss, which are now beginning to appear in the medical literature. Bariatric surgery's adverse effects on bone must be widely recognized and protocols developed to prevent early onset osteoporosis in the recipients of an increasingly utilized

12 CFR 557.1 - What does this part do?

Science.gov (United States)

2010-01-01

... 12 Banks and Banking 5 2010-01-01 2010-01-01 false What does this part do? 557.1 Section 557.1 Banks and Banking OFFICE OF THRIFT SUPERVISION, DEPARTMENT OF THE TREASURY DEPOSITS General § 557.1 What does this part do? This part applies to the deposit activities of savings associations. If you are a...

An Examination of Program Selection Criteria for Part-Time MBA Students

Science.gov (United States)

Colburn, Michael; Fox, Daniel E.; Westerfelt, Debra Kay

2011-01-01

Prospective graduate students select a graduate program as a result of a multifaceted decision-making process. This study examines the selection criteria that part-time MBA students used in selecting a program at a private university. Further, it analyzes the methods by which the students first learned of the MBA program. The authors posed the…

Repurposeable Learning Objects Linked to Teaching and Learning Styles

Directory of Open Access Journals (Sweden)

Jeremy Dunning

2004-02-01

Full Text Available Multimedia learning objects are an essential component of high quality, technology-mediated instruction. Learning objects allow the student to use the content learned in a particular part of a course and; 1. demonstrate mastery of the content, 2. apply that knowledge to solving a problem, and 3. use the content in a critical thinking exercise that both demonstrates mastery and allows the student to place the content within the context of the larger topic of the course. The difficulty associated with the use of learning objects on a broad scale is that they require programming skills most professors and instructors do not possess. Learning objects also tend to be custom productions and are defined in terms of the programming and code terminology, further limiting the professor's ability to understand how they are created. Learning objects defined in terms of styles of learning and teaching allow professors and instructors to develop a deeper understanding of the learning objects and the design process. A set of learning objects has been created that are designed for some of the important styles of learning and teaching. They include; visual learning, writing skills, critical thinking, time-revealed scenarios, case studies and empirical observation. The learning objects are designed and described in terms that the average instructor can readily understand , redesign and incorporate into their own courses. They are also designed in such a way that they can readily be repurposed for new applications in other courses and subject areas, with little or no additional programming.

26 CFR 1.25A-4 - Lifetime Learning Credit.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 1 2010-04-01 2010-04-01 true Lifetime Learning Credit. 1.25A-4 Section 1.25A-4... Rates During A Taxable Year § 1.25A-4 Lifetime Learning Credit. (a) Amount of the credit—(1) Taxable years beginning before January 1, 2003. Subject to the phaseout of the education tax credit described in...

An exploration of student midwives' language to describe non-formal learning in professional practice.

Science.gov (United States)

Finnerty, Gina; Pope, Rosemary

2005-05-01

The essence of non-formal learning in midwifery practice has not been previously explored. This paper provides an in-depth analysis of the language of a sample of student midwives' descriptions of their practice learning in a range of clinical settings. The students submitted audio-diaries as part of a national study (Pope, R., Graham. L., Finnerty. G., Magnusson, C. 2003. An investigation of the preparation and assessment for midwifery practice within a range of settings. Project Report. University of Surrey). Participants detailed their learning activities and support obtained whilst working with their named mentors for approximately 10 days or shifts. The rich audio-diary data have been analysed using Discourse Analysis. A typology of non-formal learning (Eraut, M. 2000. Non-formal learning and implicit knowledge in professional work. British Journal of Educational Psychology 70, 113-136) has been used to provide a framework for the analysis. Non-formal learning is defined as any learning which does not take place within a formally organised learning programme (Eraut, M. 2000. Non-formal learning and implicit knowledge in professional work. British Journal of Educational Psychology 70, 113-136). Findings indicate that fear and ambiguity hindered students' learning. Recommendations include the protection of time by mentors within the clinical curriculum to guide and supervise students in both formal and non-formal elements of midwifery practice. This paper will explore the implications of the findings for practice-based education.

An overview of artificial intelligence and robotics. Volume 1: Artificial intelligence. Part B: Applications

Science.gov (United States)

Gevarter, W. B.

1983-01-01

Artificial Intelligence (AI) is an emerging technology that has recently attracted considerable attention. Many applications are now under development. This report, Part B of a three part report on AI, presents overviews of the key application areas: Expert Systems, Computer Vision, Natural Language Processing, Speech Interfaces, and Problem Solving and Planning. The basic approaches to such systems, the state-of-the-art, existing systems and future trends and expectations are covered.

Supportive Learning: Linear Learning and Collaborative Learning

Science.gov (United States)

Lee, Bih Ni; Abdullah, Sopiah; Kiu, Su Na

2016-01-01

This is a conceptual paper which is trying to look at the educational technology is not limited to high technology. However, electronic educational technology, also known as e-learning, has become an important part of today's society, which consists of a wide variety of approaches to digitization, components and methods of delivery. In the…

Facilitators and barriers to students' learning in an obesity prevention graduate program.

Science.gov (United States)

Do, Kieu Anh; Anderson-Knott, Mindy; de Guzman, Maria Rosario T; Boeckner, Linda; Koszewski, Wanda

2018-01-01

Childhood obesity is a major public health concern with underpinnings at the individual, family, community and societal levels. The Transdisciplinary Childhood Obesity Prevention Graduate Certificate Program (TOP) is an innovative graduate-level certificate program developed to train professionals to understand and address obesity from multiple perspectives using an interprofessional education (IPE) approach. Currently, there is limited knowledge on what promotes or hinders learning in IPE approaches dealing with obesity prevention. The goal of this report is to address this gap by describing facilitators and barriers to learning in a graduate-level training program. Using a qualitative research design, semi-structured interviews were collected from 23 professional students, as part of a larger program evaluation project for TOP. Thematic analysis revealed the challenges and strengths of the program that relate specifically to: its interprofessional approach, its structure, and its activities. Interprofessional exchanges were reported to expand students' learning, but adequate interprofessional representation must be maintained, and the complexity of interprofessional collaborations must also be well-coordinated. Standardising the program structure and courses for consistency across professions, and clear communication are critical to program success. Findings add to the existing literature on what promotes effective learning in a professional obesity prevention program using an IPE approach.

Syntactic learning by mere exposure – An ERP study in adult learners

Directory of Open Access Journals (Sweden)

Friederici Angela D

2009-07-01

Full Text Available Abstract Background Artificial language studies have revealed the remarkable ability of humans to extract syntactic structures from a continuous sound stream by mere exposure. However, it remains unclear whether the processes acquired in such tasks are comparable to those applied during normal language processing. The present study compares the ERPs to auditory processing of simple Italian sentences in native and non-native speakers after brief exposure to Italian sentences of a similar structure. The sentences contained a non-adjacent dependency between an auxiliary and the morphologically marked suffix of the verb. Participants were presented four alternating learning and testing phases. During learning phases only correct sentences were presented while during testing phases 50 percent of the sentences contained a grammatical violation. Results The non-native speakers successfully learned the dependency and displayed an N400-like negativity and a subsequent anteriorily distributed positivity in response to rule violations. The native Italian group showed an N400 followed by a P600 effect. Conclusion The presence of the P600 suggests that native speakers applied a grammatical rule. In contrast, non-native speakers appeared to use a lexical form-based processing strategy. Thus, the processing mechanisms acquired in the language learning task were only partly comparable to those applied by competent native speakers.

Organisational Learning Approaches to School Leadership and Management: Teachers' Values and Perceptions of Practice

Science.gov (United States)

Pedder, David; MacBeath, John

2008-01-01

In this article, we report results of a survey of 1,397 teachers in 26 primary and 17 secondary schools in England as part of the Learning How to Learn project. We consider how school self-evaluation can be understood within an organisational learning frame. Factor analysis of teachers' responses helped us identify 4 dimensions of organisational…

[Social learning as an uncertainty-reduction strategy: an adaptationist approach].

Science.gov (United States)

Nakanishi, Daisuke; Kameda, Tatsuya; Shinada, Mizuho

2003-04-01

Social learning is an effective mechanism to reduce uncertainty about environmental knowledge, helping individuals adopt an adaptive behavior in the environment at small cost. Although this is evident for learning about temporally stable targets (e.g., acquiring avoidance of toxic foods culturally), the functional value of social learning in a temporally unstable environment is less clear; knowledge acquired by social learning may be outdated. This paper addressed adaptive values of social learning in a non-stationary environment empirically. When individual learning about the non-stationary environment is costly, a hawk-dove-game-like equilibrium is expected to emerge in the population, where members who engage in costly individual learning and members who skip the information search and free-ride on other members' search efforts coexist at a stable ratio. Such a "producer-scrounger" structure should qualify effectiveness of social/cultural learning severely, especially "conformity bias" when using social information (Boyd & Richerson, 1985). We tested these predictions by an experiment implementing a non-stationary uncertain environment in a laboratory. The results supported our thesis. Implications of these findings and some future directions were discussed.

An instance theory of associative learning.

Science.gov (United States)

Jamieson, Randall K; Crump, Matthew J C; Hannah, Samuel D

2012-03-01

We present and test an instance model of associative learning. The model, Minerva-AL, treats associative learning as cued recall. Memory preserves the events of individual trials in separate traces. A probe presented to memory contacts all traces in parallel and retrieves a weighted sum of the traces, a structure called the echo. Learning of a cue-outcome relationship is measured by the cue's ability to retrieve a target outcome. The theory predicts a number of associative learning phenomena, including acquisition, extinction, reacquisition, conditioned inhibition, external inhibition, latent inhibition, discrimination, generalization, blocking, overshadowing, overexpectation, superconditioning, recovery from blocking, recovery from overshadowing, recovery from overexpectation, backward blocking, backward conditioned inhibition, and second-order retrospective revaluation. We argue that associative learning is consistent with an instance-based approach to learning and memory.

An approach to assessing stress in e-learning students

OpenAIRE

Rodrigues, Manuel; Fdez-Riverola, Florentino; Novais, Paulo

2012-01-01

Abstract: On-line collaboration is becoming more and more common in education and with organisations. Many institutions encourage the use of E-learning platforms, as a complementary tool to support learning or, as in many cases, as the primary tool to do it (possibly the only one). It is believed that the sole use of such a platform can in itself be a cause of stress for students. Stress is a normal part of studying, but if not managed it the proper way, stress can grow, become a ...

Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

Science.gov (United States)

Chiu, Thomas K. F.; Churchill, Daniel

2016-01-01

Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

An Innovative Three Part Prosthetic Rehabilitation of Class-1V Facial Defect

OpenAIRE

Balu, K.

2013-01-01

Loss of maxillo facial structures due to neoplasm, trauma and accidents gives inconsolable mental, physical and psychological agony to a person’s dignified life in his living society. Surgical reconstruction was not feasible for all cases and certain cases needs prosthetic rehabilitation. In this clinical case report, an innovative, simple three part maxillo orbital prosthesis fabrication using magnets was explained.

RASISME DALAM FILM 99 CAHAYA DI LANGIT EROPA PART 1 (ANALISIS SEMIOTIKA DALAM FILM 99 CAHAYA DI LANGIT EROPA PART 1

Directory of Open Access Journals (Sweden)

Vallen Nur Rita

2016-09-01

Full Text Available Stereotip merupakan pernyataan negatif dari prasangka. Prasangka inilah yang kemudian dijadikan alasan untuk melakukan diskriminasi terhadap kelompok rasial tertentu. Stereotip dan prasangka kemudian merujuk pada suatu paham yang mempercayai adanya superioritas yang menolak adanya kesetaraan manusia yaitu rasisme. Perilaku maupun tindakan rasisme tersebut banyak muncul dalam beberapa scene film 99 Cahaya Di Langit Eropa Part 1. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana simbol-simbol digunakan untuk menggambarkan rasisme di dalam film 99 Cahaya Di Langit Eropa Part 1. Metode yang digunakan oleh peneliti adalah semiotika Roland Barthes. Model Roland Barthes terdiri dari tiga tahap analisis yaitu denotasi, konotasi, mitos. Peneliti melakukan analisis menggunakan tanda verbal dan nonverbal yang terdapat dalam film “99 Cahaya di Langit Eropa Part 1”. Dalam menganalisis film 99 Cahaya di Langit Eropa Part 1, dikelompokkan menjadi beberapa kategori yang berhubungan dengan perilaku rasisme, antara lain : stereotip, prasangka, diskriminasi

Wikiwijs: An unexpected journey and the lessons learned towards OER

Directory of Open Access Journals (Sweden)

Robert Schuwer

2014-04-01

Full Text Available The Dutch Ministry of Education, Culture and Science has funded a five years program to encourage the use, creation and sharing of Open Educational Resources (OER by teachers from various types of education. This program is known as Wikiwijs. Ultimo 2013, the program has come to an end. As some of the assumptions at the start of Wikiwijs proved to work out in unexpected ways the lessons learned could fuel the next steps in developing Wikiwijs. Besides, other national initiatives on opening up education may also benefit from the lessons learned reported here. The main conclusion from five years Wikiwijs was that to accomplish mainstreaming OER, the Wikiwijs program should go along with other interventions that are more oriented toward prescriptive policies and regulations. In particular: the Dutch government should be more directive in persuading executive boards and teachers on schools to adopt OER as an important part of educational reform and the acquisition of 21st century skills.

Human genome program report. Part 1, overview and progress

Energy Technology Data Exchange (ETDEWEB)

NONE

1997-11-01

This report contains Part 1 of a two-part report to reflect research and progress in the U.S. Department of Energy Human Genome Program from 1994 through 1996, with specified updates made just before publication. Part 1 consists of the program overview and report on progress.

E-Learning in Croatian Higher Education: An Analysis of Students' Perceptions

Science.gov (United States)

Dukić, Darko; Andrijanić, Goran

2010-06-01

Over the last years, e-learning has taken an important role in Croatian higher education as a result of strategies defined and measures undertaken. Nonetheless, in comparison to the developed countries, the achievements in e-learning implementation are still unsatisfactory. Therefore, the efforts to advance e-learning within Croatian higher education need to be intensified. It is further necessary to undertake ongoing activities in order to solve possible problems in e-learning system functioning, which requires the development of adequate evaluation instruments and methods. One of the key steps in this process would be examining and analyzing users' attitudes. This paper presents a study of Croatian students' perceptions with regard to certain aspects of e-learning usage. Given the character of this research, adequate statistical methods were required for the data processing. The results of the analysis indicate that, for the most part, Croatian students have positive perceptions of e-learning, particularly as support to time-honored forms of teaching. However, they are not prepared to completely give up the traditional classroom. Using factor analysis, we identified four underlying factors of a collection of variables related to students' perceptions of e-learning. Furthermore, a certain number of statistically significant differences in student attitudes have been confirmed, in terms of gender and year of study. In our study we used discriminant analysis to determine discriminant functions that distinguished defined groups of students. With this research we managed to a certain degree to alleviate the current data insufficiency in the area of e-learning evaluation among Croatian students. Since this type of learning is gaining in importance within higher education, such analyses have to be conducted continuously.

Learning Mediated by an Educational Hypermedia

Science.gov (United States)

Fagundes, Adriano Luiz; da Silva, Tatiana; Barroso, Marta Feijó

2015-12-01

The phases of the Moon is a learning subject composed of smaller units here elaborated by adopting the theory of cognitive load, including aspects related to visualization in science education and taking into account learning difficulties documented in the research literature on science/astronomy teaching as theoretical guiding. The complete research process involved 77 students attending an undergraduate physics course and included data collection instruments to investigate technical aspects of the material, quality of contents and learning. This work focused on learning mediated by a hypermedia digital resource. The instruments used at this stage were pre-testing and learning evaluation allowing a qualitative and quantitative assessment. The questions pointed to the knowledge of the Moon as a body without its own light, to representations of schematic diagrams with sequences of lunar phases and the possibility of observing the Sun and the Moon according to the time of the day, an explanation and a representation of the dynamics of synchronous rotation motion of the Moon. The result provided an overall average increase of 33% in learning. We point out the features of the material that may have contributed to a highest quality as a learning tool.

Posthuman learning

DEFF Research Database (Denmark)

Hasse, Cathrine

This book shall explore the concept of learning from the new perspective of the posthuman. The vast majority of cognitive, behavioral and part of the constructionist learning theories operate with an autonomous individual who learn in a world of separate objects. Technology is (if mentioned at all......) understood as separate from the individual learner and perceived as tools. Learning theory has in general not been acknowledging materiality in their theorizing about what learning is. A new posthuman learning theory is needed to keep up with the transformations of human learning resulting from new...... technological experiences. One definition of learning is that it is a relatively permanent change in behavior as the result of experience. During the first half of the twentieth century, two theoretical approaches dominated the domain of learning theory: the schools of thought commonly known as behaviorism...

Combining research in physical chemistry and chemical education: Part A. The femtosecond molecular dynamics of small gas-phase anion clusters. Part B. Surveying student beliefs about chemistry and the development of physical chemistry learning tutorials

Science.gov (United States)

Barbera, Jack

2007-12-01

This dissertation combines work in the areas of experimental physical chemistry and chemical education. In the area of physical chemistry, femtosecond pump-probe spectroscopy is used to interrogate the time-dependence for energy redistribution, solvent reorientation, and dissociation dynamics in small gas-phase anion clusters. The chemical education research addressed in this manuscript include the development and validation of a survey to measure students' beliefs about chemistry and the learning of chemistry and the development and testing of learning tutorials for use in undergraduate physical chemistry courses in thermodynamics and kinetics. In the first part of this dissertation, the Cu(CD3OD) dynamics are investigated using a combination of femtosecond pump-probe experiments and ab initio calculations. Dissociation of this complex into Cu and CD3OD occurs on two distinct time scales: 3 and 30 ps, which arise, respectively, from the coupling of intermolecular solvent rotations and excited methyl rotor rotation into the Cu-O dissociation component upon electron photodetachment of the precursor anion. In the second part of this dissertation, the time-resolved recombination of photodissociated IBr-(CO2)n (n = 5 - 10) cluster anions is investigated. Upon excitation to the A' 2pi 1/2 state of the chromophore, the bare anion results in I- and Br products, upon solvation with CO2, the IBr- chromophore regains near-IR absorption after recombination and vibrational relaxation on the ground electronic state. The recombination times vary with the number of solvent molecules from 12 ps for n = 5 to 900 ps for n = 10. Extensive electronic structure and non-adiabatic molecular dynamic simulations provide a framework to understand this behavior. In the third part of this dissertation, the modification and validation of the Colorado Learning Attitudes about Science Survey (CLASS) for use in chemistry is presented in detail. The CLASS survey is designed to measure student

Lessons Learned from the Node 1 Temperature and Humidity Control Subsystem Design

Science.gov (United States)

Williams, David E.

2010-01-01

Node 1 flew to the International Space Station (ISS) on Flight 2A during December 1998. To date the National Aeronautics and Space Administration (NASA) has learned a lot of lessons from this module based on its history of approximately two years of acceptance testing on the ground and currently its twelve years on-orbit. This paper will provide an overview of the ISS Environmental Control and Life Support (ECLS) design of the Node 1 Temperature and Humidity Control (THC) subsystem and it will document some of the lessons that have been learned to date for this subsystem and it will document some of the lessons that have been learned to date for these subsystems based on problems prelaunch, problems encountered on-orbit, and operational problems/concerns. It is hoped that documenting these lessons learned from ISS will help in preventing them in future Programs. 1

Cross-Cultural Service Learning: American and Russian Students Learn Applied Organizational Communication.

Science.gov (United States)

Stevens, Betsy

2001-01-01

Describes how American and Russian students engaged in service learning in their own communities as part of an organizational communication class in which they learned communication principles and applied their skills to assist non-profit organizations. Describes both projects, stumbling blocks, and course outcomes. (SR)

Telecommuting and Learning Style Preference: An Examination of Learning Transfer in the Workplace

Science.gov (United States)

Schulz, Lisa C.

2010-01-01

Telecommuting learning style preferences were examined in an effort to determine the impact of learning transfer and if employees could benefit from blended training methodologies (i.e., online, face-to-face). Learning style preferences were examined in an effort to promote learning transfer and retention in the workplace. Employees in higher…

α1-Adrenoceptors in the hippocampal dentate gyrus involved in learning-dependent long-term potentiation during active-avoidance learning in rats.

Science.gov (United States)

Lv, Jing; Zhan, Su-Yang; Li, Guang-Xie; Wang, Dan; Li, Ying-Shun; Jin, Qing-Hua

2016-11-09

The hippocampus is the key structure for learning and memory in mammals and long-term potentiation (LTP) is an important cellular mechanism responsible for learning and memory. The influences of norepinephrine (NE) on the modulation of learning and memory, as well as LTP, through β-adrenoceptors are well documented, whereas the role of α1-adrenoceptors in learning-dependent LTP is not yet clear. In the present study, we measured extracellular concentrations of NE in the hippocampal dentate gyrus (DG) region using an in-vivo brain microdialysis and high-performance liquid chromatography techniques during the acquisition and extinction of active-avoidance behavior in freely moving conscious rats. Next, the effects of prazosin (an antagonist of α1-adrenoceptor) and phenylephrine (an agonist of the α1-adrenoceptor) on amplitudes of field excitatory postsynaptic potential were measured in the DG region during the active-avoidance behavior. Our results showed that the extracellular concentration of NE in the DG was significantly increased during the acquisition of active-avoidance behavior and gradually returned to the baseline level following extinction training. A local microinjection of prazosin into the DG significantly accelerated the acquisition of the active-avoidance behavior, whereas a local microinjection of phenylephrine retarded the acquisition of the active-avoidance behavior. Furthermore, in all groups, the changes in field excitatory postsynaptic potential amplitude were accompanied by corresponding changes in active-avoidance behavior. Our results suggest that NE activation of α1-adrenoceptors in the hippocampal DG inhibits active-avoidance learning by modulation of synaptic efficiency in rats.

[Anaesthetists learn--do institutions also learn? Importance of institutional learning and corporate culture in clinics].

Science.gov (United States)

Schüpfer, G; Gfrörer, R; Schleppers, A

2007-10-01

In only a few contexts is the need for substantial learning more pronounced than in health care. For a health care provider, the ability to learn is essential in a changing environment. Although individual humans are programmed to learn naturally, organisations are not. Learning that is limited to individual professions and traditional approaches to continuing medical education is not sufficient to bring about substantial changes in the learning capacity of an institution. Also, organisational learning is an important issue for anaesthesia departments. Future success of an organisation often depends on new capabilities and competencies. Organisational learning is the capacity or processes within an organisation to maintain or improve performance based on experience. Learning is seen as a system-level phenomenon as it stays in the organisation regardless of the players involved. Experience from other industries shows that learning strategies tend to focus on single loop learning, with relatively little double loop learning and virtually no meta-learning or non-learning. The emphasis on team delivery of health care reinforces the need for team learning. Learning organisations make learning an intrinsic part of their organisations and are a place where people continually learn how to learn together. Organisational learning practice can help to improve existing skills and competencies and to change outdated assumptions, procedures and structures. So far, learning theory has been ignored in medicine, due to a wide variety of complex political, economic, social, organisational culture and medical factors that prevent innovation and resist change. The organisational culture is central to every stage of the learning process. Learning organisations move beyond simple employee training into organisational problem solving, innovation and learning. Therefore, teamwork and leadership are necessary. Successful organisations change the competencies of individuals, the systems

Learning From Experience

DEFF Research Database (Denmark)

Visholm, Steen; Beck, Ulla Charlotte

2014-01-01

University and NAPSO2). Seen from the horizon of their experience some of the basic concepts in the theories about GRC need clarifying, revision, and development. The GRC is a part of the learning from experience movement and as a consequence it stresses the underlying basis: learning is personal so everyone...... presented and discussed and two later contributions are presented: Barry Palmer's theory (Palmer, 1979) and Junell Silver and Ruthellen Josselson's study (Silver & Josselson, 2010). The learning concepts of the GRCs are found to be too general and too far from organisational life. As an attempt to move......In this paper the learning concept of group relation's conferences are discussed. The authors have worked with group relations conferences (GRC) in different contexts for many years-mainly as a part of educational programmes for managers and consultants (OPU at IGA Copenhagen, MPO at Roskilde...

GoNorth! - An Adventure Learning Case Study

Science.gov (United States)

Porsild, M.; Doering, A.; Pregont, P.

2008-12-01

GoNorth! is an adventure learning series developed at the University of Minnesota in collaboration with NOMADS Online Expeditions. GoNorth! uses real-time experiences of dogsled expeditions on a multimedia saturated website at http://www.PolarHusky.com to motivate and engage millions of K-12 students and teachers. The program is free and research (Doering & Veletsianos, 2007) shows that it can be adopted by any teacher who signs up to use the program. It is currently utilized in 3400+ classrooms across the 50 US States and in 29 countries worldwide. Research (Doering & Veletsianos, 2007; 2008) notes that students working with GoNorth! are excited, motivated, and eager to engage with authentic tasks, solve real-world problems, collaborate with colleagues and experts, and initiate actions in their own community. Our team of educators, scientists and explorers circumnavigate the Arctic traveling by dog team to a new Arctic locale every year. Driven by an environmental question of particular relevance to the given Arctic region, each year a comprehensive natural and social science GoNorth! Curriculum & Activity Guide (450+ pages) is developed reflecting the expedition's current Arctic locale and its indigenous culture. The associated online learning environment delivers comprehensive resources about the region of travel, collaborative opportunities, live field updates and field research findings synched real-time to the curriculum. Field research relevant to understanding patterns of climate change and polar science is conducted with independent researchers featured as "Cool GoNorth! Scientists." Collaborations span from scientists at NASA and the United States Department of Agriculture to student observers in pan-Arctic communities as part of the NSF-supported initiative "What Is Climate Change to You?." This scientific research and fieldwork in turn coincides with the curriculum. The result is a community of learners on the Internet gaining knowledge from Arctic

A Look at Relationships (Part I: Supporting Theories of STEM Integrated Learning Environment in a Classroom - A Historical Approach

Directory of Open Access Journals (Sweden)

Tomoki Saito

2016-04-01

Full Text Available In this article, the authors address STEM pedagogies that relate to “integration” issues and to their implementation. Referring to past discussions on transdisciplinary teaching and learning (“transdisciplinarity”, the authors claim that STEM integration might lead to synergy between each of four disciplines, and the interaction of those learnings might have mutual benefits as well as disadvantages. Hence, although educators often find it difficult to leave discrete disciplines in which they studied, learning in an integrated environment that focuses on student-centered learning, could or should differ from teaching in traditional classes. Learning in the STEM Integrated Learning Environment has certain features: 1 learning is not necessarily included in and assessed by disciplines as in traditional classes; 2 learning within and across networks of learners has relationships beyond STEM disciplines; and 3 thus, the environment would be structured by vectors of those relationships. If so, teachers are expected to prepare for interactions among STEM areas of learning.

An incremental procedure model for e-learning projects at universities

Directory of Open Access Journals (Sweden)

Pahlke, Friedrich

2006-11-01

Full Text Available E-learning projects at universities are produced under different conditions than in industry. The main characteristic of many university projects is that these are realized quasi in a solo effort. In contrast, in private industry the different, interdisciplinary skills that are necessary for the development of e-learning are typically supplied by a multimedia agency.A specific procedure tailored for the use at universities is therefore required to facilitate mastering the amount and complexity of the tasks.In this paper an incremental procedure model is presented, which describes the proceeding in every phase of the project. It allows a high degree of flexibility and emphasizes the didactical concept – instead of the technical implementation. In the second part, we illustrate the practical use of the theoretical procedure model based on the project “Online training in Genetic Epidemiology”.

The metallurgy of superalloys part 1

International Nuclear Information System (INIS)

Abdelazim, M.E.; Hammad, F.H.

1990-01-01

This is part I of the report titled 'the metallurgy of superalloys'. In this part the structure, phases and systems of superalloys are reviewed. The role of alloying elements in the design of superalloys and the mechanical properties of superalloys are also reviewed. Superalloys are important in high temperature technology, especially above 700 degree c. They are 'super' mainly because their creep and stress rupture resistances are very high. Superalloys are based on an austenitic matrix including secondary phases, mainly gamma precipitates, inter and intragranular carbides mainly M 23 C 6 and M 6 C. They are classified into three systems, Ni-base, Fe-Ni base and Ce-base alloys. Different alloying elements mainly Cr, Mo, Al, Ti are added to increase the strength either by solid solution hardening (Cr, Mo, Al), precipitation hardening (A 1, Ti to produce gamma) or by dispersion hardening (Cr, Mo to form M 23 C 6 and M 6 C carbides) and to increase the oxidation resistance (Cr, Al). 3 tab., 2 fig

Modern spinal instrumentation. Part 1: Normal spinal implants

International Nuclear Information System (INIS)

Davis, W.; Allouni, A.K.; Mankad, K.; Prezzi, D.; Elias, T.; Rankine, J.; Davagnanam, I.

2013-01-01

The general radiologist frequently encounters studies demonstrating spinal instrumentation, either as part of the patient's postoperative evaluation or as incidental to a study performed for another purpose. There are various surgical approaches and devices used in spinal surgery with an increased understanding of spinal and spinal implant biomechanics drives development of modern fixation devices. It is, therefore, important that the radiologist can recognize commonly used devices and identify their potential complications demonstrated on imaging. The aim of part 1 of this review is to familiarize the reader with terms used to describe surgical approaches to the spine, review the function and normal appearances of commonly used instrumentations, and understand the importance of the different fixation techniques. The second part of this review will concentrate on the roles that the different imaging techniques play in assessing the instrumented spine and the recognition of complications that can potentially occur.

Towards an Open Learning Environment for the Young Child: Some Principles, Practices and Issues in Curriculum Planning. Notes, Comments...(Child, Family, Community). Digest No. IV.

Science.gov (United States)

Prakasha, Veda

This digest explores the question, What types of activities and experiences should a good learning environment offer to the young child to help him grow normally and happily? Part 1 focuses on basic considerations in the development of early childhood care and education (ECCE) curricula. Four chapters concern: (1) the learning needs of the young…

Developing an instrument to measure effective factors on Clinical Learning.

Science.gov (United States)

Dadgaran, Ideh; Shirazi, Mandana; Mohammadi, Aeen; Ravari, Ali

2016-07-01

Although nursing students spend a large part of their learning period in the clinical environment, clinical learning has not been perceived by its nature yet. To develop an instrument to measure effective factors on clinical learning in nursing students. This is a mixed methods study performed in 2 steps. First, the researchers defined "clinical learning" in nursing students through qualitative content analysis and designed items of the questionnaire based on semi-structured individual interviews with nursing students. Then, as the second step, psychometric properties of the questionnaire were evaluated using the face validity, content validity, construct validity, and internal consistency evaluated on 227 students from fourth or higher semesters. All the interviews were recorded and transcribed, and then, they were analyzed using Max Qualitative Data Analysis and all of qualitative data were analyzed using SPSS 14. To do the study, we constructed the preliminary questionnaire containing 102 expressions. After determination of face and content validities by qualitative and quantitative approaches, the expressions of the questionnaire were reduced to 45. To determine the construct validity, exploratory factor analysis was applied. The results indicated that the maximum variance percentage (40.55%) was defined by the first 3 factors while the rest of the total variance percentage (59.45%) was determined by the other 42 factors. Results of exploratory factor analysis of this questionnaire indicated the presence of 3 instructor-staff, students, and educational related factors. Finally, 41 expressions were kept in 3 factor groups. The α-Cronbach coefficient (0.93) confirmed the high internal consistency of the questionnaire. Results indicated that the prepared questionnaire was an efficient instrument in the study of the effective factors on clinical learning as viewed by nursing students since it involves 41 expressions and properties such as instrument design based

EOL-1, the homolog of the mammalian Dom3Z, regulates olfactory learning in C. elegans.

Science.gov (United States)

Shen, Yu; Zhang, Jiangwen; Calarco, John A; Zhang, Yun

2014-10-01

Learning is an essential function of the nervous system. However, our understanding of molecular underpinnings of learning remains incomplete. Here, we characterize a conserved protein EOL-1 that regulates olfactory learning in Caenorhabditis elegans. A recessive allele of eol-1 (enhanced olfactory learning) learns better to adjust its olfactory preference for bacteria foods and eol-1 acts in the URX sensory neurons to regulate learning. The mammalian homolog of EOL-1, Dom3Z, which regulates quality control of pre-mRNAs, can substitute the function of EOL-1 in learning regulation, demonstrating functional conservation between these homologs. Mutating the residues of Dom3Z that are critical for its enzymatic activity, and the equivalent residues in EOL-1, abolishes the function of these proteins in learning. Together, our results provide insights into the function of EOL-1/Dom3Z and suggest that its activity in pre-mRNA quality control is involved in neural plasticity. Copyright © 2014 the authors 0270-6474/14/3413364-07$15.00/0.

Part 1: diagnosis and monitoring

Directory of Open Access Journals (Sweden)

Dorota Krasowska

2017-11-01

Full Text Available Systemic sclerosis is an immune-mediated disease characterized by a chronic and progressive course. It often leads to multiorgan failure and patient disability, and contributes to significant reduction in the quality of life. Systemic sclerosis affects the skin, subcutaneous tissue, muscles, osteoarticular system and internal organs. The complexity and diversity of clinical presentations require an individual approach and multidisciplinary collaboration both at the stage of diagnosis and treatment. Critical factors in systemic sclerosis include early diagnosis, assessment of internal organ involvement, identification of patients at potential risk of organ complications, assessment of disease dynamics and activity, and implementation of optimal therapy. Part 1 presents current recommendations for the diagnostics and monitoring of patients with systemic sclerosis. Attention is given to classification criteria, clinical forms of systemic sclerosis, assessment of skin thickness and systemic sclerosis microangiopathy, significance of antinuclear antibodies, diagnosis of interstitial lung disease and pulmonary arterial hypertension, renal crisis and cardiac abnormalities, and evaluation of the gastrointestinal tract and osteoarticular and muscular systems.

Exploring Effects of Different Roles on Using an E-learning Service

Directory of Open Access Journals (Sweden)

Yang H.J.

2016-01-01

Full Text Available The purpose of this study was to explore effects of different roles on learning satisfaction. For better hosting a e-learning service, there is a need to understand user’s satisfaction of the learning service. Data was collected from an on-line learning system. Based upon course learning activities, each course was assign to a certain role for the learner. There are six types of learning role from all course. 1 Reporter, 2 Listener, 3 Researcher, 4 Reporting Listener, 5 Reporting Researcher, 6 Report Listen Researcher; One-way ANOVA procedure was applied to exploring whether the role difference affects users satisfaction. According to the significant level less than .05, it was concluded that learning satisfaction of different roles are significant different. On the other word, learning roles affect users’ learning satisfaction.

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

Science.gov (United States)

Imtinan, Umera; Chang, Vanessa; Issa, Tomayess

2013-01-01

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

Nuclear medicine. 1 part. Manual

International Nuclear Information System (INIS)

Shlygina, O.E.; Borisenko, A.R.

2006-01-01

Current manual is urged to give wide-scale readers a submission on a key principles and methods of nuclear medicine, and it opportunities and restrictions in diagnostics and treatment of different diseases. Nuclear medicine is differing first of all by combination of diverse knowledge fields: special knowledge of a doctor, knowledge of physical processes bases, related with radiation, grounds of radiopharmaceutics, dosimetry. In the base of the book the 5th edition of 'Nuclear medicine' manual in 2 parts of German authors - Schicha, G.; Schober, O. is applied. In the book publishing the stuff of the Institute of Nuclear Physics of the National Nuclear Center of Republic of Kazakhstan has been worked. Modifications undergo practically all chapters: especially the second one, forth and sixth was enlarged. The 1 part of the book was published due to support of IAEA within the Technical cooperation project 'Implementation of Nuclear Medicine and Biophysics Center' (KAZ/6/007). The manual second part - devoted to applications of nuclear medicine methods for diagnostics and treatment - will be published in 2007

Preclinical endoscopic training using a part-task simulator: learning curve assessment and determination of threshold score for advancement to clinical endoscopy.

Science.gov (United States)

Jirapinyo, Pichamol; Abidi, Wasif M; Aihara, Hiroyuki; Zaki, Theodore; Tsay, Cynthia; Imaeda, Avlin B; Thompson, Christopher C

2017-10-01

Preclinical simulator training has the potential to decrease endoscopic procedure time and patient discomfort. This study aims to characterize the learning curve of endoscopic novices in a part-task simulator and propose a threshold score for advancement to initial clinical cases. Twenty novices with no prior endoscopic experience underwent repeated endoscopic simulator sessions using the part-task simulator. Simulator scores were collected; their inverse was averaged and fit to an exponential curve. The incremental improvement after each session was calculated. Plateau was defined as the session after which incremental improvement in simulator score model was less than 5%. Additionally, all participants filled out questionnaires regarding simulator experience after sessions 1, 5, 10, 15, and 20. A visual analog scale and NASA task load index were used to assess levels of comfort and demand. Twenty novices underwent 400 simulator sessions. Mean simulator scores at sessions 1, 5, 10, 15, and 20 were 78.5 ± 5.95, 176.5 ± 17.7, 275.55 ± 23.56, 347 ± 26.49, and 441.11 ± 38.14. The best fit exponential model was [time/score] = 26.1 × [session #] -0.615 ; r 2  = 0.99. This corresponded to an incremental improvement in score of 35% after the first session, 22% after the second, 16% after the third and so on. Incremental improvement dropped below 5% after the 12th session corresponding to the predicted score of 265. Simulator training was related to higher comfort maneuvering an endoscope and increased readiness for supervised clinical endoscopy, both plateauing between sessions 10 and 15. Mental demand, physical demand, and frustration levels decreased with increased simulator training. Preclinical training using an endoscopic part-task simulator appears to increase comfort level and decrease mental and physical demand associated with endoscopy. Based on a rigorous model, we recommend that novices complete a minimum of 12 training

Learning to Support Learning Together: An Experience with the Soft Systems Methodology

Science.gov (United States)

Sanchez, Adolfo; Mejia, Andres

2008-01-01

An action research approach called soft systems methodology (SSM) was used to foster organisational learning in a school regarding the role of the learning support department within the school and its relation with the normal teaching-learning activities. From an initial situation of lack of coordination as well as mutual misunderstanding and…

Learning through Discussions

Science.gov (United States)

Ellis, Robert A.; Calvo, Rafael; Levy, David; Tan, Kelvin

2004-01-01

Students studying a third-year e-commerce subject experienced face-to-face and online discussions as an important part of their learning experience. The quality of the students' experiences of learning through those discussions is investigated in this study. This study uses qualitative approaches to investigate the variation in the students'…

Developing of Indicators of an E-Learning Benchmarking Model for Higher Education Institutions

Science.gov (United States)

Sae-Khow, Jirasak

2014-01-01

This study was the development of e-learning indicators used as an e-learning benchmarking model for higher education institutes. Specifically, it aimed to: 1) synthesize the e-learning indicators; 2) examine content validity by specialists; and 3) explore appropriateness of the e-learning indicators. Review of related literature included…

Flexible Learning in an Information Society

Science.gov (United States)

Khan, Badrul, Ed.

2007-01-01

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

An evaluation of an interprofessional master's level programme in children's palliative care. Part 1 the students' evaluation of the programme.

LENUS (Irish Health Repository)

Nicholl, Honor

2014-04-01

In 2010\\/12 an innovative children\\'s palliative care interprofessional educational project funded by the Irish Hospice Foundation was undertaken in a University faculty (Trinity College Dublin). This initiative responded to international educational recommendations to meet the palliative care needs of children. The project involved the development and delivery of 3 standalone modules at Master\\'s level and a substantive research evaluation of the project to examine stakeholders and students perspectives to provide an insight into their experiences and to gather data for future developments. The research evaluation was conducted in two parts, part one sought students\\' evaluation and part two sought stakeholders\\

Language Learning in Preschool Children: An Embodied Learning Account

Science.gov (United States)

Ionescu, Thea; Ilie, Adriana

2018-01-01

In Romanian preschool settings, there is a tendency to use abstract strategies in language-learning activities. The present study explored if strategies based on an embodied cognition approach facilitate learning more than traditional strategies that progress from concrete to abstract. Twenty-five children between 4 and 5 years of age listened to…

WE-D-213-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

International Nuclear Information System (INIS)

Simiele, S.

2015-01-01

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

WE-D-213-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

Energy Technology Data Exchange (ETDEWEB)

Simiele, S. [University of Wisconsin-Madison (United States)

2015-06-15

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics

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

Directory of Open Access Journals (Sweden)

Keith Barrs

2011-09-01

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

An organisational perspective on professionals' learning

DEFF Research Database (Denmark)

Elkjær, Bente; Brandi, Ulrik

2014-01-01

that they are connected with. These are a behavioural, a cognitive and a practice-based perspective on organisational learning respectively. We propose that these lenses on organisations and learning may help us see professionals’ learning as contextualised in both their work practices and their places of work, i......The purpose and contribution of our chapter is to provide a vision for professionals’ learning in the light of the field of organisational learning, and through this lens to incorporate various understandings of the organisational dynamics that professionals work and learn in and through. Inspired...... by some of the founding fathers of the field of organisational learning, Chris Argyris and Donald Schön (Argyris & Schön, 1978; 1996: 3), we ask: “what is an organisation that professionals may learn?” We answer this question by introducing three understandings of organisations and the learning theories...

Investigating Mathematics Teacher Learning within an In-Service Community of Practice: The Centrality of Confidence

Science.gov (United States)

Graven, Mellony

2004-01-01

This paper is part of a broader study that draws on Wenger's (Wenger, E.: 1998, "Communities of Practice: Learning, Meaning, and Identity", Cambridge University Press, New Work) social practice perspective to investigate teacher learning. The study extends Wenger's complex model of interrelated components of learning (as meaning, practice,…

Student perceptions and effectiveness of an innovative learning tool: Anatomy Glove Learning System.

Science.gov (United States)

Lisk, Kristina; McKee, Pat; Baskwill, Amanda; Agur, Anne M R

2015-01-01

A trend in anatomical education is the development of alternative pedagogical approaches to replace or complement experiences in a cadaver laboratory; however, empirical evidence on their effectiveness is often not reported. This study aimed to evaluate the effectiveness of Anatomy Glove Learning System (AGLS), which enables students to learn the relationship between hand structure and function by drawing the structures onto a worn glove with imprinted bones. Massage therapy students (n = 73) were allocated into two groups and drew muscles onto either: (1) the glove using AGLS instructional videos (3D group); or (2) paper with palmar/dorsal views of hand bones during an instructor-guided activity (2D group). A self-confidence measure and knowledge test were completed before, immediately after, and one-week following the learning conditions. Self-confidence of hand anatomy in the 3D group gradually increased (3.2/10, 4.7/10, and 4.8/10), whereas self-confidence in the 2D group began to decline one-week later (3.2/10, 4.4/10, and 3.9/10). Knowledge of hand anatomy improved in both groups immediately after learning, (P learning tool (mean = 8.6 ± 2.2). This study provides evidence demonstrating that AGLS and the traditional 2D learning approach are equally effective in promoting students' self-confidence and knowledge of hand anatomy. © 2014 American Association of Anatomists.

Content, Affective, and Behavioral Challenges to Learning: Students' Experiences Learning Statistics

Science.gov (United States)

McGrath, April L.

2014-01-01

This study examined the experiences of and challenges faced by students when completing a statistics course. As part of the requirement for this course, students completed a learning check-in, which consisted of an individual meeting with the instructor to discuss questions and the completion of a learning reflection and study plan. Forty…

Powered mobility intervention: understanding the position of tool use learning as part of implementing the ALP tool.

Science.gov (United States)

Nilsson, Lisbeth; Durkin, Josephine

2017-10-01

To explore the knowledge necessary for adoption and implementation of the Assessment of Learning Powered mobility use (ALP) tool in different practice settings for both adults and children. To consult with a diverse population of professionals working with adults and children, in different countries and various settings; who were learning about or using the ALP tool, as part of exploring and implementing research findings. Classical grounded theory with a rigorous comparative analysis of data from informants together with reflections on our own rich experiences of powered mobility practice and comparisons with the literature. A core category learning tool use and a new theory of cognizing tool use, with its interdependent properties: motivation, confidence, permissiveness, attentiveness and co-construction has emerged which explains in greater depth what enables the application of the ALP tool. The scientific knowledge base on tool use learning and the new theory conveys the information necessary for practitioner's cognizing how to apply the learning approach of the ALP tool in order to enable tool use learning through powered mobility practice as a therapeutic intervention in its own right. This opens up the possibility for more children and adults to have access to learning through powered mobility practice. Implications for rehabilitation Tool use learning through powered mobility practice is a therapeutic intervention in its own right. Powered mobility practice can be used as a rehabilitation tool with individuals who may not need to become powered wheelchair users. Motivation, confidence, permissiveness, attentiveness and co-construction are key properties for enabling the application of the learning approach of the ALP tool. Labelling and the use of language, together with honing observational skills through viewing video footage, are key to developing successful learning partnerships.

Review of Statistical Learning Methods in Integrated Omics Studies (An Integrated Information Science).

Science.gov (United States)

Zeng, Irene Sui Lan; Lumley, Thomas

2018-01-01

Integrated omics is becoming a new channel for investigating the complex molecular system in modern biological science and sets a foundation for systematic learning for precision medicine. The statistical/machine learning methods that have emerged in the past decade for integrated omics are not only innovative but also multidisciplinary with integrated knowledge in biology, medicine, statistics, machine learning, and artificial intelligence. Here, we review the nontrivial classes of learning methods from the statistical aspects and streamline these learning methods within the statistical learning framework. The intriguing findings from the review are that the methods used are generalizable to other disciplines with complex systematic structure, and the integrated omics is part of an integrated information science which has collated and integrated different types of information for inferences and decision making. We review the statistical learning methods of exploratory and supervised learning from 42 publications. We also discuss the strengths and limitations of the extended principal component analysis, cluster analysis, network analysis, and regression methods. Statistical techniques such as penalization for sparsity induction when there are fewer observations than the number of features and using Bayesian approach when there are prior knowledge to be integrated are also included in the commentary. For the completeness of the review, a table of currently available software and packages from 23 publications for omics are summarized in the appendix.

41 CFR 105-1.000-50 - Scope of part.

Science.gov (United States)

2010-07-01

... 41 Public Contracts and Property Management 3 2010-07-01 2010-07-01 false Scope of part. 105-1.000-50 Section 105-1.000-50 Public Contracts and Property Management Federal Property Management Regulations System (Continued) GENERAL SERVICES ADMINISTRATION 1-INTRODUCTION § 105-1.000-50 Scope of part...

A Career Guidance Curriculum for Ninth Grade Students. Occupational Cluster Learning Activities. Business-Environmental. Part 1 of 2. Ninth Grade Guidance Project. Project Duration: July 16, 1979, to June 30, 1980.

Science.gov (United States)

Cape May County Vocational Schools, NJ.

This first of two parts presents learning activities for four occupational clusters of a ninth-grade cluster program. It contains theory and hands-on activities that explore the occupational requirements and working environment of these areas to help students make intelligent decisions of possible career choices based on levels of interest and…

Learning Together; part 2: training costs and health gain - a cost analysis.

Science.gov (United States)

Cullen, Katherine; Riches, Wendy; Macaulay, Chloe; Spicer, John

2017-01-01

Learning Together is a complex educational intervention aimed at improving health outcomes for children and young people. There is an additional cost as two doctors are seeing patients together for a longer appointment than a standard general practice (GP) appointment. Our approach combines the impact of the training clinics on activity in South London in 2014-15 with health gain, using NICE guidance and standards to allow comparison of training options. Activity data was collected from Training Practices hosting Learning Together. A computer based model was developed to analyse the costs of the Learning Together intervention compared to usual training in a partial economic evaluation. The results of the model were used to value the health gain required to make the intervention cost effective. Data were returned for 363 patients booked into 61 clinics across 16 Training Practices. Learning Together clinics resulted in an increase in costs of £37 per clinic. Threshold analysis illustrated one child with a common illness like constipation needs to be well for two weeks, in one Practice hosting four training clinics for the clinics to be considered cost effective. Learning Together is of minimal training cost. Our threshold analysis produced a rubric that can be used locally to test cost effectiveness at a Practice or Programme level.

Metacognitive Language Learning Strategies Use, Gender, and Learning Achievement: a Correlation Study

Directory of Open Access Journals (Sweden)

Ahlam Bouirane

2015-06-01

Full Text Available This study investigates the relationship between metacognitive language learning strategies (MLLS and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.

Approximate kernel competitive learning.

Science.gov (United States)

Wu, Jian-Sheng; Zheng, Wei-Shi; Lai, Jian-Huang

2015-03-01

Kernel competitive learning has been successfully used to achieve robust clustering. However, kernel competitive learning (KCL) is not scalable for large scale data processing, because (1) it has to calculate and store the full kernel matrix that is too large to be calculated and kept in the memory and (2) it cannot be computed in parallel. In this paper we develop a framework of approximate kernel competitive learning for processing large scale dataset. The proposed framework consists of two parts. First, it derives an approximate kernel competitive learning (AKCL), which learns kernel competitive learning in a subspace via sampling. We provide solid theoretical analysis on why the proposed approximation modelling would work for kernel competitive learning, and furthermore, we show that the computational complexity of AKCL is largely reduced. Second, we propose a pseudo-parallelled approximate kernel competitive learning (PAKCL) based on a set-based kernel competitive learning strategy, which overcomes the obstacle of using parallel programming in kernel competitive learning and significantly accelerates the approximate kernel competitive learning for large scale clustering. The empirical evaluation on publicly available datasets shows that the proposed AKCL and PAKCL can perform comparably as KCL, with a large reduction on computational cost. Also, the proposed methods achieve more effective clustering performance in terms of clustering precision against related approximate clustering approaches. Copyright © 2014 Elsevier Ltd. All rights reserved.

Video Games and Education: Designing Learning Systems for an Interactive Age

Science.gov (United States)

Squire, Kurt D.

2008-01-01

Recently, attention has been paid to computer and video games as a medium for learning. This article provides a way of conceptualizing them as possibility spaces for learning. It provides an overview of two research programs: (1) an after-school program using commercial games to develop deep expertise in game play and game creation, and (2) an…

Understanding quantitative research: part 1.

Science.gov (United States)

Hoe, Juanita; Hoare, Zoë

This article, which is the first in a two-part series, provides an introduction to understanding quantitative research, basic statistics and terminology used in research articles. Critical appraisal of research articles is essential to ensure that nurses remain up to date with evidence-based practice to provide consistent and high-quality nursing care. This article focuses on developing critical appraisal skills and understanding the use and implications of different quantitative approaches to research. Part two of this article will focus on explaining common statistical terms and the presentation of statistical data in quantitative research.

16 CFR Figure 1 to Part 1203 - Anatomical Planes

Science.gov (United States)

2010-01-01

... 16 Commercial Practices 2 2010-01-01 2010-01-01 false Anatomical Planes 1 Figure 1 to Part 1203 Commercial Practices CONSUMER PRODUCT SAFETY COMMISSION CONSUMER PRODUCT SAFETY ACT REGULATIONS SAFETY STANDARD FOR BICYCLE HELMETS Pt. 1203, Fig. 1 Figure 1 to Part 1203—Anatomical Planes ER10MR98.001 ...

38 CFR 1.893 - Establishing and converting part-time positions.

Science.gov (United States)

2010-07-01

... converting part-time positions. 1.893 Section 1.893 Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS GENERAL PROVISIONS Part-Time Career Employment Program § 1.893 Establishing and converting part-time positions. Position management and other internal reviews may indicate that positions may be...

Mobile and contextual learning

Directory of Open Access Journals (Sweden)

Agnes Kukulska-Hulme

2009-12-01

Full Text Available Is mobile learning just a part of everyday learning? This is a relevant question in an age when most people throughout the world now have access to mobile phones and mobility is increasingly taken for granted. In one sense, mobile learning is no different to carrying a textbook or learning through conversations at home, as part of formal education or in the workplace. The technology may be more engaging, but is the learning any different? Despite the ubiquity of mobile phones, smartphones, mp3 players and, increasingly, access to Wi-Fi connections and GPS navigation, the reasons for using mobile and wireless technologies in education are not yet widely known. There is significant specialist expertise, built from ten years of research (and more recently, reflective practice to demonstrate the unique characteristics of mobile learning, which include orchestrating shared learning with personal devices across formal and informal settings, providing immediately useful information, offering timely revision and reflection, connecting real and virtual locations, and enriching field trips and cultural visits. This knowledge needs to be disseminated and examined from new perspectives.

Negative Transfer of L1 on English Grammar Learning in SLA

Institute of Scientific and Technical Information of China (English)

马秀琳

2015-01-01

At present,many scholars pay more attention to the positive transfer of native language on the English learning,while ignoring the negative transfer of L1 on English grammar learning.Therefore native transfer of L1 often appears on English grammar learning.This paper aims to point out that the negative transfer of L1 has a profound and vast influence on the English grammar learning,to find out the countermeasures to reduce the influence of negative transfer of L1 and finally to bring the benefits to the following relative studies.

The Learning of Grammar: An Experimental Study. Experimental Studies on the Learning of Language, Progress Report II, Revised.

Science.gov (United States)

Torrey, Jane W.

An experiment in language behavior comparing two methods of learning grammatical word order in a new language presents scientific evidence supporting the use of pattern drills in foreign language teaching. The experiment reviews the performance of three groups attempting to learn small segments of Russian "microlanguage": (1) a drill group learned…

Learning to Be a Person--East and West

Science.gov (United States)

Jarvis, Peter

2013-01-01

This paper falls into two parts--a Western interpretation and an Eastern critique of the same process. The first part provides an interpretation of how we learn to become culturally embedded individuals. The paper notes the learning processes in the formation of the cultural and national self. We, in the West, have traditionally assumed that the…

Students' Learning with the Connected Chemistry (CC1) Curriculum: Navigating the Complexities of the Particulate World

Science.gov (United States)

Levy, Sharona T.; Wilensky, Uri

2009-01-01

The focus of this study is students' learning with a Connected Chemistry unit, CC1 (denotes Connected Chemistry, chapter 1), a computer-based environment for learning the topics of gas laws and kinetic molecular theory in chemistry (Levy and Wilensky 2009). An investigation was conducted into high-school students' learning with Connected…

PENGEMBANGAN PORTAL E-LEARNING SMK NEGERI 1 MANGGIS

Directory of Open Access Journals (Sweden)

Luh Joni Erawati Dewi

2013-08-01

Full Text Available Portal E-learning SMK Negeri 1 Manggis adalah sebuah sistem yang dibuat untuk membantu serta mendukung proses pembelajaran baik pemberian materi maupun tugas secara online. Dengan adanya portal e-learning ini diharapkan dapat meningkatkan kadar interaksi pembelajaran antara peserta didik dengan guru karena memungkinkan terjadinya interaksi pembelajaran dari mana dan kapan saja. Selain itu, melatih siswa lebih mandiri dan aktif dalam mendapatkan ilmu pengetahuan, serta mempermudah penyimpanan materi pembelajaran. Perancangan sistem ini digambarkan dengan menggunakan DFD (data flow diagram dan diimplementasikan dengan menggunakan Adobe Dreamwaver sebagai editor, Adobe Photoshop  sebagi pengelola design, PHP sebagai script programing, dan MYSQL sebagai pengolah basis data.   Kata-kata kunci: portal, e-learning, SMK Negeri 1 Manggis

Adaptive WTA with an analog VLSI neuromorphic learning chip.

Science.gov (United States)

Häfliger, Philipp

2007-03-01

In this paper, we demonstrate how a particular spike-based learning rule (where exact temporal relations between input and output spikes of a spiking model neuron determine the changes of the synaptic weights) can be tuned to express rate-based classical Hebbian learning behavior (where the average input and output spike rates are sufficient to describe the synaptic changes). This shift in behavior is controlled by the input statistic and by a single time constant. The learning rule has been implemented in a neuromorphic very large scale integration (VLSI) chip as part of a neurally inspired spike signal image processing system. The latter is the result of the European Union research project Convolution AER Vision Architecture for Real-Time (CAVIAR). Since it is implemented as a spike-based learning rule (which is most convenient in the overall spike-based system), even if it is tuned to show rate behavior, no explicit long-term average signals are computed on the chip. We show the rule's rate-based Hebbian learning ability in a classification task in both simulation and chip experiment, first with artificial stimuli and then with sensor input from the CAVIAR system.

MO-F-204-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

International Nuclear Information System (INIS)

McKenney, S.

2016-01-01

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

MO-F-204-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

Energy Technology Data Exchange (ETDEWEB)

McKenney, S. [Children’s National Medical Center (United States)

2016-06-15

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of all aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear

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.

Metacognitive Scaffolding in an Innovative Learning Arrangement

Science.gov (United States)

Molenaar, Inge; van Boxtel, Carla A. M.; Sleegers, Peter J. C.

2011-01-01

This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning process and took a structuring or problematizing form. In an experimental design the two…

Hebbian errors in learning: an analysis using the Oja model.

Science.gov (United States)

Rădulescu, Anca; Cox, Kingsley; Adams, Paul

2009-06-21

Recent work on long term potentiation in brain slices shows that Hebb's rule is not completely synapse-specific, probably due to intersynapse diffusion of calcium or other factors. We previously suggested that such errors in Hebbian learning might be analogous to mutations in evolution. We examine this proposal quantitatively, extending the classical Oja unsupervised model of learning by a single linear neuron to include Hebbian inspecificity. We introduce an error matrix E, which expresses possible crosstalk between updating at different connections. When there is no inspecificity, this gives the classical result of convergence to the first principal component of the input distribution (PC1). We show the modified algorithm converges to the leading eigenvector of the matrix EC, where C is the input covariance matrix. In the most biologically plausible case when there are no intrinsically privileged connections, E has diagonal elements Q and off-diagonal elements (1-Q)/(n-1), where Q, the quality, is expected to decrease with the number of inputs n and with a synaptic parameter b that reflects synapse density, calcium diffusion, etc. We study the dependence of the learning accuracy on b, n and the amount of input activity or correlation (analytically and computationally). We find that accuracy increases (learning becomes gradually less useful) with increases in b, particularly for intermediate (i.e., biologically realistic) correlation strength, although some useful learning always occurs up to the trivial limit Q=1/n. We discuss the relation of our results to Hebbian unsupervised learning in the brain. When the mechanism lacks specificity, the network fails to learn the expected, and typically most useful, result, especially when the input correlation is weak. Hebbian crosstalk would reflect the very high density of synapses along dendrites, and inevitably degrades learning.

The implementation of an elementary STEM learning team and the effect on teacher self-efficacy: An action research study

Science.gov (United States)

Hernandez, Jennifer F.

Science, technology, engineering, and math (STEM) education is part of a national movement to prepare students for the demands of a 21st century workforce. STEM uses an integrated, real-world problem solving approach to increase the levels of collaboration, communication, critical, and creative thinking in students. If expectations for students have increased to stay competitive in a global market, teachers must be equipped to meet the needs of the new 21st century learners in their classrooms. To that end, professional learning for educators is essential to ensure they are equipped with the tools necessary for success. While there are many approaches to teacher development, professional learning teams, based on the work of Garmston and Wellman, focus on teachers' instructional delivery, targeted student learning needs, planning, implementing new strategies, collaboration, and reflective dialogue. The purpose of the study is to improve instructional practice providing quality STEM instruction to students and increase teacher self-efficacy---a teachers' perception of his or her ability to instruct students in the STEM disciplines. Theoretical implications of a study on an elementary STEM learning team could affect the way schools deliver STEM professional learning opportunities to teachers and the way students are delivered a quality STEM education. Research has shown that Model I behavior would limit the change process of professional learning through a surface inspection of the issues; however model II behaviors would benefit the teachers, students and organization because teachers would be collaborating on specific objectives to develop a knowledge base and skill set to meet students' needs. Extending professional development by engaging stakeholders in a collaborative process to build model II behaviors will create an organizational structure that facilitates learning.

15 CFR Supplement 1 to Part 732 - Decision Tree

Science.gov (United States)

2010-01-01

... 15 Commerce and Foreign Trade 2 2010-01-01 2010-01-01 false Decision Tree 1 Supplement 1 to Part 732 Commerce and Foreign Trade Regulations Relating to Commerce and Foreign Trade (Continued) BUREAU... THE EAR Pt. 732, Supp. 1 Supplement 1 to Part 732—Decision Tree ER06FE04.000 [69 FR 5687, Feb. 6, 2004] ...

Group work as an incentive for learning – students’ experiences of group work

Directory of Open Access Journals (Sweden)

Eva eHammar Chiriac

2014-06-01

Full Text Available Group work is used as a means for learning at all levels in educational systems. There is strong scientific support for the benefits of having students learning and working in groups. Nevertheless, studies about what occurs in groups during group work and which factors actually influence the students’ ability to learn is still lacking. Likewise, the question of why some group work is successful and other work results in the opposite is still unsolved. The aim of this article is to add to the current level of knowledge and understandings regarding the essence behind successful group work in higher education. This research is focused on the students’ experiences of group work and learning in groups, which is an almost non-existing aspect of research on group work prior to the beginning of the 21st century. A primary aim is to give university students a voice in the matter by elucidating the students’ positive and negative points of view and how the students assess learning when working in groups. Furthermore, the students’ explanations of why some group work ends up being a positive experience resulting in successful learning, while in other cases, the result is the reverse, are of interest. Data were collected through a study-specific questionnaire, with multiple choice and open-ended questions. The questionnaires were distributed to students in different study programs at two universities in Sweden. The present result is based on a reanalysis and qualitative analysis formed a key part of the study. The results indicate that most of the students’ experiences involved group work that facilitated learning, especially in the area of academic knowledge. Three important prerequisites (learning, study-social function and organization for group work that served as an effective pedagogy and as an incentive for learning were identified and discussed. All three abstractions facilitate or hamper students’ learning, as well as impact their

Group work as an incentive for learning – students’ experiences of group work

Science.gov (United States)

Hammar Chiriac, Eva

2014-01-01

Group work is used as a means for learning at all levels in educational systems. There is strong scientific support for the benefits of having students learning and working in groups. Nevertheless, studies about what occurs in groups during group work and which factors actually influence the students’ ability to learn is still lacking. Similarly, the question of why some group work is successful and other group work results in the opposite is still unsolved. The aim of this article is to add to the current level of knowledge and understandings regarding the essence behind successful group work in higher education. This research is focused on the students’ experiences of group work and learning in groups, which is an almost non-existing aspect of research on group work prior to the beginning of the 21st century. A primary aim is to give university students a voice in the matter by elucidating the students’ positive and negative points of view and how the students assess learning when working in groups. Furthermore, the students’ explanations of why some group work ends up being a positive experience resulting in successful learning, while in other cases, the result is the reverse, are of interest. Data were collected through a study-specific questionnaire, with multiple choice and open-ended questions. The questionnaires were distributed to students in different study programs at two universities in Sweden. The present result is based on a reanalysis and qualitative analysis formed a key part of the study. The results indicate that most of the students’ experiences involved group work that facilitated learning, especially in the area of academic knowledge. Three important prerequisites (learning, study-social function, and organization) for group work that served as an effective pedagogy and as an incentive for learning were identified and discussed. All three abstractions facilitate or hamper students’ learning, as well as impact their experiences with

Peer-assisted learning in medical school: tutees’ perspective

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Menezes A

2016-01-01

Full Text Available Audrey Menezes,1,2 Annette Burgess,1 Antonia J Clarke,1,3 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney; 2Hornsby Ku-ring-gai Hospital; 3Royal Prince Alfred Hospital, Sydney, NSW, Australia Purpose: Peer tutoring offers a valuable method of enhancing students’ learning experience in medical school. Junior students learn from senior peers to reinforce curriculum content in an engaging community environment. The aim of our study was to assess tutees’ perceptions of a formal peer tutoring program at the Central Clinical School of Sydney Medical School. We used the learning theory of the community of practice in order to understand tutees’ perspectives. Patients and methods: All Year 1 and Year 2 students within the Central Clinical School were invited to be tutored by Year 3 and Year 4 students, respectively. Tutor pairs taught a group of three to four tutees fortnightly, and the tutorials were largely clinically based. A questionnaire containing 13 closed items and four open-ended questions regarding their experiences in the program was distributed to the tutees. Descriptive statistics were used to analyze the data. Results: A total of 66 of 101 (65% Year 1 and Year 2 students took part as tutees and 42 of 106 (40% students as tutors. The tutees' response rate was 53% (35/66. Results were largely positive, with 97% of the tutees enjoying the program, 90% showing interest in tutorial topics, 91% feeling a sense of community, 100% wanting to take part next year, 97% finding small groups effective, and 97% and 91% feeling an improved understanding of medical concepts and clinical skills, respectively. Tutees perceived the most useful aspects to be learning and revision and advice from experienced peers. The most frequent suggestion for improvement was to resolve scheduling conflicts. Conclusion: Tutees found the peer tutoring program to be valuable in learning and revision, establishing a community, and

Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

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Yurdugül, Halil; Menzi Çetin, Nihal

2015-01-01

Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…

Blended learning within an undergraduate exercise physiology laboratory.

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Elmer, Steven J; Carter, Kathryn R; Armga, Austin J; Carter, Jason R

2016-03-01

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 (n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 (n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories (P = 0.62) or between sections (P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased (P learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance. Copyright © 2016 The American Physiological Society.

7 CFR 3016.1 - Purpose and scope of this part.

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2010-01-01

... AND LOCAL GOVERNMENTS General § 3016.1 Purpose and scope of this part. This part establishes uniform... 7 Agriculture 15 2010-01-01 2010-01-01 false Purpose and scope of this part. 3016.1 Section 3016.1 Agriculture Regulations of the Department of Agriculture (Continued) OFFICE OF THE CHIEF FINANCIAL OFFICER...

An investigation into e-learning acceptance and gender amongst final year students

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Willie Chinyamurindi

2015-08-01

Objectives: The objective of this study was to investigate the acceptance of the e-learning system within a South African HE setting, including the influential role of gender in the acceptance of such a system. Method: Quantitative data was collected through a cross-sectional survey using 113 registered final year students at a South African university who were making use of an e-learning system as part of their teaching delivery. The measuring instrument used was the technology acceptance instrument (TAI and included measures of computer self-efficacy (CSE, perceived ease of use (PEU, perceived usefulness (PU, and behavioural intention to use (BIU. Results: The presence of a gender divide was found to exist in this study. Women’s ratings of the acceptance of e-learning systems were found to be slightly higher than those of the male respondents. In addition to this, elements of the TAI were found to be related to one another. Conclusion: The study concludes by arguing that lecturers and facilitators need to pay attention to usage patterns of e-learning systems as they affect how such systems are adopted by their students. Therefore, preceding student acceptance of electronic learning systems should be efforts to address any issues that affect the acceptance and effective utilisation of such systems.

E-learning and learning-E: reflections on training

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Chiara Panciroli

2008-07-01

Full Text Available The increase of the traditional limits of education towards dinamic teaching and learning enviroments, of a strongly constructive nature, is strictly related with an always increasing request of knowledge elements by a part of society who made the cognitive dimension one of the development challenge. Telematic technologies, in particular those of e-learning, represents one of the possible interpretation that in this paper are going to be analysed with a problematicistic approach.

Neurocognitive profiles of learning disabled children with neurofibromatosis type 1

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Miladys eOrraca-Castillo

2014-06-01

Full Text Available Neurofibromatosis 1 (NF1 is a genetic condition generally associated with intellectual deficiency and learning disabilities. Although there have been groundbreaking advances in the understanding of the molecular, cellular, and neural systems underlying learning deficits associated to NF1 in animal models, much remains to be learned about the spectrum of neurocognitive phenotype associated with the NF1 clinical syndrome. In the present study, 32 children with NF1 ranging from 7 to 14 years were evaluated with neurocognitive tests dedicated to assess basic capacities which are involved in reading and mathematical achievement. Deficits in lexical and phonological strategies and poor number facts retrieval were found underlying reading and arithmetic disorders, respectively. Additionally, efficiencies in lexical/phonological strategies and mental arithmetic were significant predictors of individual differences in reading attainment and math. However, deficits in core numeric capacities were not found in the sample, suggesting that it is not responsible for calculation dysfluency. The estimated prevalence of Developmental Dyscalculia was 18.8%, and the male:female ratio was 5:1. On the other hand, the prevalence of Developmental Dyslexia was almost 3 times as high (50%, and no gender differences were found (male:female ratio=1:1. This study offers new evidence to the neurocognitive phenotype of NF1 contributing to an in depth understanding of this condition, but also to possible treatments for the cognitive deficits associated with NF1.

L1-norm locally linear representation regularization multi-source adaptation learning.

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Tao, Jianwen; Wen, Shiting; Hu, Wenjun

2015-09-01

In most supervised domain adaptation learning (DAL) tasks, one has access only to a small number of labeled examples from target domain. Therefore the success of supervised DAL in this "small sample" regime needs the effective utilization of the large amounts of unlabeled data to extract information that is useful for generalization. Toward this end, we here use the geometric intuition of manifold assumption to extend the established frameworks in existing model-based DAL methods for function learning by incorporating additional information about the target geometric structure of the marginal distribution. We would like to ensure that the solution is smooth with respect to both the ambient space and the target marginal distribution. In doing this, we propose a novel L1-norm locally linear representation regularization multi-source adaptation learning framework which exploits the geometry of the probability distribution, which has two techniques. Firstly, an L1-norm locally linear representation method is presented for robust graph construction by replacing the L2-norm reconstruction measure in LLE with L1-norm one, which is termed as L1-LLR for short. Secondly, considering the robust graph regularization, we replace traditional graph Laplacian regularization with our new L1-LLR graph Laplacian regularization and therefore construct new graph-based semi-supervised learning framework with multi-source adaptation constraint, which is coined as L1-MSAL method. Moreover, to deal with the nonlinear learning problem, we also generalize the L1-MSAL method by mapping the input data points from the input space to a high-dimensional reproducing kernel Hilbert space (RKHS) via a nonlinear mapping. Promising experimental results have been obtained on several real-world datasets such as face, visual video and object. Copyright © 2015 Elsevier Ltd. All rights reserved.

Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning.

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Luo, Li; Cheng, Xiaohua; Wang, Shiyuan; Zhang, Junxue; Zhu, Wenbo; Yang, Jiaying; Liu, Pei

2017-09-19

Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students' knowledge, attitudes and practices (KAP) relating to e-learning. The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents' average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents' literacy had a significant impact, as the average score increased 10.05 points (P learning KAP. Additionally, this type of blended course can be implemented in many other curriculums.

BLENDED LEARNING AS AN INNOVATIVE FORM OF TEACHING AND LEARNING AT SCHOOL

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Olga Kuzmenko

2017-09-01

Full Text Available In the paper the theoretical background of blended learning is examined, traditional brick-and-mortar and blended learning are compared, the advantages of blended learning are outlined and it effectiveness in foreign language teaching is proven. The topicality of this research is determined by the prospect of implementing the blended learning models to achieve the goals set by the National Strategy for the Development of Education in Ukraine for 2012-2021, namely: improving the quality of education on an innovative basis, creating and providing opportunities for implementing various learning models, forms and means of getting education. In this context, a modern educational institution is required to set up a combination of traditional and innovative forms of learning, and constantly update its information and communication resources, which cause the need to introduce the blended learning approach. Blended learning is a relatively new approach in the field of education in Ukraine. The great prospect of blended learning consists in its potential to combine the best of traditional and online practices. This is a formal education program in which pupils learn partially through online learning with some element of self-control over time, place and pace; and partially in a traditional classroom setting. It provides more efficiency and flexibility in comparison with traditional learning as well as online or distance learning. Moreover, blended learning implies a mastery-based approach ensuring that pupils achieve the required level of mastery at the end of the course. It also prepares learners to collaborate in an online environment and meet the demands of the modern labour market. This is particularly important for schools, because modern pupils are tech-savvy and their motivation is determined by the need for autonomy, personalization, communicatively-oriented and mastery-based learning. For the teaching staff, blended learning can improve teaching

Development of an E-learning System for the Endoscopic Diagnosis of Early Gastric Cancer: An International Multicenter Randomized Controlled Trial.

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Yao, K; Uedo, N; Muto, M; Ishikawa, H; Cardona, H J; Filho, E C Castro; Pittayanon, R; Olano, C; Yao, F; Parra-Blanco, A; Ho, S H; Avendano, A G; Piscoya, A; Fedorov, E; Bialek, A P; Mitrakov, A; Caro, L; Gonen, C; Dolwani, S; Farca, A; Cuaresma, L F; Bonilla, J J; Kasetsermwiriya, W; Ragunath, K; Kim, S E; Marini, M; Li, H; Cimmino, D G; Piskorz, M M; Iacopini, F; So, J B; Yamazaki, K; Kim, G H; Ang, T L; Milhomem-Cardoso, D M; Waldbaum, C A; Carvajal, W A Piedra; Hayward, C M; Singh, R; Banerjee, R; Anagnostopoulos, G K; Takahashi, Y

2016-07-01

In many countries, gastric cancer is not diagnosed until an advanced stage. An Internet-based e-learning system to improve the ability of endoscopists to diagnose gastric cancer at an early stage was developed and was evaluated for its effectiveness. The study was designed as a randomized controlled trial. After receiving a pre-test, participants were randomly allocated to either an e-learning or non-e-learning group. Only those in the e-learning group gained access to the e-learning system. Two months after the pre-test, both groups received a post-test. The primary endpoint was the difference between the two groups regarding the rate of improvement of their test results. 515 endoscopists from 35 countries were assessed for eligibility, and 332 were enrolled in the study, with 166 allocated to each group. Of these, 151 participants in the e-learning group and 144 in the non-e-learning group were included in the analysis. The mean improvement rate (standard deviation) in the e-learning and non-e-learning groups was 1·24 (0·26) and 1·00 (0·16), respectively (Pe-learning system to expand knowledge and provide invaluable experience regarding the endoscopic detection of early gastric cancer (R000012039). Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

Visual Learning in Application of Integration

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Bt Shafie, Afza; Barnachea Janier, Josefina; Bt Wan Ahmad, Wan Fatimah

Innovative use of technology can improve the way how Mathematics should be taught. It can enhance student's learning the concepts through visualization. Visualization in Mathematics refers to us of texts, pictures, graphs and animations to hold the attention of the learners in order to learn the concepts. This paper describes the use of a developed multimedia courseware as an effective tool for visual learning mathematics. The focus is on the application of integration which is a topic in Engineering Mathematics 2. The course is offered to the foundation students in the Universiti Teknologi of PETRONAS. Questionnaire has been distributed to get a feedback on the visual representation and students' attitudes towards using visual representation as a learning tool. The questionnaire consists of 3 sections: Courseware Design (Part A), courseware usability (Part B) and attitudes towards using the courseware (Part C). The results showed that students demonstrated the use of visual representation has benefited them in learning the topic.

What Play Means to Us: Exploring Children's Perspectives on Play in an English Year 1 Classroom

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Howe, Sally

2016-01-01

Opportunities for play and self-initiated activity, considered to be an important part of children's learning in early childhood settings, diminish as children progress into school. Previous studies suggest that losing time for play/self-initiated activity can impact negatively on children's attitudes to school learning. This article discusses the…

IMPROVING LEARNING PROCESS AND STUDENT RESULTS LEARNING TO TUNE-UPMOTORCYCLE USING DEMONSTRATION METHODOF CLASS XI SMA N 1 PLAYEN YEAR STUDY2013/2014

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Haryono Haryono

2014-12-01

Full Text Available This research is to improve the learning process and results in learning a tune-up motorcycle  using the demonstrationmethod of class XI SMA 1 Playen.              This research is a classroom action research (PTK, using the demonstration method.Subyek this study were students of class XI SMA Negeri 1 Playen.Theimplementationofthisstudyusing3cycles,there is a (planning, implementation (actuating, observation (observing, and reflection (reflecting. Collecting data in this study are observations of student learning process and student learning outcomes test data pre-test, postesI, II, III and documentation as a support to the two data. Further observation data based on the observation of student learning just learning the positive process of learning student and test data were analyzed for comparison. Indicators of success in this classroom action research that student learning increases towards positive along with the use of methods of demonstration, is to see an increase from the pre-cycle to end the first cycle, the first cycle to the second cycle and the secondcyclebycycle III.             From the results of this study concluded that the method could improve the demonstration of positive student learning, from the first cycle of 30%, 50% second cycle and third cycle of 80%. Learning is also more effective with students indicated more quickly adapt as a positive activity, especially in terms of increased student asked, noting the test and work on the problems. Demonstration method can improve the learning outcomes  students of class XI SMA 1 Playen as evidenced by an increase in the average yield final test first cycle of 64.09; second cycle of 77.82 and 78.86 for the third cycle. So it proved with the increasing positive student learning canalso improve student learning outcomes.

Student-oriented learning: an inquiry-based developmental biology lecture course.

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Malacinski, George M

2003-01-01

In this junior-level undergraduate course, developmental life cycles exhibited by various organisms are reviewed, with special attention--where relevant--to the human embryo. Morphological features and processes are described and recent insights into the molecular biology of gene expression are discussed. Ways are studied in which model systems, including marine invertebrates, amphibia, fruit flies and other laboratory species are employed to elucidate general principles which apply to fertilization, cleavage, gastrulation and organogenesis. Special attention is given to insights into those topics which will soon be researched with data from the Human Genome Project. The learning experience is divided into three parts: Part I is a in which the Socratic (inquiry) method is employed by the instructor (GMM) to organize a review of classical developmental phenomena; Part II represents an in which students study the details related to the surveys included in Part I as they have been reported in research journals; Part III focuses on a class project--the preparation of a spiral bound on a topic of relevance to human developmental biology (e.g.,Textbook of Embryonal Stem Cells). Student response to the use of the Socratic method increases as the course progresses and represents the most successful aspect of the course.

Machine Learning and Infrared Thermography for Fiber Orientation Assessment on Randomly-Oriented Strands Parts.

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Fernandes, Henrique; Zhang, Hai; Figueiredo, Alisson; Malheiros, Fernando; Ignacio, Luis Henrique; Sfarra, Stefano; Ibarra-Castanedo, Clemente; Guimaraes, Gilmar; Maldague, Xavier

2018-01-19

The use of fiber reinforced materials such as randomly-oriented strands has grown in recent years, especially for manufacturing of aerospace composite structures. This growth is mainly due to their advantageous properties: they are lighter and more resistant to corrosion when compared to metals and are more easily shaped than continuous fiber composites. The resistance and stiffness of these materials are directly related to their fiber orientation. Thus, efficient approaches to assess their fiber orientation are in demand. In this paper, a non-destructive evaluation method is applied to assess the fiber orientation on laminates reinforced with randomly-oriented strands. More specifically, a method called pulsed thermal ellipsometry combined with an artificial neural network, a machine learning technique, is used in order to estimate the fiber orientation on the surface of inspected parts. Results showed that the method can be potentially used to inspect large areas with good accuracy and speed.

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

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Gu, Xiaoqing; Ding, Rui; Fu, Shirong

2011-01-01

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

Aesthetic Experience as an Aspect of Embodied Learning: Stories from Physical Education Student Teachers

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Maivorsdotter, Ninitha; Lundvall, Suzanne

2009-01-01

In this article we explore aesthetic experience as an aspect of embodied learning with focus on the moving body. Our theoretical framework is mainly based on the work of John Dewey. In the first part of the article we identify our understanding of central concepts and draw some lines to their implication for physical education (PE). In the second…

Developing an instrument to measure effective factors on clinical learning

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IDEH DADGARAN

2016-07-01

Full Text Available Introduction: Although nursing students spend a large part of their learning period in the clinical environment, clinical learning has not been perceived by its nature yet. To develop an instrument to measure effective factors on clinical learning in nursing students. Methods: This is a mixed methods study performed in 2 steps. First, the researchers defined “clinical learning” in nursing students through qualitative content analysis and designed items of the questionnaire based on semi-structured individual interviews with nursing students. Then, as the second step, psychometric properties of the questionnaire were evaluated using the face validity, content validity, construct validity, and internal consistency evaluated on 227 students from fourth or higher semesters. All the interviews were recorded and transcribed, and then, they were analyzed using Max Qualitative Data Analysis and all of qualitative data were analyzed using SPSS 14. Results: To do the study, we constructed the preliminary questionnaire containing 102 expressions. After determination of face and content validities by qualitative and quantitative approaches, the expressions of the questionnaire were reduced to 45. To determine the construct validity, exploratory factor analysis was applied. The results indicated that the maximum variance percentage (40.55% was defined by the first 3 factors while the rest of the total variance percentage (59.45% was determined by the other 42 factors. Results of exploratory factor analysis of this questionnaire indicated the presence of 3 instructor-staff, students, and educational related factors. Finally, 41 expressions were kept in 3 factor groups. The α-Cronbach coefficient (0.93 confirmed the high internal consistency of the questionnaire. Conclusion: Results indicated that the prepared questionnaire was an efficient instrument in the study of the effective factors on clinical learning as viewed by nursing students since it

Neoliberal Individualism in Dutch Universities: Teaching and Learning Anthropology in an Insecure Environment

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Bal, Ellen; Grassiani, Erella; Kirk, Kate

2014-01-01

This article is based on our own experiences and that of several of our colleagues teaching social and cultural anthropology in different Dutch institutions for higher learning. We focus in particular on teaching and learning in two small liberal arts and science (LAS) colleges, where anthropology makes up part of the social science curriculum…

The Teaching and Learning of Esperanto

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Duncan Charters

2015-04-01

Full Text Available One of the first tasks faced by Zamenhof, the inventor of Esperanto (1887, was establishing its status as a living language, achieved in part by teaching the language to others, in part by translation and literary creation, and in part by forming a community of users. One of the earliest learners, Leo Tolstoy, emphasized its ease of learning, and both the early history of the language and contemporary experience show that the receptive and productive skills entailed in learning the language are unusually mutually reinforcing. In formal language-learning situations, students are able to reach an acceptable level of proficiency relatively quickly, allowing them to put the language to practical use. They are also able to learn on their own. Ease of learning builds confidence, so that Esperanto constitutes a good introduction to language study in general, even though the language is more complex linguistically than it may appear at first sight. The language also helps the learning of cultural sensitivity. In recent years, electronic aids to teaching and learning have proliferated and there are many resources available to the teacher and learner.

Report of the Results of an IMS LEarning Design Expert Workshop

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Neumann, Susanne; Klebl, Michael; Griffiths, David; Hernández-Leo, Davinia; De la Fuente-Valentin, Luis; Hummel, Hans; Brouns, Francis; Derntl, Michael; Oberhuemer, Petra

2009-01-01

Neumann, S., Klebl, M., Griffiths, D., Hernández-Leo, D., de la Fuente Valentín, L., Hummel, H., Brouns, F., Derntl, M., & Oberhuemer, P. (2010). Report of the Results of an IMS Learning Design Expert Workshop. International Journal Of Emerging Technologies In Learning (IJET), 5(1), pp.

Blended language learning: An effective solution but not without its challenges

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Christopher Johnson

2014-09-01

Full Text Available The study discussed in this investigation is part of a larger collaborative initiative between Laureate Education and Cambridge University Press (LEP-CUP collaboration. This second phase of the research, completed in 2013, aimed to further explore the conclusions from phase 1 and set out to identify effective and appropriate best practice blended learning models within the network. A study was set up with 36 teachers, all experienced ELT teachers with differing levels of experience in blended language teaching, who took part in extended focus groups discussions sessions prompted by a series of questions. Responses from these groups of teachers indicated that a flipped classroom model is beginning to develop. The authors of this study found evidence of changing approaches to language teaching, changes that are not without their challenges, but for a number of the teachers who participated in this research sample these changes are bringing considerable benefit to their teaching experience. This study offered teachers another opportunity to become change managers for students who need to acquire the autonomous, life-long learning skills of the 21st as they transition into professional life. The scope of this study cannot address and solve all of the issues involved in this process, but it provides a step towards that end. DOI: 10.18870/hlrc.v4i3.213

Machine Learning an algorithmic perspective

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Marsland, Stephen

2009-01-01

Traditional books on machine learning can be divided into two groups - those aimed at advanced undergraduates or early postgraduates with reasonable mathematical knowledge and those that are primers on how to code algorithms. The field is ready for a text that not only demonstrates how to use the algorithms that make up machine learning methods, but also provides the background needed to understand how and why these algorithms work. Machine Learning: An Algorithmic Perspective is that text.Theory Backed up by Practical ExamplesThe book covers neural networks, graphical models, reinforcement le

Technology learning for fuel cells. An assessment of past and potential cost reductions

International Nuclear Information System (INIS)

Schoots, K.; Van der Zwaan, B.C.C.; Kramer, G.J.

2010-01-01

Fuel cells have gained considerable interest as a means to efficiently convert the energy stored in gases like hydrogen and methane into electricity. Further developing fuel cells in order to reach cost, safety and reliability levels at which their widespread use becomes feasible is an essential prerequisite for the potential establishment of a 'hydrogen economy'. A major factor currently obviating the extensive use of fuel cells is their relatively high costs. At present we estimate these at about 1100 EUR(2005)W for an 80 kW fuel cell system but notice that specific costs vary markedly with fuel cell system power capacity. We analyze past fuel cell cost reductions for both individual manufacturers and the global market. We determine learning curves, with fairly high uncertainty ranges, for three different types of fuel cell technology - AFC, PAFC and PEMFC - each manufactured by a different producer. For PEMFC technology we also calculate a global learning curve, characterised by a learning rate of 21% with an error margin of 4%. Given their respective uncertainties, this global learning rate value is in agreement with those we find for different manufacturers. In contrast to some other new energy technologies, R and D still plays a major role in today's fuel cell improvement process and hence probably explains a substantial part of our observed cost reductions. The remaining share of these cost reductions derives from learning-by-doing proper. Since learning-by-doing usually involves a learning rate of typically 20%, the residual value for pure learning we find for fuel cells is relatively low. In an ideal scenario for fuel cell technology we estimate a bottom-line for specific (80 kW system) manufacturing costs of 95 EUR(2005)W. Although learning curves observed in the past constitute no guarantee for sustained cost reductions in the future, when we assume global total learning at the pace calculated here as the only cost reduction mechanism, this ultimate cost

What do I need to learn? An exercise to prioritize learning goals

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Gauttier, Stéphanie; Arnedillo-Sanchez, Inmaculada

2016-01-01

This paper describes an exercise for learners to identify what they should learn in order to meet their learning skills. Lifelong learners often undertake non-formal learning activities, when they try to gain knowledge outside of formal, structured, programs. They need to be self-directed and have

An Intelligent System for Determining Learning Style

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Ozdemir, Ali; Alaybeyoglu, Aysegul; Mulayim, Naciye; Uysal, Muhammed

2018-01-01

In this study, an intelligent system which determines learning style of the students is developed to increase success in effective and easy learning. The importance of the proposed software system is to determine convenience degree of the student's learning style. Personal information form and Dunn Learning Style Preference Survey are used to…

Activating Student to Learn Chemistry using Chemmy Card 6-1 Game as an Instructional Medium in IUPAC Nomenclature of Inorganic Compounds

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Lutfi, A.; Hidayah, R.

2018-01-01

The aim of this study is to know the effect of Internet-assisted Chemmy Card 6-1 game as an instructional medium in IUPAC Nomenclature of Inorganic Compounds material for X grade of senior high school on students’ activity, learning motivation, and learning outcome. The study was conducted at SMA Negeri Sidoarjo, Indonesia, in two different classes. The instruction was done based on the lesson plan made. The observation on students’ activity was conducted during the instruction with the game while test and questionnaire were given after the instruction. The result showed positive activities, which students listened to the teacher’s explanation, actively delivered questions, and enabled to solve problems in naming compounds. It was also effective to avoid the drowsiness. The result of students’ motivation of X MIPA 6 was 74.78% (good) while X MIPA 7 was 83.80% (very good). The pretest results of two classes showed that no students mastered but 100% students mastered and the increase of N-gain scores in two classes was categorized as high, ≥0,7, after the instruction. The result of this study showed that the use of Internet-assisted Chemmy Card 6-1 game in IUPAC nomenclature of inorganic compounds for X grade of senior high school could be pleasant for students to learn and effective in achieving the learning objective.

An Integrated Playful Music Learning Solution

DEFF Research Database (Denmark)

Jensen, Karl Kristoffer; Frimodt-Møller, Søren

2015-01-01

This paper presents an integrated solution using IT technologies to help a (young) musician learn a piece of music, or learn how to play an instru- ment. The rehearsal process is organized in sequences, consisting of various ac- tivities to be 'passed'. Several games are investigated that help...

Task-specificity of unilateral anodal and dual-M1 tDCS effects on motor learning.

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Karok, Sophia; Fletcher, David; Witney, Alice G

2017-01-08

Task-specific effects of transcranial direct current stimulation (tDCS) on motor learning were investigated in 30 healthy participants. In a sham-controlled, mixed design, participants trained on 3 different motor tasks (Purdue Pegboard Test, Visuomotor Grip Force Tracking Task and Visuomotor Wrist Rotation Speed Control Task) over 3 consecutive days while receiving either unilateral anodal over the right primary motor cortex (M1), dual-M1 or sham stimulation. Retention sessions were administered 7 and 28 days after the end of training. In the Purdue Pegboard Test, both anodal and dual-M1 stimulation reduced average completion time approximately equally, an improvement driven by online learning effects and maintained for about 1 week. The Visuomotor Grip Force Tracking Task and the Visuomotor Wrist Rotation Speed Control Task were associated with an advantage of dual-M1 tDCS in consolidation processes both between training sessions and when testing at long-term retention; both were maintained for at least 1 month. This study demonstrates that M1-tDCS enhances and sustains motor learning with different electrode montages. Stimulation-induced effects emerged at different learning phases across the tasks, which strongly suggests that the influence of tDCS on motor learning is dynamic with respect to the functional recruitment of the distributed motor system at the time of stimulation. Divergent findings regarding M1-tDCS effects on motor learning may partially be ascribed to task-specific consequences and the effects of offline consolidation. Copyright © 2016 Elsevier Ltd. All rights reserved.

Operant learning and differential-reinforcement-of-low-rate 36-s responding in 5-HT1A and 5-HT1B receptor knockout mice.

NARCIS (Netherlands)

Pattij, T.; Broersen, L.M.; Linde, J. van der; Groenink, L.; Gugten, J. van der; Maes, R.A.A.; Olivier, B.

2003-01-01

Previous studies with mice lacking 5-HT(1A) (1AKO) and 5-HT(1B) (1BKO) receptors in hippocampus-dependent learning and memory paradigms, suggest that these receptors play an important role in learning and memory, although their precise role is unclear. In the present study, 1AKO and 1BKO mice were

17 CFR 289.1 - Applicability of this part.

Science.gov (United States)

2010-04-01

... CORPORATION ACT § 289.1 Applicability of this part. This part (Regulation IFC) prescribes the reports to be filed with the Securities and Exchange Commission by the International Finance Corporation (“IFC”) pursuant to section 13(a) of the International Finance Corporation Act. ...

Solar geoengineering as part of an overall strategy for meeting the 1.5°C Paris target

Science.gov (United States)

MacMartin, Douglas G.; Ricke, Katharine L.; Keith, David W.

2018-05-01

Solar geoengineering refers to deliberately reducing net radiative forcing by reflecting some sunlight back to space, in order to reduce anthropogenic climate changes; a possible such approach would be adding aerosols to the stratosphere. If future mitigation proves insufficient to limit the rise in global mean temperature to less than 1.5°C above preindustrial, it is plausible that some additional and limited deployment of solar geoengineering could reduce climate damages. That is, these approaches could eventually be considered as part of an overall strategy to manage the risks of climate change, combining emissions reduction, net-negative emissions technologies and solar geoengineering to meet climate goals. We first provide a physical-science review of current research, research trends and some of the key gaps in knowledge that would need to be addressed to support informed decisions. Next, since few climate model simulations have considered these limited-deployment scenarios, we synthesize prior results to assess the projected response if solar geoengineering were used to limit global mean temperature to 1.5°C above preindustrial in an overshoot scenario that would otherwise peak near 3°C. While there are some important differences, the resulting climate is closer in many respects to a climate where the 1.5°C target is achieved through mitigation alone than either is to the 3°C climate with no geoengineering. This holds for both regional temperature and precipitation changes; indeed, there are no regions where a majority of models project that this moderate level of geoengineering would produce a statistically significant shift in precipitation further away from preindustrial levels. This article is part of the theme issue `The Paris Agreement: understanding the physical and social challenges for a warming world of 1.5°C above pre-industrial levels'.

Solar geoengineering as part of an overall strategy for meeting the 1.5°C Paris target.

Science.gov (United States)

MacMartin, Douglas G; Ricke, Katharine L; Keith, David W

2018-05-13

Solar geoengineering refers to deliberately reducing net radiative forcing by reflecting some sunlight back to space, in order to reduce anthropogenic climate changes; a possible such approach would be adding aerosols to the stratosphere. If future mitigation proves insufficient to limit the rise in global mean temperature to less than 1.5°C above preindustrial, it is plausible that some additional and limited deployment of solar geoengineering could reduce climate damages. That is, these approaches could eventually be considered as part of an overall strategy to manage the risks of climate change, combining emissions reduction, net-negative emissions technologies and solar geoengineering to meet climate goals. We first provide a physical-science review of current research, research trends and some of the key gaps in knowledge that would need to be addressed to support informed decisions. Next, since few climate model simulations have considered these limited-deployment scenarios, we synthesize prior results to assess the projected response if solar geoengineering were used to limit global mean temperature to 1.5°C above preindustrial in an overshoot scenario that would otherwise peak near 3°C. While there are some important differences, the resulting climate is closer in many respects to a climate where the 1.5°C target is achieved through mitigation alone than either is to the 3°C climate with no geoengineering. This holds for both regional temperature and precipitation changes; indeed, there are no regions where a majority of models project that this moderate level of geoengineering would produce a statistically significant shift in precipitation further away from preindustrial levels.This article is part of the theme issue 'The Paris Agreement: understanding the physical and social challenges for a warming world of 1.5°C above pre-industrial levels'. © 2018 The Author(s).

The Future of Learning: From eLearning to mLearning.

Science.gov (United States)

Keegan, Desmond

The future of electronic learning was explored in an analysis that viewed the provision of learning at a distance as a continuum and traced the evolution from distance learning to electronic learning to mobile learning in Europe and elsewhere. Special attention was paid to the following topics: (1) the impact of the industrial revolution, the…